ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation of Secondary School STEM Subjects as Predictors of Academic Performance in Tertiary Level Health Sciences Programs
Author: Blackmore, Conner
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Predictor Variables,Academic Achievement,Grade Point Average,Admission Criteria,Undergraduate Students,Late Adolescents,Private Colleges,Health Sciences,Secondary School Mathematics,Secondary School Science,Chemistry,Physics,Advanced Courses,Physical Education,Course Selection (Students),Foreign Countries

Tertiary institutions are experiencing an increased number of enrolments, with students varying in their demographics, previous education, and academic achievement. This relative increase in undergraduate enrolments in Australia has not translated to an increase in student retention or graduate numbers. This prompts the need to explore predictors of academic performance for tertiary students to identify those most at risk of underperforming. This study aimed to investigate the relationship between secondary school subject completion and undergraduate grade point average (GPA). A cohort of 709 secondary school students entering undergraduate health science courses between 2012 and 2015 at an Australian university were investigated. Completion of Mathematics 3C3D, Physics, Chemistry and Physical Education Australian Tertiary Admission Rank (ATAR) subjects were significantly associated with GPA. In a subset of 458 students, longitudinal analysis revealed completion of secondary school Mathematics 3C3D was a significant predictor of academic performance over the duration of the tertiary health science courses. The results suggest that completion of advanced secondary school mathematics, but not physical sciences, is predictive of student achievement. This outcome further supports the need for improved uptake and completion of advanced mathematics in secondary school.
Motivate or Demotivate? Factors Influencing Choice of Media as a Career
Author: Iyer, Kavitha
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Choice,Mass Media,Student Motivation,Foreign Countries,Gender Differences,Parent Influence,Student Attitudes,Self Efficacy,Predictor Variables,Student Interests,College Freshmen

The choice of media as a career has conventionally not been a top priority amongst undergraduate students in India. Despite the surging need for responsible media professionals in a developing country like India, this career is not widely accepted or chosen. This research aimed at determining specific motivations among the first-year undergraduate students choosing a career in media. The same were determined through expert interactions followed by an online survey to include over 400 students pursuing an undergraduate programme at various colleges across India. The analysis showed that undergraduate media students are passionate with a deep interest in the concerned field and have an enhanced need to be different from others. They are creative, highly communicative, would like to pursue their interest and passion as well as distinguish themselves from conventional career seekers. Choice of media as a career at the undergraduate level is preferred more by female students compared to their male counterparts. Most interestingly and importantly, media as a career is mostly against the wishes of parents; the influence of parents being negative. This study contributes to a deep understanding of motivational factors and their criticalities in influencing the young generation in India. The factors can aid the educational policymakers, academicians, industry experts, and researchers to develop strategies to encourage students to choose a career in media. This research also serves as a starting point to generate discussions to change the belief and attitudes of parents towards media as a career option for their wards.
Interactive Video Technology as a Mode of Teaching: A Qualitative Analysis of Nursing Students&apos; Experiences at a Higher Education Institution in Namibia
Author: Joel, Medusalem Hangula
Date: 2021-00-00
Type: Journal Articles
Subjects: Interactive Video,Technology Integration,Teaching Methods,Instructional Effectiveness,Nursing Education,Nursing Students,College Seniors,Public Colleges,Multicampus Colleges,Honors Curriculum,Young Adults,Student Experience,Positive Attitudes,Negative Attitudes,Barriers,Affordances,Access to Education,Internet,Foreign Countries

Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.
Challenges in the Design and Implementation of an English Placement Test for a Colombian Public University
Author: Ramírez, Alexander
Date: 2020-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Language Tests,Student Placement,Test Construction,Undergraduate Students,State Universities,Language Teachers,Models,Testing,College Administration,Language Proficiency,Expectation,Foreign Countries,Test Items,Faculty Development,College Faculty,Ethics

This reflection paper disseminates the design and implementation of an English placement test for first semester students from different majors. This design was carried out within the framework of a research project in a Colombian public university. The article has a twofold purpose: to scrutinize the stages leading to a test, and to highlight the complexity that underlies the process of conceiving evaluation, so that language teachers who embark for the first time on the task of designing placement exams have a model and can anticipate vicissitudes of academic and administrative nature that may arise. The conclusions derived from the process of construction and implementation of the test highlight the lack of training and literacy in the area of language testing, as well as the existing tensions between academic expectations and the administration within a university institution.
Perspective of Teaching in University Professors: Case Study in a Chilean University
Author: Merellano-Navarro, Eugenio
Date: 2021-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Universities,Teaching Methods,Case Studies,Learning Processes,Teacher Student Relationship,Mastery Learning,Course Content,Teacher Role,Foreign Countries

The present study aims to critically analyse university teaching from the perspective of the actors themselves, since the exercise of teaching allows the teacher to look at their pedagogical practice, interpret it, and recreate it, also turning it into a source of learning from a perspective of change and innovation. In methodological terms, the study is based on the interpretive paradigm which is intended to understand how teachers mean the teaching process, therefore, the methodology option is qualitative through the case study. The data have been obtained through focus groups, with the participation of 16 university professors, a question that allowed the emergence of the discourse of the investigated subjects referring to their experience in the exercise of university teaching. The results point to the importance of didactics in the learning process, the establishment of good personal relationships with their students, the deep mastery of the content of the discipline taught by the teacher, the adequate theory-practice relationship, and the primary concern for the learning in their classrooms, as factors that stand out in those teachers who transcend in the lives of their students. They also open up the opportunity for a series of questions, many of them about the role of university teachers in their capacity as trainers of trainers.
Computer-Based Reading Texts to Support Fourth-Graders&apos; Reading Comprehension
Author: Gözüküçük, Meral
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 4,Elementary School Students,Pretests Posttests,Reading Comprehension,Programming Languages,Computer Assisted Instruction,Comparative Analysis,Teaching Methods,Reading Tests,Foreign Countries,Reading Instruction,Instructional Effectiveness

In this study, four computer-based reading texts with text related static and animated visuals and background sounds were created with a visual programming language by the researchers for fourth grade students. These texts included before-reading, during-reading and after-reading activities. The purpose was to see the effect of these computer-based reading texts on students' reading comprehension. In an experimental research design, elementary school fourth grade students (n = 60) were randomly assigned to either computer-based reading (n = 31) or traditional reading (n = 29) environment. The groups completed a pretest, before-reading, during-reading and after-reading activities and then a posttest. The research has been completed in a six-week period: the pretest in the first week, the four texts in the following four weeks, and the posttest in the sixth week respectively. The results indicated that the computer-based group had significantly better posttest scores than the traditional group had and had significantly better improvement from pretest to posttest. However, there was no significant difference between students' reading comprehension results from pretest to posttest in the traditional group. As a result, presenting students with multimedia-supported reading activities had a positive effect on their reading comprehension. Thus, we recommend teachers to use visually-supported computer-based reading texts to improve students' reading comprehension.
Theorising and Modeling Interface Design Quality and Its Predictive Influence on Learners&apos; Post Adoption Behaviour in E-Learning Course Environments
Author: Kishabale, Bashir
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Learning,Computer Interfaces,Design,Predictive Validity,Adoption (Ideas),College Students,Student Behavior,Foreign Countries,Factor Structure,Goodness of Fit,Student Satisfaction,Models,Aesthetics,Navigation (Information Systems),Accessibility (for Disabled)

The current study, guided by the cross-sectional survey method, assessed interface design quality, and its predictive ability on E-learners' post-adoption behavior in E-learning course environments. DeLone and McLean's Information Systems Success Model, Khan's E-learning Framework, and Bhattacherjee's Information System Continuance Model formed the current study's theoretical underpinning. Data for the study were collected from 232 E-learners in selected Ugandan higher learning institutions, using a 38-item self-administered questionnaire. Principal Components Analysis produced a four-factor structure of interface design quality that comprised of content interactivity, accessibility design, system navigation, and visual-aesthetics design, which were found to be valid and reliable using Confirmatory Factor Analysis. The Structural Equation Model fit indices revealed that the hypothesised model achieved adequate goodness-of-fit to the data. Regarding the structural relationships, the four factors were found to be statistically significant predictors of E-learners' satisfaction; and in-turn, satisfaction impacted learning agility. The results have clearly aligned with the study's theoretical framework, buttressing existing empirical data on interface designs and end-user post adoption with E-learning interventions. The current study is crucial for making evidence-based pedagogical and design decisions by key E-learning stakeholders for the successful implementation and continued use of digital learning solutions in higher education contexts.
Reconceptualising the Physical Sciences Curriculum and Assessment Policy Statement in a South African Context
Author: Mpungose, Cedric Bheki
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,National Curriculum,Science Curriculum,Curriculum Development,Physical Sciences,Educational Change,Secondary School Curriculum,Science Teachers,High School Teachers,Teacher Attitudes,Scientific Concepts,Science Instruction,Pedagogical Content Knowledge,Educational Policy

Post-apartheid South African curriculum reforms, from outcomes-based education (OBE) to the Curriculum and Assessment Policy Statement (CAPS), resulted in different challenges. Teachers, in particular those teaching Physical Sciences in the Further Education and Training (FET) phase from Grades 10-12, were expected to cope with changes and master Physical Sciences curriculum for the attainment of good results, but were unable to do so because they were missing an understanding of curriculum concepts. The success of any curriculum depends on ten fundamental and broad curriculum concepts: rationale, goals, activities, assessment, accessibility, resources, content, roles, environment, and time. However, empirical findings show that Grade 12 Physical Science teachers in South African schools still struggle to understand and contextualise curriculum concepts in order to redefine specific CAPS Physical Science concepts. Consequently, this conceptual study uses Van den Akker (2004) curriculum spider web concept framework in reconceptualising Grade 12 CAPS Physical Science concepts. This study argues that teaching without knowing specific subject curriculum concepts can lead to poor teacher performance and poor subject results, this study concludes by proposing a formal, non-formal and informal framework for CAPS Physical Science to resolve this.
Application of National Education Technology Standards as Perceived by Nursing Students and Its Relation to Their Problem Solving Skill during COVID-19 Disaster
Author: Ghazala, Ayat Fawzy
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Nursing Education,Nursing Students,Educational Technology,Online Courses,Electronic Learning,Distance Education,Student Attitudes,Problem Solving,Standards,Skill Development,Foreign Countries,Correlation,Technological Literacy,Job Skills,Thinking Skills

With the emergence of COVID 19 disaster, dependence on technological and electronic learning is increasing. National Education technology standard has a great impact on improving students' skills. One of these skills is problem solving which is very crucial to nurse student to be prepared to be professional nurse. This study sought to assess application of national education technology standards as perceived by nursing students and its relation to their problem solving skill during COVID 19 disaster. The study adopted a descriptive correlational design using a convenience sample (N = 218) of all fourth nursing students who accept to participate in the study at Faculty of Nursing, Menoufia University. The instruments used to gather the data were developed questionnaire by researchers to assess application of national education technology standards, and problem solving skill questionnaire. The results show that the majority of nursing students have high level of perception regarding application of these standards. Moreover, the high percentage of nursing students had high level problem solving skill, and there was a positive moderate correlation between total score national education technology standards, and total score problem solving skill. Based on the findings, it is very important to ensure application of national education technology standards for teaching staff and administrative system. Moreover, Periodic updates and training on the new changes in education technology for both nursing students and teaching staff.
A Sociolinguistic Perspective in the Analysis of English Textbooks: Development of a Checklist
Author: Atar, Cihat
Date: 2020-00-00
Type: Journal Articles
Subjects: Check Lists,Pronunciation,Language Variation,Second Language Learning,Second Language Instruction,English (Second Language),Sociolinguistics,Public Schools,Evaluation Criteria,Secondary School Students,Content Analysis,Textbook Evaluation,Pronunciation Instruction,Cultural Awareness,Historic Sites,Foreign Countries

This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book &quot;ReLearn&quot; (Karamil &amp; Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.
Development of the Tendency Scale for Scientific Values: A Validity and Reliability Study
Author: Herdem, Kevser
Date: 2020-00-00
Type: Journal Articles
Subjects: Test Construction,Values,Scientific Attitudes,Test Validity,Test Reliability,Factor Analysis,Secondary School Students

Being a significant dimension in affective behavior education, values are guiding concepts for explaining the cognitive and social structures. In the process of value acquisition, the tendency of individuals for the value being targeted for acquisition bears a great significance. In the present study, the main aim is to develop an assessment instrument that can determine the tendency levels for the scientific values among students. In this process, the related literature was reviewed and an item pool was established. The item pool was presented to the expert opinion and following the necessary revisions, it was applied to the sample. The sample consisted of 268 secondary school students. In order to determine the validity of the scale, exploratory and confirmatory factor analysis was conducted. As a result of the validity analyses, a 4-factor structure consisting of 27 items was obtained and each factor was respectively named as the following in accordance with theoretical framework; &quot;Curiosity&quot;, &quot;Creativity,&quot; &quot;Criticism&quot;, and &quot;Inquisitiveness&quot;. The Cronbach's Alpha internal consistency coefficient, corrected item correlations, and the stability levels were calculated in order to determine the reliability of the scale. As a result of the study, it was found that the Tendency Scale for Scientific Values consisting of 4 factors and 27 items was a valid and reliable tool that can be used for determining the level of tendency for scientific values.
The Role of IT Professional Certifications in IT Instructors&apos; Teaching Quality
Author: Mbise, Kaanael
Date: 2021-00-00
Type: Journal Articles
Subjects: Information Technology,Teacher Effectiveness,College Faculty,Foreign Countries,Certification,Role,Self Esteem,Teaching Skills,Professional Development

This study investigates the role of information technology (IT) professional certifications in IT instructors' teaching quality in higher education institutions (HEIs) in Tanzania. The study was conducted at the Institute of Accountancy Arusha (IAA) involving IT academic staff with at least one IT professional certification. The study used a case study research design whereby mixed methods for data collection and analysis were employed. A questionnaire was used as the main data collection method supplemented by an interview. Quantitative data were analysed using descriptive statistics. Qualitative data were analysed using qualitative content analysis. The results of the study suggest that IT professional certifications play an important role in IT instructors' quality of teaching and the certifications improved teaching quality, raised self-confidence, kept professional skills updated, improved preparation of lesson plans and instructional materials, enhanced delivery techniques, and improved setting of competency-based learning activities. The results also suggest that the availability of certified IT instructors could have an impact on improved student performance in courses.