This study aims to determine the likelihood of adopting blended learning using the rotation model as an enhanced learning modality among college students in light of the innovation theory. The researcher utilized a quantitative design using a descriptive-correlational approach to examine factors like compatibility, simplicity, trialability, observability, relative advantage, cost, and behavioral intention in relation to blended learning adoption. A simple random sampling technique was utilized to gather 180 respondents. The study reveals a high level of adoption of innovation, the blended learning rotation model with the three main factors: compatibility, observability, and relative advantage. Users who are to adopt this innovation align well with the existing values and needs if they can see the benefits of using it and perceive it as superior to alternatives. On the other hand, factors such as simplicity and trialability do not seem to have a significant relationship with the adoption of blended learning using the rotation model. Addressing concerns related to cost is paramount to ensure widespread adoption. The findings highlight the relevance of considering these key factors when presenting innovations in educational settings. It proposed that efforts should be focused on ensuring that the innovation adopted is compatible with users’ needs, its benefits are visible, and it is perceived as advantageous compared to other options. This could involve training and support to help students and teachers understand the benefits and how to use the innovation effectively.

Preparing students for school involves equipping them with the necessary skills to learn and excel, such as through play, communication, focus, and social interaction. Ensuring children have a solid foundation in basic number skills before delving into more advanced mathematical concepts is crucial for their academic development. This study focused on evaluating the readiness of Grade 1 students at St. Paul University Surigao in terms of their number knowledge. This involved 24 Grade 1 students and utilized a pretest-post-test design, using a School Readiness Test (SRT) to assess their number knowledge readiness. Data analysis included frequency count and percentage distributions, and paired t-test. The results indicated a significant improvement in the students' number knowledge readiness following the teaching and learning activities, suggesting that these interventions were effective. Furthermore, the study found that factors such as sex and previous school attended did not influence the students' readiness in number knowledge. It is recommended that the school continues implementing activities that enhance students' performance in this area.

Plagiarism, as a type of academic misconduct, is a significant issue in higher education institutions and is described as the spreading of moral panic in academics. Prompted by concerns with the frequency of plagiarism, this investigation examined undergraduate students' perceptions of academic misconduct, forms of plagiarism, and the underlying causes of plagiarism among first- and second-year biology and chemistry majors at the University of Guyana, Turkeyen campus in 2018. The paper also presents students’ recommendations on how to best address the issue in the program. Although the findings of this study cannot be generalised, it was found that more than 90% of students who participated were acquainted with the interpretation of the terms academic misconduct and plagiarism but still plagiarized. Interestingly, the most prevalent form of plagiarism was found to be substituting the author's words with synonyms while maintaining the overall organization and meaning of the original work, and the most common cause of plagiarism was determined to be heavy assessment workload. According to this survey, students favoured penalties over grade loss when it came to avoiding plagiarism. Ultimately, the results reveal how conscious students are of academic integrity and strategies that could lower the quantity of plagiarism cases at the institution.

The purpose of this study is to serve as the central notion that the whole research endeavour revolves around. It provides a framework for examining the potential applications of artificial intelligence (AI) for teachers operating in the field of scientific education. A clear framework for an in-depth analysis that tries to shed light on the opportunities and challenges associated with the use of AI technology in primary scientific education is provided by this thesis statement, which specifies the purpose of the research as well as the scope of the investigation. The project's objective is to broaden the existing body of knowledge and provide insights into the ways in which educators might make use of technologies that are powered by AI to enhance the instructional techniques they use and the outcomes of student learning. In order to do this, a well-prepared thesis statement will ideally be used.

According to research, teachers' views about the nature of science influence their students' views, as well as how they teach science. The goal of this study was to ascertain in-service science teachers' views on the empirical and tentative nature of science. A mixed-methods approach was adopted. The sample comprised of ten in-service senior high school science teachers (7 males and 3 females) who were purposefully selected. In-service science instructors exhibited naive views of science (M = 2.81, SD = 0.33). Majority of the in-service science teachers (80%) held naive views, and 20% held informed views of the nature of science. The study revealed that in-service science instructors held a naive understanding of the empirical nature of science (M = 2.60, SD = 0.31). They did, however, held informed views about the tentative character of science (M = 3.77, SD = 0.79). The study recommends that research and professional development activities be directed toward assisting science teachers in developing a deep, comprehensive, and integrated grasp of science. Nature of science should be explicitly taught at the teacher education institutions to help prospective teachers understand the nature of science.

This study investigates the prospective of incorporating input hypothesis, output hypothesis, interaction hypothesis and metacognitive theory into the best practices of ChatGPT in foreign literature. The study used an online survey involving 146 Chinese internet users to examine opinions on the use of ChatGPT for foreign literature analysis and tasks. Specific skills enhanced by AI integration, such as critical thinking, nuanced comprehension, and advanced linguistic proficiency in foreign languages are discussed in the research. However, there were concerns about its ethical implications when used for literary purposes because it may lead to biases, wrong information and risks which include plagiarism. During the application of ChatGPT, it was emphasized that comprehensible input is crucial to ensure that AI provided content is both understandable and suitable to learners’ current proficiency level. Moreover, learners are encouraged to actively utilize ChatGPT as feedback as well as correction tool. Furthermore, this research allowed learners to engage in live communication through using ChatGPT as a speaking partner thereby negotiating meaning and getting instant feedback to support interaction hypothesis (IH). Underpinned by metacognitive theory, instructing learners to reflect on their learning process with the help of ChatGPT involves identifying areas of difficulty and seeking specific assistance, for example, learners may ask about linguistic doubts from chat GTP or test their understanding about certain concepts or vocabulary using it. In order to effectively integrate these hypotheses with metacognitive theories, interactive chat GPTs were designed which required learners’ involvement in comprehensible input generation of language, output meaningful interactions and reflection on learning process; reading or listening to foreign language content (input), responding or creating content (output), engaging in conversation (interaction) tasks are assessed for their comprehension and performance levels (metacognition).

Outside of typical educational settings, Artificial Intelligence (AI) may provide real-time feedback, adjust course content dynamically, and evaluate student involvement through interactive learning strategies. By providing learners with a unique educational experience, artificial intelligence improves instructional techniques. Instructors who employ AI in the classroom, on the other hand are most afraid of losing their jobs in large numbers. Workers in a variety of industries, education not being spared in this regard, will eventually be replaced by robots and algorithms as machines grow more adept at handling complicated tasks due to the massive levels of automation brought about by the rapidly advancing field of artificial intelligence. A person’s ability to support themselves and maintain the social cohesiveness and a sense of community that come from meaningful work is negatively impacted by losing their job. Therefore, it’s important to strike a balance between the benefits AI can provide and any potential ethical or other problems.