This study examines the physical health status of private undergraduate students in Hebei Province by integrating anthropometric indicators with lifestyle behaviors and contextual factors. Using a mixed-methods approach, data were collected from 200 students through physical measurements, structured questionnaires, and semi-structured interviews. The results show that although most students fall within the normal Body Mass Index (BMI) range, significant health risks persist due to insufficient physical activity, irregular exercise frequency, unbalanced dietary habits, and inadequate sleep patterns, particularly among upper-year and female students. Unlike previous studies that primarily rely on physical fitness indicators, this study provides new evidence by revealing a clear disconnect between normal anthropometric outcomes and unhealthy lifestyle behaviors, highlighting that BMI alone is insufficient to represent students’ overall physical health. The findings further indicate that individual behaviors are closely shaped by institutional constraints, academic pressure, family expectations, and socio-cultural norms. The study contributes theoretically by supporting a holistic health framework that integrates social determinants, motivational factors, and institutional support systems. From a policy perspective, the findings underscore the need for coordinated, multi-level health promotion strategies involving curriculum reform, campus-based physical activity initiatives, digital health support, and family engagement to foster sustainable improvements in student well-being.

This study examines the effect of the Missouri Mathematics Project (MMP) learning model on the mathematics learning motivation of seventh-grade students at SMP Negeri 1 Sedayu. A quasi-experimental method with a nonequivalent control group design was employed. The participants consisted of two classes: class VII B as the experimental group implementing the MMP model and class VII D as the control group receiving conventional instruction, involving 31 and 32 students respectively. Students’ learning motivation was measured using a validated motivation questionnaire. Data were collected through pretest and posttest administrations and analyzed using the Shapiro–Wilk normality test, Levene’s homogeneity test, paired sample t-test, and independent sample t-test at a 5% significance level. The results indicate that the Missouri Mathematics Project learning model did not produce a significant improvement in students’ learning motivation. The experimental group showed no significant motivational gain after the intervention, while the control group demonstrated a higher increase in learning motivation through conventional instruction. Differences in learning motivation between groups were influenced by students’ internal and external factors. These findings suggest that although the Missouri Mathematics Project effectively supports structured cognitive learning, it has not yet optimally addressed affective aspects such as learning motivation. Therefore, the integration of explicit motivational strategies is necessary to enhance students’ engagement in mathematics learning.

Mathematics achievement at the secondary school level is a critical determinant of students’ academic progression and future career opportunities. Although international studies have consistently highlighted metacognitive awareness as an important factor influencing mathematics learning, empirical evidence from the Nepalese context, particularly at the secondary level, remains limited. This study aimed to examine the relationship between metacognitive awareness and mathematics achievement among secondary-level students in Bhaktapur District, Nepal. A quantitative correlational design was employed, involving 450 students from Grades 9 to 12 enrolled in both public and private schools. Metacognitive awareness was measured using an adapted Metacognitive Awareness Inventory, while mathematics achievement was obtained from students’ most recent test scores. Data was analyzed using descriptive statistics, Pearson correlation, and simple linear regression. The results revealed a moderate and statistically significant positive relationship between metacognitive awareness and mathematics achievement, with metacognitive awareness explaining a substantial proportion of variance in students’ mathematics performance. No statistically significant differences were observed across gender or school type. These findings confirm the importance of metacognitive awareness as a meaningful correlation and predictor of mathematics achievement in the Nepalese secondary school context. The study highlights the need for integrating metacognitive strategy instruction, including planning, monitoring, and reflective evaluation, into secondary mathematics classrooms to enhance academic achievement and support the development of self-regulated learning skills.

School bullying remains a pervasive issue, significantly impacting students' physical and mental well-being. This study examines the effectiveness of home-school cooperation in preventing bullying at Meihekou Yuxiu Primary School. Utilizing a qualitative research approach, semi-structured interviews were conducted with parents, teachers, and school administrators to assess current cooperation models, identify challenges, and explore strategies for improvement. The findings reveal that while home-school collaboration plays a crucial role in mitigating bullying incidents, gaps persist in communication, parental engagement, and school-led interventions. Results indicate that enhancing teacher training, establishing systematic family-school communication mechanisms, and fostering parental participation can significantly improve bullying prevention efforts. Additionally, the study emphasizes the necessity of psychological support for students and the implementation of targeted intervention programs. The conclusions provide valuable insights for optimizing home-school cooperation strategies and strengthening anti-bullying measures in primary education.

This study investigates grammatical and lexical cohesion in Indonesian EFL undergraduates’ argumentative essays and examines how cohesion relates to writing quality. A small learner corpus of 15 timed essays was manually coded for reference, articles, conjunctions, and lexical reiteration following Halliday and Hasan’s framework, and rated with an analytic rubric. Descriptive statistics and Spearman correlations were complemented by qualitative analysis of higher- and lower-rated texts. Quantitative results show frequent use of articles, basic conjunctions, and lexical repetition, but cohesion indices display weak, sometimes negative, associations with overall and coherence scores. Qualitative findings reveal that stronger essays are characterised by stable reference chains, a wider range of logical connectives, and purposeful lexical reiteration, whereas weaker texts rely on broken chains and mechanical repetition. The study argues that cohesion quality, rather than quantity, is more salient for raters and discusses implications for genre-based EFL writing instruction.

The aims of this research are twofold: (1) to investigate how the reading aloud technique is applied in enhancing the speaking skills of eighth-grade students at MTsN Kota Palopo, and (2) to assess its effectiveness in improving those skills. The study utilized a pre-experimental method, specifically employing a one-group pre-test and post-test design, to evaluate the impact of the treatment. The research population included 288 eighth-grade students, from which a single class—Class C with 32 students—was purposively selected due to their relatively better speaking ability compared to other classes. The results indicated that the use of reading aloud as a teaching strategy had a positive effect on students’ speaking development. This approach incorporated structured oral practice through reading aloud and interactive question-and-answer sessions, targeting the enhancement of accuracy, fluency, and clarity in speech. The mean score from the pre-test was 24.43, categorized as "Very Poor," which significantly improved to 44.71 in the post-test, demonstrating notable progress. A paired sample t-test yielded a t-value of 24.328, surpassing the critical value of 2.093, with a p-value of 0.000, confirming the statistical significance of the treatment. Moreover, a high positive correlation of 0.919 between pre- and post-test scores further underscored the consistent effect of the intervention across students with varying initial proficiency levels. Although a majority of students remained within the "Poor" category, the overall findings highlight reading aloud as a promising strategy for fostering speaking skills in the context of English as a Foreign Language (EFL).

This study investigates the relationship between phubbing behavior and students’ empathy in the context of digital learning at SMKS Garudaya Bontonompo, Indonesia. The research employs a quantitative correlational design with a sample of 135 students selected through simple random sampling. Data were collected using two standardized instruments: the Phubbing Behavior Scale and the Empathy Scale, both of which demonstrated high reliability coefficients. Descriptive and inferential statistical analyses were conducted using SPSS version 23.0. The results indicate a strong and significant negative correlation (r = –0.806, p < 0.05) between phubbing behavior and empathy, suggesting that increased smartphone-centered activity corresponds with decreased emotional understanding. These findings emphasize the need for balanced digital engagement in educational settings and highlight the psychological impact of smartphone dependency on social-emotional development. The study recommends integrating social-emotional learning (SEL) and digital citizenship education into classroom practices to foster empathy and responsible technology use among students.

The COVID-19 pandemic has caused severe disruptions to education systems globally, especially in developing countries. This study compares education recovery policies in Indonesia and Nigeria, focusing on approaches to addressing learning loss among disadvantaged students. Using secondary data analysis and thematic content analysis, the study examined policy documents, reports, and academic literature from 2020 to 2023. The results show that both countries recognize the importance of supporting disadvantaged students, but their strategies differ due to differences in government structures, education investment, and socio-political contexts. Indonesia adopts a centralized approach, emphasizing curriculum reform and school autonomy, as seen in the “Sekolah Penggerak” initiative, while Nigeria relies on community-based initiatives and support from NGOs, such as the Learning Recovery and Accelerated Education Plan. The study highlights the need for context-sensitive policies that prioritize inclusive education and leverage community resources to ensure effective learning recovery.

This study examined the preparedness of Nepali teachers of English as a Foreign Language to teach online. It considered various factors, including demographic (gender, age, and education) and professional contexts (school location—rural vs. urban, teaching level—basic vs. secondary, employment status—permanent, temporary, relief grant quota, institutional, or school type—institutional vs. community), along with their ability to reconfigure content prepared for conventional teaching to online teaching. An online survey of 236 EFL school teachers was analyzed using SPSS 20.0, with findings presented through tables, a heat map, and bar diagrams. Results indicated that the preparedness determinants include ICT skill training, school type (institutional vs. community), school location (urban vs. rural), job nature, and academic qualification. The findings also showed training and institutional context as driving forces behind EFL teachers’ digital preparedness.

Online engineering education presents unique challenges in supporting student collaboration and engagement. This study looks at how Google Slides and Google Sheets can help improve collaboration and student engagement in online chemical engineering activities about process control and economic analysis. The study involved 11 students who worked together in real time using shared documents, with the instructor giving quick feedback during the activities. A questionnaire was used to collect students' opinions, and the results were analyzed using simple descriptive methods. The findings indicate that both Google Slides and Google Sheets were highly effective in fostering collaboration and enhancing the learning experience, with most students finding them user-friendly and helpful for understanding the material. This suggests that basic digital tools like Google Slides and Sheets can support better learning and teamwork in online engineering education. Future studies could explore broader applications of such tools across other technical disciplines.