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821 |
EFL Reading In Indonesian Universities: Perspectives and Challenges in Cultural Contexts ...
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823 |
Metadata record for: A behavioural dataset for studying individual differences in language skills ...
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825 |
Critical Thinking Skills and Meaning in English Language Teaching ...
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826 |
Research Trends in EFL Writing in Indonesia: Where Art Thou? ...
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827 |
Communication Apprehension and Oral Communication Strategies of Individuals with Tourette's Syndrome: A Self-Report ...
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828 |
The retrievability of L2 English multi-word items in a context of strongly form-focused exposure: What matters? Untitled Item ...
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829 |
Iranian EFL Teacher Cognition: Tracing Cognitive Dissonance ...
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831 |
EFFECTS OF PREDICT-EXPLAIN-OBSERVE-EXPLAIN AND VEE HEURISTIC STRATEGIES ON STUDENTS’ ACHIEVEMENT, METACOGNITIVE AWARENESS AND SELF-EFFICACY BELIEF IN ORGANIC CHEMISTRY IN EKITI STATE, NIGERIA ...
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Abstract:
This research investigated the effects of Predict-Explain-Observe-Explain (PEOE) and Vee Heuristic (VH) strategies on students’ achievement, metacognitive awareness and self-efficacy belief in Organic Chemistry in Ekiti State, Nigeria. The moderating effect of gender was also investigated. The study adopted a pretest, posttest, control group, quasi-experimental research design. The instruments used for data collection were Organic Chemistry Achievement Test (OCAT), Metacognitive Awareness Inventory (MAI) and Organic Chemistry Self-Efficacy Belief Scale (OCSEBS). Kuder-Richardson (KR-21) formula was used to test internal consistency of OCAT which yielded a reliability value of 0.94. Cronbach Alpha was used to ascertain the reliability index of MAI and OCSEBS respectively which gave reliability values of 0.84 and 0.86 respectively. The target population was 14,753 Senor Secondary II students offering chemistry in the study area. A sample of 308 students (Male=174 and female=134) drawn from 9 schools within the ...
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Keyword:
130101 Continuing and Community Education; 130106 Secondary Education; 130212 Science, Technology and Engineering Curriculum and Pedagogy; 130306 Educational Technology and Computing; 130308 Gender, Sexuality and Education; 130309 Learning Sciences; 130313 Teacher Education and Professional Development of Educators; 170103 Educational Psychology; 200401 Applied Linguistics and Educational Linguistics; 39901 Environmental Chemistry incl. Atmospheric Chemistry; Developmental and Educational Psychology; Education; FOS Chemical sciences; FOS Educational sciences; FOS Languages and literature; FOS Psychology; Organic Chemistry
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URL: https://figshare.com/articles/EFFECTS_OF_PREDICT-EXPLAIN-OBSERVE-EXPLAIN_AND_VEE_HEURISTIC_STRATEGIES_ON_STUDENTS_ACHIEVEMENT_METACOGNITIVE_AWARENESS_AND_SELF-EFFICACY_BELIEF_IN_ORGANIC_CHEMISTRY_IN_EKITI_STATE_NIGERIA/12205043/1 https://dx.doi.org/10.6084/m9.figshare.12205043
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832 |
Emotions among students engaging in connectivist learning experiences ...
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833 |
Práticas investigativas I – Trabalhos acadêmicos [Salvo automaticamente].pdf ...
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834 |
Epílogo.La lectura como artefacto teórico y político: consciencia diferencial de oposición e imágenes de inclusión ...
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837 |
Patterns and predictors of reading comprehension growth in L1 and L2 readers ...
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838 |
Emotions among students engaging in connectivist learning experiences ...
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840 |
Linguistically Inclusive TESOL Curriculum Study Raw Data ...
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