Education Skills Research Articles

Influence of Peer Pressure on Secondary School Students Dropout in Nanyamba Town Council, Mtwara, Tanzania

School dropout is among the phenomena challenging youth to achieve education and related skills to make them competitive in today’s global economy. This study explored the influence of socioeconomic factors and the dropping out of secondary school students; the extent of school dropout; and established the strategies for overcoming the school dropout syndrome at Nanyamba Town Council. The study utilized a qualitative approach using a study sample which included five headmasters, five class teachers, five class monitors, one ward educational officer, one quality assurance officer and one headquarters officer. A semi-structured interview was used for data collection. Findings disclosed that socioeconomic factors lead to students dropping out of school due to a lack of awareness of the importance of education and illiteracy in families. Parents’ low income and cultural aspects such as early marriage and early pregnancy. Divorce, lack of family planning, negative attitudes towards education especially for girls and parents' deaths were also found to be the problems leading to school dropout. Among the recommendations given are: the provision of scholastic materials, the provision of lunch by schools, mass mobilization and the need to sensitize the community on education to make them aware of the importance of secondary education

Effectiveness of Poverty Reduction Programs on Psychological Development of Children and Adolescents at Risk of Poverty: A Systematic Review and Meta-analysis.

Considering the potential detrimental impact of poverty on psychological development and the resulting harmful cycles, implementing poverty alleviation interventions is necessary for children and adolescents. Although several meta-analyses have demonstrated the effectiveness of monetary poverty reduction programs, there remains a significant gap in understanding how multidimensional poverty reduction strategies boost psychological development. This meta-analysis aims to address this gap by disclosing the impact of multifaceted anti-poverty interventions on the psychological development of children and adolescents. A comprehensive search was conducted through 12 electronic databases. This review identified nine studies, which included a variety of intervention elements such as educational support, skill training, and cognitive cultivation, and collectively involved 1434 participants. A random effect model by RevMan v5.4 software was adapted to carry out the meta-analysis. The findings reveal a significant effect of anti-poverty programs on promoting positive psychological development (e.g. resilience, grit, and self-esteem) and mitigating negative psychological outcomes (e.g. depression, anxiety and disengagement). Subgroup analyses showed that smaller groups (100 or fewer participants) led to greater improvements in positive psychological outcomes. Professional providers (e.g., psychologists, social workers) had a stronger impact on improving positive psychological outcomes, while non-professional providers (e.g., school teachers) were more effective at alleviating psychological difficulties.

Competencies of nurses to participate in safe medication management practices for biologics: A scoping review.

To review the existing literature relating to nurse competence in safe medication management practices for biologics, identify evidence, and develop a competency framework to clarify the role of nurses in these practices. With the widespread use of biological agents in disease treatment, ensuring the safe and economical use of high-cost medicines is particularly important. Even though nurses are essential in patient care, detailed knowledge regarding their competence and role in the safe administration of biologics is lacking. A scoping review was performed following the methodology of Arksey and O'Malley and the PRISMA ScR guidelines. Electronic databases, including PubMed, CINAHL, Embase, Scopus, and Web of Science, were searched using accepted keywords, and relevant articles were identified using inclusion and exclusion criteria. A total of 3,422 studies were retrieved, 24 of which were eligible for inclusion. The required competencies for nurses were summarized into six areas: clinical specialized knowledge, critical thinking and problem-solving skills, safe medication skills, health education skills, communication and coordination skills, and technological literacy. We provide insights into the competencies of nurses involved in the safe medication management of biologics. These competencies can be used to assess the actual competency level of nurses and facilitate the maximization of biological treatment goals and outcomes. This plays a vital role in optimizing the use of healthcare resources and demonstrating outcomes.

Middle School Students' Motivations and Learning Competencies in Science: Mediating Role of Digital Literacy

ABSTRACTScience learning motivation refers to the drive and enthusiasm that students exhibit towards learning science. Science learning competencies, on the other hand, are the skills and knowledge enabling students to understand and apply scientific concepts effectively. Digital literacy, defined as the ability to effectively use digital tools and resources, has emerged as a crucial skill in modern education. Digital literacy can bridge the gap between motivation and competencies by providing students with the tools they need to engage more deeply with scientific content. Given its significance, exploring the mediating role of digital literacy in the relationship between science learning motivation and competence is essential. Hence, we aimed to test the mediating role of digital literacy in the relationship between middle school students' science learning motivation and science learning competencies. To test these relations, we adopted the correlation design of the quantitative research method. The sample consisted of 471 middle school students. Science learning motivation scale, competence scale for learning science, and digital literacy scale were used to collect data. The hypothesis model was tested by using covariance‐based structural equation modeling (CB‐SEM). The results showed that science learning motivation is correlated with students' science learning competency (r = 0.891, p < 0.05) and digital literacy (r = 0.538, p < 0.05). Also, digital literacy partially mediates the relation between science learning motivation and science learning competency (r = 0.757, p < 0.05). These findings highlight the importance of fostering digital literacy in educational settings to enhance students' motivation and competency in science learning. Educators and policymakers should integrate digital tools and resources into the curriculum to create a more engaging and effective learning environment, thereby bridging the gap between students' motivation and their ability to master scientific concepts.

Factors Associated With Social-Pragmatic Understanding in Deaf and Hard of Hearing and Typically Hearing 6-Year-Old Children.

Children develop social-pragmatic understanding with the help of sensory, cognitive, and linguistic functions by interacting with other people. This study aimed to explore (a) associations between auditory, demographic, cognitive, and linguistic factors and social-pragmatic understanding in children who use bilateral hearing aids (BiHAs) or bilateral cochlear implants (BiCIs) and in typically hearing (TH) children and (b) the effect of the group (BiHA, BiCI, TH) on social-pragmatic understanding when the effects of demographic, cognitive, and linguistic factors are controlled for. The Pragma test was used to assess social-pragmatic understanding in 119 six-year-old children: 25 children who use BiHAs, 29 who use BiCIs, and 65 TH children. The Pragma test is a standardized test that requires answering socially and contextually demanding questions with varying focuses and thus enables a comprehensive assessment of social-pragmatic understanding. Associations between auditory, demographic, cognitive, and linguistic factors and the Pragma test performance were analyzed. Between-groups differences in the Pragma test performance were analyzed while statistically controlling for the effects of factors that were associated with the Pragma test scores. The BiHA users who had better unaided pure-tone average hearing thresholds had better social-pragmatic understanding. A higher level of maternal education and nonverbal intelligence were associated with a better social-pragmatic understanding in the BiHA and BiCI groups. Linguistic abilities correlated strongly with social-pragmatic understanding in all groups. The deaf and hard of hearing (DHH) groups differed from the TH children in social-pragmatic understanding even after the effects of maternal education, nonverbal intelligence, and linguistic skills were controlled for. Despite early diagnosis of hearing loss and intervention, many DHH children are still at risk for social-pragmatic difficulties. Several factors may associate with social-pragmatic understanding in DHH children, which highlights the importance of a wide-ranging, multidisciplinary assessment, and the planning of focused, assessment-based interventions.

Improving Psychological and Educational Support of University Students with Disabilities in Kazakhstan

Inclusive education in Kazakhstan faces challenges, as many institutions lack the necessary infrastructure, trained personnel, and resources to fully support students with disabilities. These barriers hinder the professional development of such students, highlighting the need for improved educational practices and support systems. The study aimed to investigate the psychological and pedagogical conditions for the effective education process of students with disabilities (SWD) as well as to examine the definite features of psychological and pedagogical support for SWD. The paper employed quasi experimental methods, surveys among the students with disabilities and comparative analysis of specialized scholarly literature. The quasi-experiment was conducted among two groups: the first group students trained in special classrooms by teachers who had studied foreign experience and had been trained to master the competencies of creating psychological and pedagogical conditions to support SWD, and the second control group of the students studying without special conditions with teachers who had not been trained abroad. As a result, we have identified the primary forms and methods of inclusive education skills training. To add more, we have summarized the experience of creating psychological and pedagogical conditions to support SWD in their professional development. The key psychological support mechanisms for SWD were determined, including psychological diagnostics, psychological counseling, group activities, and psychological and pedagogical support. We have offered summarized suggestions for teaching SWD, covering the adaptation of teaching material, expanding the range of audiovisual aids, and providing psychological support to participants in the educational process. Keywords: Inclusive education, Students with special educational needs, Teachers, Psychological and pedagogical

Educational Social Skills: a Study on Emotional Intelligence in Higher Education

Objective: the research aimed to identify the level of emotional intelligence of teachers of Lato Sensu Postgraduate Courses at an HEI in the Itajaí Valley (SC). Theoretical Framework: the text addresses the concept of Educational Social Skills (ESS) and Emotional Intelligence (EI), highlighting the impact of EI on teachers' performance in the classroom and in their interactions with students. Method: from a methodological point of view, the research was classified as qualitative, descriptive and exploratory, using the case study method. Eleven (11) teachers working in higher education took part in the study, specifically in Lato Sensu postgraduate courses at an HEI in the Itajaí Valley (SC). One of the instruments used was the emotional quotient mapping test - EQ Map, by Cooper and Sawaf (1997), to identify the level of emotional intelligence of the teachers. Results and Discussion: the results showed a high level of Emotional Intelligence in the scales relating to Work Pressures, Personal Pressures, Emotional Awareness, Emotional Awareness of Others, Intentionality, Creativity, Interpersonal Connections, Constructive Dissatisfaction, Personal Power, Relationship Quotient and Optimal Performance. On the other hand, the Compassion, Confidence Radius and General Health scales showed low levels. In general, at the time the survey was carried out, the teachers had a good level of Emotional Intelligence, indicating that they feel satisfied with their work at the institution, a fact that has a direct impact on their efficient performance with students in the classroom and, consequently, on their contribution to achieving the HEI's organizational objectives. Implications of the research: the research revealed the need to maintain the development of EI within the institution, exploring the educational social skills of teachers in order to better observe interpersonal relationships in the institutional environment. This analysis could stimulate longitudinal research that follows the evolution of teachers' emotional intelligence throughout their careers. Originality/Value: with the growing interest in research and studies on Emotional Intelligence, the challenges associated with Educational Social Skills (ES) and Emotional Intelligence applied to Higher Education continue to exist, representing a gap to be explored.

Surgical skills education and training in fetoscopy and fetal surgery

Abstract Introduction Surgical education must constantly evolve to align with the most current methods of surgical practice. This paper presents our experience organizing ten international editions of a training course in fetoscopic surgery. We have developed various inanimate training models and a sheep-animal model for fetal surgery training and research, which are both practical and reproducible. Methods Various practices and surgical sessions are developed during training: Knowledge of sheep anatomy and physiology as a model of pregnancy, introduction to basic fetoscopy equipment, exploration of the uterine cavity, use of the Nd-YAG laser for photocoagulation of placental vessels, resolution of fetal and amniotic constriction bands, and endoscopic balloon tracheal occlusion (for the treatment of severe CDH). Results Fetoscopic surgery is technically challenging, and learning new skills in a clinical setting can be risky. Successful performance requires acquiring a new set of technical skills and familiarity with specific surgical procedures. Understanding how to use the fetoscope, learning intrauterine vessel orientation, and becoming familiar with laser coagulation before operating on patients can reduce surgical complications. This training can shorten the learning curve for new surgeons and reinforce practice among experts as fundamental skills are developed using realistic tissue models and surgical simulators. Conclusion The sequential skill acquisition programme using a simulator and animal model is transferable to human patients and shortens the learning curve for new specialists, although expert consultation is recommended in the initial phase to minimize potential complications.

Community Education Skill Acquisition Programmes and Unemployment Reduction Among Youths: Implications for Stakeholders’ Engagement

Community Education Skill Acquisition Programmes and Unemployment Reduction Among Youths: Implications for Stakeholders’ Engagement

Flipped Classroom Model Combined with Problem-Based Learning: Increase Thinking Ability

The growing complexity of real-world problems has heightened the need for critical thinking skills in education, particularly in fields like statistical education. This study examines the integration of the Flipped Classroom (FC) model with Problem-Based Learning (PBL) to foster critical thinking among university students. Conducted at Bhineka University, the research involved 60 students divided into experimental (FC+PBL) and control (PBL-only) groups. A mixed-methods approach was employed, combining pre-tests, post-tests, classroom observations, and reflective journals to collect quantitative and qualitative data. The experimental group participated in pre-class activities such as video lectures and quizzes, with in-class sessions focusing on collaborative problem-solving guided by PBL principles. Analysis of Variance (ANOVA) revealed a significant improvement in critical thinking skills in the FC+PBL group compared to the PBL-only group (p < 0.001). Qualitative findings highlighted increased engagement, collaboration, and deeper inquiry among the experimental group. These results underscore the potential of integrating FC and PBL to create dynamic, student-centered learning environments that enhance critical thinking and prepare students to tackle complex challenges effectively

Enhancing STEAM Skills in Early Childhood through Contextual Learning

This research focuses on enhancing Science, Technology, Engineering, Art, Mathematics (STEAM) skills in early childhood education through contextual learning by incorporating field trips to automotive workshops. The aim is to address the problem of how to effectively enhance STEAM skills in young children by utilizing contextual learning through study visits to automotive workshops. The study adopts a qualitative descriptive approach with a case study method, focusing on 20 children aged 5–6 years at Raudhatul Athfal Muslimat, Mustikajaya, Bekasi. Data were collected through observation, interviews, and documentation to provide an in-depth understanding of the learning process and outcomes by having children complete worksheets and create a simple car automotive workshop project using loose parts. The results indicate that contextual learning in an automotive workshop significantly enhances children's STEAM skills through 7 sub-elements of learning outcomes based on the Merdeka Curriculum in the Foundation Phase, which aligns with Bloom's Taxonomy. This approach fosters critical 21st-century skills, including communication, collaboration, and problem-solving, by engaging children in real-world activities that connect theory with practice. The study concludes that integrating contextual learning into STEAM education provides a practical, effective, and innovative framework for fostering holistic child development, ensuring that children are better prepared to face future challenges in an increasingly complex world.

Formación universitaria de competencias profesionales para administradores de empresas: el trabajo colaborativo y la inteligencia emocional

The integration of socioemotional skills in university education and collaborative work is essential for the integral development of individuals and communities. The interconnection of these skills with the Sustainable Development Goals (SDGs) plays convenience sample of 51 students. The results determined that in the collaborative activities, creativity has been enhanced, the opinion of all has been taken into account in the decisions and respect has been maintained. However, 45% of the students let their feelings affect their thoughts.

Pentingnya SOP dalam Meningkatkan Kualitas Pelayanan Ketatausahaan di Sekolah Dasar

Standard Operating Procedures (SOPs) have an important role in creating information transparency, improving work efficiency, minimizing errors, and supporting the development of educators and education personnel's skills. This study uses a qualitative descriptive approach. The data used came from literature studies, direct observations, and interviews with administrative staff and teachers involved in school operations. The analysis process includes data reduction, data presentation, and conclusion drawing. The results of the analysis show that one of the components in managing administration in elementary schools to ensure the sustainability and quality of education is the Standard Operating Procedures or SOPs. Thus, a well-designed SOP is able to create information transparency, improve work efficiency, minimize errors, and support the development of the skills of educators and education personnel. The implementation of SOPs at SD IT Rocha Indonesia shows that although formal SOPs have not been fully implemented, initial steps such as digitization of archives, regular evaluations, staff training, and internal audits have supported more structured administrative management. Constraints such as technological limitations, manual attendance systems, and lack of formal guidelines can be overcome through the development of relevant SOPs and systematic implementation

Research on Cultivating Digital Storytelling Translation Abilities of Foreign Language Majors by Integrating China Story into Foreign Language Education

This study proposes a cultivation path for the digital storytelling translation abilities of foreign language majors. It adopts a "three-in-one" cultivation objective, combining "two foundations, three kinds of awareness, and three strategies" for a comprehensive development approach. Additionally, the study implements diversified, process-oriented, and value-added evaluation methods. The research explores the integration of ideological and political elements within translation courses, achieving a high degree of synergy between value shaping, knowledge imparting, and ability cultivation. By examining how digital storytelling can be incorporated into translation training, this study aims to enhance students' cross-cultural communication skills and improve their translation practice in a global context. The findings provide theoretical and practical guidance for cultivating foreign language majors' translation competencies, focusing on integrating modern educational concepts and skill training into the curriculum.

Utilization of healthcare services by young adults with first psychotic episodes at the FRITZ am Urban in Berlin considering the migration background

In Germany, there are hardly any studies that investigated the care pathways in the early course of psychosis and the duration of untreated psychosis (DUP) and took the migration background into account. The study examined whether young adults with (PwM) and without amigration background (PoM) who had afirst psychotic episode or first contact with the psychiatric care system within the last 5years differ in their utilization of care services and DUP. The data collection and post hoc analyses were carried out as apart of acohort study (84inpatients) at the Early Intervention and Therapy Center (FRITZ) in Berlin. The number of PwM (n = 38) who experienced afirst psychotic episode did not significantly differ from the comparison group (PoM, n = 46) in the utilization of healthcare services (p = 0.22). Neither the time until seeking help from the first service nor the number of contacts with healthcare services and DUP significantly differed between PwM and Pom. The PwM were predominantly young adults with agood education background who grew up in Germany. Users sought help at FRITZ relatively quickly, independent of their migration background, which supports further implementation of specialized early detection and intervention services in Germany. The results could be attributed to the selection of the study population. Further studies are needed that address people with lower education and low language skills. The early detection programs and awareness campaigns should be adapted to this target group.

The Effect of Work-Based Learning on Employability Skills: The Role of Self-Efficacy and Vocational Identity

Work-based learning (WBL) is an important tool for enhancing students' employability skills in vocational education and training. Many studies have underlined the importance of a variable of WBL, self-efficacy, and vocational identity in developing vocational students' employability skills. Nonetheless, the research is limited and examined separately. Therefore, this study investigates how WBL, self-efficacy, and vocational identity influence employability skills and how self-efficacy moderates between WBL and employability skills. Four hundred and three state university students in Yogyakarta were involved in the data collection. This study used structural equation modeling (SEM) analysis to test its hypothesis. The results of the study revealed that the implementation of WBL did not have a direct effect on employability skills; however, self-efficacy was able to moderate the relationship between WBL and employability skills. However, WBL directly influences vocational identity, which in turn directly influences employability skills, while self-efficacy also directly influences employability skills. This research has important implications for improving learning that can improve students' self-efficacy skills in an effort to build students' employability skills in vocational education and training.

Implementasi Pendidikan Kecakapan Hidup Multimedia Di Pkbm Bakti Indonesia

Changes in the world of work from time to time must always be followed by the development of education. The development of education can essentially meet the expectations of the world of work as a provider of labor that has good knowledge, skills and personality. Meanwhile, education graduates are expected to be able to fill available job opportunities with their abilities. This condition is very different from what exists in the field. PKBM Bakti Indonesia is present to develop the potential of learning citizens by providing knowledge and skills of life skills education as well as developing attitudes and skills that they can apply in future life with mastery of multimedia technology. This research design uses descriptive qualitative which means to describe events or events that are happening. The problems in this study were formulated more specifically in order to focus on the research objectives. The results of the study when viewed with the CIPOO (Context, Input, Process, Output, Outcome) approach show that it has been running well, this is indicated by an increase in program graduates who are directly employed. PKBM Bakti Indonesia succeeded in developing the potential of graduates by providing knowledge and skills of life skills education and attitude development. PKBM Bakti Indonesia is a non-formal education institution that has a multimedia life skills program that directly graduates quality graduates who are independent and competitive.

The use of guided imagery to improve listening comprehension skills of Grade 6 pupils

The prevalent issue of inadequate listening comprehension skills in elementary education, especially in English language learning, underscores the need for innovative instructional methods. This study explored the effectiveness of guided imagery in improving the listening comprehension of sixth-grade students at San Rafael Elementary School. The research instruments' validity and reliability were confirmed using the Aiken's V coefficient method and Cronbach's alpha, with scores of 0.83 and 0.77, respectively. A quasi-experimental design was used, with 30 students practicing guided imagery (experimental group) and another 30 following traditional teaching methods (control group) Pre-test scores for both groups fell below K-12 expectations. However, post-test results showed the experimental group’s mean score increased from 67.33 to 92.45, outperforming the control group’s rise from 66.45 to 78.88. These findings highlight the significant impact of guided imagery on listening skills and recommend its integration into teaching practices to enhance educational outcomes across subjects.

Exploring educational technology, online communities, and self-paced learning in enhancing graduate students health promotion skills in physical education

Exploring educational technology, online communities, and self-paced learning in enhancing graduate students health promotion skills in physical education

Exploring the relationship between motor development and entrepreneurial traits in childhood

Introduction: Children’s motor development is growing, with several studies seeking to understand its process, causes, and effects. The field of entrepreneurship has also experienced significant growth. Objective: Recognizing the importance of both areas, this research aims to verify the relationship between a child's motor development and entrepreneurial traits. Methodology: This is an exploratory case study using mixed methodologies. 37 students from the 1st and 3rd grade participated in this study. The Test of Gross Motor Development - 2 was used to determine the children's motor development. To assess entrepreneurial traits in children, observation and audio recording were conducted in three contexts: structured play, enriched recess, and storytelling. The observation was based on a script constructed according to the literature review. Results: When relating motor development to entrepreneurial traits, it was concluded that children with better motor development in the total raw score and object control motor skills tend to be those in the 3rd grade and those with lower propensity for inverse behaviour of "Self-Confidence" and "Persistence/Resistance to Failure." It was also found that children with better raw scores in locomotion motor skills are also those who, in the context of recess, have a greater tendency to exhibit positive behaviour of "Risk-taking," such as considering risks before acting or not being afraid of failure. Conclusion: Schools should integrate entrepreneurial education and motor skill development into curricula to prepare students not just for jobs, but to take initiative, solve complex problems, and adapt to changing circumstances throughout their lives.