ethanporcaro/eric-fulltext-meta huggingface dataset:
Auto-Feedback to Improve Academic Performance
Author: Navarro Jover, José Manuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Automation,Feedback (Response),Academic Achievement,College Freshmen,Engineering Education,Self Control,Attendance

This study was carried out on first-year engineering students in the subject of technical drawing, an eminently practical subject that requires the continuous development of spatial vision and also that students should devote time and effort to it from the very beginning. For the study we designed an auto-feedback activity to be applied to the students in the experimental group. The aim was to determine whether the students improved by this means their capacity for self-regulation and ultimately their academic performance. The students included in the experimental group obtained higher scores in the end-of-year self-regulation questionnaire (78.5) than those in the control group (66.47). There was a highly significant correlation (r=0.60; p&lt;0.05) between the final grade and the class attendance rate. Although the auto-feedback treatment did not directly influence the final grades in the analysis of overall variance, it did have an indirect effect through the attendance variable; the students in the experimental group attended significantly more classes than those in the control group (82.2% vs. 68.6%; p&lt;0.05). In fact, a comparison of the average final grades showed that the experimental group obtained significantly higher marks (6.97/10) than the control group (3.8/10).
The Physicality and Emotionality of Learning: Design Inclusive Classrooms for All Students
Author: Crump, Sara Lyn
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Environment,Physical Environment,Psychological Patterns,Students with Disabilities,Minority Group Students,Diversity,Special Education

In today's classrooms, the tone and physical space of learning is increasingly important so that all student voices are included and valued. This position paper aims to describe how the learning space is a sacred one in which students who have disabilities, come from diverse ethnic backgrounds and certainly varied learning backgrounds should feel respected, supported and comfortable to share their viewpoints when interacting with the teacher and with their peers daily. With the increasing demands that COVID-19 has stressed upon our public schools, students are often moving from in-person learning to online learning fluidly so these environments and their tone are more and more relevant and important in the lives of our students.
The Transformation of a School Library
Author: Stewart, Christopher A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,School Libraries,COVID-19,Pandemics,Librarians,School Closing,Distance Education,Racial Discrimination,Interpersonal Relationship,Educational Environment

Christopher A. Stewart describes how he used the power of virtual and outside opportunities to empower his students to have hope in the future by making their voices heard and grounding their learning in historical truths about race, ethnicity, and representation.
Reading the Room: Sustaining Our Libraries by Identifying and Responding to the Needs of Our Communities
Author: Sannwald, Suzanne
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Library Personnel,Library Role,Library Education,Librarians,Needs Assessment,Strategic Planning,Library Services,Higher Education

The idea of &quot;reading the room&quot; borrowed from the business world applies to how school library professionals can identify and responsively meet the needs of users. By stepping up to do work even when it is not requested, and yet in alignment with our mission, we can help sustain our library programs.
Students&apos; Metaphoric Perceptions Regarding the Concept of Distance Education during the Pandemic
Author: Yildiz, Ezgi Pelin
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Attitudes,Figurative Language,Distance Education,COVID-19,Pandemics,Elementary School Students,Secondary School Students,Age Differences,Academically Gifted,Foreign Countries,Positive Attitudes,Negative Attitudes

The aim of this study is to examine the views of students at different education levels on the concept of distance education through metaphors. In this study, the phenomenological design was used in accordance with the nature of qualitative research. The participants of the study, for whom the ethical rules were taken into account, consisted of 63 gifted students in total studying at primary and secondary school levels. In the collection of data, each participant was asked to fill in the form containing an open-ended item for the concept of distance education. The data obtained from the students were later analysed using the content analysis technique. When the relevant metaphors were examined, a total of 63 different categories were revealed. Depending on these categories, it has been observed that the concept of distance education is represented through different metaphors. According to the findings, it was determined that primary and secondary school students simulated the concept of distance education to different metaphors such as speaking class, longing for friends and intelligence cube.
Debate Participation and Academic Achievement among High School Students in the Houston Independent School District: 2012-2015
Author: Ko, Tomohiro M.
Date: 2021-06-00
Type: Journal Articles
Subjects: Debate,Student Participation,Academic Achievement,High School Students,Program Effectiveness,College Entrance Examinations,Grade Point Average,Critical Thinking

Competitive debate programs exist across the globe, and participation in debate has been linked to improved critical thinking skills and academic performance. However, few evaluations have been able to adequately address self-selection into the activity when examining its impact on achievement. This study evaluated the relationship between participating in a debate program and academic performance among high school students (N=35,788; 1,145 debaters and 34,643 non-debaters) using linked debate participation and academic record data from the Houston Independent School District. Academic performance was indicated by cumulative GPA and performance on the SAT college entrance exam. Selection into debate was addressed using propensity score methods informed by sociodemographic characteristics and 8th grade standardized test scores to account for pre-debate achievement. Debate participation was associated with 0.66 points (95% Confidence Interval (CI): 0.64, 0.68) higher GPA, 52.43 points (95%CI: 50.47, 54.38) higher SAT Math, and 57.05 points (95% CI: 55.14, 58.96) higher SAT Reading/Writing scores. Findings suggest that competitive debate is associated with better academic outcomes for students.
Mathematics Anxiety, Attitude and Performance among Secondary School Students in Kenya
Author: Mutegi, Casty Mukami
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Anxiety,Student Attitudes,Secondary School Students,Mathematics Achievement,Correlation,Grades (Scholastic),Gender Differences,Age Differences

Mathematics anxiety and attitude have a great influence on mathematics performance. This article presents an analysis of the relationship between Mathematics anxiety, attitude and performance. The study adopted a correlational research design. The analysis is based on the responses of 367 students who were randomly selected from 55 secondary schools. An adapted Mathematics Anxiety Scale (MAS) and Attitude towards Mathematics Inventory (ATMI) were used. The performance grades for the students were also gathered from the teachers whereby the list that contained the students' marks also contained the admission numbers of the students for easier linkage with the individual student questionnaire. The data were analyzed using the scatter plot diagram to give the outline of the relationship and Spearman's correlation coefficient to find out whether there is a significant relationship between Mathematics anxiety, Mathematics attitude and performance. There was a positive significant linear relationship between Mathematics anxiety and Mathematics attitude (r= 0.538, p&lt; 0.05). There was a negative significant linear relationship between Mathematics performance and Mathematics anxiety (r= -0.723, p&lt; 0.05). This shows that Mathematics attitude correlates with Mathematics anxiety which later correlates with Mathematics performance of the students, hence the two variables should be given appropriate attention to produce better and positive results in terms of performance.
The Effectiveness of Response to Intervention (RTI) Diagnostic Program in Diagnosing and Improving the Difficulties of Reading and Writing in a Jordanian Sample
Author: Al-Onizat, Sabah Hasan Hamdan
Date: 2021-06-00
Type: Journal Articles
Subjects: Program Effectiveness,Response to Intervention,Identification,Foreign Countries,Reading Difficulties,Writing Difficulties,Grade 4,Grade 5,Grade 6,Elementary School Students,Intelligence Tests

The study aims to investigate the impact of an educational program that was developed based on the response to intervention model for diagnosing and improving the difficulties of learning to read and write among a sample of students in Jordan. The number of the study participants was 60 male and female students, with learning difficulties in fourth, fifth, and sixth grades in government schools affiliated with the Jordanian Ministry of Education. For the purpose of the study, a program was prepared based on the strategies and methods of the response to intervention model in three stages, measured the effectiveness of the program in diagnosing reading and writing difficulties was prepared and measured the extent of their improvement. The researcher prepared achievement reading and writing tests to be applied in the pre and post measurement for each stage of the response to intervention model. The program was implemented for two consecutive months at three meetings per week, each of which lasted for 45 minutes. The study data collected were analyzed and the study reached (1) the effectiveness of the response to intervention model in detecting students' reading and writing difficulties were demonstrated by the decrease in the number of students who need intensive interventions according to each stage of the model and (2) there are statistically significant differences in the achievement tests performance for reading and writing and for post-measurement in all stages of the response to intervention model and grades.
Five Learning Design Principles to Create Active Learning for Engaging with Research in a MOOC
Author: Haugsbakken, Halvdan
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Design,Active Learning,Learner Engagement,Online Courses,High School Students,Educational Research,Technology Uses in Education

Creating a Massive Online Open Course (MOOC) based on analysis from research requires the adaptation of MOOC pedagogies. For example, course designers need to follow certain design principles and adapt learning content to the pedagogies and constraints of a MOOC platform. That said, this paper outlines five different learning design principles that create active learning in a MOOC. These emerged when adapting knowledge from a research case study. To exemplify the adaptation, this paper examines how research from a sociological, qualitative classroom study about a teacher who used digital technologies in foreign-language training at a Norwegian high school was adapted for a MOOC that ran on FutureLearn.
International Online Graduate Students&apos; Perceptions of CoI
Author: Bissessar, Charmaine
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Online Courses,Graduate Students,Student Attitudes,Communities of Practice,Inquiry,Learner Engagement,Group Dynamics,Foreign Countries,Peer Relationship,Teacher Student Relationship

With the current issue of student retention and attrition as a major aspect of online education, this interpretivist qualitative case study sought to determine whether online facilitators and online student-to-student relationships affect online graduate students' ability to complete their modules and achieve student learning objectives and outcomes (LOO). This study encompassed CoI (Community of Inquiry) and surveyed 54 participants who indicated that the three interdependent presences that form part of CoI (cognitive, social, and teaching) were instrumental in helping them to complete their modules and to achieve student learning objectives and outcomes (LOO). Students' feedback on online facilitators exemplified their cognitive presence in the form of statements linked to triggering events and exploring of ideas. However, there were few statements connected to integration and none linked to resolution. Overall, most of the data collected connected to subsets of teaching and social presences rather than cognitive presence. Additionally, students' feedback on their peers suggests that social presence that fosters group cohesion is the most critical factor to assist in completion of the modules and achieving student LOO. Open communication was also indicated and, to a lesser degree, personal/affective subsets of social presence were evident. The findings of this study suggest that more research is needed on the components of the three presences and their relationship to students' ability to complete the module and achieve student LOO.
Elementary School Teachers&apos; Views Scale on the Using Zoom in Compulsory Distance Education during the Pandemic: Psychometric Properties
Author: Memis, Ceyhun
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Teacher Attitudes,Attitude Measures,Videoconferencing,Distance Education,Compulsory Education,Pandemics,COVID-19,Psychometrics,Synchronous Communication,Computer Mediated Communication,Test Construction,Test Validity,Test Reliability,Factor Analysis

Just as important phenomena such as natural disasters, conflicts and pandemics have effects on people's lives, new technologies also have impacts on people's lives and lifestyles. As a part of COVID-19, many countries have been forced to practice distance education at almost all educational levels. The pandemic of COVID-19 inspired educators to schedule for online learning. To help students learn, educators have used a range of online synchronous meeting technologies (SMTs). Zoom is a widely used, immersive, and easy-to-use SMT. In order to integrate Zoom application effectively which has started to be used in many countries and at all levels of education, it is essential to determine the teachers' thoughts and attitudes about using Zoom in the distance education process. To assess teachers' views, a valid and reliable measuring tool is needed. This research sought to create a valid and reliable scale that would assess teachers' views on the use of Zoom in distance education based on this need. The scale validity and reliability analysis have used for content validity, EFA, CFA, Cronbach alpha, and Composite reliability. According to the study's findings the scale is valid and reliable. Future researchers will be able to apply the developed scale in our study, to teachers working at various educational levels. Furthermore, the scale can be adapted for teachers serving in a variety of countries and cultures.
Future Jobs: Indonesian Primary Students&apos; Aspirations and Teachers&apos; Predictions
Author: Relmasira, Stefanus Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: Elementary School Students,Elementary School Teachers,Prediction,Occupational Aspiration,Occupational Information,Career Choice,Demand Occupations,Role of Education,Job Skills,Influence of Technology,Creativity,Gender Differences,Freehand Drawing,Grade 5,Grade 6,Foreign Countries

The transformation of occupations in Indonesia due to digital technologies, especially in Artificial Intelligence, becomes a challenge for current educators to prepare their students for future work skills. This research study seeks to understand what students' career aspirations are and their teachers' predictions about their students' future careers. There were 125 Indonesian primary school students and 141 teachers in Central Java province involved in this research. Students were asked to draw the aspiration of their future jobs when they grow up in the next 15-20 years, and teachers were asked to draw their predictions of their students' future careers. The results show some similarities and differences between students' aspirations and teachers' predictions. Both students and teachers have the same idea about the importance of jobs that emphasizing the use of creativity. However, students had a tendency to select their future careers related to creative and performing arts, whereas teachers predicted their students' future jobs as teachers and lecturers. The data also shows that students incline to draw the use of high-technology tools in their future jobs, whereas teachers tend to describe the use of conventional tools in their students' future careers. Further results are discussed in relation to the International Standard Classification of Occupations skill levels jobs.
Exploring the Impact of Peer Assessment on EFL Students&apos; Writing Performance
Author: Meletiadou, Eleni
Date: 2021-00-00
Type: Journal Articles
Subjects: Peer Evaluation,Writing Evaluation,Second Language Learning,Second Language Instruction,English (Second Language),Pretests Posttests,Writing Instruction,Foreign Countries,Teaching Methods,Learning Processes,Language Teachers,Scoring Rubrics,Teacher Student Relationship,Comparative Analysis,Punctuation,Language Usage,Vocabulary Skills,Secondary School Students,Faculty Development,Instructional Effectiveness

Lately, researchers have expressed their concern for EFL students' poor writing performance and exam failure. They have indicated that peer assessment (PA) can be successfully employed to support a better integration of teaching/instruction with assessment of progress in learning. Bearing this in mind, the current study employed a pre-test post-test quasi-experimental design and aimed to explore the effect of PA on 200 Greek Cypriot EFL students' writing performance. These adolescent learners attended two writing classes per week (90 minutes) for a full school year. Teachers received training in PA skills and then had to train their own students. Students were asked to use a PA rubric which was also devised by the researcher but negotiated between the students and their teachers during the training sessions. Paired T-tests were performed to investigate whether students in the control (n=100 students and 10 teachers) and the experimental groups (n=100 students and 10 teachers) enhanced their writing performance comparing their pre- to post-test scores. The study outcomes indicated that PA could have a moderately positive impact on students' writing performance. The use of PA improved students' writing performance in 5 aspects: mechanics, organisation, content, focus, and vocabulary and language use. In response to the need for more experimentation, this study provides recommendations for PA implementation in secondary school EFL writing classes which enable teachers to improve students' writing performance.
Implementing Art and Music in Maltese Courses for Non-Native Adults
Author: Zammit, Jacqueline
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Afro Asiatic Languages,Second Language Instruction,Second Language Learning,Foreign Workers,Teaching Methods,Art Activities,Music Activities,Adult Education,Online Courses,Conventional Instruction

Malta has currently attracted numerous non-natives who consider the island conducive for business, investment and work. To enhance their working and living experience in Malta, several foreigners are learning Maltese as a second language (ML2), which could be challenging to learn, especially its grammar, if second language (L2) learners do not know Arabic. Furthermore, ML2 is a new subject with a lack of research in its pedagogical approaches. Second language acquisition (SLA) can be quite challenging for adults. Various evidence-based interventions including the use of art and music have been used to enhance SLA. Art and music play an important role in SLA, such as stimulating communication in L2, memorising new words and enhancing comprehension skills. The purpose of this study is to explore the impact of using music and art to enhance adults' success in ML2. A qualitative methodology with convenience sampling was used to select 37 adult learners of ML2 who took part in a one-on-one interview via Zoom. The interviews were analysed, and the study results revealed that the use of art and music could contribute significantly in enhancing an adult learner's academic achievement in ML2, whereas according to the participants, art and music are not currently used in ML2 courses. Therefore, the study recommends the use of art and music in both traditional and online classes to enhance adult learners' academic achievement in ML2.
Assessing the Level of Secondary Mathematics Teachers&apos; Pedagogical Content Knowledge
Author: Moh'd, Salma Saleh
Date: 2021-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Teachers,Pedagogical Content Knowledge,Knowledge Level,Teacher Effectiveness,Self Evaluation (Individuals),Teaching Experience,Educational Attainment,Classroom Techniques,Public Schools,Foreign Countries

This study reports mixed-methods research findings, which assesses the level of mathematics teachers' pedagogical content knowledge (PCK) in selected secondary schools of Zanzibar. A Likert-scale questionnaire related to PCK self-assessment was administered to 69 teachers, 12 of whom were observed three times during lesson delivery in their respective mathematics classrooms. Both descriptive, inferential, and qualitative analyses were used. The study based on a questionnaire revealed that the level of mathematics teachers' PCK was moderate. However, significant differences in the levels of PCK based on teacher's education level and teaching experience were observed, while teachers' specializations showed no significant differences in their PCK level. The findings based on observation indicate that the level of PCK in classroom practices is low. This indicates the teachers' challenge in the implementation of PCK in classroom practices. There is, therefore, a need for more in-service training on raising teachers' PCK levels, which will eventually lead to improved mathematics teaching and learning.
A Systematic Review on the Definition of Children&apos;s Number Sense in the Primary School Years
Author: Ghazali, Munirah
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Number Concepts,Elementary School Students,Numeracy,Mathematics Education,Arithmetic

The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children's number sense provides a glean for introducing, implementing, and even measuring the number sense using the specific and contextualized indicators in early mathematics. Consequently, this phenomenon offers to bridge a gap in the literature concerning definitions of number sense and its indicators. This article systematically reviews on the indicators in measuring children's number sense based on the past research guided by the PRISMA statements. The metadata were analysed using open-coding and were further re-coded through axial coding and selective coding to form a definition of number sense. This article discusses on limitations, implications, and the future research directions for studying children's number sense in the primary schools' mathematics.