Academic Year Research Articles

Prevalence and causes of substance abuse among Egyptian university students

Substance abuse is a global challenge with dangerous effects on health, wealth and security of nations, and individuals’ mental and physical health. This study was done to identify the prevalence and risk factor of drug abuse among university students and evaluate drug abuse use according to its type and problems encountered. Cross sectional study using self-administrated questionnaire conducted for one month in the academic year 2022-2023 to 600 university students at Beni-Suef University from grade 1 to grade 6 and postgraduates. The survey included all faculties in the university. Screening tests for drug abuse in the urine samples were performed by dipsticks and confirmed by auto-analyzer device. Most of the students were male (68.3%), their mean age was 22.05 ± 2.25 year. 58.3% of them were from urban, 84.7 % of them were single, with monthly pocket money 1205.73 ± 1260.02 Egyptian pounds while the mean of family income 5515.50 ± 9210.39. The urine samples were collected and analyzed by drug screening strips, 75.4% of the samples were negative and 24.6% were positive. Auto analyzer confirmed 31.8% of positive cases by drug screening strips and the most common drug was confirmed was combined drug abuse (59.6%). High significance relation of addiction with the mean age of the cases (P value=0.0001), males’ gender (P value=0.0001), high monthly pocket money (P value=0.0001), lower father and mother education (P value =0.0001). The problems faced by addicts were oppose the orders (51.4%), usual liar (48.6%), struggle with parents (44.6%), and psychiatric problems (33.8%) especially unstable psychological state. The most common cause of substance intake in the positive group was adolescent curiosity (56.8%) followed by be happy (48.6%) and active (40.5%). Most of the students were male (68.3%), their mean age was 22.05 ± 2.25 year. 25.7% had a history of substance abuse, the most common substance abuse was THC (34%). Age of students, single, higher family income and father occupation were the most predicted risk factors to substance abuse.

Comparing frequencies of adolescent suicide attempters pre- and during COVID-19 pandemic school terms

BackgroundThe COVID-19 pandemic had and still have a major impact on adolescent mental health and consequently on suicidal behavior. However, few studies have investigated whether the pandemic has changed the patterns and the triggers of suicidality peaks in adolescents, e.g., seasonal patterns or family conflicts. We hypothesized that the pandemic modified suicidality rates: an increment of suicide attempts would be observed in the first semester of the academic year during COVID-19 pandemic compared to the same period of previous academic year; and the precipitating factors would be more related to social stressors during the pandemic school year.MethodsA retrospective cross-sectional study was conducted to assess the precipitating factors, also including school-related factors and cognitive skills, of adolescent suicide attempters occurred in the first and second semesters of the year before the pandemic lockdown (study periods 1 and 2) and the year after (study periods 3 and 4).ResultsThe sample consisted of 85 adolescents aged between 12 and 17 recruited consecutively from March 2019 to March 2021 at emergency ward because of suicide attempt. Forty-eight adolescents (55.3% of the sample) were attended before the lockdown (pre-pandemic group) and 38 (44.7%) the year after. The results showed a higher proportion of female suicide attempters in period 4 (Sept 2020-Feb 2021) respect to period 3 (Mar 2020-Aug 2020), i.e., pandemic semesters compared with the increment observed between period 2 and 1 (prepandemic semesters; Fisher’s exact test = 4.73; p = 0.026). The multinomial regression models showed a significant effect in the frequency of adolescents who attempted suicide (ratio χ2 = 15.19, p = 0.019), accounted by the differences between period 4 (Sept 2020-Feb 2021) and period 1 (Mar 2019-Aug 2019), with depressive symptoms being a significant contributing factor (Exp(b) = 0.93; p = 0.04). Additionally, social triggers and age were found to be significant risk factors for suicide attempts in the first semester of the pandemic academic year (period 4) compared to the same semester of the pre-pandemic year (period 2; Exp(b) = 0.16, p = 0.01, and Exp(b) = 1.88, p = 0.006, respectively).ConclusionsDuring the pandemic, the decrement between first and second semester of the number of females attempting suicide was more pronounced than in the prepandemic school year -though this findings lacked statistical power due to very limited sample size-. Change in the frequency of adolescent attempting suicide in the different school periods was associated with greater severity of depressive symptoms. Social relations in back-to-school after the lockdown were also associated with the number of adolescents attempting suicide.

Developing a Dyslexia Diagnostic Team: A Feasibility Project

Purpose: Dyslexia, a neurobiological phonological processing deficit, can be identified early; however, there is a substantial variation between and within states regarding who makes this diagnosis and when. Dyslexia evaluations are often challenging to obtain and very expensive for families who need to seek them outside of the school setting. The purpose of this study was to determine the feasibility of developing a free dyslexia diagnostic team within our university speech and hearing clinic. Method: We developed a team of academic and clinical faculty and students at the doctoral, master's, and undergraduate levels. We developed a 6-hr (1 day) testing battery and recruited families via social media. Children needed to be between the ages of 8 and 11 years and reported to have classroom difficulty related to word reading and/or spelling. Results: We were able to create a strong and successful team, testing battery, and recruitment plan. Master's students were interested in the opportunity and families drove between 246 and 453 miles to participate. We allocated enough time in our summer schedule for all parties. However, we have concerns about the sustainability of this program, especially during the academic year. Conclusions: Broadly, this dyslexia diagnostic team is a feasible endeavor. There was internal and external community interest. We identified small and solvable barriers related to debriefing and test interpretation. We also identified larger issues related to funding, faculty availability, and student support.

The Effect of Using Context-Based Learning Videos on Fluid Materials on Students Critical Thinking Ability

Starting from the learning media used in schools not being able to prepare students to think critically, using context-based learning videos is one solution to improve students' critical thinking abilities. This research aims to see the effect of context-based learning videos on fluid material on the essential thinking abilities of class XI students at SMA Negeri 5 Solok Selatan. This study uses a quasi-experiment with a posttest-only control design. The research population was all class XI IPA students at SMAN 5 Solok Selatan registered in the 2022/2023 academic year. Purposive sampling was chosen as a sampling technique, so classes XI IPA 1 and XI IPA 2 were taken as research samples. The instrument used to obtain critical thinking ability data was a written test using 8-item essay questions. Normality, homogeneity, and t-tests were used in the data analysis. The measurement results show that experimental class students (80,38) have higher critical thinking skills than the control class (70,56). Statistical analysis with the t-test shows that that tcount > ttable (3,41 > 2.006) means the working hypothesis is accepted. So, it can be concluded that using context-based learning videos on fluid material affects students' critical thinking abilities.

Analysis of the Level of Difficulty and Differentiating Power of the Final Semester Assessment Made by Teachers of Class XI High School Chemistry Subjects in Cirebon in the Odd Semester of the 2022/2023 School Year

This study aims to determine the quality on the Odd Semester Final Assessment (PAS) of Grade XI Chemistry Subjects in SMAs in the Cirebon Region for the 2022/2023 Academic Year. This research is a quantitative description research with data collection methods using document analysis to obtain data. The sample of this study was grade XI students. Quantitative research was conducted with the help of the ANATES software program version 4.09. the results showed: (1) In terms of Distinguishing Power, the highest value is in school E (77%) and the lowest value is school C (50%). (2) In terms of Level of difficulty there is a proportional comparison in school B with a ratio of 3:5:2.

Nursing students' awareness of global climate change: A descriptive and cross-sectional study.

This study aimed to determine nursing students' awareness of global climate change. This descriptive and cross-sectional study was conducted with 302 undergraduate nursing students from a foundation university in Northern Cyprus during the spring semester of the 2021-2022 academic year. A descriptive information form and the Awareness Scale of University Students about Global Climate Change (ASUSGCC) were used for data collection. The mean ASUSGCC score was 3.54±0.64, and the participants received the lowest and highest scores from the awareness of the causes of global climate change (3.54±0.64) and awareness of the effects of global climate change on the natural and human environment (4.03±0.70) subscales, respectively. A statistically significant difference was observed between the Global Climate Change scores and the year of education, with fourth-year students obtaining significantly higher scores (p<.05). The study found that nursing students have a moderate level of awareness of global climate change. To raise the level of awareness among these undergraduates, who will be future healthcare professionals, we recommend including climate change awareness in the national nursing curricula.

Динамика развития управляющих функций у детей 5–6 лет в условиях Севера России

The age of 5–6 years is an important stage in the development of the child’s executive functions. It is traditionally considered a sensitive period, which is complicated by the transition from the pre-school to the primary school educational system. A child’s future academic success depends on the degree of development of executive functions (EF). Identifying specific EF components that are closely related to school readiness can help devise optimal educational approaches to pre-schoolers. Early diagnosis of certain signs of control function immaturity can help correct them in order to develop all the components of voluntary attention. The purpose of this paper is to assess the development of executive functions in children aged 5–6 years. Materials and methods. The longitudinal study was conducted between 2020 and 2022 and involved 15 children (9 boys and 6 girls) aged 5 to 6 years without a history of neurological and mental diseases, attending the same preschool (in the city of Arkhangelsk) that conforms to modern educational standards. The testing was carried out at the beginning and at the end of each academic year. Results. Having compared the parameters under study in children aged 5–6 years, we found uneven development of the EF components. Progressive changes at this age concern the functions of selective regulation, control, and following certain programmes of activities. The integral indicator of the total EF deficit follows a noticeable downward trend. This can also be evidenced by significant direct correlations between the EF components and academic success.

The Integration of 21st-Century Skills in Grade Eight Mathematics Curriculum

The study measured the extent of the implementation of twenty-first-century skills in grade eight math curriculum in public schools in the Kingdom of Bahrain, and it included all Cycle Three Mathematics Books (or curriculum) for the academic year (2022-2023). The researcher chose grade eight mathematics books in the first and second semesters as a sample for her study; furthermore, the research was conducted using the descriptive-analytical method to analyze the contents of the books using a content-analysis card. The results showed a very high percentage (92.20%) of twenty-first-century skills integration in eighth-grade math books; as a result, the percentage of technical literacy was (14.5%), and the rate of local and global citizenship skills was the lowest (7.6%). In addition, the results showed close ratios between critical thinking, creativity and problemsolving, leadership, and decision-making (13.1% – 13.7%). The math curriculum directs learners to access information through digital technologies and includes different mathematical problems in which digital technologies are used to achieve solutions with the highest percentage (25%- 23.6%). However, it was immediately apparent that the math curriculum content failed to motivate learners to develop their skills concerning environmental sustainability (7.8%) and negotiation skills (7.9%). Overall, the literature showed that the widespread opportunity for 21st-century skills in the mathematics curriculum impacts students’ abilities to obtain high grades in the TIMSS exams. This suggests that integrating science, technology, engineering, and mathematics education into mathematics curricula can provide convenience for students to evolve 21st-century skills in a consequential and effective way.

PQRS (Preview, Questions, Read, and Summarize) Strategy for Teaching Reading Skill: An Action Research at Indonesian Senior High School Students

It is evidence that the literacy and reading proficiency for Indonesian students need to be enhanced. Therefore, the objective of this study is to enhance the reading proficiency and learning engagement of eleventh-grade students at SMA Persada Bandar Lampung in the academic year 2023/2024 through the implementation of the Preview, Question, Read, Summarize (PQRS) strategy. The research involved twenty-two students and followed the Classroom Action Research (CAR) approach, consisting of planning, acting, observing, and reflecting phases within each research cycle. Notably, the progress in students' learning engagement is evident in the mean scores, with the first cycle averaging 35.32 and the second cycle averaging 38.50, indicating an improvement of 3.18 points. Additionally, there was a noteworthy enhancement in students' reading proficiency, illustrated by the mean scores for their learning activities: 58.52 in the first cycle and 70.45 in the second cycle, reflecting an improvement of 11.93 points. These findings affirm that the PQRS Strategy effectively enhances both students' reading ability and their engagement in learning activities. Therefore, it is important to recommend PQRS teaching strategy to be used in English class. Keywords: CAR, Reading Comprehension, PQRS (Preview, Question, Read, and Summarize) Strategy

The extent to which teachers at the Qamines Educational Services Office perceive the criteria for their evaluation by the educational supervisor from their own point of view.

The objective of the study was to ascertain the extent to which teachers perceive the performance evaluation criteria issued by the Office of Guidance and Inspection and to identify statistically significant differences in the level of teachers’ perception of these criteria according to gender and specialization variables. In order to achieve the objectives of the study, the author employed the descriptive method and utilized the questionnaire as an instrument, comprising 29 paragraphs distributed across three areas. The author employed the questionnaire, which represents the criteria for evaluating the performance of teachers as issued by the Office of Guidance and Inspection, to the random sample of the study, which consisted of 70 male and female teachers of primary and secondary school teachers in schools belonging to the Educational Services Office. In the 2021-2022 academic year, 14% of the original study population of 517 teachers with a school schedule distributed over 14 schools participated in the study. The results indicated the following: The degree of teachers’ perception of their evaluation criteria was high, and there were statistically significant differences at the 0.05 level between the mean of teachers’ estimates of the degree of their perception of their performance evaluation criteria at the Qamines Educational Services Office, attributable to the two gender variables. These differences were in favor of males, and there were no differences attributable to the scientific specialization variable.

Development and Acceptability of Web-based Module in Cookery

This study delves into the development and acceptance of a web-based cookery module, aiming to enhance culinary education, particularly in the face of challenges such as the pandemic. These modules offer promising avenues for effective learning experiences and the promotion of self-regulated learning among students. Employing a mixed-method approach utilizing the Input-Process-Output design model, the study involves the validation of the developed module by eight expert practitioners in cookery. Subsequently, its acceptability will be assessed among Senior High School (SHS) Technical-Vocational-Livelihood (TVL) students enrolled in cookery subjects during the academic year 2023-2024. Evaluation of the module by teacher experts utilizes a four-point rating scale, drawing from the Guidelines and Processes for Learning Resource Management and Development System (LRMDS) Assessment &amp; Evaluation – Evaluation Rating Sheet for Non-Print Materials (DepEd, 2009), focusing on content quality, instructional quality, technical quality, and other pertinent factors. Similarly, student feedback is gathered through a five-point scale adapted from Venkatesh et al. (2003) and modified by Namoco, S. (2021) to align with the Unified Theory of Acceptance and Use of Technology (UTAUT) model, offering both rating scale responses and descriptive interpretations. Both teacher experts and student users are purposefully selected for their insights. Initial findings from the expert evaluation indicate a high recommendation for implementing the web-based module in cookery education. However, ongoing data collection and analysis are underway to gauge student-user acceptability comprehensively. This study underscores the significance of well-designed interactive learning modules in fostering self-regulated learning and enhancing student performance in cookery subjects, notwithstanding the challenges posed by the pandemic and economic constraints.

Group Size: An Active Ingredient of School-Based Language Therapy.

This study explored the relation between therapy group size and language outcomes for children receiving school-based language therapy through an implementation science lens. Data for the current study were gathered as part of the Speech-Language Therapy Experiences in Public Schools study. Participants included 273 English-speaking kindergarten through second-grade children with language impairment receiving business-as-usual therapy on the caseloads of 75 speech-language pathologists. Data were collected over an academic year, including weekly therapy logs, speech-language pathology questionnaires, and pre- and post-language measures. Descriptive analysis revealed that children primarily experienced small-group therapy sessions (two to four children); however, there was considerable variability in group size. Hierarchical general linear modeling indicated that caseload size did not explain group size variability. However, the number of student cancellations was positively associated with receipt of large-group sessions. Notably, a significant negative association was found between receipt of large-group sessions (i.e., five to 10 children) and language outcomes. Children who received more than the average number of sessions in large groups (i.e., more than 5% of total sessions) experienced 0.18 SD less language gain over the academic year compared to the mean (0.54 SD). No other group size configurations (i.e., individual, small group, and extra large) yielded significant associations with language outcomes. The findings suggest that young children receiving language-based therapy in large groups make substantially fewer language gains over an academic year. These results have considerable implications for educational policy and clinical practice, which are discussed through an implementation science frame.

Metacognitive Awareness as a Predictor of Mathematical Modeling Competency Among Preservice Elementary Teachers

&lt;p style="margin-left:28px; text-align:justify"&gt;Mathematical modeling offers a promising approach to improving mathematics education. This study aims to determine if the concept of metacognitive awareness in the learning process is associated with mathematical modeling. This study also considers the interaction effect of sex and academic year level on both variables. Focusing the study on preservice elementary teachers might address potential issues and targeted intervention in their preparation program concerning their ability to teach and guide young learners in modeling activities. The research sample includes 140 preservice elementary teachers at Central Luzon State University, Philippines. Data collection used an adapted metacognitive awareness inventory and a validated researcher-made mathematical modeling competency test aligned with the K-12 mathematics curriculum in the Philippines. Results revealed that the preservice elementary teachers had a high metacognitive awareness and mathematical modeling competency, ranging from 22 to 31 out of 36 points. Besides, Factorial ANOVA indicates that academic year level positively affects both variables regardless of sex, and stepwise regression analysis unveiled that information management, declarative knowledge, and planning significantly predict 41.4% of the mathematical modeling competency variance. This suggests that developing metacognitive awareness supports preservice elementary teachers in performing modeling tasks that improve their competency level in mathematics.&lt;/p&gt;

The Effect of Dopamine Stimulation Activities on English Language Learners: An Empirical Research

This study explores the perceptions of dopamine-stimulating activities among students and the challenges faced by teachers in implementing these activities in language education at Dai Nam University. A mixed-methods approach was employed, involving surveys and semi-structured interviews with 220 non-English major students and language teachers. The surveys assessed students' perceptions of various dopamine-stimulating activities, including gamified vocabulary acquisition courses, interactive language games, reward-based speaking activities, physical activity breaks, and project-based learning with rewards. Results indicate varying perceptions across academic years, with first-year students expressing the highest perceptions of effectiveness, followed by a decreasing trend in perceptions among higher-year students. Teachers reported challenges such as balancing novelty with meeting specific learning objectives, resource constraints, and classroom management difficulties. Qualitative data from semi-structured interviews with language teachers provided additional insights into the challenges and strategies encountered in implementing dopamine-stimulating activities. Themes emerged around the excitement and perceived effectiveness of these activities, specific activities utilized by teachers (such as interactive games, multimedia presentations, and real-world simulations), challenges faced, positive outcomes observed (including enhanced student engagement, participation, and language proficiency), and the need for flexibility and creativity in overcoming challenges. The study highlights the importance of considering students' perceptions and challenges faced by teachers in optimizing the effectiveness of dopamine-stimulating activities in language education. Tailored approaches to address varying perceptions and challenges are necessary to ensure meaningful engagement and promote effective language learning experiences. The findings contribute to the ongoing discourse on innovative pedagogical approaches in language education and offer practical implications for educators seeking to enhance student engagement and learning outcomes.

A New Machine-Learning-Driven Grade-Point Average Prediction Approach for College Students Incorporating Psychological Evaluations in the Post-COVID-19 Era

With the rapid development of artificial intelligence in recent years, intelligent evaluation of college students’ growth by means of the monitoring data from training processes is becoming a promising technique in the field intelligent education. Current studies, however, tend to utilize course grades, which are objective, to predict students’ grade-point averages (GPAs), but usually neglect subjective factors like psychological resilience. To solve this problem, this paper takes mechanical engineering as the research object, and proposes a new machine-learning-driven GPA prediction approach to evaluate the academic performance of engineering students by incorporating psychological evaluation data into basic course scores. Specifically, this paper adopts SCL-90 psychological assessment data collected in the freshman year, including key mental health indicators such as somatization, depression, hostility, and interpersonal sensitivity indicators, as well as professional basic course scores, including mechanical principles, mechanical design, advanced mathematics, and engineering drawing. Four representative machine learning algorithms, Support Vector Machine (SVM), CNN-CBAM, Extreme Gradient Boosting (XGBoost) and Classification and Regression Tree (CART) that include deep and shallow models, respectively, are then employed to build a classification model for GPA prediction. This paper designs a validation experiment by tracking 229 students from the 2020 class from the School of Mechanical and Electrical Engineering of Henan University of Science and Technology, China. The students’ academic performance in senior grades is divided into five classes to use as the prediction labels. It is verified that psychological data and course data can be effectively integrated into GPA prediction for college students, with an accuracy rate of 83.64%. Meanwhile, this paper also reveals that anxiety indicators in the psychological assessment data have the greatest impact on college students’ academic performance, followed by interpersonal sensitivity. The experimental results also show that, for predicting junior year GPAs, psychological factors play more important role than they do in predicting sophomore GPAs. Suggestions are therefore given: the current practice in existing undergraduate teaching, i.e., only conducting psychological assessments in the initial freshman year, should be updated by introducing follow-up psychological assessments in each academic year.

Doctors of Tomorrow: Evaluating the effectiveness and impact of a virtual medical pipeline program during the COVID-19 pandemic

Background Doctors of Tomorrow (DoT) is a medical student-run pipeline program between the University of Michigan Medical School and high schools in Detroit, MI. During the COVID-19 pandemic, this program was offered virtually for the first time during the 2020–2021 academic year. There are limited studies on the outcomes of virtual pipeline programs. This study aims to identify the successes and limitations of the virtual DoT program by examining the participants’ self-reported perspectives and knowledge acquisition from their session participation. Methods Multiple methods were executed in this study. Matched pre- and post- surveys completed by the 2020–2021 participant cohort were analyzed using paired t-tests. In addition, participants’ responses to free-response questions were analyzed by coding with NVivo and subsequent content analysis. Results Program participants experienced a significant increase in their self-rated knowledge of delivered content after each session. Additionally, a significant increase in familiarity was detected with the path to becoming a physician and with a variety of medical fields. In the qualitative analysis, five overarching categories emerged: 1) path to medical school, 2) mentorship and role models, 3) scientific inquiry, 4) sense of belonging, and 5) fields of medicine. Conclusions The DoT virtual pipeline program provides convincing evidence that distance learning can still be an effective way to help URiM students explore careers in medicine, gain awareness about the path to medical school, and connect with mentors. This may serve as a low-cost option for universities to engage with and extend their service to communities, especially in an increasingly digital world.

Analysis of The Practicality of Google Sites-Based Teaching Materials to Improve Student Learning Outcomes

The aim of this research is to conduct an analysis of the practicality of Google Sites-based teaching materials to improve student learning outcomes. Testing the practicality of teaching materials is one of the stages of the teaching material development model that uses the 4D model. The research was conducted at SMP Negeri 8 Mataram in the 2022/2023 academic year. Data on the practicality of teaching materials was obtained by administering user response questionnaires, namely teachers (10 people) and students (34 people). The score weights use a Likert scale with four answer options, namely Strongly Agree (score 4), Agree (score 3), Disagree (score 2), or Strongly Disagree (score 1). The practicality criteria are divided into four criteria, namely: Very impractical (percentage 0-25); Not practical (percentage 26-50); Practical (Percentage 51-75); Very practical (Percentage 76-100). The research results show that the average teacher assessment of Google Sites-based teaching materials for improving student learning outcomes is 93.4 which is in the category: "Very Practical". Aspects of teacher assessment of teaching materials are reviewed from four aspects, namely: Content, Language, Presentation, Graphics. The average student assessment of Google Sites-based teaching materials to improve student learning outcomes is 95.5 which is in the category: "Very Practical". Aspects of student assessment of teaching materials are viewed from four aspects, namely: Perception of Convenience, Usefulness, Attractiveness, Actual Use of the Product.

The Development of Student Soft Skills through the Integration of PJBL STEAM Learning in The Organic Chemistry 1 Topic of Hydrocarbons

This research aims to improve students' soft skills in facing the 21st century, making learning more interesting and enjoyable so that the quality of human resources becomes better. This study explores how integrating Project-Based Learning (PjBL) with the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach can improve students' soft skills in Organic Chemistry 1, specifically focusing on the topic of hydrocarbons. The research subjects were students taking Organic Chemistry 1 courses in the odd semester of the 2022/2023 academic year. This type of research is qualitative research with data collection techniques in the form of interviews, field observations, and reflective journals. The STEAM approach, encompassing Science, Technology, Engineering, Art, and Mathematics, is implemented through a six-stage learning process, namely providing essential questions, making a project plan, preparing a project schedule, monitoring students and project progress, assessing/testing results, and providing student experience. The research results show that students like project learning using the STEAM approach with an average questionnaire response result of 89.14% with very good criteria. 36% of students experienced problems when making project planning assignments in finding interesting ideas related to organic chemistry 1 material using the STEAM approach. The integration of STEAM in project-based learning can develop students' soft skills.

Managing the Orientation Towards Competition in Handball of Students of the Department of Physical Education and Sports Sciences

The research aims to identify the management of the orientation towards competition in handball for students of the Department of Physical Education and Sports Sciences and the differences in the management of the orientation towards competition in handball for the students of the Department of Physical Education and Sports Sciences according to the gender variable (males - females). The researcher used the descriptive method because it is suitable for the research procedures. The research community consisted of students from the Department of Physical Education and Sports Sciences, third stage, morning study at Al-Mustansiriya University / College of Basic Education for the academic year (2023 - 2024). The sample consisted of (90) male and female students distributed into three sections, with (65) males and (30) females. The researcher randomly selected a sample of (50) of them, with (25) males and (25). The research tool was the management of orientation toward competition, designed by (Mohamed Hassan Allawi) to measure the management of orientation toward competition for students of physical education and sports sciences because it represents one of the important dimensions of athletic achievement goal orientations. The researcher used the statistical package (SPSS), version (25), to obtain the results. The researcher concluded from the results that there is a case of managing the orientation towards competition among the students of the Department of Physical Education and Sports Sciences, as well as the absence of significant differences in the case of managing the orientation towards competition among the students of the Department of Education and Sports Sciences according to the gender variable (males - females).

Effectiveness of outcome-based teaching approaches among Sulu State College faculty: An assessment

This study aimed to assess the effectiveness of the outcome-based teaching approach among faculty members at Sulu State College during the Academic Year 2023-2024. The research followed a descriptive-correlational design to gather relevant data and determine the level of effectiveness. By examining the outcomes of this teaching approach, the study sought to provide valuable insights into its impact on the faculty and their teaching methods. Based on the analysis of 100 samples collected using a non-probability sampling method called purposive sampling, this study utilized various statistical tools such as weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson's r. The results of this research are as follows: The majority of teachers at Sulu State College are female, married, and between the ages of 26-40. They mostly hold master's degrees and have less than 5 years of teaching experience. On average, the faculty is effective in implementing an outcome-based teaching approach. Interestingly, factors such as age, gender, and civil status do not significantly influence how teachers assess the effectiveness of this approach. It is likely that the teachers who perceive the students' outcomes as effective also view the teaching practice and methods as effective. This study provides support for the Hexa-C Metamodel, which incorporates concepts from modern theory into a framework that assists in the design and evaluation of e-learning systems, including educational software and web-based learning. Cognitive learning in e-learning encompasses various factors including mental models, human information processing, critical thinking, metacognition, self-regulation, and integration of knowledge with prior learning. Education should foster genuine comprehension and the development of internal frameworks of knowledge.