Department Of Education Research Articles

Teacher Education: Design Thinking Approach in Makerspaces to Produce Quality Educational Video Games with a Visual Identity and Improve Design Thinking Skills

Video games participate effectively in the educational process due to their attractive visual features, but there are many challenges that teachers face when using them. Among these challenges is designing games to suit the goals of the educational process and respecting societal identity. Although there are many studies on educational video games, limited approaches that enhance teachers’ education have been explored. The current study focuses on stimulating pre-service teachers’ design thinking skills and improving the quality of their video games that have a visual identity by incorporating a design thinking approach into a makerspace. This study followed a quasi-experimental approach, in which 38 pre-service teachers from the departments of Art Education, Early Childhood Education, and Educational Technology at the College of Education at King Faisal University in Saudi Arabia participated. They designed and produced educational video games that consider visual identity and completed the design thinking scale. The results showed that there was great cooperation between participants from all disciplines in the work team, which affected the generation of creative and innovative ideas and the quality of the educational video games. This is due to the use of design thinking elements such as empathy, identification, ideation, and prototyping with different tools in the makerspace. This study calls for the use of a design thinking approach in the classroom learning space for teachers’ education, discusses implications for educational practices, and recommends further research in this area.

Physical Child Abuse Among Secondary School Students in A Community in Benue State

The study aimed to examine occurrences of physical child abuse among secondary school students in a community in Benue State. The study utilized a cross-sectional research design to achieve its objectives. The data collection instrument used was the Physical Child Abuse Questionnaire (PCAQ). The study took place in Igumale, Ado Local Government Area of Benue State. The survey included 800 secondary school students from six secondary schools in Igumale. There were 300 respondents in the sample. Three experts from the Department of Human Kinetics and Health Education at the University of Nigeria, Nsukka, face validated the instrument. The instrument’s reliability was determined by testing the Spearman’s rank order correlation formula, resulting in a reliability coefficient of .842. The data from PCAQ copies was encoded and analyzed using IBM Statistical Package for Social Sciences (IBM-SPSS) version 22 for Windows. The research questions were answered using frequencies and percentages. 58.7 per cent of secondary school children in Igumale experienced physical child abuse. 60.0 per cent of secondary school students aged 10-14 experienced physical abuse, which is higher than the 56.9% of students aged 15-19. The percentage of male secondary school students who encountered physical abuse (60.5%) is greater than the percentage of female students who experienced physical abuse (57.3%). The percentage of physical abuse among parents with no formal education is 59.6%, primary education is 52.6%, secondary education is 76.9%, and tertiary education is 49.2%. Therefore, parents with secondary education have the highest rate of physical abuse. The recommends greater investment in programmes that have shown effectiveness in averting abuse before it occurs.

Actualization of the content of the educational process in the artistic and creative areas of Bachelor's training in terms of the formation of digital competencies

Introduction. Currently, almost all spheres of society life activities are developing in terms of progressive digitalization, therefore it is required to promptly transform existing approaches to organizing the student learning process. The purpose of research: to determine digital competencies relevant to the field of professional activity of graduates of artistic and creative areas of training and to actualize the content of the educational process in accordance with the results obtained. Materials and methods. The study was conducted during 2021 – 2023 on the basis of the Department of Design, Art Education and Technology of Yelets State University named after I.A. Bunin. The target group included 157 respondents with experience in conducting creative activities using modern digital technologies. Empirical test methods for data collection were implemented in two ways: during direct communication and remotely using Yandex Forms. Quantitative statistical analysis was carried out using LibreOffice Calc. Results. 6 enlarged groups of digital competencies of graduates of artistic and creative areas of training, currently in demand by society and the labor market, have been identified. Based on the opinions of the respondents, they were ranked according to the degree of importance: have the skills and abilities to work with raster (16.6%) and vector (12.1%) computer graphics, design and edit pages or sites on the Internet (13.3%) , develop multimedia content (5.7%), create and edit 3D models (23.6%), use specialized programs according to the training profile (28.7%). Conclusions. The empirically obtained results were integrated into the curriculum for undergraduate training in the direction 54.03.01 Design, specialty (profile) “Design and Contemporary Digital Art”, in terms of the proportional distribution of study time between disciplines and modules focused on the development of digital competencies. The optimal sequence of developing skills in mastering specialized digital tools has been identified, which is the key to the effective outcome of the educational process. Promising vectors for the development of artistic and creative education of students have been identified, which include: design of mobile applications, creation of elements of augmented and virtual reality, development of conceptual digital games.

Rhode Island

In the past decade, Rhode Island’s educational landscape has witnessed significant changes, driven by the adoption of a state funding formula in 2010 and subsequent revisions in 2016. Central to this formula is the principle of “funding follows the student,” an idea strongly emphasized by the Rhode Island Department of Education (RIDE). This principle underpins RIDE’s commitment to providing essential funding for all students. Over the years, the Rhode Island legislature has consistently boosted the education budget, reaching approximately $1.64 billion in fiscal year (FY) 2023.

Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting

The Philippine Department of Education (DepEd) reiterated the need to conduct class observations to help ensure the delivery of quality basic education to all learners. It developed the Results-Based Performance Management System (RPMS) Manual for Teachers and School Heads, aligned with the Philippine Professional Standards for Teachers (PPST). The manual provides school heads and other raters with a detailed reference to help understand the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance (DepEd, 2018). It is on this premise that this study is conducted. Primarily, it aimed to ascertain the elementary teachers’ views on the conduct of the class observations. Likewise, it also identified the factors necessary for the smooth conduct of the class observations. This study utilized the case study research design. It involved eighteen (18) elementary teacher participants and three (3) school principals, utilizing a purposive sampling design. The interview guide was used to gather the data, which was analyzed using the Collaizzi’s method. The study found that the elementary teachers’ views are characterized as systemic and observer expertise. The factors necessary for the smooth conduct of the class observations are: (1) observe honesty, confidentiality, and collegiality; (2) provide actionable feedback; and (3) support productive collaboration among teachers. Future researchers may duplicate this study on a national scale to validate the study’s findings.

Physics Educational Technology (PHET) Simulations in Teaching General Physics 1

As stipulated in the "K to 12 Program" of the Department of Education, Philippines, the traditional way of teaching and learning should be transformed into electronic learning where ICT skills and technologies are introduced to the 21st-century learners, as well as 21st-century teachers. This paper tried to determine if teaching by utilizing Physics Education Technology (PhET) Simulations can impinge on the mastery of the least learned competencies in General Physics 1. It specifically analyzed the Proficiency level and Performance level in demonstrative applications in Physics. The current study also proposed an enhanced lesson plan exemplar that can be adopted by STEM teachers in teaching Physics. The descriptive method of research was employed in the study. During the investigation, there were 49 Grade 12 STEM students participated. The study concludes that PhET Simulation-Integrated instruction can improve the students' proficiency level on the least mastered competencies in General Physics 1. It also strengthened the claim that PhET Simulations can be a virtual laboratory for assessing students' performance on demonstrative applications. Further, utilizing and integrating PhET Simulations in delivering physics lessons can promote positive and engrossing learning experiences among learners.

THE VOICE OF ELT STUDENTS AT ISLAMIC COLLEGE ON ACADEMIC LIFE

Research shows that student voice might be an influencing factor in the future transformation and innovation of English language teaching (ELT). The voice has long been believed to be an instrument that could provide ELT practitioners and policymakers with meaningful feedback for the betterment of curricula, materials, and classroom practices. However, there are limited discussions exploring ELT student voice in such particular educational contexts as Islamic colleges. This article aims to contribute to our understanding of that rarely discussed voice with a particular focus on: (a) the students‟ best experience as English education students at an Islamic college; (b) the students‟ perceptions related to dress code and exams; and (3) the students‟ self- assessment of English language skills. This study presents a survey study on 278 students in the English language education department at an Islamic college in Lampung province, Indonesia. The data are drawn from a survey consisting of open-ended questions distributed to the respondents at the end of the semester. Data analysis was conducted qualitatively, ranging from preparing and organizing the data to interpreting the meaning of the data in line with the research questions and theoretical review. The findings reveal that among the students' best experiences were the Islamic atmosphere, affordable tuition fees, religious education, professional lecturers, and scholarship availability. The majority of students agreed with the dress code regulation and had problems with cheating on the final examinations. The findings also show that more than half of the respondents are not sure about their English competency. This study offers important implications for English teacher education in Islamic educational contexts.

Consensus statement: support for supervisors of surgical training in Australia and Aotearoa New Zealand.

The Supervisor Support Consensus Statement has been developed after consultation with supervisors of surgical training for the Royal Australasian College of Surgeons (RACS) programmes in Australia and Aotearoa New Zealand and other key stakeholders. Six key areas have been recognized with specific recommendations crafted to improve the support and recognition of Supervisors: 1. Clarity of role, 2. Education and Training, 3. Local support, 4. RACS support, 5. Recognition and valuing of the Supervisor role, 6. Risk Management. The purpose of this consensus statement is to clearly articulate supervisor opinions on the support they require to undertake this important role. It has been produced by an independent writing group of experienced surgical supervisors and educators, with support from RACS education department. The consensus statement is a response to a needs assessment of supervisors of surgical training. The statements in this consensus document have been generated from comments and feedback from supervisors that have been refined through process of extensive consultation using a Delphi methodology. We advise specialty training Committees consider these statements and mandate them as part of their accreditation of terms. The role of the supervisor of training requires greater recognition, and incorporation in the Enterprise Bargaining Agreement (EBA) in Australia and the ASMS Te Whatu Ora SECA in Aotearoa New Zealand would ensure the provisions in this document are enacted. The six areas identified have transferability to other specialities and countries and are valuable when considering how to support supervisors involved in training our next generation of specialist doctors.

An Emergency Department Quality Improvement Project to Decrease Lumbar Puncture Rates in Febrile Infants 22 to 28 Days Old.

Most providers have routinely performed universal lumbar puncture (LP) on well-appearing, febrile infants 22 to 28 days old. In 2021, the American Academy of Pediatrics recommended clinicians should perform an LP in this age group if inflammatory markers are abnormal. This quality improvement project aimed to decrease LP rates in febrile infants 22 to 28 days old in the emergency department (ED) within 1 year, regardless of race/ethnicity, from a baseline of 87%. We used our institution's quality improvement framework to perform multiple Plan-Do-Study-Act cycles. A multidisciplinary team reviewed the febrile infant literature, local epidemiology, and identified key drivers. We provided departmental education, updated our clinical pathway, and used clinical decision support. We analyzed baseline (January 2017-March 2022) and intervention data (April 2022-March 2024) and tracked data using statistical process control charts. Our primary outcome measure was rates of LP in the ED for this cohort. Process measures included rates of infants with procalcitonin results. ED length of stay, rates of first LP attempt after hospitalization, and missed bacterial meningitis were balancing measures. The baseline LP rate of 87% decreased to 44% during the intervention period, resulting in a downward centerline shift. There were no significant differences when LP rates were analyzed by race/ethnicity. There was an upward centerline shift in the process measure of infants with procalcitonin results. There was no observed special cause variation in our balancing measures. Quality improvement efforts, including education, clinical pathway updates, and clinical decision support, safely reduced rates of LPs in febrile infants 22 to 28 days old.

Experiences of School Administrators and Teachers in Kindergarten Program for Children with Visual Impairment

The Department of Education, adhering to the Kindergarten Education Act and other laws declaring the provision of education to children with disabilities, provides education to every Filipino child including those with visual impairment. The said program envisions students to acquire learning skills that will enable a Filipino child with visual impairment to function effectively and independently for inclusion in the community as a productive citizen while being aligned and anchored on the Department of Education’s Kindergarten Curriculum Framework. The study identified the positive and negative experiences of teachers and administrators along with the factors that contributed to the experiences by exploring the experiences of five (5) teachers and five (5) school administrators in their program delivery employing the use of Interpretative Phenomenological Analysis (IPA). From these experiences and considering the previous study related four emergent themes were presented: 1) Journey Towards Progress, 2.) Filling the Education Gap, 3.) collective efforts, and 4.) Support Issues. The study showed the interwoven experiences influenced by several factors leading to what they considered as the success of the program. Recommendations for school administrators and teachers were also drawn from the study along with the recommendation for future studies.

Analysis of the Importance-Performance Difference (IPA) on the Basic Vocational Skills of Secondary Vocational Education Teachers Recognized by College Students in the Department of Education in Fisheries and Shipping

Analysis of the Importance-Performance Difference (IPA) on the Basic Vocational Skills of Secondary Vocational Education Teachers Recognized by College Students in the Department of Education in Fisheries and Shipping

Determinants of career choice among secondary school students in Enugu east education zone

This study examined determinants of career choice among secondary school students in Enugu East Education Zone. The study specifically examined the influence of parental factors on the choice of career among secondary school students in Enugu East, ascertained the influence of societal culture on the choice of career among secondary school students in Enugu East, evaluated the extent peer groups influence the choice of career among secondary school students in Enugu East and also investigated the influence of the school environment on the choice of career among secondary school students. Four research questions and four hypotheses guided the study. Related literature was reviewed under the conceptual framework, theoretical studies, theoretical framework, related empirical studies, and summary. The study adopted a census survey research design. The study was conducted among secondary schools in Enugu education zone. The population for the study was 334 students. There was no sampling of the study because of the manageable size of the population. A questionnaire was used as the instrument for data collection and was designed to elicit appropriate information from the respondents. To ascertain the face validity of the instrument, the questionnaire was given to two experts in the Department of Educational Management and one expert from Measurement and Evaluation in the Department of Mathematics and Computer Education all from the Faculty of Education, ESUT. The reliability coefficient of the instrument was calculated using the Cronbach Alpha method. The results of the analysis indicated reliability indices of 0.85, 0.81, 0.76, 0.83, and 0.84 for clusters A, B, C, D, and E. The overall reliability index was 0.82 which made the instrument reliable. Mean and standard deviation were used to answer the research questions, while t-test statistic was used to test the hypotheses at 0.05 level of significance. The findings of the study revealed among others that there is no significant difference in the mean ratings regarding the influence of parental factors on the choice of career between male and female students. Based on the findings, the study recommends among others that parental impositions regarding their children's choice of career often result in career failure. In realization of this, parents should guide their children through the decision-making process. Parents are advised to allow their wards free hands in their career choices that will relate to their interests, aptitude, passion, and ability.

Where Does the First Year Students’ Level of English Language Skills Stand in CEFR A Study from Early Childhood Teacher Education Department

This study aims to reveal the proficiency level of English language skills among first-year students in the Early Childhood Education department at Universitas Negeri Medan. The skills assessed in this study include grammar, reading comprehension, writing proficiency, listening comprehension, and oral communication. This study employed a quantitative research methodology, focusing on first-year students who are enrolled in English language courses. Throughout the research process, the researchers refrained from administering any interventions to the samples. The acquired data from the samples undergoes analysis using descriptive statistics. The analysis indicates that 70% of the students demonstrated proficiency at the A2 level, which corresponds to basic English usage according to the Common European Framework of Reference (CEFR). This level corresponds to the English language proficiency of elementary kids. Based on this study, it is necessary to enhance the English language curriculum utilized in the Department of Early Childhood Education to align with the students' English language competence level.

A Qualitative Exploration of Factors Affecting Academic Achievement of University Students

The purpose of this study was to identify the prospected factors affecting undergraduate university students' academic achievement. This study adopts a qualitative approach to explore the lived experiences and perceptions of university students regarding the factors that impact their academic achievement. The study's general population includes all of Punjab's universities and education departments. Purposive sampling was used to select the desired participants for the interview, and 10 participants were chosen. A semi-structured interview was used to gather qualitative data. Participants' interview responses were transcribed for qualitative data analysis, and thematic analysis was performed. Seven main themes (e.g., family, environment) and all sub-themes were categorized into positive (e.g., Supportive family, self-drive) and negative factors (e.g., Performance anxiety, holistic environment at home). The findings have implications for educators, policymakers, and students. The results may serve as a guide for students and education institutions seeking to raise university students' academic achievement.

Project-Based Learning Model in Improving Student’s writing skills in the Department of Arabic Language Education in Higher Education

Project-Based Learning Model in Improving Student’s writing skills in the Department of Arabic Language Education in Higher Education

Expectations for the Use of Generative Artificial Intelligence in Higher Education: A Research on the Perceptions of Tourism Faculty Students

Rapid transformation and shaping of the education sector by evolving technologies are inevitable. The study aims to explore the transformative potential of generative artificial intelligence (GenAI) within higher education, particularly in the tourism sector, and investigate students' perspectives on its usage. Existing research on this topic is limited, prompting a qualitative research approach in this study to obtain more in-depth findings. This involved conducting focus group discussions with nine first-year tourism management students who had attended four training seminars on digital transformation and artificial intelligence applications and possessed basic knowledge of the subject. The outcomes of these discussions, covering students' views on the impact of GenAI on academic performance, critical thinking and research skills, its contribution to post-graduation capabilities, potential misuse scenarios, and likely challenges, were subjected to content analysis. Among the primary research findings was that students are aware of security and ethics issues related to generative AI but are not concerned due to the availability of solutions. They perceive GenAI as an opportunity to enhance their learning experiences, academic performances, and future employability, but emphasize the necessity of using it as an auxiliary tool rather than relying entirely on these applications. Additionally, rather than immediately implementing these applications across all higher education institutions and departments, there is an emphasis on the necessity of transitional phase plans. Consequently, the study aimed to propose recommendations to higher education institutions, educators, and students based on both literature and practical insights to develop a framework aimed at a generative AI-centric approach. Moreover, valuable insights were sought to enhance the educational experience of future tourism professionals.

Perception of Faculty Members about Improving the Quality of Learning for Students with Disabilities at Higher Education Institutions

The study examined teacher knowledge, awareness, and perceptions of students with disabilities in higher education. At the University of Karachi, 264 faculty members from the science, social sciences, education, and management departments participated in a mixed-methods study. The findings suggested that faculty members lacked disability understanding, leading to stress and limited decision-making competence. They also lack confidence in teaching students with disabilities. The study suggests expanding enrollment, establishing supervisory authority, providing barrier-free infrastructure, adjusting teaching methodologies, community awareness initiatives, and promoting equity policies. Further research should explore Universal Design for Learning, assistive technology, individualized teaching approaches, attitudes, policy views, ICT influence, and student academic achievement.

The Implication of Financial Literacy Education Integration for Pupils at Primary School in Cambodia

Key Messages The project Cha-Ching “Basic Financial Literacy” has been successful in equipping pupils at primary schools with the necessary knowledge and skills for managing money from an early age. Integration of financial literacy into educational curricula at primary schools, ensuring students are equipped with practical financial skills emphasizing the concepts of Earn, Save, Spend, and Donate to prepare for 21st Century Skills before entering adulthood and support to local life skills needed. Training and support for teachers and pre-service teacher to enhance their understanding of financial concepts and effective teaching methodologies, enabling them to deliver high-quality financial education for pupils at primary school in Cambodia. The Provincial Department of Education, Youth and Sport and the District office of Education, Youth and Sport should consider promoting financial literacy to other schools (public and private schools) and continue to work with the target schools throughout the capacity building and follow-up to ensure newly enrolled pupils received the financial education. The Ministry of Education, Youth and Sport (MoEYS): 1.) should consider promoting financial literacy by developing a legal framework and guidelines adopting financial literacy into the life-skill curriculum for primary schools. 2.) Consider allocating an annual budget for capacity building and printing of teaching and learning books, and allocating the yearly budget for printing and distributing Cha-Ching’s books for pupils nationwide. The Prudence Foundation or other donors should consider promoting financial literacy and supporting to implementation of the Cha-Ching Money Smart Kids “basic financial literacy” widely at primary schools in Cambodia.

Views on Empowering Parents to Support their Children with Literacy Skills

The purpose of this paper is to examine the views of teachers and parents on strategies for empowering parents to effectively support their children with literacy skills. Literature sketches a bleak picture of the poor literacy performance of South African primary school learners. This qualitative study utilising a case study design, was conducted at two primary schools in the Mangaung district of Bloemfontein's Free State Department of Education (FSDOE). The participants were selected through the purposive sampling method and data were collected through interviews and open-ended questionnaires. The data was presented and analysed within themes aligned with the literature, conceptual framework and the objectives of the study. The findings disclosed that parental support regarding literacy is insufficient and that both teachers and parents are experiencing immense challenges with poor literacy skills among learners. The findings brought forth some noteworthy suggestions for empowering parents to support their children with the improvement of literacy skills. The main conclusion derived from the study is the need for a greater focus on strategies to involve parents in literacy improvement. It is recommended that future research focus on strategies to enhance parental empowerment for improved support to their children with literacy skills.

SCHOOL MANAGEMENT POLICY ANALYSIS ON THE IMPLEMENTATION OF INCLUSION EDUCATION IN PRIMARY SCHOOLS

The purpose of this research is to find out in depth about School Management in Implementing Inclusive Education in State Elementary Schools in Banda Aceh City. This research uses a qualitative approach with descriptive research type.Subjects in this researchtotaling 10 people consisting of 1 Head of Elementary School Department of Education and Culture, 3 principals and 3 class teachers, 3 subject teachers from each school, each of whom came from SD Negeri 1, SD Negeri 24 and SD Negeri 32, Banda Aceh City. Data collection techniques use observation, interviews and documentation. The data analysis technique used is qualitative descriptive analysis with data reduction techniques, data presentation and drawing conclusions. Based on research findings, it was found that: (1) Planning for inclusive education carried out in Banda Aceh City Public Elementary Schools does not yet have clear program steps; (2) The implementation of inclusive education in Banda Aceh City Public Elementary Schools has been implemented well, but is not yet in accordance with the guidelines for implementing inclusive education due to the lack of resources owned by the school and program planning that has not been prepared; (3) Supervision carried out on inclusive education programs is carried out every three months by the school principal, but is not optimal because they do not monitor specifically for inclusive education programs; (4) Evaluation of learning in inclusive education programs is carried out periodically by teachers, but is not in accordance with the principles and criteria for assessment in inclusive education programs, and; (5) The obstacles faced are: lack of teacher knowledge about inclusive education, lack of resources available at school, lack of special budget, and lack of understanding of parents in handling children with special needs.