ethanporcaro/eric-fulltext-meta huggingface dataset:
Perceived Academic Social Influence from Parents, Peers, and Teachers across Gender Groups: Scale Development
Author: Walker, Soung Hwa
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Support Groups,Parent Influence,Peer Influence,Teacher Influence,Gender Differences,Test Construction,Psychometrics,Foreign Countries,Test Reliability,Test Validity,Mathematics Achievement

This research examines psychometric properties of the 10-item Perceived Academic Social Influence Scale (PASIS) across gender groups with samples from Finland and Taiwan (Total N = 4727, 50.2% female adolescents). Results of composite scores, factor loadings, item-total correlations, and values of square root of Average Variance Extracted (AVE) confirmed strong reliability and validity of the scale. A Multi-Group Confirmatory Factor Analysis (MGCFA) revealed that measurement was equivalent at the level of scalar invariance across gender groups. Among three subcomponents of PASIS, latent mean score of teacher factor turned out to be higher than peer and parent factors regarding math achievement for female and male adolescents from both countries. Findings indicate that the PASIS is a reliable and valid measure to assess the perceptions of academic social influence for math learning, which can be utilized in different cultural contexts.
The Application of My Mamovono Technique to Enhance Malaysian Pre-University Students&apos; Mastery of the Mole Concept
Author: Dzahari, Bibah
Date: 2022-00-00
Type: Journal Articles
Subjects: College Bound Students,Mastery Learning,Scientific Concepts,Chemistry,Foreign Countries,Mathematical Formulas,Learning Strategies,Intervention

The MY MAMOVONO technique was created as an innovative way to improve pre-university students' ability to master the mole concept. The Malaysian pre-university students mentioned that they were confused by the formulas they needed to remember. The technique required them to build a card that contained the four (4) formulas of the mole concept using their creativity. Consequently, the students performed better postintervention than in the pre-intervention phase. The paired sample t-test analysis revealed that the mean difference (24.44) between the students' post-intervention mean (82.78; SD = 10.46) and pre-intervention mean (58.33; SD = 7.48) is significant with p &lt; 0.001. Moreover, the target students' post-intervention performance was significantly better than the minimum distinction mark -- the difference between the post-intervention (82.78) and minimum distinction mark (70) is 12.78 with p &lt; 0.001. The MY MAMOVONO technique positively impacted the students' level of understanding.
Development of Communicative Skills among Kazakhstan Primary School Students
Author: Ismagulova, R. S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Communication Skills,English (Second Language),Second Language Instruction,Elementary School Students,Grade 3,Student Attitudes,Elementary School Teachers,Teacher Attitudes,Parent Attitudes,Barriers,Listening Skills,Reading Skills,Writing Skills,Speech Skills

In connection with the policy of education of the Republic of Kazakhstan (RoK), there is a need to solve in the near future the problems of the lack of scientific justification of a special methodology for the formation of communication skills of primary school students by learning English. The purpose of this study was to study the formation of communication skills of younger schoolchildren in one of the schools in Almaty, Kazakhstan. This study employed a cross-sectional, full study design. A convenient sampling strategy was used to select the research object. We conducted a practical experiment among schoolchildren of the 3rd grade of primary schools. The experiment involved N=127 schoolchildren, including 58 girls, 69 boys, parents and teachers. We identified the actual problems of the formation of communication skills of primary school students through the study of English. The effectiveness of our proposed methodology for forming communicative skills of Primary School students through teaching English was proven in the results.
Evaluation of Academic Procrastination Behavior in Management of Personal Learning Environments within Intelligent Tutoring Systems
Author: Yaras, Zübeyde
Date: 2021-00-00
Type: Journal Articles
Subjects: Time Management,Student Behavior,Individualized Instruction,Intelligent Tutoring Systems,Preservice Teachers,Foreign Countries,Student Motivation,Technological Literacy,Student Attitudes

In the study, it is aimed to investigate the academic procrastination behaviors of teacher candidates in the management of personal learning environments within intelligent tutoring systems. In the study, which was structured in the phenomenological pattern, included in the qualitative research method, the participants were formed from 52 teacher candidates studying at Hatay Mustafa Kemal University Faculty of Education with the 'criteria sampling' method. In line with the findings; teacher candidates are in the opinion that intelligent tutoring systems will have a significant role in the education systems of the future and that the characteristics of learners have altered in digital transformation. When the reasons of academic procrastination behaviors are examined, there are reasons such as low motivation, the design of the course, the digital competencies of the learner and the teacher, while as the solution strategies are examined, the motivation of the learners and teachers, increasing the level of interaction between the learners with intelligent tutoring systems, communication, time management, providing digital competencies. Furthermore, strategies such as providing technical competencies have been suggested by teacher candidates.
Examination of Classroom Teachers&apos; Technological Pedagogical Content Knowledge and Teacher Self-Efficacy Beliefs
Author: Kasçi, Tugçe
Date: 2021-00-00
Type: Journal Articles
Subjects: Pedagogical Content Knowledge,Technological Literacy,Self Efficacy,Teacher Attitudes,Foreign Countries,Elementary School Teachers,Teacher Characteristics

This study aims to examine classroom teachers' technological pedagogical content knowledge and classroom teachers' self-efficacy beliefs. The research was conducted in the correlational research model, one of the general survey models. The sample of the research consisted of 1127 classroom teachers working in 150 primary schools affiliated with the Manisa Provincial Directorate of National Education in the 2020-2021 academic year. The research data were collected using online data collection tools consisting of three parts. &quot;Technological Pedagogical Content Knowledge Scale for Classroom Teachers&quot; and &quot;Teacher Self-Efficacy Scale&quot; were used as data collection tools. Descriptive statistics, ANOVA, Kruskal Wallis H Test and Pearson Correlation analyses were used in the analysis of the data. The results of the research showed that classroom teachers' technological pedagogical content knowledge and self-efficacy beliefs were at a high level. It was determined that the technological pedagogical content knowledge of classroom teachers showed statistically significant differences according to the variables of the duration of computer technology usage and the duration of mobile technology usage, and it was determined that there was no statistically significant difference in terms of gender and professional seniority variables. Teacher self-efficacy levels of classroom teachers showed a statistically significant difference in terms of professional seniority, duration of use of computer technologies and duration of mobile technologies, but there was no significant difference in terms of gender. Finally, with Pearson Correlation Analysis, it was concluded that there was a high level of a positive and significant relationship between classroom teachers' technological pedagogical content knowledge and teacher self-efficacy beliefs.
Examination of Technology Acceptance and TPACK Competencies of Mathematics Teachers Who Are Involved in Distance Education Practices during the Pandemic Process
Author: Kiyici, Ozan Deniz
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Technological Literacy,Pedagogical Content Knowledge,Mathematics Teachers,Distance Education,COVID-19,Pandemics,Teacher Attitudes,Foreign Countries,Teacher Characteristics,Gender Differences,Secondary School Teachers,Departments,Educational Attainment,Teaching Experience

Distance education has become an important opportunity for teachers who do not use technology or use it little in learning environments to use ICT tools such as graphic tablets, interactive content and dynamic geometry software by requiring them to perform their courses with technological tools. In this regard, the present study aims to examine the technology acceptance and TPACK competencies of mathematics teachers in the distance education process that has been put into practice due to the impact of the pandemic on a global scale. In the study, exploratory correlational and causal-comparative research models were used. The sample of the study consists of 223 teachers selected from the mathematics teachers who perform mathematics education practices through distance education with criterion sampling, one of the purposive sampling methods. The personal information form, Technology Acceptance Scale for Teachers and TPACK Scale were used as data collection tools. In order to examine whether the technology acceptance scores and TPACK levels differed according to various variables, the independent t-test and the analysis of variance (one-way ANOVA) were applied.
Evaluation of the Main Components for Learning with Materials in Educational Platforms
Author: Ramirez-Sanchez, Miguel Ysrrael
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Electronic Learning,Higher Education,Foreign Countries,Online Courses,Program Effectiveness

Distance Education Learning for higher levels depends on multiple factors which entail pedagogical and technical dimensions. This research focused on an assessment study of materials contained in an educational platform, showing results on the factors causing significant intervention in the ways of learning in Virtual Learning Environments. The study contemplates a sampling for the educational platform operating at the Autonomous University of the State of Mexico. It was conducted following a transversal descriptive methodology, assessment of 19 independent study guides, and analyses of 13 fundamental indicators for each of them. For the research design, descriptive and correlational statistical techniques were used to analyze the foundation of the model. T tests were conducted to understand the discrepancy of those factors that should be showing a convergence. Results showed that there were areas of opportunity in terms of contents, learning activities, activity evaluation with feedback and materials content. The main inference found was that, in order to be able to build a distance educational model, the main components for learning should score a minimum of 7 out of the 10 possible points to be able to guarantee quality education materials in educational platforms. The recommendations include the prioritization of not replicating a traditional educational model deposited in virtual form, implying the support of the integration of educational materials with the Virtual Learning Environments.
Making Sense of the Linkage among Iranian English Language Teachers&apos; Grit Level, Self-Efficacy, and Their Continuing Professional Development
Author: Faravani, Akram
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Persistence,Self Efficacy,Faculty Development,Self Concept Measures,Professional Continuing Education,Teacher Characteristics

This study discusses the professional issues concerning Iranian EFL teachers' grit level, self-efficacy, and continuing professional development. Teacher Continuing Professional Development is an essential factor in enhancing teaching practice from Initial Teacher Education right through to headship. However, there has been less previous evidence for the relationships between teachers' self-efficacy and Grit level with their continuing professional development (CPD). The researcher proposed a new model of interrelationships among Iranian EFL teachers using AMOS software to illuminate this uncharted area. 204 EFL teachers (111 males and 93 females) teaching in different private language institutes in Mashhad, Iran, were the population selected through convenience sampling. The research instruments used include Short Grit Scale, Teachers' Self-Efficacy Scale, and teachers' Continuing Professional Development questionnaire. The results of structural equational modeling revealed that teachers' grit and self-efficacy are significant positive predictors of CPD. Moreover, the study results revealed that teacher grit was predicted only by self-efficacy. Pearson correlation analysis showed the highest correlation between self-efficacy and CPD and the lowest correlation between grit and CPD. Along the line, various pedagogical implications arose from the research results for teachers, administrators, and the ministry of education.
Resistance to Change and Work Engagement of the Faculty of Occidental Mindoro State College, Philippines
Author: Gorospe, Joanne D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Resistance to Change,Work Attitudes,Educational Change,Psychological Patterns,Personality Traits,Cognitive Style,Interpersonal Relationship,College Programs

Teachers' resistance to change is believed to affect their engagement in work which could lead to slow the implementation of educational reform. This study had the main purpose of investigating the work engagement of the faculty of Occidental Mindoro State College in San Jose, Occidental Mindoro, Philippines as influenced by the extent of their resistance to change given the new teaching and learning modalities. Descriptive research design was used to address the problems of the study. It was found that the faculty's extent of resistance to change does not influence the level of their work engagement and none of the factors of resistance to change significantly influence the level of work engagement of the faculty. When the teachers are grouped according to college/department, they are found to differ on the level of their resistance to change specifically in terms of routine seeking, emotional reaction, and short-term focus. Since there are changes in the educational set-up in most higher education institutions in the country, teachers may resist change for a variety of systemic or individual reasons. Understanding those reasons for resistance may provide educational leaders with more effective strategies for implementing change.
Mediation Models Predicting the Level of Digital Competence of 12-14 Year Old Schoolchildren in the Area of Digital Problem Solving
Author: Cabezas-González, Marcos
Date: 2022-00-00
Type: Journal Articles
Subjects: Technological Literacy,Problem Solving,Computer Use,Student Attitudes,Technology Uses in Education,Educational Technology,Ownership,Foreign Countries,Grade 6,Grade 7,Elementary School Students,Secondary School Students

Technology has become invaluable and digital competence has turned into a necessity for students. The research presented here aims to propose mediation models that explain the influence of attitudinal, technology use, and family factors on the level of digital problem-solving skills of compulsory education students (12-14 years old). A quantitative methodology with a cross-sectional design was used. We worked with a sample of 772 students from 18 Spanish educational centres according to a stratified random sampling method. For data collection, an objective assessment test was used for knowledge and skills, and a Likert scale for attitudes. Regression analyses were carried out by creating theoretical reference models based on the bootstrapping technique. The results showed that students who expressed a favourable attitude towards digital problem solving demonstrated a better level of competence, which was also positively influenced by the possession of technological devices and the frequency of their use for school and non-school activities at home.
Closing Now to Reopen Better Tomorrow? Pedagogical Continuity in Latin American Universities during the Pandemic
Author: Pedró, Francesc
Date: 2022-00-00
Type: Journal Articles
Subjects: School Closing,COVID-19,Pandemics,Universities,Foreign Countries,Articulation (Education),Teaching Skills,Electronic Learning,Integrated Learning Systems,Educational Technology,Student Attitudes,Teacher Attitudes

Latin American universities have struggled to ensure pedagogical continuity since the beginning of the pandemic. The objective of this research is to find out how Latin American universities responded to the many challenges posed by their commitment to pedagogical continuity, namely in the technological, pedagogical, financial, and socio-emotional domains, and the support received from their governments. Data was collected through a survey sampling 100 universities in the region covering 16 different countries. The results suggest that many of the challenges faced by universities were more related to the lack of pedagogical skills, from both students and teachers, than to the pitfalls of technological capacity. The survey results are also indicative that the forms of teaching and learning that have begun as emergency formulas to guarantee pedagogical continuity will evolve and consolidate from the time of the reopening, as part of the hybrid model with which we will have to coexist for the time being, and which may become the new pedagogical norm in higher education in the context of a foreseeable restructuring of its provision.
Brazilian Influences on Popular Education in Spain. The Hallmarks of Paulo Freire in Enrique de Castro&apos;s Work
Author: de Freitas Ermel, Tatiane
Date: 2022-00-00
Type: Journal Articles
Subjects: Popular Education,Foreign Countries,Educational Practices,Clergy,Poverty,Educational Philosophy,Critical Theory,Disadvantaged,Social Isolation,Social Change,Consciousness Raising,Social Action,Community Development,Leadership,Biographies

In the 1970s and 1980s, the social and professional imaginaries of education, sociopolitical conceptions of it, and educational practices in Spain, began to be influenced by certain elements specific to critical popular education, which had developed in Latin America during the &quot;long 1960s.&quot; Paulo Freire's work was particularly prominent among such influences, either directly or indirectly inspiring social and fundamental educational movements in contexts of poverty, marginalisation and social exclusion--for example, street educators. One of the most significant examples of these Freirean practices was Enrique de Castro--a working-class priest who worked in the south of Madrid (Spain) with young people in such a position, from the early 1970s. At the same time, he laboured to bring about social transformation and development; the project managed to Garner the involvement of practically the entire community. This article analyses Paulo Freire's influence in the educational and community principles expressed by Enrique de Castro in his works &quot;¿Hay que colgarlos?&quot; and &quot;Dios es ateo.&quot; Particular attention is paid to the notions of awareness-raising, education, social action, community development, social and critical leadership of institutions, which de Castro championed.
A Comparative Study of the Effectiveness of Using Padlet in Distance Learning: Viewpoint of Postgraduate Students
Author: Al Momani, Jehad Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Distance Education,Graduate Students,Foreign Countries,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices,Program Effectiveness,Student Attitudes,Computer Oriented Programs,COVID-19,Pandemics

This study focuses on Padlet and discusses some of the ways in which this web application may be used to facilitate interaction and collaboration in distance learning of Postgraduate students at two Jordanian universities. The use of Padlet is summarized in six domains: research resource gathering, class resources, class diary, FAQ, brain storming and online dialogue. In the spring semester of 2020-2021, the researchers developed an attitude scale that consisted of 20 items. The scale satisfied the validity and reliability tests. A sample of 88 participants from both universities was chosen randomly. The results showed a highly positive attitude towards Padlet as a mobile online interactive and collaborative tool. In addition, the results showed a significant difference in means of the university variables. However, there was no significant difference between the means related to gender. The study recommends training staff members on using Padlet in distance learning sessions to increase interactive and collaborative learning.
Efficiency Determinants of Educational Wastage Programs
Author: Alrashdan, Hanadi
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Program Effectiveness,Time Management,Teacher Participation,Achievement Gains,Foreign Countries,Access to Computers,Internet,Access to Education,Barriers,Intervention,Instructional Materials,Academic Achievement,Individual Characteristics,Instructional Program Divisions

COVID-19 pandemic lockdowns converted traditional face-to-face teaching practices to online processes, resulting in thousands of students losing out on accessibility to education. The educational wastage program was introduced to enable students to recover their abilities and to improve their skills. The objective of this research is to study the determinants of such programs, including the inputs and the outputs. The teachers who participated in this program formed the population of this study; the random sample included 1500 teachers, both males and females. The collected questionnaire responses were downloaded into the SPSS software. The results show that time management is the most important factor that affects output of the recovery programs in educational wastage. The second factor that affects output of the recovery programs is the subjects introduced. Teachers' participation in formulating such recovery programs is considered very important to improve output. The study recommends the participation of teachers in formulating recovery programs.
Higher Education Students&apos; Perceptions of E-Learning Quality
Author: Amer, Talal Shaban
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Student Attitudes,Educational Quality,Gender Differences,Integrated Learning Systems,Undergraduate Students,Technology Uses in Education

The aim of this study was to evaluate the quality of e-learning provision at Sultan Qaboos University, Oman, from the students' perspective. The study employed a 48-item survey comprising six domains of e-learning provision. The questionnaire was administered to a sample of 1,858 male and female students across all colleges. The results revealed that the quality of the e-learning provision in four of the domains was at an intermediate level. The results also showed statistically significant differences in the third domain (System Effectiveness) in favor of male students, whereas there were no statistically significant differences in the other domains or the overall score. The findings of the study lead to a set of recommendations that may help to contribute to the dissemination and improvement of e-learning culture in general and its quality in particular, as well as furthering its integration in the educational process.