Search

Learners are expected to discuss and debate, using scientific evidence, the Socio-Scientific Issues (SSI) that often overlap with personal experiences and ethical dilemmas. This study investigated the reasoning of 24 Grade 8 Lebanese students when arguing about a scientific scenario as opposed to an SSI. It also examined how students make decisions and reason about SSIs. Results showed that students' reasoning is more emotional in socio-scientific contexts than in scientific ones. Also, scientific reasoning was based on macroscopic (observed) characteristics of the phenomenon in an SSI but was based on microscopic (cellular/molecular details of mechanisms) features of the phenomenon in scientific contexts. Cultural, social, and ethical considerations influenced students' decisions and reasons when constructing arguments. We discuss the results in light of the literature on reasoning about SSIs and provide instructional implications on how to teach argumentation within SSIs to enhance student reasoning. [ABSTRACT FROM AUTHOR]

This study focused on improving students' learning mathematical of proofs and proving by using combinations of proof strategies that span different levels of understanding of proof structure; we refer to these as 'level-spanning proof-production strategies'. We analysed the level-specific proof-production strategies evident in the lessons and class tests of two Grade 8 classes (students aged 13–14). Our analysis revealed the level-spanning proof-production strategies by students and teachers that emerged during lessons to enhance the students' understanding of the proof structure. The idea of combining strategies at different levels is not found in previous studies and can be applied outside of proof studies, provided that the students' levels are well developed. It can be expected that the conscious use of these strategies by teachers in their proof teaching will enhance students' ability to produce proofs according to their understanding of proof structures. [ABSTRACT FROM AUTHOR]

Copyright of TAY Journal / Türk Akademik Yayınlar Dergisi is the property of Turk Akademik Yayinlar Dergisi (TAY Journal) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Usak University Journal of Educational Research is the property of Usak University Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers nowadays are being challenged due to continuous decrease in the analytical and numerical ability of the students. Strategies were continuously studied by teachers to address such concern answering also questions such as how students perceived flipped classroom setting as an aid to the teaching learning process. This study utilized descriptive quasi-experimental design through 189 Grade 8 students where it had found out that in terms of the Pre-Assessment results, most of the students are in the "did not meet expectation" category but still are motivated in terms of Performance Task Making, Problem Solving, Classroom Participation and Examination. In terms of the post-assessment results, most of the students are in the "satisfactory" category and are highly motivated in terms of Performance Task Making, and motivated in Problem Solving, Classroom Participation and Examination. There is a significant improvement in the academic performance of the students where postassessment results showed higher mean score than the pre-assessment results. There is a positive significant relationship between Performance and Level of Motivation. The main issues and concerns of the students in the implementation of flipped classroom is the slow internet connection at school and at home. Thus, concludes that indeed Flipped Classroom Learning is a way to better improve education identifying the effect on the academic performance and motivation of students in mathematics noting also that internet connection plays a crucial role in this type of learning setting. [ABSTRACT FROM AUTHOR]

Item analysis can serve as a useful tool in improving Multiple-Choice Questions used in Examination. It can identify gaps between instruction and assessment. The primary objective of conducting this research was to analyze the items of question papers (based on MCQs) of Punjab Examination Commission for class 8th for the Examinations Tests, on English subject in different schools of district Multan. In particular, the objectives of the study were to find the items difficulties on the basis of difficulty index (p), discrimination power (D), reliability and validity of the tests. Through traditional method of item analysis, difficulty index, discriminatory index and phi-coefficient were calculated. The test was administered to the sample of 229 students and all format of English Papers which comprising of four versions at 20 schools of rural and urban (10 each) including 10 boys and 10 girls' schools of Multan district. Separate answer sheets were provided to students included in the sample. After collecting answer sheets, marks were awarded. Several worksheets were prepared to perform item analysis. It was found that some deficiencies were found in the items of question papers of Punjab Examination Commission for 8th grade. It was recommended to overcome those deficiencies and drop the difficult items. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate whether the STEM career interests and innovation skill levels of 8th grade students differ significantly according to some demographic variables. The research was the correlational model. The data of the study were collected from a total of 1427 students from 20 different schools in five randomly selected districts of Mardin province located in the southeast of Turkiye. Innovation Skill Scale, Personal Information Form and STEM Career Interest Scale were used to collect data. As a result of the analyzes, both the innovation skill levels and STEM career interests of the students showed a significant difference in favor of those with fewer siblings. In addition, the innovation skill levels and STEM career interests of the students whose mothers did not go to school were lower. STEM career interest and innovation skill levels were in favor of students whose fathers are university graduates. In addition, the increase in the family income of the student was effective in increasing the innovation skill levels and STEM career interests. Activities and projects can be organized in schools to develop students' innovation skills and STEM career interests. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to study and classify errors in polynomials made by secondary school students. The data for error identification was collected from exercise books of 72 eighth grade students. Three types of errors were examined: careless, computational, and conceptual errors. The errors were considered according to four topics in polynomials: similar terms of monomials; addition of polynomials; subtraction of polynomials; and multiplication of polynomials. It is found that students made the highest computational errors in identifying monomials’ similarity, which accounts for 17.86%. They have the highest percentage of making computational errors in the addition and subtraction of polynomials, which account for 10.88% and 12.04%, respectively. Lastly, they have the highest percentage of making careless errors in the multiplication of polynomials, which accounts for 14.44%. Furthermore, it can be seen that the source of errors is learners’ carelessness when writing the question and its answer. In addition, the basic knowledge of computing addition, subtraction, and multiplication of integers is the most crucial factor that leads to incorrect answers. Nevertheless, most students understand the principle of polynomials, but frequently make errors on other issues. [ABSTRACT FROM AUTHOR]

Copyright of Religación: Revista de Ciencias Sociales y Humanidades is the property of Religacion: Revista de Ciencias Sociales y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to develop a valid and reliable achievement test to measure the achievement of eighth-grade students in the "Seasons and Climate" unit of the science course. The research was carried out using a survey model. The study group consists of 298 eighth-grade students studying in various cities in Turkey in the 2020- 2021 academic year. The content validity of the prepared questions was examined with a table of specifications. An achievement test of 25 questions was obtained by making item analyses with the data obtained from the pre - pilot study. After the pilot study of this test, the reliability analysis of the test was made, and the KR-20 internal consistency coefficient was 0.88; the KR-21 internal consistency coefficient was determined to be 0.86. In addition, while the mean item difficulty index of the test was 0.61, the mean discrimination index was calculated as 0.50. As a result, a valid and reliable achievement test was obtained for the metacognitive learning outcomes of the "Seasons and Climate" unit in the eighth grade 2018 science curriculum. In addition, since the science curriculum of the Ministry of National Education is updated from time to time according to international developments, it is possible to say that the achievement test developed is for international readers. In the way followed in this study, researchers can develop multiple-choice achievement tests that measure metacognitive learning outcomes for different subjects. [ABSTRACT FROM AUTHOR]

This study employed a word association test to determine middle school students' cognitive perceptions and misconceptions of the key concepts regarding "cycles of matter and environmental problems." The study adopted descriptive research in survey model. The sample consisted of 457 eighth-grade students from four middle schools affiliated with the Ministry of National Education (MoNE) in the central district of Muş province in the 2020-2021 academic year. Data were collected using a word association test developed by the researcher. The test addressed eight key concepts: "water cycle," "nitrogen cycle," "oxygen cycle," "carbon cycle," "ozone layer," "global warming," "greenhouse effect," and "ecological footprint." The data were analyzed using content analysis. Concept networks were created based on participants' responses. Participants associated "water cycle," "nitrogen cycle," "oxygen cycle," "carbon cycle," "ozone layer," "global warming," "greenhouse effect," and "ecological footprint" with "evaporation," "lightning," "photosynthesis," "carbon dioxide," "ozone hole," "melting of glaciers," "global warming," and "humans," respectively. Participants did not make adequate associations with oxygen cycle, which was one of the key concepts. It was found that participants did not know enough about the key concepts from the sentences they wrote, preventing them from making scientific statements. They mostly had unscientific and superficial remarks and misconceptions. Within the scope of the research, it is recommended that teachers create effective learning environments where they can use different methods and techniques to help students eliminate misconceptions. [ABSTRACT FROM AUTHOR]

Empirical studies demonstrate that students have some difficulties with the mathematical modeling process. Studies contain various applications for developing students' modeling competencies. This study investigated video-based modeling tasks' impact on modeling competencies with a descriptive design. In this context, it aims to compare eighth-grade secondary school students' modeling competencies in the environment where modeling tasks are presented on a video and worksheet. Differences and similarities between the two groups were observed in this study. Specifically, while both groups acted similarly in the mathematical working and interpretation stages, differences between the two groups were found in favor of the group whose video-based activities were applied to creating real and mathematical models. Especially video-based modeling situations can be considered an effective tool for creating real and mathematical models. The study results confirm that video-based modeling tasks contribute to incorporating students' real-life experiences into the modeling process. [ABSTRACT FROM AUTHOR]

This study was aimed to reveal what types of questions were asked by pre- service teachers and what kind of interactions they established with the 5th-8th grade students. The extent to which the questions the pre-service teachers asked are related to the interactions they established with the students was also investigated. Case study, one of the qualitative research method, was employed. 50 pre-service teachers selected by using criterion sampling participated in the study. They conducted clinical interviews with a 5th-8th grade students. Content analysis was adopted while analyzing the data. Results showed that, pre-service teachers largely tended to ask factual questions. In addition, while the interaction level of most of the pre-service teachers having a high achievement level with the students was found to be Level 3, the interaction levels of the pre-service teachers having a medium and low achievement level with the students were found to be differentiated. When the interaction of the pre-service teachers through the questions they asked was evaluated, it was seen that the groups at Level 0 asked very few probing questions but a lot of factual questions. The percentages of the factual questions asked by the pre-service teachers at the other levels were found to be concentrated on the 2nd and 3rd quartiles and the percentages of probing questions asked by them were found to be concentrated on the 2nd quartile. Based on the results obtained, it is recommended to integrate such experiences into undergraduate programs so that pre-service teachers can encounter such experiences. [ABSTRACT FROM AUTHOR]

While the National Assessment of Educational Progress (NAEP) Report Card for Indiana fourth- and eighth-grade public school students in Indiana are rated as Basic, for fourth grade the score is lower than it has been since 1992 and eighth grade in 2005. The Indiana state legislature has passed into law a bill requiring the five components of the science of teaching in both the K-6 settings and teacher preparation programs. First, teachers need to understand the Science of Reading and its components. Then teachers can put some strategies to work to help their students excel in reading. This article discusses what the five components are and gives some research-based activities that teachers can use in the regular classroom. [ABSTRACT FROM AUTHOR]

Copyright of Dirasat: Educational Sciences is the property of University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to explore the Academic Self-Handicapping and Self-Regulating Learning Strategies employed by Grade 8 students at Godofredo M. Tan Integrated School of Arts and Trades, with a focus on understanding their impact on student engagement and academic achievement in the subject Araling Panlipunan. The study utilized a descriptive-correlational design and employed a researcher-modified questionnaire as the primary data collection method. Mean Standard Deviations were used to assess students' perceptions of academic self-handicapping and self-regulating learning strategies, while Pearson Correlation was used to determine the relationship between Academic Self-Handicapping, Self-Regulated Learning Strategies, and students' engagement and performance in Araling Panlipunan and Mediation Analysis to see if there is effect on the students' performance mediated by their engagement. The result revealed a significant but weak positive correlation between students' engagement and their performance in Araling Panlipunan. Furthermore, the students' engagement was found to fully mediate the impact of their perceived level of academic self-handicapping and self-regulated learning strategies on their performance in the subject. As a result, the hypothesis has been rejected. This study sheds light on the factors influencing student engagement and academic achievement in Araling Panlipunan, providing valuable insights into the learning strategies adopted by Grade 8 students. [ABSTRACT FROM AUTHOR]

A variety of databases were used to answer questions about charter and public schools with regard low-income students, special education students, and academic performance. Charter schools in Dallas and Detroit served comparable numbers of poor children, but charter schools enrolled far fewer students in special education. "High-performing" charter schools had 1) fewer poor students 2) fewer special education students 3) anomalous test scores 4) a location on the outskirts of a school district and 5) selective admissions. Although charter schools have been promoted as "better" than public schools, only 9% of charter schools in Dallas and Detroit surpassed the average pass rate posted by public schools on the eighth-grade reading/language arts test. For eighth graders in Dallas and Detroit, especially those in the center city, charter schools offered no advantages over public schools. [ABSTRACT FROM AUTHOR]

The article discusses the use of podcasting technology in 8th-grade literacy communities to empower students' voices and promote deep thinking. It emphasizes the integration of technology and the production of text beyond traditional research essays, aligning with the National Council of Teachers of English (NCTE) belief in using technology to consume and produce texts.

This study aims to compare the MARS method and Logistic Regression (LR) methods from the family of nonlinear regression methods regarding correct classification rate, type I error, type II error and area under the ROC curve (AUC) metrics according to sample sizes using ABIDE data. For this purpose, Turkish achievement scores of 5000 randomly selected eighth grade students who participated in ABIDE 2016 and various demographic variables were used. The analyses show that in terms of correct classification rate, the LR method is more accurate in small sample size and the MARS method is more accurate in large sample size. With respect to the area under the ROC curve, the LR method performs better at small sample sizes and the MARS method performs better at large sample sizes. In terms of Type I error rate, LR has less error rate at small sample size and more error rate at large sample size, while MARS has more error rate at small sample size and less error rate at large sample size. In terms of Type II error rate, the MARS method has less error rate than the LR in all other sample sizes except 1500 sample size. The MARS method yields better results than the LR in both error types. In order to obtain robust and errorfree results in educational studies, using the LR method for small sample sizes and the MARS for large sample sizes is recommended. [ABSTRACT FROM AUTHOR]

This research investigates the Models of eighth-grade students in Turkey pertaining to magnets and magnetic interactions, while also examining the consistency of these models within themselves. Additionally, a comparative assessment is conducted by comparing the current data with data collected from eighth-grade students a decade earlier. The study comprises 59 students in the first phase and 45 students in the second phase, all of whom briefly received formal instruction on magnetism during fourth grade. The focus of the analysis centers on identifying the students' Models and evaluating their coherence across diverse contexts in both phases. Surprisingly, despite the passage of ten years, the mental model patterns exhibited by the students in both studies remain remarkably similar. Three primary categories emerged from the students' Models of magnets, including attraction and repulsion, magnetic poles, and the composition and functionality of magnets. However, noticeable distinctions between the two studies are evident. In the earlier study, the students' responses to survey questions displayed a greater variety and detail in comparison to the responses from the later study. Moreover, the second study revealed fewer instances of inconsistent Models concerning the magnetic interaction between magnets and nails, but more instances of inaccurate Models compared to the first study. The findings of this investigation offer valuable insights to educators, guiding them in designing effective lessons and activities aimed at helping students overcome their inaccurate and inconsistent Models. [ABSTRACT FROM AUTHOR]

This paper targets patterns of expressed emotional directions towards mathematics. By using TIMSS data and recoding two of the instruments, we compared responses from the same student cohort in Grade 4 (11 years old) and Grade 8 (15 years old) in Sweden. Two hypotheses were tested: negative emotions including negative motivations increase with age, and there will be gender differences. By using statistical analyses, including Cramer's V, the two hypotheses were confirmed. The results also illuminated patterns within the responses, such that boys and girls in Grade 4 differ in expressed intrinsic motivation but not extrinsic motivation. There are also indications that girls might be more likely to form negative emotional directions between grades 4 and 8 than boys, and some implications of this is discussed. [ABSTRACT FROM AUTHOR]

The purpose of the study was to determine the connection between physical fitness and the results on the gymnastics polygon in the seventh and eighth grade elementary school students. Additionally, it was necessary to determine the differences in the observed variables in relation to the grade, separately for each gender. Materials and methods. A total of 128 students from three elementary schools (64 male and 64 female students), 13 and 14 years old, participated in the testing. Five physical fitness tests were used (modified agility "T" test (MAT), Illinois agility run test, 10×5 shuttle run test, standing balance test and 2-minute step in place test), and a specially designed gymnastics polygon was used to assess the level of adoption of technical elements from artistic gymnastics. Results. A statistically significant correlation was recorded between all observed parameters with different levels, from moderate to strong correlations, both in relation to the grade, as well as in relation to the gender of the students. It was also determined that in boys, there are differences in only one test (MAT) in favor of the eighth graders, while in girls, there was a difference in three tests (MAT; 10x5 shuttle test; 2-minute step in place test) in favor of the eighth graders. Conclusions. So it can be concluded that there is a strong mutual connection between physical fitness and sportsspecific skills, which are presented in this paper by means of the technical elements of artistic gymnastics. [ABSTRACT FROM AUTHOR]

Copyright of Al-Tadris: Jurnal Pendidikan Bahasa Arab is the property of IAIN Tulungagung, Arabic Education Department, Faculty of Education & Teachers Training and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Inquiry Based Activities (JIBA) / Araştırma Temelli Etkinlik Dergisi (ATED) is the property of Journal of Inquiry Based Activities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this research is to determine the knowledge and opinions of secondary school eighth grade students about recycling. The research was carried out as a case study design which is one of the qualitative research methods and the study group consists of 40 eighth grade students studying in a secondary school in Niğde Province of Türkiye. The data of the research were collected via a semi-structured interview form with students. The obtained data were analysed using content analysis by creating codes and themes. As a result of the research, students defined recycling mostly as reuse and stated that plastic, paper and glass are recyclable materials. In addition, it was determined that the students made the most waste separation practices among the recycling activities. [ABSTRACT FROM AUTHOR]

Low cost, non-invasive instruments for the identification of high academic potential in early childhood education and care are scarce, and the complexity of cognitive development indicates that combinations of screening instruments are needed. This study investigates the reliability and validity of three instruments (individually and in combination) in a longitudinal study of 136 Norwegian children in kindergarten through 8th grade with the research questions: (1) Do children's scores on screening instruments accurately identify high academic potential in kindergarten? (2) Are children's scores on kindergarten screening instruments consistent with high academic achievement in 8th grade? (3) Is early screening for high academic potential biased by the child's gender, family income, birth semester, or level of the mother's education? A mean score combination of the instruments provided the most reliable and valid screening, but as systematic error by gender and level of mother's education was identified, similar instruments should be used cautiously. [ABSTRACT FROM AUTHOR]

This qualitative study investigates how young students expressed, explored and expanded their ideas of how they could contribute to sustainable development. We analyse a trajectory in a Norwegian 8th grade class, focusing on the students' emerging understanding through microblogging and talk in individual, group and whole class activities. The material analysed are logs from a microblogging tool and transcribed video recordings from two lessons. We examined the trajectory as a whole to understand how the topic was treated, we sorted students' microblogs thematically, and we used interaction analysis to investigate talk excerpts. The results show that the students initially tended to suggest everyday actions related to reducing consumption, and that through classroom interactions about a challenging idea their understanding broadened. The combination of microblogging activities and discussions facilitated the travelling of ideas between activities and participants, prompted the students to question, elaborate and reason, supported broad participation, and helped students create links between everyday actions and wider sustainability issues. [ABSTRACT FROM AUTHOR]

The purpose of this study was 1) to study the guidelines for the development of Task-Based Learning to improve English writing skills for Grade 8 students 2) to develop the English writing skills exercises based on a Task-Based Learning teaching style for Grade 8 students; the exercises were constructed to exceed the standard criteria of 80/80 3) to compare the students' writing abilities between the test scores before and after learning through the English writing skills exercises based on a Task-Based Learning teaching style and 4) to study student satisfaction with learning by using the English writing skills exercises based on a Task-Based Learning teaching style for Grade 8 students. The population was 35 Grade 8 students which was obtained by using a cluster sampling. The instruments used in this study were 6 stories with the English writing skills exercises based on a Task-Based Learning teaching style, 22 lesson plans, a satisfaction assessment form and achievement test. The statistics used in data analysis were mean, Standard Deviation and dependent samples t-test. [ABSTRACT FROM AUTHOR]

This action research examined the impact of integrating hands-on experimentation on eighth-grade students' skills of scientific data analysis and interpretation in a science middle school class. The intervention given to the treatment group was tasking students with completing scientific experiments during their daily lessons, along with collecting and analyzing data from those experiments. Collected data through both control and treatment groups indicated that there was no significant difference in mean test scores between the two groups. Discussions and suggestions for future studies were included. [ABSTRACT FROM AUTHOR]

This study explored the relationship between mathematics performance and learning styles among Grade 8 students in the Philippines. The study used a descriptive correlation research design to achieve its objectives, which included determining the profile of Grade 8 students, identifying their learning styles, and examining the relationship between mathematics performance and age, gender, and learning styles. The data was collected through an adapted questionnaire from David Kolb's learning style inventory. The findings revealed no significant relationship between learning styles and academic performance in mathematics. However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all. Motivation, teacher quality, and cultural background may also influence mathematics performance. The findings suggest that educators should consider students' different learning styles when developing effective teaching strategies to enhance mathematics performance among Grade 8 students. This study contributes to the literature on mathematics education and has practical implications for educators seeking to enhance their students' mathematics performance. [ABSTRACT FROM AUTHOR]

Psychological Capital (PsyCap) has received much attention in industrial-organizational research because it is linked to a broad spectrum of adaptive work-related outcomes. However, few studies have been conducted on PsyCap in non-Western school contexts, especially in the ethnic minority areas of Mainland China. The present study aims to validate the school PsyCap scale, examine the latent mean differences of school PsyCap across Dai and Han groups, and verify the correlation between school PsyCap and academic engagement, achievement emotions, and academic achievement in a sample of 769 Chinese school children (Han students = 249, Dai students = 520) in the seventh and eighth grades. Results demonstrated that the Chinese version of the school PsyCap scale had excellent psychometric properties. Besides, there were no significant differences in the mean level of school PsyCap between the two cultural groups of Chinese Dai and Han. However, the multi-group second-order CFA model showed that the mean level of Dai students' resilience was lower than that of Chinese Han. The findings also showed that school PsyCap has positive predictive effects on optimal academic outcomes (i.e., academic engagement, enjoyment, and academic achievement) but negatively affect boredom. This study enriches the understanding of school PsyCap from a cross-cultural perspective. Both theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This study examines the role of student-teacher relations on science self-efficacy and science anxiety in face-to-face and distance education. The sample consisted of 309 students attending eighth grade in four different public lower-secondary schools in Turkey and was analyzed using a descriptive model. Student-teacher relation (STR), science self-efficacy (SSE), and science anxiety (SA) questionnaires were administered in both face-to-face and distance education. Gathered quantitative data were analyzed using descriptive statistics, Pearson moment correlation, and a one-sample t-test. The results show that the mean scores of the STR and SSE in face-to-face education are higher than in distance education. The Pearson moment correlation analysis indicates that STR has a significant and positive association with SSE, and a significant negative association with SA, in face-to-face and distance education. In addition, the one-sample t-test found statistically significant differences between the mean scores of the STR and SSE in face-to-face and distance education. This difference is in favor of face-to-face education. Furthermore, the mean scores of SA in distance education are significantly higher than in face-to-face education. [ABSTRACT FROM AUTHOR]

The study shows that shows, out of ninety (90) respondents, there is an equal number of respondents when grouped according to gender. The study revealed that 80% of the respondents acknowledge the importance effective teaching styles to motivate the students. The stiudy further confirm that 3.7% of the respondents, considered Araling Panlipunan fun and interesting. It was also confirmed in the study that 3.8% of the respondents participated actively in Araling Panlipunan. The study revealed that majority of the respondents had the view that having effective teaching-styles in motivating students had a high impact on the academic performance. Based on the findings of the study, the following recommendations are made:Faculty staffs are encouraged to adapt new trends of teaching in order to inspire our students embracing Araling Panlipunan subject. It is further recommended that Araling Panlipunan teachers should not only using a pen and paper materials in teaching, instead think of an effective materials were in students become more motivated in exploring ideas like projectors and more. Conduct future studies to develop more teaching styles to motivate students to study Araling Panlipunan. [ABSTRACT FROM AUTHOR]

In this study, we aim to discover unique and relative associations among eighth-grade students’ motivational constructs (intrinsic and extrinsic motivation and mathematics self-concept), their expectations, social expectations (student perception of teacher treatment, school teacher expectations and parent expectations) and mathematics achievement using Trends in International Mathematics and Science Study 2015 dataset. We analyzed direct and indirect relationships between these constructs using structural equation modeling on the Turkey portion of the dataset (N=6,079; 2,933 female and 3,123 male). We found that intrinsic motivation, mathematics self-concept, student expectation, parent expectations and SES significantly predicted mathematics achievement. Teacher treatment predicted mathematics self-concept and mathematics self-concept predicted student expectation. We also found that student expectation and parent expectations partially mediated the relationship between SES and mathematics achievement and mathematics self-concept fully mediated the relationship between teacher treatment and mathematics achievement. We did not find evidence for achievement gap between female and male students. However, female students are found to be more extrinsically motivated than male students; female expectations are higher; and their mathematics self-concept is less than that of male students. Based on our findings, interventions targeting associations among these cognitive and non-cognitive elements—specifically the mediation role of student motivation and expectation on the relationship between social expectations and mathematics achievement—can contribute to future research toward creating a more feasible and low-cost educational context toward improving mathematics achievement using a more comprehensive approach. [ABSTRACT FROM AUTHOR]

In this study, the effects of some student (e.g., gender, bullying, etc.) and school variables (e.g., emphasis on academic achievement, clarity of teaching, etc.) on the TIMSS 2015 sci ence and mathematics achievement of eighth grade students in Türkiye were examined by controlling for the socioeconomic status of the students at the student and school level. The analyses were performed using the multilevel modelling method and the HLM8 package program. The findings show that school variables account for 34% of the variability in the TIMSS 2015 science achievement of eight grade students, while student variables account for 66%. Similar to this, school variables account for 35% of the vari ability in these students' mathematics achievement and student variables for 65% of it. The socioeconomic status of the school at the school level and students' confidence in learning the lesson at the student level are the two variables that have the strongest effects on students' achievement in science and mathematics. According to the results, other variables that have a significant effect on students' achievement in both science and mathematics at the school level are the clarity of teaching, the emphasis on academic achievement, and the school bullying level. Furthermore, school discipline problems have an effect on students' mathematics achievement. However, school resources and teacher qualifications do not have a significant effect on student achievement. Home educational resources and bullying among students are two important variables that effect how well students do in science and mathematics. The effect of gender and value learning the lesson on science achievement was significant, whereas the effect on mathematics achievement was not. The effect of like learning lesson on student achievement is significant only for mathematics. [ABSTRACT FROM AUTHOR]

This study was based on the teacher's observations of the students' comprehension of questions, passages, and literary works during the listening session. One of the numerous reasons why listening comprehension is underestimated among the four macro skills is the lack of exposure to real-world content. Numerous listening resources also conflict with the students' real-world circumstances and past knowledge, making it difficult for them to stay involved in the course. This is the justification for the study's execution. In that situation, the researcher searched for strategies and listening practice materials to aid the students in developing their English listening comprehension abilities by turning to the contentbased method for support and developed listening exercise materials that would aid in the English language learning of grade 8 children. Preexperimental design with a single group pretest-posttest was the methodology employed in this study. Based on the pretest they took prior to the treatment, 100 eighth-grade students' listening comprehension abilities were evaluated. After that, a post-test was administered to gauge how well the treatment and content-based approach had worked. The researcher also used the following statistical software or formulas: Probability and percentage distribution, standard deviation, t-test, and weighted mean: Assuming Equal Variances for Two Samples. [ABSTRACT FROM AUTHOR]

This article deals with the transition from arithmetic to algebraic instruction. We will try to highlight, in a specific and necessarily limited way, the extent of the upheaval that teachers had to face. But above all, we will try to show how the structural modifications made at the time in the didactic text impose their effects even today, in an often hidden but very real way, despite the "reform of the reform" that the 1978 programs were supposed to symbolize for the eighth grade. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Investigación is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This quasi-experiment was designed to determine the strength of the REACT Teaching Strategy, vis-a-vis a Contextualized Grade 8 Science Spiral Curriculum. It was intended to drive students toward pragmatic meaning-making, leading them towards being society's problem-solvers and critical thinkers. Student subjects were grade eight students enrolled in a public school in Caloocan City, a first-class urbanized city in Metropolitan Manila. Via the Solomon Four-Group Design and using Stanine Scaling, students were categorized into three (3) groups: Below Average, Average, and the Above Average group. Aided by the Extreme Group Approach (EGA) as the sampling technique, only the extreme groups, specifically, those students classified as below average and above average were the ones assigned to both experimental and control groups, thereby forming two control groups and two experimental groups. Following the rigors of the Solomon four-group design, two groups were subjected to pre-testing, while the other two groups did not. All the four groups, however, were subjected to post-testing. Using dependent and independent T-tests to determine significant differences within groups and beyond groups, and as substantiated by statistically determining the learning gains of all experimental groups and student feedback, the REACT strategy was proven to be a strong teaching strategy with significant differences computed on the two experimental groups' pretest and post-test, and in comparison with the two control groups. Further, the Below Average Experimental Group posted a learning gain that is significantly higher than that of the Above Average Experimental Group revealing the stronger viability of the REACT Strategy to maximize the learning potential of the Below Average students who may be struggling to find a "goodness-of-fit" between wanting to learn and finding the "best way" to learn. [ABSTRACT FROM AUTHOR]

Background: The two distance learning modalities-online and modular, differ in terms of how learning is made to happen without face-toface interaction. In Online Distance Learning (ODL), teaching and learning take place through video calls by using online platforms such as Google Meet and Zoom. The researchers decided to conduct the study with the hopes of helping the schools, especially teachers, to improve the development of macro skills among students by providing appropriate activities aligned with their learning styles and preferences without compromising the standards and competencies set upon by DepEd and MELCs. Methods: As quantitative research, it used survey questionnaires and interviews as data-gathering tools to assess, describe and differentiate the impacts of new normal learning modalities on developing macro skills. Using concurrent nested design, data gathered using descriptivecomparative survey method used was embedded to supplement the data gathered from multivariate analysis as the quantitative procedure. Result: In terms of competency development, reading and writing skills are mostly developed regardless of the learning modality. Students in Modular Distance Learning, on the other hand, are not as developed in speaking and listening because their primary source of learning was through answering activities in their modules, with no learning interaction or engagement. Conclusion: Many students under MDL find the learning experience in such modality as nonhelpful when it comes to developing their macro skills. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Studies in Mathematics (IJESIM) is the property of International Journal of Educational Studies in Mathematics (IJESIM) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this study was to examine the writing skills of 7th- and 8th-grade students with a high proportion of migration background in North Rhine-Westphalia, Germany. The study was part of the SchriFT project (2017-20), funded by the Federal Ministry of Education and Research. A writing task was given on the topic: Why can we only make assumptions about many past events? As an answer to the task, the students had to write a historical explanation that took into account the epistemological principles of historical reasoning. The students' writing was analysed using a category system, and their historical knowledge was assessed through a knowledge test. The results showed that the students possess diverse levels of writing skills, with few producing elaborate explanations, and most struggling with the subject-specific language and reasoning skills. The study also highlights the potential for genre-based writing approaches in history education. The results suggest that many students perceive history as an image of the past and have limited understanding of historical reasoning. Further research is needed to investigate the influence of motivation and interest on language learning. [ABSTRACT FROM AUTHOR]

The study determined the use of pre-recorded video lessons and its impact on students' achievement in mathematics on Grade 8 students of Victorino Mapa High School in the Philippines during the school year 2021 - 2022. The study was conducted among thirty-six students of Grade 8 Section 3 - Eighteen (18) of whom formed the experimental group called Supplementers while another 18 students formed the control group called Visitors. The quasiexperimental research, Pretest-Posttest Nonequivalent Group Design was used to assess the effectiveness of pre-recorded videos to the students' achievement through scores. Likert scale questionnaire method was utilized to reveal the students' rating on the use of pre-recorded video lessons to their learning process. Based on the statistical analysis test, it was found at that the mathematics achievement of students who watched pre-recorded video lessons before the online class discussion had significant increase compared to those who don't watch. The results of the questionnaire also obtained positive results that students found it helpful to their learning process. [ABSTRACT FROM AUTHOR]

In this study, it is aimed to determine the algebraic thinking habits of two eighth grade school students through the answers they gave in the process of solving mathematical problems. The algebraic habits of mind (ZCA) theoretical framework developed by Driscoll (1999) was used to reveal these thinking habits. The research design of this study is a case study and the participants consist of two eighth grade students. The data were analyzed using Driscoll (1999)'s ZCA framework, which is algebraic habits of mind. Descriptive analysis was used in the analysis of the data. When we look at the findings obtained from the research; It is seen that both students can do describing a rule and justifying a rule in the solutions of the problems. In addition, it is seen that computational shortcuts, equivalent expressions and symbolic expressions come to the fore in the solutions of students' problems. On the other hand, the habit of undoing in solving problems was not encountered very rarely in both students. In the light of the findings obtained, the reasons for the existing and non-existent algebraic habits of mind are discussed. As a result of this discussion, it is thought that it is effective to include guide questions to create and develop algebraic thinking habits in students in classroom teaching practices of teachers. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate how the 8th graders interpreted the equal sign in the pan balance activities they created on Scratch. Five eighth graders (4 girls and 1 boy) in Turkey participated in this study. Case study was employed as a qualitative research method. Data was gathered through the Scratch files created by the students and the think-aloud protocol interviews with them. The questions used in the activities were prepared in accordance with the test created by Matthews et al. (2012). For data analysis, content and descriptive analysis methods were employed. Findings showed that participants interpreted the operational questions as operational and relational questions as relational through using Scratch. Another significant finding emerged in Scratch activities was the fact that in order for the code block to provide an equation, the pan balance was supposed to balance. Employing Scratch in the class teachings may provide variety in learning environments for teaching of equal sign. [ABSTRACT FROM AUTHOR]