ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Emotional Intelligence on Academic Performance among Business Students in Pakistan
Author: Malik, Sania Zahra
Date: 2016-06-00
Type: Journal Articles
Subjects: Academic Achievement,Business Administration Education,Foreign Countries,Emotional Intelligence,Correlation,Student Attitudes,College Students,Business Schools,Measures (Individuals),Grade Point Average,Management Development,Evaluation Methods,Gender Differences,Age Differences

Emotional intelligence (EI) has been a popular topic in the field of organizational behaviour. Research shows that emotional intelligence successfully predicts job performance and leadership skills. Based on these reasons, this study attempts to evaluate the impact of emotional intelligence on academic performance of business students. It also aims to analyze if business schools contribute to the development of emotional intelligence in students. Data was collected from 325 business students studying in three business-related institutions. This study measures emotional intelligence by employing Trait Emotional Intelligence Questionnaire Short Form (TEIQue SF) and academic performance through grade point average (GPA). Hierarchical regression analysis was conducted to ascertain the effect of emotional intelligence on academic performance of business students. Findings suggested that the relationship between emotional intelligence and academic performance was weak. However, the relationship between emotional intelligence and academic performance improves considerably over the years. These results imply that the curriculum and evaluation system in our business schools needs to be designed adequately in order to reflect the emotional intelligence of our students, as emotional intelligence is a key capability for managerial success.
The Relation between Intellectual Risk-Taking Regarding Science Classes and Test Anxiety Inventory of Secondary School
Author: Bal-Incebacak, Belgin
Date: 2019-02-00
Type: Journal Articles
Subjects: Risk,Test Anxiety,Secondary School Students,Science Instruction,Correlation,Cognitive Ability,Student Attitudes,Public Schools,Foreign Countries,Science Achievement,Case Studies,Achievement Gains,Anxiety,Likert Scales

In learning of students, cognitive and affective skills and interaction of these skills are very significant. Intellectual risk taking (IRT) and test anxiety inventory (TAI) fall between these cognitive and affective skills. In this research, in addition to the relation between the skills of secondary school students, whether their class level and science success (SS) have any affect receives scrutiny. The research data has been obtained from 591 students, studying in 12 different government schools in 5 different provinces of Central Blacksea Region of Turkey. Three different data collection tools were used in this research conducted with the cross-sectional method. The correlation analysis results show that there is a negative relation between success in science and TAI, whereas there is a low relation between TAI and IRT. MANOVA results have revealed that as class level gets higher, IRT decreases and TAI does not have a significant tendency. It has been found that as the academic success of students gets higher, their TAI decreases and their IRT points do not have a specific tendency.
Elements of the Physical Learning Environment That Impact on the Teaching and Learning in South African Grade 1 Classrooms
Author: Naude, Mariana
Date: 2019-02-00
Type: Journal Articles
Subjects: Educational Environment,Physical Environment,Case Studies,Teaching Methods,Grade 1,Elementary School Students,Foreign Countries,Cognitive Ability,Learning Processes,Short Term Memory,Constructivism (Learning),Mathematics Instruction,Mathematical Concepts,Class Size,Teacher Student Relationship,Acoustics,Large Group Instruction,Poverty,Sustainable Development,Video Technology,Teacher Attitudes,Elementary School Teachers,Observation

Foundation phase teachers in South African schools follow a socio-constructivist approach to the teaching and learning of mathematics, which entails that learners experiment freely with concepts and are encouraged to communicate and share their thoughts and ideas. In an effort to understand the impact that the physical learning environment, such as noise or large class sizes, have on learning in South African foundation phase classrooms, this study deployed a qualitative case study design to gain insight into the learning and teaching that take place in Grade 1 classrooms. From a cognitive load perspective, the study found that noise, as result of the large number of learners in the class, as well as noise from the outdoor environment, contributes to the overload of learners' working memory, which ultimately impacts negatively on learning. The study also found that the large classroom sizes in Grade 1 prevented teachers from rendering effective support, which causes uncertainty among learners in regard to what is expected of them when working on classroom tasks. This uncertainty leads to extraneous cognitive load.
Fostering Teachers&apos; Experiences of Well-Being: A Participatory Action Learning and Action Research Approach
Author: Wessels, Elsabé
Date: 2019-02-00
Type: Journal Articles
Subjects: Teaching Experience,Action Research,Participatory Research,Experiential Learning,Foreign Countries,Elementary School Teachers,Well Being,Rural Schools,Psychology

Teachers, specifically those who work in under-resourced contexts, face many challenges within their workplace that negatively affect their experiences of well-being. Although research indicates that if teacher well-being improves, a more enabling climate for teaching and learning is created, little support is available for teachers in this regard. The aim of this study was to work collaboratively with teachers to help them find ways to improve their experiences of well-being. Following a participatory action learning and action research (PALAR) design, 6 teachers in a rural primary school met as an action learning set over a period of 6 weeks to reflect on their learning about how to improve their experiences of well-being. The findings indicate that frequent, informal social contact with colleagues, coupled with explicit action to focus on positive emotions, could improve teachers' experiences of well-being. The PALAR design afforded the structure for this to happen. This study offers insight into how a collaborative action learning process could help to enhance teachers' ability to improve and sustain their experiences of well-being.
Challenges Faced by Teachers Living with HIV
Author: Moyo, Zvisinei
Date: 2019-02-00
Type: Journal Articles
Subjects: Teacher Attitudes,Acquired Immunodeficiency Syndrome (AIDS),Social Bias,Correlation,Ethics,Content Analysis,Social Isolation,Professional Isolation,Stress Variables,Depression (Psychology),Foreign Countries,Health Services,Social Support Groups,Work Environment,Teacher Effectiveness,Fatigue (Biology),Transformational Leadership,Social Discrimination,Trust (Psychology),Teacher Administrator Relationship

As the most stigmatised epidemic in history -- the human immunodeficiency virus and acquired immune deficiency syndrome (HIV/AIDS) have proven to be a fierce challenge to humanity. The stigmatisation associated with the HIV/AIDS pandemic continues to destroy societies worldwide. The present study was designed to explain the challenges faced by teachers living with HIV. Transformational and ethics of care theories framed this research study. A narrative research design rooted in social constructivism was used to gather qualitative data. The data were analysed using qualitative content analysis, where descriptive, process, and emotion codes were used to interpret the data. Key findings speak to affected teachers' social exclusion, stigmatisation and discrimination, inadequate care and support, physical debilitation as well as psychological stress and depression. All these conditions resulted in teachers being unable to perform their tasks at optimal level in South African schools.
Ideological, Cultural, Organisational and Economic Origins of Bengali Separatist Movement
Author: Kokab, Rizwan Ullah
Date: 2016-06-00
Type: Journal Articles
Subjects: Economic Factors,Social Change,Political Attitudes,Nationalism,Ethnic Groups,Conflict,Social Action,Cultural Differences,Armed Forces,History,Ideology,Language Attitudes,Foreign Countries,Self Determination,Muslims,Language Role,Indo European Languages,Violence,Politics,Student Attitudes

Pakistan was bifurcated and Bangladesh emerged as a sovereign state in 1971 after the culmination of a separatist movement that was raised on the basis of Bengali nationalism claimed on ethnic and cultural grounds. Since the pronounced demand as well as well-defined goal of the movement changed from autonomy to the separation only after Pakistan Army?s action on 25th March 1971 and also Awami League (AL) and Mujibur Rehman, the party and leader that spearheaded the separatist movement, got prominence as separatists after Agartala Conspiracy Case in 1966 the time and events of the origin of the Bengali Movement need to be looked for. This paper highlights the ideological origins of Bengali separatism even before the partition of India in 1947. It also finds out the early organisations which, when got matured in later decades, became instrumental in promotion of the Bengali separatist movement. The paper then examines the development which for the first time generated the cultural and lingual feelings as well as economic grievances that nurtured the Bengali separatist movement. Therefore main research question of the paper is when and how the Bengali Movement started.
The Effect of Motivation and Learning Behaviour on Student Achievement
Author: Tokan, Moses Kopong
Date: 2019-02-00
Type: Journal Articles
Subjects: Biology,Science Education,College Students,Incentives,Student Motivation,Foreign Countries,Student Behavior,Study Habits,Learning Strategies

The purpose of this study is to determine the direct effect of intrinsic and extrinsic motivation on learning behaviour; the direct effect of intrinsic and extrinsic motivation and learning behavioural on learning achievement; the indirect effect of intrinsic and extrinsic motivation from learned behaviour to learning achievement; and the influence of intrinsic and extrinsic motivation and learning behaviour on the learning achievement of the biology education department students of FKIP Undana. This is a correlation study, consisting of three independent variables and one dependent variable. Data collection was done by a questionnaire and a document of learning achievement. Data were analysed descriptively and inferentially with path analysis. The results show that intrinsic motivation has a direct effect on learning behaviour, and that both directly affect learning achievement; intrinsic and extrinsic motivation and learning behaviour jointly affect the learning achievement of the students of the biology education department.
Student-Teachers&apos; Commitment to Teaching and Intentions to Enter the Teaching Profession in Tanzania
Author: Moses, Ikupa
Date: 2019-02-00
Type: Journal Articles
Subjects: Student Teachers,Occupational Aspiration,Teaching (Occupation),Student Teacher Attitudes,Foreign Countries,Intention,Academic Achievement,Social Theories

Commitment to teaching is a recurring topic in both research and policy discussions on teaching and the teaching profession. We investigated factors explaining differences in student-teachers' commitment to the teaching profession and to student learning, and their intentions to enter the teaching profession. Student-teachers (n = 3,246) from one University College in Tanzania completed a Commitment-to-Teaching questionnaire. Bandura's Social-Cognitive Theory was used to explain the findings. Differences in student-teachers' commitment were explained by personal characteristics (i.e., student-teachers' sense of self-efficacy), environmental factors (i.e., perceived influence of significant others and school conditions), and learning experiences (i.e., student-teachers' attitudes towards the teaching profession, their teaching subjects, and satisfaction with the teacher education programme). Implications for practice and for research on student-teachers' commitment to teaching are discussed.
Learning through Assistive Devices: A Case of Students with Hearing Impairment
Author: Farooq, Muhammad Shahid
Date: 2015-06-00
Type: Journal Articles
Subjects: Hearing Impairments,Assistive Technology,Parent Attitudes,Costs,Foreign Countries,Student Needs,Interpersonal Communication,Grade 4,Elementary School Students,Program Effectiveness,Quality of Life

Present era has introduced persons with disabilities with a range of assistive devices that have rapidly increased their educational, vocational, and frivolous activities. Current descriptive study attempted to explore the effects of assistive devices on the learning of hearing impaired students. A sample of 200 hearing impaired students was selected to identify the assistive devices that are more in use by hearing impaired students. All of the assistive devices commonly used for hearing impairment were included in the study to explore the effects of each on the learning of students with hearing impairment. The mean difference in the learning of students suggested that assistive technologies are overall assistance for the students with hearing impairment and there is no substitute to these devices that could assist them in such a quite differentiated manner. The role of high tech assistive devices as well as low tech devices has been highlighted prominently. The parents of hearing impaired students were also the part of study and found satisfied with the use of assistive devices for their children. It is divulged that there is a need to reduce the cost of assistive devices to be used by the students with hearing impairment.
A Mixed-Method Study: Districts&apos; Implementation of Language Classification Policies and the Implications for Male, Hispanic, and Low-Income Middle School Students
Author: Reyes, Marcela
Date: 2019-03-25
Type: Journal Articles
Subjects: State Policy,English Language Learners,Language Proficiency,School Districts,Classification,Parent Role,Teacher Role,At Risk Students,Gender Differences,Low Income Students,Educational Policy,Hispanic American Students,Middle School Students,Grade 8

California state policy requires English language learners (ELL) to pass the California English Language Development Test and the California Standards Test in English Language Arts to be Reclassified Fluent English Proficient (RFEP). However, most districts make it more difficult for ELL students to reclassify by setting reclassification requirements that are more stringent than the state-mandated requirement. In this paper, we examine the reclassification process for two California school districts. In Manzanita Unified School District, administrators describe a system that explicitly provides a role for parents and teachers to influence reassignment decisions. In Granada Unified School District, administrators describe a system that is exclusively test-driven. Nevertheless, these two approaches yield similar reclassification outcomes. In both districts, male, Hispanic, and low-income ELL students are less likely to take or pass the required assessments. Even among students who do pass the assessments male, Hispanic, and low-income students are still less likely to be reclassified. We draw upon the notion of tight- and loose-coupling in educational organizations to make sense of this disconnect between ELL reclassification policies and reclassification outcomes in these two districts. We recommend administrators and teachers work together to establish but also implement their district'sobjec language classification policies.
A Socially Inclusive Teaching Strategy: A Liberating Pedagogy for Responding to English Literacy Problems
Author: Malebese, M. L.
Date: 2019-02-00
Type: Journal Articles
Subjects: Participatory Research,Action Research,Discourse Analysis,Listening Skills,Speech Communication,English (Second Language),Social Integration,Teaching Methods,Grade 4,Elementary School Students,Language Fluency,Language of Instruction,Literacy,Foreign Countries,Narration,Play,One Teacher Schools,Outcomes of Education

Socially inclusive strategies encourage empowering, progressive and sustainable responses to social challenges and needs. These strategies are made possible through inclusion and equitable consideration of diverse contributions of those affected by the problems, and who feel obliged to find solutions to the problems. In this paper, the principles of a free attitude interview technique as well as the critical discourse analysis are used to generate and analyse data. A participatory action research-oriented, socially inclusive teaching strategy was followed that is underpinned by critical emancipatory research principles. The study found that the listening and speaking skills of English first additional language learners improved significantly. This paper demonstrates how a socially inclusive teaching strategy can contribute to strengthening the teaching of listening and speaking skills in English first additional language, to Grade Four learners at a public farm school. Learners' inability to listen attentively and speak fluently requires the application of an adequately responsive teaching strategy that focuses on improving learners' listening and speaking skills in early stages of learning. The purpose of implementing the strategy is to contribute towards improving learners' listening and speaking capabilities. This will in turn improve learners' chances of doing well in other subjects.
Misconceptions of Students in Learning Mathematics at Primary Level
Author: Mohyuddin, Rana Ghulam
Date: 2016-06-00
Type: Journal Articles
Subjects: Misconceptions,Mathematics Instruction,Elementary School Mathematics,Foreign Countries,Elementary School Students,Fractions,Mathematical Concepts,Error Patterns,Mathematics Teachers,Elementary School Teachers

The study was designed to identify the misconceptions of the students in learning mathematics at primary level. For this, curriculum of mathematics from class I to IV was used to develop a test inclusive of all the conceptual areas of mathematics from class I to Class IV. The curriculum of class V was left out because the sample students were planned to take into the study who were studying in class V. Twelve sample schools from Faisalabad district were selected randomly equal in number from all the three tehsils of Faisalabad. Test was conducted personally by the researchers. There were eight conceptual areas determined and included in the test viz. Numbers, Operations on Numbers, Fractions, Operations on Fractions, Decimals, Measurement, Information Handling and Geometry. The data collected from the all the students of class V of the selected sample schools, and 248 students took part in the exercise. Multi items were developed in each of the areas with different difficulties in order to have an idea of which of the selected eight areas was posing threat of misconceptions amongst the sample students. The data were analyzed using SPSS. Item-wise and gender-wise analyses was conducted to identify misconceptions and errors students committed and also to find out whether there was uniformity gender-wise or otherwise. The analyses disclosed that almost are the areas were having abandon of the errors and misconceptions and hence the achievement remained very low (mean score remained within 6.2 to 16.1 out of 51).
The Use of Technology in Music Education in North Cyprus According to Student Music Teachers
Author: Gorgoretti, Basak
Date: 2019-02-00
Type: Journal Articles
Subjects: Technology Uses in Education,Foreign Countries,Music,Music Education,Music Teachers,Technology Integration,Influence of Technology,Information Technology,Teacher Education Programs,Teacher Education,Social Media

Today, the rapid changes and developments in information and communication technologies affect all sectors, which includes a positive impact in the field of education. For this reason, it is important that teachers make effective use of technologies and keep up with innovation to meet the needs of the new generation. This research focuses on describing technology use in music education at a university in North Cyprus, according to 18 student music teachers, to highlight the extent to which technology has been integrated into music education, making recommendations for further integration. This mixed-methods study employed a questionnaire containing closed-ended questions, which were analysed quantitatively, as well as open-ended questions, which were analysed based on content analysis. Results underline the importance of curriculum updates to integrate information and communication technology into student music teacher training and the need for in-service training to keep established teachers up-to-date with innovative technologies. Future research is recommended to compare music education practices cross-culturally and to identify ways of maximising the benefits of innovations in technology for music educators.
Relations among Education, Religiosity and Socioeconomic Variables
Author: Rachmatullah, Arif
Date: 2019-02-00
Type: Journal Articles
Subjects: Correlation,Religion,Socioeconomic Status,Cross Cultural Studies,Surveys,Path Analysis,Educational Attainment,Global Approach,Beliefs,Churches,Attendance,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Elementary Secondary Education,Mathematics Achievement,Mathematics Tests,Science Achievement,Science Tests,Values,Religious Factors

This study demonstrates the relations of the position of education in the correlation between religiosity, and socioeconomic variables by using national-level, and large survey data. We used data from the international survey of 68 countries, and used statistical methods to create the composite scores of every variable. Next, we used Pearson and partial correlations to determine the significance of the relations between the three variables and path analysis to investigate the directions. The correlation coefficient between academic and religiosity variables was a significant and negatively high correlation; furthermore, the partial correlation was strong and significant when the socioeconomic variable was controlled. The correlation between religiosity and socioeconomic variables was a significant and negatively high correlation, and the partial correlation was not significant when the academic variable was controlled for. The correlation between academic and socioeconomic variables was a significant and positively high correlation, and the partial correlation was significant when the religious variable was controlled for. The path analysis reveals that the direction is as follows: socioeconomic, education, and finally, religiosity. Based on our results and the reviewed literature, this paper discusses how these results contribute to the secularization theory and how education mediates religiosity and socioeconomic variable.