Academic Growth Research Articles

Encouragement of Academic Advancement Leadership Practice and Productivity of Lecturers in Public Universities in Delta and Edo States, Nigeria

This study explores the relationship between the encouragement of academic advancement and the productivity of academics in universities. Academic advancement plays a pivotal role in the professional development of educators, encompassing aspects such as career progression, research output, and scholarly contributions. Productivity, on the other hand, is crucial for the attainment of individual and institutional goals, including knowledge generation, student engagement, and academic excellence. Understanding the relationship between these two aspects is vital for fostering a supportive and conducive environment for academic growth and institutional success. Two questions and a hypothesis were raised to guide the study. The result from the analysis showed that there was a moderate level of encouragement of academic advancement leadership practice exhibited in public universities in Delta and Edo States and the academics showed a low level of productivity in research. Generally, the result showed that there was a positive but no significant relationship between the Encouragement of academic advancement leadership practice and productivity in public universities in Delta and Edo States, Nigeria.

Unlocking Potential: The Impact of Success Criteria as a Self-Assessment Strategy on Elevating Mathematics Achievement among AlKhair School Students in UAE.

This research aims to investigate the impact of success criteria as a self-assessment strategy on enhancing mathematics achievement among sixth-grade students in the United Arab Emirates (UAE), aligning with the "We the UAE 2031" vision for education. Employing a quasi-experimental quantitative design, the study involved 120 sixth-grade students from Al Khair public school in Al Ain, UAE, with two classes serving as the experimental group (60 students) and two other classes as the control group (60 students). Pre-test and post-test scores on national mathematics assessments, as well as international Measures of Academic Progress (M.A.P) scores, were analyzed. Teaching strategies included detailed steps using success criteria, remedial activities, and consistency checks across groups. Data analysis encompassed descriptive and inferential statistics, including independent t-tests in SPSS. The findings revealed a significant improvement in short-term mathematics achievement among students exposed to success criteria-based self-assessment compared to traditional assessment methods with as mean score difference of 10.572 (p < 0.05). Additionally, the analysis of M.A.P test scores showcased a substantial median score difference of 15.92 in favor of the success criteria-based self-assessment group, further reinforcing the effectiveness of this approach in promoting long-term academic growth and proficiency in mathematical concepts. Success criteria were found to enhance teacher clarity, student learning, and self-regulation abilities. Recommendations include integrating success criteria-based self-assessment into teaching practices and policy frameworks to enhance student engagement and academic performance. Future research directions involve exploring diverse populations, conducting longitudinal studies, and comparing different self-assessment strategies for effective implementation in education.

On‐field Agroecosystem Research Experience: An Undergraduate Perspective

AbstractUndergraduate hands‐on research can foster innovation and critical thinking among young scholars to delve into real‐world challenges. Specifically, exploring the critical nexus between water usage and agricultural yield, can foster academic growth and holds the key to addressing global food security in an era of increasing environmental constraints, where students can unlock insights crucial to enhancing crop yield and sustainability. Investigating the intricate relationship between water management and crop productivity through undergraduate research is exemplified in this article. Undergraduate students acquired hands‐on research experience by collecting, processing, and analyzing destructive (crop biomass samples) and non‐destructive (plant height, nodes, and leaf chlorophyll content) cropping system data on soybeans under irrigated and dryland production systems, where they worked closely with the farmer. Identifying the current research problem and study site selection, scientific decision‐making during the field study, developing critical thinking while ensuring research communication skills, and quality assurance and quality control through technology during data collection and analysis were learning outcomes. The research highlights the observed distinct performance between irrigated and non‐irrigated soybeans using non‐destructive plant health and growth indicators with plant biomass, following appropriate quality control and assurance steps. Statistically, irrigated soybeans outperformed non‐irrigated soybeans in terms of average plant height at maturity (irrigated: 97.0±1.7 cm vs. non‐irrigated: 37.4±0.6 cm; p<0.01) and number of nodes on the mainstem (irrigated: 19.5±1.2 vs. non‐irrigated: 12.6±0.8; p<0.01). Findings from this study can help ensure quality control and assurance in future cropping system projects. Through the agroecosystem study, we exhibit the importance and role of undergraduate research opportunities in developing the next generation of problem solvers.

Shakespeare and Social Presence: The Power of Virtual Reality in Remote Education

This mixed methods study focuses on a remote educational intervention using Quest 2 headsets to facilitate a virtual reality book club studying the works of William Shakespeare. Students engaged with one another, a teacher, and a live actor in virtual reality using VRChat and Bigscreen for this online learning experience. Social presence and academic growth were evaluated. Data was collected using a pre-post assessment test, writing prompts, multiple-choice questions, and student interviews to measure knowledge of Shakespearean works. Three quantitative measures, student interviews, and writing prompts were used to assess social presence. Results suggested that students can learn about Shakespeare while also building social presence in virtual reality. The majority of students interviewed stated it was easier to make friends in virtual reality than in an in-person setting. This study can serve as a model for future research on the social and academic elements of innovative educational technology.

Development of Smart Link Book as a Medium for Interaction Between Special School Institutions and Parents Through User Centered Design

By redesigning linking books, this study seeks to enhance the user-communication experience (UX) between school-aged children with special needs (SLB) and their parents. Understanding special education pupils’ growth, needs, and progress depends heavily on effective parent-school communication. Current link books, however, frequently fall short in terms of providing information in a user-friendly and inclusive manner. This research employs a user-oriented design approach to comprehend the requirements and preferences of parents and special education students. We found possible issues in the current bridge books through content analysis and engagement methods. The findings of this study will be used to guide the redesign of link books so that they are more user-friendly and available to everyone. The creation of a new linking book prototype involved the application of iterative design techniques. This prototype includes design components like inclusive language, understandable graphics, and improved accessibility features. Then, to gauge reactions and identify areas for development, this prototype was tested with the help of parents of SLB students and the students themselves. It is intended that the findings of this study would help those who create connecting books for special schools and other educational institutions that wish to enhance communication with special needs student groups. Better design will allow us to establish more efficient lines of communication between parents and schools, enhancing parental support for the academic growth of special education kids.

The Ecological Challenges of Academic Development for Young Teachers in Minzu Colleges and Universities

Under the background of the "Double First-Class" initiative, local minzu colleges and universities, as an integral part of Chinese education, play a crucial role in talent cultivation, scientific research, community service, and cultural heritage and innovation in the new era. Young teachers have become a key factor constraining the development of these institutions. Based on the theory of human ecological development, this article comprehensively considers aspects such as organizational culture, academic culture, and disciplinary ecological environment that young teachers in local minzu colleges and universities experience during their academic growth process. It aims to understand the real ecological conditions of their development and identifies the challenges faced by young teachers in local minzu colleges and universities. These challenges primarily include the need for improvement in the organizational culture environment within the school's internal governance structure, the urgency to stimulate research and innovation dynamics in the academic ecological environment, and the necessity to optimize the overall organic structure of the disciplinary ecological environment. To create a positive environment for the growth of young teachers, where they can fully utilize their talents and potential, local minzu colleges and universities should analyze the reasons, using the basic principles of human ecological development theory, and engage in systematic thinking while considering their own talent development practices.

APPLYING HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES TO JENNY MELLOR’S CHARACTER IN THE MOVIE “AN EDUCATION”

"An Education" is a drama movie from 2009 that was directed by Lone Scherfig and produced by Finola Dwyer and Amanda Posey. It features an ensemble cast including Carey Mulligan, Peter Sarsgaard, Alfred Molina, Rosamund Pike, Dominic Cooper, Emma Thompson, and Olivia Williams. The central character in the movie is Jenny Mellor, a hardworking 16-year-old student. Her parents have high hopes for her to attend Oxford University. However, Jenny's orderly life starts to change when she develops an unlikely relationship with David Goldman, a middle-aged man. This study examines the portrayal of Jenny Mellor, the main character in the movie "An Education," through the lens of Howard Gardner's theory of multiple intelligences. The study aims to analyze the various forms of intelligence that Jenny Mellor possesses and how they shape her personal and academic growth. Utilizing Gardner's theory, which acknowledges different types of intelligence beyond traditional academic measures, this study explores how Jenny's intellectual, social, emotional, and creative capacities are depicted in the movie. The analysis utilizes qualitative methods, including content analysis and narrative interpretation, to explore the diverse aspects of Jenny's intelligence. The findings reveal that Jenny demonstrates strengths in linguistic, logical-mathematical, interpersonal, and intrapersonal intelligence, while also displaying aptitude in other domains such as musical and Visual-Spatial intelligence. Furthermore, the study sheds light on how Jenny's diverse intelligences influence her decision-making, relationships, and overall development. This study contributes to a deeper appreciation of the multifaceted nature of intelligence and illuminates the character development of Jenny Mellor through the lens of Howard Gardner's theory.

Impact of Motivation and Temperament in Pre-School and School Setting. A Narrative Review

Motivation and temperament are integral determinants of a child's learning journey and social adaptation in early educational settings. This paper examines how intrinsic and extrinsic motivational factors influence engagement, curiosity, and academic outcomes, while also exploring the diverse temperamental profiles, peer interactions, and propensity for leadership that children exhibit. The unique interplay between motivation and temperament has profound implications for classroom dynamics, peer interactions, and the cultivation of foundational leadership traits. Recognizing and harnessing these influences can optimize individual learning experiences, fostering both academic growth and the development of essential life skills in young learners.

Exploring the effects of a short-term, nature-based preschool experience: a mixed-methods investigation

AbstractGaining access to early childhood education can be challenging for some families, but summer programs may provide more opportunities for children of all backgrounds. In the USA, some of these expanded opportunities have come by way of an increased number of nature-based preschool programs. This study investigated a short-term, nature-based summer preschool program. Using an ecological systems perspective, researchers determined how the program affected children’s social-emotional skills, if children from the program demonstrated appropriate academic growth, and if children showed stronger connections to nature after participation. Multiple data streams were analyzed using a mixed methods approach, including data from observation instruments, literacy skills tests, surveys, and caregiver interviews. Findings from 69 preschoolers and 15 caregivers indicated positive increases in children’s social-emotional skills, appropriate academic development, no significant changes in connections to nature, and caregivers who felt the program positively contributed to readiness. However, it is also clear from this study that additional research is needed on these kinds of preschool programs to determine the specific factors contributing to positive outcomes.

Do I need feedback or avoid it in L2 writing? Impacts of self-efficacy and shyness on feedback-seeking behavior

Whether second or foreign (L2) writing self-efficacy predicts feedback-seeking behavior (FSB) positively or negatively remains unresolved. Moreover, empirical research regarding the influence of shyness on FSB is lacking. The investigation of self-efficacy, shyness, and FSB addresses how efficacious and shy individuals seek feedback and provides implications for overcoming shyness and recognizing the need to seek feedback for academic growth. Thus, the aim of the present study is to explore the impact of L2 writing self-efficacy and shyness on FSB. A battery of questionnaires was administered to 606 Chinese participants and six L2 learners’ writing experiences were elicited in relation to the three concepts. The quantitative results revealed that linguistic self-efficacy negatively impacted feedback inquiry, whereas performance self-efficacy positively impacted it. Further, self-regulatory self-efficacy had a positive impact on both feedback monitoring and inquiry. Shyness had a positive impact on feedback monitoring. Interviews revealed that L2 learners were confident about grammar and vocabulary in writing, but they struggled with organization, self-monitored feedback to avoid burdening teachers, relied on self-monitoring if feedback was delayed, and inquired about feedback when preparing for tests. Herein, implications for L2 writing pedagogy are provided.

The Ability to Work with Scientific Documents as an Opportunity for Academic Growth

The article presents the project “The ability to work with scientific documents as an opportunity for academic growth", which took place at the University of Economics – Varna. The series of trainings conducted within the framework of the initiative and the results achieved are described. Readers' attitudes and needs were analyzed based on a survey conducted after the seminars. Guidelines for further development and encouragement of knowledge for working with scientific information are outlined.

Implementing Student Led Conference (SLC)-Based Learning Reflection in Teaching and Learning Process: A Case in an Islamic Primary School

Student Led Conferences (SLC) have emerged as a transformative approach to student reflection and goal setting, fostering a collaborative learning environment that empowers students to take ownership of their educational journey. This qualitative study delves into the implementation of SLC at SD Islam Al Azhar 60 Pekalongan, exploring its impact on students, teachers, and parents. Employing a qualitative descriptive approach, the study encompasses observations, interviews, and documentation to gather data from 25 students and 2 teachers in Class 1B. Data analysis follows the interactive model of Miles, Huberman & Saldana, involving data condensation, data display, and conclusion drawing. The findings reveal that SLC implementation provides a valuable platform for students, teachers, and parents to assess student progress and identify areas for improvement. SLC enables teachers to gain insights into individual student development, while parents gain a deeper understanding of their children's strengths, challenges, and aspirations. SLC empowers students to take charge of their learning by allowing them to select topics of interest for presentation. This fosters self-directed learning, encouraging students to delve deeper into subjects that resonate with them. Moreover, SLC facilitates open communication among stakeholders, fostering a sense of shared responsibility for student success. Teachers and parents gain valuable insights into students' learning experiences, enabling them to provide tailored support and guidance. SLC implementation at SD Islam Al Azhar 60 Pekalongan exemplifies the transformative power of student-centered approaches. By empowering students to take ownership of their learning, SLC cultivates a collaborative environment that nurtures academic growth, personal development, and lifelong learning.

Analyzing the Role of Melodic Contours in Music Therapy for ADHD Therapeutic Interventions

Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common neurodevelopmental disorders affecting children; it impacts their academic growth, social habits, as well as daily lifestyle routines. This review aims to explore using melodic contours as a possible therapeutic intervention for those affected with ADHD. Melodic contour refers to the shape of a musical melody, encompassed by various aspects such as the rise and fall of a pitch, the direction of melodic movement, and the overall pattern of the melody. Music therapy has shown promise as a form of treatment for individuals affected by neuropsychological behaviors such as ADHD. The use of melodic contours is a specific technique in music therapy that can be used to target patients’ attention, impulsivity, and emotional regulation. This review explores the theoretical background of melodic contours and their potential therapeutic benefits, though it warrants further research into clinical trials to test the effectiveness of using specific melodic contours for ADHD treatment.

Empowering and Supporting the Families of Exceptional Children and its Positive Impact on Improving

This article explores the profound impact of empowering and supporting families of exceptional children on their quality of life and the broader society. Exceptional children, encompassing diverse abilities and challenges, require specialized care and attention. We delve into the emotional, financial, and social challenges these families often face, shedding light on their unwavering resilience. Highlighting essential support services, including early interventions, therapies, and advocacy, we emphasize how these resources transform lives. Personal anecdotes and case studies illustrate how empowered families witness significant improvements in their children's quality of life, fostering not only their growth but also the overall well-being of the entire family unit. Moreover, we discuss the pivotal role of inclusive environments, inclusive education, and personalized learning plans in unlocking the potential of exceptional children. These approaches promote acceptance, social development, and academic growth while preparing them for a more inclusive and compassionate society. Looking to the future, we anticipate innovative technologies, legislative changes, and global cooperation as catalysts for progress. Our shared commitment to empowering families of exceptional children is not merely a moral imperative; it's a societal one. By fostering their well-being and celebrating their unique contributions, we collectively work towards a brighter, more inclusive future, where every individual is valued and has the opportunity to thrive, enriching the fabric of society as a whole.

Quality Assurance of Academic Websites using Performance Testing Tools

Academic websites play a crucial role in supporting learning activities and academic growth in the digital age. These websites are created and maintained by academic institutions to provide resources, services, and information to the academic community. Academic websites aim to promote the institution, facilitate communication, and disseminate educational content. However, as these websites develop in complexity and draw more visitors, it is crucial to guarantee their efficient operation and satisfying user experience. For academic websites to operate and be reliable, top-notch software development and thorough software testing are required. The performance testing of academic websites using Apache JMeter and the Web Server Stress Tool is the main topic of this study. This study's conclusions are intended to improve software quality and performance for academic website managers and developers. Gathering data, establishing the test environment, planning and creating the test, carrying it out, and evaluating the system in light of the test results are all steps in the performance testing process. The website operates well under heavy traffic, according to the findings of the performance testing done with Apache JMeter. However, the Web Server Stress Tool shows that the website's performance is insufficient under significant user loads. This test gives information about the website's functionality and any potential problems, which can then be used to determine whether speed improvements are required.

International Chinese students' experiences of participating in mandala-based art therapy in Korea: a phenomenological study.

Although China and South Korea share a similar East Asian culture, owing to major social and cultural differences, international students encounter several difficulties, which can lead to various psychological problems. To explore the experiences of eight Chinese doctoral students in South Korea participating in mandala-based art therapy. Data for this phenomenological study were gathered through individual interviews and visual art from April 5 to 20, 2022. The MAXQDA software program was used for data analysis. The data analysis results yielded 355 codes, 53 subcategories, and 17 categories. Five final themes emerged: (a) sealed lips by others' eyes, (b) inner exploration and outward expression, (c) healing power of the mandala, (d) filling the inner space together, and (e) opportunities to understand art therapy. The researchers hope that completing this intervention will enable participants to complete their studies more effectively and achieve their ideals as well as future career goals, helping them ultimately return home safely with both personal and academic growth.

Impact of the Rigorous Curriculum Design for Project-Based Learning Implementation on Middle School Students’ Science Achievement and MAP Progress

The innovative-based economies such as Finland and other developed countries, offer a viable cohesive, and sustainable curriculum centralized around Project-Based Learning (PBL) and built on the Rigorous Curriculum Design (RCD). Such curriculum is developed by schools and warrants examination in developing countries such as the United Arab Emirates to ensure contextual, cultural, and work-driven demands of second language learners and how it impacts students’ achievements and high-stake testing. Thus, the main purpose of this study was to examine the impact of the rigorous curriculum design for project-based learning implementation on middle school students’ science achievement and MAP progress in a private American school in Abu Dhabi, United Arab Emirates. The study followed a quantitative approach by collecting data using the Standardized Science Knowledge Test (SSKT) and the Measure of Academic Progress (MAP) in science for 304 middle school students from grades 6 to 8. Descriptive and inferential statistics were used to analyze the data. The results have shown that the RCD-PBL science units have a positive impact on teaching and learning and largely impact the students’ achievements and improve their MAP progress and scores. All students in the experimental groups of grades 6, 7, and 8 showed improvement in the SSKT and outperformed their corresponding control groups. Participating middle-grade students on all levels who implemented the RCD-PBL demonstrated greater science academic growth, as indicated by both tools, the SSKT and the MAP, than their counterparts who received textbook-based instruction and thus, confirmed the positive effect of implementing and centralizing PBL in the curriculum using the RCD model.

The Basics of CBM: What BCBAs Need to Know.

Curriculum-based measurement (CBM) is an approach to measuring student academic growth and evaluating the effectiveness of instruction (Deno, Exceptional Children, 52, 219-232, 1985) that was developed, in part, based on characteristics of applied behavior analysis. Learning to administer and use CBM data is commonly part of teacher preparation programs, but less common in behavior analysis graduate programs (Schreck et al. Behavioral Interventions, 31, 355-376, 2016; Schreck & Mazur, Behavioral Interventions, 23, 201-212, 2008). This article describes a sequence of steps that educational teams can follow to use CBM within the multi-tiered system of support (MTSS) framework. These steps include (1) selecting a CBM publisher and gathering materials; (2) practicing administering and scoring CBM; (3) administering, scoring, and comparing student scores to grade-level benchmarks; (4) using CBM data to write ambitious and realistic IEP goals; and (5) using data-based individualization. Each step is described and includes a description of a case study that is based on our experiences working with pre-service teacher candidates, and special education and behavior analysis graduate students in K-12 and after-school instructional programs.

The Impact of Peer-Assisted Learning in a Brazilian Medical Course

Introduction: In consideration of the need for constant communication and exchange of experiences to obtain knowledge, academic monitoring plays out a fundamental tool in the teaching-learning process. This study aims to evaluate the impact of the Peer-Assisted Learning (PAL) program on the development of its participants, with the goal of improving professional skills for the professional market. Objectives: This study analyzes the perception of those involved in the PAL program and the way in which the process affects the development of the participants, impacting learning, teaching, and interpersonal relationships. The objective is to evaluate educational praxis in medical education. Methods: The study used questionnaires with Likert scale questions to collect responses from students, tutors, and professors. Quantitative and qualitative analysis of the responses were performed, and Fisher's Exact test was used to verify the associations between the groups' answers. Results: Overall, 203 responses were collected, consisting of 165 from students, 28 from tutors, and 10 from professors. The study found that both students and tutors recognize the learning gain and expertise on the subject by the tutors, which helps in understanding. The PAL program was seen by both tutors and students as contributing to academic growth. Conclusion: The PAL program was found to positively influence the performance of students and the academic life of tutors, with academic achievement and the acquisition of essential skills and competencies for professional accomplishment.

Addressing the Teacher Shortage Crisis: One Regional University's Approach to Mobilizing a Response to Partnering School Districts

Many researchers have studied the attrition problem that has been impacting teacher retention in K-12 classrooms for years, looking for ways to stem the tide of teachers leaving the workforce (e.g., Darling-Hammond, 2003; Ingersoll & Smith, 2004). However, almost half of educators continue to leave the workforce after three to five years of classroom teaching. After Covid-19, that number has increased, posing a difficult situation for school districts needing to hire effective, certified teachers. However, the question remains: how can institutions of higher education prepare effective educators to go into classrooms and remain there for the duration of their career? Research has demonstrated that teachers with more experience have a greater impact on students’ academic growth than teachers who have less than three years’ experience in a classroom. Ensuring that teachers are prepared to be effective teachers who remain in classrooms beyond the five-year mark is critical to student learning, especially students in lower socio-economic schools who may lag behind their more affluent peers. Researchers at a regional university in Texas determined that meetings with superintendents across a large swath of central Texas might assist all stakeholders in preparing effective teachers to enter and support the workforce in their area. This paper highlights strategic meetings and key findings that have been put into practice to work toward a certified and effective teacher workforce.
 Keywords: teacher attrition, partnership-building, effective teacher workforce