ethanporcaro/eric-fulltext-meta huggingface dataset:
Information and Communications Technology (ICT) in Nigeria Educational Assessment System--Emerging Challenges
Author: Aworanti, Olatunde Awotokun
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Technology,Educational Assessment,Educational Practices,Teacher Attitudes,Student Attitudes,Measures (Individuals),Computer Literacy,Data Collection,Statistical Analysis,Computer Science Education,Knowledge Level,Likert Scales

This paper examines Information and Communications Technology (ICT) in Nigeria educational assessment system with its emerging challenges. This is inevitable following the globalisation trend which has brought drastic changes in the world of technology. The essence of the paper is to describe the present status of ICT in the Nigeria educational assessment system coupled with its emerging challenges and the strategies for overcoming the challenges. A sample of 1,200 participants was drawn (300 teachers, 600 students and 300 examination personnel) from two geo-political zones by means of multistage sampling procedure. Three instruments were used for data collection namely the Teachers' Perception on Information and Communications Technology in Educational Assessment System (TPICTEAS), Students' Perception on Information and Communications Technology in Educational Assessment System (SPICTEAS), Examination Personnel Perception on Information and Communications Technology in Educational Assessment System (EPPICTEAS). Data were collected and analysed using descriptive statistics. It was found that poor computer literacy level among teachers and students, dearth of ICT skilled personnel, inadequate ICT infrastructures and lack of fund among others are the major challenges of ICT in Nigeria educational assessment system. The study recommends the following: need for computer literacy education, need for ICT skilled personnel, provision for adequate ICT infrastructures, adequate funding among others.
The Efforts to Improve Mathematics Learning Achievement Results of High School Students as Required by Competency-Based Curriculum and Lesson Level-Based Curriculum
Author: Sidabutar, Ropinus
Date: 2016-00-00
Type: Journal Articles
Subjects: High School Students,Secondary School Mathematics,Mathematics Achievement,Student Improvement,Competency Based Education,Instructional Innovation,Mathematics Instruction,Conventional Instruction,Instructional Effectiveness,Comparative Analysis,Experimental Teaching,Foreign Countries,Pretests Posttests

The research was aimed to investigate the effect of various, innovated teaching models to improved the student's achievement in various topic in Mathematics. The study was conduct experiment by using innovated teaching with contextual, media and web which are the compared. with conventional teaching method. The result showed the innovation in the teaching by using media and web were found very effective and improving the ability of the student to understand the concept of mathematics. Student achievement in the teaching of Mathematics with the aid of Contextual was found higher the teaching the same topic by using Conventional method. Where the data analysis has shown that two methods are significantly differences. Students achievement with another innovated teaching method by using of web for the teaching distillation was found higher than that with conventional method, where the data analysis has shown that the two methods were significantly difference.
Testing Model with &quot;Check Technique&quot; for Physics Education
Author: Demir, Cihat
Date: 2016-00-00
Type: Journal Articles
Subjects: Models,Physics,Test Anxiety,Qualitative Research,Statistical Analysis,Pretests Posttests,Interviews,Student Attitudes,Test Wiseness,Test Coaching,Likert Scales,Rating Scales,College Students,Student Evaluation,Intervention,Foreign Countries

As the number, date and form of the written tests are structured and teacher-oriented, it is considered that it creates fear and anxiety among the students. It has been found necessary and important to form a testing model which will keep the students away from the test anxiety and allows them to learn only about the lesson. For this study, qualitative and quantitative methods have been preferred. For the quantitative dimension of the study, test anxiety scale has been used before and after application and the difference has been interpreted statistically via SPSS 21.0. For the qualitative dimension of the study, the students' views have been taken by means of 3 informal questions addressed during an interview. Considering the findings of the study, it is understood that the check technique has proved to reduce the test anxiety and the students have got positive views about this technique. The study is recommended to be applied in high schools and it is thought that it will reduce the test anxiety of high school students, and physics lessons will be comprehended better, which will help the students correlate between physics lessons and real life with a developed skill of scientific processing.
Teachers Training for the Use of Digital Technologies
Author: dos Santos, Danielle Aparecida do Nascimento
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Public Colleges,Teacher Education Programs,Technology Uses in Education,Information Technology,Technological Literacy,Qualitative Research,Program Effectiveness,Blended Learning,Virtual Universities,Technology Integration,Questionnaires,Portfolios (Background Materials),Special Education,Inclusion

The doctoral research described in this article was developed in the context of a Licensure course in Pedagogy offered by two Public Universities of the São Paulo State, from 2010 to 2013. The purpose was to analyze how the teacher training program was established, aiming to the teaching of inclusive education fundamentals in a perspective of using Digital Information and Communication Technologies in a Constructionist, Contextualized and Meaningful approach. Through a qualitative research approach of the intervention type, it was designed, implemented, monitored, developed and evaluated by the Articulating Axis of Inclusive and Special Education proposed in the Licensure hybrid course in Pedagogy of the Virtual University of São Paulo State and the São Paulo State University Júlio de Mesquita Filho. Theoretical, methodological and practical frameworks that supported the organization of this research were related to the problematization of teacher training regarding School Inclusion, Comprehension of Curriculum, and the use of technologies in Education. The Axis was structured in five (5) blocks of 24 (twenty four) hours per week, having as proposition, the studies and practical activities about experienced aspects of the common school and, the use of technologies. The organization and analysis of data collected through questionnaires, reflective memorial, discussion forums and portfolios indicates the relevance that the role of this axis played in the conceptions of teachers-students regarding Inclusion policies and its application in school contexts linked to the use of technologies in a Constructionist, Contextualized and Meaningful approach. The results indicate the importance of contextualized training, which assign meaning to theoretical frameworks and articulate daily teacher practices.
Value Orientation among Tribal Future Teachers of B.Ed. Programme: Need for Curricular Interventions
Author: Dasari, Rajendra Prasad
Date: 2016-00-00
Type: Journal Articles
Subjects: Intervention,Values Education,Values,Teacher Education Programs,Tribally Controlled Education,Cultural Education,Preferences,Student Teacher Attitudes,Guidelines,Values Clarification,Foreign Countries

Schools play a vital role in inculcation of values and development of values. It has become, of late, the central concern of teacher education. Teacher education programmes are the effective modes of transmission of values having a direct impact on the school education. A College of Teacher Education was established at Badrachalam exclusively for tribal population in the State of Telangana under Integral Tribal Development Authority (ITDA). In this institution only tribes of different communities are given the opportunity of pursuing B.Ed. Programme. Tribal habitat, culture and living styles are different because they live in deep forest in hamlets away from the mainstream of the society and their value system needs attention for their emancipation in social development. In this article, the value system and value preferences of tribal future teachers of the B. Ed. Programme are discussed to provide guidelines for curricular interventions for quality tribal teacher education.
Views of Science and Mathematics Pre-Service Teachers Regarding STEM
Author: Cinar, Sinan
Date: 2016-00-00
Type: Journal Articles
Subjects: Preservice Teachers,STEM Education,Student Teacher Attitudes,Workshops,Student Surveys,Science Education,Mathematics Education,Comparative Analysis,Educational Attitudes,Relevance (Education),Professional Development,Educational Practices,Foreign Countries

STEM education is an integrated approach that combines science, technology, engineering and mathematics disciplines with different subjects in real life situations, together and simultaneously. The views of pre-service teachers introduced to STEM by means of workshops that presented information and scales on STEM education regarding the subject were collected in this study. The participants of the study were the senior class students at the Recep Tayyip Erdogan University, Faculty of Education, Department of Primary Education, Physical Sciences (37 members) and Mathematics Education (20 members). A survey with open-ended questions was used to collect data. A descriptive content analysis was performed and the data were summarized in the tables. The results showed that the pre-service teachers have more positive views about the STEM approach, and there is not a significant difference between the views of science and mathematics teachers. Also, they reported positive views about making such applications in their future classes.
Primary School Teachers' Perceptions of Adequacy and Quality of Physical Facilities in Public Primary Schools under Free Primary Education
Author: Muthima, Ndirangu Wahome
Date: 2016-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Educational Facilities,Educational Quality,Educational Resources,Resource Allocation,Access to Education,Equal Education,Likert Scales,Foreign Countries,Statistical Analysis,Questionnaires

The Free Primary Education (FPE) programme was commissioned in Kenya in January 2003 to provide basic education to all children of school going age and to ease the burden of cost sharing from the parents. However, even though the public primary school class teachers were to shoulder the greatest responsibility in the implementation of this programme the assessment of the success of this programme has not involved the class teachers who are main stakeholders. The study aimed at determining the primary school teachers' perceptions of adequacy and quality of physical facilities in public primary schools under FPE. The study revealed that the overall quality of the physical facilities provided by the FPE programme to the primary schools in Ndaragwa division on Nyandarua County was found to be moderately adequate, while the adequacy was found to be adequate. In addition, the quality of teachers and pupil's sanitary facilities were found to be Inadequate. Chalks, desks, staffroom, and playing fields were found to be adequate, while that of ICT facilities were found to be Inadequate. The study recommends that the stakeholders should harmonize the physical facilities within the schools to avoid overcrowding in particular schools. These physical facilities should be proportional to the enrolment of the school.
To Be Anxious or Not: Student Teachers in the Practicum
Author: Eksi, Gonca Yangin
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Teachers,Practicums,Anxiety,Language Teachers,Foreign Countries,Student Experience,Cultural Influences,Questionnaires,Stress Variables,Student Evaluation,Behavior Problems,Teacher Role,Administrator Role,Student Teacher Supervisors,Qualitative Research,Focus Groups,Classroom Techniques,Time Management

High levels of teaching-related anxiety may cause high levels of stress, failure and disappointment in pre-service teachers. The factors that increase anxiety and those that reduce it for student teachers might also be culture-specific. This study was conducted on 52 pre-service language teachers at a state university in Turkey during their practicum. Rather than investigating the anxiety levels of student teachers, the study aimed to find out the reason why they experienced, or did not experience anxiety with reference to culture specific reasons. This was done by focusing on factors that reduce or provoke practicum anxiety. A questionnaire comprising 25 open-ended questions was developed from the Student Teacher Anxiety Scale (STAS). The items in the scale were converted into questions and the participants were asked to clearly state why they felt &quot;anxious&quot; or &quot;easy&quot;. The responses were analysed through content analysis and then quantified to show frequencies. The findings indicated that the student teachers experienced anxiety due to the stress of being evaluated, as well as problem behaviour in the classroom. The results also revealed that helpful and supporting staff at the host school reduces teaching anxiety. The student teachers also felt at ease with a supervisor that they had a partnership with from the micro-teachings in their methodology courses through to supervision in their practicum. The findings are discussed and suggestions regarding improvement in practice teaching are suggested.
Significance of Trends on Enrolment, Budget and Actual Expenditure in the Examination of Higher Education Financing in Tanzania
Author: Memba, Albert Zephaniah
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Enrollment Trends,Expenditures,Educational Finance,Budgeting,Statistical Data,Funding Formulas,Knowledge Economy,Educational Development,Educational Change,Trend Analysis,Educational Policy,Higher Education,Data Analysis

Financing of higher education in Tanzania is considered a crucial factor in realizing the country's development vision. It is for these reasons that Tanzania has been financing its higher education since its inception. Diminishing resource capacity and competing interests for government finance plunged the higher education into financial doldrums. As a result, the higher education sector was compelled to manouvre through various sources of financing in order to remain relevant to its role in economic development. The efforts to remain relevant are depicted as the significance of the trends of financing higher education. This study attempted to examine the significance of the trends of enrollment, budget and actual expenditure in Higher Education in Tanzania to sustainable human capital investment from 2005 to 2015. Secondary data were collected from the Ministry of Education and Vocational Training (MoEVT) budgets from 2005 to 2015 from which trends of enrollment, budgeting and actual expenditure were analyzed. The findings indicated an upward trend on both enrolment and financing of the education sector from 2005 to 2015. The trends were still very low when compared with neighbouring countries. A huge funding chasm still exists in the budgets of the education Sector. The challenge lies on how to bridge the gap. The study suggested that the government diversified sources of financing the higher education, away from the traditional thinking.
Theory of Technical Systems--Educational Tool for Engineering
Author: Eder, Wolfgang Ernst
Date: 2016-00-00
Type: Journal Articles
Subjects: Theories,Engineering Technology,Engineering Education,Systems Approach,Design,Problem Solving,Management Systems,Comparative Analysis,Methods

Hubka's theory of technical systems (TTS) is briefly outlined. It describes commonalities in all engineering devices, whatever their physical principles of action. This theory is based on a general transformation system (TrfS), which can be used to show engineering in the contexts of society, economics and historic developments. The life cycle of technical systems consists of seven major TrfS, each consisting of further product-specific TrfS. From this TTS, Hubka derived a methodology as voluntary guide to systematic design engineering, for application when an intuitive approach based on experience proves to be ineffective. This approach to engineering design is distinct from more artistic designing. The methodology applies to novel design problems, and to re-design. Some educational aspects are developed to show the range of knowledge needed for engineering designing. Operators of a TrfS are also TrfS--illustrated by observing the management systems in the TS-life cycle. Connections to the general economy, and its financial consequences, are shown on TS-life cycle LC4 with its supply chain, and on LC6 and LC6A, with the need to service the operating product, and to establish supply and distribution chains. Transformation systems are hierarchical, each TrfS is a sub-system to a more complex system--each sub-system can be viewed as a TrfS, leading to a repeating use of the same design methodology for sub-systems. Invention and innovation in TrfS can be shown (historically) to alter the state of society, beneficially and adversely. A comparison with a different methodology is mentioned.
Value-Eroding Teacher Behaviors Scale: A Validity and Reliability Study
Author: Arseven, Zeynep
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Behavior,Behavior Rating Scales,Test Reliability,Test Validity,Value Judgment,Likert Scales,Factor Analysis,Construct Validity,Item Analysis,Correlation,Value Added Models,Elementary Secondary Education,Foreign Countries

In the present study, it is aimed to develop a valid and reliable scale for determining value-eroding behaviors of teachers, hence their values of judgment. The items of the &quot;Value-eroding Teacher Behaviors Scale&quot; were designed in the form of 5-point likert type rating scale. The exploratory factor analysis (EFA) was conducted to determine the construct validity of the scale. Afterwards, the validity of the structure obtained through EFA was tested by using the confirmatory factor analysis (CFA). To determine the reliability of the scale, the Cronbach's alpha was calculated, and an item analysis was performed based on the corrected item total correlation. Based on the findings obtained from the validity and reliability studies of the scale, it can be said that the scale is a valid and reliable measuring tool to be used for measuring teachers' value-eroding behaviors.
The Usefulness of Qualitative and Quantitative Approaches and Methods in Researching Problem-Solving Ability in Science Education Curriculum
Author: Eyisi, Daniel
Date: 2016-00-00
Type: Journal Articles
Subjects: Qualitative Research,Statistical Analysis,Research Methodology,Educational Research,Problem Solving,Research Problems,Secondary School Science,Journal Articles,Criticism,Ethics

Research in science education is to discover the truth which involves the combination of reasoning and experiences. In order to find out appropriate teaching methods that are necessary for teaching science students problem-solving skills, different research approaches are used by educational researchers based on the data collection and analysis used at a given time. Though qualitative and quantitative research methods lies on separate continuum, they all aimed at identifying educational problems using different approach. This study critically examined the usefulness of both qualitative and quantitative approaches in researching problem-solving ability in science education curriculum. In doing this, six articles relating to problem-solving were examined to show the usefulness of both qualitative and quantitative research approaches to educational research. Advantages, disadvantages, strengths and weaknesses of both methods were discussed. Ethical consideration in relation to research in problem-solving instructions were discussed as well as suggestion for future research.
Principals Leadership Styles and Gender Influence on Teachers Morale in Public Secondary Schools
Author: Eboka, Obiajulu Chinyelum
Date: 2016-00-00
Type: Journal Articles
Subjects: Leadership Styles,Gender Differences,Sex Role,Principals,Teacher Behavior,Morale,Secondary School Teachers,Questionnaires,Teacher Surveys,Teacher Attitudes,Transformational Leadership,Administrator Characteristics,School Administration,Governance,Foreign Countries,Statistical Analysis,Statistical Significance

The study investigated the perception of teachers on the influence of principals' leadership styles and gender on teacher morale. Four research questions and four research hypotheses guided the study. An ex-post facto research design was adopted in the study. Through the simple random sampling technique a total of 72 principals and 2,506 in 72 public secondary schools were drawn from the three education zones of Delta State. Two standardized research instruments namely the Multifactor Leadership Questionnaire and the Purdue Teacher Opinionnaire were adapted and used to obtain information on principals' leadership styles and teacher morale respectively. Teacher morale was measured with regard to five teacher morale factors which are teacher rapport with principal, rapport amongst teachers, satisfaction with teaching, teacher status and teacher load. Answers to the research questions were analyzed using the simple descriptive statistics of mean and standard deviation while the t-test was the statistical tool used to address the research hypotheses at .05 level of significance. The findings of the study revealed leadership styles of principals and gender jointly influenced teacher morale. However, the transformational leadership style and male principals had a greater influence on teacher morale. The major findings of the study were discussed, implications highlighted while recommendations were made.