ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationships among Locus of Control, the Impostor Phenomenon, and Math Anxiety in Business Majors
Author: Tovey, Tiffany L. S.
Date: 2022-07-00
Type: Journal Articles
Subjects: Locus of Control,Self Concept,Mathematics Anxiety,College Students,Business Administration Education,Majors (Students),Reflection,Self Efficacy

The importance of quantitative literacy in business education cannot be overstated. A barrier to enhancing quantitative skills for many business majors is their math anxiety, an angst some individuals experience when working with numbers. This study explored the relationship between math anxiety, locus of control, and impostor phenomenon in business students. 220 business students (undergraduate and graduate) from a two moderately sized southeastern universities in the United States participated in an online survey that assessed these three phenomena. A linear regression was run to understand the relationships among the variables. The results indicated that more than one fifth of math anxiety was accounted for by students' belief in the influence of their success and their fear of being outed as incapable. As locus of control becomes more external, math anxiety increases, and as feelings of impostor syndrome increase, so too do feelings of math anxiety. Implications of this study, including tips for recognizing and overcoming locus of control and impostor phenomenon issues are highlighted, areas for future research in business education are outlined, and limitations to the study are addressed.
An Application of Personalized Adaptive Learning Systems in Calculus I Course
Author: Cakir, Ozlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Electronic Learning,Calculus,College Mathematics,Integrated Learning Systems

Since Personalized Instruction increases the motivation, interest, performance and attitude of the student, it is aimed to develop an instructional management system that can be adapted to the individual, taking into account the prior knowledge level of the person who provides the personalization of all instructional materials. The project is basically an interdisciplinary system and product development study covering the fields of educational technology and computer engineering. The research, which was planned as a research and development study, was generally planned in accordance with action research methodologies. Considered within the scope of &quot;Information Access and Management Systems&quot;, a learning management system that can be adapted to the individual has been developed with this project. In the system, a database has been created in which students are better introduced. An adaptation of the mathematics course was made as an example given by Arizona State University.
Development and Evaluation of Unplugged Algorithmic Thinking Activities Training Program for In-Service Primary School Teachers
Author: Çakir, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics,Computation,Thinking Skills,Training,Inservice Teacher Education,Elementary School Teachers,Foreign Countries,Faculty Development,Program Improvement

The aim of this study is to evaluate a professional development program applied to primary school teachers for unplugged algorithmic thinking activities and to improve it based on this evaluation. In this context, data were collected for the improvement of the program by consulting the opinions of the teachers. The professional development program was implemented in 3 different groups, respectively and improved in each group. Teachers' opinions were collected for each group in line with the Kirkpatrick Level 1 assessment approach. The reactions and likes of the teachers participating in the training courses towards the training program are included. In this way, it is aimed that the data obtained will guide the development of the training program. The measurement tool consists of 6 parts and includes closed-ended questions designed for the purposes of evaluating the educators, course components, implementation, physical environment, and teaching materials. The Kruskal-Wallis nonparametric test was used as an analysis method to determine whether there was a significant difference between the groups. In the study, the components in which significant differences emerged between the groups in the scores given by the participants were discovered, and the training program was improved after the first and second trainings in line with these findings.
Teaching Mathematics, Science and Reading Skills to Students with Special Needs: A Review of Augmented Reality Studies
Author: Özkubat, Ufuk
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Technology,Computer Simulation,Mathematics Skills,Reading Skills,Science Process Skills,Special Needs Students,Special Education,Educational Research,Research Methodology,Outcomes of Education

In line with the needs emerging in education day by day, integrating teaching technologies into education is becoming increasingly important. In this direction, instructional technologies are used to make education more effective and efficient. One of these technologies is Augmented Reality. Augmented Reality (AR) applications, an up-to-date application-based technology that adds extra virtual information in real-time on the real-world perception, can be used within the framework of the needs of students with special needs. Within the scope of this research, postgraduate theses and AR studies published in peer-reviewed journals, which aim to provide students with special needs with academic skills, were examined. While determining the studies be included in this research, basic selection criteria were employed. A comprehensive search was conducted based on electronic databases, journal indexes, and research references. In this direction, there were only eight studies meeting the criteria were obtained. The result of the study revealed that quasi-experimental model was the most common research model, and Augmented Reality applications have positive effect on reading, math and science skills.
The Effect of Augmented Reality on Achievement and Spatial Visualization Skills in Technical Drawing Course
Author: Baltaci, Sehnaz
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Environment,Simulated Environment,Synthesis,Information Technology,Computer Simulation,Academic Achievement,Spatial Ability,Freehand Drawing,High School Students,Vocational High Schools,Student Attitudes,Foreign Countries,Visual Measures,Visualization,Grade 10

This study investigated the effect of using the technical visual arts lessons' material on visualization skills and attitudes. For this purpose, an augmented reality application called BTRS was designed. The application was created using Unity3D, 3Ds Max, and Vuforia programs. The study was conducted for eight weeks, with a total of 33 students (26 boys and seven girls) attending a vocational and technical high school. The study was designed based on Creswell's sequential explanatory design. While a semi-experimental method with a pretest-posttest control group was conducted for the quantitative part of the study, semi-structured interviews were used for the qualitative component. &quot;Lappan Spatial Visualization Skill Scale,&quot; &quot;Purdue Spatial Skill Scale,&quot; &quot;AR Attitude Scale,&quot; and semi-structured interview form were used at the beginning and the end of the application. The Mann-Whitney U, paired-samples t-test, and the Wilcoxon signed-rank test were used for quantitative data. Qualitative data were analyzed by the descriptive analysis method. The study results indicated that the Augmented Reality Application did not significantly affect the achievement of the students and their spatial visualization skills. However, it has been observed that students' excitement and curiosity increased. The students reported that the material was enjoyable, fun, attractive, remarkable, helpful, easy to use, understandable, and persistent. Rotating, zooming, and moving interactive digital models and buttons in the real world have attracted the students. The experimental group described abstract concepts and required spatial thinking skills to be more explicit and more practical.
The Effect of Digital Literacy on Creative Thinking Disposition: The Mediating Role of Lifelong Learning Disposition
Author: Kesici, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Creative Thinking,Lifelong Learning,Technological Literacy,Foreign Countries,Teacher Attitudes,Elementary School Teachers,Secondary School Teachers

This study aimed to determine whether digital literacy has a direct effect on creative thinking disposition and an indirect effect through lifelong learning disposition. The study was conducted with 327 teachers working in Siirt Province, Turkey in 2021-2022 academic years. &quot;The Marmara Creative Thinking Dispositions Scale&quot;, &quot;Digital Literacy Scale&quot; and &quot;Lifelong Learning Trends Scale&quot; were used in the data collection process. Correlational survey method was employed in this study. The structural equation modeling technique was also used to analyze the relationships of variables. Two models, which explain the direct effect of digital literacy on creative thinking disposition and its indirect effects through lifelong learning disposition, were developed. As a consequence of the analysis, it was determined that structural models were in good agreement with each other. In this study, digital literacy has a statistically significant and positive effect on creative thinking disposition both directly and indirectly through lifelong learning disposition.
The Effect of Secondary School Students&apos; Perceptions of Computing Technologies and Self-Efficiency on Attitudes towards Coding
Author: Tasdöndüren, Tuba
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Attitudes,Self Efficacy,Programming,Middle School Students

The aim of this study is to examine middle school students' perceptions of information technology self-efficacy and their attitudes towards coding according to various variables and to determine the difference between secondary school students' perceptions of information technology self-efficacy and their attitudes towards coding. The study was carried out with 63 students attending 5th and 6th grades in a state school in Hakkari in the 2019-2020 academic year. Pre-test-post-test quasi-experimental design was used in the study. The work carried out lasted 6 weeks. &quot;Information Technology Self-Efficacy Scale for Secondary School Students&quot; and &quot;Attitude Scale Towards Coding for Secondary School Students&quot; were used as data collection tools. The information technologies self-efficacy scale and attitude scale towards coding applied to students in the first week were re-applied as a post-test without changing the contents after the end of 12 class hours and the results were analyzed. According to the findings obtained from the study, it was determined that the posttest scores of the experimental group were higher than the posttest scores of the control group in the posttest of information technology self-efficacy perceptions applied to the experimental and control groups, and the study was found to be in favor of the experimental group. In the attitude towards coding posttest applied to the experimental and control groups after the application, it was determined that the posttest scores of the experimental group were higher than the posttest scores of the control group, and it was observed that the study was in favor of the experimental group. In the study, it was determined that providing basic information technologies and coding training to the experimental group in addition to the curriculum has a large effect on the perception of information technologies self-efficacy and attitude towards coding.
The Effects of Augmented Reality in the Technical Drawing Course on Engineering Students&apos; Spatial Ability and Academic Achievement
Author: Akkus, Ilyas
Date: 2022-00-00
Type: Journal Articles
Subjects: Computer Simulation,Drafting,Engineering Education,Spatial Ability,Academic Achievement,Technology Uses in Education

The purpose of this study is to investigate the effects of Augmented Reality (AR) intervention on students' spatial skills and academic achievement. The study was conducted in a freshman technical drawing course at Mechanical Engineering Department. An exploratory quasi-experimental method was used for the study. The study was conducted in two groups (Experiment-Control) as a quasiexperimental pre-post design. The pre-test results were used only to determine the control group and the experimental group. The research process was conducted within a four-week experimental period, including a one-week pilot study. The researchers and lecturers who are recognised experts prepared the instruments. The drawings of the experimental and control groups were evaluated using the evaluation criteria prepared by the two expert lecturers of the course. In the evaluation, two types of scores were given to the students, namely &quot;Academic Achievement Score&quot; and &quot;Spatial Ability Score&quot;. Using ANOVA, the effects of AR intervention on students' spatial skills and academic performance were examined over three experimental periods. There was a significant main effect for both groups with a large effect size ([eta]2=0.253). However, it was found that there was no significant effect between the control group and the experimental group on spatial skills. However, it was found that there was a significant interaction effect providing the interaction between time and group on spatial abilities. In addition, no statistically significant difference was found between the academic performance of the experimental group and the control group and no significant difference was found in the weekly measurements of the groups. It was suggested that AR applications are very useful for students' spatial skills in technical drawing.
The Effect of Teaching with Anatomical Models in Science Education on Primary School Children&apos;s Understanding of Human Organs
Author: Damerau, Karsten
Date: 2022-03-00
Type: Journal Articles
Subjects: Anatomy,Instructional Materials,Science Education,Elementary School Students,Knowledge Level,Freehand Drawing,Foreign Countries,Student Attitudes

Primary school students often do not have differentiated conceptions of human organs and organ systems. As understanding the inner structure of the human body is an elementary prerequisite for the development of health awareness, appropriate forms of teaching must be developed to modify students' fragmented preconceptions about the inside of their bodies into scientifically accurate concepts. Anatomical models are considered a medium to raise awareness of organs and their systemic integration; however, only a few studies have investigated their effectiveness in the context of primary school. This intervention study, therefore, examines the effect of anatomical models on the conceptions of inner organs in German primary school students (N = 45) in a pretest, posttest, and follow-up test design with anatomy teaching between pre- and posttests. Concepts were measured using students' drawings in two treatment groups (anatomical models versus anatomical illustrations). While in both treatment groups students' conceptions changed toward more scientific concepts, there was little difference in the changes between the two groups. There were even indications that the students of the control group showed more pronounced increases, for example, in long-term systemic integration of the organs. We discuss the reasons for this and furnish recommendations for effective teaching practices.
The Effect of Parent-Involved Reading Activities on Primary School Students&apos; Reading Comprehension Skills, Reading Motivation, and Attitudes towards Reading
Author: Çaliskan, Emir Feridun
Date: 2022-03-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 4,Elementary School Students,Parent Participation,Reading,Reading Comprehension,Reading Motivation,Reading Attitudes,Control Groups

The purpose of this study is to examine the effect of parent-involved reading activities on elementary fourth graders' reading comprehension skills, reading motivation, and attitudes towards reading. Employing a pretest-posttest quasi-experimental design with a paired control group, data were collected from a total of 100 fourth graders studying in two different primary schools. The findings showed that there were significant differences between the experimental group and the control group, meaning that the parent-involved reading activities developed by the researchers had a positive effect on the students' reading comprehension, reading motivation, and attitudes towards reading. This research contributed to previous body of research regarding the impact of family involvement on academic achievement and affective factors. Various suggestions were offered to policymakers, researchers and practitioners.
The Bold and the Backlash: When Marginalised Voices Are Heard in Neoliberal Land
Author: Rogers, Marg
Date: 2022-03-00
Type: Journal Articles
Subjects: Disadvantaged,Power Structure,Neoliberalism,Empowerment,Children,Sexual Abuse,Victims,Indigenous Populations,Foreign Countries,Civil Rights,Personal Autonomy,Social Attitudes,Activism

The hierarchy in our educational institutions and services often mirror societal attitudes towards power and whose voices are privileged or ignored. Historically, those with power feel uncomfortable when marginalised voices are heard. There is a lot at stake when power is threatened and new voices demand changes within society. This discussion paper explores various instances of where that has happened and the backlash faced by those who are given a chance for their opinions to be heard or those who assist them to voice their narrative through research and reporting. Using publicly available data and our own experiences, we examine incidences where society has listened to children, the victims of sexual abuse in institutions and Indigenous Australians. For people to reach their potential, their voices need to be heard in matters that affect them, according to the United Nations Human Rights Declaration (United Nations, 1948). Using discourse and narrative analysis, the authors discuss the cost of exercising those rights within a neoliberal context and examine how this influences peoples' agency as they face media backlash, online trolling and death threats. Despite this, when marginalised people are bold enough and are allowed to tell their stories, societies, educational institutions, and services have the chance to adapt and improve. This will interest those who educate and research with marginalised people or who study social and institutionalised power.
Development of English Paragraph Writing Self-Efficacy Belief Scale
Author: Karafil, Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Paragraph Composition,Self Efficacy,Student Attitudes,College Students,Test Construction,Test Validity,Factor Analysis,Foreign Countries

In this study, it was aimed to develop a scale to determine English paragraph writing self-efficacy beliefs of university students. The scale was developed in three stages. In the first stage, literature review was conducted and expert opinions were taken. A trial form consisting of 45 items in Likerttype was prepared. Moreover, a pilot study was performed. In the second stage, the validity analyses were conducted on the data obtained from 428 university students. In the selection of the sample group to apply the scale, convenience sampling method was used. The construct validity of the developed scale was determined by the Explanatory Factor Analysis (EFA). The results supported a structure with two factors consisting of 33 items. The first factor was named as &quot;Writing Process and Rules&quot; and the second factor was named as &quot;Self-Regulation&quot;. Additionally, Confirmatory Factor Analysis (CFA) was conducted to test whether the factors were correlated or uncorrelated. In addition, Pearson's coefficient of correlation analysis was used to find the relationship between all the factors of the English paragraph writing self-efficacy belief scale. In the last stage, reliability study was conducted. The Cronbach Alpha reliability coefficient for the first factor was found as 0.97, and 0.96 for the second factor. The total reliability coefficient for the scale was as 0.99. After all the analyses, the English paragraph writing self-efficacy belief scale consisting of 33 items and two factors was developed. The results showed that the scale is a valid and reliable measurement tool.
The Early Bird Gets the Word Games and Play: Creating a Context for Authentic Language Learning
Author: Meriläinen, Merja
Date: 2022-03-00
Type: Journal Articles
Subjects: Game Based Learning,Play,Authentic Learning,Second Language Learning,Foreign Countries,Language Teachers,National Curriculum

Early foreign language teaching has recently been made compulsory in Finland, making this an area open to development and innovation where policy-makers and teachers play a significant role in creating new kinds of learning environments, operating cultures, and pedagogy for foreign language learning. This article discusses the early foreign language learning landscape in the context of early foreign language learning theory, initial education pedagogy as well as functional foreign language learning. The cornerstone of this study is the Contextual Pedagogical approach to Learning, which creates a bridge between the theory and practice of early foreign language learning, creating an inspiring and stimulating basis for later language learning. Language is a precondition for learning and thinking. Language is involved in all the activities presented in school and every teacher is a language teacher &quot;(the Finnish National Board of Education 2014, 127). In this article we focus on this idea, presented in the core national curriculum. We attempt to explain the learning environments of language teaching, operational culture, and pedagogical solutions within the theoretical frame of reference of learning another language. The challenges of creating learning environments that support authentic learning experiences, have become still more demanding in today's rapidly changing world.