ethanporcaro/eric-fulltext-meta huggingface dataset:
Determination of Psychological Counsellor Candidates&apos; Competency Levels and Educational Needs in Terms of Therapeutic Conditions in the Process of Individual Counselling
Author: Bek, Hafiz
Date: 2021-00-00
Type: Journal Articles
Subjects: Psychotherapy,Counselor Training,Counseling Effectiveness,Counselor Client Relationship,Individual Counseling,Competence,Knowledge Level,Educational Needs,Undergraduate Students,Empathy,Foreign Countries

The purpose of the present study is to enhance the quality of psychological counselling education by identifying needs and competencies in the field. The lack of specific studies on therapeutic conditions in psychological counseling education on a national scale has led us to conduct the current study. The study group consists of 20 students (12 female, 8 male) taking Individual Counselling course during spring term in 2019-2020 academic year. According to the audio recordings, the participants were seen to be unable to behave at expected level under the title of concreteness of therapeutic conditions. In addition, they were observed not to provide necessary conditions under the title of transparency. However, it has been revealed that they managed to develop empathy. Moreover, they were seen to be unable to fulfill here and now principle at expected level. Finally, they were found to perform respect conditions.
Application of the Delphi Technique to Determine the Technological Competencies of a Faculty Member
Author: Sosnytskyi, Yurii O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Delphi Technique,Feedback (Response),Teacher Competencies,Technological Literacy,College Faculty,Foreign Countries,Knowledge Level,Creativity,Self Evaluation (Individuals),Expertise,Pedagogical Content Knowledge

The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments --the Delphi method. In general, the following methods were used in the current study: Methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members' knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts' assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers' technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.
A Rasch Analysis of Item Quality of the Chemical Literacy Assessment for Investigating Students&apos; Chemical Literacy on Chemical Rate Concepts
Author: Setyorini, Apriliya Dwi
Date: 2021-00-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Science Tests,Scientific Literacy,Chemistry,Scientific Concepts,Science Education,Test Reliability,Test Validity,Science Teachers,Teacher Role,Science Instruction,High School Students,Foreign Countries

Assessment is a topic that continues to be developed in science education research. Assessment evaluates not only students' cognitive abilities but also their thinking skills. Therefore, in this study, an assessment that could measure students' chemical literacy was developed. Chemical literacy is a thinking skill that students must develop as part of their chemistry learning. The goal of this study was to assess item quality, as well as student chemical literacy on the concept of chemical rate. The Rasch model was employed to analyze the data in this study. The results of this study depict that the developed assessment had sufficient reliability and validity to be used to assess students' chemical literacy. Furthermore, the analysis of the students' responses to the items revealed that many students did not understand or were unaware of the context presented. These findings suggest that students' chemical literacy in the material for the reaction rate is still lacking and needs to be improved. As a result, the teacher's role in assisting students in improving their chemical literacy through chemistry learning is critical.
Effect of Cooperative Learning on Chemistry Students&apos; Achievement in Rwandan Day-Upper Secondary Schools
Author: Sibomana, Aimable
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,Science Instruction,Organic Chemistry,Conventional Instruction,Instructional Effectiveness,Science Achievement,Foreign Countries,Secondary School Students,Gender Differences

The cooperative learning (CL) is an advanced instructional approach that uses different motivational procedures to make instruction significant and learners more responsible. This study aimed to investigate the effects of cooperative learning on students' achievement in chemistry among the advanced level in 12-year basic education schools; it engaged a quasi-experimental design with one treatment group and a comparison group (control); the first applied cooperative learning in teaching organic chemistry while in the control group, organic chemistry was taught by the conventional teaching methods (CTM). A sample of 257 students participated in the study. The data collected used an organic Chemistry Achievement Test, and its data were analyzed using SPSS version 23.0 and MS Excel 2016. The ANCOVA results showed that learners taught using cooperative learning achieved better than their counterparts in the control group (F=78.07, df=1, 256, p&lt;0.001) with the learning gains of 16.0% in traditional methods and 53.6% of cooperative learning approach, respectively. However, there was no statistically significant difference in gender of students. It is recommended that chemistry teachers be trained on cooperative learning and encouraged to apply it in their teaching methods to enhance students' academic achievement.
Employing ICTs in Kindergartens in Remote Areas of Jordan: Teachers&apos; Perspectives on Uses, Importance and Challenges
Author: Alomyan, Hesham
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Kindergarten,Teacher Attitudes,Preschool Teachers,Barriers,Females,Rural Areas,Educational Attainment,Teacher Characteristics,Teaching Experience,Teacher Education,Training

With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children's learning making it crucial to understand the importance and challenges of using ICTs in kindergartens from teachers' perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 female kindergarten teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers' perspectives was &quot;average&quot;. Further, the study identified several challenges that appeared to hinder teachers' use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICTs and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper.
Profile of Students&apos; Problem-Solving Skills Viewed from Polya&apos;s Four-Steps Approach and Elementary School Students
Author: Riyadi
Date: 2021-00-00
Type: Journal Articles
Subjects: Profiles,Problem Solving,Elementary School Students,Thinking Skills,Teaching Methods,Word Problems (Mathematics),Grade 3,Grade 4,Grade 5,Foreign Countries,Mathematics Achievement

Problem-solving is considered one of the thinking skills that must be possessed in 21st-century education because problem-solving skills are required to solve all problems that arise. The problem-solving stages that can be used are Polya's four steps, namely, understanding the problem, devising a plan, carrying out the plan, and looking back. Problem-solving skills are essential for solving word problems. Word problems based on arithmetic operations are divided into three types: one-step, two-step, and multistep. This qualitative research aimed to see problem-solving skills viewed from the type of word questions and elementary school students' third, fourth, and fifth grades. A purposive sampling technique with 22 third-grade students, 28 fourth-grade students, and 21 fifth-grade students was used. The data were collected using documentation, testing, and interview methods. The findings of the study showed that fourth-grade students' problem-solving skills are better than those of third-grade students, and the problem-solving skills of fifth-grade students are better than those of fourth-grade students. The percentage of Polya's steps always decreases because not all students master problem-solving. Based on the types of questions, the percentage of the one-step word problem is better than that of the two-step while the percentage of the two-step word problems is higher than that of the multistep.
Investigation of Faculty Members&apos; Emotional Intelligence
Author: Tasci, Gulsah
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Characteristics,Emotional Intelligence,Gender Differences,Empathy,Self Concept,Interpersonal Competence,Academic Rank (Professional),Psychological Patterns,Beginning Teachers,Experienced Teachers,Teacher Motivation

The main aim of the present study is to investigate the emotional intelligence of faculty members based on their career stage and gender. In the study, a mixed method was employed to determine the emotional intelligence of faculty members and to reach generalizable findings. The convenience sampling method was used in the quantitative study, while the quota sampling method was used in the qualitative section. The quantitative section sample included faculty members in various stages in their careers. In the qualitative dimension, the sample included faculty members who participated in the quantitative application. The quantitative study findings demonstrated that there were significant differences between the emotional intelligence competencies of female and male faculty members in the workplace based on the empathy and self-awareness dimensions. The qualitative study findings revealed that there were differences between the emotional intelligence dimensions, especially based on the career stage and gender. Recommendations are presented based on the study findings.
Pedagogical Concept of Self-Reflection of Students of Social Education: Qualitative Study of Self-Reflection Determinants
Author: Martincová, Jana
Date: 2021-00-00
Type: Journal Articles
Subjects: Reflection,Self Evaluation (Individuals),Self Concept,Undergraduate Students,Social Work,Student Motivation,Cognitive Style,College Environment,Academic Achievement,Stress Variables,Study Habits,Foreign Countries

The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students' self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students' self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.
Teacher&apos;s Social and Emotional Competences: A Study among Student Teachers and Students in Education Science in Slovenia
Author: Gabrijelcic, Mojca Kukanja
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Foreign Countries,Emotional Intelligence,Student Teachers,Teacher Education Programs,Interpersonal Competence,Teacher Effectiveness,Academic Achievement,Scientific Research,Metacognition,Futures (of Society),Teaching Methods

In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the didactic approach, etc. Social and emotional skills/intelligence (SEI) restore the value of teachers as creators of learning and connect education to the larger social world in which SEI plays the most important role. This paper highlights the importance of social and Emotional Intelligence (SEI) in teacher education, examining the current state of research and the most important role of SEI in students' personal, social, and academic achievement, as well as teacher effectiveness and personal growth. By presenting the scientific evidence of SEI in teaching and teacher education, this study assesses the SEI level of student teachers at the University of Primorska, Faculty of Education, Slovenia. SEI is examined, through its main components: Self-awareness, Self-management, Social Awareness and Social Skills. In conclusion, this paper aims to show the need to develop SEI in future teacher education in Slovenia.
Cyberslacking Behavior and Its Relationship with Academic Performance: A Study of Students in Indonesia
Author: Margaretha, Meily
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Behavior,Academic Achievement,Foreign Countries,Technology Uses in Education,College Students,Self Management,Time Management,Self Efficacy,Learning Strategies

Students are aware of the use of technology in the learning process, and they are generally referred to as digital natives. However, there are challenges associated with the availability of internet access as a learning process to both university students and teachers inside and outside the classroom. One of such challenges is students' ability to access unrelated activities which is known as cyberslacking. In the education sector, this process refers to the use of technology for unrelated academic activities. Studies associated with this activity are significantly conducted in western countries, but it is still limited to the Indonesia education environment. Therefore, this research aims to investigate the cyberslacking behavior of students in Indonesia and its relationship to their academic performances. It also determines the relationship between media multi-tasking efficacy and self-regulated learning. The results showed that there is a significant influence between media multi-tasking efficacy and self-regulated learning with cyberslacking. Furthermore, there is a negative influence between cyberslacking and the academic performance of students in Indonesia. This research adds references to studies on cyberslacking in the scope of education and provides input for universities to develop the management of information and communication technology used in the learning process.
The Lack of Qualified EFL Teachers in Saudi Schools: A Qualitative Interview Study
Author: Alqahtani, Abdullah N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,English (Second Language),Second Language Instruction,Teacher Qualifications,Teacher Influence,Student Attitudes,Barriers,Language Usage,Teaching Methods,Semitic Languages,Best Practices,Conventional Instruction,High School Students,High School Teachers,Middle School Students,Middle School Teachers

Despite teaching English language in Saudi Arabia for 6 decades, yet the outcomes are unsatisfactory. In this article, the lack of qualified English teachers in Saudi Arabia is the main reason for causing that issue. To address the issue, this study attempts to understand how untrained teachers have a negative influence on students' performance and competence. Unstructured interviews were conducted with students from two Saudi schools to reflect on the problems and obstacles that Saudi pupils encounter as a result of their incompetent instructors. Instead of interviewing instructors, we interviewed students to know the strategies, methods, and techniques employed by their teachers, which resulted in their incapacity to improve. According to the participants, the majority of English teachers in Saudi schools speak Arabic in English lessons rather than English. They also employ traditional approaches such as the teacher-centered method. They educate and explain in English, but when they reach a major obstacle, they immediately switch to Arabic as an efficient option. The study's findings highlight the necessity of having trained teachers to teach English in EFL programs in Saudi Arabia. The study's objective is to demonstrate that instructors are at the heart of the issues that affecting students' growth and how to assist them to overcome those problems.
The Utilisation of Duolingo to Enhance the Speaking Proficiency of EFL Secondary School Students in Saudi Arabia
Author: Alfuhaid, Sultan R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,English (Second Language),Second Language Instruction,Language Proficiency,Speech Communication,Language Fluency,Males,Educational Technology,Technology Uses in Education,Instructional Effectiveness,Student Attitudes,Speech Skills,Barriers,Grammar

Even though Saudi EFL students devote multiple years to improving their English-speaking proficiency, they struggle to achieve fluency. The present study, however, focuses on investigating the effectiveness of using Duolingo in EFL classrooms to enhance the participants' speaking proficiency. The participants who underwent this study were 28 male Saudi students studying in secondary school, namely at Sharia Institute. They were divided into control and experimental groups. Data was collected via post-test to conduct a valid comparison between the two groups. The 14 students in the experimental group had been using Duolingo for a period of four consecutive months while the participants in the control group have never used Duolingo. To make a valid comparison of the mean score between the two groups, an independent samples t-test was used in this experiment. After analysing the results, it has been concluded that the integration of Duolingo in the learning process has a fundamental positive impact on enhancing participants' speaking proficiency as well as improving their overall language skills. Additionally, the participants' positive attitude towards Duolingo was an intrinsic factor that helped alleviate their anxiety when speaking.
Treatment and Evaluation of Game as a Didactic Resource in the Communication of Teachers through Social Networks
Author: Higueras-Rodríguez, Lina
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Educational Games,Elementary School Teachers,Secondary School Teachers,Professional Development,Value Judgment,Technology Integration,Educational Resources,Social Networks,Social Media,Interaction

This research presents an analysis of the value given to the game as an educational resource on social networks. The purpose of this study is to analyze the discourse on Twitter of the different educational agents (teachers and other educational professionals) to know the value given to the use of this tool and how the social network is an educational form of communication and interaction. From a qualitative methodology, a descriptive-interpretative study of the information on didactic/play strategies present in social networks is approached. The analysis is performed by the Nvivo12 software through matrices and content analysis. The results show that the game is mentioned within the speech on Twitter where it is alluded to its importance, value, application, etc. From an educational perspective, working in the classroom with the use of social networks provides some significant advantages; these networks offer interactive and effective teaching and learning tools. In addition, the integration of tools and applications. It is concluded that Twitter is an educational and formative way and where the value attributed to the game as a didactic resource is significant.
The Academic Buoyancy Scale: Measurement Invariance across Culture and Gender in Egyptian and Omani Undergraduates
Author: Khalaf, Mustafa Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Measurement,Undergraduate Students,Gender Differences,Cultural Differences,Test Validity,Resilience (Psychology),Barriers,Psychometrics,Academic Achievement,Factor Analysis,Goodness of Fit,Scores

The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple-group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =0.435 and r = 0.457, P &lt; 0.01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.