ethanporcaro/eric-fulltext-meta huggingface dataset:
Influence of Facilitating and Hindering Variables of Academic Engagement in Spanish Secondary Students
Author: Alonso, Marta Oporto
Date: 2022-01-00
Type: Journal Articles
Subjects: Learner Engagement,Secondary School Students,Academic Achievement,Goal Orientation,Student Motivation,Measures (Individuals),Student Attitudes,Stress Variables,Psychological Patterns,Barriers,Mastery Learning,Interpersonal Competence,Foreign Countries,Likert Scales,Psychopathology

Academic Engagement (AE) can explain part of the success of current educational programmes. This observational and prospective study aims to identify the facilitating and hindering psychosocial variables involved in AE. We included achievement goals and academic motivation as facilitating academic variables and perceived stress and social problems as hindering variables. The sample included 603 students who were consecutively recruited in ESO and Baccalaureate in schools in Barcelona. The inclusion criteria for the participants were as follows: to be enrolled in a year from 1st year of ESO to 2nd year of Baccalaureate; to have access to the average mark of the previous year and to complete the questionnaires in full. The following were administered: Utrecht Work Engagement Scale-Student version, Achievement Goal Questionnaire-Revised, Academic Motivation Scale, Perceived Stress Scale and Youth Self Report/11-18. Linear regression analysis shows that the variables involved in the development and maintenance of AE were intrinsic motivation, mastery approach and extrinsic motivation whereas lack of motivation, perceived stress and social issues were hindering variables (R[superscript 2]=0.634; F=98.793; p=0.000). In conclusion, all these variables should be taken into account because they can contribute to academic engagement in students.
The Effect of a Whole Brain Teaching Based Instruction on Developing Number Competencies and Arithmetic Fluency in Kindergarten Children
Author: Elfiky, Doaa Emam Ghobashy
Date: 2022-01-00
Type: Journal Articles
Subjects: Teaching Methods,Brain,Number Concepts,Arithmetic,Kindergarten,Preschool Children,Instructional Effectiveness,Foreign Countries,Intervention,Mathematics Instruction

Young children need to be taught using effective interventions. A good teaching method is one that will increase children's motivation to learn, keep them aware of their understanding and encourage them to reflect on what they learn, if this teaching is based on relevant and visible training. Otherwise, they may suffer from delays in mathematics. One of these effective interventions is Whole Brain Teaching (WBT). The participants were 90 kindergarten children recruited from two public kindergarten schools in Matrouh city, Egypt. Two classes, with 45 children in KG1, were randomly selected using the fishbowl method. Children aged 4 and above (KG1 children) were targeted. In order to analyze the data from the pre- and post-test, the author used the Statistical Package for the Social Sciences (SPSS) V18.0. two-way ANOVA analysis and t-test. The findings of the study confirmed that adopting Whole Brain Teaching (WBT) approach helped in the increasing of student's involvement. Third, the intervention allowed children to see, say, hear and move physically, and this resulted in the emotional involvement in lessons presented. Gradually, as lessons progress, children become more fluent. The effectiveness of WBT had great results which were obvious on children's learning, affection and behaviour. During and after the presentation and application of the intervention, children maintained behavioural engagement. Prior to the intervention, the teacher took a long time trying to manage children.
Engagement with a Sequence of Feedback-Correction: A Case Study of Secondary School Students in Vietnam
Author: Dang, Trang Thi Doan
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Feedback (Response),Error Correction,Revision (Written Composition),Sequential Approach,Cooperative Learning,Second Language Learning,English (Second Language)

This exploratory study investigated Vietnamese secondary students' engagement in a sequence of detecting, correcting, and rewriting tasks, and examined the factors affecting their engagement and/or disengagement in the process. The study draws on the principles of task-based instruction, involving eight mixed-ability groups (n = 31), and was designed to address student engagement with feedback-correction practices that has rarely been discussed in previous research and has therefore remained largely underexplored, especially in the context of Vietnam. Theoretical concepts of behavioral, cognitive, and social engagement were used to analyze data from audio recordings of students' interactions and their written responses to open-ended questions. The analysis of data showed that the eight groups engaged behaviorally, socially, and cognitively in the process, although their engagement varied according to the learning tasks, the teacher's intervention, peer support, English ability, and types of gaps. Findings from the eight-week intervention suggest teachers should consider factors which determine student engagement with feedback-correction practices. By offering students opportunities to act on specific language issues in their writing through detecting and correcting gaps and rewriting the corrected texts, engagement with feedback-correction practices can be useful in fostering accuracy development. This qualitative multiple-case study contributes new insights to the field by operationalizing the sequence of feedback-correction through collaborative learning to deeply understand students' multidimensional engagement in the process from which implications for L2 writing and further research are discussed.
Reaping the Rewards of Professional Development: Evidence from Mathematics Teachers&apos; Pedagogical Practices
Author: Maboya, Mantlhake J.
Date: 2022-01-00
Type: Journal Articles
Subjects: Faculty Development,Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Skills,Problem Solving,Teaching Skills,Teaching Methods,Manipulative Materials,Foreign Countries

Teachers cannot escape being learners if they are to be proficient practitioners. This study interrogates the effects of a professional development programme on mathematics teachers' pedagogical practices in South African primary schools. Using critical theory as the illuminating lens, this qualitative study, which is cast within the participatory action research paradigm, examined mathematics teachers' classroom practices before and after a professional development programme. Data were collected from 41 mathematics teachers during the pre-intervention cycle, the intervention programme, and the post-intervention cycle. Document analysis, focus group discussion, free attitude interviews and lesson observations were the data collection tools. In the pre-intervention cycle, mathematics teachers blamed learners for errors in solving complex mathematical problems, without reflecting on their own pedagogical shortcomings. The instructional intervention programme enabled teachers to reflect more critically on their teaching methods. It also enriched their mathematical content knowledge and pedagogical skills in using manipulatives. Post-intervention lesson observations showed some improvements in the teachers' classroom practice as they reaped the benefits of the professional development programme. This study begins to demonstrate that, if properly organised, professional development activities can assist in filling gaps in teachers' content mastery and pedagogical skills; ultimately improving learner performance. The implications of this study are that teacher professional development, if aligned to teachers' pedagogical needs, can assist in improving classroom practice and is not a waste of resources as some previous studies have claimed.
Investigating Students&apos; Difficulties and Approaches to Solving Buffer Related Problems
Author: Salame, Issa I.
Date: 2022-01-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Problem Solving,Difficulty Level,Concept Formation,Scientific Concepts,Undergraduate Students,Minority Serving Institutions,Likert Scales,Student Attitudes,Barriers,Mathematical Formulas,Equations (Mathematics),Calculators,Memorization,Teaching Methods

The subject of buffer solutions in chemistry is a challenging concept for students to learn due to its abstract nature. The difficulties that students face in learning about buffer solutions can lead to poor performance and alternative conceptions about the topic. The development of successful conceptual understanding to solve buffer solution problems requires that students have factual knowledge, procedural knowledge, and conceptual knowledge about the topic. This research project of the City College of New York (a minority-serving, public, urban, commuter institution) investigates difficulties that students experience in learning about buffer solutions and approaches that they rely on to solve buffer-related problems. The research method employed a survey comprised of a Likert-type and open-ended questions was used to assess the understanding of 102 participants. The research results indicate that the principal barrier to learning about buffer solutions is students' dependence on formulaic problem solving and calculator use instead of reliance on conceptual understanding. Furthermore, students face difficulties memorizing a significant number of complicated formulas and equations necessary to solving buffer problems. The dominance of student strategies based on plug and chug problem solving likely hinders the development of conceptual understanding. We recommend that instructors need to be familiar with and address difficulties and alternative conceptions students have about buffer solutions.
Exploring the Effect of Digital Literacy Skill and Learning Style of Students on Their Meta-Cognitive Strategies in Listening
Author: Arono
Date: 2022-01-00
Type: Journal Articles
Subjects: Technological Literacy,Metacognition,Listening Comprehension,Cognitive Style,Learning Strategies,Correlation,Foreign Countries,Undergraduate Students,Indonesian,Language Skills

This study investigates the most dominant factors influencing Indonesian students' listening meta-cognitive strategies. The interaction of digital literacy skills research instruments and learning styles can improve the students' meta-cognitive strategies in listening skills. The role of digital literacy skills research instruments and learning styles is to enhance students' listening meta-cognitive strategies with a total sample of 242. This study uses quantitative research by applying the ex-post-facto method. Analysis of research data using descriptive and inferential statistics with a linear regression test. The results demonstrate that the pupils' digital literacy skills had the most dominant impact. The regression results disclosed that the R-value of the influence of the literacy variable on the meta-cognitive listening strategy was 0.468, meaning that it had an effect of 46.8%, while the learning style was only 19.20%. The interaction between digital literacy skills and learning styles could improve the students' meta-cognitive listening strategies, approximately by 50.40%. Digital literacy skills and learning styles have a positive role in improving students' meta-cognitive listening strategies. A student's meta-cognitive listening technique improves as his or her digital literacy skills and learning style improves.
Individual vs. Team Based Readiness Assurance Testing in Pharmacy Calculations
Author: Bell, Edward C.
Date: 2022-01-00
Type: Journal Articles
Subjects: Cooperative Learning,Pharmacy,Tests,Allied Health Occupations Education,Student Evaluation,Scores,Correlation,Effect Size

Team based learning in the form of its readiness assurance test (RAT) application is a popular instructional intervention in health professions education. This investigation was conducted to examine the extent to which individual and team readiness assurance tests correlate with conventional assessment outcomes in pharmacy calculations. Students encountered IRAT and TRAT assessments on the Blackboard learning management platform during their pharmacy calculations laboratory course. The RAT assessments addressed topics concurrently with examination topics in the pharmacy calculations lecture course. Students were also assigned self-paced online module assessments pertaining to each lecture topic. Both sets of student lecture assessment scores were compared to their respective RAT performances using Spearman's rank correlation measurements. Low-to-moderate correlations were observed between students' IRAT scores and lecture course assessment scores, which includes examinations and online modules. Several correlations were statistically significant among topics. Very low-to-low correlations were observed between students' TRAT scores and lecture course assessment scores. IRAT scores better correlated to final exam performances than TRAT scores. RAT assessments, particularly IRAT, may serve as indicators of subsequent assessment performance in pharmacy calculations. Use of RAT may also assist students in their preparations for comprehensive assessments in the subject.
Metacognitive Reading Strategies of English Lesson at Indonesian Civil Aviation Polytechnic
Author: Rochmawati, Laila
Date: 2022-01-00
Type: Journal Articles
Subjects: Reading Strategies,Aviation Education,Metacognition,English for Special Purposes,Second Language Learning,Second Language Instruction,Learning Motivation,Outcomes of Education,Student Attitudes,Online Courses,Learning Experience,Foreign Countries

This study examines reading strategies and learning motivation on learning outcomes, analyzing key achievements and constraints in enhancing the reading experience and learning motivation, and determine Aviation English reading strategies. Quantitative and qualitative methods were both used in these survey methods to gather data from 188 respondents. The data needed for research questions contained three sections of 60 question items for quantitative research, while the qualitative method applied live interviews with eleven cadet participants. The participants completed the survey by accessing the survey through an online site on the date specified for each selected class. The sample was selected from the Aviation English language-learning classes based on the population with an online learning experience with Survey of Reading Strategies (SORS) and the English Reading Motivation Questionnaire (ERMQ). This study's output shows that the metacognitive reading strategy requires adequate knowledge in its implementation because it depends on self-regulatory competence. The results also showed that the extrinsic motivation of the cadets is more dominant than the intrinsic motivation.
Digital Divide and Factors Affecting English Synchronous Learning during COVID-19 in Thailand
Author: Rofiah, Nur Lailatur
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Online Courses,Synchronous Communication,Undergraduate Students,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Access to Computers,Barriers,Program Effectiveness,School Closing,Student Attitudes

This study examined both factors underlying the digital divide among Thai EFL students and factors affecting the implementation of synchronous online learning in English courses at a university level in Thailand during the COVID-19 situations. Using a mixed-method design, it distributed a survey questionnaire to 306 undergraduate students (81.2% Female; 17.8% Male) and conducted an interview with 8 voluntary students. The results of the Exploratory Factor Analysis (EFA) for digital divide unveiled two factors that counted for 57.207% of the total variance, validated by Bartlett's test of sphericity (X[superscript 2] (55) = 1916.309, p &lt; 0.001), and these identified factors were aligned with the interview data. This study also found two underlying factors from parents (X[superscript 2] (28) = 1356.981, p &lt; 0.001), students (X[superscript 2] (55) = 2211.475, p &lt; 0.001), and teachers (X[superscript 2] (55) = 1916.309, p &lt; 0.001 that affected the expediency of online learning at a university in Thailand. Each factor could explain more than 60% of the total variance in the outcome variables. The qualitative data also strengthened the quantitative findings.
Sustainable Graphic Design in Educational Environments
Author: Caydere, Osman
Date: 2022-00-00
Type: Journal Articles
Subjects: Graphic Arts,Educational Environment,Sustainable Development,Design,Foreign Countries

The human life process includes a great consumption cycle. In order to survive, to learn, to shelter and to live within the framework of a standard, people are in a constant state of consumption. Undoubtedly, human beings, who are also productive beings, have to pay attention to their consumption in order to leave the world they live in in a more livable condition for future generations. Otherwise, the deterioration of the vital balance of the earth brings with it the deterioration of ecology, the environment and human health. The concept of sustainability refers to the efforts to provide the ability to be continuous in the world we live in as well as the material produced. In addition to being a concept that should be the basic philosophy in many fields and disciplines, the common denominator of these fields is the sustainability of the world we live in. One of the fields that play the most active role in the construction of a sustainable world is the field of design. The field of design has a wide framework. In this study, the subject of sustainability in graphic design, which is one of the branches of the design field has been investigated. Sustainable design with its simple definition is the process of designing economic, ecological, sustainable objects and materials. In today's world where consumption is very fast, almost everything is consumed rapidly, outdated and information is getting old quickly, design has a major responsibility in the name of sustainability, but on the other hand, technological developments make sustainable designs possible. Sustainable designs enable the designer to create solutions that create value not only for today but also for the future by making the design process long-term.
Teachers&apos; Views on Distance Education: Turkey in the COVID-19 Pandemic Process
Author: Kaya, Ayça
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Attitudes,Distance Education,School Closing,Online Courses,Blended Learning,Educational Technology,Technology Uses in Education,Foreign Countries,Readiness,Program Effectiveness,Barriers

In this research, it is aimed to determine the experiences of teachers in depth by examining their perspectives on the positive or negative situations they had experienced in the distance education process during the COVID-19 pandemic period. The research was conducted via a mixed method research design in which both qualitative and quantitative research methods were utilized together. While the measurement tool prepared by the researchers was used in the quantitative part of the study, two different methods were used in the qualitative part. In the first method, the data collected from the participants with the measurement tool were analyzed and each scale item was interpreted with a qualitative approach. In the second method, the data collected from the teachers with a semi-structured interview form were interpreted with content and descriptive analysis. The study group of the research consists of 209 teachers who were involved in distance education or hybrid education due to COVID-19 in different regions and at different levels. The quantitative analyzes of the data obtained from the surveys were carried out by using SPSS 25 and the qualitative analyzes were carried out by using MAXQDA 2020 Analytics Pro. According to the obtained quantitative findings, teachers expressed negative opinions about distance education and stated that they considered themselves partially sufficient. It has been determined that according to the qualitative findings, in the category of positive aspects of distance education, the codes with the most opinions were time saving, increase in technological knowledge and flexibility in place; In the negative aspects category were inequality of opportunity, social-emotional problems and distraction.
Analysis of Van Hiele Geometric Thinking Levels Studies in Turkey: A Meta-Synthesis Study
Author: Celik, Hulya Sert
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Geometry,Geometric Concepts,Thinking Skills,Mathematics Education,Educational Environment,Grade 7,Grade 8,Secondary School Students,Mathematics Skills,Educational Research,Elementary Secondary Education,Postsecondary Education

Geometry is an important part of the mathematics curriculum. In the late 1950s, Pierre Van Hiele and Dina Van Hiele-Geldof developed a theory of learning geometry. Theory helps determine students' geometric thinking levels, design appropriate instruction for their level, and students move to the next level. This study aims to examine the studies focusing on Van Hiele geometric thinking levels (VHGTL) by using the metasynthesis method and to reveal what kind of trend there is in this subject in mathematics education, how the studies meet the need in terms of quantity and quality. In the research, a total of 83 publications, including 33 articles and 50 theses published between 2003 and 2020, were determined to be analyzed. When the research findings were examined, it was seen that the research was conducted to determine the effects of different learning environments on the geometric thinking levels and detect the geometric thinking levels. A significant part of the studies was in the subject areas of triangles, polygons and quadrilaterals, survey and experimental studies were focused on, it was generally conducted with 7th and 8th-grade students at secondary school level, questionnaires and tests were preferred as data collection tools, the research process was based on teaching practice in only 41 publications, and the geometric thinking levels of the students were below the expected level in a significant part. Finally, the research was completed by recommending to practitioners and researchers who would work on this subject.
Learning Taekwondo Martial Arts Lessons Online: The Perspectives of Social Cognitive Career and Motivation Theory
Author: Dos Santos, Luis Miguel
Date: 2022-01-00
Type: Journal Articles
Subjects: Physical Activities,Physical Education,Online Courses,Computer Assisted Instruction,Distance Education,After School Programs,Parent Participation,Parent Attitudes,Decision Making,Foreign Countries,Social Cognition,Student Development,Academic Achievement

The application of computer-aided teaching and learning approaches is not uncommon in many school environments. However, due to the traditional practices, most of the practice-based courses have still relied on face-to-face teaching methods. Because of the COVID-19 pandemic, most programmes have been moved to the online platform. With the case study design, the scholar interviewed 12 participants who have sent students to one of the distance learning based martial arts education courses. Based on the Social Cognitive Career Theory and Social Cognitive Career and Motivation Theory, this project sought to understand the motivation and reasons why do parents want to send students to an online martial arts afterschool programme? The finding showed that the achievements of education and career goals played roles in the motivation and reasons of these groups of parents, regardless of the outcomes of the programmes and the willingness of students. The results of this study provided a blueprint for government leaders, policymakers, school leaders, parents, students, and researchers to understand the current social problem, such as computer-aided tools.