ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Material Contents and Online Assessment Based on the &quot;SEVIMA EdLink&quot; Platform for Online Learning of Program Evaluation Subject during &quot;COVID-19&quot; Pandemic in Indonesia
Author: Divayana, Dewa Gede Hendra
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,School Closing,COVID-19,Pandemics,Test Construction,Test Validity,Computer Assisted Testing,Online Courses,Multiple Choice Tests,Essays,Questionnaires,Test Reliability,Program Evaluation,Higher Education

One of the free platforms made by IT companies in the education sector in Indonesia can be used to facilitate online learning at home during the &quot;COVID-19&quot; pandemic. The platform is called the &quot;SEVIMA EdLink.&quot; This platform needs to be known by academics and the wider community of education in the world. This platform provides facilities to make it easier for users to input material content and online assessment forms. The purpose of this research was to demonstrate the development of material contents of the 'Program Evaluation' subject and its assessment form that was embedded into the &quot;SEVIMA EdLink&quot; platform. The approach used in this research was a development based on the 4D model (&quot;Define,&quot; &quot;Design,&quot; &quot;Develop,&quot; and &quot;Disseminate&quot;). Subjects who were involved in testing the material contents were 29 students. The measuring instruments used in testing the material contents were questionnaires. Subjects who were involved in the content validity test for multiple-choice test questions were six experts, and two experts were involved in the content validity test for essay test questions. The tools used in testing the content validity of multiple-choice test questions or essay test questions were checklist documents. The analysis technique of the test results of the material contents was descriptive quantitative. The analysis technique for multiple-choice test questions and essay test questions was the comparison of content validity test results with the standard scores of content validity based on &quot;Guilford.&quot; This research results showed the quality percentage of material contents in the subject of 'Program Evaluation' was a good category. The content validity results of the multiple-choice test questions and essay test questions were both in the excellent category.
Factor and Rasch Analysis on COVID-19 Genetics Literacy Assessment Instrument
Author: Fauzi, Ahmad
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Factor Analysis,Item Response Theory,COVID-19,Pandemics,Genetics,Scientific Literacy,Knowledge Level,Genetic Disorders,Clinical Diagnosis,Measures (Individuals),Test Construction,Test Validity,Test Reliability,Undergraduate Students,Biology

During the COVID-19 pandemic, various applications of genetics were used as a basis for studying the origin of the virus to diagnosing patients with this disease. Student literacy about COVID-19 from the genetic aspect will strengthen them in dealing with misinformation in a society that rejects the existence of COVID-19. This study aimed to evaluate the COVID-19 genetics literacy instrument. The draft instrument consisting of 20 items was first distributed online to Biology Education students in Indonesia. The analysis was carried out after 400 respondents filled out the online form. Seven items were eliminated according to the results of CFA and EFA. There were 13 items comprising of three dimensions taken. The Rasch analysis shows that the instrument is reliable and has a separation index according to the recommendations. There was no misfit and its have good discriminating power. The three choices given in each item did not confuse the respondents. Therefore, the instrument was of good quality and could be used to evaluate respondents' genetics literacy for future studies.
Technology Anxiety and Its Impact on E-Learning System Actual Use in Jordan Public Universities during the Coronavirus Disease Pandemic
Author: Alkhawaja, Maha Ismail
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Technological Literacy,Anxiety,Foreign Countries,Educational Change,Distance Education,Humanities,Undergraduate Students,Teaching Methods,Teacher Surveys,Teacher Attitudes,Structural Equation Models,Self Efficacy,Faculty Development,Pedagogical Content Knowledge

During the Coronavirus disease (COVID-19) pandemic, universities were obligated to transform from traditional classroom teaching environments to virtual ones. This sudden transformation highlighted the issue of low e-learning system usage amongst instructors of humanity faculties in Jordan's public universities. This study empirically investigated the moderating impact of technology anxiety on the relationship between the instructor's self-efficacy and the e-learning system's actual use to contribute to solving the problem. A survey was distributed to 468 instructors to test the theoretical framework, which yielded 285 valid and complete instruments analyzed using Structural Equation Modeling (SEM). Results showed the positive direct effect of self-efficacy on actual use. Furthermore, the level of technology anxiety moderated the relationship. Instructors with low technology anxiety showed a higher level of e-learning system actual usage than those with a high anxiety level. To improve the use of e-learning systems, top management must understand the fundamental role of compulsory training as the COVID-19 pandemic, and the instructor's confidence must be increased by providing training and support.
The Effects of Online Learning on EFL Students&apos; Academic Achievement during Coronavirus Disease Pandemic
Author: Hidalgo-Camacho, Cynthia
Date: 2021-00-00
Type: Journal Articles
Subjects: Likert Scales,COVID-19,Pandemics,Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Online Courses,Language Teachers,Teacher Attitudes,Student Attitudes,Undergraduate Students,Foreign Countries,Educational Change,Distance Education,Outcomes of Education,Affective Behavior,Academic Achievement,Educational Needs,Educational Benefits,Barriers

Coronavirus disease (COVID-19) Pandemic changed education conditions worldwide forcing all the parties involved to adapt to a new system. This study aimed to collect information related to the effects of teaching English online on English as a Foreign Language (EFL) students' achievement. Data were collected from EFL teachers and students enrolled in three different Ecuadorian Universities (Technical University of Ambato, Higher Polytechnic School of Chimborazo, and University of Cuenca) from five different levels: A1, A2, B1, B1+, and B2. This preliminary paper reports the results of 480 students regarding four major sections: pedagogical practice and assessment, learning outcomes, affective factors and perceptions of students about the advantages and disadvantages of online learning during the pandemic COVID-19; considering the Hierarchy of online learning needs of Justin Shewell. An online survey questionnaire with 17 questions and a 5-point Likert scale was applied. The Cronbach's Alpha test presented 0.84 and 0.73 level of reliability. The Kolmogorov Smirnov's statistic and, the Kendall's Tau b tests, and the Levene's test for homogeneity of variances were performed with the SPSS statistical program. The results made evident that online learning affects academic achievement in EFL students during the COVID-19 pandemic, which was confirmed after analyzing four main areas: pedagogical practices and assessment, learning outcomes, affective factors and students' perceptions about the advantages and disadvantages of online learning. The importance of online learning was highlighted since it has been understood as a tool to face the emergency produced by the COVID-19 pandemic.
Engineering Instructor Perception of Problem-and Project-Based Learning: Learning, Success Factors and Difficulties
Author: Garmendia, Mikel
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,College Faculty,Teacher Attitudes,Problem Based Learning,Active Learning,Student Projects,Skill Development,Instructional Effectiveness,Barriers

This work considers three research objectives: to analyze the perception of instructors of the incidence of PBL/PjBL on content learning and skill development; to identify the success factors that they believe promote learning when using them, as well as their importance; and to identify the difficulties they face, and the frequency with which they occur. The responses to a questionnaire administered to 50 instructors who participated in a specific training program were analyzed. The results show that the instructors' perception is that both models contribute to a better understanding of the contents with regard to their practical application, and to a high level of skill development in their students, with the most favored being group work, decision-making, autonomous learning and problem solving. The instructors consider important success factors to be student involvement in their own learning from the very beginning, feedback from the professor, the tasks having been well-designed and team work and cooperation among students. The most common difficulties identified in our study correspond to the excessive workload associated with monitoring the students, and managing and developing within the established time the planning of their tasks and activities, although there is a medium level of incidence in this regard, and it may be due to the characteristics of the training program received. Exploring these aspects in greater depth in future investigations could facilitate the development of more effective teaching practices.
English Teachers&apos; Understanding of Thailand Basic Education Core Curriculum
Author: Vibulphol, Jutarat
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Teacher Attitudes,Second Language Learning,Second Language Instruction,National Curriculum,Core Curriculum,Faculty Development,Foreign Countries,Trend Analysis,Teaching Experience,Teacher Qualifications,Curriculum Development,Educational Policy,Knowledge Base for Teaching

This qualitative study aimed at exploring English teachers' understanding of the Basic Education Core Curriculum in Thailand and to investigate the contributing factors. The selected research with triangulation design was used to analyze the data, which was obtained from 66 English teachers. The drawings and questionnaire data showed that most teachers possessed 'impeding understanding', which may interfere with the development of a localized school curriculum. No clear trend was found in the present study on how teachers' professional experiences, teachers' qualifications, professional development activities, and involvement in curriculum development may contribute to teachers' comprehension, as suggested in previous studies. The findings on teachers' lack of understanding of the Core Curriculum after ten years of its implementation indicate the pressing needs to carefully design the implementation of the new national curriculum the Ministry of Education is developing. Effective communication processes and continual in-service professional development activities are recommended. Further investigation on how to effectively provide in-service professional development activities in Thai schools to promote teachers' understanding of a new educational policy will be needed.
Google Classroom: Understanding EFL Students&apos; Attitudes towards Its Use as an Online Learning Platform
Author: Moonma, Jitlada
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Computer Software,Teaching Methods,Student Attitudes,Feedback (Response),Positive Attitudes,Usability,Assignments,Foreign Countries,Business English,Virtual Classrooms,School Closing,Educational Change,COVID-19,Pandemics

The closure of educational institutions across Thailand, as well as the maintenance of social distancing as a preventive and precautionary step against COVID-19, has thrown a wrench in the traditional method of teaching, which has given way to online learning. As a result, most online learning is managed through a learning management system, the most popular of which is Google Classroom. The purpose of this study was to find out how students felt about using levels as a virtual learning tool. One hundred and eleven second-year Thai EFL students from 7 majors who are taking English for Work participated in this study. They were mostly female (79.28%) and between 19 and 23 years old. They had attended online learning on Google Classroom. To obtain participants' feedback, a Google Form questionnaire and a semi-structured interview were used. Means and Standard deviation were used as descriptive statistics. According to the results of the study, students indicated positive attitudes towards using Google Classroom in the aspect of ease of use (Mean = 4.41), usefulness (Mean = 4.12), and intention to use (Mean = 4.02). The results showed Google Classroom was well perceived by students. They perceived Google Classroom to be useful in submitting assignments and reminding class announcements. The results help teachers to consider arranging activities such as live online tutoring and discussion using Google Classroom to enhance students' learning engagement or using blended learning (integrating online learning mode with face-to-face classroom).
Prospective Primary Teachers&apos; Views on the Nature of Science
Author: Amador-Rodríguez, Rafael
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Science Education,Elementary Education,Student Attitudes,Scientific Principles,Public Colleges,Foreign Countries

This article presents the results of a piece of research that analyzed the views on the nature of science (NOS) among student teachers enrolled in programs of Primary Education at two public universities in Spain. Previous studies have reported that science teachers maintain 'eclectic' epistemological perspectives on science; in this article, we test if such a hypothesis holds when teachers' NOS ideas are 'anchored' in specific periods and topics of the philosophy of science. We studied 114 prospective teachers attending an undergraduate teaching course with emphasis on the natural sciences at the Universities of Burgos and Valladolid in the period of 2017-18. A Likert-scale questionnaire with 37 items was applied to determine trends in those teachers' epistemological views on science. The results showed that teachers' views are mostly correlated with the philosophical period of Logical Positivism/Received View, and to some extent to the period of Recent and Contemporary Accounts. Regarding the classical epistemological topics of correspondence, methodologies, intervention, evolution and representation, teachers' views could be related to the period of Logical Positivism/Received View and Critical Rationalism, but also to the New Philosophy of Science. The main conclusion of this study is that teachers' expressed views on NOS are epistemologically eclectic to a much smaller degree when examined with more details concerning specific periods and topics of the philosophy of science.
Students&apos; Perceptions of the Project Based on the Potential of Their Region: A Project-Based Learning Implementation
Author: Syahril
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Active Learning,Student Projects,Curriculum Implementation,Engineering Education,Soft Skills,Foreign Countries,Cooperative Learning,Skill Development,Place Based Education,College Students

Developing engineering students whose ability to work and make a real contribution to the development of technology can be done not only after they have graduated from college but also when they are still in college. One of the strategies is by implementing project-based learning with the project based on the potential of the student's region. This study aims to reveal students' perceptions of learning and soft skills acquisition toward the implementation of the strategy to answer whether the project is effective to implement. This study was conducted on fifty-one Indonesian college students who took Mechanical Drawing course. It belongs to a one-shot case study with mixed-method approach. The result shows that the project based on the potential of the student's region is effective to raise their perception of motivation, interest, real-world, very beneficial, learning more lecture and enjoyable so that they learn more actively and provide more time to study. It also develops students' soft skills, including teamwork, project management, communication, and interpersonal skills. The results may have pedagogical implications in improving learning quality in Mechanical Drawing course by enriching project references used in implementing project-based learning. Furthermore, the project given can be a solution in developing the potential of the students' regions.
A Collaboration Project on Education for Sustainability: Professional Development Needs of Turkish Preschool Teachers
Author: Pamuk, Savas
Date: 2021-10-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Teachers,Faculty Development,Sustainability,Educational Needs,Knowledge Level,Barriers,Family Involvement,Sustainable Development,Conservation (Environment),Economic Factors,Cultural Maintenance

The purpose of this study was to determine the preschool teacher's professional development (PD) needs about education for sustainability (EfS) as the first stage of a PD project. The general knowledge of teachers on sustainable development (SD) and their experience in preparing and implementing EfS activities was investigated. The data were collected from 1126 participants via a survey to determine preschool teachers' knowledge level about SD and their practice to develop a PD program. Most preschool teachers acknowledge the term SD and revealed limited SD knowledge. Organizing learning centers and using outdoor learning environments on EfS were seen as challenging tasks for them. Few of them find themselves competent in family participation efforts for SD.
The Effectiveness of the Use of the Android-Based Carom Games Comic Integrated to Discovery Learning in Improving Critical Thinking and Mathematical Representation Abilities
Author: Rahayu, Mega Septiana Ika
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Handheld Devices,Video Games,Discovery Learning,Critical Thinking,Mathematics Skills,High School Students,Foreign Countries

This research aims to reveal the effectiveness of the use of the Android-based carom games comic integrated to discovery learning (MIKIMOM) in improving critical thinking and mathematical representation in the teaching of physics. It is quantitative research with the quasi experimental research design. It was conducted in two phases, with the first phase for empirical try out of the test and second phase for the application of MIKIMOM to reveal the effectiveness of the developed media in teaching. The empirical try out was conducted to 261 grade XI MIA students. The application of the media was conducted to 32 students of grade X MIA 3 State Senior High School (SSHS) 2 Banguntapan as an experimental class using MIKIMOM and 32 students of grade X MIA 4 State Senior High School (SSHS) 2 Banguntapan as an experimental class using the PowerPoint (PPT) media. The data were collected using a critical thinking and mathematical representation test which was valid and reliable according to the empirical testing. The data were analyzed using the QUEST program to see the validity and reliability of the test items, and the MANOVA test to see the effectiveness of the media. The research finding shows that MIKIMOM is effective in improving the critical thinking and mathematical representation of the students with the scores of 0.287 (large effect size) and 0.179 (medium effect size).
The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context
Author: Alharbi, Sultan H.
Date: 2021-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Second Language Learning,Learning Problems,Language Proficiency,Student Attitudes,Undergraduate Students,Learning Motivation,Reading Skills,Foreign Countries

The term 'struggling language learner' is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the 'struggles' of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was 'very good', while 20% of these participants believed that their English language proficiency was 'average'. Also, the findings indicated that there was a statistically significant association (i.e., p &lt; 0.05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students' continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.
Developing Co-Constructivism Scale at Science Courses for Secondary School Students
Author: Ocak, Ijlal
Date: 2021-10-00
Type: Journal Articles
Subjects: Secondary School Students,Educational Environment,Grade 7,Grade 8,Measures (Individuals),Constructivism (Learning),Science Education,Secondary School Science,Test Construction,Factor Structure,Foreign Countries

According to co-constructivism theory, learning is a social activity. Students are expected to find many opportunities at Science lessons to construct their collective culture and co-construct their culture since science lessons tend to collaborate. This study aims to develop a scale that measures the co-constructivist environment at 7th and 8th Grades science courses. For this reason, the scale developed by the researchers has been applied to 238 7th and 8th grade students. Exploratory Factor Analysis has been applied for 47 items. As a result of factor analysis, 20 items have been omitted, and the remaining 27 items have been grouped into five factors. These factors explain 64.371% of the total variance. Cronbach Alpha value of the scale is .950. The values of item-total and item-remaining correlation are significant (p&lt;0.01). Moreover, the item discrimination value obtained from the difference between mean points of bottom and top 27% of the groups is significant. As a result of confirmatory factor analysis, goodness of fit indexes are seen to be acceptable (RMSEA=0.084; AGFI=0.70; SRMR=0.064; CFI=0.91; NNFI=0.09, [chi-squared]/sd=1.93). It was found that the qualitative results mostly coincided with the results of the quantitative study.