Educational Decisions Research Articles

Knowledge of Test Construction as a Correlate of Teacher Job Performance at the Basic Education Level in Sokoto State, Nigeria

Testing provides feedback on which educational decisions are made. These decisions may be the ones that require information about the success of learning programs or about students who have reached particular levels of skill and knowledge. Whenever teaching and assessment in basic education are properly done, the child would be in a good position to acquire the basic survival skills. Against this background, the study examined knowledge of test construction as correlates of teacher job performance at the basic education level in Sokoto State: implications for quality education. With 4 research questions, objectives, and hypotheses, descriptive research of correlational types was used in the study. 280 basic education teachers were sampled from all the teachers in Sokoto state. 2 researchers' designed instrument was used in collecting data for the study. Frequency, percentages, and Pearson product moment correlation coefficient were used in analysing the data generated in the study. The findings revealed that basic education teachers with NCE are more represented in the study because participants who are NCE holders are 135, representing 48.2%. There is a significant relationship between knowledge of test construction and teacher job performance at lower basic education (280) = .243, p = .000), knowledge of test construction and teacher job performance at middle basic education (280) = .214, p = .000), and knowledge of test construction and teacher job performance at upper basic education (280) = .270, p = .002) in Sokoto state. Conclusions and recommendations were made to include the following: Training of teachers at the basic education level should be intensified, especially in the area of the test construction and validation process, and the Ministry of Basic and Secondary Education in Sokoto State should come up with a special training package for basic education teachers on different aspects of test construction.

Cognitive or non-cognitive? The effect of maternal dominance on adolescent human capital: Evidence from adolescents' educational decisions

Cognitive or non-cognitive? The effect of maternal dominance on adolescent human capital: Evidence from adolescents' educational decisions

Literacy assessment of English teachers: Need analysis for higher education contexts

This paper is aimed to describe what knowledge and skills an English teacher should have to be assessment literate. The paper focuses on the following four basic knowledge areas of assessment literacy. First, English teachers should know what assessment is in general and what classroom assessment is. Second, the teachers should know the purposes of assessment. This knowledge will guide the teachers to create general learning goals, construct clear learning targets, and formulate clear rubrics. Third, the teachers should be aware of various assessment methods in ELT. Last, the teachers should comprehend assessment's positive influences in teaching and learning. To have a positive washback of assessment, the teachers should know how to create effective classroom assessments, how to make constructive feedback, how to support the role of students in assessment, and how to modify instruction based on assessments' results. Assessment literacy is an individual's understanding of the basic concepts and procedures of assessment which will be used as a basis for educational decisions (Popham, 2009). To be assessment literate, a teacher should have the knowledge and skills in relation to basic principles of quality assessment. This essay will discuss four basic knowledge areas of assessment literacy: definition of assessment, purposes of assessment, methods of assessment and keys for creating positive washback of assessment that can improve instruction and students' learning.

Approaches for Imparting Oral Health to Special Groups: A Literature Review

The prevalence of oral diseases has escalated to a global scale, warranting acknowledgment as critical public health issues. With an estimated 3.5 billion individuals worldwide affected by oral diseases, the implications extend far beyond mere dental concerns, encompassing the fundamental health, well-being, and socio-economic productivity of billions. Among these, certain demographic subsets, such as pregnant women, school-aged children, adolescents, the elderly, and physically challenged children, stand out as particularly vulnerable groups prone to oral diseases and associated detrimental habits. Notably, personal behaviours including inadequate oral hygiene practices, tobacco use, excessive alcohol consumption, and consumption of nutritionally deficient diets represent modifiable risk factors significantly impacting oral health outcomes within these populations. Addressing these factors requires a multifaceted approach that integrates preventive strategies, education, and targeted interventions tailored to the unique needs and challenges faced by these special groups. The overarching rationale for this literature review stems from the pressing need to comprehensively understand the multifaceted challenges and opportunities surrounding oral health within special groups. By synthesizing existing knowledge, identifying gaps, and critically evaluating current interventions and strategies, this review aims to provide a robust foundation for informed decision-making and evidence-based practices in oral health education and promotion. In this context, the pivotal role of oral health education emerges as a cornerstone in promoting positive health behaviours and fostering sustainable oral health practices. By empowering individuals and communities with knowledge and skills related to oral hygiene, healthy lifestyle choices, and preventive measures, we can affect substantial improvements in oral health outcomes and overall quality of life. Thus, advocating for innovative, culturally sensitive, and cost-effective strategies that prioritize oral health education within social and cultural frameworks becomes imperative. Such approaches not only hold promise for mitigating the burden of oral diseases but also contribute significantly to enhancing broader health outcomes and fostering inclusive, healthier communities.

Can Educational Outreach Improve Experts' Decision Making? Evidence from a National Opioid Academic Detailing Program

Abstract Healthcare providers often deviate from guidelines, leading to worse outcomes. I study the impact of academic detailing (also known as educational outreach) to primary care teams on safer pain management, risk evaluation, harm reduction, and opioid use disorder treatment. Using data from over 5 million patients, I find detailing improves provider behavior: it increases naloxone prescribing, prescription drug monitoring queries, and reduces opioid prescriptions for three years. Patients have fewer emergency visits and hospitalizations for overdoses, suicides, and accidents, especially heavy opioid users. Importantly, pain scores remain stable despite reduced opioid use, highlighting detailing's role in fostering safer, effective care.

Racial prisms: experimental evidence on families’ race-based evaluations of school safety

Abstract Racial segregation is an enduring social reality in the United States. Since safety is central to residential and educational decisions, one explanation is, when choosing neighborhoods and schools, individuals use racial composition to signal safety. However, few studies have focused on race-based perceptions of school safety. To examine racialized school safety beliefs, I leverage an original survey experiment with 995 White, Asian, Latine, and Black eighth-grade parents and students. Respondents examined school profiles with randomly varied racial compositions, school and neighborhood safety ratings, metal detector presence, and graduation rates. Among Whites, Asians, and Latines, school racial composition shapes their beliefs about school safety, even when schools have identical safety ratings and security measures. White and Asian respondents believed that Black and Latine schools were less safe than White schools; Latine respondents believed that Black schools were less safe than all other schools; and school racial composition did not influence Black respondents’ beliefs about school safety. Non-Black respondents, with stronger anti-Black and anti-Latine personal racial biases and more knowledge of cultural stereotypes of Black violence, were more likely to express race-based beliefs about school safety. Non-Black respondents’ anti-Black perceptions of school safety contributed to their avoidance of Black schools. These findings suggest that anti-Blackness undergirds the public imagination of physical spaces and has implications for understanding contemporary segregation, discrimination, and racial inequality.

Financial Education and Investment Culture - Stimulating Factors for Financial Wellbeing

The main objective of this paper is to highlight the importance of financial education and investment culture in improving financial wellbeing. In order to evaluate the level of awareness regarding financial education and interest in investments, two Questionnaires on Financial Education and Investment Decisions from 2024 will be analyzed, both specifically designed for this research. One questionnaire aims to offer insights into the general population's awareness level across Romania, while the other focuses exclusively on students from UMFST "G.E. Palade" in Târgu Mureș.

Towards Sustainability: Tracking Carbon Footprint Trends at Ezemvelo KZN Wildlife

Carbon footprint assessment is important to combat global warming and promote sustainability. Globally, organizations committed to biodiversity conservation are essential for maintaining ecosystems and the people who inhabit them. Nonetheless, these organizations produce a carbon footprint due to their operating operations. Hence, this study aimed to assess the specific carbon footprint of the Ezemvelo KZN Wildlife (EKZNW) to improve its understanding of its environmental implications and encourage sustainable behaviors within its particular missions. Using the greenhouse gas protocol corporate accounting and reporting standard as a guide, the study methodology examines greenhouse gas emissions from direct (Scope 1) and indirect (Scopes 2 and 3) sources related to Ezemvelo wildlife activities over five years (2014/2015--2018/2019). The results show that 34,016.62 tons of carbon dioxide equivalent (tCO2e) are emitted on average each year. The majority of these emissions are caused by Scope 2 electricity consumption, which accounts for 23,475.82 tCO2e, and Scope 1 emissions, which account for 7,826.20 tCO2e. Furthermore, there was a noticeable difference in emissions between the reserves, with the Imfolozi Game Reserve having the highest emissions. The findings of this study direct EKZNW toward ecologically conscious behaviors by acting as a catalyst for educated decision-making. The insight gained paves the way for proactive steps to lower carbon emissions, coordinating conservation efforts with more general goals of sustainability and climate resilience.

Determinants of Household Choice of Pre-Tertiary Education in Ghana

Purpose: This research examined the factors influencing household decisions between public and private pre-tertiary education in Ghana, focusing on the relationship between socioeconomic household variables and school characteristics. Design/Methodology/Approach: This study employed data from the Ghana Living Standard Survey Round 7 (GLSS7), which comprised a sample of 15,000 households drawn from 1,000 enumeration areas. It employed an explanatory research design and used a binary logistic regression technique for analysis. Findings: The research found that though higher spending on pre-tertiary education decreases the likelihood of choosing private schools, higher school fees, transportation costs, and proximity to schools increase the likelihood of opting for private schools. It also revealed significant disparities between urban and rural households, with rural families less inclined to choose private schools due to lower income levels and limited access to private schools. Financial inclusion, reflected by households' bank accounts, was a key factor enabling private school choices. Research Limitation: Although credible, the use of secondary data from the Ghana Statistical Service (GLSS 7) suffers from the usual problem of not asking all the questions that the research would have asked. Social Implication: This research has the potential to inform the policies of the Ministry of Education and the Ghana Education Service to implement strategies that enhance the accessibility and affordability of quality education nationwide. Practical Implication: This includes expanding transportation infrastructure in rural areas to reduce distance barriers and improve access to public and private schools. Additionally, efforts to expand financial inclusion should be intensified to empower parents to make school choices for their children. Originality/ Value: This research focused on socio-economic and school-related factors affecting school choice in Ghana, analysing how financial inclusion and regional disparities influence household educational decisions.

Arabic Language Education Assessment through International Experiences: A Comparative Analysis

This study explores the evolving role of educational assessment in enhancing the learning process, shifting from merely measuring academic achievement to a comprehensive tool for evaluating all educational aspects. Using an analytical approach, the research reviews relevant literature and applies this analysis to practical models in educational institutions. The findings highlight the importance of developing integrated assessment systems that leverage data analysis to provide effective feedback to students, teachers, and educational institutions. The study also reveals the strong connection between assessment and modern pedagogies, where each educational approach requires specific assessment tools. Key findings emphasize the need to foster excellence and creativity among learners and illustrate how assessments can drive the development of educational practices. This research offers both theoretical and practical frameworks for improving assessment practices in educational settings. Additionally, it provides actionable recommendations for enhancing educational quality through optimal use of data and assessment. Ultimately, the research contributes to modern education by introducing new tools and methods for evaluating learning, improving educational decision-making, and strengthening the teacher's role as a facilitator of learning.

Application of Machine Learning Algorithms in Predicting Academic Performance of Students in Higher Education Institutes (HEIs): A Systematic Review and Bibliographic Analysis

Purpose: This study aims to identify trends, key research areas, popular predictive features, machine learning algorithms used, and gaps in the existing literature. Design/Methodology/Approach: This study selected 60 articles published between 2018 and August 31, 2023, from Google Scholar and Scopus databases to address the identified knowledge gap. A systematic literature review and bibliographic analysis were conducted using both quantitative and qualitative approaches, with PRISMA chosen as the reporting format. Findings: The study reveals that machine learning models, particularly Decision Trees, followed by Random Forests, Artificial Neural Networks, Support Vector Machines, and Naïve Bayes, have significantly contributed to predicting student academic performance. The datasets predominantly utilised by researchers include students' academic records, demographics, activities, and behaviour, which are crucial for predicting academic performance and evaluating model effectiveness. Research Limitation: These limitations highlight the challenges in conducting comprehensive reviews of machine learning applications in educational contexts while acknowledging the evolving nature of both technology and educational assessment methods. Practical Implication: This research has the potential to inform evidence-based decision-making, promote personalised learning experiences and enable early interventions for at-risk students Social Implication: The study underscores the potential of machine learning algorithms to promote equity and inclusion, provide targeted student support, empower individuals, raise ethical considerations, foster community engagement, and support lifelong learning initiatives. Originality and Value: This research uniquely explores machine learning applications to predict student academic performance, identifying classroom participation and examination scores as key predictors. It offers a pragmatic approach to educational practice, identifies future research opportunities, and advocates for data-driven decision-making in higher education.

Filsafat Pendidikan Kejuruan: Kontribusinya terhadap Pengembangan Kebijakan Pendidikan Berbasis Kompetensi

The philosophy of vocational education plays a crucial role in supporting the development of competency-based education policies, especially in creating graduates who are ready to face the demands of the world of work. This study uses a literature study method to explore the contribution of the philosophy of vocational education in building relevant, responsive, and equitable education policies. This study identifies several important elements, including the integration of theory and practice, collaboration with the industrial world, and adaptation to the needs of a dynamic labor market. The findings show that the philosophy of vocational education not only supports the development of competency-based curricula but also provides an ethical basis for making educational policy decisions. The results of this study confirm that an approach based on the philosophy of vocational education is able to encourage improvements in the quality of human resources while strengthening global competitiveness. This article recommends the importance of the philosophy of vocational education as a strategic reference in designing vocational education policies, especially in vocational schools, to ensure compliance with the needs of industry and society.

Role of Program Diversification in Shaping Student Enrollment Decisions in Higher Education

In the current era, technological advancements significantly influence consumer attitudes and behaviors regarding the selection, consumption, and utilization of products perceived to possess high quality and standards. The purchasing decision is an integral aspect of consumer behavior, encompassing the study of how individuals, groups, and organizations choose, buy, and use goods, services, ideas, or experiences to fulfill their needs and desires. This research aims to examine the impact of product diversification (X) on purchasing decisions (Y) within the Meatrix business located in Pandeglang, Banten. The findings and discussions of this study lead to a general conclusion regarding the concept of product diversification, which is categorized as good based on consumer ratings. This indicates that the highest indicator within the product diversification variable is consumer needs and expectations, while the lowest indicator pertains to ready-to-consume products. Furthermore, the purchasing decision variable is also categorized as good, with the highest indicator being product selection and the lowest indicator related to the choice of distribution channels.

The profile of the high school graduate towards the era of education 5.0: A case study

Introduction: The present study aimed to examine characteristics of high school graduates in a context of education 5.0 in Pedernales, Manabí, Ecuador, to promote the integration of technologies in the academic learning process. Methods: The research used a quantitative, descriptive methodology, combining literature review, surveys of high school graduates (n=480) and interviews with education experts.Results: 42% of high school graduates have difficulties with economic resources to access university education, while only 4% consider technology and digital tools a relevant factor in their decision to enter university. These difficulties suggest a critical analysis between the demands of the digital labor market and the perception of graduates on the importance of technological skills.Conclusions: High school graduates face complex decisions ranging from academic program selection to financing options, followed by the low prioritization of technology in educational decisions. Strategies should be implemented to increase awareness of the criticality of Education 5.0 in the context of the global digital economy. The research thus contributes to the literature on preparing the workforce of the future in emerging economies and provides educational policy design adapted to the digital age, highlighting the need to align high school students' perceptions with the technological demands of the labor market.

Identifying factors that underpin student decisions to pursue the Doctor of Pharmacy degree at Atlantic Canadian Universities: Protocol for a mixed methods study.

Several international studies have investigated academic decision-making in higher education, but there is limited research on students' choice to study pharmacy in the Canadian context. While there is some variation across jurisdictions, decisions to enroll in a particular degree program fall into several decision-making domains (e.g., personal, family, institutional, social, and economic). These findings have been theorized in various ways, for example, through social cognitive theory and social reproduction theory. The purpose of this study is to gain a better understanding of the personal, family, institutional, social, and economic factors that underpin student decisions to pursue the Doctor of Pharmacy (PharmD) degree at Atlantic Canadian Universities and to explore barriers to pursuing a pharmacy degree. The proposed study uses an explanatory sequential mixed-methods design consisting of a quantitative survey followed by qualitative interviews. All entry-to-practice PharmD students and graduates in Atlantic Canada are eligible to participate. The survey consists of several Likert scale questions associated with five decision-making domains, as well as several socio-demographic questions. Descriptive statistics and frequency counts will be used to describe the data; differences across decision-making domains, by gender and other demographic groupings, will be analyzed using inferential statistics. Semi-structured interviews with a sample of 12 to 15 participants will be conducted to further understand and explain the quantitative results. We will engage in thematic analysis of qualitative data. The findings of this research will provide insight into the decision-making patterns and socio-demographic characteristics of students who have chosen to pursue a PharmD. Important information will be gathered to inform health professional education and workforce planning, which we believe will contribute to improving healthcare resource capacity and patient outcomes in Atlantic Canada. The results of this project will also inform future recruitment strategies and admission criteria and support educators in the secondary school system in providing evidence-informed career counselling advice for students interested in pursuing a degree in pharmacy. The findings of this study may also be useful to educational leaders and policymakers.

AI-Driven Exam Results Dashboards: Transforming Educational Decision-Making in Pakistan

AI-Driven Exam Results Dashboards: Transforming Educational Decision-Making in Pakistan

HOW DOES THE (DE)CENTRALİZATİON OF SECONDARY EDUCATİON AFFECT İNDİVİDUAL İNNOVATİVENESS? EVİDENCE FROM AZERBAİJAN

This paper explores the relationship between centralization of decision-making in secondary education and individual innovativeness in developing countries, specifically within the context of Azerbaijan. The research examines to what level centralized decision-making can hinder or promote individual innovativeness, utilizing secondary data and quantitative analysis. The outcomes of this study, even if a significant difference was not found, indicate the need for a broader lens that considers various factors affecting individual innovativeness. This bears significant implications for politicians, policymakers, and other stakeholders in Azerbaijan and other developing countries to reconsider their current form of decision-making structure in educational systems.

Developing skill-based schools with the aim of training female students

Today, the educational system is recognized as an important and fundamental tool in the comprehensive growth and development of countries, therefore, its growth, transformation, reform, and quantitative and qualitative improvement are among the most important issues of any country. Schools are among the most important periods of the educational system because they provide the basis for the formation of personality and the comprehensive development of individuals and are the most appropriate opportunity for education, learning, and the development of children's talents. If children do not learn the necessary skills at this age, the opportunity to compensate for this in the later stages of growth will be very difficult. In order to effectively implement the cooperative learning method, the cooperation of textbook authors, educational decision-makers, teachers, and parents is essential. Developing practical skills in students is very important. These skills help students make the best use of their course materials and also have more success in their daily lives. In the present study, an attempt has been made to introduce practical skills and active learning methods, their impact on student performance, and to examine solutions to improve students' practical skills. The present article was prepared using a mixed research method. Given the necessity of creating and developing learning opportunities for students in the classroom, school and outside of it, a skill-based approach and increasing the alignment and coordination of learning with individual and social needs, the skill-based homework plan was examined in the first year of elementary school. In this plan, part of the learning activities are carried out in the form of exercises to teach and learn basic skills such as reading, writing, mathematical knowledge, observing, speaking, listening, etc. in the classroom or school environment in the interaction and participation of the teacher and the student. Therefore, the purpose of this study is to investigate the effect of skill-based and creative homework on the learning rate of elementary school students. In this article, an attempt has been made to investigate the importance and role of skill-based homework on the learning rate of students using a descriptive-analytical method and library and field data collection methods, and finally, suggestions have been made for providing creative homework to increase student learning.

Decision Support System for Recommendation Sharia Banking Investment Products Using Simple Additive Weighting (SAW)

The swift expansion of Islamic banking has resulted in the creation of many investment products, such as mudharabah deposits, sukuk, and Islamic mutual funds, all compliant with sharia rules. Notwithstanding this advancement, the customers' inadequate financial literacy presents considerable obstacles in identifying appropriate investment alternatives that correspond with their objectives and risk appetite. This work seeks to fill this gap by creating a Decision Support System (DSS) that employs the Simple Additive Weighting (SAW) method to aid users in making educated decisions on Islamic banking investments. The SAW technique was selected for its straightforwardness and efficacy in normalizing data and assessing alternatives according to established criteria, including profit potential, risk level, investment duration, and compliance with sharia principles. The research encompassed multiple phases, including the identification of evaluation criteria, the collection and analysis of pertinent data, and the application of the SAW method to rank investment choices. The DSS effectively delivered precise and dependable suggestions, designating Sharia Deposits as the optimal investment choice due to its robust agreement with the established criteria. The results underscore the system's capability to improve financial inclusion and literacy, especially in Indonesia, where comprehension of sharia-compliant financial products is still inadequate. Future improvements to the DSS involve the incorporation of real-time data and the expansion of its application to include more financial industries, such as insurance and microfinance. This study highlights the importance of utilizing technology to address deficiencies in financial literacy and facilitate the sustainable development of the Islamic banking sector.

Application of the teaching games for understanding model to improve decision-making in sport learning: a systematic review and meta-analysis.

Issues related to sport teaching at different educational stages is a subject of wide interest. Teaching Games for Understanding has been established as the most effective way to teach students the elements related to the field of sport. The objectives of this study were (a) to examine the impact of the Teaching Games for Understanding model on decision-making in sports education and (b) to compare the effect of the interventions analysed according to educational stage. A systematic review and meta-analysis of studies published before August 2024 was conducted. A total of 4937 scientific studies were obtained. The quantitative synthesis consisted of 25 scientific articles (n = 1692). The studies were analyzed using three-level random effects models with variance estimation. Results were calculated as raw mean differences and Hedges' g effect sizes. This model is suitable for decision-making in sports education (g = 0.82; CI 95% = [0.55; 1.09]). This pedagogical model was also found to be effective for working on decision-making in primary education (g = 0.6108; CI 95% = [0.3587; 0.8628]), secondary education (g = 0.7523; CI 95% = [0.2348; 1.2706]) and higher education (g = 0.8803 [CI 95% = 0.2851 to 1.4855]). Teaching games for understanding effectively addresses decision-making during sports learning. In addition, this pedagogical model is effective for facilitating decision-making according to the role and the moment of the game. The use of this model enables effective technical-tactical learning to solve various problematic actions in real game situations.