ethanporcaro/eric-fulltext-meta huggingface dataset:
University Student&apos;s Perspectives on Using Cell Phones in Classrooms--Are They Dialing up Disaster?
Author: Fernandez, Simon
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Attitudes,Likert Scales,Questionnaires,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Student Motivation,Teaching Methods,Statistical Analysis

Mobile phones are one of the fastest growing technologies in this century all over the world and these devices are extremely influencing the adolescents. The present study was sought to establish students' views on cell phones usage in university classrooms in an educational district in the Eastern Cape Province of South Africa. The study employed a quantitative approach and the design was a survey. A purposive sample of 179 National Diploma: Information Technology students learning in the year 1, year 2 and year 3 participated in the study. The data were collected through a 5-point Likert scale questionnaire and they were captured manually into Microsoft Excel 2013 and were analysed. The findings of the study show that students were motivated by the cell phone's use in learning. Even though, cell phones when used rarely for personnel use are causing distraction to the classmates, majority of the students believed that mobile phone usage in learning is very effective. The lecturers discourage students to use mobile phones in classrooms; however students still use it to enhance their studies. The researcher concluded that the university students are matured enough to understand that the mobile phones should be used for boons rather than letting themselves into disaster.
Social Media Addiction Scale-Student Form: The Reliability and Validity Study
Author: Sahin, Cengiz
Date: 2018-01-00
Type: Journal Articles
Subjects: Social Media,Addictive Behavior,Factor Analysis,Factor Structure,Validity,Reliability,Secondary School Students,High School Students,College Students,Correlation,Measures (Individuals),Statistical Analysis,Likert Scales,Foreign Countries

The purpose of this study is to develop a valid and reliable measurement tool to determine the social media addictions of secondary school, high school and university students. 998 students participated in the study. 476 students from secondary schools, high schools and universities participated in the first application during which the exploratory factor analysis of the scale was conducted. 298 students participated in the second application during which the confirmatory factor analysis was carried out. Test-retest method was used to determine the consistency of the scale with the participation of 224 student. Expert opinion, exploratory factor analysis, confirmatory factor analysis, total item correlations, mean differences between upper and lower groups, internal consistency coefficient and test-retest correlation coefficients were calculated within the scope of assessing the validity and reliability of the research. According to the exploratory and confirmatory factor analysis, the scale has a 4-factor structure accounting for 53.16% of the total variance. Kaiser-Meyer-Olkin (KMO) coefficient and the Bartlett's test were found significant respectively at 0.96 and X[superscript 2] = 12680.88 (p = 0.00). Internal consistency coefficient (Cronbach's alpha coefficient) was found 0.93 for the whole scale and at values ranging from 0.81 to 0.86 for the sub-factors. Test-retest coefficient was found 0.94. In conclusion, SMA-SF is a 5-point Likert-type scale consisting of 29 items grouped under 4 factors (virtual tolerance, virtual communication, virtual problem and virtual information). The statistical analysis indicates that the scale is valid and reliable enough to be used in determining the social media addictions of secondary school, high school and university students.
A Review of Morphological Analysis Strategies on Vocabulary Outcomes with ELLs
Author: Brandes, Dana R.
Date: 2017-00-00
Type: Journal Articles
Subjects: English Language Learners,Morphology (Languages),Vocabulary Development,Second Language Learning,Literature Reviews,Reading Difficulties,Teaching Methods,At Risk Students,Reading Comprehension,Difficulty Level,Context Effect,Direct Instruction

In this article, the literature on instruction in morphological analysis strategies with English Language Learners (ELLs) is reviewed to identify vocabulary outcomes for these students. The nature of instruction and quality of outcomes are examined for ELLs in general, and also for those with or at risk of reading disabilities. A total of nine studies met inclusion criteria for this review. While preliminary, results suggest that morphological analysis strategies are a promising approach to improving the vocabulary knowledge of ELLs, including those with or at risk of reading disabilities. Future research in this area is worth exploring, and several directions are provided.
The Effects of Webopac Self Training Tool with Guided Exploration on Information Literacy Skills among First Year Degree Students
Author: Ismail, Mohd Nasir
Date: 2018-01-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Search Strategies,Information Literacy,Web Based Instruction,Independent Study,Logical Thinking,Library Instruction,College Libraries,Online Catalogs,Hypothesis Testing,Teaching Methods,Instructional Effectiveness,Scores,Cognitive Tests,Statistical Analysis,Quasiexperimental Design

The purpose of this study is to investigate effects of WebOPAC Self Training Tool with Guided Exploration (WSTTG), WebOPAC Self Training Tool with non-guided exploration (WSTT) and Traditional (T) groups as the learning strategies on information literacy (IL) skills standards among first year degree students in Malaysian public university. The proposed learning strategy (WSTTG) was developed according to Ausebel's Instructional Design Theory and Gagne's Nine Events of Instruction which consist of constructivist learning environment model and cognitive of multimedia learning model. This unique and novel learning strategy is used to develop individual's logical thinking skill and access the information literacy skills which comply with Association of College and Research Libraries Information Literacy Competency Standards for Higher Education and Bloom Taxonomy standard. This study investigates the effects of the learning strategies amongst the students with high and low logical thinking level on their IL skills. Student's logical thinking level was measured using Group Assessment of Logical Thinking Test (GALTS). Meanwhile, students' information literacy skills were measured through a WebOPAC Training Assessment Information Literacy Skills (WTAILS). A quasi-experimental study with posttest-only nonequivalent group design that employed a 3x2 factorial design was applied in the study. The sample considered of 150 students from three academic libraries in Malaysia which were all randomly selected and assigned to the treatment and control groups. The findings of this study suggest that WSTTG is preferred compare to WSTT and T methods in developing student's information literacy skills at both logical thinking levels. From the practical perspective, the findings should alert librarians on the need to adopt this effective learning strategy for library orientation program and to be used by both the librarians and library users for WebOPAC teaching and learning purposes.
The Art of Teaching Science in Secondary Schools: A Meta Analysis
Author: Hassan, Sharifah Sariah Syed
Date: 2018-01-00
Type: Journal Articles
Subjects: Meta Analysis,Science Instruction,Secondary School Science,Research Methodology,Teaching Methods,Student Motivation,Barriers,Tables (Data),Science Interests,Action Research,STEM Education,Literature Reviews

This study attempted to highlight the trend of research in science related subjects specifically in schools. Articles and journals were retrieved from Google scholar under peer reviewed with the aim to highlight the trend of research methods, findings and teaching strategies. The themes were based on pedagogical approaches of teaching science, students' motivation in learning sciences and challenges hindering effectiveness of teaching sciences. The paper contributes to policy makers and science teachers to employ appropriate strategies and integrate suitable technologies for teaching science in secondary schools. Based on the meta-analysis, tables are provided to summarise the research trend and findings. It has been found that the trend of low interest in learning science is still apparent for the past five years. The barriers of effective teaching and motivation have been the main discussion among researchers. Recommendations have been drawn to ensure teachers to involve in action research for effective intervention in teaching and learning science in schools. The limitations of study include the narrow search in the Google scholar rather than in indexed Scopus and ISI journals. Thus the quality of the research journals is not addressed.
Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities
Author: Haager, Diane
Date: 2017-00-00
Type: Journal Articles
Subjects: Adolescents,English Language Learners,At Risk Students,Learning Disabilities,Language of Instruction,Reading Instruction,Reading Difficulties,Content Area Reading,English (Second Language),Second Language Learning,Secondary Schools,Secondary School Students

An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners (ELLs)--students who are acquiring English as a second language while also participating in content instruction that is delivered in English. For ELLs who are also identified as having learning disabilities, the reading and language demands of content area instruction are overwhelming, creating even greater barriers to their academic learning, particularly in secondary school settings in which the textbooks and language of instruction include complex concepts and technical vocabulary. This article outlines pathways to academic learning for ELLs and students with learning disabilities and presents instructional strategies to support the development of reading and language proficiency simultaneously with making content learning accessible.
Two Modalities of the Contextualized Courseware in Three Modalities of Classroom Use
Author: Akpinar, Yavuz
Date: 2018-01-00
Type: Journal Articles
Subjects: Courseware,Teaching Methods,Statistical Analysis,Achievement Tests,Vocational High Schools,Grade 9,Critical Thinking,Comparative Analysis,Units of Study,Teacher Student Relationship,Measures (Individuals),Qualitative Research,Quasiexperimental Design,Pretests Posttests,Prior Learning,Electronic Learning,Foreign Countries,Control Groups,Experimental Groups

This study investigated the effect of various combinations of contextualization and teacher support on achievement and critical thinking. Two specially-designed sets of courseware were used to teach a unit on logic, one based on a single context and one based on multiple contexts. The participants were 151 9th graders in two vocational high schools. Each student was assigned to one of four groups: The first group used the multiple-context courseware with a teacher tutorial; the second group used the single-context courseware; the third group studied the single context courseware with a teacher tutorial; and the fourth group had a teacher tutorial only. Statistical analysis of two achievement tests on the unit and a critical thinking disposition inventory revealed that, regardless of whether the courseware employed single or multiple contexts, teacher support is beneficial. Findings are discussed in relation to comparable studies reported in the literature. Further research issues are raised in the last section.
Reading Interventions for Elementary English Language Learners with Learning Disabilities: A Review
Author: Boon, Richard T.
Date: 2017-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Intervention,English Language Learners,Elementary School Students,Literature Reviews,Special Education,Peer Teaching,Tutoring,Instructional Materials,Vocabulary Development,Reading Programs,Outcomes of Education,Program Effectiveness

This paper provides a review of the literature on reading interventions for English language learners (ELLs) with learning disabilities (LD) in the elementary grade levels (K-5). The goal of this review was to identify and evaluate reading interventions that have been used in the special education literature for ELLs with LD in the early grade levels. A systematic search of the literature from 1975 to 2016 yielded nine studies that met our inclusion criteria. Reading interventions that emerged from our review included: (a) computer-based constant time delay, (b) graphic organizers, (c) peer-tutoring, (d) repeated reading with a vocabulary component, and (e) two reading programs (Project PLUS &amp; Read Well). Overall, the results of the studies showed promising effects on improving the reading outcomes for ELLs with LD in the elementary classroom.
English Learners with Learning Disabilities: What Is the Current State?
Author: Rodríguez, Ashley
Date: 2017-00-00
Type: Journal Articles
Subjects: English Language Learners,Learning Disabilities,Teaching Methods,Disproportionate Representation,Educational Research,Prevention,Early Intervention,Referral,Decision Making,Evaluation Methods,Student Evaluation,Identification,Research Reports

As the demographics across the United States continues to change, specifically with increases in school age English Learners who speak a home language other than English, it is imperative that schools meet the diverse needs of these children. This article summarizes studies about English Learners with learning disabilities. It reports on the analysis of 21 articles. Results indicate that the areas of prevention and early intervention, referral and decision making, assessment procedures, teaching strategies, and disproportionality and overrepresentation are important topics to consider with respect to the education of English Learners with learning disabilities.
Secondary School Students&apos; Use of and Attitudes toward Online Mathematics Homework
Author: Albelbisi, Nour Awni
Date: 2018-01-00
Type: Journal Articles
Subjects: Secondary School Students,Online Courses,Mathematics Instruction,Homework,Student Attitudes,Influences,Performance Factors,Predictor Variables,Likert Scales,Web Based Instruction,Technology Uses in Education,Usability,Courseware,Models,Least Squares Statistics,Structural Equation Models,Foreign Countries,Student Surveys

The purposes of this study were twofold: 1) to examine the influence of performance expectancy, and effort expectancy on secondary school students attitudes toward the use of a mathematics online homework package called MyiMaths; and 2) to predict the factor that best influences their attitudes. A 15 item, five-point Likertscale instrument was administered to 345 secondary school students, and data were analyzed using the Partial Least Squares-Structured Equation Modeling (PLS-SEM) approach. Findings revealed that there were significant relationships between performance expectancy, effort expectancy, and student attitude toward the use of an online mathematics homework tool. The findings also indicated a positive relationship between student attitudes and their actual use of online homework. Additionally, performance expectancy was found to be the best factor for predicting student attitude toward the use of online homework. The outcomes of this study will enable educators to design appropriate teaching and learning interventions for their students.
Should We Add History of Science to Provide Nature of Science into Vietnamese Biology Textbook: A Case of Evolution and Genetics Teaching?
Author: Diem, Huynh Thi Thuy
Date: 2018-01-00
Type: Journal Articles
Subjects: Science History,Science Instruction,Evolution,Genetics,Textbooks,Biology,Foreign Countries,Case Studies,Qualitative Research,Statistical Analysis,Secondary School Teachers,High Schools,Science Teachers,Textbook Content,Scientific Concepts,Scientific Research,Questionnaires,Teacher Attitudes

History of science (HOS) plays a substantial role in the enhancement of rooted understanding in science teaching and learning. HOS of evolution and genetics has not been included in Vietnamese biology textbooks. This study aims to investigate the necessity of introducing evolution and genetics HOS into Vietnamese textbooks. A case study approach integrating both quantitative and qualitative methods were employed. Of total 87 high school teachers, 68.5% were female. The percentage of biology teachers agreed to add HOS of evolution and genetics into the textbooks was 85.1%. The most common reason (73.0%) for agreement was to develop an active classroom in teaching and learning issues related to evolution and genetics. There were 14.9% of teachers did not agree to add HOS of evolution and genetics into textbooks, with the main reason that teachers must spend more time preparing and teaching evolution and genetics. Most of the teachers agreed to add more details about how the scientists state the research questions and research hypotheses into biology textbooks. Introducing HOS of evolution and genetics into Vietnamese biology textbook is necessary for biology teaching and learning in high school.
Promoting Students&apos; Paragraph Writing Using EDMODO: An Action Research
Author: Al-Naibi, Is'haq
Date: 2018-01-00
Type: Journal Articles
Subjects: Action Research,Writing Improvement,Paragraph Composition,Social Networks,Open Universities,English (Second Language),College Second Language Programs,Writing Processes,Learning Activities,Questionnaires,Pretests Posttests,Writing Tests,Barriers,Teaching Methods,Instructional Effectiveness,Foreign Countries,Intervention

This paper reports the findings of an action research that was carried out to measure the effectiveness of integrating a social networking website &quot;Edmodo&quot; in students' writing performance in an EFL classroom at Arab Open University (Oman Branch). The participants were 25 students studying English in the Foundation Programme. Along with three lesson plans that were used to teach students the writing process, students conducted some quizzes, discussions and activities on Edmodo. Analysis of students' second writing showed a statistically significant improvement in students' writing. A post-treatment questionnaire results indicated that students have positive perceptions towards using Edmodo in language learning.
The Impact of Social Presence on Learners&apos; Satisfaction in Mobile Learning
Author: Alsadoon, Elham
Date: 2018-01-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Student Satisfaction,Interpersonal Relationship,Predictor Variables,Gender Differences,Course Selection (Students),Likert Scales,Student Surveys,Online Surveys,Correlation,Statistical Analysis,College Students,Multiple Regression Analysis

Distributing learning completely through mobile courses is a new trend. Social presence has been identified as a significant predictor of learner satisfaction with online learning. It is a key element that improves learner satisfaction with online learning (Cobb, 2009; Reio &amp; Crim, 2013). This study explores whether social presence is inherent in the mobile learning environment. Results revealed that social presence was a significant predictor in learners' satisfaction as were gender and number of courses learners had previously experienced.
The Development of the Virtual Learning Media of the Sacred Object Artwork
Author: Nuanmeesri, Sumitra
Date: 2018-01-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Art Products,Hypothesis Testing,Comparative Analysis,Pretests Posttests,Statistical Significance,Statistical Analysis,Foreign Countries,Training,Folk Culture,Program Effectiveness,Knowledge Level,Teaching Methods

This research aimed to develop the virtual learning media of the sacred object artwork by applying the concept of the virtual technology in order to publicize knowledge on the cultural wisdom of the sacred object artwork. It was done by designing and developing the virtual learning media of the sacred object artwork for the virtual presentation. Subsequently, the virtual media which had been developed would be evaluated with the index of item-objective congruence (IOC) by ten experts. It was found that the IOC value was more than 0.8, so it indicated that the virtual learning media of the sacred object artwork which had been developed was consistent with the content. The meaning and knowledge about the sacred object artwork could be correctly conveyed through the virtual learning media; and moreover, the virtual learning media which had been constructed was brought into use in publicizing and transferring knowledge about the sacred object artwork to the sampling group of sixty persons. It was found in the research result that the learning result about the cultural wisdom of the sacred object artwork of the sampling group increased seeing from the comparison of the difference between the pre-test and post-test results after using the virtual learning media of the sacred object artwork. The hypothesis was tested by using T-Test, and it was found that there was a statistical significant difference at the level of 0.05 and the efficiency evaluation was measured by the satisfaction of the sampling group towards the virtual learning media of the sacred object artwork. The mean value was 4.81, and the standard deviation value was 0.39. Therefore, it could be said that the virtual learning media of the sacred object artwork which had been developed gave more effective learning process.
Atom Core Interactive Electronic Book to Develop Self Efficacy and Critical Thinking Skills
Author: Pradina, Luthfia Puspa
Date: 2018-01-00
Type: Journal Articles
Subjects: Electronic Publishing,Grade 12,Educational Technology,Technology Uses in Education,Questionnaires,Statistical Analysis,Student Attitudes,Critical Thinking,Thinking Skills,Feedback (Response),Foreign Countries,Interaction,High School Students,Self Efficacy,Science Instruction,Nuclear Physics,Nuclear Energy

The purpose of this research is to develop interactive atomic electronic school book (IESB) to cultivate critical thinking skills and confidence of students grade 12. The method used in this research was the ADDIE (Analyze Design Development Implementation Evaluation) development procedure which is limited to the test phase of product design expert. The need analyze data is collected from students in Lampung Province Indonesia using questionnaires. Electronic book design tested by experts in the field of physics education. Data were analyzed quantitatively and descriptively. Based on the results of the questionnaire 65,2% of the students said that they need the IESB which contains an interactive question exercise with feedback for exam exercises and preparing for admission to the university. The current book has not given self efficacy to 83,9% of students. Expertial test results show that the IESB will be able to cultivate self efficacy and critical thinking skills is an interactive digital format with experimental simulation, interactive question on HOTS level with feed back, and hyperlink to other learning resources.