Learning Barriers Research Articles

Analisis Kemampuan Berpikir Kritis dan Hambatan Belajar Siswa Kelas XI Materi Translasi

This research aims to identify and analyze students' critical thinking skills and learning barriers in learning mathematics translation material. The concept of translation is fundamental for students who want to master geometric transformations. Students must understand the basics of translation because this understanding of translation will be needed at a higher level. However, many students still experience obstacles in understanding translation material. Students experience learning impediments because of the difference between the expected achievements of critical thinking skill indicators, interpretation, analysis, evaluation, and inference, and the actual results. This research uses a qualitative descriptive research methodology, utilizing data collection techniques such as interviews, observation, and documentation. Data analysis was conducted using descriptive methods with 30 class XI-1 students as participants. Triangulation was used in the data collection process, which involved using teacher and student interviews, administering diagnostic tests, and textbook analysis (document analysis). The research results show that the average percentage of students' critical thinking abilities from the four indicators is 41.665%. Ontogenic, didactic, and epistemological barriers cause the low critical thinking skills of class XI-1 in studying translation. The research results can be used as considerations for teachers in designing learning to improve critical thinking skills and reduce students' learning barriers in learning translational material.

Attitudes, perceptions, and perceived Barriers of undergraduate Dental Students in Learning and Understanding Statistics - A Qualitative Approach through Interviews

Introduction Given the critical role of statistics in the analysis and interpretation of scientific data, majority of health care students are expected to acquire the statistics knowledge as a part of their curriculum. Despite the focus on the pertinence of statistics, students continue to struggle with understanding them. Hence, a qualitative study was performed to explore the undergraduate dental students’ attitudes, perceptions and perceived barriers in learning and understanding statistics. Material and Methods Following purposive sampling technique, twenty-five undergraduate final year dental students were interviewed face to face or virtually using a standard general interview guide. The interviews were audio-taped and transcribed to verbatims. The data were subjected to descriptive and qualitative analysis to generate the themes by using the hybrid coding method. Results The mean age of the included participants was 23.12±1.013 years. The generated categories under the attitude component were interest, effort, difficulty, value and confidence. The themes generated under perception domain were content knowledge, importance, type of emotion and cognizance. The students opined that the barriers for learning and understanding statistics were related to time, curiosity, computation, teaching method and application. Conclusion The undergraduate dental students had an overall positive attitude towards statistics and their overall perception towards it was found to be good even though few of them had bad perception. The barriers reported by the students in learning and understanding statistics should be understood by the academic staff to make the student turn towards the desired direction by enhancing their skills. Keywords: Biostatistics, Knowledge Qualitative design, Undergraduates

Analisis Hambatan Belajar Pada Materi Sistem Persamaan Dan Pertidaksamaan Linear Satu Variabel Di SMP Negeri 2 Tatapaan

This research was conducted to find out what factors hinder the learning of class VII students of SMP Negeri 2 Tatapaan for the 2023/2024 academic year on the material Systems of Linear Equations and Inequalities in One Variable. The population and sample of this research is 40. This research is a quantitative descriptive research that uses survey methods and data collection using research instruments in the form of questionnaires and interviews. The questionnaire created had 24 statement items. The results of the research show that the internal aspects of learning barriers in the One Variable System of Linear Equations and Inequalities material fall into the Moderately Obstructed category (65.74%), with the lowest indicator being student readiness which falls into the Quite Impeded category (48%). Furthermore, the external aspect of barriers to student learning in the material Systems of Linear Equations and Inequalities with One Variable was included in the Moderately Obstructed category (68.6%), with the lowest indicator being Family, which was included in the Moderately Obstructed category (55.5%).

Identification of Children with Learning Barriers (Dysgraphia) and Treatment in Elementary School

Background: Education in elementary schools certainly has the aim of properly realizing the function of national education. However, without realizing it, in carrying out national functions certain obstacles come from both students and teachers. One of the obstacles that is often encountered is dysgraphia. Where dysgraphia is a difficulty experienced by children in reading due to poor writing and spelling in children. Therefore, researchers in this study have the aim of identifying learning barriers and handling them in one of the elementary schools in Sukoharjo Regency. This research uses a qualitative approach. The research participants were guidance and counseling teachers, class teachers, and students. Data collection techniques include observation, interviews, and, documentation. The analysis technique used is interactive data analysis through data reduction, data presentation, and data conclusions. The results of the research show that children with learning disabilities have types of dyslexia dysgraphia, motor dysgraphia, and spatial dysgraphia. Therefore, children with this type of digraphia obstacle can be overcome by using strategies used by class teachers and guidance and counseling teachers in various ways, namely by providing motivation to students, providing interesting media, writing pre-school activities, tracing letters, writing block letters and practicing in writing cursive letters.

Foundation Phase Teachers’ Point of Views Towards Using Social-Constructivism Learning Theory in Professional Development

The study offers the findings from the Foundation Phase teachers’ interviews assessing the effectiveness of social constructivism learning theory as a teaching method for educating teachers to identify learners with learning barriers in various classroom contexts. South African education officials need to consider which teaching practices have the potential to impact teacher professional development and ultimately improve learners’ outcomes. As the nation transitions to inclusive education, South African teachers have the challenge of not meeting the different needs of learners individually and helping them realise their full potential. An extensive body of work discusses the significance of social constructivism learning theory as the essential instrument to end the circumstance. This research had a quantitative focus. A study of twenty (n = 20) female primary school teachers in the Motheo District of South Africa who were instructing foundation phase learners participated in investigating teachers’ opinions of applying social constructivism learning theory during professional development. Purposively, participants were chosen. Four rural elementary schools were used for the investigation. A questionnaire was used to gather the data. Based on participant responses, it was discovered that social constructivism learning theory may be applied as a teaching and learning technique for teacher professional development, empowering them to identify learners with learning barriers in a range of classroom contexts.

Communication barriers in learning during pandemic and its pedagogical approaches

Communication is an essential element of life. It is crucial when it comes to education which is a tool for the welfare of society. People socialize via communication and thus perform desired behaviors. Because of these reasons, preventing communication barriers will provide a more specific field of experience between the sender and the receiver. The study sought to determine the communication barriers among students of Capiz State University, Mambusao Satellite College, Philippines, learning during the pandemic. The study used descriptive and qualitative methods. An in-depth interview using a semi-structured questionnaire was the researcher’s data-gathering instrument. Eight students were the study participants chosen based on the criteria. The study shows that communication between students and teachers has shifted to the digital realm using cell phones and social media. The primary focus of these conversations is module-related matters, and the students initiate the conversation due to module-related problems. Different pedagogical approaches highlight the need to improve communication and effective teaching and learning in the new normal. Despite the pandemic, it is recommended that students and teachers continue to communicate and collaborate. Teachers must also promote creativity in their classes and conduct intervention activities to help students overcome communication barriers.

Didactical design to overcome learning obstacles in cuboid volume

This study aims to produce an empirical didactic design designed to overcome didactic barriers experienced by students on beam volume material. Didactical design research is a design in this study that contains three stages of analysis, namely prospective analysis, metapedadidactic analysis, and retrospective analysis. 25 9th-grade junior high school students and one mathematics teacher were selected using purposive sampling techniques to become subjects. Observation, tests using diagnostic tests, and interviews are techniques in data collection. The collected data is analysed and interpreted qualitatively using interpretive and critical paradigms. The results of this study show that through three stages of analysis, an empirical didactic design was obtained that contains four didactic situations: action situations, formulation situations, validation situations, and institutionalisation situations. However, the limitations of presenting problems in institutionalisation situations have an impact on the occurrence of other learning barriers, namely epistemological concepts. Thus, this limitation becomes an improvement material in empirical didactic design.

Learning, memory and blood-brain barrier pathology in Duchenne muscular dystrophy mice lacking Dp427, or Dp427 and Dp140.

Duchenne muscular dystrophy is a severe neuromuscular disorder that is caused by mutations in the DMD gene, resulting in a disruption of dystrophin production. Next to dystrophin expression in the muscle, different isoforms of the protein are also expressed in the brain and lack of these isoforms leads to cognitive and behavioral deficits in patients. It remains unclear how the loss of the shorter dystrophin isoform Dp140 affects these processes. Using a variety of behavioral tests, we found that mdx and mdx4cv mice (which lack Dp427 or Dp427 + Dp140, respectively) exhibit similar deficits in working memory, movement patterns and blood-brain barrier integrity. Neither model showed deficits in spatial learning and memory, learning flexibility, anxiety or spontaneous behavior, nor did we observe differences in aquaporin 4 and glial fibrillary acidic protein. These results indicate that in contrast to Dp427, Dp140 does not play a crucial role in processes of learning, memory and spontaneous behavior.

Unveiling students’ learning strategies and barriers to extensive reading: a case study in an Indonesian university

The present study aims to investigate students’ learning strategies and barriers encountered in extensive reading activities. This research was designed with a qualitative case study method. The study recruited six Indonesian university EFL students majoring in English language education to participate and a lecturer in the study program. Data were garnered through semi-structured interviews as a data collection method. The data were analyzed thematically to find emerging themes. The research findings demonstrate that the EFL students employed three extensive reading comprehension strategies. The three strategies included predicting by inferring the meaning of unfamiliar words by making guesses based on the context, guessing from context by utilizing previous knowledge about the topics in the text, and paraphrasing by creating sentences from the obtained information. Another finding also uncovers the university students’ barriers in extensive reading, including the students’ language background and lack of interest in reading. This study concludes with practical implications for how EFL students engage in extensive reading with various learning strategies and how university teachers boost their students’ interests in more diverse extensive reading activities.

EXPLORING DIGITAL LITERACY USAGE FOR SELF-DIRECTED LEARNING: RURAL ADOLESCENTS’ PERSPECTIVES

This study aims to address this gap by examining rural adolescents' perspectives on the use of digital literacy in self-directed learning and its potential to transform rural education. The research employed a qualitative approach and involved in-depth interviews with thirty rural adolescents. The findings indicate that rural adolescents perceive themselves to have good digital literacy skills and actively use digital media for learning. They recognise the benefits of digital literacy in accessing information, collaborating with others, and overcoming learning barriers. The study underscores the significance of digital literacy in empowering rural adolescents to take charge of their education and navigate the digital landscape. These findings have implications for educators and policymakers in promoting digital literacy in rural areas to ensure equitable access to high-quality education. Future research should further investigate the intersection of digital literacy and self-directed learning among adolescents to enhance educational outcomes in an increasingly digital world.

Implementation Of The Naïve Bayes Method With Approach Holistic In Predicting Student Achievement

Within the realm of education, students frequently encounter many obstacles, including defiance, absence of drive, and other intricate factors that can impact the caliber of their learning. This issue can result in many students abstaining from attending class, withdrawing from school, or prematurely leaving before completing their education. This highlights the need for proactive and preventive measures taken by educational institutions to assist children in overcoming learning barriers from a young age. Professional educational and training institutions should promptly identify potential obstacles to students' learning and take proactive measures to assist them in overcoming these difficulties. These endeavors encompass vigilant supervision, effective communication among educators, parents, and students, as well as impactful mentoring and counseling initiatives. By adopting this methodology, educational establishments can establish an all-encompassing and nurturing atmosphere that prioritizes the academic achievement of students. In this study, we employ the Naive Bayes algorithm and the Holistic Approach, two powerful tools in the field of data analysis, to forecast student academic performance at Otista Bandung Vocational School. The Naive Bayes algorithm allows us to make predictions based on the probability of an event occurring given certain conditions, while the Holistic Approach ensures that we consider all relevant factors in our analysis. This research aims to offer early forecasts for students who are susceptible to low academic performance, enabling schools to proactively intervene and avert a fall in student success. By implementing this approach, schools may offer targeted support to individuals requiring more help, while also fostering an inclusive environment that promotes academic success for all students, regardless of their circumstances.

Barriers to Learning From Crisis: A Neglected Aspect of Disaster Risk Reduction in the Tourism SMEs in Sri Lanka

The survival of Small and Medium Enterprises (SMEs) is a critical necessity due to their economic and social contributions. Organizational crises, on the other hand, pose a threat to the viability of SMEs. Thus, DRM has become increasingly important in the organizational management of SMEs. As a strategic approach to DRR in organizational context, SMEs need to practice crisis management, particularly need to learn from crises. However, the high crisis vulnerability of SMEs indicates ineffective crisis management on their part, mainly due to failure to learn from crises. Using a social constructivist approach, this phenomenological study attempts to identify the various barriers that hinder the crisis learning of SMEs. An in-depth investigation was conducted with 19 selected tourism SMEs located in the Southern Province of Sri Lanka. The results revealed the existence of several crisis learning barriers classified using IPA, namely personal, organizational, and industry level barriers. Among them, the organizational level barriers brought attention to the lack of internal resource integration for crisis management in tourism SMEs. These findings could assist SMEs and stakeholders to identify the corrective measures required to eliminate such learning barriers. They may also help policymakers and supporting organizations in launching their services.

MSW Student Perspectives on Facilitators and Barriers in Learning About Social Justice in Social Work Practice

ABSTRACT Social work is a practice-based profession with social justice as a core value and ethical principle. Social work programs incorporate social justice into both the explicit and implicit curricula. However, there has been a longstanding divide in how to address social justice at systemic levels while fostering socially just and competent practice. The aim of this qualitative study was to examine how MSW students describe their learning about social justice and social work practice. To explore this area of inquiry, we conducted three focus groups (N = 16) with current MSW students or recent MSW graduates from Canadian social work programs. Participants described the following five themes that either facilitated or created barriers in their learning about social justice and social work practice: 1) reflection on practice, 2) negotiating discomfort, uncertainty, and safety, 3) learning from lived experiences, 4) learning how to embody social justice in practice, and 5) receiving support, supervision, and coaching. We discuss the implications for social work education and practice.

Assessing The Impact of Organizational Context on Learning Barrier Formation in Lima’s Private Universities

This research focuses on exploring the relationship between organizational learning barriers and organizational context in Private Universities in Lima, with the primary aim of elucidating how these elements interact and affect the learning dynamics within these institutions. Adopting a correlational cross-sectional non-experimental approach, a specific survey was designed and validated for application in the Peruvian context, gathering responses from 384 collaborators. The findings reveal that the most frequent barriers related to thought-action coherence highlight concerns about authenticity and sincerity in discussions, as well as a significant discrepancy between public and private opinions of workers. On the other hand, in the realm of organizational context, the critical factors identified include employees' perceptions of replaceability, fear of evaluations, deficiencies in communication channels, and the predominance of opinions from those with greater power. The conclusions point to the need to address these barriers to foster a more conducive environment for organizational learning, suggesting that effective knowledge and organizational environment management are fundamental for institutional development and adaptability.

Association of Perception, Interest, and Barriers of Learning and Practicing Yoga with Levels of Stress in Life among Residents Living in Saudi Arabia.

Yoga as a mind-body activity and clinical studies on yoga's effects on physical and mental health have produced encouraging results. However, there is little research done on the population's perception and interest toward practicing yoga in KSA. Thus, the current study was undertaken to evaluate the perception, interest, and barriers of learning and practicing yoga with levels of stress in life among residents of Saudi Arabia. This is an observational, cross-sectional study in which people were polled using questionnaires. The study included people of both genders aged 18-70, and Google Forms were distributed through various online platforms. The collected data were statistically analyzed. The study included 906 subjects in total. Participants were mostly female (64%) and non-Saudi residents (70.9%) between the ages of 31 and 51 years, with moderate levels of stress in life. About 58.6% of the study participants were aware of the benefits of yoga. The Chi-square analysis shows low-stress subjects (67.5%) knew more about yoga and meditation, whereas no-stress subjects (35.7%) practiced yoga. About 14.9% of high-stressed people consulted a yoga therapist. The majority of high (15.3%), medium (12%), and no-stressed (19.6%) did yoga for mental health and focus, whereas the low-stressed (19.3%) did it for physical health. C. Most of the study population knew yoga's physical, psychological, and spiritual benefits. The study found a relationship between the everyday stress levels of Saudi Arabian citizens and their opinions about, interest in, and obstacles to taking up yoga. More experimental and longitudinal studies are needed to confirm this hypothesis.

Online palliative care education and mentorship in Nepal: Project ECHO - a novel approach to improving knowledge and self-efficacy among interprofessional health-care providers.

Palliative care access in Nepal is severely limited, with few health-care providers having training and skills to pain management and other key aspects of palliative care. Online education suggests an innovation to increase access to training and mentoring, which addresses common learning barriers in low- and middle-income countries. Project ECHO (Extensions for Community Health Care Outcomes) is a model of online education which supports communities of practices (COPs) and mentoring through online teaching and case discussions. The use of online education and Project ECHO in Nepal has not been described or evaluated. An online course, consisting of 14 synchronous weekly palliative care training sessions was designed and delivered, using the Project ECHO format. Course participants included health-care professionals from a variety of disciplines and practice settings in Nepal. The goal of this study was to evaluate the impact of a virtual palliative care training program in Nepal on knowledge and attitudes of participants. Pre- and post-course surveys assessed participants' knowledge, comfort, and attitudes toward palliative care and evaluated program acceptability and barriers to learning. Forty-two clinicians, including nurses (52%) and physicians (48%), participated in program surveys. Participants reported significant improvements in their knowledge and attitudes toward core palliative care domains. Most participants identified the program as a supportive COP, where they were able to share and learn from faculty and other participants. Project ECHO is a model of online education which can successfully be implemented in Nepal, enhancing local palliative care capacity. Bringing together palliative care local and international clinical experts and teachers supports learning for participants through COP. Encouraging active participation from participants and ensuring that teaching addresses availability and practicality of treatments in the local health-care context addresses key barriers of online education. This study describes a model of structured virtual learning program, which can be implemented in settings with limited access to palliative care to increase knowledge and attitudes toward palliative care. The program equips health-care providers to better address serious health-related suffering, improving the quality of life for patients and their caregivers. The program demonstrates a model of training which can be replicated to support health-care providers in rural and remote settings.

“Yes, I Am More Confident with My Avatars”: Integrating EFL Students’ Speaking Practice into Metaverse

This article presents an innovative practice that demonstrates the use of the metaverse to enhance English speaking skills in an undergraduate English drama course in South Korea. The innovation stemmed from the common situation that English-language learners feel self-conscious when speaking in front of their peers. To overcome this problem, the metaverse was used to provide a virtual space for students to practice dialogues and speeches using avatars. The two-phase implementation involved practicing dialogues from the American sitcom Friends and celebrity speeches in the metaverse space. Surveys and reflections showed that this approach significantly improved students’ confidence, motivation and English speaking skills by reducing the anxiety associated with physical presence. Nevertheless, some technical limitations, such as connectivity issues and constraints on virtual expression, were observed. Based on the findings, this study suggests the metaverse as a powerful tool for overcoming affective barriers in language learning, providing a safe and engaging platform for students to practice speaking skills. Furthermore, the study underscores the importance of selecting appropriate metaverse platforms and considering technical factors such as device compatibility and internet stability.

Medical doctor's perception of artificial intelligence during the COVID-19 era: A mixed methods study.

Artificial intelligence (AI) has led to the development of various opportunities during the COVID-19 pandemic. An abundant number of applications have surfaced responding to the pandemic, while some other applications were futile. The present study aimed to assess the perception and opportunities of AI used during the COVID-19 pandemic and to explore the perception of medical data analysts about the inclusion of AI in medical education. This study adopted a mixed-method research design conducted among medical doctors for the quantitative part while including medical data analysts for the qualitative interview. The study reveals that nearly 64.8% of professionals were working in high COVID-19 patient-load settings and had significantly more acceptance of AI tools compared to others (P < 0.05). The learning barrier like engaging in new skills and working under a non-medical hierarchy led to dissatisfaction among medical data analysts. There was widespread recognition of their work after the COVID-19 pandemic. Notwithstanding that the majority of professionals are aware that public health emergency creates a significant strain on doctors, the majority still have to work in extremely high case load setting to demand solutions. AI applications are still not being integrated into medicine as fast as technology has been advancing. Sensitization workshops can be conducted among specialists to develop interest which will encourage them to identify problem statements in their fields, and along with AI experts, they can create AI-enabled algorithms to address the problems. A lack of educational opportunities about AI in formal medical curriculum was identified.

Analisis Kompetensi Profesional Guru Dalam Meningkatkan Hasil Belajar Sosiologi

The purpose of this study was to determine the professional competence of teachers in improving the learning outcomes of sociology in class X IPS 1 at Kapan State High School and the obstacles faced by Sociology teachers at Kapan Public High School in increasing their professionalism. This research uses a descriptive qualitative research method. Data collection techniques were carried out using observation, interviews, and documentation. The subjects of this study were the school principal and sociology teacher. The data analysis technique uses data reduction, compilation, categorization, and conclusions. Based on the results of this study show that teachers at Kapan State High School cannot be said to be professional; this is because, first, the learning process does not have a sociology subject teacher; some teachers are required to teach sociology even though the teacher is not a sociology subject teacher so that the delivery of sociology subjects is not according to the material presented by the teacher. Second, there are learning barriers that do not include the criteria for completeness of KKM in schools due to teachers who are not always in their scientific field in improving learning outcomes, such as teachers having difficulty in dividing teaching time between sociology and geography, lack of professional educators in the field of sociology, and lesson planning. Thus, the results of learning sociology at the Kapan State High School are ineffective. This is because schools still face many obstacles in providing educators who work in the field of sociology.

ПРОБЛЕМА ПОДОЛАННЯ МОВНОГО БАР’ЄРУ В ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ

The article is devoted to the analysis of the problem of overcoming the language barrier in the process of learning foreign languages in higher education institutions. The object of consideration is the complex aspects of this phenomenon, the complexity of learning a foreign language, the lack of practical application of the acquired skills, the lack of attention to the cultural context during its study, etc. In view of this, there is a need for a systematic approach to overcoming the language barrier, taking into account not only linguistic aspects but also the psychological characteristics of students. The next aspect concerns the lack of practical application of language skills acquired during study. The study points to the relevance of introducing interactive methods of teaching a foreign language aimed at practical use of the language in different situations, which will provide students with the opportunity to improve their language skills in practice. It is noted that the lack of opportunities for practical use of a foreign language outside the classroom complicates the process of forming the foreign language competence of future specialists, makes it impossible to successfully consolidate communication skills in real life situations. This leads to a loss of interest in learning and limits the practical use of language skills. It is concluded that learning foreign languages should include understanding and adaptation of higher education students to cultural realities, which will contribute to a deeper understanding and more effective learning of languages. Particular emphasis is placed on the importance of using innovative pedagogical approaches, including technologies and methods of intercultural communication. The use of modern technologies, such as mobile applications, virtual reality, etc., can greatly facilitate the process of learning foreign languages and help overcome the language barrier, and it is also important to create a favorable learning environment where students have the opportunity to practice the language in different situations, use innovative teaching methods and focus on developing not only grammatical skills but also cultural context. The importance of immersive practice in overcoming the language barrier in foreign language learning is emphasized.