Education Students Research Articles

The Influence of Poverty on Students’ Class Engagement in Community Schools of Nepal

The relationship between poverty and education is complex and interdependent. Poverty limits access to quality schools and educational resources, leading to lower academic performance and class engagement. The main objective of this study is to analyze the effectiveness of poverty on class engagement and assignment submission. A cross-sectional survey method has been applied with a quantitative and positivist philosophical setting. The sample size of five hundred thirty was selected from 20 community schools in Jhapa and Morang through stratified sampling, where poverty identification was based on the Nepal Multidimensional Poverty Index (MMPI), 2021. Data were collected using a semi-structured questionnaire, structured observation, and structured interviews, and were analyzed within a logistic regression framework using Stata 18. From the collected data it is discovered that 90 percent of students are far from better learning resources and about 50 percent of students living in poverty have fewer opportunities to correct assignments regularly. The majority of poor students who do not complete homework within the deadline are punished physically. Similarly, more than 70 percent of students living in poverty have no access to interaction and learning support. Similarly, students living in poverty participate less actively in class during the submission and correction of assignments. Poverty-stricken students have not taken full advantage of their educational prospects. The study further suggests that quality education for students living in poverty is possible through the provision of quality educational resources, support to teachers and families, and the implementation of programs that address the specific needs of children.

Technological Management of the Barriers to Learning and Participation in Basic Education Students by Using a Methodological Approach

Technological Management of the Barriers to Learning and Participation in Basic Education Students by Using a Methodological Approach

Technological Management of the Barriers to Learning and Participation in Basic Education Students by Using a Methodological Approach

Technological Management of the Barriers to Learning and Participation in Basic Education Students by Using a Methodological Approach

How Is Middle-Class Parents’ Education Anxiety Generated? A Study Based on a Survey of Home Education of Junior Secondary School Students in 8 Provinces and Cities

Drawing on a 2022 survey of home education of junior secondary school students in China’ eight provincial administrative regions, this study seeks to examine the chief factors influencing the generation of education anxiety in Chinese middle-class parents using a moderated mediation model. Research findings include that: (1) education anxiety is pervasive among middle-class parents who exhibit high levels of education anxiety but low levels of education involvement; (2) the parent’s perception of educational stratification can significantly predict their education anxiety; (3) the relationship between the parent’s perception of educational stratification and their education anxiety is mediated by their expectation of child education; (4) the parent’s perception of educational competition has a moderating effect on the relationship between their educational expectation and education anxiety.

Polska edukacja wobec wojny w Ukrainie. Znaczenie szkolnych relacji w procesach integracyjnych i we wzmacnianiu spójności społecznej

The article examines how Polish schools include Ukrainian refugee children and youth to regular education. It combines various sources of quantitative and qualitative data with the authors’ original field research to place the issue of education in the broader context of migration and the labour market. It reconstructs the diverse family contexts of Ukrainian children to demonstrate the need for diversified approaches to migrant students in education. Major results of the study point to unsatisfactory efforts by schools to strengthen relationships between Polish and migrant students. On the other hand, according to Ukrainian mothers and other sources, teacher-student relationships are usually very supportive to migrant students. However, poo relationships between students themselves hinder the learning process. Closer relations between Polish and migrant students can improve education and are important for further integration of migrants into society.

Integration of Project-Based Learning in Science, Technology, Engineering, and Mathematics to Improve Students’ Biology Practical Skills in Higher Education: A Systematic Review

Abstract Science, technology, engineering, and mathematics (STEM)-integrated project-based learning (PBL) is essential in contemporary education as it improves students’ advanced cognitive capacities, critical thinking aptitude, scientific literacy, and ecological awareness. This study aims to identify and highlight some research publications that examine STEM-integrated PBL to improve students’ biology practical skills in higher education. The author guided the systematic review process with the preferred reporting items for systematic reviews and meta-analyses diagram, ensuring a structured approach to article selection. The author selected 24 potential articles for the literature review based on certain inclusion criteria. The chosen articles emphasize the importance of evaluating STEM-integrated PBL to improve biology practicum skills among students in higher education, highlighting the need for quantitative methods such as descriptive surveys and experiments in research. The research article’s findings show a positive trend toward improving educational practices in biology through the integration of STEM in PBL, with a growing body of literature focusing on this area. The findings of this study offer valuable insights for educators to improve students’ biology practical skills in higher education.

Educational Professionals’ Attitudes, Self-Efficacy, and Classroom Practices Toward High-Ability Students: The Role of Collaborative School Culture and Schools’ Collective Efficacy

ABSTRACT This preregistered study examined how a collaborative school culture and schools’ collective efficacy are related to educational professionals’ attitudes, personal self-efficacy, and classroom practices concerning education for high-ability students based on survey data from 875 educational professionals (teachers, counselors, and school leaders). Multilevel analyses indicated that a collaborative school culture was positively related to educators’ personal self-efficacy, but negatively to their attitudes toward special provisions for high-ability students. Collective efficacy for teaching high-ability students positively related to educators’ personal self-efficacy and attitudes toward special provisions for high-ability students, as well as teachers’ differentiated classroom practices for high-ability students. Overall, a collaborative school culture and collective efficacy for teaching high-ability students were mostly associated with positive outcomes in educational professionals (teachers, managers, and school counselors).

Status Quo and Countermeasures of Humanities Quality Education in Clinical Teaching for Medical Students

In recent years, frequent conflicts between doctors and patients have attracted widespread attention from various sectors of society. The reasons for the tense doctor-patient relationship involve three major factors, namely social, medical, and patient factors. In the process of building social harmony, the people’s demand for daily health knowledge and basic medical security is increasing day by day. Among them, medical humanities quality education plays a particularly important role in building a harmonious doctor-patient relationship. Strengthening the humanities quality education of medical students and creating a harmonious doctor-patient environment can better improve the tense doctor-patient relationship and reduce the occurrence of doctor-patient conflicts, ultimately promoting social stability. This requires medical schools not only to cultivate medical students’ clinical diagnosis and treatment abilities, but also to enhance their humanistic qualities, strengthen medical humanities education, and face the requirements of medical development and the task of Healthy China. It is of great significance to improve the humanities quality education program for medical students. This article aims to explore the status quo of humanities quality education in clinical teaching for medical students and propose countermeasures to address the issues.

Research on the Path of Ideological and Political Education in College Students’ Mental Health Education Courses in Higher Vocational Colleges

In recent years, under the background of the deepening reform of China’s education system, the curriculum system settings, teaching methods, and teaching concepts of various colleges and universities have undergone major changes. As a curriculum concept, ideological and political education in courses does not reform a certain professional course, nor does it change the ideological and political course itself. Instead, it combines knowledge imparting and value output to guide students in a positive way. This article analyzes the ideological and political education in college students’ mental health education courses.

How institutional resources affect university students’ learning outcomes: evidence from the 2023 university student learning experience survey in China

ABSTRACT Evidence shows that students’ learning outcomes are associated with institutional resources. Whether this phenomenon is universal needs to be tested, as there are cultural differences between countries. We analyse the relationship between resources in higher education institutions and students’ learning outcomes using data from a national survey of 1,142 Chinese undergraduate students. The results indicate that institutional resources can predict students’ learning outcomes, with facilities and support being the strongest predictors, followed by student engagement and teaching quality. Surprisingly, despite the prevailing belief that teachers and teaching have an important role in educational effectiveness, path analysis shows that when factors such as facilities and support are considered, teachers and teaching explains little of the variation in students’ learning outcomes. One possible explanation could be over-emphasis on research outputs in China in an effort by Chinese universities to establish world ranking status, which marginalises the role of teachers and teaching. This may come at the expense of students’ learning outcomes.

Didactic strategy for enhancing mental Mathematical computation in elementary school

The study "Teaching strategies to improve mathematical mental calculation in high school" attempts to improve mental calculation skills in high school students in the educational unit "Ilo Alfaro" in Chuván, Ecuador. The research is based on the recognition that mental arithmetic is an important skill not only in developing mental agility and logical reasoning, but also in solving mathematical problems effectively. The research justifies the implementation of a didactic strategy that promotes meaningful, individualized and participatory learning. Teachers play a key role in adapting this strategy to the needs of students, using new methods that encourage and strengthen their confidence in their mathematical abilities. The methodology used includes a mixed approach, theoretical and experimental, which includes the observation and survey of teachers, and the analysis of the results obtained by implementing specific teaching activities. The studied population consisted of sixth year primary education students of the above educational unit. Preliminary results suggest that the applied teaching strategies not only improve fluency in mental arithmetic, but also encourage critical thinking, collaboration among students, and the ability to apply mathematical knowledge in everyday situations.

Analysis of Academic Stress Factors and Their Impact on Academic Achievement of Mathematics Education Students

Changes in the learning system and high academic demands put pressure on first- and second-year bachelor's mathematics education students and, therefore, can affect students' academic achievement. The purpose of this study was to examine academic stress factors and their impact on the educational achievement of mathematics education students in 80 respondents using a descriptive quantitative approach. This study discusses adolescent academic stress factors and covers students' physical and psychological well-being. The data obtained were analyzed using factor analysis. Exploratory factor analysis extracted 30 daily stress factors of students into three specific stress factors: stress on lecture material, environment, and time management. The results of this study indicate that students have moderate levels of stress. Then, Pearson analysis was conducted to see the correlation between stress factors and cumulative grade point average. The results showed that the three factors did not significantly correlate to grades with a correlation power below 0.5. This means that students can manage their academic stress well. Student stress management approaches can focus on each factor separately, depending on individual needs. Internal and external support, strengthening academic literacy, improving conducive learning environment facilities, relevant skills development programs, and strengthening social networks can help reduce student stress.

Failure in Constructing the Mathematical Model in Real-World Problems

Constructing the correct mathematical model is the main key to solving mathematical modeling problems, but students most often fail at this process. Understanding the failure characteristics of constructing a model can be used to correct student errors. This study aims to discuss the characteristics of failures in constructing mathematical models carried out by the students in algebra subject matter. This study used an exploratory descriptive design approach and involves 41 mathematics education students to solve mathematical modeling test questions. The results showed four types of failure characteristics in constructing the model. First, misunderstand type is characterized by disability in capturing important facts from the problem and compiling a model only procedurally. Second, misconnection type is marked by incompetence in making connections between important facts. Third, missspeculation type is noted by the incapacity in making speculations about important facts. Fourth, misslogic type is signed by the inability to use logical facts. Therefore, lecturers or teachers must be more careful to improve the teaching process to be more comprehensive and carry out appropriate scaffolding to overcome the students’ difficulties in solving mathematical modeling problems, especially in constructing mathematical models. The appearance of each error indicates the need for certain repairs. Error correction should be handled based on the characteristics that arise.

Research on Cultivation of Cross -Cultural Communication Cultivation in International Chinese Education-Taking the "Belt and Road" Initiative as the Background

This article aims to explore how international Chinese education students improve cross -cultural communication capabilities under the background of the “Belt and Road ” initiative. By analyzing problems in the current curriculum settings, teaching resources, and practical opportunities, we have proposed response strategies such as optimizing the curriculum system, enriching teaching resources, and strengthening the construction of teachers. Studies have shown that the cultivation of cross -cultural communication capabilities is of great significance to improve students comprehensive quality and meet the needs of globalization.

Computational Thinking Skills in Engineering Education: Enhancing Academic Achievement Through Innovations, Challenges, and Opportunities

This study is a meta-analysis that identifies several publications focusing on the effect of computational thinking skills (CTS) on the academic achievement of engineering education students at the higher education level. Publications were sourced from Google Scholar and Scopus metadata using the Publish or Perish application, with a search time range of 2014- 2023. Initial analysis was carried out using statistical formulas with Microsoft Excel, and meta-analysis results were generated using JASP software. A total of 6 publications were analyzed to determine how much influence CTS has on students' academic achievement. The results of the analysis provide evidence that the overall effect is 54%, which falls into the medium category. The study highlights that innovation, challenge, and opportunity significantly enhance student learning outcomes by fostering skill development, motivating problem-solving, and encouraging the exploitation of new opportunities. These findings offer valuable insights for curriculum developers, educators, and policymakers aiming to incorporate CTS-focused strategies to bolster academic achievement.

Plugging the leaky pipeline: Engaging female medical students in radiology education

Although women are well-represented in medical schools, they have remained a significant minority in radiology, with little recent progress made in bridging the gender gap. Underrepresentation of women is even more pronounced in radiology leadership and research positions, a phenomenon termed the “leaky pipeline.” We aim to present the root causes of female underrepresentation in radiology based on existing literature and propose specific interventions for this issue based on engaging female medical students in radiology education. Factors contributing to the so-called leaky pipeline can be categorized as underexposure to radiology and preconceived notions, female disinterest in radiology, lack of mentorship, and female underrepresentation in academic authorship and leadership roles. We propose that combined application of early engagement of female medical students in radiology, increasing available female mentorship, and increased female visibility in the field will serve as an effective approach toward the complex, multifactorial problem of female underrepresentation in radiology.

Research on Differences Between Chinese and American Foreign Language Classrooms and the Impact on English Education in China

In the context of globalization, the cultivation of foreign language abilities has emerged as a crucial objective in the pursuit of enhancing students comprehensive quality. It is obvious that there are notable discrepancies in the concept and practice of foreign language teaching between China and the United States, which directly affects the formation and advancement of students linguistic abilities. This paper focuses on English classrooms in Chinese universities and Spanish classrooms in the American universities, with a particular emphasis on the differences in teaching methods, classroom interactions, and assignment settings. The study used comparative survey method and literature review to study and analyze the foreign language classes of the two countries. The results show that Chinese university English classrooms tend to focus on the mastery of grammar and vocabulary, while Spanish classrooms in the United States pay more attention to the practical use of language and adopt interactive and task-oriented teaching methods. In light of these observations, this paper puts forward some suggestions for the improvement of English education strategies in China, including improving the interactivity in Chinese English classrooms, focusing on language practice and task-based teaching, so as to enhance students practical application ability. The research aims to provide insights for English education in China and help students better adapt to and cope with the challenges of language learning and application in the context of globalization.

18. SLEEP QUALITY AMONG ADOLESCENTS AGED 15-17 IN DA NANG, 2024: A CROSS-SECTIONAL STUDY

Objective: (1) To determine the prevalence of sleep disorders among adolescents aged 15 to 17 years; (2) To analyze factors associated with sleep quality in adolescents aged 15 to 17 years. Design, Setting, and Participants: Cross-sectional descriptive study. Among Adolescents aged 15-17 years old at Hoa Vang High School we collected 737 eligible participants for the study. Main Outcome Measures: Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI). Associations between Sleep quality were evaluated with multivariable conditional logistic regression controlling for gender, exercise habits, sleep hygiene habits, pressure and expectations about academic performance (parental expectations, pressure for achievement, completing homework, extra classes). Results: The sleep quality of adolescents aged 15-17 at Hòa Vang High School is alarmingly low, with PSQI scores averaging 5.5±3.3 for 10th-grade students (15 years old), 6.1±3.3 for 11th grade (16 years old), and 6.4±3.5 for 12th grade (17 years old). The findings show that 47.5% of students have poor sleep quality, with a trend of worsening sleep quality with age. Additionally, most study participants go to bed relatively late. Factors associated with poor sleep quality include being female, excessive phone use before bed, academic pressure, homework load, and hours spent on daily extra classes. Addressing this issue requires appropriate sleep education and awareness for both students and parents. Conclusion: This study indicates an alarmingly low level of sleep quality among students at Hoa Vang High School, with a significant proportion experiencing poor sleep quality, and highlights several associated factors.

Assess the Factors Contributing to Students' Public Speaking Anxiety Specifically During Classroom Presentations

Anxiety, specifically in situations involving speaking, is characterized as a type of fear that manifests through observable symptoms. Public Speaking Anxiety is a prevalent issue among students during classroom presentations, affecting their confidence and performance. Despite its significance, there remains a lack of comprehensive understanding regarding the specific factors that contribute to this form of anxiety in educational settings. From these observations, it's apparent that not all individuals possess the same speaking and presentation skills. While some may excel as confident speakers, others might experience speaking anxiety, especially when addressing large audiences or during classroom presentations. Hence, the researcher intends to assess the factors contributing to students' public speaking anxiety specifically during classroom presentations. The objectives of this study are to assess to the major contributing factors for student speaking anxiety in classroom presentation. This study was conducted in Bonga University, particularly in college of educational and behavioral sciences in 4th year psychology students. This study was conducted both quantitative and qualitative approach of the study. The total population of this study is all 4th year students from psychology educational and behavioral students. Bonga University from these, females is 15 and males students are 20, total 35 students in are the population of this study. The researcher was collected data from the respondents by using self-administration questionnaires. The first variable shows that from 35 total participant 20 (42.86 %) were male and the rest of 15 (57.14 %) were female. there are numerous effect on children’s academic achievement from those effects the study was concerned and discussed on the impact of public speaking anxiety to student’s academic achievement. The primary objective of the study was to explore the contributing factors for students’ public speaking anxiety in classroom presentation. The consequence of speaking anxiety are emotional, educational, and social, shyness and retile affect the social skills necessary for children to make friends, shy students tend to confine their aspirations to vocations that require little oral communication. Practicing complete speech several times would certainly give the speakers an edge. They can practice it with a small number of people they are at ease with.

A Correlation between Hidden Educational Costs and Students’ Transition Rate in Public Boarding Secondary Schools in Kenya

Grade to grade transition in secondary education is a crucial element which enables students to advance to higher levels of learning. To achieve this milestone, countries, Kenya inclusive have engaged in enormous funding to the sector. Nevertheless, a worrying number of students who join secondary schools do not complete this level. This study was therefore set up to assess the correlation between hidden educational costs and student transition rate in public boarding secondary schools in Uasin GIshu County, Kenya. The Education Production Function model laid the theoretical framework for this study. This study used a Convergent Mixed Methods Approach. 34 heads of schools with 3,917 parents formed the target audience. All the 34 purposively selected principals and 362 parents acquired with the help of Yamane's Simplified formulae were included in the sample. Data was obtained through interview schedules, questionnaires, and content analysis of educational documents. Thematic analysis suited the qualitative data as inferential and descriptive statistics served for the quantitative data. The results of the study show that hidden costs of education predict student transition rates in public boarding schools. They make up to 36.5% of the variance. The cost of uniforms contributes the highest proportion (10.0%) while the motivation fee had the lowest effect (0.1%). This research indeed established that hidden educational expenditures have a statistically negative correlation with students’ transition rates in public boarding schools. This means that students’ transition rate is affected by the hidden costs of education. The study recommends the government prioritize prompt disbursement of funds allocated to schools to prevent principals from diverting the costs to students/parents, the principals to source school uniforms from well-wishers and sponsors to ease the cost obligation on parents and thus improve student transition and finally, a similar study should be replicated in private boarding secondary schools for triangulation