ethanporcaro/eric-fulltext-meta huggingface dataset:
Adaptation, Validity and Reliability Study of the &quot;Internet Addiction Scale for Adolescents&quot; into Albanian
Author: Basha, Ertan
Date: 2021-11-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Internet,Addictive Behavior,Foreign Countries,College Students,Indo European Languages,Factor Analysis

The aim of this study was to verify the dimensions of Internet addiction in Albanian. This study employed &quot;Internet Addiction Scale for Adolescents&quot; to determine internet addiction. The verification of language equivalence, the scale form was administered to 164 university students studying at AAB College Faculty of Psychology and 61 High School students studying at the British School of Kosovo (altogether 245). In addition, the Cronbach Alpha internal consistency coefficient was found to be 0.828. It was observed that the factor load values of the scale items varied between 0.56 and 0.72. The Kaiser-Meyer-Olkin coefficient (KMO) was 0.82 and the Bartlett x2 Sphericity value was 605,874 (p&lt;0.000). In confirmatory factor analysis, it was seen that the one-dimensional structure of the scale provided a good fit. [x[superscript 2]=63.168, df=26, x2/df=2.42 RMSEA=0.077, RMR=0.069, S-RMR=0.049, GFI=0.95, AGFI=0.91, CFI=0.94, NNFI=0.90, IFI=0.94]. The findings obtained as a result of the validity factor analysis and the reliability of the scale show that the Albanian scale is valid and reliable.
Examination of Postgraduate Thesis Studies on Teachers Working in the Field of Special Education in Turkey (2000-2020)
Author: Nuri, Cahit
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Theses,Doctoral Dissertations,Special Education,Special Education Teachers,Educational Research,Research Methodology,Models,Correlation,Surveys,Departments,Citations (References),Bibliometrics

The aim of this research was to examine graduate thesis studies conducted in the field of special education in Turkey about special education teachers in terms of various variables. In the thesis scanning center of the Council of Higher Education Center (YOK), it was determined that 89 graduate thesis studies in the special education field were conducted. Yet, due to the reason that six of them did not have access permissions, 83 graduate thesis studies were examined. Of the postgraduate thesis examined, 79 of them are master's and four are doctoral dissertations. As a result of the research, it was determined that most of the graduate thesis studies were conducted in 2019. Moreover, when the distribution of universities is examined it has been observed that most of the graduate thesis were studied at Necmettin Erbakan University and Marmara University, and most of the thesis advisor titles are Assist. Prof. Dr. It was concluded that most of the postgraduate thesis were carried out in the Special Education Department and when the methods used in the studies were examined, it was noted that the quantitative method was preferred the most. Considering the research models used in the studies, it was concluded that the correlational survey model was used the most and the sources used in the graduate thesis were mainly domestic sources.
Examining the Challenges Faced by International Women with Preschool Children Studying for a Postgraduate Built Environment Degree in the United Kingdom
Author: Rhoden, Maureen
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Females,Masters Programs,Foreign Students,Parents,Preschool Children,Family Work Relationship,Graduate Students,Foreign Countries,Educational Experience,Educational Policy,Student Needs,Full Time Students,Parent Child Relationship

This article examines the academic experiences of five mid-career female international students who were parents of preschool children. These women were studying on a 1-year Built Environment master's degree in the United Kingdom. We applied Tinto's &quot;sense of belonging&quot; as a theoretical framework to interview women who were studying full time while caring for a preschool-age child or children. Results revealed stresses arising from balancing the academic demands of a 1-year full-time degree with childcare, compounded by a lack of appropriate support from the university. Although universities in general were viewed as offering a welcoming environment, this group of students often felt disappointed with their experience overall. Strategies for addressing identified barriers are proposed that contribute to widening existing university policies to address the specific needs of full-time international student parents.
The Process of Thinking by Prospective Teachers of Mathematics in Making Arguments
Author: Tristanti, Lia Budi
Date: 2019-02-00
Type: Journal Articles
Subjects: Cognitive Processes,Thinking Skills,Preservice Teachers,Mathematics Teachers,Persuasive Discourse,Foreign Countries,Logical Thinking,Evaluative Thinking,Concept Formation,Undergraduate Students

This study aimed to describe the process of thinking by prospective teachers of mathematics in making arguments. It was a qualitative research involving the mathematics students of STKIP PGRI Jombang as the subject of the study. Test and task-based semi structural interview were conducted for data collection. The result showed that 163 of 260 mathematics students argued using inductive and deductive warrants. The process of thinking by the prospective teachers of mathematics in making arguments had begun since they constructed their very first idea by figuring out some objects to make a conclusion. However, they also found a rebuttal from that conclusion, though they did not further describe what such rebuttal was. Therefore, they decided to construct the second ideas in order to verify the first ones through some pieces of definition.
Awareness and Use of OER by Higher Education Students and Educators within the Graphic Arts Discipline in Greece
Author: Christoforidou, Alexandra
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Open Educational Resources,Higher Education,College Students,College Faculty,Graphic Arts,Technology Integration,Knowledge Level,Librarians,Role,Administrator Role,Barriers,Intention,Student Attitudes,Teacher Attitudes

In recent years, Open Educational Resources (OER) have gained significant reach globally as a means of facilitating free and open access to educational materials. However, most of the empirical research on the adoption of OER in higher education is conducted in the US, while Europe and other countries, including Greece, fall behind. To that end, this research focused on the awareness and use of OER by higher education students and educators within the Graphic Arts discipline in Greece, to provide evidence regarding the adoption of OER to university administrations and libraries and encouraging their use across campus. The findings suggest that awareness is low, especially among undergraduate students, despite the fact that educators are aware of OER and already share their work as such. This paradox is probably related to students' vague knowledge of what OER are and how to use them for learning. Therefore, actions are required from educators, university administration and librarians to inform students of the benefits of OER adoption in the educational process as well as to communicate educators' OER efforts to students. Moreover, participants identified as the biggest obstacle for adopting OER in Graphic Arts the lack of a portal that accommodates OER for this discipline, which lays the groundwork for further research.
Emotion Regulation Strategies and Stress in Irish College Students and Chinese International College Students in Ireland
Author: Sun, Yuning
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Self Control,Anxiety,Foreign Countries,College Students,Foreign Students,Coping,Psychological Patterns

Little is known about the association between emotion regulation strategies and perceived stress in college students, and in particular, the strategies used by international students. The present research examined if differences exist in the use of emotion regulation strategies between Irish college students and Chinese international college students studying in Ireland, and investigated the relationship between emotion regulation strategies and perceived stress in these two student populations. Chinese students reported more frequent use of cognitive reappraisal and expressive suppression compared with Irish students. There was a statistically significant negative association between the habitual use of cognitive reappraisal and levels of stress in both Irish and Chinese students. There was a significant positive relationship between the habitual use of expressive suppression and levels of stress in Irish college students, but not in Chinese students. The findings highlight the effects of emotion regulation on levels of stress and the importance of cultural context when investigating the association between emotion regulation strategies and perceived stress in students.
STEM Education Effect on Inquiry Perception and Engineering Knowledge
Author: Kutlu, Emine
Date: 2022-05-00
Type: Journal Articles
Subjects: STEM Education,Inquiry,Engineering Education,Knowledge Level,Grade 8,Secondary School Students,Foreign Countries,Design,Learning Activities,Teaching Methods

Despite the adoption of modern educational approaches such as activity-based, laboratory-based, technology enhanced science education, it is known that in most cases, students have difficulties in achieving desired learning goals such as developing inquiry skills and engineering knowledge. The efforts of science educators to ensure that students reach the desired learning goals have led to the development of new educational approaches. It is then necessary to put the emerging educational approaches into practice, to determine their effects in practice, and to determine the level of achieved learning goals. Therefore, the study intends to examine the effect of Science, Technology, Engineering and Mathematics (STEM) supported science teaching on the perception of inquiry learning skills and engineering knowledge level of 8th graders regarding Basic Machines unit. Quasi experimental research design was adopted. The study was conducted with 8th grade students. The participant students were recruited through easily accessible sampling method. This study was implemented during five weeks. The Inquiry Learning Level Perception Scale (ILSPS) and the Engineering Knowledge Level Scale (EKLS) were data collection tools. The data obtained revealed that STEM supported science teaching was effective on 8th graders inquiry learning skill perception and engineering knowledge levels. It is recommended to carry out comprehensive studies to reveal the effect of STEM-supported science teaching on students' design skills in the 21st century.
Mapping Metacognitive Awareness of Chinese Language Learners
Author: Sholihah, Diana Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Chinese,Second Language Learning,Secondary School Students,Gender Differences,Foreign Countries,Knowledge Level,Concept Mapping

The role of metacognitive awareness on language teaching and learning have been confirmed by several studies, but the discussions of this topic in Chinese as foreign language are limited. The aim of the present research was to map metacognitive awareness profile of Chinese language learners. Total respondent of this research was 80 Chinese language learners (38 males and 42 females) which comprise secondary students. Convenience sampling technique was employed to select the respondents. Meanwhile, the metacognitive awareness data were collected utilizing Junior Metacognitive Inventory. The obtained data were analyzed using descriptive statistic. Mann-Whitney U Test was employed to investigate the significance differences of metacognitive awareness between male and female. The findings showed that 46.25% of Chinese Language Learners have a good metacognitive knowledge, 28.75% fair, 20% very good, 3.75% poor, and 1.25% very lacking. The finding also showed that 40% students have good metacognitive regulation, 36.25% fair, 15% very good, 7.50% poor, and 1.25% very lacking. In addition, between male and female students have no significant difference in knowledge of cognition. On the contrary, regulation of cognition female learners (Mdn= 32.50) significantly (U= 551.000, p&gt;0.05) better compared to male (Mdn= 30).
Online Mathematics Learning Experiences of the Colleges of Education Students in Ghana
Author: Taley, Isaac Bengre
Date: 2021-11-00
Type: Journal Articles
Subjects: Electronic Learning,Mathematics Education,Student Experience,Foreign Countries,College Students,COVID-19,Pandemics,Gender Differences,Technological Literacy,Teacher Student Relationship

The dominant mode of instructional delivery in Ghanaian Colleges of Education has been the conventional face-to-face. However, the second semester of the 2019/2020 academic year teaching had to be done via an emergency remote online teaching mode due to the novel COVID-19 pandemic. In a cross-sectional survey, the online mathematics learning experienced of 497 students sampled from three Colleges of education in Ghana were explored using the adapted community of inquiry survey instrument. It was observed from the study that students' online mathematics learning experiences were low. Further observation showed that while class cohesion and resolution dimensions were absent, teaching presence, exploration, affective expression, and triggering event dimensions of students' online mathematics learning experiences were present. Additionally, the results showed that the difference in the magnitude of means in gender was partly dependent on the category of internet use before the remote online mathematics teaching was observed in the dimension of lack of class cohesion. Besides, the students were generally indifferent in their learning experiences regarding genders but significantly in terms of their internet use before the remote online mathematics teaching. Based on the results, implications of the state of the college of education (CoE) students' online mathematics learning experiences and suggestions for improvement have been proposed.
Progress Testing and Its Effect on Medical Student Motivation
Author: Hermasari, Bulan Kakanita
Date: 2021-11-00
Type: Journal Articles
Subjects: Foreign Countries,Medical Education,Medical Students,Student Evaluation,Learning Motivation,Measures (Individuals),Gender Differences,Grade Point Average,Tests,Scores

Assessment has a pivotal role in medical education, as it can direct student learning. Motivation is an essential factor that determines learning assessment results. One of the aims of assessment is to determine the level of student knowledge, one of which can be measured by a progress test. This study aimed to determine the relationship between progress test and student motivation. This study used a cross-sectional observational analytic method. It was conducted in 2017 at Faculty of Medicine Universitas Sebelas Maret (FM UNS), Indonesia. The respondents consisted of 253 students from batch 2014, 2015, and 2016. The sample was selected by stratified random sampling. The instrument used to assess academic motivation was the academic motivation scale (AMS). The research data were analyzed using the Pearson correlation test. There is a significant positive correlation between progress test results and academic motivation (r=0.500; p=0.000). However, there is no significant difference in motivation level based on gender (p=0.889) and student cohort (p=0.533). In the progress test score, there are significant differences based on gender (p=0.014) and grade-point average (p=0.000). However, there is no significant difference in the progress test scores based on the student batch (p=0.212). The results support that progress test is useful assessment method to support medical student's motivation.
Differential Effects of Input-Based and Output-Based Tasks on L2 Vocabulary Learning
Author: Duong, Phuong-Thao
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Linguistic Input,Recall (Psychology),Comparative Analysis,Second Language Learning,Second Language Instruction,English (Second Language),College Students,Foreign Countries,Language Usage,Scores,Language Tests,Teaching Methods,Online Courses,Instructional Effectiveness,Task Analysis

This paper reports on a quasi-experimental study that explored the differential effects of input- and output-based tasks on L2 vocabulary learning. The study adopted a pretest-posttest within-participants design, with sixty Vietnamese EFL university students. Participants in the experimental group completed four input and four output tasks in an online learning environment. The target items (ten single words and ten compounds) were counterbalanced across the tasks. The study measured vocabulary gains at four levels of sensitivity: spontaneous use of the target items, form recall, meaning recall and meaning recognition. The analyses showed that the input-based tasks resulted in higher vocabulary gains at the meaning recall level, whereas the output-based tasks resulted in better scores at the form recall level. No difference was found in the spontaneous use and meaning recognition tests.
Does Prewriting Planning Positively Impact English L2 Students&apos; Integrated Writing Performance?
Author: Uludag, Pakize
Date: 2021-00-00
Type: Journal Articles
Subjects: Prewriting,Second Language Learning,English for Academic Purposes,Essays,Planning,Writing Processes,College Students,Foreign Countries

This study compared English L2 writers' (N =111) performance on an integrated writing task from the Canadian Academic English Language (CAEL) Assessment under three prewriting planning conditions: required self-timed planning required fixed time planning, and suggested (i.e., optional) planning. The participants' integrated essays were scored according to the CAEL writing bands by raters at Paragon Testing Inc. The effect of planning condition on the participants' planning time, writing time, and integrated writing scores were analyzed using MANOVA. The student interviews were analyzed using thematic content analysis. The results indicated that planning time was the only variable impacted by planning condition, with students in the required self-timed planning condition taking more time to plan before beginning to write. Students' perceptions about prewriting planning are discussed in terms of implications for the teaching and assessment of L2 integrated writing.
Error Analyses and the Cognitive or Linguistic Influences on Children&apos;s Spelling: Comparisons between First-and Second-Language Learners
Author: Harrison, Gina L.
Date: 2021-00-00
Type: Journal Articles
Subjects: Error Analysis (Language),Scoring,Spelling,Oral Language,Phonology,Grade 3,Elementary School Students,Alphabets,Psycholinguistics,Native Language,Second Language Learning,Pronunciation,Predictor Variables,Syntax,Vocabulary Development,Written Language,Formative Evaluation,Measures (Individuals),Accuracy,Phoneme Grapheme Correspondence,English,English (Second Language),Phonological Awareness,Short Term Memory,Cognitive Tests,Intelligence Tests,Verbal Ability,Vocabulary,Children,Achievement Tests

A collection of cognitive, linguistic, and spelling measures were administered to third-grade English L1 and L2 learners. To capture formative assessments of children's developing mental graphemic representations (MGRs), spelling errors in isolation were subjected to analysis across three metrics: (1) Phonological constrained; (2) Visual-Orthographic; and (3) Correct Letter Sequences. There were no group differences on the cognitive or spelling accuracy measures, but L1 learners achieved higher scores than L2 on linguistic measures of vocabulary and syntactic knowledge. Analyses across the spelling metrics indicated that both L1 and L2 learners drew more heavily on their knowledge of graphophonemic rules and positional constraints in pronunciation for spelling. However, the contribution of underlying cognitive and linguistic resources to spelling differed as a function of scoring system and language group. Across spelling metrics, linguistic predictors (vocabulary and syntactic knowledge) accounted for more variance in L1 than L2 learners. The results are discussed in relation to conceptualization of spelling as an integral link between oral and written language in literacy development.
Realistic Mathematics Education: An Approach to Improve Problem Solving Ability in Primary School
Author: Nugraheni, Lutfi Putri
Date: 2021-11-00
Type: Journal Articles
Subjects: Mathematics Education,Teaching Methods,Problem Solving,Elementary School Students,Foreign Countries,Grade 4,Instructional Materials

Mathematical problem solving was an crucial skill to be mastered by primary school student so that will help student to unravel their problems encountered in everyday life. By using the realistic mathematics approach, students learn mathematical concept based on reality or scope around students. This study aimed to develop an eligible learning materials and test the effectiveness of learning materials based on realistic mathematics education to enhance the problem solving skill of primary school students. This research and development study was conducted in Sawangan Subdistrict, Magelang Regency, Central Java, Indonesia. The testing subjects consisted of 12 students in the the preliminary field, there were 42 students in the main field, and 90 students in the operational field that divided into experiment and control class. The data were collected by interviews, observation, and tests. The analyzing N-gain score and t-test with a significant level of 0.05 done to find out the effectiveness of the teaching materials. The developed of realistic mathematics education learning materials is feasible and effective in improving problem solving skill with significance value of 0.000 (p[less than or equal to]0.05). It can enhance the problem solving skills of 4th grade elementary school.
Lesson Study and 21st-Century Skills: Pre-Service Teachers Reason, Produce and Share
Author: Yesilçinar, Sabahattin
Date: 2022-05-00
Type: Journal Articles
Subjects: Lesson Plans,21st Century Skills,Preservice Teachers,Preservice Teacher Education,Foreign Countries,Second Language Instruction,English (Second Language),Practicums,Self Efficacy,Critical Thinking,Creativity,Cooperative Learning,Interpersonal Communication,Reflection,Active Learning,Perspective Taking,Creative Thinking,Teamwork,Feedback (Response)

Being a collaborative professional development model and contributing to the collaboration and communication skills of the group members, lesson study was coined in Japan and has been applied in many countries since then, which supports and enhances the professional development of teachers or pre-service teachers. Although literature abounds in studies on lesson study or on 21st-century skills, there is no study examining the impact of lesson study on 4Cs. Therefore, adopting an intrinsic case study approach, this paper examined to what extent a lesson study implementation influenced pre-service teachers' 21st-century skills in the Turkish context where lesson study is not an embedded tradition. Participants were six senior students of English language teaching. The data generated were wide-ranging: recordings of meetings, teachers' in-class observation notes, 4Cs checklist, recorded pre- and post-interviews, lesson study observation forms, and post-lesson evaluation forms. Findings showed that 21st-century skills of pre-service teachers were developed, and pre-service teachers started to REASON the issues they face in the classroom, PRODUCE alternative way(s) to overcome troubles or support learning, and SHARE their experiences and solutions with colleagues sincerely in a collaborative atmosphere. However, one intriguing finding is that, in a context which does not embed lesson study, if the process is not internalized, it may cause the future teachers to be loath to reason, produce and share due to the lack of self-efficacy as well as the fear of being criticized.