ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Perception of Learning Experience and Achievement Motivation: Prototyping English for Academic Purposes (EAP)
Author: Anwar, Khoirul
Date: 2019-07-00
Type: Journal Articles
Subjects: English for Academic Purposes,Student Attitudes,Learning Experience,Academic Achievement,Student Needs,Engineering Education,Industrial Education,Learning Motivation,Student Educational Objectives,Foreign Countries,Needs Assessment,Psychological Needs,English Instruction,Instructional Design,College Students

There are two prominent constraints of students' needs analysis; first, the identification of needs in teaching English for Academic Purposes (EAP) merely focuses on two main dimensions, namely target needs and learning needs, and less to involve affective factors as the basis of all (including learning experience and achievement motivation). Second, there is a common notion that EAP learning is considered the same as general English so that the development of learning design often leads to English for General Academic Purposes (EGAP). This study aims to identify students' perception of learning experience and motivation for the prototype of learners' needs of English for Academic Purposes (EAP) in Industrial engineering. Data were collected from 40 students using three types of questionnaires, namely about learning experiences, learning motivation, and learners' needs. The data of learners' needs was also taken from 8 lecturers as well as program managers. By using quantitative and descriptive analysis, this study showed that first, the students had reasonable learning experience, by being able to participate in the EAP program. Second, the students had strong motivation in achieving their goals. Third, the relationship between learning experience and achievement motivation was not significant and was not quite strong, implying that learning experiences were predicted not to affect students' learning motivation. Fourth, the students' needs lead to English for Specific Academic Purposes (ESAP) which is thus contradictory with the previous notion.
Prospective Primary School Teachers&apos; Conception Change on States of Matter and Their Changes through Predict-Observe-Explain Strategy
Author: Banawi, Anasufi
Date: 2019-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Elementary Education,Teaching Methods,Foreign Countries,Pretests Posttests,Attitude Change,Science Education,Scientific Concepts,Prediction,Observation,Concept Formation

This preliminary study aims at developing a program to improve teacher candidate students' conceptions on the topic of states of matter and their changes by using Predict-Observe-Explain (POE) strategy. This study employs pre-experimental method. The subjects involved were third-semester students of a primary school teacher education study program (Pendidikan Guru Sekolah Dasar - PGSD) in a university in West Java, Academic Year 2017/2018. The research instrument was a five-tiered diagnostic test in the form of multiple-choice. The instrument had gone through expert and empirical validation processes, which were provided before and after the implementation of the POE strategy. The data obtained were analyzed through descriptive and inferential statistics (t-test). The results showed that the use of POE strategy was able to improve the students' comprehension on the concept of states of matter and their changes either at macroscopic level (N-gain 0.32, p=0.00), submicroscopic level (verbal N-gain 0.44; p=0.00, and visual Ngain 0.49; p=0.00), or symbolic level (N-gain 0.41; p= 0.00). The acquired N-gain indicated the need for further research to improve the course program of states of matter and their changes using the POE strategy to obtain higher N-gain that indicates the need for improvement of the program, including the processes and aids of the course.
The Effect of a Structured Playfulness Program on Social Skills in Kindergarten Children
Author: Loukatari, Paschalio
Date: 2019-07-00
Type: Journal Articles
Subjects: Play,Kindergarten,Interpersonal Competence,Program Effectiveness,Comparative Analysis,Video Technology,Intervention,Child Behavior,Playgrounds,Program Content,Psychometrics,Social Development,Program Descriptions,Foreign Countries,Recess Breaks

The purpose of this study was to examine the effect of a structured, playful activity program on the development of social skills in kindergarten children during break time in the schoolyard. Twenty eight boys and thirty two girls aged from 5 to 6 years old consisted the sample of the present study. The participants were randomly divided into two groups the treatment and the control group respectively. The experimental group participated in a 4 weeks playful program while control group didn't participate in any kind of structured activity. Data were gathered through observations and videotaped recordings of the students in the schoolyard during breaks. The researcher coded children's behaviours from video recordings and completed the Social Skills Rating System (SSRS) for each child, before and after interventional program. Results demonstrated that there was statistically significant difference between the degree of development in students' social skills during breaks and their participation in a structured programme of playful activities in the schoolyard.
Student Verbal Interaction in Geometry Problem-Solving through Cognitive Activities
Author: Syarifudin
Date: 2019-07-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Problem Solving,Verbal Communication,Learning Activities,Group Discussion,Thinking Skills,Video Technology,Peer Relationship,Case Studies,Essay Tests,Mathematics Tests,Teaching Methods,Junior High School Students,Foreign Countries

This qualitative study aimed at describing student verbal interaction verbally through cognitive activities consisting of procedural, disputational, and exploration in solving geometry problems. This research was in the form of students' verbal interaction activities in group discussion which decribe students' thinking process in detail, both the correct and incorrect thinking process, when conveying their ideas to their friends to solve a problem. The data were collected through a video recording and made in the form of dialogue transcriptions. The research results showed that the form of student verbal interaction on the procedural activity namely (1) students conveyed their ideas to their peers without arguing with each other; (2) discussion activities with planning as its nature; (3) students shared information used in problem-solving. The form of student verbal interaction on the disputational activities were (1) students responded to each other ideas, suggestions, or answers between individuals; (2) students defended each other's ideas or answers so that it triggered a group discussion; (3) the activities would end when all the group member have the appropriateness of the thinking process from the discussed problems.
The Investigation of the Relationship between Online Games and Acquisition of Turkish Vocabulary
Author: Simsek, Bilal
Date: 2019-07-00
Type: Journal Articles
Subjects: Computer Games,Turkish,Correlation,Vocabulary Development,Scores,Social Media,Prediction,Language Tests,Test Reliability,Foreign Countries,Gender Differences,Time on Task,Interviews,Content Analysis,Student Attitudes,Language Acquisition

This study examines the relationship between online games and Turkish vocabulary acquisition. It adopted the sequential explanatory design of the mixed methods research. The quantitative data were collected through cluster sampling technique from 225 students studying in two secondary schools. The qualitative data were collected through the criterion sampling technique of the purposeful sampling methods from 20 participants. While vocabulary knowledge assessment form was used to collect quantitative data, a semi-structured interview form was used for the qualitative data. According to quantitative findings, whilst there was a significant difference between the scores in vocabulary knowledge test and the duration of the game, experience in playing the game, and time spent in watching broadcasts, there was not a significant difference between vocabulary scores and following League of Legends on media or social media. The experience of the participants in playing games, the weekly hours of playing games, and weekly hours spent watching broadcasts significantly predicts the scores in the vocabulary test. Whereas the qualitative findings revealed the relation of watching broadcasts and playing League of Legends to learn words of foreign origin with its reasons, there was not a significant relationship between following social media and acquisition expressions of foreign origin.
The Relationship between Using Information and Communication Technology in Education and the Mathematics Achievement of Students
Author: Saal, Petronella Elize
Date: 2019-07-00
Type: Journal Articles
Subjects: Correlation,Information Technology,Mathematics Achievement,Foreign Countries,Educational Technology,Hierarchical Linear Modeling,Elementary Secondary Education,Achievement Tests,Mathematics Tests,International Assessment,Science Tests,Science Achievement,Mathematics Instruction,Grade 5,Mathematics Teachers,Principals,Mathematical Concepts,Mathematics Skills,Computer Uses in Education

In his State of the Nation address on 7 February 2019, the president of the Republic of South Africa. Mr. Cyril Ramaphosa, stated that the government would provide digital workbooks and textbooks to every school child in South Africa by 2025. (De Villiers, 2019). This announcement begs the question how effective the incorporation of Information and Computer Technology (ICT) is in Education. This study adapted the comprehensive model of educational effectiveness created by Creemers (1994) to explore the relationship between the use of educational technology in mathematics and mathematics achievement in South Africa. The questionnaire responses from Grade 5 students, their mathematics teachers and school principals, participating in TIMSS 2015 research project, have been utilised in this study. Findings from descriptive statistics showed that almost 90% of the students were taught by teachers who did not have computers in their mathematics classrooms. Consequently, only 10% of students were taught by teachers who utilised computers in the classroom. The minority of these teachers used computers 'every, or almost every, day' in order to explore mathematical concepts (8.37%), to search for ideas relating to mathematics (2.14%) or to practice mathematical skills and procedures (6.26%). Hierarchical linear modelling revealed that students that were in mathematical classes with computers generally outperformed those who didn't have computers.
The Development of Instrument for Assessing Students&apos; Affective Domain Using Self- and Peer-Assessment Models
Author: Setiawan, Ari
Date: 2019-07-00
Type: Journal Articles
Subjects: Affective Measures,Self Evaluation (Individuals),Peer Evaluation,Test Construction,Elementary School Students,Foreign Countries,Construct Validity,Questionnaires

This research aims to develop instrument for assessing student's affective domain using self-assessment (SA) and peer-assessment (PA) models employs the modified model of development by Mccoach. The sampling technique used was cluster random sampling. Aiken, CFA second order and alpha cronbanch were used as the data analysis techniques, aided by Excel program, Lisrel and SPSS. The results show that the there were 6 constructs of instrument for assessing student's affective domain. The content validity was done using Aiken index and the result ranged from 0,750-1,00 and all of the items were valid. The construct validity of the instrument was done using CFA approach. A fit model of instrument for affective domain based on self-assessment was developed with the value of Chi-square (X^2) = 267,22 df = 246, P-value = 0,168, RMSEA = 0,022 and the instrument-based on peer-assessment has the value of Chi-Square (X^2) = 151,55, df = 126, P-value = 0,060, RMSEA = 0,034. On the items estimation, the value of loading factor was 0,31-0,99 (&gt;0,30) which means that the items in the instruments based on SA and PA are valid. The instruments reliability reached 0,788-0,886 which means that all the instruments developed were valid. The valid instrument is very important to get good information about self-assessment and peer-assessment.
Student&apos;s and Instructor&apos;s Perception toward the Effectiveness of E-BBQ Enhances Al-Qur&apos;an Reading Ability
Author: Hanafi, Yusuf
Date: 2019-07-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Islam,Reading Ability,Reading Programs,Integrated Learning Systems,Program Effectiveness,College Students,College Faculty,Foreign Countries,Usability

The implementation of Al-Qur'an Reading Guidance (Belajar Baca Qur'an/BBQ -- a word in the Indonesian language) program using traditional methods is considered not effective in terms of management, and lagging behind in terms of technology utilization. This has led to the development of a Learning Management System (LMS), specifically for Al-Qur'an learning, namely-BBQ. This study aimed to investigate the effectiveness of e-BBQ in improving the ability to read the Qur'an and the extent of e-BBQ acceptance by students and instructors in the framework of the Technology Acceptance Model (TAM) 3. This study used a nonrandomized control group pretest-posttest design by comparing two groups with and without e-BBQ, accompanied by interviews at the end of the study. The results showed that even though Al-Qur'an reading ability in both groups increased significantly, the increase in the e-BBQ group was higher than the group without eBBQ. Student's and instructor's perceptions of e-BBQ showed that e-BBQ was considered easy and useful. In conclusion, e-BBQ is capable of enhancing students' Al-Qur'an reading ability. The usefulness and ease of use perceived by students became the main factors in this LMS acceptance, and helped them to improve their Al-Qur'an reading ability.
Selection and Structuring of Training Multimedia Educational Materials for University Students: Practical Recommendations
Author: Terentyeva, Irina V.
Date: 2019-07-00
Type: Journal Articles
Subjects: Foreign Countries,Media Selection,Multimedia Materials,Occupational Safety and Health,Civil Engineering,Safety Education,Engineering Education,College Students,Selection Criteria

The purpose of the article is to develop practical recommendations on the selection and structuring of educational material for a multimedia and training complex on occupational safety for future civil engineers. 450 people participated in the experimental work: 50 teachers, 400 students of the federal state budgetary educational institution of higher education. A survey with open and close questions was used in the research. Later it was analyzed using the methodology of quantitative research. The significance of the results obtained is that the methods of selection of educational material ensure the formation of competences, skills of research activities, practice-oriented orientation and compliance with students' expectations. The identified criteria (knowledge, activity, competence) contribute to the integration of educational material; the formation of knowledge, skills, abilities, competences to ensure occupational safety.
Instructional Mode: A Better Predictor of Performance than Student Preferred Learning Styles
Author: Moussa-Inaty, Jase
Date: 2019-07-00
Type: Journal Articles
Subjects: Correlation,Cognitive Style,Cognitive Ability,Undergraduate Students,Prior Learning,Pretests Posttests,Learning Theories,Teaching Methods,Weather,Listening Comprehension,Reading Comprehension,Reading Materials,Auditory Stimuli,Predictor Variables,College Students,Foreign Countries,Single Sex Schools,English (Second Language),Second Language Learning,Language of Instruction,Science Instruction

This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students' prior knowledge on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. The acquisition phase was followed by a posttest phase. Based on cognitive load theory, it was hypothesized that different instructional formats would result in differences in student performances. Two-way between-groups ANOVA results confirm the hypotheses, in that student's cognitive load was a better predictor of student performance than student learning styles. Educational implications and limitations are also discussed.
Treffinger Creative Learning Model with RME Principles on Creative Thinking Skill by Considering Numerical Ability
Author: Ndiung, Sabina
Date: 2019-07-00
Type: Journal Articles
Subjects: Models,Creative Thinking,Creativity,Creative Development,Numeracy,Grade 5,Elementary School Students,Creativity Tests,Mathematics Instruction,Mathematics Teachers,Problem Solving,Elementary School Mathematics,Elementary Schools,Experimental Groups,Control Groups,Foreign Countries

This study aimed at finding out the effect of Treffinger creative learning model with RME principles on creative thinking skills by controlling numerical ability. This study was conducted to the fifth grade students of elementary schools in Manggarai regency using post-test only control group design of experiment. This study involved 101 fifth grade students as sample who were selected by using random sampling technique. The instruments were numeric ability test and creative thinking skill test. Data were analyzed by using ANCOVA aided by SPSS 23.0 program. The results showed that (1) the creative thinking skill of the students who learned mathematics Treffinger creative learning model with RME principles was higher than those who learned mathematics through conventional model, (2) the creative thinking skill of the students who learned through Treffinger creative learning model with RME principles was higher than those who learned through conventional learning model, after controlling numeric ability, (3) numeric ability gives a 33.2% contribution to the students' creative thinking skill. These findings show that Treffinger creative learning model with RME principles has a significant effect on the students' creative thinking skill. Mathematics teachers are suggested to employ this model in developing students' creative thinking skill.
Working in Groups outside the Classroom: Affective Challenges and Probable Solutions
Author: Ferdous, Tanjila
Date: 2019-07-00
Type: Journal Articles
Subjects: Cooperative Learning,Undergraduate Students,Group Dynamics,Individualism,Barriers,Second Language Learning,English (Second Language),After School Education,Group Activities,Foreign Countries

Group work is a common strategy of collaborative learning, practiced both inside and outside classroom. Irrespective of the subject matter, learners, either being assigned by the teachers or being self-employed, tend to carry out group work. It is evident that often learner experience various difficulties when they are involved in group work outside rather inside the class. Pertinently, this study aimed at identifying the difficulties undergraduate students face outside the class and presenting some effective ways of overcoming them. The study undertook Tuckman (1965), Connery (1998), Beebe and Masterson (2003) and Barkley et al. (2014) to elicit theoretical ground. Mixed-method research strategy was applied. Findings of the study suggested that learners witness problems in forming, storming, and performing stages. Individualism also impeded their group work. Participants of the study called for teachers' monitor to diminish problems.
Construct Validity of Mathematical Creativity Instrument: First-Order and Second-Order Confirmatory Factor Analysis
Author: Zainudin, M.
Date: 2019-07-00
Type: Journal Articles
Subjects: Construct Validity,Creativity Tests,Mathematics,Factor Analysis,Creative Thinking,Problem Solving,Foreign Countries,Junior High School Students,Test Items

Mathematical creativity instrument is a tool to assess students' creative thinking skills in solving mathematical problems. Mathematical creativity has a pivotal role in improving the quality of life, solving problems, making a change, and increasing the efficiency and effectiveness of a system. Unfortunately, there is a gap in the assessment of mathematical creativity in Indonesia because the instrument used is merely confirm teachers' explanation through mathematical problem which focuses on measuring students' knowledge. Therefore, it is necessary to prove the construct validity of the items in the instrument of mathematical creativity assessment. Based on the concept, there are 3 aspects used in creating mathematical creativity instruments, i.e. fluency, flexibility, and originality. This study aimed at examining the construct validity of the instrument. This study used a design and development model. The data were obtained from testing 313 junior high school students in Indonesia. The data were analyzed using Confirmatory Factor Analysis (CFA), using Lisrel 8.80 software through the first-order and the second-order stages. The results show that of all items, totally 15 items, are valid or uni-dimensional with TValue at the value of the loading factor &gt;1.96. This finding proves that unidimensional data parameters can measure the constructs of mathematical creativity and have a significant effect.
Psychological Impact of Work-Integrated Learning Programmes in Malaysia: The Moderating Role of Self-Esteem on Relation between Self-Efficacy and Self-Confidence
Author: Jaaffar, Amar Hisham
Date: 2019-06-00
Type: Journal Articles
Subjects: Psychological Patterns,Workplace Learning,Integrated Activities,Foreign Countries,Self Esteem,Self Efficacy,Correlation,Undergraduate Students,Employment Potential,Employer Attitudes,Job Skills,Measures (Individuals),Student Empowerment

This study further extends a theoretical model of psychological empowerment by investigating the relationships between self-efficacy, self-confidence and self-esteem. A sample of 383 of Malaysian undergraduates participating in Work Integrated Learning (WIL) programmes across five public universities is used to test the model employing partial-least squares based structural equation modelling. The results have demonstrated that self-efficacy and self-esteem have a positive and significant relationship with self-confidence. This study also confirms the moderating effect of self-esteem on the relationship between self-efficacy and self-confidence. Furthermore, the findings of this study provide insight about psychological attributes of undergraduates participated in WIL programmes. These findings have implications for WIL stakeholders, which are highlighted in the paper.