ethanporcaro/eric-fulltext-meta huggingface dataset:
Participative Evaluation and the Quality of Community Empowerment Training of &quot;Program Keluarga Harapan&quot; (PKH) Companions
Author: Rasyad, Ach.
Date: 2016-04-00
Type: Journal Articles
Subjects: Community Education,Empowerment,Training Methods,Program Implementation,Barriers,Performance Factors,Qualitative Research,Case Studies,Facilitators (Individuals),Focus Groups,Interviews,Observation,Content Analysis,Andragogy,Learning Strategies,Evaluation Methods,Questionnaires,Time Perspective,Health Education,Community Programs,Foreign Countries

This research is aiming at describing: (1) the implementation of community empowerment training of PKH companions, (2) types of participative evaluation used in the PKH companion training, and (3) obstacles and supporting factors in PKH companion training using the participative evaluation. The study employed qualitative approach with case study framework. It was conducted in PKH companion training in Klojen district, Malang. The subjects of this research were companions as facilitators of the community empowerment training. The data collection was carried out by deep interview, focus group discussion, observation, and documentation. The data obtained were reduced according to the objectives of the research. Later on, it was presented in description of fact, then conclusion or verification was drawn. The finding of the research showed: (1) the learning method used in the PKH companion training was andragogy approach which emphasized on active participation and participants' experiences, (2) the evaluation employed in the PKH companion training was participatory rural appraisal (PRA) method by conducting focus group discussions (FGD) and questionnaires, (3) the weakness of employing this participative evaluation was it took relatively long time and the discussion tended to be out of the context. Meanwhile, the strength of the participative evaluation was the openness of information which made the training participants feel the democratic atmosphere during the training evaluation process.
Discourses, Identities and Investment in English as a Second Language Learning: Voices from Two U.S. Community College Students
Author: Chang, Yueh-ching
Date: 2016-10-00
Type: Journal Articles
Subjects: Case Studies,English (Second Language),Second Language Learning,Multilingualism,Qualitative Research,Sociocultural Patterns,Community Colleges,Two Year College Students,Student Attitudes,Self Concept,Language Teachers,Educational Needs,Student Needs,Discourse Analysis,Teaching Methods,Semi Structured Interviews,Teacher Attitudes,Second Language Instruction,Grounded Theory,Transformative Learning

Adopting a qualitative case study methodology, the present study illuminates how two multilingual students enrolled in a U.S. community college ESL class negotiated the sociocultural norms valued in their multiple communities to make investment in learning English in college. Drawing on Gee's theory of Discourse and identity (1996) and Norton's theory of investment (2000), the study found that each student's investment in learning the language practices of the classroom was shaped by the diverse Discourses in which they participated across time and space. Despite confronting structural constraints, the focal students were able to mobilize their multiple Discourses to negotiate the existing sociocultural norms and invest in identities that have the potential to transform their lives. These findings suggest that multilingual students' learning at the college is shaped by their socio-cultural milieu and future aspirations. Thus, language educators should recognize their multiple identities as well as their agency, and broaden the curriculum goals to accommodate their diverse linguistic and educational needs.
Perception of Students on Causes of Poor Performance in Chemistry in External Examinations in Umuahia North Local Government of Abia State
Author: Ojukwu, M. O.
Date: 2016-01-00
Type: Journal Articles
Subjects: Foreign Countries,Chemistry,Student Attitudes,Low Achievement,Academic Achievement,Etiology,Student Surveys,Questionnaires,Correlation,Teaching Experience,Teacher Qualifications,Teacher Effectiveness,Instructional Effectiveness,Teaching Methods,Instructional Materials,Secondary School Students,Exit Examinations,Gender Differences,Change Strategies

The aim of this study was to investigate the perception of students on the causes of their poor performance in external chemistry examinations in Umuahia North Local Government Area of Abia State. Descriptive survey design was used for the study. Two hundred and forty (240) students were selected through simple random sampling for the study. A self-constructed questionnaire titled investigation of Perceived Causes of Poor Performance of Students in Chemistry was used to collect data. Three research questions and two hypotheses guided the study. Descriptive statistics, including frequency, percentage and mean as well as Pearson Product moment correlation was used. The findings revealed that teachers' poor qualification, poor method of teaching, lack of teaching experience, and failing to use the instructional materials were some of the perceived causes of students' poor performance. Based on the findings, it was recommended that attempts should be made by the government and private school proprietors to ensure that qualified and experienced teachers should be recruited for the Senior Secondary Schools in the area. In addition, teachers are implored to teach with adequate teaching aids and instructional materials, when they are available, to improve their methods of teaching and where they are not available the government and private proprietors' of schools should endeavor to purchase instructional materials for the teachers' use in schools.
ICT and the Teaching of Reading Comprehension in English as a Second Language in Secondary Schools: Problems and Prospects
Author: Maduabuchi, Chinyere Henrietta
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Technology Uses in Education,Reading Instruction,Reading Comprehension,Second Language Instruction,English (Second Language),Secondary School Teachers,Questionnaires,Statistical Analysis,Vocabulary Development,Language Usage,Dictionaries,Electronic Publishing,Reading Attitudes,Classroom Techniques,Attention Control,Web Sites,Technology Integration

This study is aimed at identifying both prospects and problems of using Information and Communication Technology (ICT) in teaching reading comprehension in English as Second Language. To achieve this aim, a total of 25 secondary school English teachers were interviewed through the use of questionnaire. The teachers were purposively and pragmatically selected from 5 private schools and 4 public schools in the Abakaliki metropolis of Ebonyi State of Nigeriato ensure that both private and public schools were represented in the sample. The results of descriptive statistical analyses revealed that the most important prospects of using ICT in teaching reading comprehension included: the obvious improvement in vocabulary building and usage through the use of online dictionary; as well as the excitement about reading comprehension lessons often expressed by the students, which facilitated students' learning process and promotion of meaningful learning among others. However, there were problems that were very prevalent with the use of ICT in the classrooms. These were: difficulty in classroom control, distractions caused by irrelevant websites, poor maintenance, and lack of infrastructure. The findings of the study are expected to provide the teachers and policy makers with a better and more accurate picture of problems and prospects of integrating ICT in the teaching of reading comprehension in English as a Second Language classrooms.
Reculturing Pedagogical Practice: Probing Teachers' Cultural Models of Pedagogy
Author: Chafi, Essaid
Date: 2017-01-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Educational Change,Cultural Influences,Social Influences,Sociocultural Patterns,Models

A number of educational reform attempts, chief among which are pedagogy by objectives, competency-based approach, and pedagogy of integration, have been made to establish pedagogical reform in Moroccan public primary school. However, results have not been up to par. Failure of school reform has been largely rationalized in terms of technical problems associated with innovation delivery system. By adopting a &quot;technicist&quot; stance towards issues of pedagogical reform, decision makers and curriculum developers have paid a scant attention to the fact that pedagogical innovations are social constructions, and as such value-laden. The institutionalization of pedagogical frameworks import has so far failed to take into account the local sociocultural meanings. A close look into our classrooms shapes an understanding why prevailing traditional practices persist in spite of the progressive ideals advocated in reform packages. Pedagogy is more than techniques; it is deeply embedded in the sociocultural context. Upgrading pedagogical practice requires a sociocultural approach in which the nature of the cultural perspective of pedagogy is recognized and failure of pedagogical reform is also sought in the workings of the enveloping social structure. Such a cultural undertaking of pedagogy can be fulfilled by probing teachers' cultural models of pedagogy. Without proper examination and understanding of teachers' conceptualization of pedagogy and how it reflects on classroom practice, it will be difficult to determine an appropriate focus for pedagogical reform. Therefore, the study of teachers' cultural models of pedagogy has the potential to provide reflective insight into many facets of teachers' thinking and practice. Attentiveness to cultural models of pedagogy can lead and enlighten educational practice towards directions that current research has not explored yet.
The Implications of Literacy Teaching Models
Author: Gunawardena, Maya
Date: 2017-01-00
Type: Journal Articles
Subjects: Teaching Models,Literacy,Ethnography,Higher Education,Educational Practices,Barriers,Inquiry,Adoption (Ideas),Teaching Methods,Participant Observation

First year students often experience a culture shock as certain literacy practices at the university level are different from their experiences in high schools. Some major challenges that students encounter include students' ability to maintain academic integrity practices in their studies, to comprehend complex academic texts to outline key ideas, and to communicate confidently and effectively in diverse academic genres. As these challenges are common, often universities offer activities to assist students' with their academic enculturation process. The three popular literacy teaching models currently in practice are the generic, embedded and literacies models. All the three models offer challenges in their effective practice. By evaluating the ethnographic data from the models used at UNSW Canberra Academic Language Learning Unit (ALL), this paper argues that in line with Lea and Street's (2006) discussion, literacies is the most effective approach for developing students' lifelong skills for effective communication, reading and critical thinking. Literary teaching should involve an advanced inquiry into writing practices in diverse disciplines helping students' identifying and practicing using language devices and rhetorical structures in academic genres.
Relationship between Multiple Intelligence, Reading Proficiency, and Implementing Motivational Strategies: A Study of Iranian Secondary Students
Author: Fayazi-Nasab, Ensieh
Date: 2016-07-00
Type: Journal Articles
Subjects: Foreign Countries,High School Seniors,Multiple Intelligences,Reading Skills,Language Proficiency,Motivation Techniques,Second Language Learning,English (Second Language),Teaching Methods,Instructional Effectiveness,Correlation,Females,Questionnaires,Verbal Ability,Pretests Posttests

There exist many factors, affecting reading ability. Multiple intelligence and motivational strategies are among the factors that seem to make significant contribution to the reading process. Thus, the present study probed the probable significant relation between Iranian language learners' multiple intelligences and reading ability. The study also probed the effectiveness of implementing motivational strategies and language learners' reading ability. Finally, it probed the significant correlation with implementing certain motivational strategies and reading ability. The design of this study is correlational design since the relationship between dependent and independent variables were investigated through correlation coefficient. The participants were females in the final year of the secondary education level. Using treatment and the two questionnaires of motivational strategies and multiple intelligences, the findings demonstrated significant correlation between verbal/linguistic intelligence and reading ability as well as the significant correlation between implementing certain motivational strategies and reading ability. In addition, the essence of teaching motivational strategies was confirmed through the significant difference between the results of pretest and posttest as the result of teaching the participants certain motivational strategies by the researchers. The findings have pedagogical implications for language teachers to improve the reading ability of the students substantially.
The Adequacy of Environmental Education Techniques and Strategies Employed in Uluguru Mountains Hotspot
Author: Manase, Joseph
Date: 2016-10-00
Type: Journal Articles
Subjects: Environmental Education,Foreign Countries,Interviews,Focus Groups,Program Effectiveness,Teaching Methods,Indigenous Knowledge,Sustainability,Conservation (Environment),Rural Areas,Culturally Relevant Education,Case Studies,Qualitative Research

Various studies about the environment consider different factors as sources of environmental deterioration. Such studies have not paid much attention on education as the remedy for environmental sustainability. Other studies have rarely considered environmental education approaches as the reason for lack of success in environmental education arrangements. This research had a focus on the adequacy of environmental education approaches, techniques and strategies employed in Uluguru Mountains in Morogoro. Social constructivist theory by Vygotsky (1958) was employed while case study research design and qualitative approach were deemed important for this research. Data collection was done by using interview and Focus Group Discussion methods. Objectives of the research were to: investigate adequacy of Environmental Education content, methods, awareness as well as the use of indigenous environmental knowledge. The findings show that, environmental education methods implemented in Uluguru Mountains are not satisfactory enough to improve environmental conditions. Again, indigenous knowledge has been less integrated into Environmental Education. Different environmental education methods need to be improved and integrated to create sustainable learning outcomes within Environmental Education.
Visual Representativeness in Junior Secondary School English Language Textbooks in Use in Ebonyi State of Nigeria
Author: Maduabuchi, Chinyere Henrietta
Date: 2016-10-00
Type: Journal Articles
Subjects: Junior High School Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Textbooks,Content Analysis,Course Content,Qualitative Research,Visual Aids,Instructional Materials

Evidence from research findings seems to corroborate with the assertion that the students' constant difficulties in the comprehension of English language texts may have emanated from the limited visual representativeness in most of the recommended textbooks in use in Junior Secondary Schools in Ebonyi State of Nigeria. Textbooks help to equip teachers and learners with broad and factual information concerning what learners should learn by helping them to perform well in the learning environment and in external examinations. This study investigated the types of visual representativeness in Junior Secondary School English Language Textbooks in Ebonyi State vis-à-vis the curriculum content. An exploratory-interpretive design was used in the study. A total of 9 textbooks were selected out of the 18 English language textbooks used in Ebonyi State. The visual representativeness in the textbooks were analyzed using content and qualitative analysis. Simple Percentage and frequency counts were used in the interpretation of visual representativeness in JSS English Language in Use in Ebonyi State. This was done by taking the frequency of the visual representativeness in the textbooks based on the content specification on visual representativeness of topics in the curriculum. The findings showed that the English language textbooks used in junior secondary schools in Ebonyi State of Nigeria adopted decorational, representational, and transformational visuals. It was also found that the visual representativeness in some of the English language textbooks were inadequate. For instance, the &quot;Intensive English&quot; (books &quot;I,&quot; &quot;II,&quot; and &quot;III&quot;), had 14.2%, 8%, and 19.2% under represented visuals respectively, and 85.7%, 92%, and 80.8% adequately represented visuals respectively, In &quot;New Concept English&quot; (books &quot;I,&quot; &quot;II,&quot; &quot;III&quot;), we had 14.3%, 23.8%, and 29.4% under represented visuals respectively, and 85.7%, 77.1%, and 70.5% adequately represented visuals respectively and &quot;Junior Project English&quot; (books &quot;I,&quot; &quot;II,&quot; and &quot;III&quot;) had 20.8%, 22.7%, and 26.0 under represented visuals respectively, 12.5%, 13.6%, and 13% not represented visuals respectively and 66.6%, 63.6%, and 60.8% adequately represented visuals respectively. Based on the findings, it is recommended that English language textbooks for junior secondary school should be revised periodically in line with the curriculum content and the trend in the society to ensure more appealing instructional materials.
Influence of Psychosocial Factors on Aging among the Aged in Ihitte-Uboma Local Government Area of Imo State, Nigeria
Author: Ojukwu, M. O.
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Psychological Patterns,Social Influences,Aging (Individuals),Older Adults,Comparative Analysis,Self Concept,Gender Differences,Hypothesis Testing,Questionnaires

The major aim of this study was to examine influence of psychosocial factors on aging among the aged in Ihitte Uboma Local Government Area of Imo State, Nigeria. Ex-post facto or casual comparative research design was adopted for the study. Two hundred and twenty-five (225) old people were selected through random sampling for the study. Self-constructed instrument entitled &quot;Influence of Psychosocial factors on aging in Ihitte Uboma LGA&quot; was used to collect data. Two research questions and two hypotheses guided the study. Mean and t-test analysis were used to analyze the data collected for the study. Major findings revealed that lack of security, inadequate care giver, poverty, migration of kids and family members to the urban areas, lack of health facilities and care are the major psychosocial factors affecting aging in the LGA. In all these it was also revealed that women were more influenced by these psychosocial factors than their men counterpart. It was also revealed that self-concept has significant influence on the ageing process of the aged in the area. Based on the findings it was recommended that government should provide adequate security in the villages, as well as provision of adequate healthcare and facilities.
Developing Critical Thinking through Socratic Questioning: An Action Research Study
Author: Sahamid, Husniah
Date: 2016-07-00
Type: Journal Articles
Subjects: Action Research,Critical Thinking,Questioning Techniques,Language Proficiency,Student Attitudes,Secondary School Students,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Course Descriptions,Interviews,Writing Assignments,Teaching Methods,Educational Improvement,Anxiety,Writing Skills,Literature,Qualitative Research

An action research study was conducted among 24 Form 4 level Malaysian students, aged 16. The duration of the study was five months and constituted 16 one-hour literature lessons (short stories from the secondary level Malaysian English Language Upper Secondary Level school syllabus). This paper describes my experience as a teacher-as-researcher to assist students to respond to teacher questions through Paul's (1993) model of Socratic Questioning which claims to develop students' critical thinking. Data was collected through researcher's field notes, students' writing tasks and student interviews which were analysed after each cycle of the action research study. Changes and adaptations were consequently made based on the data collected and upon teacher reflection to improve practice. The results of this study indicate that repeated practice of Socratic Questioning had a positive effect on student responses and writing tasks. Some of the factors affecting students' performance included students' language proficiency, weak reading ability and students' anxiety towards the questioning method. These issues had to be addressed and dealt with, before Socratic Questioning could be properly implemented in the classroom.
The Effect of Critical Reading Strategies on EFL Learners' Recall and Retention of Collocations
Author: NematTabrizi, Amir Reza
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Critical Reading,Reading Strategies,Second Language Learning,English (Second Language),Recall (Psychology),Retention (Psychology),Phrase Structure,Advanced Students,Language Proficiency,Language Tests,Pretests Posttests,Scores,Experimental Groups,Control Groups,Outcomes of Education,Adult Students,Data Analysis,Statistical Analysis

The study was an attempt to measure the effect of critical reading strategies, namely; re-reading, questioning and annotating on recall and retention of collocations by intermediate Iranian EFL learners. To this end, Nelson proficiency test was administered to ninety (n = 90) Iranian EFL learners studying at Zaban Sara language institute in Esfahan, Iran. Sixty (n = 60) language learners were selected based on their scores on Nelson test. A pretest of collocation was administered to these participants to homogenize them based on their knowledge of collocations. Next, the participants were divided into two groups as the control group and the experimental group. While the participants in the experimental group were taught how to use critical reading strategies prior to answering the reading comprehension questions, the participants in the control group were simply asked to read the text and answer the reading comprehension questions. Both groups took a researcher-made collocation test as the test of recall (after the treatment) and the test of retention (after a 2-week interval). The findings of the study through independent samples t-test revealed that teaching critical reading strategies has a positive effect on both recall and retention of collocations. The findings of the study could be used by language teachers who aim at more effective understanding of collocations in their classes.