Class Size Research Articles

Explainability in AI-based behavioral malware detection systems

Nowadays, our security and privacy are strongly threatened by malware programs which aim to steal our confidential data and make our systems out of service, among other things. While traditional signature-based malware detection methods or statistical analysis have proven to be ineffective and time-consuming, recently data-driven Artificial Intelligence (AI) techniques, i.e. Machine Learning (ML) and Deep Learning (DL) approaches, have been successfully applied leveraging the behavior of malware in terms of API calls, and achieving promising performances. However, their black-box behavior leads to a lack of explainability thus preventing their application in real world scenarios. In light of this, eXplainable Artificial Intelligence (XAI) methodologies and tools can be effectively embedded within an AI-based malware detection process in order to make more understandable the produced results. In this paper, we propose a XAI framework for behavioral malware detection problems and evaluate the usefulness of four XAI methods (SHAP, LIME, LRP and Attention mechanism) on three datasets with different size, sequence length and number of classes, by which we could evaluate the strengths and weaknesses – from effectiveness and efficiency point of views – of recurrent deep architectures (i.e. Long-Short Term Memory (LSTM) and Gated Recurrent Unit (GRU) models), and their applicability in the modern Cyber Security (CS) scenarios.

Exploring Physical Educators' Self-Efficacy to Teach Students With Disabilities in General Physical Education.

The purpose of this study was to explore the ways in which in-service physical education teachers construct their self-efficacy beliefs toward teaching students with disabilities in general physical education classes. Using a qualitative descriptive approach situated within self-efficacy theory, data were collected via semistructured audio-recorded interviews with 16 in-service physical educators. Three interrelated themes were constructed: (a)The more I do it, the better I feel: the importance of professional experiences; (b)I've learned from others: the influence of colleagues; and (c)Being in the general educational setting is a challenge: the impact of contextual factors. Findings supported the influence of the four sources of self-efficacy (i.e.,mastery experience, vicarious experience, social persuasion, and affective and physiological state), in addition to potential contextual factors (i.e.,class sizes and availability of hands-on support), impacting participants' self-efficacy to teach students with disabilities in general physical education classes.

Current Practices and Pitfalls of ELT Syllabi for Developing Engineering Students' Communicative English in Bangladesh*

The current practices and shortcomings of engineering students' English language teaching (ELT) syllabi were examined from the perspectives of learners and teachers in English as a foreign language (EFL) context. The syllabi included content that had little impact on students' communicative competence in English (CC-E). Students were generally concerned about their professional communication abilities. In this study, the researchers collected data from ten engineering-focused universities in Bangladesh. These universities' existing ELT syllabi (ELT-S) were examined, seeking the current practices and pitfalls. The study sampled 152 participants from the selected universities. The study followed a mixed-method approach. In the qualitative technique, content analysis, focus group discussion (FGD), and interviews were employed for data collection, while survey questions were used in the quantitative approach. The study's findings revealed that the existing English syllabi of those selected universities required updating and modification to meet the identified professional requirements regarding the type, credit allotment, content, classroom practices, class size, policies, etc. The improvements included redesigning English syllabi, material, and teaching methods to improve engineering students' communicative abilities. A uniform curriculum with at least one English language sessional course per semester in all engineering majors was strongly recommended.

The Vaccine-Education Paradox in a Cross-Country Analysis: Education Predicts Higher and Lower Vaccination Rates

Research has shown a mixed relationship between education and vaccination rates. In the current analysis, we aimed to determine the relationship between educational level and coronavirus disease 2019 (COVID-19) vaccination rates. We performed a cross-country analysis on data from 133 countries. Correlation analyses showed that higher and better education was associated with higher COVID-19 vaccination rates. When we performed the regression analysis including the education, health system, and economic development variables, education-COVID-19 vaccination relationships were mostly reversed. In particular, in wealthy countries, as the mean years of schooling decreased and the pupil-teacher ratio increased, COVID-19 vaccination rates increased. In less affluent countries, with greater education expenditures, COVID-19 vaccination rates decreased. We explain these contradictions by describing links between vaccination rates, life expectancy, and education-related variables. Our findings may aid in promoting more effective uptake of COVID-19 vaccination.

Tracing Rwandan TVET Graduates’ Competences and Employability with their Potential Employers’ Satisfaction

The government of Rwanda set its development agenda with a focus on transforming the country from a predominantly agrarian to a knowledge-based and service-driven economy by the year 2020. The role of WDA in strengthening linkages between education and employment is imperative for sustainable economic development. However, the relationship between education and employment cannot be ascertained without conducting a tracer study. It’s against this background that a tracer study about the employment status of TVET graduates across the trades/ disciplines was needed to assess their employability and the employers’ levels of satisfaction with the graduates’ competencies in the various agencies where the latter are employed, an in-depth assessment of how graduates assess themselves concerning the relevance and quality of their training and the labor market demands and research-based recommendations on what curriculum changes TVET institutions could be adapted to enhance the competence and employability level of the TVET graduates. We found that the employment rate of IBT graduates was quite impressive, as 70.1% of the graduates were employed, and the average earning per month was 63,592 Rwf. In addition, findings reveal that most respondents (64.9%) reported having spent less or equal to 3 months before they got employment, 14.4% indicated 4-6 months, and 15.2% reported 7-12 months. Regarding employer satisfaction of IBT graduates, competencies, 90.6% noted that they were delighted with the graduates’ work. This directly implies their level of performance on the job. However, some of the following challenges were highlighted. These included high student-teacher ratios, insufficient time for training, lack of meaningful network, and lack of job-related information and opportunities for further training.

Implementing Learner-Centered Teaching Strategies in Family Science

Learner-Centered Teaching (LCT), as opposed to teacher-centered practices, actively engages students in the learning process. In this paper, we discuss the importance of adopting LCT strategies in family science courses to improve student learning outcomes. Family science is particularly apt for LCT because of the interpersonal focus of the discipline. To help fill an important gap in the literature, seven LCT strategies are articulated within the specific context of family science. We highlight the following seven approaches: small group activities, questioning, think-pair-share discussions, gaming, in-class writing, low-stakes quizzes, and flipped classroom design. In addition to describing the approaches, we discuss class size, adapting the techniques for online courses, and working with students who require accommodations. Finally, we share evaluation data from students that speaks to four of the seven LCT strategies. Our hope is that this paper will offer ready-made ideas that family science instructors may adopt. To conclude, we discuss implications, challenges in implementing LCT, and areas of future research.

Program Factors Associated With Improved American Board of Surgery Examination Pass Rates.

The American Board of Surgery awards board certification after successful completion of both the Qualifying Exam and Certifying Exam. Although multiple studies have evaluated board performance at the resident level, fewer studies have evaluated board performance at the program level. Program pass rates, available through the American Board of Surgery, for 2019-2021 were compared to program information through the American Medical Association Fellowship and Residency Electronic Interactive Database Access (FREIDA). A significant positive correlation of Certifying Exam performance to residency length, resident class size, and number of total physician faculty within the program was seen. Greater average hours of didactics per week had a significant positive correlation to improved Qualifying Exam performance but not Certifying Exam. Programs with higher percentages of residents graduating from a United States MD program, compared to international or DO schools, were associated with improved performances. It also appears that more established programs performed better than younger programs <20years old. Programs in the West and Midwest performed significantly better on the Qualifying Exam than programs in the South and Northeast. Board certification serves as the capstone for surgeons after completing general surgery residency. Multiple program factors demonstrate a significant correlation to board performance.

시도교육청의 중장기 교원수요 추계모형 제안과 적용

Local education offices cannot set teacher supply and demand policies independently of the Ministry of Education. These offices conduct student placement based on the teacher quota set by the ministry for each local education office. They adjust the number of students per class, organize classes by grade and school, and assign teachers, taking into account facilities, teacher supply, and demand in a comprehensive way. In the medium to long term, it is also necessary to manage the size of new hires in order to maintain stable teacher retention. In this study, we have attempted to project the demand for teachers at the local education office level through 2042. We believe that the demand for teachers should be viewed from a medium- to long-term perspective, even taking into account the decline in the school-age population at the city and provincial levels. To make an accurate and reliable projection of teacher demand, we considered policy variables that affect the supply and demand of teachers, such as the number of students and the number of students per class, curriculum revision, and the introduction of the high school credit system. In addition, we proposed a method of assigning classes and staffing them by equalizing the number of students in each class. We projected the number of students per grade by school, and based on that, projected the number of classes and teachers. To do this, we developed an equation for calculating the number of teachers needed and modeled the relationship between the two variables based on the number of classes and teachers per school in 2022 from the National Education Information System. The paper concludes that the difference between the average number of students per class and the same number of students in each class is significant, and that the demand for teachers may vary significantly depending on the appropriate class size and the degree of change in educational conditions. The results also suggest that it is necessary to consider the appropriate class size and improve the method of projecting the number of students and teachers to estimate the number of teachers.

SOCIO-ECONOMIC ANALYSIS OF CONDITIONS OF DEVELOPMENT OF HIGHER EDUCATION INSTITUTIONS

This article delves into the socio-economic analysis of higher education institutions, investigating the intricate relationship between economic conditions and educational development. Through a mixed-methods approach, quantitative data analysis and qualitative insights illuminate key factors influencing institutional growth, including funding sources, enrollment demographics, faculty-student ratios, and financial sustainability measures. By integrating findings from theoretical frameworks and localized case studies, the discussion underscores the broader societal implications of educational dynamics. The synthesis of insights underscores the imperative for policymakers, administrators, and stakeholders to prioritize equity, innovation, and resilience in shaping the future of higher education.

Improving left-behind children’s academic performance yields positive spillover effects for peers in China

ABSTRACT This study explores the impact of left-behind children on their classmates’ academic performance in China. Results suggest that improving the grades of left-behind students can positively affect the academic achievement of their peers, particularly when considering factors such as gender, school rank, and class size. Additionally, enhancing test scores among peers can improve the overall quality of school life for all students. Prioritizing the academic performance of left-behind children may prove to be an effective means of promoting academic success within a classroom in China.

Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia

With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.

Comparing Library Science Education in India and Australia: Issues, Challenges and Growth Strategies for India

Library education in India and Australia has developed independently with distinct features. This paper provides brief profile of the history of India and Australia followed by discussion of the evolution of LIS education in both the countries. The paper is a comparative study. It discusses the different issues and challenges encountered in LIS education in India and Australia. This comparison is an attempt to critique improvements that must be made to LIS education in India to ensure on going sustainability and relevance. In India, the growth of library schools; dated LIS curricula; increasing student faculty ratios; accreditation; and the employability of graduates are some key issues. In Australia challenges include the broad employment landscape; mismatch between pay and qualifications; decreasing numbers of educators; existence of a multi-tiered system; LIS students and institutional affiliations. A number of strategies have been used in both India and Australia to enhance LIS education. Using LIS education in Australia as a benchmark the authors show how LIS education in India can be enhanced and improved.

Understanding novice Chinese EFL teachers’ beliefs and practice in using English as a medium of instruction

This study explores the beliefs and practices of six novice Chinese EFL teachers in international secondary schools using English as the medium of instruction (EMI). Participants, having overseas educational experiences and an average IELTS score above 6.4, provided insights through semi-structured interviews conducted via WeChat. The findings reveal the complexity and diversity of their beliefs about the role of English and EMI in teaching, shaped by their personal and professional experiences. Challenges faced include large class sizes, limited professional expertise, and varying English proficiency levels among students, which significantly impact their teaching efficacy. The study highlights the need for linguistic support and subject matter expertise to foster EFL teachers’ professional development and enhance EMI teaching efficacy. Implications for pedagogical practices suggest the necessity of supportive measures for novice EFL teachers to navigate the complexities of EMI environments effectively.

Addressing Pedagogical Challenges Faced by English Lecturers at Halabja University, Kurdistan: A Qualitative Study

This study addresses the challenges faced by English lecturers at the College of Basic Education at Halabja University, Kurdistan, aiming to contribute insights that can inform improved regulations and enhance English Language Teaching (ELT) at the university. The data collected via semi-structured interviews was subjected to thematic analysis, and five English lecturers participated. The results of this study focus on the obstacles encountered by English instructors, exploring themes such as student motivation, language competence, class size, time constraints, and inadequate facilities. The study underscores the need for targeted interventions to address these challenges and improve the overall quality of ELT. Based on the findings, specific recommendations include implementing motivational strategies in the classroom, providing additional language support resources for students, reducing class sizes where possible, allowing more preparation time for lecturers, and upgrading classroom facilities and teaching materials. The findings highlight English lecturers' intricate issues, emphasize the necessity for institutional and governmental support to facilitate a more conducive teaching and learning environment, and reveal significant challenges, including students' lack of motivation, linguistic proficiency issues, difficulties managing large classes, time constraints, and insufficient teaching resources

Exploring the Challenges and Strategies for Enhancing Biotechnology Instruction in a Modularized Context at University of Rwanda-College of Science and Technology

The globalization of higher education, spearheaded by initiatives like the Bologna Process, has transformed traditional teaching methods, fostering collaboration and interconnectedness among institutions globally. This transformation is evident in Rwanda's higher learning sector, where teaching and learning paradigms have evolved in line with Bologna Process principles. This study delves into the challenges faced by students and lecturers in teaching and learning biotechnology within this framework, and proposes enhancement strategies. Utilising a mixed-method approach, the study examines responses from 111 participants from the University of Rwanda-College of Science and Technology (UR-CST). Data collection involved questionnaires analysed using SPSS, supplemented by insights from focus group interviews and classroom observations. Key findings reveal hurdles that include inadequate facilities, limited connectivity, and weak coordination between academic and administrative bodies. Large class sizes and a lack of awareness regarding diverse learning styles exacerbate challenges. Additionally, time constraints and infrequent assessments hinder effective teaching and learning. To address these issues, the study suggests solutions such as continuous professional development for teachers, optimised time management, and improved laboratory facilities with dedicated personnel. These recommendations aim to enhance the effectiveness of teaching and learning in biotechnology, ensuring students receive quality education despite prevailing challenges.

STAD-type cooperative learning model and conventional learning model: a comparative study on the learning outcomes of basic volleyball lower passing techniques

This research investigates the impact of STAD-type cooperative learning models and conventional learning models on the learning outcomes of basic volleyball passing techniques. The study was conducted among students of State Junior High School 1 Siak Hulu in the academic year 2023/2024, utilizing a random sampling technique to select a total of 72 students. The participants were divided into two groups: a control group and an experimental group, each consisting of 36 students. Analysis assisted by SPSS 26. The significance result of 0.000 &lt; 0.05 is significant. The results indicate that the use of the STAD technique significantly improves learning and proficiency of specific volleyball skills, exceeding the results achieved through conventional strategies. The STAD type cooperative learning model allows students to collaborate, share ideas and assess answers collectively within the group, providing a simple and easy-to-understand approach. Proficiency in basic volleyball techniques is emphasized as a crucial factor for individual player performance. Factors affecting student engagement in learning the upper pass include internal aspects (limited understanding of the material, incorrect practice, and haphazard execution) and external factors (teachers' learning approach and constraints of space, class time, and class size). These findings underscore the importance of adopting effective teaching methods to optimize students' learning experiences and outcomes in volleyball passing techniques. Keywords: Learning Model, Cooperative, STAD, Conventional, Learning Outcomes, Basic Technique, Volleyball Passing.

COMPARATIVE ANALYSIS OF SECONDARY SCHOOL STUDENTS' PERFORMANCE IN BIOLOGY AND CHEMISTRY IN ONDO AND EKITI STATES, BEFORE COVID-19

Education is a fundamental process that facilitates human learning, skill development, and knowledge transfer. It plays a pivotal role in fostering economic growth, improving quality of life, and shaping societies. This study focuses on the performance of secondary school students in Biology and Chemistry in the Nigerian states of Ondo and Ekiti from 2015 to 2018. The research examines the comparative performance of these subjects and explores factors that might contribute to variations. Using an ex-post facto research design, the study analyzed data from the West African Senior School Certificate Examination (WASSCE) to determine academic outcomes. The results indicate significant differences in performance between the two subjects and the two states. Students in Ondo state performed better in Biology, while those in Ekiti state excelled in Chemistry. Factors that caused the differences in their performances included access to learning tools, student attitudes, students’ resource availability, students’ interpersonal relationship, students’ regularity to class, parental education, and the learning environment, were discussed. The study suggested that laboratory facilities be improved, teacher should be trained, and class sizes be optimized to enhance student achievement.

Exploring Innovative Approaches and Interventions to Address Misconceptions and Promote Effective Visual Arts Education in Secondary Schools in Ghana

Visual arts education is important in developing students’ creativity, critical thinking, and cultural awareness. However, in Ghana, visual arts subjects at the secondary school level often need help with challenges such as lack of resources, large class sizes, and misconceptions about the value of art education. This study aimed to explore innovative approaches and interventions that could address misconceptions and promote effective visual arts education in Ghana’s secondary schools. A qualitative document analysis and thematic analysis were conducted. Relevant policy documents, national curriculum frameworks, and previous research studies related to visual arts education in Ghana were analyzed to identify existing challenges, opportunities, and recommendations. Key emerging themes included misconceptions about visual arts subjects, lack of resources, training for art teachers and large class sizes that do not augur well for hands-on learning. The analysis also identified recommendations such as integrating visual arts across the curriculum, promoting art exhibitions, and leveraging community resources and partnerships to support visual arts programmes. This study provides insights into existing challenges in visual arts education in Ghana’s secondary schools and highlights innovative approaches that could help address misconceptions and strengthen visual arts programmes. Integrating visual arts across subject areas, promoting art exhibitions, improving teacher training, and leveraging community partnerships may help promote effective visual arts education.

College students’ satisfaction with online teaching during the COVID-19 pandemic: Evidence from Hubei Province, China

To evaluate the performance of online teaching during the COVID-19 period, we collected 1886 survey data from college students in Hubei Province, China. The scoring rules of the Framework for Teaching were used to measure college students' satisfaction with online teaching, and an econometric model was constructed to empirically validate its dynamic influences. We found that college students' satisfaction with online teaching during the COVID-19 pandemic was lower than that with offline teaching. Online teaching satisfaction was significantly affected by variables of class size, proportion of online teaching, epidemic severity, college grade, network, course classification, major classification, and the teacher's age and skills. It was further found that as COVID-19 gradually dissipated, offline teaching should be resumed as soon as possible. These findings objectively evaluate the teaching performance of college students during the COVID-19 pandemic and can provide suggestions for optimizing online teaching during future emergencies.

Survey of NAACLS accredited histotechnology programs in the United States

ABSTRACT Histotechnology educational programs are accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) and currently number fewer than 50 in the United States which contributes to the shortages of laboratory personnel. A survey tool designed with REDCap software was distributed to all programs identified on the NAACLS website and consisted of three parts: a) program information, b) facility information, and c) challenges. Programs are located primarily in large urban centers where populations are most concentrated. The median class size was 6 which may explain the excellent student outcomes to include 96% graduation rates and 90.7% board of registry examination pass rates. Overall, programs had ample equipment, funding, and administrative support. Costs to attend the programs were relatively low (<$3,000 per semester) for over half of the programs. However, due to the small number of accredited education programs across the US, potential students do not often have access to an institution in their area. The programs indicated that the most common challenge was recruitment of adequate high-quality candidates which may explain, in part, the persistent shortage of personnel in the histology laboratory.