Educational Chances Research Articles

CAUSALITIES OF MOTIVATION, SELF-RELATED BELIEFS, AND STUDENT ENGAGEMENT TOWARDS HIGH SCHOOL STUDENTS’ ACHIEVEMENT USING STRUCTURAL EQUATION MODELING

Students’ academic performances is an important factor as it affects students’ chances of higher education and job opportunities. While cognitive factor (e.g., intelligence quotient) plays a major role in students’ performances in academic environment, it does not guarantee students’ academic achievement. Instead, researches shows that non-cognitive factor can affects student performance as well. Three non-cognitive factor that will be researched in this study are motivation, self-related beliefs, and engagement. Using Structural Equation Modeling (SEM) as the method of choice to accommodate the study of the factors. 699 of students’ sample was taken from six public high school in Denpasar to conduct the research. SEM is used for its ability to analyze latent factors using measurement model and its ability to estimate multiple structural relation simultaneously. The model with a Goodness-of-fit (GFI) score of 0.981 confirms that Motivation does significantly directly affects student performances. Self-related beliefs and Engagement on the other hand significantly directly affects Motivation, hence the two constructs significantly indirectly affect student achievement.

Unveiling invisibility: the lived experiences of former students at New Zealand's second chance education secondary school

ABSTRACT This paper examines the lived experiences of former students who attended a second chance education [SCE] secondary school in New Zealand. Like charter schools in New Zealand, School A (Pseudonym) was established to work in collaboration with a local tertiary education provider and secondary schools within the wider South Auckland region. This collaboration was to provide opportunities for secondary school students who had dropped out or did not fit into the mainstream education system in New Zealand. Drawing on qualitative methods, we give meaning to the lived experiences of eight individuals and highlight how sociocultural and socioeconomic factors led these individuals to feel invisible in the mainstream education system and how School A's practices, such as addressing teachers by their first names and emphasising hands-on learning experiences transformed lives. This research provides insights into the potential of SCE schools in reengaging disengaged youth and fostering a pathway towards creating a responsible citizen.

From exclusion to inclusion: unveiling the macro and micro dynamics of second chance education

Second Chance Schools (SCSs) are innovative institutions located worldwide, including Greece, that allow adults who haven’t completed compulsory education to reintegrate into educational systems. This study aims to provide a comprehensive understanding of the benefits and challenges associated with second chance education. Conducted in SCSs within the Central Macedonia region of Greece, the research involved seven school units, with a total of 21 interviews—three from each unit. The study utilised an Interview Guide, and data from semi-structured interviews were analysed using Atlas TI Software. The thematic content analysis resulted in 127 codes grouped into six broader categories. The findings highlight the transformative potential of Second Chance Education on both micro and macro levels. The study emphasises SCE’s profound impact on mental health and self-esteem at the micro level, revealing numerous benefits for individual students. On the macro level, the investigation expands to consider school-wide and broader life circumstances, shedding light on the multifaceted aspects influencing participation, motivation, and outcomes in the context of lifelong learning.

Traumatic brain injury and long-term associations with work, divorce and academic achievement

ObjectiveTraumatic brain injuries (TBI), irrespective of severity, may have long-term social implications. This study explores the relationships between TBI severity and outcomes related to work stability, divorce, and academic achievement. MethodsUsing a Danish nationwide sample of persons with and without TBI, we employed case-control and longitudinal cohort designs. The case-control design utilized individuals aged 18 to 60 years and examined work stability. Each case, employed at time of TBI, was compared with 10 matched controls. The cohort design utilized individuals alive from 1980 to 2016 with and without TBI and assessed the likelihood of 1) divorce and 2) higher-level education. TBI exposures included concussion, skull fractures, or confirmed TBI. ResultsTBI cases exhibited higher odds ratios (OR) for work instability at all follow-ups compared to controls. Increased TBI severity was associated with a higher risk of work instability at 2-year follow-up (concussion: OR = 1.83; skull fracture: OR = 2.22; confirmed TBI: OR = 4.55), and with a higher risk of not working at 10-year follow-up (confirmed TBI: OR = 2.82; concussion: OR = 1.63). The divorce incidence rate ratio (IRR) was elevated in individuals with TBI (males: IRR = 1.52; females: IRR = 1.48) compared to those without TBI. Individuals with childhood TBI had reduced chances of attaining high school degree or higher (males: IRR = 0.79; females: IRR = 0.85) compared to those without TBI. ConclusionTBI is associated with an increased long-term risk of social consequences, including work instability, divorce, and diminished chances of higher education, even in cases with concussion.

Evaluation of Federal Government of Nigeria Funding of Public-University Education for the Attainment of Sustainable Development Goal-4

The development of a country depends upon the educational scenario of the country. Most often, sustainable development is understood to be growth that satisfies present requirements without jeopardizing the capacity of future generations to satiate their own development needs. The goal of higher education, like that of previous levels of education, is still to generate highly skilled workers who will drive the center of social, economic and scientific development through in-depth study. Ironically, the Nigerian universities funding model seems lob-sided, with the government taking the lion share. The great thing about Sustainable Goal 4 is that it calls on all United Nations members countries, including Nigeria to “ensure inclusive and equitable quality education and promote opportunities for lifelong learning for all” by 2030. While earlier studies mostly focused on funding of university education, very little research exists on the evaluation of Federal Government of Nigeria funding of public university education with an eye towards the attainment of sustainable development goal-4 target. The study adopts the institutional theory. Data for the study were drawn from participant observation and authentic secondary sources. The content analytical technique was used to review the literature on the subject matter. The study identified that financing of university education in Nigeria fall short of the benchmark of 26 % of the national budget as recommended by the United Nations Educational Scientific and Cultural Organization (UNESCO). Recommendations were made to prevent compromising the chances of delivery high quality university education in Nigeria by 2030.

Did Migrant Children Benefit from a Delay in the Dutch Primary School Exit Test?

This paper evaluates whether educational outcomes of first-generation migrant children improved relative to those of natives after a policy change which delayed an important primary school exit test by three months. Using Dutch register data and a difference-in-differences methodology, we show that the policy change increased the academic rank of migrants relative to natives upon first enrollment. The policy change, therefore, has had an important positive effect on the educational chances of migrant children. Our analyses suggest that the results are driven by higher relative exit test scores and higher relative teacher recommendations.

A new chance for online science communication education and learning through TikTok

<p class="MsoNormal"><span style="font-size: 10.0pt; font-family: 'Arial',sans-serif; mso-ascii-theme-font: minor-bidi; mso-fareast-font-family: 'Times New Roman'; mso-hansi-theme-font: minor-bidi; mso-bidi-theme-font: minor-bidi;">The COVID-19 pandemic practice of social distancing has led to an increased usage of social media, which has highlighted the importance and potency of social media for effective science communication. As a result, it is now just as crucial to educate and acquire the skills necessary to use social media for science communication in an accurate and efficient manner. In response, we created a task that models and develops 21st century science communication abilities using the social media site TikTok. During the COVID-19 outbreak, TikTok, a platform for sharing short videos, had a dramatic rise in popularity. We demonstrated efficient social media science communication strategies by employing the condensed, targeted video format of TikTok to instruct students in fundamental science ideas and lab procedures. Students were then given the task of practicing excellent science communication at the conclusion of the semester by making their own educational and entertaining TikToks about the research projects that their teams had been working on. Here, we provide our methodology, a number of TikTok best practices, and sample videos made throughout the process for science communication education that are both effective and interesting.</span></p>

Supporting second chance education: Drop‐in students' views on educational barriers and needs to study

AbstractIn many Western societies, earning a degree is considered an ultimate educational achievement. Second chance education (SCE) serves as a distinct pathway for those who have dropped out of school, allowing them to re‐enter the educational system. Understanding the specific obstacles and needs of students in SCE is crucial for providing better‐tailored support. However, limited knowledge exists about the challenges faced by students seeking to enrol in SCE. This qualitative study conducted in‐depth interviews with 28 drop‐in students (Mage = 30) to explore these barriers and needs. Identified barriers span institutional, situational, environmental, and life‐course levels. Primary needs centre around warm and accessible teachers, as well as flexible, student‐focused learning options. The results underscore the value and significance of second chance education as a unique pedagogical context for drop‐in students. It also emphasizes that the insights gained from SCE can inform improvements in regular, first‐chance education, serving diverse student populations. Lastly, SCE serves as a societal mirror, urging a re‐evaluation of the broader discourse in education. Overall, this study calls for more appreciation of SCE, acknowledging and recognizing its unique pedagogical context, dedicated teachers, and determined students.

Overcoming Distance Education Challenges in Nigeria: A Call for Collaborative ICT Integration

This article looks at the benefits of Distance Education (DE) or Open Learning Systems as the means of providing education that meets the growing demand for education on the account of the financial concerns and changing priorities. The historical development of communication methods is one of the factors that shaped the education sector considerably and now we have the open learning systems as a popular way of. The aim of the establishment of DE as highlighted by scholars is to create another parallel system which can be integrated with formal education. Other objectives include promoting flexibility, constructing an egalitarian society, facilitating in-service and lifelong education and utilizing communication technology for wider outreach. ICTs hold the key to global educational initiatives, providing an environment of collaboration and disseminating ideas in the most effective manner. Although ICTs belong to one of the most transformative technologies, Nigeria is faced with challenges of integration of ICTs, among them deficiencies in ICT infrastructure. Distance education has proved to be successful for the purpose of widening educational chances but Nigeria faces problems like low ICT penetration, erratic power supply, and meagre economy. It is noted that ICTs play a critical role in the development of distance education in Nigeria and that this research stresses the need for collaboration among all relevant stakeholders— government, private companies, and international organizations—to enhance ICT infrastructure, implement international cooperation frameworks, and integrate ICT literacy and use into academic courses. Keywords: Distance Education (DE), Information and Communication Technologies (ICTs), OLS, Education Issues, Flexibility in Education, ICT Infrastructure, and Inclusive Learning.

An Analysis on Women Enrolment in Higher Education in India

There is still a gender enrolment disparity in India’s higher education system, despite notable progress. Using a combination of methods for thorough analysis, this study explores the complex interactions between socio-economic, cultural, and institutional barriers preventing women from pursuing higher education chances. Further, this study relies on the issues of Girls are disproportionately affected by ongoing poverty, a lack of family support, and uneven access to high-quality secondary school, which undermines their ambitions for further education. Women students in higher education are marginalized and denied academic opportunities due to inadequate infrastructure, a dearth of gender-sensitive teaching techniques, and a dearth of female role models. Not only is closing the gender gap in higher education morally required, but it is also a calculated investment in the future of India. India can unleash the enormous potential of its female population and move the country toward a more egalitarian and prosperous future by removing the complex hurdles found in this study and putting in place efficient interventions at the individual, and institutional. The simple statistical tools adopted and it was observed from the results that the annual average percentage rate was positive in all the levels of education. Finally, it is particularly noted that the majority of the women were enrolled in Ph.D after integrated and PG Diploma programmes.

The roles Second Chance Education can play as a learning environment: A qualitative study of ‘drop-in’ students

ABSTRACT In current Western societies, the number of students dropping out of school is high. At the same time, the importance of education leads to an increase in Second Chance Education (SCE) initiatives as an alternative way to obtain a degree. Little is known about the roles SCE can play as a learning environment for students ‘dropping in’ beyond mere degree attainment. Therefore, this study aims to shed light on these roles by exploring the dropout experiences of drop-in students and the underlying reasons for enrolling in SCE. This study involves in-depth interviews with 28 drop-in students (Mage = 30.0). The findings reveal that not obtaining a degree could be a traumatic event, resulting in challenges such as stigmatisation, discrimination, and social pressure. Based on these experiences, SCE students articulated reasons for enrolling in SCE, including self-actualisation, improved occupational and educational opportunities, and social confirmation by significant others. Overall, this study identified three roles SCE can play for drop-in students, including serving as a new start, a tool/in-between phase and a way to finish unfinished business. These findings call for a more nuanced perspective on education and highlight the importance of reconsidering the individualistic perspective on success and failure in education.

Efficacy of interventions targeted at physician prescribers of opioids for chronic non-cancer pain: an overview of systematic reviews

BackgroundTo combat the opioid crisis, interventions targeting the opioid prescribing behaviour of physicians involved in the management of patients with chronic non-cancer pain (CNCP) have been introduced in clinical settings. An integrative synthesis of systematic review evidence is required to better understand the effects of these interventions. Our objective was to synthesize the systematic review evidence on the effect of interventions targeting the behaviours of physician opioid prescribers for CNCP among adults on patient and population health and prescriber behaviour.MethodsWe searched MEDLINE, Embase, and PsycInfo via Ovid; the Cochrane Database of Systematic Reviews; and Epistemonikos. We included systematic reviews that evaluate any type of intervention aimed at impacting opioid prescriber behaviour for adult CNCP in an outpatient setting.ResultsWe identified three full texts for our review that contained 68 unique primary studies. The main interventions we evaluated were structured prescriber education (one review) and prescription drug monitoring programmes (PDMPs) (two reviews). Due to the paucity of data available, we could not determine with certainty that education interventions improved outcomes in deprescribing. There is some evidence that PDMPs decrease the number of adverse opioid-related events, increase communication among healthcare workers and patients, modify healthcare practitioners’ approach towards their opioid prescribed patients, and offer more chances for education and counselling.ConclusionsOur overview explores the possibility of PDMPs as an opioid deprescribing intervention and highlights the need for more high-quality primary research on this topic.

Teacher practice under the structural challenges of academic second chance education

ABSTRACT Academic second-chance education (SCE) provides young adults with the opportunity for upward mobility. However, many young people in academic SCE have unfavourable prerequisites, which make it difficult for them to meet academic requirements. In this article, we explore how teachers respond to this challenge in their practice and the extent to which teacher practice matches learner expectations. We look at formal academic SCE and the following aspects of teacher practice: supporting weak learners, applying rules on discipline and grading, and building teacher-learner relationships. Our basis is a dataset of 176 teachers and 600 learners in 9 schools of academic SCE in Germany. The results show that a majority of teachers report that they support weak learners and address learners’ personal needs whilst insisting on general rules for discipline and grading. However, almost half of the learners want more recognition of their adult status – more that is than their teachers perceive – by being granted autonomy, professional relational distance and more flexibility on absence rules. This article discusses the extent to which structural features of academic SCE make it difficult to perceive the adult needs of learners and at the same time to pursue challenging learning goals.

An Analysis of Social and Cultural Capital in Don Delillo's White Noise: a Bourdeusian Perspective

White Noise is Don DeLillo’s eighth novel which was published in 1985. The novel has been scrutinized by many scholars from different schools of thought. In this article, we try to read White Noise in light of Pierre Bourdieu’s concept of different types of capital and make an effort to take note of representations of each of these types. Nevertheless, since the biggest contribution Bourdieu makes to discussions regarding capital is his explanations of social capital and cultural capital, this article uses Bourdieu’s explanations of these categories of capital together with those of other Bourdeusian scholars in order to identify representations of social capital and cultural capital in the forms of the embodied state, the objectified state and the institutionalized state in the novel. In regards to social capital, the article argues that the efforts people make in White Noise to become members of various social groups are a strategy they devise in order to advance their overall capital. Furthermore, in terms of cultural capital, it is argued that its possession can help individuals gain benefits such as better chances of academic education and higher social ranks. Moreover, the findings suggest that access to the subcategories of cultural capital can elevate individuals’ social position.

Second Chance in Vocational Education and Training of Adults in Slovakia: Second or Wasted Chance?

Context: The paper focuses on an analysis of school-based vocational education and training (VET) of adults in Slovakia against the background of the concept of second-chance education (hereafter SCE). The concept of SCE involves different conditions of education to those that adults faced during their initial education and were unable to meet. Adults primarily study part-time, where they are offered a mirror image of a reduced full-time programme rather than an alternative space for obtaining a degree. Approach: Several theoretical research methods were used in the paper. An analysis of available statistical data about adults in VET, secondary analysis of relevant literature, the authors' own findings from previous research, and a comparison of selected characteristics of VET of adults in Slovakia with the principles of second chance education allowed for the formulation of synthesised findings and recommendations on necessary changes in adult education in vocational education and training. Findings: The absence of SCE principles in the vocational education and training of adults in Slovakia is one of the reasons for insufficient participation of low-educated adults. Neither schools, nor the state or municipalities, nor employment offices have created a mechanism for acquiring and keeping adults in education. VET of adults does not fulfil a social integration function because it is mostly used by adults who are upgrading or supplementing their existing qualifications. A significant manifestation of the lack of interest in improving the situation of the low-educated in VET is, among other things, the absence of training programmes that would prepare teachers for a non-mainstream educational process with non-mainstream pupils. The measures, which would be aimed at increasing the participation of the low-educated adults in secondary education are absent. This situation results, among other things, in persistent regional disparities in adult participation in education, which deepen the marginalisation of entire regions and their populations. Conclusion: The VET of adults in Slovakia lacks the concept of second-chance education that would enable those who needed it the most to enter and obtain higher level of education. The implementation of the elements of the SCE concept in VET would allow for an increase in the participation and success of the most vulnerable groups of adults with the lowest education and socio-economic status.

The social capital of the family as a source of educational inequality

When analyzing the factors that influence individuals' educational achievements, with a focus on the importance of their families, cultural and economic capital are frequently highlighted. Although they are unquestionably important, one additional aspect should not be overlooked: social capital. Individuals' educational chances are influenced by their families' connections with the community as well as their familial bonds. The aim of the paper is to demonstrate how a family's social capital can be a source of inequality in education. The paper presents and analyzes three theoretical approaches to social capital (Bourdieu's, Coleman's, and Patnam's), indicates how to approach the research of inequality in education from these perspectives, and points out which approaches are appropriate for the application of social capital from the perspective of families. Finally, the lines of (dis)continuity between these theories are highlighted, and the possibility of developing an integral approach to social capital in the educational context is examined by analyzing some attempts at such a synthesis.

The interplay of education and income inequality: insights from various countries around the world

The complex relationship between education and income inequality is examined in this study, emphasizing the role that educational empowerment plays as a driver of socioeconomic progress. According to this theory, having access to high-quality education promotes wider societal advantages including better public health and increased civic engagement in addition to enhancing personal agency. To reduce poverty and advance social justice, the study highlights the need to address educational inequities, especially among vulnerable communities, by demonstrating the cyclical dependency of income and education. The results indicate that greater educational attainment is associated with better-paying job prospects, which is important for lowering economic inequality in local areas. The study also emphasizes how crucial contextual elements determine the educational chances, such as local economic circumstances and cultural perspectives on education. Given that better educational access can result in higher incomes, it promotes specific policies meant to give underprivileged groups more access to high-quality education. Legislators may establish a more equitable educational environment that empowers people and promotes sustainable economic growth by giving priority to educational investments and encouraging parental involvement. The study concludes by highlighting the critical role that education plays in determining economic paths and advocating for an all-encompassing approach to educational policy that takes into account the complex nature of income inequality.

The fundamentals of Islamic religious education in inclusive schools meet special needs children's PAI issues

Education is a profound and essential process that enables individuals to achieve success in their social lives and various other domains. Designed specifically for children with impairments or special needs (ABK), children with exceptional needs require increased supervision and customized educational assistance. This study aims to acquire a comprehensive understanding of the educational journey of children with disabilities in inclusive educational settings. The research will utilize the literature review research methodology, with a specific emphasis on pertinent studies published in reputable publications between 2013 and 2023. This study analyzes and assesses previous research on Islamic religious education in inclusive schools. It aims to apply relevant theories to clarify the concept or representation that is formed via the process of generalizing understanding. Theory, in essence, provides a succinct depiction of empirical generalizations and the interrelationships among many premises. These claims are based on explicit assumptions, encompassing both those that will be scrutinized and those that have already been recognized. The findings revealed that by adopting an inclusive school paradigm, children with special needs can avail themselves of equivalent educational chances as their typically developing peers. Moreover, this essay will explore the precise tactics for converting an inclusive school into a setting where kids with special needs can participate in both educational and recreational pursuits without facing any kind of prejudice.

Analysis and Discussion of Chinas Double Reduction Policy

Teenagers in China are faced with a heavy academic burden, and the educational expenses that have to be invested in raising their children also bring financial burdens to families. The Chinese government has launched the double reduction program to overhaul the edu-cation sector in response to the issues in education. Through a political study of the double reduction policy from the perspectives of social population and economic development, this article will explore the double reduction policys effects on society and the education sector. The implementation of this policy not only offers Chinese children and families better learning environments and equitable educational chances, but also contributes to al-leviating Chinas aging population.

The Effectiveness of the Blended Learning Approach Based on Edmodo to Enhance Student Learning Outcomes in English Courses

<div class="WordSection1"><p><span lang="EN-US">A learning model called blended learning mixes online and face-to-face instruction. It includes multiple implementation techniques, instructional models, and learning styles. </span><span lang="EN-US">The Edmodo application media is one of the educational chances supplied by exploiting current ICT advances. The purpose of this study was to determine the effectiveness of learning using the Edmodo-based blended learning model in improving student learning outcomes in English courses. </span><span lang="EN-US">This study employed an experimental research methodology. Data are grouped and extraneous information is reduced due to the descriptive qualitative approach's framework, which collects data through testing, observation, and documentation. In this study, data analysis started with data collecting and was then condensed, including summarizing, choosing the most crucial information, concentrating on it, searching for themes and patterns, and removing irrelevant information. Based on the research findings, two approaches—online via the Edmodo application and offline—are recommended for implementing the blended learning strategy based on Edmodo (face to face). Students use Edmodo to interact with lecturers and other students during online lectures. Beforehand, the lecturer created a virtual class on Edmodo and connected all the students to it. The in-person meetings include group discussions based on the material covered in the online classes. Events held in person can also be hosted using the Edmodo app. Based on test results and an analysis of the learning outcomes of students who used the blended learning strategy built on Edmodo, it is rated in the very good category.</span></p></div>