ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Kwartalino Financial Education Program for Kindergarten Learners
Author: Curugan, April Ann M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Multiple Literacies,Program Development,Kindergarten,Young Children,Content Validity,Interrater Reliability,Preschool Teachers,National Curriculum,Academic Standards,Foreign Countries

Teaching basic personal financial concepts and principles even among young learners is beneficial not only for the child, but also for the family and the entire society. This study aimed to develop an integrated financial education program for kindergarten learners. The study employed developmental research following three stages (analysis, design, and development) which include document analysis and curriculum mapping of three international financial education standards to the Philippine Kindergarten Curriculum, expert consultations, and teacher interviews. The developed financial education program is entitled &quot;Kwartalino ('kwarta' meaning money and 'talino' which means intelligent) Financial Education Program&quot;. It has five essential components; (i) Program Overview; (ii) Matrix of Kwartalino Lessons, Kinder Learning Domains and Competencies for Three International Financial Education Standards; (iii) Teacher's Instructional Plan; (iv) Learner's Workbook; and (v) Kwartalino Financial Education Stories. Result show that experts rated the program with high content validity (4.79 out of 5) with high content validity coefficient of 0.95. Expert raters also show moderate agreement on the financial lessons and workbook indicative that the developed financial education program can be utilized for classroom instruction to teach financial literacy among kindergarten learners.
The Special Education Headstart Program of Isabela, Philippines
Author: Leaño, Adelaila J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Intervention,Academically Gifted,Preschool Children,Preschool Education,Talent Identification,Teacher Competencies,Gifted Education,Student Needs,At Risk Students,Public Schools,Program Implementation,Screening Tests,Curriculum,Teaching Methods,Parent Role,Preschool Teachers,Teacher Selection

This study determined the status of Headstart Program in Isabela, Philippines. Specifically, it assessed the following: (1) Headstart Program organization; (2) screening of gifted and talented preschoolers; (3) qualifying gifted preschoolers based on prescribed indicators; (4) Headstart teachers' level of competencies; (5) implementation of preferred curriculum; (6) evidence of preferred Headstart teaching and learning strategies; (7) programs and services; (8) evaluating progress of gifted and talented preschoolers; and (9) support systems of Headstart program. Descriptive survey method was used through data collection such as interviews and documentation. Instruments comprised checklists, interview questions, recordings and documents. Participants were school administrators, teachers and parents of Headstart preschoolers in five public schools with Headstart Program in Isabela, Philippines. Frequency count, percentage, weighted mean, and rating scale with descriptive interpretations were utilized. Findings show that the level of implementation of each of the nine aspects of Headstart Program in Isabela was &quot;very evident&quot;. Results imply affirmation of participants on the program operation. In conclusion, there is a smooth flow of execution and program goals are attained. However, implementation Headstart Program aspects still need improvement. Same investigation is recommended to be conducted with other group of learners of Gifted Education in the country.
Students&apos; Self-Efficacy, Causal Attribution Habits and Test Grades
Author: Hamann, Kerstin
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Attribution Theory,Grades (Scholastic),Grade Prediction,Beliefs,College Students

Why do students vary in their performance on exams? It may be that their test preparation is insufficient because they overestimate their anticipated grade. Our study investigates four issues related to performance on a final examination. First, we analyze whether students' ability to accurately predict their grade and their subjective confidence in this prediction may account for their grade. Second, we ask whether students at different levels of performance vary in their ability to accurately predict their grade, and if so, whether subjective confidence also differs. Third, we ask whether the accuracy and confidence of learners' predictions are conditioned by self-efficacy beliefs and causal attribution habits, which serve as indices of motivation for test preparation. Fourth, we ask whether different causal attribution preferences contribute to self-efficacy. We use statistical analysis of data from a general education course at a large public university in the United States. Our results indicate that poor performers' overestimates are likely to be wishful thinking as they are expressed with low subjective confidence. Self-efficacy is a significant contributor to the inaccuracy of students' predicted grades and subjective confidence in such predictions. Professors' understanding of learners' forecasting mechanisms informs strategies devoted to academic success.
Is Data Literacy a Catalyst of Social Justice? A Response from Nine Data Literacy Initiatives in Higher Education
Author: Raffaghelli, Juliana Elisa
Date: 2020-00-00
Type: Journal Articles
Subjects: Data,Information Literacy,Social Justice,Higher Education,Intervention,Open Educational Resources,Civics,Informal Education,Activism

Is education and more specifically, data literacy initiatives in Higher Education, an appropriate instrument to promote social justice in a context of datafication? Education is (and has been) at the center of the debate over the achievement of social justice as a desirable quality of the human society. However, which type of educational interventions should be promoted to deal with a complex, multi-layered, emergent problem, such is the case of datafication in society? Since the problem is heavily entrenched with a shifting socio-economic model (the so called &quot;surveillance capitalism&quot;) and the technological infrastructures connected to it, educational approaches could be diversified and even contradictory in their purpose of heralding the skills to live in a datafied society. This paper explores nine initiatives in Higher Education aimed at developing the literacies to deal with data in society. Their efforts are concentrated in promoting freedom of choice, awareness, and agency. Though their original intention is not promoting social justice, the analysis is carried out on the theoretical basis provided by Martha Nussbaum on social justice. The initiatives span educational activities with open data as open educational resources, to more formal data literacy activities such as educational engagement with students' data and students' personal and educational data. There emerges a still fragmented panorama in responding to the need of promoting social justice in a context of datafication. Given this fragmentation, the article provides a conceptual scheme to address further pedagogical reflection and practice with the aim of supporting social justice against datafication.
In-Service Zimbabwean Teachers&apos; Views on the Utility Value of Diagrams in the Teaching and Learning of Geometry
Author: Sunzuma, Gladys
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Instruction,Instructional Effectiveness,Positive Attitudes,Negative Attitudes,Value Judgment,Visual Aids,Geometric Concepts,Rural Urban Differences,Foreign Countries

Geometry is an essential component of mathematics which promotes the development of critical thinking and problem-solving skills. Geometry shapes are an integral part of our lives. This study focused on the teachers' practices, specifically on how teachers ought to be equipped with a good understanding of the effectiveness of the use of diagrams in geometry teaching and learning. A mixed-method approach comprising of questionnaires and interviews was used in this study. Ninety-one teachers participated in this study. The research findings were categorized using the four themes of utility, positive attitudes, negative attitudes, and teachers' use of diagrams in geometry class. The study showed that diagrams are effective in the teaching and learning of geometry concepts. It is recommended that teachers could do well if they make use of technology in designing diagrams to be used in the teaching and learning of geometry.
Planning in Mathematics Teaching -- A Varied, Emotional Process Influenced by Others
Author: Grundén, Helena
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Mathematics Instruction,Educational Planning,Lesson Plans,Psychological Patterns,Decision Making

Planning is an essential part of teachers' work that has consequences for students' learning. However, previous research shows that what it means to plan vary. To explore the meaning of planning from teachers' point of view, and to open up for planning as a situated and emotional process, an interview study with Swedish mathematics teachers was conducted. In the analysis, the theoretical concepts, meaning, and emotions were used as analytical tools to fill the gap identified in the review of previous research about planning. Findings reveal planning as a varied process in which teachers draw on different resources. Actors other than teachers influence both how planning is done and the mathematics teaching that is planned for. Findings also reveal that feelings, such as joy, shame, and insufficiency, are present in the process of planning. These feelings sometimes have consequences for decisions teachers make about their mathematics teaching.
The Three-Factor Model: A Study of Common Features in Students&apos; Attitudes towards Studying and Learning Science and Mathematics in the Three Countries of the North Calotte Region
Author: Tomperi, Päivi
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Scientific Attitudes,Comparative Education,Mathematics Education,Science Education,Secondary School Students,Foreign Countries,Factor Analysis,Teacher Attitudes,Mathematics Anxiety,Student Motivation,Gender Differences,Teacher Role

This study investigated common features of students' attitudes towards studying science and mathematics in comprehensive and secondary schools in three countries. Data were obtained by conducting a survey (N = 581) in Norway, Finland and Russia. A Confirmatory factor analysis (CFA) provided a model with a three-factor solution consisting of factors: the perception of the teacher, anxiety towards science and mathematics, and motivation. The results suggest that most students are motivated to study sciences and mathematics. Data analysis indicate gender differences in attitudes to students' future studies and career plans. Most girls recognized the importance of these subjects for their future studies and careers, while boys showed more interest than girls in local career opportunities in industry. Teachers have a significant role in directing students' attitudes toward science and mathematics. Students experienced that the teachers who use innovative teaching approaches, both motivate and reduce anxiety, in their learning process.
Mentor-Mentee Programme for STEM Education at Preschool Level
Author: Ompok, Connie Cassy
Date: 2020-00-00
Type: Journal Articles
Subjects: Mentors,STEM Education,Program Effectiveness,Communication Skills,Teamwork,Social Responsibility,Skill Development,Student Attitudes,Preservice Teachers,Preschool Children,Early Childhood Education,Foreign Countries

The objectives of this research were to: (1) determine mentors? perspectives on their communication skills, teamwork skills, problem solving skills and social responsibility after joining the Mentor-Mentee Programme for STEM Education; (2) identify the differences between the assessment of STEM mentors' perspective on their personal qualities before and after joining the program; and (3) identify the problems or challenges that the mentors experienced in mentoring activities compared to classroom teaching, opinions before and after participating in the program, and the challenges faced in the program. Based on the objectives, a survey research was conducted to collect data from 53 students (mentors) in the targeted population through questionnaire. Paired sample t-test was conducted to compare various skills of mentors before and after joining the program. For Communication Skills, the mean score for pre-test is 5.50, while mean score for post-test is 5.00. There was a significant difference in the scores for communication skills in pretest (M=5.00, SD=0.86) and posttest (M=5.50, SD=0.68); t (58) (=-3.785, p = 0.000). Teamwork skills also show significant difference in the scores in pretest (M=5.59, SD=0.89) and posttest (M=6.06, SD=0.67); t (58) (=-3.325, p = 0.002). Besides, Problem Solving Skills shows significant difference in the scores in pretest (M=5.00, SD=0.99) and posttest (M=5.74, SD=0.68); t (58) (=- 4.897, p = 0.000). However, in the social responsibility skills, there is no significant difference between pretest (M=5.48, SD=1.11) and posttest (M=5.67, SD=0.85), t (58) (=1.086, p = 0.282). These results suggest that the program increases the communication skills, teamwork skills and problem-solving skills of mentors. However, the social responsibility skills do not show a significant difference although the mean score of posttest is higher than the pretest. This can be caused by the high social responsibility skills of mentors prior to the programs they have already been dealing with small kids. The sense of responsibility is higher than handling adults or students in primary or secondary school. In addition to this, some mentors mentioned they are not confident and worried about the STEM program. Nonetheless, positive findings were elicited from the interview. Mentors felt that they gained positive improvement and the program helped them increase their creativity. The mentors also suggested that the quality of module to be improved, competency of mentors to be upgraded, and duration of the intervention be extended. Quality in service instruction over STEM pedagogy best practices is a recommendation for practice.
Understanding of Learning Styles and Teaching Strategies towards Improving the Teaching and Learning of Mathematics
Author: Cardino, Jose M., Jr.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cognitive Style,Educational Strategies,Mathematics Instruction,Instructional Effectiveness,Mathematics Achievement,High School Students,Adolescents,Grade 9,Public Schools,Student Improvement,Cooperative Learning,Independent Study,Foreign Countries

This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple regression analysis indicates that among the learning styles, only the independent style has a significant influence on the academic performance of grade 9 students. Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance. By understanding the learning styles of students, teachers will be guided in designing different strategies to help students enhance learning for their improved performance in mathematics.
Teacher Leadership in the Context of Early Childhood Education: Concepts, Characteristics and Enactment
Author: Kahila, Sanni
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Early Childhood Education,Early Childhood Teachers,Teacher Responsibility,Instructional Leadership,Participative Decision Making

Recent studies have indicated that early childhood education (ECE) teachers' responsibilities have expanded to include leadership functions. In school contexts the phenomenon is called teacher leadership and the same concept has recently been adopted in ECE research literature. Additionally, there are other concepts and perspectives connected to leadership performed by ECE teachers. This literature review aimed to explore the conceptualization, characteristics, and enactment of leadership performed by ECE teachers. Leadership that ECE teachers perform in their work is characterized as a multidimensional and contextual phenomenon, and as intentional influencing, which is based on collaboration and distribution. The focus is on pedagogical leadership, although teacher leadership is a broader concept, which can also include administrative tasks. The findings of the review suggest investigating teacher leadership more within the distributed leadership perspective by focusing on ECE teachers' essential role in enhancing other actors' participation in leadership. The literature review reflects the need to clarify the conceptualization of ECE teacher leadership for developing teacher leadership research, especially in an ECE context.
University Mathematics Students&apos; Study Habits and Use of Learning Materials
Author: Tossavainen, Timo
Date: 2020-00-00
Type: Journal Articles
Subjects: College Mathematics,Study Habits,Instructional Materials,Foreign Countries,Age Differences,Mathematics Education,Preservice Teachers,Majors (Students),Nonmajors

In this article, we report from a group (N=98) of students from two campuses of one Finnish university, on their study habits, and to what extent they use different kinds of learning materials in university mathematics courses. Our results show that the older students are more communicative with their teachers, whereas the younger students ask for help more often from fellow students. The sociomathematical norms that constitute the local study culture have a significant impact on the study habits and on the use of learning materials. For example, the use of videos and studying lecture materials before the lectures were clearly more usual at one campus than at the other. We also found some significant differences between the groups that are based on the study programmes. The students of mathematics without an intention to become a teacher were most traditional in their study habits, whereas the students of applied physics were most active to participate in teaching. The student teachers most often lie in the middle in the issues where the other groups differ from one another. Quite unexpectedly, students' previous performance in upper secondary school does not explain the differences in the study habits in the university.
Grade 10 Students&apos; Technology-Based Exploration Processes of Narratives Associated with the Sine Function
Author: Daher, Wajeeh M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Trigonometry,Secondary School Mathematics,Logical Thinking,Secondary School Students,Computer Uses in Education,Mathematics Instruction,Grade 10,Grade 11

Researchers point out that more educational research is needed to study students' understanding of trigonometric topics. The present research attempts to study a group of three high-achieving eleventh grade students' realization of trigonometric words and narratives associated with the sine function. The learning of the students was video recorded and analyzed using the commognitive theoretical framework. The research results indicated that the students performed inductive and deductive processes, with the mediation of technology, to realize new trigonometric significations; the unit circle and the coordinate system, including words and narratives associated with these significations. Technology functioned as static and dynamic visual mediators. It functioned as a static visual mediator when it mediated the deductive processes of the students, while it functioned as a dynamic visual mediator when it mediated the inductive processes of the students. The students' processes, technology and the teacher's processes combined to mediate the students' sameness, encapsulation and reification of trigonometric words and narratives. The research results indicate the important role of the different trigonometric significations for students' understanding of trigonometric functions. These significations were mediated by technological tools.
Virtual Reality Laboratories: A Way Forward for Schools?
Author: Lamb, Richard
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Computer Simulation,Teaching Methods,Science Laboratories,Science Instruction,Barriers,College Science,College Faculty,Undergraduate Students,Teacher Attitudes,Student Attitudes,Program Effectiveness,Constructivism (Learning)

In recent years, the applications of virtual reality (VR) in learning environments has received considerable attention. This attention occurs as a part of a wider trend seen since the early millennium. This trend is that of increasing attention being placed on modes of instruction that can supply greater realism and immersion in the science classroom. VR is used in this study as a digital learning environment support tool. VR is defined as the use of three-dimensional graphic systems in combination with various interfaces to provide the effect of immersion and interaction in computer generated environments. The purpose of this study was to investigate the barriers to content learning and immersion of a VR laboratory designed to replicated hands-on laboratory for a large university system. The primary means for data collection was the use of a combination multiple choice and open-ended survey response in conjunction with interviews. Twelve faculty and 285 students took part in a pilot program testing a VR based laboratory system as a part of an undergraduate life sciences class. Overall, the results suggest the VR system as it is currently implemented is not yet ready for large-scale implementation due to barriers related to immersion and interface in the classroom. This study also provides design recommendations that may assist in the further development for VR use in the classroom in future iterations.
A Calibrated Item Bank for Computerized Adaptive Testing in Measuring Science TIMSS Performance
Author: Samsudin, Mohd Ali
Date: 2020-00-00
Type: Journal Articles
Subjects: Item Banks,Adaptive Testing,Computer Assisted Testing,Science Tests,Achievement Tests,Foreign Countries,Science Achievement,Grade 8,Secondary School Students,Problem Sets,Item Response Theory

The current assessment is demanding for a more personalised and less-time consuming testing environment. Computer Adaptive Testing (CAT) is seemed as a more effective alternative testing method in comparison to conventional test in meeting the current standard of assessment. This research reports on the calibration of the released Grade 8 Science objective items in Trends in International Mathematics and Science Study (TIMSS) 2003-2015 based on Rasch model framework to be used in CAT as an alternative testing tool in a low stakes test. Concurrent common item equating method was used in linking and equating sets of items. Five test sets were produced consisting of 20 unique items and 10 common items in each set. The unique items were available only in a single set while common items were available in the two-consecutive set of items. The sets were administered through Paper and Pencil test to Form 2 (Grade 8) students who had been selected through a purposive sampling method from secondary schools in the northern part of Malaysia. The fit analysis, polarity analysis, unidimensionality analysis, item measure and Person-Map-Item were conducted. The analysis produced 122 calibrated items which meet the Rasch's requirements and were suitable to be used in CAT.