ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Personality Differences between Scientifically Gifted and Nongifted Students: Indications for Gifted Education and Teacher Trainings
Author: Peperkorn, Colin
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Academically Gifted,Gifted Education,Teaching Methods,Teacher Education,STEM Education,Elementary Secondary Education,Instructional Program Divisions,Student Characteristics,Foreign Countries

Gifted education needs to be constantly improved and differentiated for various types of domain-specific giftedness, especially in STEM (science, technology, engineering, and mathematics) subjects. Therefore, teachers must be adequately trained in the field of giftedness. The aim of this study was to investigate (the Big Five) personality factors in scientifically gifted and nongifted students to find potential educational adjustments that should be considered during teacher trainings. The sample consisted of N = 372 students between 4th and 7th grade (mean age = 10.62 years, 38.7% female). Scientifically gifted students showed higher scores for Openness and lower scores for Agreeableness than nongifted students. This study provides initial findings about the personality of scientifically gifted students and supports that they should be promoted through problem and action-orientated teaching. More differentiated methods should be used in further research to substantiate the presented tendencies.
Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics
Author: Alpaslan, Muhammet Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Student Motivation,Student Participation,Middle School Students,Grade 7,Psychological Patterns,Achievement Need,Mathematics Achievement,Goal Orientation,Self Efficacy,Learner Engagement,Class Activities,Public Schools,Foreign Countries

The purpose of this correlational research was to examine the relationship between achievement emotions, motivation, and classroom engagement in mathematics among Turkish middle school students, and to determine how these three variables predicted academic achievement in mathematics. 549 seventh grade students in a province located in the south-west region of Turkey participated in the study. Relations among variables were examined by utilizing structural equation modeling. Results of this study provided evidence for the theoretical model that explained the relations between achievement emotions, motivation and classroom engagement and their contributions to a significant amount of mathematic achievement in Turkish contexts. In addition, it was found that the contributions of achievement emotions to engagement depend on whether they were activity- and outcome-focused or deactivating and activating emotions.
A Systematic Review on Language Learning Strategies for Speaking Skills in a New Learning Environment
Author: Kehing, Katherine Livan
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Learning Strategies,Speech Skills,Educational Environment,Metacognition,Cognitive Processes,Second Language Learning,English (Second Language)

Speaking skills have always been regarded as the most difficult skill out of the four skills that learners should master in language learning. The importance of learning speaking skills has also been highlighted by many researchers in recent years. With the use of technology in this modern era, learners can learn speaking skills through various resources. Therefore, there is a need to identify the learning strategies used by learners for speaking skills in the new learning environment. In this review, the most frequently used strategies in language learning for speaking skills has been examined. The articles reviewed were from 2017 until 2021 across two databases, ERIC and Google Scholar. The PRISMA 2020 methodology is used in the review. From the review, it was found that meta-cognitive and cognitive strategies were most frequently used for learning speaking skills, followed by compensation and social strategies. The least used strategies by learners were memory and affective strategies. The findings help teachers to look for the most suitable teaching method in the current learning environment. For future research, an extensive review of the use of learning strategies for other learning skills could be carried out.
Equalization Access to Education as an Effort to Foster the Nationalism of Indonesian Migrant Workers&apos; Children in Border Areas
Author: Suarno, Dendi Tri
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Access to Education,Foreign Countries,Nationalism,Teacher Attitudes,Migrant Children,Community Centers,Case Studies,Migrant Workers,Sociocultural Patterns,Access to Information,Teacher Education,Barriers,Geographic Regions,Educational Facilities,Family Environment,Social Environment,Teacher Role

The discussion about the loss of nationalism values in the Indonesian migrant workers' (IMW's) children in border areas, has become an important issue in the world of Indonesian education. The purpose of this study is to describe the role of Community Learning Center (CLC) in fostering nationalism values in IMW's children, as well as to reveal the teaching experience and meaning of nationalism from the perspective of teachers at CLC Sarawak, Malaysia. The research uses qualitative method with case study approach that focuses on factors that can foster nationalism of IMW's children. Data collection obtained through observation techniques, in-depth interviews, and documentation. The results showed meaningful findings according to the conditions in the education system in CLC, as well as socio-cultural conditions that affect every activity in the border area. The first finding indicates that CLC has an important (central) role in fostering the nationalism of IMW's children in border areas. The second finding shows the fact that teachers are still experiencing some problems in the field, such as; limited access to information and communication, teacher education background, school conditions, limited educational units, learning facilities, and family and social environments. The third finding emphasizes the importance of nationalism for teachers who devote themselves to teaching in border areas, because teachers have a crucial role in transferring knowledge, providing meaningful learning experiences, and fostering the nationalism of IMW's children.
Measuring Self-Regulated Learning in the STEM Framework: A Confirmatory Factor Analysis
Author: Nu'man, Mulin
Date: 2021-00-00
Type: Journal Articles
Subjects: Factor Analysis,STEM Education,Metacognition,Learning Processes,Independent Study,Self Evaluation (Individuals),Validity,Reliability,Junior High School Students,Student Attitudes,Foreign Countries,Goodness of Fit

Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students' self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students' self-reliance in SRL.
Principal Leadership and Teacher Professional Development in a Vietnamese High School for Gifted Students: Perspectives into Practice
Author: Tran, Hai Ngoc
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Instructional Leadership,Faculty Development,High School Teachers,High School Students,Academically Gifted,Educational Change,Gifted Education,Case Studies,Teaching Methods

Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students' enhanced learning and achievements.
Design Learning Module Fundamental of Computer Science: Evaluation of Content Validity
Author: Abdul Rahman, Maisarah
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Science Education,STEM Education,Learning Modules,Secondary School Curriculum,Curriculum Design,Multimedia Materials,Visualization,Thinking Skills,Alignment (Education),Academic Standards,Relevance (Education),Content Validity,Foreign Countries

The visualization concept and multimedia is commonly used in designing various learning methods in education. However, less study was conducted for Fundamental of Computer Science (FCS) subjects especially in STEM education approach. Therefore, this study aims to evaluate the content of design learning module for the subject of secondary two-topic Algorithms. The study uses a qualitative approach by interviewing five experts with related educational background to validate the content of the module. The findings show positive responses from those experts regarding applied visualization and multimedia suggesting some modifications be done for teaching and learning environment in the future. In conclusion, this study conclusively improvises design learning module for FCS subject by enhancing STEM education aligned with the Malaysia Education Blueprint 2013-2025.
Understanding the Impact of the COVID-19 Pandemic on Honors College Students: A Qualitative Content Analysis
Author: Das, Bibha M.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Honors Curriculum,College Freshmen,Student Experience,Student Development,Mental Health,Attitude Change,Coping,Family Relationship,Perspective Taking,Financial Problems,Trust (Psychology),Social Isolation,Reflection

While the coronavirus crisis altered all facets of life across the globe, its impact on American higher education posed immediate challenges to students and faculty alike. Disruptions in normal, in-person instruction affected all students' abilities to connect and create, but first-year students and their professors were particularly restricted in areas relating to classroom engagement, interpersonal exchange, and academic support. This pilot study presents first-year experiences of honors students during this time. Using reflective writing exercises, authors examine and assess a range of student responses (n = 98) to this extraordinary circumstance. Qualitative content analyses and coding reveal eight major themes: (1) shift in perspective resulting in personal growth; (2) changes in family dynamics and interpersonal connections; (3) focus on economic concerns; (4) focus on mental health and coping strategies; (5) changes in impressions of others and society; (6) understanding a &quot;new normal&quot;; (7) lack of trust; and (8) increase in social isolation. Results indicate that COVID's multifaceted effect on honors students range in consequence from health to professional outlook. Authors suggest that understanding the nature of the first-year experience during this time can facilitate multi-level approaches and inclusive strategies for honors practitioners to help students effectively move forward on their educational path.
Determination of Measurement Estimation Abilities of Secondary School Students
Author: Er, Zübeyde
Date: 2021-00-00
Type: Journal Articles
Subjects: Computation,Measurement,Ability Identification,Secondary School Students,Foreign Countries,Grade 5,Grade 6,Grade 7,Grade 8,Gender Differences,Age Differences,Mathematics Achievement

This study is a descriptive survey model which aims to reveal the measurement estimation abilities of secondary school students. The sample of the study consisted of 91 secondary school students at 5th, 6th, 7th and 8th grades in the province of Adana. Measurement estimation ability test was used as the data collection tool. This test is comprised of 10 items which include five measurement estimation abilities as measurement of length, area, volume, liquid and weight. The data obtained from the data collection tool was analyzed by quantitative analysis methods. The analysis results showed that the students' measurement estimation abilities differed according to their gender and that difference was not statistically significant. It was also observed that the students' levels of measurement estimation abilities were at &quot;acceptable low estimation&quot; level, their general performances in the measurement estimation test differed according to their grade levels and that difference was not significant. Moreover, it was concluded that the length and weight estimation levels of the students regarding length, area, volume, liquid, weight estimation scores were better than the estimation levels of area, volume, fluid. Although their levels increased according to their grade levels, it was not significant according to grade level.
Digital Videos in Accounting Education: A Study on Perceived Use and Satisfaction in the Light of Connectivism
Author: da Costa, Ana Carolina
Date: 2021-00-00
Type: Journal Articles
Subjects: Video Technology,Educational Technology,Technology Integration,Influence of Technology,Learning Theories,Interaction,Undergraduate Students,Late Adolescents,Student Satisfaction,Usability,Handheld Devices,Telecommunications,Public Colleges,Foreign Countries,Accounting

In the light of the connectivism theory, the objective was to analyze the perception of use and satisfaction of accounting students about Edpuzzle, a digital video application. This tool was employed in four accounting courses using the cell phones of 92 students. A questionnaire was administered on-site and was structured in two parts. The first contained questions about the respondent's profile, and the second about the use and satisfaction with Edpuzzle. The results indicated that students liked to use Edpuzzle and felt satisfied, especially those under 21 years old. We also noticed significant correlations among the questions. For example, the positive association between interactivity and appropriateness of use of the Edpuzzle stands out. It is concluded, therefore, that the results corroborate the connectivism theory, which sustains that knowledge must suffer updates as the environment changes and that sharing is crucial for the creation of networks that feed each other. Edpuzzle helps in this regard.
Grammaring, Its Effects on Oral Performance among EFL Beginner-Level Learners in Higher Education
Author: Cabezas, Erickzon D. Astorga
Date: 2021-00-00
Type: Journal Articles
Subjects: Grammar,Oral Language,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Undergraduate Students,Introductory Courses,Communicative Competence (Languages),Language Proficiency,Pretests Posttests,Syntax,Comparative Analysis,Scoring Rubrics,Student Evaluation

Over several decades, numerous approaches applied to EFL have resulted in theories and reasonings to teach and learn English. Although Communicative Language Teaching (CLT) is the most commonly used path nowadays, it has only resulted in minimal development of university learners' oral skills; i.e., English-beginner-level students usually attain minimal scores on oral performance after instruction using CLT approaches in some Higher Education Institutions. Thus, this study aims to illustrate the impact of &quot;Grammaring approach,&quot; in combination with the practice of Form and Meaning as a complement to Use in CLT, on students' oral proficiency. Data from 38 students in control (n=19) and experimental (n=19) groups were analyzed. A descriptive and inferential statistical analysis of rubric bands from pre and post tests showed subtle improvements in aspects of Form (syntax) and Meaning (lexical use) but not in use. These results have implications on what to teach and how to teach some language skills to lower-level learners, and highlights considerations for elaborating rubrics and assessing foreign language learners.
&quot;How the Furby Coming Is…&quot;: Interference of First Language and Culture in Thai EFL Learners&apos; Paragraph Writing
Author: Worathumrong, Sakulrat
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Writing Processes,Writing Evaluation,Thai,Native Language,Foreign Countries,Interference (Language),Popular Culture,Interlanguage,Undergraduate Students,Preferences,Oral Language,Teacher Student Relationship,Metalinguistics,Distance Education,COVID-19,Pandemics

This study investigated features of first language and cultural interference in Thai EFL learners' English paragraph writing on popular culture. Drawing from theoretical grounds of interlanguage, language interference, and rhetorical interference, the sample of 30 English paragraphs of Thai EFL undergraduate learners was examined quantitatively and qualitatively. The English writing included 15 paragraphs from the Thai learners with high exposure to English language (TEH) group, and 15 paragraphs from those with the low exposure to English language (TEL) group. Using analysis models of metadiscourse markers and topical progressions, the findings revealed the preference of both groups in the use of interactive and interactional devices as well as SP, PP, and EPP types of topical progressions. The preference highlights the feature of oral-based, inductive, or reader-responsible writing orientation with a possibility of writing development, especially among the TEHs to reach expectation of the target language readers. The findings encourage assessing the Thai EFL learners' writing as a process and raising frequent awareness of both language and rhetorical interferences when writing English texts. As the introductory stage during COVID-19 remote learning, writing to express learners' interests could be used as an effective communication strategy for a positive instructor-learner relationship which assists the learners to further engage in the class in a more meaningful way.
Receptive Vocabulary Acquisition in Pre-Primary Education through Soft-Content and Language Integrated Learning
Author: Segura, Marta
Date: 2021-00-00
Type: Journal Articles
Subjects: Receptive Language,Vocabulary Development,Preschool Education,Preschool Children,Age Differences,Bilingual Students,Content and Language Integrated Learning,Second Language Learning,English (Second Language),Linguistic Input,Word Frequency,Recall (Psychology),Intelligence Tests,Foreign Countries

Content and Language Integrated Learning (CLIL) has become the focus of Foreign Language (FL) research within the last decades. CLIL provides a more complete, naturalistic, and meaningful context to FL learning, which has proven to bring many benefits to learners, such as a higher motivation and promotion of creativity, and better results in receptive skills, vocabulary, morphology and fluency. Nevertheless, most CLIL research has focused on primary and secondary level students and, thus, more research is needed with younger learners, namely, pre-primary students. The present study examines the learning of FL vocabulary in pre-primary learners following a soft-CLIL program, as compared to their same age peers following Formal Instruction (FI) of English. Over the course of six months, pre-primary students of two grades, namely 4- and 5-year-old students (N=155), took part in such program, aiming at teaching two curricular preschool units, traditionally taught in the mother tongue (L1), in English in the FL sessions. A longitudinal study was conducted, and students were administered a general vocabulary level pre-test, as well as a target words receptive vocabulary post-test after the two units had been worked on. The focus of the research was on receptive vocabulary acquisition, but age and word frequency effects were also analyzed. Results showed positive tendencies in receptive vocabulary development through soft-CLIL, although not statistically significant. A significant frequency effect was found, indicating that high-frequency words are recalled more easily than lower-frequency ones, but no significant differences were found when comparing learners from the two grades.
Text-Relevant Video Segments and Reading Comprehension of Culturally Unfamiliar Texts with Adult Speakers of English as a Second Language (ESL)
Author: Karami, Amirreza
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Video Technology,Second Language Learning,Second Language Instruction,English (Second Language),Pretests Posttests,Reading Comprehension,Retention (Psychology),Comparative Analysis,Reading Instruction,Models,Adults,Instructional Effectiveness,Schemata (Cognition),Familiarity,Foreign Students,Graduate Students,Reading Tests,Cultural Differences,Reading Processes

This pilot study is a mixed-methods sequential explanatory study that investigated the effects of watching text-relevant video segments supported by the Schematic Information-Processing (SIP) model of reading comprehension on reading comprehension of adult speakers of English as a Second Language (ESL) in terms of text familiarity and the retention of the content of a culturally unfamiliar text. Twenty homogeneous participants were randomly assigned to two groups: one control group and one experimental group. The results of the quantitative analysis showed that the experimental group outperformed the control group in both the immediate and delayed post-tests. Qualitative findings also highlight the effectiveness of implementing text-relevant video segments supported by the SIP model over traditional text-based reading instruction in terms of reading comprehension and retention of the content of the culturally unfamiliar passage. Limitations of the study and suggestions for future research are discussed in detail.