ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effectiveness of Achieve Student Competency between Learning Using Video-Based Media and Power Points in Environmental Science Courses
Author: Pakpahan, Nurmi Frida Dorintan Bertua
Date: 2022-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Video Technology,Visual Aids,Environmental Education,Competence,Multimedia Instruction

Environmental problems still require a lot of solutions that need to involve various groups including universities. Through effective environmental education learning, it can have an impact on awareness and achievement of student competencies in Environmental Science courses. The application of learning media by utilizing digital technology is expected to be effective in explaining material on global environmental issues related to human relations with the environment, environmental principles, pollution, utilization of natural resources. The objectives of this study were to: 1) obtain the level of student competence through video-based learning media in the Environmental Science course; 2) obtain the level of student competence with power point learning media; 3) obtain the effectiveness of student competency achievement between learning with video-based media and powerpoint media. This research is a descriptive quantitative study to determine the effectiveness of student competency achievement between video-based media learning and power point media learning. The object of research is video-based learning media and power point learning media in Environmental Science courses. The subjects of this study were a group of students with video-based media learning as many as 30 people and a group of students with power point media learning as many as 32 people. The research instrument is a student competency test (pre-test and post-test) to measure the effectiveness of video-based media compared to power point media after learning Environmental Science material. The test contains 25 multiple-choice questions with a per-item score of 0 or 1 and a score range of 0-100. The results showed: first, the final competence of all students after learning using video-based media was at a high level with an average score of 78.80 75. Second, the final competence of all students after learning using power point media was still at a moderate level, namely with an average score of 72.13 75. Third, the competence of students with learning using video-based media obtained an average score of 78.80 75. The average score of student competence with learning power point media is 72.13 75. That is, the effectiveness of learning using video-based media is higher than using power point media in Environmental Science courses.
The Effect of Education Information Network (EBA) and Experimental-Based Activities on 7th Grade Students&apos; Science Attitude and Their Views about These Activities in the Electrical Circuits Unit
Author: Sarikaya, Dilek
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Grade 7,Science Instruction,Instructional Effectiveness,Scientific Attitudes,Science Activities,Information Networks,Attitude Measures,Scores,Electronic Equipment

The aim of this study is to investigate the effectiveness of the Education Information Network (EBA) and experimental supported activities on students' science attitude and 7th grade students' views about these activities in the teaching of the electrical circuits unit. The research was carried out with 73 students studying at a state secondary school in the Daday district of Kastamonu Province, Turkey. Two experimental groups and one control group were randomly selected from this school. While the courses of the experimental-1 group were taught with the EBA supported activities, the experimental-2 group were taught with the EBA and experimental activities, the courses of the control group were taught in compliance with the 2018 Science Curriculum. In research, quantitative data were collected with the Science Course Attitude Scale (SCAS) and qualitative data were collected with the Semi-Structured Interview Form (SSIF). As a result of this study, while there was no significant difference between the experimental-1 group and the control group, it was observed that there is a significant difference between experimental-2 group and control group, and experimental-2 group and experimental-1 group. In other words, EBA and experimental-supported teaching improved positively students' attitudes towards the science course. The data obtained from SSIF applied only to six students from the experimental-2 group support this result. Based on the results of the study, science teachers are recommended to do experimental with EBA in their courses.
The Great Barrier to Teaching Profession: Technicism, Rethinking the Meaning of Professionalism through Teachers&apos; Experience
Author: Toraman, Çetin
Date: 2022-00-00
Type: Journal Articles
Subjects: Professionalism,Teacher Attitudes,Social Change,Teacher Role,Phenomenology,Teaching Experience,Elementary School Teachers,Secondary School Teachers,High School Teachers,Content Analysis,Foreign Countries

Teaching as a profession requires professional training, knowledge, hands-on practice, certain competences to raise individuals who will shape the future of the society. Therefore, teachers should adopt key roles for societal transformation. In this study, we aimed to explore the meaning of teaching profession based on teachers' professional experiences. We adopted a phenomenological research design focusing on the experiences of the participants and the phenomena that result from their experiences. The participants are 50 teachers working at primary, secondary and high schools in Turkey. We collected the data using a semi-structured interview form and we used inductive content analysis. At the end of the analysis, two themes emerged &quot;teacher as a professional&quot; and &quot;teacher as a technician&quot;. The results of the study will be of importance to raise awareness about these two major concepts in teaching profession and help us rethink the current roles of teachers for the society.
What Do Theses and Dissertations Tell Us about Learning Disabilities?
Author: Ceylan, Mustafa
Date: 2022-00-00
Type: Journal Articles
Subjects: Doctoral Dissertations,Masters Theses,Learning Disabilities,Literature Reviews,Reading Skills,Mathematics Skills,Writing Skills,Science Process Skills,Reading Difficulties,Writing Difficulties,Foreign Countries

The purpose of this study was to descriptively analyze theses and dissertations written &quot;on learning disabilities. In line with this purpose, keywords such as &quot;specific learning disability&quot;, &quot;specific learning disorder&quot;, &quot;learning disability&quot;, &quot;reading impairment&quot;, &quot;reading disability&quot;, &quot;dyslexia&quot;, &quot;writing impairment&quot;, &quot;writing disability&quot;, &quot;dysgraphia&quot;, &quot;mathematics impairment&quot;, &quot;mathematics disability&quot; and &quot;dyscalculia&quot; were used for the review. The search including the studies published in 2020 put forth 31 master's theses and 20 Ph.D. However, due to the official restrictions on the studies, the full texts of one master's thesis and one Ph.D. thesis could not be downloaded. According to the findings, the first master's thesis was published in 1996, whereas the first Ph.D. dissertation was published in 1998. Written by students from different graduate schools and different departments, these theses and dissertations were gathered around four skill areas. According to the number of theses and dissertations, these skills were reading, mathematics, writing, and science, respectively. Although the increase in the number of the studies written on the subject from different disciplines especially in recent years is considered positive, it is noteworthy that there is no content knowledge in the aforementioned studies conducted outside the special education departments taking into consideration the academic language used and how the study problems are addressed. The theses and dissertations were also explored in terms of participant types, data collection tools, validity-reliability works related to data analysis, and study results. The findings were discussed in the context of developments in the field of special education.
The Significant Relationship between Independent and Student&apos;s Motivation on Online-Based Mathematics Learning
Author: Sipayung, Tetty Natalia
Date: 2021-00-00
Type: Journal Articles
Subjects: Independent Study,Student Motivation,Electronic Learning,Junior High School Students,Grade 7,Mathematics Instruction,Foreign Countries

The purpose of this quantitative research with correlational design is to determine whether there is independent learning with learning motivation in online-based mathematics learning. So, it can support the success of learning process. This study was conducted in the odd semester of the 2021/2022 Academic Year. All seventh-grade students of SMP Santo Yoseph Medan were used as the research population. While the samples of this study were all students of class VII-A who collected 30 people and all students of class VII-B who collected 31 people. In mathematics learning, all students are taught online through the Zoom cloud meeting platform, WhatsApp, and Google Classroom. Sampling was done by purposive sampling technique. The study instruments is a learning independence questionnaire and student learning motivation questionnaire. The results of the questionnaire were analyzed based on product moment correlation data. Data analysis of the research results showed sig. (2-tailed) &lt; 0.05 so that there is a significant relationship between learning independence and students' learning motivation in online-based mathematics learning with a value of 0.433 including the category of moderate correlation.
The Effect of REACT Strategy Assisted by GeoGebra Software on Students&apos; Mathematical Representation Ability
Author: Nurzannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Geometry,Computer Uses in Education,Mathematics Instruction,Middle School Mathematics,Mathematics Skills,Visual Aids,Teaching Methods,Instructional Effectiveness

This study was conducted to determine the effect of REACT strategy assisted by GeoGebra software on students' mathematical representation ability. This study was quasi-experimental with a quantitative approach. The design used in this study was The Nonequivalent Posttest Only Control Group Design. Four posttest questions were given to 25 students of Class VIII A and 25 students of Class VIII B at SMP Negeri Arun Lhokseumawe (public middle school). The data obtained from the posttest results were analyzed by data normality test and data homogeneity test, then hypotheses were tested using a t-test to see the effect of REACT strategy assisted by GeoGebra software on students' mathematical representation ability. The results of the data analysis of the posttest score tested using the t-test, the sig value was obtained. (2-tailed) of 0.000 &gt; 0.05. This showed that there was a significant effect of using the REACT strategy assisted by GeoGebra software on students' mathematical representation ability.
Self-Regulated Learning Skill as a Predictor of Mathematics Achievement: A Focus on Ability Levels
Author: Duru, Darlington Chibueze
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Strategies,Mathematics Achievement,Secondary School Students,Foreign Countries,Secondary School Mathematics,High Achievement,Low Achievement,Predictor Variables

This paper investigated self-regulated learning skills as a predictor of students' achievement in mathematics based on ability level. The study is prediction-design research of correlational type. The subjects were 882 SSII students from the secondary schools in Owerri Education Zone of Imo State. The researchers adopted the multi-stage but simple random sampling technique to draw the sample. Two instruments were used to collect data for this study. They are the Self-regulated Learning Questionnaire (SRLQ) and Mathematics Achievement Proforma. The validity of the instruments was ensured through experts' suggestions and guidance. Single-administration reliability and Cronbach Alpha ensured the reliability of SRLQ (0.89). The data collected were analyzed using regression analysis and coefficient of determination at 0.05 alpha level with the aid of Statistical Package for Social Sciences (SPSS) version 20. The results of the study revealed that self-regulated learning skill predicts 6.0% and 4.3% respectively to the variance observed in high and low achieving students in mathematics. This prediction is significant as attested to by the regression analysis carried out (p &lt; 0.05). Therefore, secondary school students should regulate their learning to increase their mathematics achievement.
Pre-Service Teacher&apos;s Ability in Solving Mathematics Problems Viewed from Self-Resilience
Author: Nahdi, Dede Salim
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Problem Solving,Mathematics,Resilience (Psychology),Elementary School Teachers,Foreign Countries,Problem Based Learning

The problem-solving ability is still a big problem for students. Many studies show that Indonesian students are still low in solving math problems. One thing that is needed in solving problems is self-resilience, so that students have resilience in facing problems. This study aims to analyze the differences in problem-solving abilities of pre-service elementary school teacher in terms of self-resilience. This study used a Quasi-Experiment method with the type Nonequivalent Pretest-Posttest Control Group. The population of this study were all elementary school teacher candidates at Majalengka University with a sample of 60 respondent. This study resulted in a significant difference in the increase in problem-solving abilities of student-teacher candidates. Based on Self Resilience, the group of students who received Problem Based Learning had higher problem-solving abilities than the group of students who received expository learning. Mathematical problem-solving ability requires students to have self-resilience because in solving problems, a person needs to have confidence in his ability to face problems.
Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis
Author: Haas, April
Date: 2022-03-00
Type: Journal Articles
Subjects: Effect Size,Peer Teaching,Meta Analysis,Autism,Pervasive Developmental Disorders,Students with Disabilities,Interpersonal Competence,Instructional Effectiveness,Intervention,Elementary Secondary Education,Academic Achievement

A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective.
Let Your Students Cheat on Mathematics Online Exams: Students&apos; Perspectives
Author: Nurdin, Erdawati
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Tests,Computer Assisted Testing,Cheating,Student Attitudes,Foreign Countries,College Students,Tests

The COVID-19 outbreak has an impact on the provision of education. One of them is the process of online assessment or examination. Difficulties occur during online exams; weak supervision can increase cheating behavior among students. Generally, teachers or lecturers think about how to prevent this behavior. However, what if they are allowed to &quot;cheat&quot; on the exam? What do they think? This paper discusses students' perceptions when they were allowed to access various sources during online math exams. What benefits do they get?. The survey was conducted on 78 students of the Mathematics Education Study Program of UIN Sultan Syarif Kasim Riau. The data obtained through a questionnaire were analyzed descriptively. The results of the descriptive analysis showed that the students gave a positive response. The results of this study are expected to be a positive view of the weakness of supervision during online math exams, an idea/way to prevent cheating. In its application, both online learning and assessment, it is necessary to strengthen the character and self-concept of students.
The Relationship between Executive Function and the Conservation of Quantity in Early Childhood Cognitive Processes from the Viewpoint of the Prefrontal Cortex
Author: Watanabe, Nobuki
Date: 2021-00-00
Type: Journal Articles
Subjects: Executive Function,Piagetian Theory,Developmental Stages,Conservation (Concept),Cognitive Processes,Brain Hemisphere Functions,Preschool Children,Foreign Countries,Mathematics Education,Psychology,Cognitive Development

Conservation and executive function (EF) are important early childhood skills; however, knowledge about their relationship is scarce. Hence, in this study, this relationship is investigated, and a comparison is conducted between the Piagetian conservation and EF tasks to obtain the total hemoglobin (mMmm) for the left and right brain activity in the prefrontal cortex of children, using a functional near-infrared spectroscopy. As a case study, a survey was conducted in the home of a four-year-old child (boy) in Japan in 2020. His home was selected as the primary place of investigation owing to the spread of the coronavirus disease 2019 infection. The researcher was an expert in pedagogy and psychology. The following hypothesis could be formulated from the case studies analyzed herein: From the viewpoint of the brain activity in the prefrontal cortex, there may be a link between the conservation of quantity and EF. The preservation of quantity is closely related to mathematics education. This hypothesis can thus expand the scope of research and practice in the fields of psychology, education, and mathematics education. Furthermore, the results may help psychologists, psychiatrists, teachers, parents, and others involved in the development of children sublate the value of their concept of conservation and improve their support methods.
Careful Co-Planning for Effective Team Teaching in Mathematics
Author: Marzocchi, Alison S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Planning,Lesson Plans,Instructional Effectiveness,Team Teaching,Mathematics Instruction,Mathematics Teachers,Teacher Educators,Teacher Attitudes

This paper reports on a semester-long co-teaching investigation in which three mathematics teacher educators in the USA themselves enacted a co-plan/co-teach credentialing model in the context of a mathematics content course for future elementary teachers. The mathematics teacher educators sought to examine the co-planning practices for improving the team teaching co-teaching strategy. Data were collected from the mathematics teacher educators over fifteen weeks, including twice-weekly journal entries and classroom observation protocols. Utilizing a first-person research study design, the mathematics teacher educators found that a co-planning strategy could be used to maximize resources and improve lesson cohesion during team taught lessons. In particular, the mathematics teacher educators used co-planning meetings to divide lesson responsibilities by learning goal or by task. In this novel approach to mathematics teacher educator training, we describe the co-planning strategy along with its expansion, implementation, benefits, and limitations, and argue for its use in co-teachers' co-planning repertoire.
Didactic Engineering to Teach Leonardo Sequence: A Study on a Complexification Process in a Mathematics Teaching Degree Course
Author: Alves, Francisco Regis Vieira
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Number Concepts,Mathematics Instruction,Preservice Teacher Education,Preservice Teachers,Teaching Methods,Instructional Effectiveness

This paper presents a study based on didactic engineering and the theory of didactical situations on the complexification of the Leonardo sequence, addressing its numbers in a two-dimensional way, with the insertion of the imaginary unit &quot;i&quot;. This study is an excerpt from a masters' thesis research done in the postgraduate programme in science and mathematics teaching of the Federal Institute of Ceará. It was conducted via Google Meet in an initial teacher education class in History of Mathematics. We will present a problem situation based on the research and the teaching methodologies assumed in it to evaluate the students' investigative and intuitive side faced with the situation presented. We assessed the results according to the methodologies used and carried out an internal validation. Thus, we concluded that the students could build their knowledge themselves, becoming protagonists of this construction and obtaining an evolutionary understanding of the Leonardo sequence.
Differentiating Instruction: Development of a Practice Framework for and with Secondary Mathematics Classroom Teachers
Author: Marks, Andrew
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Secondary School Teachers,Mathematics Teachers,Foreign Countries,Theory Practice Relationship,Grouping (Instructional Purposes),Self Efficacy,Pedagogical Content Knowledge,Formative Evaluation,Faculty Development

This article outlines an approach to bridging the gap between the theory and practice of differentiated instruction. Differentiated instruction has long been suggested as a pedagogical approach to cater for student individuality and diversity, particularly in mixed-ability classrooms. Although the theory of differentiated instruction has been applied widely, such instruction has not been taken up widely in teaching practice. The first part of the article explores the relationship of theory and practice of differentiated instruction in relation to pedagogical content knowledge, teacher efficacy, formative assessment, teacher confidence and competence and professional learning. This exploration uses exemplar cases from mathematics teaching to pave the way for an outline, in the second part of the article, of how differentiated instruction could be implemented for the mixed-ability groupings increasingly engaged in the Australian secondary mathematics classroom. A protype practice framework for teachers is presented as part of a project being conducted in regional Australia, with the overall aim of assisting teachers in developing and implementing strategies for differentiated instruction in secondary mathematics classrooms.