ethanporcaro/eric-fulltext-meta huggingface dataset:
Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language
Author: Xuan, Lim Ying
Date: 2018-12-00
Type: Journal Articles
Subjects: Foreign Countries,Independent Study,Learning Readiness,Second Language Learning,English (Second Language),Learning Strategies,Metacognition,Learning Motivation,Language Proficiency

Purpose: In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students' self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology: A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings: Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p&gt;0.05). Significance: The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students' English language abilities.
Importance of Sports Activities for Obese Youth in Socialization Process
Author: Kusan, Osman
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Obesity,Youth Programs,Athletics,Adolescents,Program Effectiveness,Age Differences,Socialization,Gender Differences,Family Income

The purpose of this study is to examine the contribution of sport to obese youth during socialization, considering the socio-cultural and economic characteristics of obese adolescents. In the study participated 118 obese children members of Ankara Metropolitan Municipality Family Life and Youth Centers who played sports or participated in sport activities in the 15-18 age range. As a data collection tool, the socialization scale consisting of 69 questions developed by Sahan (2007) was used. A computer-aided data analysis program was used in the research data. Frequency analysis was applied first and tables were made during the analysis of the data. The percentages of the variables in the sample were determined, and the characteristics of the sample were evaluated generally in these tables. Analysis procedures were applied according to hypotheses later. The data were evaluated by the Scheffe test, the Mann Whitney U test and the Kruskal-Wallis Nonparametric test. As a result of the research, it was found that there was no significant difference between the levels of socialization of obese youth according to the age variable and there was a significant difference between sexes, household income levels and the sports and socialization levels of obese youth who are interested and who are uninterested in sport. At the end of the research, it was observed that male obese teenagers had higher levels of socialization than female obese teenagers in terms of high income level and interest in sport.
Decision-Making of Middle School Students during an Earthquake
Author: Cin, Mustafa
Date: 2018-00-00
Type: Journal Articles
Subjects: Decision Making,Middle School Students,Seismology,Foreign Countries,Mathematics Instruction,Grade 8

The foreknowledge of peoples' decision-making process during an earthquake may give important clues as to whether or not their decisions will yield secure results. In the context of earthquake education, drawing upon these clues can potentially minimize the loss of life during earthquakes to a certain extent. Thus, the aim of this study was to determine decision-making process of students during an earthquake. The research was carried out in Giresun, Turkey. One hundred twenty-two (122) eighth grade students from three middle schools were included the study as a sample base. Three decision trees were developed in order to understand students' decision process (es). Students gave their answers on the three decision trees, whereupon their answers were analyzed using descriptive statistics. The results of the study showed that some students during an earthquake chose secure options, whilst others preferred options that can lead to negative results. Students' desire to escape from their locations during an earthquake was found to be the most common, but also the most unsafe decision. A number of other students, however, had opted to take a dangerous protection position during an earthquake. It was concluded that excessive fear of earthquakes and the negative influence of the media both have an effect on making unsafe decisions. The study suggested that people ought to be assured that there is a low possibility of buildings completely collapsing during an earthquake. It also recommended that people should take non-structural rather than structural risks into consideration during an earthquake, and that they ought to base their make decisions according to these risks.
Self-Efficacy of the Social Studies Teachers in Using the Interactive Whiteboards
Author: Kaya, Mehmet Tamer
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Teacher Effectiveness,Social Studies,Educational Technology,Technology Uses in Education,Secondary School Teachers,Age Differences,Gender Differences,Training,Interactive Video,Technological Literacy

The aim of this study is to analyse the self-efficacy of the social studies teachers in regard to the use of smart whiteboards. In the study the self-efficacy of the social studies teachers in regard to the use of smart boards was examined based on some variables (i.e., gender, age and receiving training on the use of information technologies). The study was designed according to the survey design and the participants were 101 social studies teachers working at public secondary schools in Afyonkarahisar province of Turkey. The data of the study were collected using the Self-Efficacy Scale in Using the Interactive Blackboard developed by Yalçinkaya and Özkan (2014). The data collected were analysed with the descriptive statistics, independent group's t Test and one-way analysis of variance. The findings indicate that the self efficacy of the social studies teachers participated in the study was at the level of &quot;agree&quot; suggesting that they perceived themselves competent in using the interactive blackboard. It was found that their self-efficacy in using the interactive blackboard did not vary based on the variables of gender and age, but prior training on information technologies had positive effects on their self-efficacy in using the interactive blackboard.
Student Perspectives and Learning Outcomes from Self-Guided Ensemble Rehearsal
Author: Hedgecoth, David M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Musical Instruments,Democracy,Governance,Group Activities,Music Education,Musicians,Power Structure,Leadership,Role,Teamwork,Responsibility,Participative Decision Making

The purpose of this study was to examine democratic practice in a large ensemble setting. A large (N = 63) auditioned concert band served as the case study for the present investigation. A series of self-guided rehearsals provided the opportunity for the ensemble members to engage in democratic musical governance without a conductor. Mixed-method methodologies were utilized to gain deep insight into interpersonal and musical events that took place during the group's rehearsals. Several findings provide new insight into how democratic practices function in large ensembles, and how these practices impact music education instruction. Specifically, I analyzed the impact of individual/group preparation and planning, perceived musical benefits to democratic musical governance, and social drawbacks from the self-guided experience. The participants also identified several salient variables for future study, including extensive preparation prior to rehearsals, the use of moderators during debates, appropriate literature selections, and allowing all members to voice their input.
Evaluation of 5th Grade Turkish Mathematics Curriculum According to Students&apos; and Teachers&apos; Views
Author: Ocak, Gürbüz
Date: 2019-01-00
Type: Journal Articles
Subjects: Grade 5,Foreign Countries,Mathematics Instruction,Mathematics Curriculum,Mathematics Teachers,Mathematical Concepts,Concept Formation,Elementary School Mathematics,Self Efficacy,Curriculum Development,Teacher Attitudes,Elementary School Teachers

This study aimed to evaluate all aspects of the 2018 Mathematics curriculum for 5th grade students in secondary school. In the study, concurrent nested design, one of the mixed research methods, was used. The participants for this study consisted of 204 5th grade students and 10 mathematics teachers in their 2017/2018 academic year. Quantitative data were collected with a 56-item student self-efficacy perception questionnaire and for qualitative data a semi-structured teacher interview form was developed by the researcher. The results obtained were compared with the 2005 and 2013 Mathematics curriculum. In analysing the 2005 and 2013 curriculum document analysis technique was used. For the 2018 Mathematics curriculum, some statistics such as percentage, frequency and arithmetic mean were used in the analysis of quantitative data. In the analysis of qualitative data, content analysis technique was used. It was emphasized in the study that the objectives of 2018 mathematics curriculum were appropriate to the student level and that the students were sufficient in terms of objectives. Moreover, the reduction in the number of objectives is regarded as a positive development by the teachers. Meanwhile, most of the students stated that geometric objects are the most difficult subject in the sub-learning field. This result is similar to the results obtained from interviews with teachers. Problems with equipment deficiency, crowded classes, and measurement evaluation process were observed to still continue.
Multiculturality Concept and Its Reflections on Education: The Case of Turkey
Author: Kösker, Nilüfer
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multicultural Education,Cultural Pluralism,Student Attitudes,High School Students,Attitude Measures,Scores,Gender Differences,Geographic Regions,Family Income,Anxiety,Parent Background,Negative Attitudes,Ethnicity,Cultural Awareness,Ethnic Groups,Social Discrimination

The current study investigated the multiculturality attitudes of high school students using the Multiculturality Attitude Scale. The determination of the dynamics affecting students' multiculturality attitudes will provide opportunities for reconstructing the educational settings accordingly. The sample of the study was 2237 students from 24 high schools from 14 provincial centres in 7 geographical regions of Turkey. The data analysis was carried out using descriptive and inferential statistics. The analyses examined the relationships between the multiculturality attitudes of the students and their gender, class level, family income status, education level of the parents, and the geographic region of residence. The findings indicated significant differences between all dimensions of the scale (i.e., anxiety, richness, tolerance, threat, and discrimination) and the variables of the study. The findings indicated that the female students' attitude mean scores were more positive than those of the male students. Students in Central Anatolia, Southeastern Anatolia, and Marmara regions had higher attitude scores than students from other regions. As students' family income level increases, they regard multiculturality as a threat (ethnicity-based). Students whose parents have a high level of education regard multiculturality as a threat (ethnicity-based). In order to minimize these negative attitudes towards multiculturality in the society, people's awareness of different life practices by various groups within a country or community offers richness that should be recognized. To achieve this, the regulation of educational experiences considering cultural diversity and normalizing transitions, the differences in the educational institutions that serve as foundation in the society-building process are of the utmost importance.
Students&apos; Achievement in Symmetry of Two Dimensional Shapes Using Geometer&apos;s Sketchpad
Author: Thangamani, Usha
Date: 2019-01-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Software,Educational Technology,Technology Uses in Education,Grade 3,Elementary School Students,Foreign Countries,Conventional Instruction,Student Attitudes,Mathematics Achievement,Geometric Concepts,Concept Formation,Mathematics Instruction

The purpose of this study is to determine the effects of dynamic geometry software Geometer's Sketchpad (GSP) on students' achievement in symmetry of two dimensional shapes. A total of 36 mixed ability Year 3 pupils from a primary school in a rural area of Kedah participated in the study. They were divided into two groups: the experimental group was subjected to lessons shaped with Geometer's Sketchpad (GSP) while the control group was subjected to lessons using the traditional method. The difference between experimental and control groups' achievement was measured using post-test. Students' attitude toward learning of symmetry was measured using a questionnaire with a four-point Likert Scale. Results of the study showed that the experimental group performed better than the control group. These findings indicated that the use of Geometer's Sketchpad (GSP) improve the pupils' achievement and attitude towards learning symmetry of two dimensional shapes.
Mobile Phones as Gold Deposit--Students Explore Sustainability in a Hands-On Project
Author: Regelous, Anette
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Grade 9,Student Attitudes,Comprehension,Sustainability,Ecology,Conservation (Environment),Hands on Science,Chemistry,Foreign Countries,Geology,Program Effectiveness,Natural Resources

Resources, resource efficiency and sustainability are one of the most important socio-political issues of today. We here present a best practice example for project-based learning aiming to change student's understanding and attitude towards sustainability at school level. In this project forty-two Year 9 students explored by themselves the link between resources, sustainability and the consequences for their own living environment. After an introductory school seminar the students washed gold in a stream using gold washing pans. Afterwards, the students developed a hands-on model how gold deposits form and carried out experiments concerning the physical and chemical properties of gold. At the University the students then analysed the chemical composition of rocks containing gold. The learning outcomes were measured by a self-designed questionnaire. The results of the questionnaire before and after the project show that the students understood that mobile phones are &quot;a valuable gold deposit&quot; and appreciated the value of the precious metal gold as a high-tech raw material. Before the project only 24% of the students thought they had a good or very good understanding of the interrelationship between resources and sustainability, but after the project the percentage has been risen to 96%. In addition, the students realized the value of recycling as an important aspect of sustainability. Only 5% of the students stated that they would recycle their mobile phones before the project, after the project the percentage has increased to 67%. The students took action in their school demonstrating a change in attitudes towards sustainability.
The Impact of Place Based Education Approach on Student Achievement in Social Studies
Author: Akkaya Yilmaz, Mavi
Date: 2018-00-00
Type: Journal Articles
Subjects: Grade 6,Social Studies,Place Based Education,Program Effectiveness,Instructional Effectiveness,Conventional Instruction,Foreign Countries,Teaching Methods,Experiential Learning

The objective of this research is to examine the effectiveness of teaching the 6th grade (12-13 years old) social studies lessons' unit &quot;Our Country's Resources&quot; by place based teaching method on student achievement. This research was conducted in 2013-2014 academic year for six weeks in a public secondary school in Milas. In this research, an intervention and a control group were used. The intervention group was taught the unit with the place-based teaching method. The control group was taught the unit by their normal classroom instruction. Both the control and the intervention group student achievement was measured with pre- and post-tests, which were developed by the researcher, in order to examine the student achievement between the two groups. Post and pre-test scores was analysed by using Two-factor ANOVA. According to this analyse findings, the students of the experiment group educated with place based method attained the learning goals significantly higher as compared to the control group students receiving normal classroom instruction. In conclusion it is clear that place based education method more effective for student achievement in social studies education.
The Art of Listening: Listening Skill Development, Classical Music Appreciation, and Personal Response through Visual Art in a Middle School Program
Author: Smiraglia, Christina
Date: 2018-00-00
Type: Journal Articles
Subjects: Listening Skills,Visual Arts,Music Appreciation,Foreign Countries,Elementary School Students,Elementary School Teachers,Student Attitudes,Teacher Attitudes,Program Effectiveness,Classical Music

Although many programs aim to develop students' listening skills and promote the appreciation of Western classical music, relatively few such programs incorporate visual art. This study examined the perceived effectiveness of the Edinburgh International Festival's (EIF) &quot;Art of Listening&quot; program in reaching its stated goals to: develop skills for listening, encourage the enjoyment of listening to Western classical music, break down preconceptions held about Western classical music, cultivate a deeper relationship with the imagination through music and art, and encourage students' personal responses to music. Focusing primarily on the first three goals, this study gathered data from 78 students from six upper primary classes (generally students ages 11 or 12) from four schools located in the Edinburgh, Scotland metropolitan area. Findings from student and teacher surveys before and after the program as well as program observations indicate that participants perceive that the &quot;Art of Listening&quot; program achieves the specific objectives examined, at least in the short-term. Both students and teachers responded positively to the program's unique combination of listening skill development, classical music appreciation, and responses to music through visual art. The article discusses considerations for implementing similar programs in other contexts and makes suggestions for future research.
The Effect of Using the 4MAT Teaching Method in 6th-Grade Social Studies Education on the Academic Achievement of Students
Author: Inel, Yusuf
Date: 2018-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Academic Achievement,Social Studies,Grade 6,Democracy,Secondary School Students,Foreign Countries,Cognitive Style

The goal of this research is to reveal out the effect of the activities prepared based on the 4MAT teaching method on the academic achievement of the students, with respect to the unit, &quot;The Journey of Democracy&quot;, included in social studies curriculum for 6th-graders. In accordance with this goal, the research was conducted using the Solomon four-group experimental model. The study group of the research consisted of 80 sixth graders studying, in the 2017-2018 academic year, at a public secondary school in Merkezefendi district of Denizli province located in the west of Turkey. The research was conducted in a total of four different classes each of which consisted of 20 students. Classes 6/A and 6/C made up the experiment group whereas classes 6/B and 6/D made up the control group. An achievement test developed by the researcher, consisting of 25 questions, with a KR20 value of 0.80, was used as the mean of data collection. Four options were offered for each question included in the achievement test and the students were asked to mark the option they deemed to be true. In the analysis of the data, frequency, arithmetic mean, percent, standard deviation, and t-test and covariance (ANCOVA) tests among the difference tests, were used. At the end of the research, it was concluded that the 4MAT teaching method was more effective than the existing teaching method in improving the academic achievement of the students with respect to the unit &quot;The Journey of Democracy&quot;.
Exploring Autonomography: The Development of a Self-Directed Writing Self-Rating Scale
Author: Olivier, Jako
Date: 2019-01-00
Type: Journal Articles
Subjects: Rating Scales,Language Variation,Indo European Languages,Problem Solving,Self Evaluation (Individuals),Factor Analysis,Independent Study,Metacognition,Personal Autonomy,College Students,Student Attitudes,Writing (Composition),Preferences,Expressive Language,Word Processing,Editing,Creative Writing,Foreign Countries

Writing involves a number of skills and being self-directed in the process would contribute to greater effectivity. The concept of autonomography, or being self-directed in terms of writing, draws from the literature on self-directed learning and specifically self-directed writing, where concepts such as self-regulation and learner autonomy are relevant in the language learning process. This study entailed the development of a self-directed writing questionnaire through a thorough overview of the pertinent literature and a consultative process with language experts in order to explore the nature of autonomography among a selected Afrikaans-speaking university student population. The statistical factor analyses confirm that autonomography involves a writer's self-directedness, voice and self-involvement, self-assessment and problem-solving, preference for own and expressive language, sensitivity towards other languages and language varieties, metacognitive skills, approach to self-directed writing on computer as well as editing and problem-solving on computer. These factors provide measures but also key areas of development in writing instruction. In addition, the level of autonomography was also explored in terms of preference for creative writing as opposed to a more functional writing.