ethanporcaro/eric-fulltext-meta huggingface dataset:
Evaluating Inquiry-Based Learning as a Means to Advance Individual Student Achievement
Author: Ziemer, Cherilyn G.
Date: 2013-12-06
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Inquiry,Active Learning,Academic Achievement,Statistical Analysis,Instructional Effectiveness,Learner Engagement,Student Satisfaction,Learning,Comprehension,Grade 6,Middle School Students,Science Instruction,Pretests Posttests,Student Surveys,Constructivism (Learning),Didacticism,Quasiexperimental Design

Although inquiry-based learning has been debated throughout the greater educational community and demonstrated with some effect in modern classrooms, little quantitative analysis has been performed to empirically validate sustained benefits. This quantitative study focused on whether inquiry-based pedagogy actually brought about sustained and measurable improved learning and higher levels of student engagement, satisfaction, and understanding. The present study employed classic stratified random sampling to form two sample groups. Sixth-grade student subjects in two middle school science classes completed a four step process: all students completed a 40-question objective pretest, students completed a unit of study in either an inquiry-based learning or a traditional didactic classroom, all students completed a 40-question objective posttest (same as pretest), and all students completed an online post lesson survey to rate personal perception of engagement, understanding, and satisfaction during the unit of study. SPSS statistical software was employed to ensure statistical procedures had been applied appropriately to the NEGD data compiled within the detailed procedures. The primary researcher disconfirmed Hypothesis 1: given two identically variable-controlled classrooms differing only by pedagogical approach, inquiry-based learning pedagogy would yield statistically significantly superior posttest results as compared to traditional didactic pedagogy. The primary researcher also disconfirmed Hypothesis 2: given two identically variable-controlled classrooms differing only by pedagogical approach, inquiry-based learning pedagogy would yield statistically significantly superior survey results as compared to traditional didactic pedagogy. The primary research confirmed Hypothesis 3: given two identically variable-controlled classrooms differing only by pedagogical approach, students would manifest a direct, positive correlation between student satisfaction and learning outcomes. The following are appended: (1) Student Survey; (2) Unit Pretest and Posttest Scores Data by Sample Group; (3) Survey Score Data by Sample Group; (4) SPSS Output for Testing of Hypothesis 1; (5) SPSS Output for Testing of Hypothesis 2; (6) SPSS Output for Testing of Hypothesis 3; and (7) Science Unit Objective Test for Pretest and Posttest.
Are You Afraid of Taking an Online Foreign Language Test?
Author: Garcia Laborda, Jesus
Date: 2017-05-00
Type: Speeches/Meeting Papers
Subjects: Second Language Instruction,Language Tests,Computer Assisted Testing,Questionnaires,College Students,Foreign Countries,Student Attitudes

Computer based testing has become a prevailing tendency in education. Each year, a large number of students take online language tests everywhere in the world. In fact, there is a tendency to make these tests more and more used due to their low cost of delivery. However, many students are forced to take them despite their interests, feelings and cognitive style. This paper describes a study with the fairly new APTIS Test (British Council). 35 students took the test and responded to a structured questionnaire on their feelings while taking it. Results indicate that the test brings a considerable amount of anxiety along with it. [This paper was published in: &quot;New Trends and Issues Proceedings on Humanities and Social Sciences.&quot; [Online]. Issue 7, pp 44-46.]
National Databases with Information on College Students with Disabilities. NCCSD Research Brief. Volume 1, Issue 1
Author: Avellone, Lauren
Date: 2017-03-00
Type: Reports - Research
Subjects: Databases,College Students,Disabilities,Longitudinal Studies,Surveys,Postsecondary Education,Secondary School Students,College Graduates,College Freshmen,Learner Engagement,College Seniors,National Surveys,Student Surveys,Bachelors Degrees,Special Education,Transitional Programs

The purpose of this research brief was to identify and provide an overview of national databases containing information about college students with disabilities. Eleven instruments from federal and university-based sources were described. Databases reflect a variety of survey methods, respondents, definitions of disability, and research questions. Some databases have been used and revised over time. Others allow for focused inquiries to current questions about college students with disabilities. Results show national databases are gathering information at important points in time during students' educational careers including before, during, and after college graduation. There are, however, significant gaps in the breadth and usability of current datasets that include information on college students with disabilities. (Contains 3 tables.)
Learning about Probability from Text and Tables: Do Color Coding and Labeling through an Interactive-User Interface Help?
Author: Clinton, Virginia
Date: 2016-00-00
Type: Reports - Research
Subjects: Visual Discrimination,Color,Coding,Probability,Logical Thinking,Undergraduate Students,Randomized Controlled Trials,Comparative Analysis,Visual Stimuli,Eye Movements,Teaching Methods,Attention,Tables (Data),Time,Cognitive Processes,Web Sites,Pretests Posttests,Comprehension,Retention (Psychology),Statistical Analysis

Learning from visual representations is enhanced when learners appropriately integrate corresponding visual and verbal information. This study examined the effects of two methods of promoting integration, color coding and labeling, on learning about probabilistic reasoning from a table and text. Undergraduate students (N = 98) were randomly assigned to learn about probabilistic reasoning from one of 4 computer-based lessons generated from a 2 (color coding/no color coding) by 2 (labeling/no labeling) between-subjects design. Learners added the labels or color coding at their own pace by clicking buttons in a computer-based lesson. Participants' eye movements were recorded while viewing the lesson. Labeling was beneficial for learning, but color coding was not. In addition, labeling, but not color coding, increased attention to important information in the table and time with the lesson. Both labeling and color coding increased looks between the text and corresponding information in the table. The findings provide support for the multimedia principle (Mayer, 2009), and they suggest that providing labeling enhances learning about probabilistic reasoning from text and tables. A problem from the pretest is appended.[This content was published in &quot;Applied Cognitive Psychology&quot; v30 n3 p440-453 May-June 2016.]
How Revisions to Mathematical Visuals Affect Cognition: Evidence from Eye Tracking
Author: Clinton, Virginia
Date: 2017-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Visual Stimuli,Eye Movements,Cognitive Processes,Difficulty Level,Learning,Student Interests,Middle School Students,Algebra,Prior Learning,Comparative Analysis,Instructional Design,Multimedia Instruction,Grade 6,Grade 7,Measurement Equipment,Pretests Posttests

Mathematics curricula are frequently rich with visuals, but these visuals are often not designed for optimal use of students' limited cognitive resources. The authors of this study revised the visuals in a mathematics lesson based on instructional design principles. The purpose of this study is to examine the effects of these revised visuals on students' cognitive load, cognitive processing, learning, and interest. Middle-school students (N = 62) read a lesson on early algebra with original or revised visuals while their eye movements were recorded. Students in the low prior knowledge group had less cognitive load and cognitive processing with the revised lesson than the original lesson. However, the reverse was true for students in the middle prior knowledge group. There were no effects of the revisions on learning. The findings are discussed in the context of the expertise reversal effect as well as the cognitive theory of multimedia learning and cognitive load theory.[A list of key terms and definitions is included. [This article was published in: C. Was, F. J. Sansosti, &amp; B. J. Morris (Eds.) &quot;Eye-tracking technology applications in educational research,&quot; 2017 (p195-218). Hershey, PA: IGI Global.]
Semiotics of Umberto Eco in a Literary Translation Class: The Model Reader as the Competent Translator
Author: Ozturk Kasar, Sündüz
Date: 2017-06-00
Type: Reports - Research
Subjects: Semiotics,Translation,College Students,Literary Genres,United States Literature,Case Studies,Foreign Countries,English,Turkish

Classroom environment can be thought as an absolute place to practice and improve translation skills of students. They have the possibility to brainstorm and discuss problematic points they face with each other during a translation activity. It can be estimated in the same way in a literary translation class. Students who are supposed to become model readers need to use their background knowledge, vocabulary, and &quot;encyclopedia&quot; to understand the text properly, to infer the unsaid from said, and to translate them into a target language without disrupting the structure and taste of the source text. Bearing Umberto Eco's view in mind, the structure of literary texts requires the &quot;cooperation of the reader&quot;--which is a sophisticated process--and most of the words tend to be used with their connotations. When it is thought with the term of Umberto Eco, as the structure of literary texts which require the cooperation of the reader is sophisticated and most of the words are tend to be used with their connotations, students who are supposed to become &quot;model readers&quot; each need to use their background knowledge, vocabulary and encyclopedia not only to understand the text properly but also to infer the unsaid from already said and to translate them into a target language without disrupting the structure and taste of source text. Therefore, becoming a competent translator in order to conduct literary translation can be considered a crucial notion. This study aims at determining whether students, as translator candidates, are future &quot;competent translator&quot; enough for literary translation. To achieve this goal, a case study is carried out in literary translation class. In this process, translations of 10 sophomore students from Trakya University, Division of English-Turkish Translation and Interpretation will be gone through. Students are asked to translate the short story titled &quot;Hopeless Romantic&quot; written by Susan Daitch into Turkish. To analyze the translations of students, the &quot;Reviewing Model of Competent Translator&quot; is devised with the favor from Eco's thoughts and experiences in Mouse or Rat: Translation as Negotiation. In this study, through Eco's thoughts, experiences and the translation reviews, the applicability of &quot;Reviewing Model of Competent Translator&quot; will be evaluated. It can be thought that this study will not only shed light on the researches in literary translation but also suggest a new model to evaluate the texts of translators. [Paper presented at the World Congress on Translation Studies (1st, Paris, France April 10-14, 2017).]
Perceptions of Social Presence among Public University Graduate Students Enrolled in Synchronous and Asynchronous Coursework
Author: Lee, Daniel
Date: 2017-04-27
Type: Speeches/Meeting Papers
Subjects: Graduate Students,Synchronous Communication,Asynchronous Communication,Educational Technology,Technology Uses in Education,Interpersonal Relationship,Interaction,Robotics,Social Theories,Leadership Training,Distance Education,Online Courses,Statistical Analysis,Comparative Analysis,Humor,Peer Relationship,Hypothesis Testing,Administrator Education,Likert Scales,Teaching Methods

Students are accessing graduate study online in ever-increasing numbers with interactive experiences differing from those who traditionally enroll in corresponding face-to-face (F2F) classes. Soft skills such as collaboration/teamwork, communication and presentation are important to learning but difficult to practice outside the F2F environment. Robotic telepresence units (robots) might benefit distance learners by enriching their online experience, making it more similar to corresponding F2F classes. This study examines students' sense of social presence in courses that are accessed fully online, attended via robots or face-to-face. These experiences are compared through the lens of Social Presence Theory (Garrison, Anderson and Archer, 2000). Of the 227 enrollments in 30 educational leadership courses offered during the summer and fall semesters of 2016, a sample consisting of 66 students was selected to measure graduate students' perceptions of social presence. A one-way ANOVA yielded no significant differences between groups with regard to overall social presence and when social presence's effect was subsequently compared using eta-squared, only a small effect was found. When asked specifically, however, students using robots report an increased sense of class membership; a heightened appreciation for peers' humor, and a greater ability to form distinct impressions of fellow classmates. These preliminary results give reason to continue pursuit of this line of inquiry as subsequent findings could yield important implications for distance education programs. The Perceptions of Social Presence Survey is appended.
The Metaphorical Perceptions of Students on a Teacher-Training Course towards the Concepts of &quot;Teacher&quot; and &quot;Teacher Training&quot;
Author: Sener, Zehra Taspinar
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Figurative Language,Preservice Teachers,Student Attitudes,Content Analysis,Mathematics Teachers,Qualitative Research,Teacher Characteristics,Constructivism (Learning),Behaviorism,Negative Attitudes,Preservice Teacher Education,Questionnaires

Problem Statement: Two different teacher training programs have been implemented in Turkey over recent years. In addition to attending faculties of teacher training (on traditional educational degree programs), graduates from different faculties have the right to become teachers by way of the &quot;pedagogical formation certification programs&quot;. Given such a situation, it has become a question of great interest to what extent the teacher candidates participating on such a program perceive the concepts of &quot;teacher&quot; and &quot;teacher training&quot;. Metaphors are frequently used to elicit the ideas of teachers and teacher trainees with respect to certain elements that constitute the education system. Purpose study: This research was conducted to elicit by means of metaphor the perceptions of teacher candidates participating on &quot;pedagogical formation certification program&quot; towards the concepts of &quot;teacher&quot; and &quot;pedagogical formation&quot;. Method: The participants in this research consisted of 280 mathematics teacher candidates who were undertaking pedagogical formation certificate program at four different universities. Having employed open-ended questions, the date collected was then exposed to a process of data content analysis. Findings and results: At the end of the research, the metaphors created by teacher candidates for the concept of &quot;teacher&quot; were then grouped under four main themes: a constructivist teacher, a teacher that is regarded like a family (member), a behavioralist teacher and a negative attitude towards the &quot;teacher&quot;. As for the metaphors used by the teacher candidates for the concept of &quot;teacher training&quot;, these were evaluated under four main themes headings; &quot;what is perceived as a compulsion&quot;, &quot;what is perceived as unnecessary&quot;, &quot;what is perceived as a mistaken application&quot; and &quot;what is perceived as necessity&quot;. Discussion, conclusions and recommendations: Finally, while the metaphorical perceptions of participant teacher candidates towards the metaphor of &quot;teacher&quot; displayed similarities to a great degree, a number of negative metaphors were also encountered. It was established that approximately one half of the metaphors generated with regard to teacher training encompassed negative meanings. The metaphors generated by teacher candidates were partially elicited with regard to the quality of the pedagogical formation certificate programs.
Factors That Affect Retention among Freshman Students at Historical Black Colleges and Universities
Author: Hinton, Samuel L.
Date: 2014-06-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Academic Persistence,College Freshmen,Black Colleges,Qualitative Research,Phenomenology,Student Experience,At Risk Students,Student Characteristics,Place of Residence,Grades (Scholastic),Educational Finance,Social Integration,Intervention,African American Students,Questionnaires,Surveys,Interviews,Observation,Coping,School Holding Power,Student Motivation

The retention of rates for freshmen students in Historically Black Colleges and Universities had been comparably low leading to low graduation rate. In order to understand this phenomenon, there was a need to investigate the factors that affected retention rates of freshmen students in HBCU Institutions. The retention of students in higher education was an ongoing problem. It was estimated that half of all students entering higher education would drop out before earning a degree. The purpose of the research was to make recommendations on how HBCU Institutions could effectively implement programs and strategies to retain freshmen students in the Institution until their graduation. A qualitative phenomenological design was used to collect the lived experiences of 15 respondents selected from one HBCU Institution. The data collected was analyzed and findings presented in a narrative form. The results indicated that majority freshmen students in HBCUs are susceptible to many factors including environmental and social that can affect their retention in school. The results also revealed that HBCU Institutions are putting in place systems and programs to ensure retention of freshmen students remains high. The study recommends that future researchers should investigate the role that family and family ties play in the retention rates of freshmen in HBCUs. The following are appended: (1) Structured Open-Ended Questions for Interview; (2) Consent Form; and (3) Survey.
Parent and Teacher Opinions of Eight Different Ways of Thinking and Learning
Author: Maycock, George
Date: 2017-07-12
Type: Reports - Research
Subjects: Parent Attitudes,Teacher Attitudes,Elementary School Teachers,Surveys,Cognitive Style,Thinking Skills,Learning Processes,Logical Thinking,Mathematics,Interpersonal Relationship,Linguistics,Spatial Ability,Visual Perception,Kinesthetic Perception,Human Body,Music,Multiple Intelligences,Rural Schools,Language Skills,Self Concept,Natural Resources,Factor Analysis

Parents and teachers at seven elementary schools were surveyed to determine their opinions of the importance of Gardner's eight different ways of thinking and learning. Parent and teacher opinions were highest in the four areas of logical-mathematical, intrapersonal, linguistic and interpersonal, which were all rated very important. Next in importance were spatial-visual, bodily-kinesthetic and naturalistic. Music, while considered important, was rated lowest. The lower rating of music may be consistent with a lower valuing of the arts as compared to logical-mathematical and linguistic areas.
A Descriptive Study on EFL Learners' Perceptions of Facebook
Author: Aydin, Selami
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Networks,Social Media,English (Second Language),Second Language Learning,Second Language Instruction,Scores,Undergraduate Students,Foreign Countries,Student Attitudes,Questionnaires,Student Surveys,Statistical Analysis,Socialization,Intercultural Communication,Cultural Differences

There is a strong need to investigate English as a foreign language (EFL) learners' perceptions of Facebook as a language-learning environment, as their perceptions that directly influence their language development and achievement have not been examined within the EFL learning context. Thus, this study aims to investigate EFL learners' perceptions of Facebook as a language learning environment. The sample group of the study consisted of 174 EFL learners at a state university in Turkey. After administering a background questionnaire and a survey that assessed their perceptions, the frequencies, mean scores, standard deviations were computed. The results showed that Turkish EFL students perceive Facebook as an environment for communication, interaction, socialization, language learning and cultural interaction. It was recommended that further research should focus on the variables and determinants that may affect their perceptions to understand the theoretical and practical aspects regarding cultural differences.
Investigating of the Relationship between the Views of the Prospective Science Teachers on the Nature of Scientific Models and Their Achievement on the Topic of Atom
Author: Derman, Aysegül
Date: 2017-00-00
Type: Journal Articles
Subjects: Science Teachers,Preservice Teachers,Scientific Principles,Models,Correlation,Molecular Structure,Science Achievement,Student Attitudes,Foreign Countries,Likert Scales,Knowledge Level,Factor Analysis,Multiple Choice Tests,Science Tests,Scores,Statistical Analysis

A non-experimental descriptive and correlational design was used to examine the &quot;notion of the nature of scientific model, atom achievement and correlation between the two&quot; held by a total sample of 76 prospective science teachers. &quot;Students' Understanding of Models in Science&quot; scale was utilized to evaluate the views of the prospective science teachers on the nature of scientific models. &quot;Atom Achievement Test&quot; was used to determine the achievement levels of the prospective science teachers. Some meaningful outcomes were obtained related to the views of the prospective science teachers on the nature of scientific models. No any significant relationship was observed between the views of the prospective science teachers on the nature of scientific models and their achievement in the topic of Atom. The findings have been analysed by comparing them with the relevant literature and the implications to enhance prospective science teachers modeling ability have been discussed.
Gamification in Blackboard Learn
Author: Machajewski, Szymon
Date: 2017-07-25
Type: Speeches/Meeting Papers
Subjects: Integrated Learning Systems,Educational Technology,Technology Uses in Education,Educational Games,Student Motivation,Tests,Teaching Methods,Competition,Reports,Recognition (Achievement),Information Storage,Computer Software

Gamification is an important movement in business management, but also in higher education. Projects like the GradeCraft LMS, funded at $1.8 million dollars at U of M, demonstrate that designing student experience in learning is a top priority for major educational institutions. Considering enrollment limitations and changes in population profiles, motivating students into program completion and into high employability STEM programs may provide a competitive edge for academic organizations. Before switching to a fully gamified LMS, faculty, designers, and administrators should consider the capacity in Blackboard Learn to support gameful pedagogy. Gamification has the potential to motivate both the students and the faculty, especially in introductory courses.