ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Animated Instructional Packages on Achievement and Interest of Junior Secondary School Student in Algebra
Author: Ojo, S. G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Animation,Secondary School Students,Algebra,Mathematics Instruction,Teaching Methods,Gender Differences,Instructional Effectiveness,Student Interests,Computer Uses in Education,Educational Technology

This study explored the use of animation in the classroom by investigating whether or not students taught with animation will achieve better than recorded teaching. This study adopted non-equivalent control group, quasi experimental design. Eighty (80) Junior Secondary School 2 students (40 males, 40 females) from two co-educational private junior secondary schools in Bwari Area Council of the Federal Capital Territory (in Nigeria) were involved. Gender of the students and availability of functional computers determined the choice of schools hence purposive sampling was used to select six schools that have functional computer laboratories out of which two schools were randomly sampled using simple balloting with replacement. The purposive sampling means the sampling that adequately addresses the purpose of research which means in this case means schools with boys and girls and having functional computer systems. Two instruments were used for this study, namely Algebra Achievement Test (AAT) and Interest Inventory (MII). The findings showed that teaching algebra with animation can enhance achievement and interest of students in algebra. Gender had no significant influence on the performance of students exposed to animation. The implication of these findings is that teachers now have alternative strategy to teach a concept in junior secondary school. Based on the findings, it was recommended that workshops, seminars and conferences should be organized for teachers to implement the findings of this study in the classroom.
The Development of English Grammar for Teachers Coursebook
Author: Iamsirirak, Ekamorn
Date: 2022-00-00
Type: Journal Articles
Subjects: Textbook Preparation,English (Second Language),Second Language Learning,Second Language Instruction,Grammar,Foreign Countries,Student Teachers,Teacher Education Programs,Teacher Attitudes,Student Teacher Attitudes,Pedagogical Content Knowledge,Language Proficiency

Coursebooks exist all over in the world of education. They are generally used as one of the major course materials. To write a coursebook for a particular course is challenging. This study was purposively conducted to develop a English grammar coursebook for teachers to meet the needs of teacher students in English education programs. The study was based on research and development (R&amp;D) with three phases conducted through mix-methods research. In Phase 1, 60 experienced teachers and 226 current teacher students responded to questionnaires that were used to investigate the need for English grammar topics. Sixteen grammar topics that were important to Thai teacher students of English were discovered. In Phase 2, thirty one participants volunteered themselves in a 16-week data collection process. The coursebook was finally developed and composed of 14 chapters including grammar content knowledge, and a variety of exercises including preferable book layouts evaluated by teacher students' needs. In the final phase, Phase 3, three experts contributed by offering their suggestions and recommendations when editing the complete version of the coursebook. The study also found that the coursebook could facilitate learners of all proficiency levels: beginner, intermediate, and advanced, helping them improve their grammar proficiency by a step higher. Ultimately, the study helped illustrate some alternative ways for teachers, lecturers, and authors to compose a coursebook by using a research-based coursebook development process.
Error Analysis of Dyslexic Student&apos;s Solution on Fraction Operation Tasks
Author: Ekawati, Rooselyna
Date: 2022-00-00
Type: Journal Articles
Subjects: Dyslexia,Students with Disabilities,Mathematics Instruction,Problem Solving,Fractions,Early Adolescents,Error Patterns,Arithmetic,Mathematical Concepts,Foreign Countries,Word Problems (Mathematics)

How dyslexia students solve number operations is still challenging to unravel. This study aimed at revealing the types of errors conveyed by a dyslexic student in performing fractional operations on mathematical tasks that combined non-verbal text (symbols and pictures) and verbal text. The data were collected using a task-based interview with a 13- year-old dyslexic student that was recorded and focused on the types of errors on fractional operations (addition, subtraction, multiplication, and division). Results depicted that the student overgeneralized whole number operations when adding two fractions with different denominators although she successfully converted the area model of fraction into a correct fraction operation, identified a common denominator but failed to change the fractions into equivalent form when subtracting two mixed fractions, failed to interpret a multiplication word problem into subtraction operation, and applied only part of the &quot;invert and multiply&quot; algorithm on a word problem. The assumption of the phonological disturbances that was found in the student participant's performance was not found consistently in all the given word problem.
Exploration of Students&apos; Statistical Reasoning Ability in the Context of Ethnomathematics: A Study of the Rasch Model
Author: Ramadhani, Rahmi
Date: 2022-00-00
Type: Journal Articles
Subjects: Statistics,Thinking Skills,Statistics Education,Junior High School Students,Item Response Theory,Test Bias,Test Items,Gender Differences,Mathematics Skills,Ethnicity,Ethnology,Mathematics,Problem Solving,Demography,Cultural Background

Statistical reasoning ability is one of the essential skills in developing competence, which is one of the Sustainable Development Goals (SDGs). This study aims to explore the statistical reasoning ability of junior high school students in descriptive statistics learning. The investigation directs students to determine their level of statistical reasoning ability. The Rasch model analysis analyzes whether there is a bias in the item questions used in exploring these abilities based on demographic factors such as gender, initial mathematical ability, and ethnic background. This study uses a mix-method (a combination of quantitative and qualitative methods). Based on the Rasch Model analysis, quantitative and qualitative data were obtained from 22 students utilizing a statistical reasoning ability test instrument based on the ethnomathematics context, which was valid and reliable. The results of data analysis show that students have different levels of statistical reasoning abilities and are related to students' initial mathematical ability. Students with low initial mathematical skills are at level 1 idiosyncratic, while students with high initial mathematical skills are at procedural level 4. The results of the DIF (Differential Item Functioning) analysis showed no significant difference between the use of the ethnomathematics context-based test instrument and the demographic factors of the research subjects. This study concludes that students can explore statistical reasoning ability through ethnomathematics-based problem solving but still pay attention to other demographic factors.
Utilization of Digital Module for Asynchronous Online Independent Learning in Advanced Mathematics Education
Author: Dio, Ryan V.
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,COVID-19,Pandemics,Instructional Materials,Foreign Countries,Graduate Students,Outcomes of Education,Algebra,Course Content,Educational Change,Distance Education,Instructional Design,Independent Study,Instructional Material Evaluation,Mathematics Tests,Test Items,Teacher Developed Materials,Concept Formation,Mathematical Concepts,Internet,Access to Education,Feedback (Response),Teacher Student Relationship,Mathematics Teachers,Scores,Achievement Gains,Mathematics Achievement,Mathematics Education,Advanced Courses

The exponential increase in the number of cases and number of affected countries of the novel coronavirus disease 2019 (COVID-19) brought significant change in the mode of instruction from face-to-face to distance learning among the different levels of education around the world. This descriptive-developmental method of study adopted the ADDIE (Analysis, Design, Develop, Implement, Evaluate) model of instructional system design (ISD) framework in the development and evaluation of digital learning module intended for asynchronous online independent learning among students at the advanced mathematics education level. The adopted instructional materials evaluation instrument and the 10 items open-ended teacher-made test were used to describe the learning outcomes of the 13 enrolled graduate mathematics education students (4Male, 9Female) during the COVID-19 pandemic period in Sorsogon, Philippines. Findings of the study revealed that the designed digital learning modules covering the required content topics of modern algebra arranged in increasing complexity and ensuring the presence of the basic elements of discussions, definition, examples, and practice drills (worksheets) provide a significant learning experience among the students in times of pandemic as exhibited by their very satisfactory level of evaluation (Mean=4.42±2.58) on its characteristics. The utilization of the digital module available for asynchronous online independent learning maximizes learning outcomes which showed an increase in the mean score of 8.10 equivalent to 53.97 percentage score indicating a highly significant improvement (t=5.034, p&lt;0.05) in the level of students' understanding of the content topics. Investment in strong internet connectivity is necessary to strengthen the asynchronous learning experiences of the students with the use of digital modules through the regular conduct of virtual conferences for monitoring and immediate feedbacking.
Assessment of Teaching Methods in Mathematical Simplicity and Complexity in Rwandan Schools via Pedagogical Content Knowledge
Author: Habiyaremye, Hashituky Telesphore
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Mathematics Instruction,Competency Based Education,Pedagogical Content Knowledge,Foreign Countries,Mathematics Teachers,Teacher Attitudes,Instructional Effectiveness,Teacher Education Programs,Secondary School Teachers,Evaluation Methods,Task Analysis,Student Evaluation,Comparative Analysis,Mastery Learning,Faculty Development,Educational Background

The teaching practices of mathematics are still little-known in Rwandan schools though the Competence-Based Curriculum (CBC) and many pedagogical documents recommend how to assess, what to assess, and when to assess the effective teaching of mathematics. This study aimed to assess Rwandan mathematics teachers' practices through pedagogical content knowledge (PCK). We sampled 14 mathematics teachers having similar educational backgrounds. Seven of them were sampled from Teacher Training Colleges (TTC), and the other seven were non-TTC teachers (selected from general secondary schools). We adopted a pedagogic approach to analyze the assessment practices and the tasks proposed by teachers to students. We also analyzed 35 items related to pedagogical content knowledge for teaching (PCK) among these two groups of teachers. Although the results about differences between two groups of seven teachers were not considered robust differences, it was still revealed that in all item categories related to PCK, TTC teachers have less performance than non-TTC teachers. The lack of mastery of content and specialized knowledge at the university level was found to cause this. We also found challenges related to teachers' assessment skills, especially mathematical complexity, as indicated by the interview results. We, therefore, recommend that all teachers, especially TTC teachers, be offered training in content knowledge so that they strengthen their teaching practices.
Investigation of Secondary Students&apos; Epistemological Obstacles in the Inequality Concept
Author: Siagian, Muhammad Daut
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Mathematical Concepts,Epistemology,Secondary School Students,Barriers,Phenomenology,Grade 11,Thinking Skills,Concept Formation,Advanced Courses,Difficulty Level,Problem Solving,Logical Thinking,Foreign Countries,Teaching Methods

An inequality concept has an important role; even in advanced mathematics, inequality assists in analysis and proof. However, students' understanding of inequality is not satisfying. The fact shows that students experience difficulties and errors in solving inequality problems. These difficulties and errors are not intentional or do not result from students' carelessness in carrying out solutions or students' ignorance (misconceptions). Instead, these difficulties and errors are caused by epistemological obstacles. Therefore, this study explores the epistemological obstacles students face in the inequality concept by analyzing errors found in solving inequality problems. The qualitative research design with a phenomenological approach was chosen to achieve the research objectives by involving 29 eleventh-grade secondary students. The researchers employed a test on the inequality concept to explore students' epistemological obstacles, which consisted of three problems. A one-to-one unstructured interview was also conducted to investigate students' ways of thinking and understanding based on their answers. Furthermore, the data were analyzed using an inductive approach, combining systematic data management methods through reduction, organization, and connection. The data obtained are then presented in the form of narratives and figures. The results showed that the inequality rules, the absence of semantic and symbolic meanings of inequalities, interpreting solutions, and generalizations in the inequality rules become sources of students' errors in solving inequality problems. Thus, we found epistemological obstacles in the inequality concept based on these four types of errors. The obstacles are indicated by students' limitations in understanding and interpreting inequality signs as they solve inequality problems.
Creating Space for Emotion in the &quot;Composition Studies&quot; Archive
Author: Walston, Alexis Sabryn
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Writing Research,Psychological Patterns,Writing Instruction

In this article, University of Maryland writing program administrators Alexis Walston and Jessica Enoch explore the &quot;Composition Studies&quot; archive and its trove of articles from 1972 to the present with a focus on the emotive dimension of teaching and administration. As Walston and Enoch have worked to support a large community of students and teachers over the past two years, their administrative focus has been guided by principles of antiracist pedagogy, empathy, resilience, and community building, and they have prioritized instructional support based in social and linguistic justice, critical thinking and reading, reflection, and communicating across difference. Learning more about trauma-informed pedagogy has become a key concern for them. Herein, they spotlight a few articles from the archive that make space for them to engage with emotion, and they track lines of conversation within the journal that fortify their conviction that attention to emotion must be a critical part of writing, teaching, and administration, especially now. The goal of the article is to consider how &quot;Composition Studies&quot; has laid the groundwork for centering emotion in their pedagogy in a way that supports their administrative and pedagogical exigencies over the past two years.
Renewing Commitments to Minoritized Writers
Author: Rosas, Ray
Date: 2022-00-00
Type: Journal Articles
Subjects: Writing (Composition),Minority Group Students,Undergraduate Students,Racism,Culturally Relevant Education,Writing Instruction,Rhetoric,Writing Processes,Resilience (Psychology),Equal Education

In the fifty-some years that &quot;Composition Studies&quot; [formerly &quot;Freshman English News&quot;] has been mapping the composition and writing field, much attention has been given to so-called minoritized writers. The initial analysis of minoritized writers in &quot;Freshman English News,&quot; for instance, was almost entirely framed by the construct of remediation--by what teachers could do for &quot;those&quot; students. Today, academe is at the tipping point with regard to an authentic commitment to--and understanding of--minoritized undergraduates, starting during their first year. In addition to being flagged in their writing classes as needing correction and help, these students also regularly face other microaggressions (from peers and instructors alike), experience cultural isolation, and withstand repeated racism--especially at predominantly white institutions (PWIs), which too often lack &quot;authentic,&quot; culturally sensitive programming. Yet these same students offer models of engaged pedagogy that not only dispel the myth of the minoritized basic writer but spark a reconceptualization of teacherly commitment. Two students from Ray Rosas' dissertation research are highlighted as examples of this. Both students offer writerly experiences of rhetorical action, action rooted in a cultural-ethnic community within a PWI. Their writing processes are purposeful, agential, and didactic. Although the constraints might be considerable, both undergraduate writers are navigating issues of racialized expectations, personal purpose and resilience, and educational inequity within the context of a PWI.
Factors Affecting Preadolescence Student Online Learning Anxiety during the COVID-19 Pandemic
Author: Tapsuri, Viriyaporn
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,Distance Education,Anxiety,Preadolescents,COVID-19,Pandemics,Grade 6,Foreign Countries,Low Income Students,Access to Education,Access to Computers,Videoconferencing,Educational Environment,Active Learning

The current study aims to investigate factors affecting the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The study was designed with a survey approach. The participants were 181 grade 6 students in a public school in Thailand selected by Yamane's sampling method. During the data collection, Thai educational institutions were politicized to be online. The school was in a suburban area of a small province in Thailand. Therefore, the samples were from lower-middle income families and have problems with devices and the internet signal. Classes were held via online conferencing platforms such as Google Meet and Zoom, and exercises were assigned both online and in textbooks. The instrument was a questionnaire designed to assess the online learning anxiety of preadolescent learners during COVID-19 prevention policy. The data were gathered at the end of the 2021 academic year when all classes were instructed online due to COVID-19 prevention policy. The data were analyzed using percentages, mean scores, standard deviation, and thematic analysis. The results of the study that instructional factors affect preadolescent learners' online learning anxiety during the COVID-19 pandemic. The data are beneficial for teachers, policymakers, and scholars in the area of study.
Designing Student Worksheet on Relation and Function Material for Mathematics Learning: Jumping Task
Author: Gustiningsi, Tria
Date: 2022-00-00
Type: Journal Articles
Subjects: Worksheets,Mathematics Education,Validity,Foreign Countries,Problem Solving,Academic Standards,Word Problems (Mathematics),Grade 8,Secondary School Students

This study aims to produce a jumping task in the form of a student worksheet which is valid and practical. Design research in the form of development studies was chosen in this study which consist of preliminary stage and prototyping stage. Data were collected by walk through, test, questionnaire, and interview. Data were analyzed descriptively. Student worksheet is declared valid in terms of content, construct, and language. The results of this study show that the student worksheet is valid and practical. The student worksheet is in accordance with the HOTS level in the taxonomy of Bloom and the PISA framework, in accordance with the curriculum and the material for eight grades, and in accordance with the General Guidelines for Indonesian Spelling (PUEBI) and did not cause multiple interpretations. Then, the students understand the instructions or questions in the student worksheet, and it can be used by students.
The Development of Reading Comprehension and Social Media Literacy According to Akita Action Guidelines for Elementary School
Author: Thanutpitinun, Suthasinee
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Social Media,Digital Literacy,Academic Achievement,Lesson Plans,Grade 6,Elementary School Students,Reading Achievement,Achievement Tests,Reading Interests,Cooperation,Student Satisfaction,Thai,Foreign Countries,Language Teachers

The research objectives were (1) to study the effectiveness of the skill enhancement form according to the guideline of the Akita action lesson plan on reading comprehension ability and social media literacy; (2) to compare the learning achievement on reading comprehension and social media literacy with the guideline of the Akita action lesson plan before and after learning; (3) to study the satisfaction of students using the guideline of the Akita action lesson plan on reading comprehension and social media literacy; and (4) to study guidelines for solving problems on reading comprehension and social media literacy by implementing the guideline of the Akita action lesson plan. The sampling group consisted of 142 Grade 6 students in Loei Province and interviewed 4 teachers from 4 schools in Loei Province in the second semester of the academic year 2021. The instruments used in this study were the guideline of the lesson plan for developing reading comprehension abilities and social media literacy according to Akita action guidelines, the achievement test, the satisfaction questionnaire, and the semi-structured interview. Learning achievement was compared before and after the study using Paired Sample t-test statistics. The results showed that when teachers applied Akita action guidelines for improving reading abilities and social media literacy. Akita's action guidelines aroused students to be interested in learning, collaborate in groups to enhance the exchange of knowledge together, and promote the ability to read comprehension and social media literacy. These were consistent with the results of quantitative research, the effectiveness of the skill-enhancing form according to the Akita action guideline plan in terms of reading comprehension and social media literacy, was 81.97/82.32 and 81.06/82.75 respectively, meeting the 80/80 standard. When taking an achievement test, the finding results demonstrated that after they graduated, the scores were significantly higher than before (p &lt; 0.1) and the students' satisfaction was at a high level.