Curriculum Planning Research Articles

Correlation between Nutrition Education and Dietary Habits in College Athletes

This study investigates the relationship between nutrition education and dietary habits among college athletes, focusing on volleyball and football players at the Federal College of Education, Zaria. With a sample size of 52 Physical and Health Education (PHE) students, the research aims to understand how nutrition knowledge influences dietary choices across different sports. The study used a quasi-experimental design with tests given before and after the intervention. Three types of data were collected: a validated nutrition knowledge questionnaire based on Zinn et al. (2005), a food frequency questionnaire (FFQ), and a 3-day food diary. Data analysis was conducted using SPSS version 25, with Pearson's correlation coefficient examining relationships between variables and independent t-tests comparing differences between sports. The findings suggest a significant positive correlation between nutrition education and improved dietary habits (r = 0.58, p < 0.001), with volleyball players showing a stronger correlation (r = 0.63, p < 0.001) compared to football players (r = 0.52, p < 0.01). Post-intervention, both groups demonstrated improved dietary habits, with volleyball players showing greater improvements in fruit and vegetable intake and reduced consumption of processed foods. The study concludes that nutrition education has a positive impact on the dietary habits of college athletes, with the effect varying between different sports. The stronger correlation observed in volleyball players suggests that sport-specific factors may influence the effectiveness of nutrition education. Based on these findings, the study recommends curriculum planners and experts implement a continuous nutrition education curriculum as part of athletic programs. This curriculum should not only provide foundational knowledge but also include ongoing education to reinforce and expand upon initial learning.

Effect of Mastery Learning Combined with Mind Mapping Technique on the Students’ Sculpture Performance Ability for Junior University Students

Background and Aims: The Chinese government has issued a series of policy documents to support the development of the cultural industry, providing policy guarantees and guidance for the development of sculpture education. Traditional teaching methods usually use unified teaching content and teaching methods, which cannot meet the individual needs of students. The comprehensive application of "Mastery Learning with Mind Mapping" theory and methods can provide solid technical support and rich teaching methods for the reform of sculpture education. Through the application of personalized learning plans and mind mapping, students' learning content and space can be expanded, and their learning efficiency and learning quality can be improved. This comprehensive approach can not only meet students' learning needs but also stimulate their learning interest and creativity and promote their all-round development. Therefore, the promotion and application of this method in sculpture education are of great significance and value. This study aims to explore and evaluate the impact of mastery learning combined with mind mapping technique on college students' sculpture learning achievements and performance ability through mastery learning combined with mind mapping technique. Materials and Methods: The instruments for the experiment were four lesson plans. To evaluate the quality of a curriculum plan, it can be assessed using a Likert five-point scale. The quality of the scale can be measured using the Item-Objective Congruence (IOC) The assessment process involves analyzing each component of the lesson plan, attributing scores on the Likert scale, and then calculating the average score and the standard deviation (SD) for each component. The instruments for collecting data were two instruments needed to collect the sampling data, as the detailed list showed: sculpture score assessment and sculpture performance competency assessment. The sample was 30 students (one class) among the 120 junior students in the 2023 academic year. The procedures for data collection are as follows, the sample learning achievement before and after learning through Mastery Learning with Mind mapping and sculpture performance ability after learning through Mastery Learning with Mind mapping with the established 70 percent Results: The study evaluated the effectiveness of employing mastery learning combined with mind mapping techniques to enhance students' learning achievement and sculpture performance ability. Significant improvement was observed, with posttest scores surpassing pretest scores (t =13.06*, p =0.05). Furthermore, students' sculpture performance ability scores after mastering learning with mind mapping (81.1%) exceeded the 70% criterion, with statistical significance (t =11.05*, p =0.001). Conclusion: Compared with previous related studies, the results of this study showed that using mastery learning combined with mind mapping technique teaching had a significant positive effect on the sophomore research on sculpture performance ability. This is consistent with the findings of Chen Linsheng (2022), who found that the use of mind-mapping techniques in art education can improve students' learning achievement. Combining the findings of previous studies and the results of this study, we can conclude that mastery learning combined with mind mapping technique teaching has positive effects on the ability of sculpture performance in sophomore students. However, further research still needs to explore the impact of different teaching methods on students of different grades and specialties to get a more comprehensive understanding of the effects of mastery learning combined with mind-mapping technique teaching.

Innovations in Project-Based Learning (PBL) Strategies for Elementary School Students

This research aims to explore the utilization of Project-Based Learning (PBL) in a more innovative manner for implementation in elementary schools. This approach is designed to enhance students' understanding of key PBL concepts and improve their critical thinking skills. The research methodology employed includes literature analysis and case studies from several elementary schools that implement PBL innovatively. Through literature analysis, fundamental PBL concepts are studied and identified. Subsequently, case studies are conducted in several elementary schools that have implemented PBL with innovative approaches. Data are collected through literature review and document analysis. The research findings indicate that innovative PBL, incorporating technology, collaboration, and authentic assessment, can create a more interactive and engaging learning environment for students. However, challenges faced by teachers in implementing this strategy include a lack of resources, curriculum planning, and adequate training. Therefore, recommendations are proposed to provide greater support for teachers, including additional training and better access to supportive technology. Thus, innovation in project-based learning strategies can enhance the effectiveness of student learning in elementary schools.

International students' perspectives on medical school and internship: 'Oh international? Are you international?'

International students account for a significant proportion of medical graduates Australia-wide, and most opting to remain in Australia for their first year of practice (Internship). Hence, understanding this particular demographic's perspectives is crucial for curriculum and workforce planning. Despite this, very few studies have addressed this demographic, and none have explored the impact of the COVID-19 pandemic on international medical students specifically. A qualitative design was used to explore the perspectives of final-year international medical students at an Australian medical school as they prepared for transition to internship during the COVID-19 pandemic. Participants engaged in a semi-structured interview about the pandemic's personal and professional implications. The data were analysed using inductive thematic analysis. Seven out of 34 final-year international medical students at the University of Adelaide participated. The main themes identified were that isolation was magnified, institutional support was lacking and that uncertainty was challenging. The pandemic did not deter participants from pursuing an Australian internship, as Australia was considered a desirable place for internship compared to their home countries. While the COVID-19 pandemic exacerbated the situation, many of the challenges identified by international students already existed. Issues such as social isolation, racial discrimination, financial hardship and lack of institutional support have been prevalent for decades. Insights from this study reveal a need to improve the medical school experience. Australian Universities have a responsibility to ensure fair treatment of international students by training faculty, implementing support programmes and ensuring an inclusive and culturally safe learning environment.

Residentado médico en administración y gestión en salud en Perú: análisis de las vacantes ofertadas y planes curriculares

Introduction. The lack of research in Health Administration and Management (AyGS) training, along with the need to improve residency programs, motivated this study. Objective. We described the availability of offered positions and curriculum plans for AyGS residency programs in Peru. Methods. Descriptive observational study. We reviewed the number of positions offered and awarded between 2013 and 2022 on the National Medical Residency Council (CONAREME) website. Additionally, we analyzed curriculum plans updated to 2022, identifying minimum achievements per academic year and comparing them with CONAREME standards. Results. Between 2013 and 2022, nine universities offered the AyGS residency program, with six located in Lima. The allocation of open vacancies showed a higher trend, reaching 100% in four of the ten years analyzed, while the highest allocation percentage for captive positions was 78%. Regarding the curriculum plans, six of the eight available in 2022 provided information on minimum achievements and described the courses that residents must take. Conclusion. There were no changes in the total number of positions offered for the AyGS program. Three universities in Lima concentrate more than 50% of the program offerings. The curriculum plans show similarities across the universities offering the program.

Patterns of planning and implementation of PJOK curriculum in elementary schools in the post-COVID-19 pandemic period

Patterns of planning and implementation of PJOK curriculum in elementary schools in the post-COVID-19 pandemic period

Investigation and Analysis on the Interactions Between Mathematics Literacy Skills Using Mathematical Modeling

This study investigated and analyzed the interactions between mathematics literacy skills using mathematical modeling. The study used an ASMD model to represent the population of individuals who have skills on addition (A), subtraction (S), multiplication (M) and division (D). The objectives achieved were that the recruitment parameter and coefficient of leaving any compartments significantly influence the system based on the free-equilibrium analysis of mathematics literacy skills. The study showed that system has direct and indirect dynamics in the three states: subtraction, multiplication and division. It also revealed that addition skill is easier to learn than others. Subtraction and multiplication do not interact and have no inter coefficient. The system showcased that good number of individuals are not efficient and effective in the utilization of these skills from the endemic equilibrium of the model showed that E<sub>n</sub>>1 (asymptotically unstable). Finally, this study discovered that these elementary skills in mathematics is fundamental to learners, educated and uneducated, support continued inclusive, workable economic growth, full creative employment, decent work and improve academic performance for all at all levels and in the world at large. The study recommends that curriculum planners should give more time to study these skills thoroughly say one academic session, discourage the use of calculator at early stage, student and teacher factors should be taken into considerations and so on.

Enhancing Temporal Knowledge Graph Representation with Curriculum Learning

Temporal knowledge graph representation approaches encounter significant challenges in handling the complex dynamic relations among entities, relations, and time. These challenges include the high difficulty of training and poor generalization performance, particularly with large datasets. To address these issues, this paper introduces curriculum learning strategies from machine learning, aiming to improve learning efficiency through effective curriculum planning. The proposed framework constructs a high-dimensional filtering model based on graph-based high-order receptive fields and employs a scoring model that uses a curriculum temperature strategy to evaluate the difficulty of temporal knowledge graph data quadruples at each stage. By progressively expanding the receptive field and dynamically adjusting the difficulty of learning samples, the model can better understand and capture multi-level information within the graph structure, thereby improving its generalization capabilities. Additionally, a temperature factor is introduced during model training to optimize parameter gradients, alongside a gradually increasing training strategy to reduce training difficulty. Experiments on the benchmark datasets ICEWS14 and ICEWS05-15 demonstrate that this framework not only significantly enhances model performance on these datasets but also substantially reduces training convergence time.

Mobile Smartphones as Tools for ICT Integration in Geography Teaching

This article seeks to reflect on the opportunities that mobile smartphones (MSPs) present as ICT integration tools in teaching geography. The more extensive study, underpinned by the Professional Development Framework for Digital Learning (PDFDL) in ICT integration, employed a qualitative research approach. Lensed by the Professional Development Framework for Digital Learning (PDFDL), the article used the qualitative approach to garner insights from the participants regarding using MSPs as tools to integrate ICT in geography teaching. Data collection tools included interviews, observations, and document reviews. Researchers sampled (n = 4) schools, interviewed and observed (n = 13) teachers, and interviewed (n = 10) learners and (n = 8) parents in the province of KwaZulu-Natal. Furthermore, they used a purposive sampling technique to access the participants, basing the research on the premise that MSPs promote virtual reality for an array of learners. As the findings revealed, although some participants viewed the use of MSPs as a distractor in the learning space, teachers felt compelled to heed the call to modify their teaching pedagogies, such that they integrated mobile phones fruitfully in their teaching. The findings further revealed that such a paradigm shift would benefit homeschooling and facilitate a dual teaching mode at learning institutions. Curriculum planners are responsible for helping teachers accept that uncertainty is the only certainty about the future, considering the volatility, uncertainty, complexity, and augmentation (VUCA) challenges brought on by the COVID-19 pandemic. Extended lockdown periods accelerated the use of MSPs in teaching, requiring every stakeholder in the educational space to become a life-long learner by using a range of technologies and platforms.

PERENCANAAN KURIKULUM MERDEKA BELAJAR DALAM PENINGKATAN MUTU PEMBELAJARAN DI SEKOLAH DASAR

This research aims: 1) To describe independent curriculum planning in improving the quality of learning at SD Negeri 1 Bumiarjo Makmur, Lempuing District, Ogan Komering Ilir Regency; 2) To describe the independent curriculum planning strategy in improving the quality of learning at SD Negeri 1 Bumiarjo Makmur, Lempuing District, Ogan Komering Ilir Regency; 3) Describe the obstacles experienced by SD Negeri 1 Bumiarjo Makmur, Lempuing District, Ogan Komering Ilir Regency in improving the quality of learning. This research is descriptive qualitative with SWOT analysis. Data collection techniques through interviews, observation and documentation. The research data sources were 8 principals and teachers. Data analysis techniques are data reduction, data presentation and data verification. The results of this research are: 1) Independent curriculum planning to improve the quality of learning at SD Negeri 1 Bumiarjo Makmur, Lempuing District, OKI Regency has been carried out well; 2) The strategy for implementing the independent curriculum in improving the quality of learning at SD Negeri 1 Bumiarjo Makmur, Lempuing District, OKI Regency has been implemented as expected; 3) The obstacles experienced by SD Negeri 1 Bumiarjo Makmur, Lempuing District, Ogan Komering Ilir Regency in improving the quality of learning can be overcome well.

Management of Character Education Curriculum in Islamic Boarding School

This article aims to describe the planning, organization, and evaluation of the character education curriculum at the Al Furqon Islamic Boarding School, Kota Baru Driyorejo Gresik. This article has used a qualitative research method with a case study approach. The data collection techniques are interviews, documentation, and observation. Observations were made by participating in observations. While the informants of this study were the head of the pesantren, caregivers, and several Ustadz (boarding school administrators). Data analysis techniques follow this model of Huberman. The result of this article is that the planning carried out at the Al Furqon Islamic Boarding School is neatly arranged and agreed upon by the leadership and the Foundation. Implementation of the agreed curriculum is carried out with the commitment of all pesantren stakeholders. Evaluation is used as a control of the implementation of whether or not the target has been achieved.

Church Involvement in Curriculum Planning and Quality Assurance Standards of Anglican Church of Uganda Universities in Uganda

Church Involvement in Curriculum Planning and Quality Assurance Standards of Anglican Church of Uganda Universities in Uganda

Assessment of Relationship Between Planning of Time Resources and Quality of Education in Secondary Schools in Kaduna State, Nigeria

This study assessed the effectiveness of planning on quality of education in secondary schools in Kaduna State, Nigeria. The purpose of the study was to appraise the effectiveness of planning on the quality of education in secondary schools in Kaduna State, Nigeria. The population of the study was 616 while the sample size was 248. The instrument used was a questionnaire, which was validated and found to be reliable. Data analysis methods were descriptive and inferential statistics. Pearson Product Moment Correlation (PPMC) was used to test the null hypotheses at 0.05 level of significance. All the five hypotheses were rejected. The findings of the study revealed, among other things, that there is a significant relationship between planning of curriculum and quality education in secondary schools in Kaduna State. It was recommended, among others, that the curriculum should be effectively planned to enhance quality education in secondary schools in Kaduna State.

Profile of generation Z characteristics: Implications for contemporary educational approaches

Generation Z, comprised of individuals born between the late 1990s and early 2010s, has become a subject of interest in discussions on social, cultural, and educational trends. Technological advancements and changes in social dynamics have significantly influenced the characteristics of this generation. This research aims to provide an in-depth understanding of Generation Z characteristics and explore how these traits can shape contemporary educational approaches. Thus, the study seeks to offer new insights to educators, curriculum planners, and educational policymakers. The research method involves a document study. It involves a document review conducted to detail the historical, social, and technological contexts that have shaped the identity of Generation Z. Data analysis reveals that Generation Z tends to have a digital orientation, engage in multitasking, exhibit high levels of creativity, and embrace inclusive values. They also demonstrate a significant interest in social engagement and environmental concerns. The implications of these findings on education highlight the need for responsive and innovative approaches to optimize the learning process. By understanding the characteristics of Generation Z, educators can design more effective and relevant teaching strategies. Educational approaches that focus on technology, engaging learning experiences, and the promotion of inclusive values can enhance the effectiveness of learning. Additionally, educators need to be aware that continuous adaptation to technological developments and social changes is key to creating a dynamic educational environment that aligns with the needs of Generation Z. The pedagogical implications of this research can serve as a foundation for curriculum development, teacher training, and educational policies that better align with the unique characteristics of Generation Z.

Enabling social approaches for contextualised learning at primary schools

Through a project undertaken under a programme funded by United Kingdom Research and Innovation (UKRI) called Transforming Education for Sustainable Futures (TESF), alternative learning approaches associated with the introduction of a form of vertical farming called ‘tower gardens’ at primary schools were explored. Methods that were new to the local education context were used to support the learning process, for example role-playing sketches that allowed learners to share their own knowledge about gardening activities with their peers, teachers and staff from the non-governmental organisation that facilitated the process. This collective sharing and recall were key elements of the social learning process, building into individual and group knowledge. Corroborated memory recall contributed to group learning and also built into the collective storage of knowledge. Learning was firmly embedded in social interaction, in collective symbolism and arts – music specifically. These forms of learning and storing of knowledge resonated with the learners as it was a continuation of life as they know it in their community. It became clear from the project that educators saw the value of introducing concepts from classroom subjects when constructing and managing the tower gardens and were pleasantly surprised by the responses of the learners to this new way of learning, suggesting that creating scope within the curriculum and schoolwork plan is necessary in tandem with building the required capacity to replicate this without external support.

Enhancing nursing students' cultural awareness through Community of Inquiry-guided online 'Internationalization at Home' strategies-An intervention study.

Internationalization at Home (IaH) strategies play an important role in nursing curricula to enhance nursing students' cultural awareness in the globalized world. The Community of Inquiry (CoI) is a theoretical framework for the optimal design of online learning environments to support critical inquiry and discourse among students and teachers. To optimise nursing students' online cultural awareness learning experiences, it was timely to develop online IaH strategies based on a sound theoretical model. This study aimed to examine the effectiveness of CoI-guided online IaH strategies on enhancing the cultural awareness of nursing undergraduates who enrolled in a community nursing course. This was an interventional pre-test post-test study. One hundred and six nursing undergraduates who enrolled in the course participated in the study. The online IaH strategies were developed focusing on the interactions of teaching presence, cognitive presence and social presence of CoI framework and they were integrated into the course. A previously validated Cultural Awareness Scale was adopted for pre-post evaluation. Higher scores indicate greater cultural awareness. The results showed that there was a significantly higher total score of cultural awareness of participating students at post-online IaH strategies. To be effective, aligning CoI-guided online IaH strategies with course content, pedagogy and assessment was shown to be significant. The inclusion of technological elements in related strategies was also critical to engage student learning. The positive change on the total score of cultural awareness suggested the effectiveness of the deployed strategies. In this ever-changing educational landscape, it may provide insights to educators regarding considering online IaH strategies with theoretical underpinning for curriculum planning and design.

Challenges and Curriculum Planning for Family Nurse Practitioners in Domestic Settings: An International Perspective

<p>從國外對進階護理專業人才的培育模式和核心能力的角度來看，美國的護理教育系統確實展現了一套有效的模式。該模式包括由專業組織制定專業角色和功能，標準化課程，以及相關的評估標準。這樣的制度培育出具有一致水準及持續性發展的專業人才。反觀國內家庭專科護理師的課程規劃面臨著一些挑戰，包括課程內容與國際標準存在差距、教育和臨床師資的人力短缺、缺乏合適的臨床實習場域等現況。這些都影響教學品質及學生臨床實踐能力的發展和應對能力的培養。面對這些挑戰，政府行政部門、教育機構和相關專業組織需要共同努力，以制定更有效的培育模式和解決方案。</p> <p> </p><p>Examining the models and core competencies for cultivating advanced nursing professionals, the United States’ nursing education system serves as a benchmark of effective practice. This system, characterized by the formulation of professional roles and functions by specialized organizations, standardized curricula, and corresponding assessment criteria, ensures the consistent development of competent professionals. In contrast, domestic challenges in curriculum planning for family nurse practitioners include discrepancies with international standards, misalignment of curriculum content, shortages of qualified educational and clinical faculty, and limited opportunities for clinical practi-cum. Such constraints adversely affect the quality of instruction and hinder the development of clini-cal proficiency and adaptive skills among students. To address these challenges, collaborative efforts are required among governmental agencies, educational institutions, and relevant professional bodies. By designing effective educational models and practical solutions, these stakeholders can enhance the quality of nursing education and cultivate proficient and adaptable nursing professionals, thereby en-riching the overall healthcare landscape</p> <p> </p>

Activity And Effectiveness Of Online Learning Among Nursing Students In Nigeria

Introduction: Understanding the activity levels and effectiveness of online learning among nursing students is essential for informing curriculum development, instructional design, and pedagogical practices in nursing education. Method: The study adopted prospective web-based cross-sectional descriptive design.Multistage sampling technique was used for selection of the 429 participants that completed the Google driven data, which was analyzed using Statistical Package for the Social Sciences (SPSS) Version 22, and results were presented in tables. Results: Majority 258(60.2%) of the respondents were aged between 21-25 years as at their last birthdays. married 392(91.4%), mailyChristian 377(87.9%) and all were undergraduate. Anambra, Imo, Kwara, Ondo and Enugu were the modal states of origin 110(25.6%), 57(13.3%), 45(10.5%), 44(10.3%) and 21(4.9%) respectively. On activity levels of the students, 69(16%) the students reported extremely active, 117(27.3%) were active while 40(9.3%) were inactive. On effectiveness of online learning, Majority of the respondents had the opinion that online learning was effective 355(82.8%) while 74(17.2%) said that online learning was ineffective. Conclusion: The utilization of online mode of learning has not been without challenges especially in area of engagement, network hitches, attention and standardization of the contents delivered. Curriculum planners and teachers utilizing the online method should make sure that studentsprogress through ; Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation to enhance effectiveness and encourage more students engagements.

Analysis of problems in planning and organizing independent curriculum in madrasah ibtidaiyah: teacher's perspective

The Merdeka Curriculum, as the latest innovation in the world of Indonesian education, raises a number of problems in the process of implementing it in Madrasah Ibtidaiyah, especially for teachers. This article analyzes the problems that arise, especially related to curriculum planning and organization. The method used is a descriptive survey, data were collected from teachers at Madrasah Ibtidaiyah Negeri 2 Trenggalek. The results showed that the majority of respondents had a lack of understanding of the independent curriculum, difficulties in preparing documents and learning tools for the independent curriculum, inadequate facilities and infrastructure. Lack of participation in intensive training and technical guidance results in a lack of understanding of the substance of the curriculum being the main factor behind this problem. In the face of these challenges, a number of alternative solutions were proposed, including intensive training, comparative studies, teacher working groups, and improved technological facilities and infrastructure

Curriculum Implementation Index for Geography Learning in East Java, Indonesia

Curriculum changes often occur in Indonesia. However, studies regarding the gap between curriculum planning and implementation are still very limited. Therefore, this study aimed to analyze the Curriculum Implementation Index for Geography Learning in East Java. In this study, we used a curriculum implementation index for geography subjects. This study used purposive sampling with several considerations, such as the region distribution of geography teachers and school accreditation. The number of respondents is determined by selecting the person directly related to geography learning and its relation to curriculum implementation. We observed 30 geography teachers to determine curriculum implementation. The curriculum implementation index was used to evaluate consistency between curriculum planning and implementation, as indicated by teachers’ activities and several concepts in geography learning. The results show that the readiness of teachers to implement the curriculum in the laboratory, literature, and media aspects is in the low category. This is indicated by a laboratory index of 1.03, a literature index of 1.58, and a media index of 1.87. This low index means that geography learning does not meet the 2013 curriculum standards, especially in physical geography material, which needs laboratories and media to explain concrete concepts in geography learning. Implementing the 2013 curriculum in geography learning has not met the characteristics of the concrete idea of geography learning, which requires visualization for physical and environmental aspects.Keywords: Curriculum Implementation; Geography Learning; Index; East Java