Global Diversity Character Development for Students through Economic Learning

The decline in students’ academic performance in Economics as a course of study in the last decade is worrisome. This study therefore seeks to investigate influence of students’ attitude towards Economics as a course of study on academic performance in the University of Lagos.
 The study adopted descriptive survey research design and made use of a sample of One hundred and twenty (120) undergraduate students randomly selected from Economics Education cohort, Faculty of Education, University of Lagos, Akoka. A self-developed questionnaire of 34 items was used to collect information from the students after its validity and reliability (r=0.68) were determined with the use of split half method. The data collected were analysed using Mean, Standard Deviation, and Simple Percentage while Chi-square, independent t-test and One-way Anova statistical tools were used to analyse three hypotheses at 0.05 level of significance using (SPSS) testing program. The study revealed that there is significance influence of students’ attitude towards economics as a course on academic performance. Both male and female students have almost the same attitude towards economics as a course. Also, the attitude of students towards economics as a course is the same at different academic levels. In the light of the study`s results, the researchers presented a number of recommendations and proposals the most important of which are: Ministry of education should organize orientation programmes against wrong attitude of undergraduate students towards economics as a course in order to improve their motivation and academic performance. Since gender does not affect the attitude of students towards economics as a course, teaching and learning of economics as a course should be done freely among the students of different sexes. Seminars and symposiums should be organized by university management for Economics department, Faculty of Education about the prospects of the course to motivate them towards academic excellence.

Global Development, Converging Divergence and Development Studies: A Rejoinder

Drug abuse is a worldwide serious health problem. Peer education is an effective method in preventing risky behaviors and educating teens about drug abuse. Aim of the current study was to evaluate the effectiveness of peer education intervention to promote drug abuse prevention among secondary schools students. Methods: a quasi-experimental research design was used. A multi-stage random sample selection of six secondary schools affiliated to the Ministry of Education and Technical Education was utilized. A convenience sample of 1200 students was selected from the 1st, 2nd and 3rd grades of the selected schools at Shebin El kom, Menoufia Governorate, Egypt. Instruments: (1) Sociodemographic data questionnaire; (2) Basic knowledge of students about drug abuse questionnaire; (3) Attitudes of the students toward drug abuse prevention assessment questionnaire and; (4) Self-efficacy of students about drug abuse prevention questionnaire. Results: the mean age of the studied students in both study and control groups were (16.14 ± 1.08 &15.96 ± 1.01) respectively. There were statistically significant differences between study and control group in the total mean score of knowledge about drug abuse post intervention (12.39 ±1.72 & 6.88 ± 1.35; P value .000) compared to pre-intervention (6.95 ± 2.14 & 6.72 ± 2.19; P 0 .535). There was a statistically significant difference between study and control group regarding students' attitudes toward drug abuse post intervention (160.98 ± 11.72 & 75.55 ± 13.35; P 0.000) compared to pre-intervention (77.53 ± 12.14 & 75.89 ± 11.19; P 0.735). Finally, there was a statistically significant difference between study and control group regarding students' self efficacy about drug abuse prevention post intervention (11.84 ± 1.92 & 8.18 ± 1.55; P 0.000) compared to pre-intervention (8.89 ± 3.14 & 7.99 ± 1.92; P 0.598). Conclusions: the findings of the current study suggest that peer education intervention has a positive effect and significantly enhances knowledge, self-efficacy and attitudes of secondary school students toward drug abuse. Recommendation: Peer education intervention as a school-based prevention programs is an appropriate model to be implemented for drug abuse prevention among school students.

This study aims to examine the attitudes of fourth-grade primary school students towards the Visual Arts Course and the success levels of their painting performances. The study is a descriptive scanning model with a quantitative research approach. The study was conducted in two class hours at a public primary school located in Hatay/Reyhanlı center in the fall semester of the 2022-2023 academic year. The study group consisted of 55 students aged 8-11 from classes 4-A and 4-B. While collecting the research data, the "Attitude Scale Towards Visual Arts Course" and the "Student Products (Paintings) Evaluation Form (Rubric)" were used. Descriptive analyses and t-tests were applied to the Attitude Scale Data. Descriptive statistics were applied to the data obtained in the evaluation of the paintings. Based on the findings, it is seen that the attitudes of the fourth-grade students towards the visual arts course are at a medium level. The attitudes of the students towards the course were compared according to their gender and age and no statistically significant difference was found. As a result of the paintings evaluated according to the Student Products (Paintings) Evaluation Form (Rubric), the students generally have a medium level of success in all criteria. While the highest average score was received from the criterion of "The work being appropriate to the subject", the lowest score was received from the sub-dimensions of "Image richness", "Using colours (originality, richness, colour transitions in the use of colours) and "Movement-Rhythm". As a result, both the attitudes of the fourth-grade students towards the visual arts course and the paintings they made in the course are consistent within themselves, but the fact that they are at a medium level in both cases reveals that the issue needs to be emphasized.

U.S. Truth, Racial Healing, and Transformation Funders' Briefing Program, January 19, 2021.

General Background: In an increasingly globalized society, fostering multicultural competence and global diversity character in primary education is critical for shaping tolerant and inclusive citizens. Specific Background: However, educational institutions often lack contextual, engaging materials to cultivate these competencies effectively, particularly through culturally rooted experiences. Knowledge Gap: Despite the potential of local culture as a medium for learning, studies rarely examine its integration through structured project-based modules in primary education. Aims: This study aims to evaluate the effectiveness of a project-based learning module focused on traditional Bogor food in enhancing students’ multicultural competence and global diversity character within the Pancasila Student Profile (P5) framework. Results: Using a quasi-experimental design, the experimental class achieved a high average N-Gain score (0.74) for multicultural competence, surpassing the control class (0.60), and outperformed the control group by 7.5% in global diversity character scores. Novelty: The study introduces a novel instructional strategy that integrates traditional culinary practices into project learning to develop cultural awareness, empathy, and adaptability among elementary students. Implications: These findings suggest that embedding local cultural elements in project-based learning modules is a promising pedagogical approach to enrich multicultural and global character education in primary schools.Highlight : The traditional food project effectively improves students' multicultural competence and global diversity character. Learning through local food enhances cultural understanding, empathy, and inclusive attitudes. The experimental class showed significantly higher N-Gain and global diversity scores than the control group. Keywords : P5 Project Module, Traditional Food, Multicultural Competence, Global Diversity, Primary Education

The purpose of this study is to determine the attitudes of students studying at different types of high schools towards mathematics classes, and to test whether or not there is a meaningful difference between the demographic properties of the students and their attitudes. The data used in this study were obtained from 1,801 students studying at different types of high schools. The data obtained in the study showed that the attitudes of the students towards mathematics are at medium level, and that there is a meaningful difference between the attitudes of the students towards mathematics classes and the education levels of their fathers and the students’ high school types. On the other hand, it has been determined that there is no meaningful difference between the gender of the students, the gender of the mathematics teachers, attending to an extra course, receiving private lessons for mathematics, their perceived success status, educational levels of their mothers, the income level of their families, the number of siblings, the order of the student in the family as a sibling, fathers’ and mothers’ profession, and the attitudes of the students. According to the Multi Linear Regression Analysis which was performed with the purpose of determining the factors affecting the attitudes of the students in the study group, the Gender of the Mathematics Teacher ( = -.073), the Profession of the Mother ( = - .069) and the Educational Level of the Father ( = .049) have effects in determining the attitudes of the students towards mathematics classes.

The notion of meaning in life can be defined as the subjective experience that life is valuable and worth living. Research has demonstrated that individuals who possess a strong sense of purpose tend to demonstrate positive coping mechanisms and maintain optimal mental well-being when confronted with adversity. In essence, the presence of meaning in life has been shown to enhance an individual’s resilience, thereby mitigating the risk of developing mental health conditions such as pessimism, anxiety, stress, and depression. Religious attitude, on the other hand, shapes an individual’s inner and outer life by directing his/her religious feelings, thoughts and behaviors. As a matter of fact, religious attitude plays a strong role in finding resources to solve life problems, finding explanations for stressful life events such as disappointments and frustrations by affecting the individual’s level of making sense of life. In a similar manner, the objective of the psychology of religion course is to facilitate comprehension and elucidation of the human condition, encompassing the intricacies of individuals’ emotions, cognitions, and behaviours, as well as their interactions with their immediate environment, broader culture, and their spiritual practices. The attainment of this objective is contingent upon the motivations, motives and attitudes of students towards the course. A positive attitude towards the course has been shown to have a significant impact on students’ sense of purpose and their religious attitudes. In this context, it is important to investigate the interactional relationship between the levels of making sense of life and religious attitudes of theology faculty students and their attitudes towards the psychology of religion course. The present study aims to determine whether the psychology of religion course exerts a mediating effect on the relationship between the level of religious attitude exhibited by theology faculty students and their ability to find meaning in life. The study group of the research consists of a total of 320 students, 218 female and 102 male, studying at Gümüşhane University Faculty of Theology in the 2023-2024 academic year. The study data were collected using a Personal Information Form, an Attitude Scale towards the Psychology of Religion Course, a Religious Attitude Scale, and Meaning and Purpose of Life Scales. The data were analysed with IBM SPSS Statistics 26 and Amos 24 software packages. The findings indicated a positive relationship between students’ religious attitude levels and their levels of finding meaning in life. It can thus be posited that individuals who exhibit pronounced religious attitudes are concomitantly characterised by a propensity to engage in the making of sense of life. The findings further revealed significant positive relationships and interactions between the religious attitudes of theology faculty students and their attitudes towards the psychology of religion course. It is thought that the psychology of religion course can contribute to the individual’s efforts to make sense of life by explaining religious feelings, thoughts and behaviours in terms of content and achievement. The study revealed a positive correlation between an individual’s attitude towards the psychology of religion course and the level of meaning in their life. Furthermore, it was observed that the attitude towards the psychology of religion course played a mediating role in the relationship between religious attitude and the level of meaning in life. Consequently, all hypotheses determined within the scope of the research were confirmed. The results of the study indicate that attitudes towards the psychology of religion course are significant for undergraduate students’ religious attitudes and their sense of life’s meaning. In light of these findings, it is recommended that instructors oversee students’ attitudes towards the course during the teaching process, enhance course materials and content, and incorporate diversity in terms of methodology.

The aim of this study is to examine the relationship between fourth grade students' attitudes towards mathematics and their mathematics anxiety levels. Relational screening model was used in the research. The study group of the research consists of 623 fourth grade students studying in primary schools in Edremit District of Van province in the 2019-2020 academic year. The research data were obtained by using the "Attitude Scale Short Form" adapted by Hacıömeroğlu (2014), the "Mathematics Anxiety Scale" developed by Bindak (2005), and the "Personal Information Form" prepared by the researcher. In the analysis of the data, the value obtained by using descriptive analysis, Parametric Difference Tests (independent groups t-test and ANOVA) and Pearson Product-Moment Correlation Coefficient within the scope of correlation analysis was evaluated with a two-way hypothesis test at the 0.05 significance level. As a result of the analyzes, it was seen that the attitudes of the fourth grade students towards the mathematics lesson were above the average, and the attitudes of the students towards the mathematics lesson did not differ according to gender and mother education level, but differed according to the education level of the father. In the study, it was also observed that there was a negative and significant relationship between students' attitudes towards mathematics and their mathematics anxiety levels. This relationship, which was determined as a result of the research, shows the existence of many common variables that affect the attitudes of fourth grade students towards mathematics and their mathematics anxiety levels.

The aim of the study is to examine and determine the thoughts of recycling of the situations (gender, grade level, educational status of parents) that affect the recycling attitudes of secondary school students. Explanatory design has been preferred among the mixed method research designs in which both quantitative and qualitative approaches are used together in the research. The study group of the quantitative part of the research consists of 700 students studying in secondary schools and the study group of the qualitative part consists of 30 students identified as selected. The data of the research were obtained with the “Recycling Scale” and “Image Form”. In order to compare the scale scores related to gender variable, Whitney U Test was used; in order to compare the scale scores related to grade level, maternal education and paternal education status variables, Kruskal Wallis Test was used. The qualitative data obtained from the students’ drawings were analyzed by content analysis. According to the results obtained from the research, students’ attitudes towards recycling are high in a positive way; it has been determined that there is no difference according to gender and education level of their mothers. It has been determined that there is a difference in the attitudes of the students towards recycling according to the grade level and educational status of their fathers. It is seen that students include elements such as people, trees, garbage, factory, cloud and garbage boxes in the paintings related to recycling. In this context, it can be said that student perceptions about recycling include recycling components.

In the software development process, which must be coded depending on the platform, software engineering students should have the optimum hardware competence. In this study, the embedded systems course in the software engineering curriculum is replanned based on the project development process. Sixty software engineering students formed the sample of the research. The sample was divided into two groups, as study and control groups. Presentations of the projects developed by taking into account the multivariate project development stages were realised. A measurement instrument was developed to determine whether there is a change in the attitudes of software engineering students towards embedded systems and related technologies (α = 0.829). At the end of the course, it was determined that the attitudes of the students (survey group) who took the embedded systems course and those who did not take this course (control group) differed significantly. This differentiation is in favour of the survey group.

The current research aims to determine the effects of blended learning environment on students' academic achievement and attitudes. Mixed-method research was employed in this research. The study group was 32 student from the 5th graders. In this study, for the collection of quantitative data, achievement test and attitude scale were used. Semi-structured interview form was used for qualitative data collection. On one factor, for repeated measure, two factor ANOVA is used in the analysis of quantitative data. Descriptive analysis method was used for qualitative data. According to the findings of the study, the experimental group students to whom blended learning method was applied were more successful in science and technology course then the students in control group who were trained in accordance with the traditional learning method. Considering the interviews with the students, they stated that they learned better with blended learning and understood well. It was observed that there was a positive increase of the experimental group students’ attitudes about blended learning towards to science and technology course compared to the control group students’. These results of the research have been interpreted as blended learning method was a positive factor on student’s academic achievement and their attitudes towards to course

In this study, the effect of Digital Storytelling method on the attitudes of students toward teaching technologies is investigated. The study group was composed of 20 students at Mustafa Kemal University’s Kirikhan Vocational School for 2014-2015 spring term academic period. Seven study groups were designed by appointing two or three students for each, and the social norms themed digital stories were prepared as assignments. One grouped pre-test / post-test model based on semi experimental design was chosen for study, and the Education Technologies attitudes scale was performed before and after the study. Following the post-test implementation, interviews with students were also performed. The relational samples created between the pretest and post-test was analyzed via t test. The results indicate that the Digital Storytelling method has a positive effect on students’ attitudes toward education technologies, although this result was not statistically significant. According to the interview results, it was also concluded the digital stories can be used as instructional materials, and it can also increase the level of knowledge and interest upon subject via using the education technologies.

In this study, the effect of Digital Storytelling method on the attitudes of students toward teaching technologies is investigated. The study group was composed of 20 students at Mustafa Kemal University's Kırıkhan Vocational School for 2014-2015 spring term academic period. Seven study groups were designed by appointing two or three students for each, and the social norms themed digital stories were prepared as assignments. One grouped pre-test / post-test model based on semi experimental design was chosen for study, and the Education Technologies attitudes scale was performed before and after the study. Following the post-test implementation, interviews with students were also performed. The relational samples created between the pretest and post-test was analyzed via t test. The results indicate that the Digital Storytelling method has a positive effect on students' attitudes toward education technologies, although this result was not statistically significant. According to the interview results, it was also concluded the digital stories can be used as instructional materials, and it can also increase the level of knowledge and interest upon subject via using the education technologies.

Globalisation forces pupils to traverse many cultures and complex societies. Diversity and character development in education are more important than ever for global citizenship. Children can learn about world diversity and develop good character through independent study and relevant education. The study found that meaningful learning environments, where students actively participate and apply new knowledge to real-life experiences, may foster empathy, respect, accountability, and open-mindedness. Owning their education gives kids independence and a worldview. Students learn information and social and emotional skills for a changing society using this method. Interviews, surveys, and classroom observations provide qualitative and quantitative research data. We investigate how project-based, collaborative, and experiential learning enables students to recognize cultural differences. Teachers' efforts to assess pupils' values, beliefs, and varied attitudes are also examined. Relevant education and autonomous learning boost students' global understanding, a preliminary study reveals. Students respect different cultures and take global responsibility. Critical thinking and reflection help students value diversity, inclusivity, and social justice, thereby developing their character and moral compass. The survey promotes school character and global diversity. It promotes cognitive and emotional growth, helping students become independent and caring global citizens. The document recommends that educators and policymakers utilise curriculum and learning environments to inform, engage, and include students. The study enhances 21st-century education by demonstrating how customized learning and relevant educational practices can increase children's global diversity awareness and character development.