ethanporcaro/eric-fulltext-meta huggingface dataset:
Differential Item Functioning across Gender with MIMIC Modeling: PISA 2018 Financial Literacy Items
Author: Saaatcioglu, Fatima Munevver
Date: 2022-00-00
Type: Journal Articles
Subjects: International Assessment,Achievement Tests,Secondary School Students,Gender Differences,Grade 8,Financial Literacy,Models,Test Bias,Multivariate Analysis

The aim of this study is to investigate the presence of DIF over the gender variable with the latent class modeling approach. The data were collected from 953 students who participated in the PISA 2018 8th-grade financial literacy assessment in the USA. Latent Class Analysis (LCA) approach was used to identify the latent classes, and the data fit the three-class model better in line with fit indices. In order to obtain more information about the characteristics of the emerging classes, uniform and non-uniform DIF sources were identified by using the Multiple Indicator Multiple Causes (MIMIC) model. The findings are very important in terms of contributing to the interpretation of latent classes. According to the results, the gender variable was a source of DIF for latent classes. It is important to include direct effects by gathering unbiased estimates for the measurement and structural parameters. Disregarding these effects can lead to incorrect identification of implicit classes. A sample application of MIMIC model was performed in a latent class framework with a stepwise approach in this study.
Will the Marketing Educators Have Intention to Continue Using Game-Based Pedagogy Post the COVID-19 Pandemic?
Author: Srivastava, Mallika
Date: 2022-00-00
Type: Journal Articles
Subjects: Game Based Learning,Marketing,Teaching Methods,COVID-19,Pandemics,College Faculty,Teacher Attitudes,Online Courses,Educational Change,Content Analysis,Teaching Experience,Intention,Self Efficacy,Foreign Countries,Attention

The COVID-19 disease outbreak has resulted in governments around the globe taking action to put in place unparalleled methods for a response. One of the worst hit sectors is education. As campuses across countries started shutting down abruptly, online education was needed quickly and prompted educators to adopt different pedagogies. Marketing educators generally are that cohort of academics who are most used to changing materials and processes due to the agile nature of markets and to make students industry ready. This research therefore incorporates a mixed method approach to identify the experience marketing educators had while incorporating Game Based Pedagogy (GBP) in marketing education during the pandemic and the determinants of continuance intention to use the same, post the pandemic. Semi structured interviews were conducted to reflect on the experience of marketing educators on GBP and data were analysed using content analysis, to identify various themes post which quantitative research was conducted to identify the determinants of continuance intention for using GBP post pandemic. The findings highlight the positive and negative experiences of marketing educators associated with GBP and important determinants of continuance intention.
An Exploration of Students&apos; Perceptions on the Blended Learning Mode in Management Education: A Case of Selected Colleges in India
Author: Shrivastava, Alka
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Administrator Education,Student Attitudes,College Students,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education

This paper presents the findings of an exploration of student perceptions of blended learning in next normal management education. During the COVID-19 pandemic, online learning became the normal mode of teaching and learning in higher education. The changing landscape of higher education needs an innovative approach for teaching and learning. In the current circumstances, a combination of online and traditional learning may be assuming a place as the right learning model. This model is commonly known as &quot;blended learning&quot; which can be considered as the next normal learning process in higher education. The focus of this exploratory study is to present the perceptions of management students towards blended learning. Data were collected from 375 respondents from different institutes in India. Descriptive analysis of the responses has been presented. The results of the study show that the students of support blended learning in next normal management education. The study also found that students are ready for blended learning as the next normal learning process.
Impact of First-Generation Status, Living in an LLC, and Campus Club Involvement on Sense of Belonging in the First Semester
Author: Jones, S. Nicole
Date: 2022-00-00
Type: Journal Articles
Subjects: First Generation College Students,College Freshmen,Living Learning Centers,Extracurricular Activities,Clubs,Group Membership,Interpersonal Relationship,Peer Relationship,Classroom Environment,Social Isolation,Teacher Student Relationship,Student Participation,Social Cognition

To determine if first-generation status, living in an LLC, and campus club involvement affect students' sense of belonging in their first semester of college, the researchers surveyed first-year college students enrolled at a large, public research institution during their first semester. Multiple regression analyses found campus club involvement to be a significant predictor of sense of belonging on all four subscales of the Sense of Belonging Scale: perceived peer support, perceived classroom comfort, perceived isolation, and perceived faculty support. Living in an LLC was also found to be a significant predictor of perceived peer support, but not in perceived classroom comfort, perceived isolation, or perceived faculty support. First-generation status did not emerge as a significant predictor for any of the four areas of sense of belonging. Findings revealed the significant role campus involvement has on college students' sense of belonging in the first semester.
Exploring How the Use of a Simulation Technique Can Affect EFL Students&apos; Willingness to Communicate
Author: Bijani, Houman
Date: 2022-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Communication Skills,Student Attitudes,Interpersonal Communication,Simulation,Role Playing,Foreign Countries,High School Students

This study is intended to explore an applicable and effective model of simulated situation for English as a Foreign Language (EFL) learners and also investigate the effects of the simulated environment on Willingness to Communicate (WTC) of the learners. To carry out this study, 300 elementary level EFL learners were chosen. A Key English Test (KET) was administered to ensure homogeneity on the learners. They were divided into two groups of experimental and control. A WTC questionnaire developed by Macintyre, Baker, Clement, and Conrod (2001) was used, after validation through Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA) and Modeling, as an instrument to obtain primary data. The results of Mann-Whitney U test revealed that simulated environment had positive effects on the participants' WTC. The findings of this study suggest that understanding how a simulated environment affects EFL learners' success in speaking proficiency can help institutes to provide such environments for EFL learners and instructors. This method can be presented at different levels of English proficiency. The focus of this study was mainly on speaking skill; therefore, similar studies can be conducted regarding other language skills, e.g., writing, listening and reading.
Pamukkale Critical Thinking Skill Scale: A Validity and Reliability Study
Author: Duru, Erdinc
Date: 2022-00-00
Type: Journal Articles
Subjects: Critical Thinking,Cognitive Measurement,Test Validity,Test Reliability,Cognitive Tests,Test Construction,Test Format,Factor Analysis,College Students,Item Response Theory,Foreign Countries

The aim of this study is to develop a valid and reliable measurement tool that measures critical thinking skills of university students. Pamukkale Critical Thinking Skills Scale was developed as two separate forms; multiple choice and open-ended. The validity and reliability studies of the multiple-choice form were constructed on two different theoretical frameworks as classical test theory and item-response theory. According to classical test theory, exploratory and confirmatory factor analyses were performed, to item-response theory, the Generalized Partial Credit Model (GPCM) for one-dimensional and multi-category scales was tested for the construct validity of the multiple-choice form of the scale. Analysis results supported the unidimensional structure of the scale. The reliability analyzes showed that the internal consistency coefficient of the scale and the item-total correlation values were high enough. The test-retest analysis results supported that the scale shows stability over time regarding the field it measures. The results of the item-response theory-based analysis also showed that the scale met the item-model fit assumptions. In the evaluation of the open-ended form of the scale, a rubric was used. Several studies were conducted on the validity and reliability of the open-ended form, and the results of the analysis provided psychometric support for the validity and reliability. As a result, Pamukkale Critical Thinking Skills Scale, which was developed in two forms, is a valid and reliable measurement tool to measure critical thinking skills of university students. The findings were discussed in the light of the literature and some suggestions were given.
The Role of Individual Differences on Epistemic Curiosity (EC) and Self-Regulated Learning (SRL) during E-Learning: The Turkish Context
Author: Akgun, Ergun
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Females,Correlation,Gender Differences,Student Attitudes,Undergraduate Students,Effect Size,Foreign Countries,Individual Differences,Electronic Learning,Measures (Individuals),Epistemology,Prediction

This study aims to examine the relations and associations between gender, epistemic curiosity (EC), self-regulated learning (SRL), and attitudes toward e-learning in higher education students. The participants were 2438 (862 males, 1576 females) undergraduate students enrolled in a Turkish university. The regression analysis findings showed that although the effect size was low, attitudes towards e-learning can be predicted significantly by gender, EC, and SRL. Datasets are further analyzed using data mining. The findings of the association rule mining revealed that gender plays an influential role. Several association rules among EC, SRL, and attitudes towards e-learning were detected for female students. The results provide recommendations about using data mining as a statistical method in educational and psychological research.
A South African Beginner Natural Sciences Teacher&apos;s Articulated PCK-in-Practice with Respect to Electric Circuits: A Case Study
Author: Poti, Joyce G.
Date: 2022-00-00
Type: Journal Articles
Subjects: Natural Sciences,Science Teachers,Pedagogical Content Knowledge,Energy,Science Education,Beginning Teachers,Case Studies,Grade 9,Electronic Equipment,Educational Practices,Teaching Methods,Foreign Countries,Scientific Concepts,Science Curriculum,Teacher Attitudes

Literature shows that science teachers' development and practice of PCK have always been a concern in science education research. Globally, national policies have begun to underscore the instruction of science teachers as a great concern. This study is considered worthwhile, as it intended to address this gap by exploring a beginner teacher's PCK knowledge and articulated PCK-in-practice. One participant was purposefully sampled. An exploratory qualitative case study was conducted, and the beginner natural sciences teacher's PCK of teaching grade 9 electric circuits was explored and analysed through an in-depth enquiry. First, the participant was interviewed, then classroom observations were conducted. The observations were video recorded while the topic in question was being taught. The PCK classroom observations schedule was adopted from Barendsen and Henze (2019). A post-classroom observation interview was conducted. Saldan~a's (2009) model and Pitjeng's (2014) topic specific PCK rubric were adopted as analytical tools. The findings of this study show that the participant ignored students' contributions and debates because the lessons were teacher centred. The participant highlighted difficulties linking theoretical classroom science concepts with learners' real-life experiences. This study is important, as it shows the interconnections of PCK knowledges and how they play a significant role in a teacher's articulated PCK-in-practice with respect to electric circuits.
Assessing the Impact of Digital Games-Based Learning on Students&apos; Performance in Learning Fractions Using (ABACUS) Software Application
Author: Jarrah, Adeeb M.
Date: 2022-00-00
Type: Journal Articles
Subjects: Video Games,Game Based Learning,Mathematics Achievement,Fractions,Computer Software,Foreign Countries,Instructional Effectiveness,Problem Solving,Gender Differences

The United Arab Emirates' vision of the 2021 National agenda aimed that its students rank among the best in the world in mathematics and the sciences. However, fractions remain a challenging topic for both teachers and students. The purpose of this study was to investigate the impact of using digital games-based learning (ABACUS) on students' performance as they learn fractions. A quasi-experimental design was used in carrying out the research. All groups were pre- and post-tested to evaluate the effectiveness of the ABACUS active learning intervention. Eighty (n=80) student participants were divided randomly into a control (n=39) group and an experimental (n=41) group. Descriptive and inferential statistics were used to analyze the data from the pre- and post-tests. The results suggested that students in the post-test of the experimental group achieved a higher score than those in the control group. The findings of this study may provide mathematics teachers with an alternative method to teaching the concept of fractions. Additionally, the findings may also inspire or encourage curriculum planners to integrate digital games-based learning in educational settings. The study concluded with some implications and recommendations for future research.
Cognitive Obstacles in the Learning of Complex Number Concepts: A Case Study of In-Service Undergraduate Physics Student-Teachers in Zimbabwe
Author: Mutambara, Lillias Hamufari Natsai
Date: 2022-00-00
Type: Journal Articles
Subjects: Physics,Barriers,Undergraduate Students,Science Instruction,Student Teachers,Honors Curriculum,Mathematical Concepts,Concept Formation,Cognitive Ability,Schemata (Cognition),Case Studies,Algebra,Advanced Courses,Foreign Countries,Inservice Teacher Education,Prerequisites,Science Teachers

Physics and mathematics are interrelated as part of the science, technology, engineering, and mathematics (STEM) disciplines. The learning of science is supported by mathematical skills and knowledge. The aim of this paper is to determine the cognitive obstacles of in-service undergraduate physics student-teachers' understanding of the concept of complex numbers which is part of linear algebra. A case study is presented involving 10 undergraduate student-teachers at a university in Zimbabwe studying for a Bachelor of Science Education Honours Degree in physics. Data were generated from the 10 participants' answers to structured activity sheets and interviews. Action, process, object, schema (APOS) theory was used to explore the possible ways that students may follow to understand the concepts of complex numbers and how they concur with the preliminary genetic decomposition. It was observed that most of the participants were operating at the action level, with a few operating at the process and object levels of understanding. Recommendations are made in this study that instructors should pay more attention to the prerequisite concepts and the &quot;met afters&quot; so that students can encapsulate processes into object understanding of division of complex numbers and polar form.
Investigation of Student&apos;s Perception Learning Calculus with GeoGebra and Cycle Model
Author: Bedada, Tola Bekene
Date: 2022-00-00
Type: Journal Articles
Subjects: Calculus,Mathematics Instruction,Learning Processes,Computer Software,Teaching Methods,Undergraduate Students,Student Attitudes,Preferences,Scaffolding (Teaching Technique),Foreign Countries

Learners in the 21st century need technological support in the learning process because of the advancements made in technology for teaching and learning. A GeoGebra-oriented classroom uses one of these technologies that can be implemented in the classroom. The new developed cycle model implemented in the study and explored the effect of using GeoGebra mathematical software on students' perceptions to using GeoGebra software to learn calculus. A mixed research methodology was employed. In the quantitative part of the study, a closed-ended questionnaires were used by clustering into themes and interview for the qualitative part of the study. The study was conducted at a university in Ethiopia that lasts for four weeks, and the university was selected purposively. The quantitative data were analyzed using SPSS version 27 while the qualitative data were coded into themes and analyzed using computer software ATLAS.ti 9. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus and 74% of students were satisfied with the preferences of the GeoGebra lesson-oriented course offered in the study while 70% were also interested in scaffolding activities and activities included in the developed model during interventions.
The Effect of CLIL Combined with Language Instruction on Language Learning and the Role of Individual and Institutional Factors in Students&apos; Perspectives: Empirical Evidence from Kazakhstan
Author: Satayev, Malik
Date: 2022-00-00
Type: Journal Articles
Subjects: Content and Language Integrated Learning,Language Skills,English (Second Language),College Students,Student Attitudes,Language of Instruction,Second Language Learning,Foreign Countries,Grammar,Listening Skills,Language Proficiency,Intervention

Content and language integrated learning (CLIL) is still a growing area of research. In this study, we investigated the effect of a one-semester CLIL intervention combined with English language instruction on university students' general English skills the associations between institutional and individual factors and views on CLIL. A total of 105 students from two academic programs (biology-chemistry, and physic-informatics) at a private university in Kazakhstan participated in the study. Quantitative data were collected through two different instruments. MANOVA and correlation analyses were carried out to analyze the data. A large effect of CLIL combined with language instruction was observed on language gains. Additionally, the study identified two factors that are significantly associated with student recognition of higher language and disciplinary knowledge learning, more positive attitudes to and higher satisfaction with CLIL: being a non-first-year student and having CLIL experience in pre-university education. In light of the results obtained, our findings reinforce the case for integrating language instruction that includes general, academic, and subject-specific goals in English-medium programs and courses in higher education.
Reflections of Future Kindergarten Teachers on the Design of a Mathematical Instruction Process Didactic Sequences with the Use of Robots
Author: Seckel, María José
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Robotics,Educational Technology,Mathematics Education,Computation,Thinking Skills,Preservice Teacher Education,Foreign Countries,Instructional Design

The purpose of this study is to analyze the reflections of future kindergarten teachers when designing didactic sequences with the use of the bee-bot robot. A qualitative methodological design was followed to achieve this objective, collecting the data through a written record prepared by the participants from collaborative work. A total of 25 future teachers participated, forming six working groups. The data were analyzed with the content analysis technique, considering the criteria of didactic suitability--epistemic, cognitive, interactional, mediational, affective, and ecological--and their respective components. The results suggest that at the moment prior to the design of the didactic sequences, the reflections of the groups of future teachers are related only to some criteria, while, in the design of the proposed teaching and learning process, the units of analysis were related to all six criteria. With the results obtained, it is concluded that a future implementation and observation of the design of didactic sequences by the participants would allow the participants to consider more components of the criteria when reflecting. In addition, it is concluded that training that contemplates the criteria of didactic suitability, would also allow future teachers to deepen their reflections, guiding them with these tools.
Topic Modeling of the Student Emails Sent before and during the Birth of COVID-19 in Physics and Math Classes
Author: Tadeo, Danilo Jr Austria
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Mail,COVID-19,Pandemics,Physics,Science Education,Mathematics Education,Distance Education,Teacher Student Relationship,Network Analysis,Content Analysis,Electronic Learning,High School Students,Advanced Placement Programs

The COVID-19 pandemic caused physical classes to suddenly transition to online learning all over the globe two years ago, resulting in students becoming more active in online email communication. The emails sent by the students were observed to contain students' concerns and needs for teacher support during the early stages of worldwide online classes due to COVID-19. As such, this study was interested in those email contents that were explored and analyzed through topic modeling, network analysis, and grounded theory. Six hundred twenty-three emails sent by seventy students in physics and math classes were analyzed using InfraNodus. This tool can perform topic modeling and visualize network graphs of verbal text data such as emails. By topic modeling and network graphical analysis, the findings revealed that the main topic clusters of the student emails corpus pertain to class assessments--questions and tests. Moreover, the influential keywords in the network graphs were coded, and the emails representing those keywords were further categorized using grounded theory. Doing so led to the finding that students needed teacher support on the content and supportive pedagogy. Supportive pedagogy needs may include test goals, schedule, content, and procedures, reviewing the test solutions and answers, and providing necessary test accommodations. Further study on teacher support in the online physics class and the effect of delivering teacher support on the student's performance can be a topic of future research.