Educational Software Research Articles

Effect of short-term intensive design-based STEM learning on executive function: an fNIRS study of the left-behind children.

Design-based STEM learning is believed to be an effective cross-disciplinary strategy for promoting children's cognitive development. Yet, its impact on executive functions, particularly for disadvantaged children, still need to be explored. This study investigated the effects of short-term intensive design-based STEM learning on executive function among left-behind children. Sixty-one Grade 4 students from a school dedicated to the left-behind children in China were sampled and randomly assigned to an experimental group (10.70 ± 0.47years old, n = 30) or a control group (10.77 ± 0.43years old, n = 31). The experimental group underwent a two-week design-based STEM training program, while the control group participated in a 2-week STEM-related reading program. Both groups were assessed with the brain activation from 4 brain regions of interest using functional near-infrared spectroscopy (fNIRS) and behavioral measures during a Stroop task before and after the training. Analysis disclosed: (i) a significant within-group time effect in the experimental group, with posttest brain activation in Brodmann Area 10 and 46 being notably lower during neutral and word conditions; (ii) a significant between-group difference at posttest, with the experimental group showing considerably lower brain activation in Brodmann Area 10 and Brodmann Area 46 than the control group; and (iii) a significant task effect in brain activity among the three conditions of the Stroop task. These findings indicated that this STEM learning effectively enhanced executive function in left-behind children. The discrepancy between the non-significant differences in behavioral performance and the significant ones in brain activation implies a compensatory mechanism in brain activation. This study enriches current theories about the impact of Science, Technology, Engineering, and Mathematics (STEM) learning on children's executive function development, providing biological evidence and valuable insights for educational curriculum design and assessment.

Effectiveness of a community-led shared book reading intervention in Syrian refugee children: a randomised controlled trial

Community-led, shared book reading programs may help improve refugee children’s reading abilities and attitudes towards reading. We Love Reading (WLR)—a light-touch, community-led, shared book reading program—was evaluated in a pre-registered, wait-listed, randomised controlled trial (AEARCTR-0006523). 322 Syrian refugee mother–child dyads (children: 4–8-year-olds, 50.0% female) in Jordan were tested at two timepoints, 15 weeks apart. WLR did not significantly affect child literacy or child-reported child attitudes toward reading (ps > 0.05). Mothers did report improved child attitudes toward reading from WLR (p = 0.046, η2 = 0.013). The intervention did not lead to improvements in family relationships (ps > 0.05). WLR may have promise in improving attitudes toward reading in forcibly displaced children but did not affect literacy or child-reported attitudes toward reading; these results provide insight into what changes are needed for effective shared book reading interventions in this population.

Longitudinal Changes in Choroidal Vascularity in Myopic and Non-Myopic Children.

The purpose of this study was to evaluate longitudinal changes in choroidal vascular characteristics in childhood, and their relationship with eye growth and refractive error. Analysis of high-resolution optical coherence tomography (OCT) scans, collected over an 18-month period as part of the Role of Outdoor Activity in Myopia (ROAM) study, was conducted in 101 children (41 myopic, 60 non-myopic, age 10-15 years). OCT images were automatically analyzed and binarized using a deep learning software tool. The output was then used to compute changes in macular choroidal vascularity index (CVI), choroidal luminal, and stromal thickness over 18-months. Associations of these variables with refractive error and axial length were analyzed. CVI decreased significantly, whereas luminal and stromal thickness increased significantly over 18 months (all P < 0.001). The magnitude of change was approximately double in stromal tissue compared to luminal tissue (luminal β = 2.6 µm/year; 95% confidence interval [CI] = -1.0 to 4.1 µm/year; stromal β = 5.2 µm/year; 95% CI = 4.0, 6.5 µm/year). A significant interaction between baseline axial length and change in CVI over time (P = 0.047) was observed, with a greater CVI reduction in those with shorter axial lengths. Significant associations were observed between the change in CVI, luminal thickness, stromal thickness, and change in axial length over time (all P < 0.05). Faster axial eye growth was associated with smaller reductions in CVI, and less increase in choroidal luminal and stromal thickness. The changes in choroidal vascularity, particularly in the stromal component, may thus be a marker for eye growth. This knowledge of the longitudinal changes in choroidal vascularity in childhood and their relationship with eye growth may assist clinicians in the future to better predict eye growth and myopia progression in childhood.

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania

PurposeWe’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.Design/methodology/approachThis article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.FindingsIt was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.Research limitations/implicationsAs a result of the chosen research approach, findings may lack generalizability.Practical implicationsWhile existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.Originality/valueThe application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.

Educational Packages on Breastfeeding Increase Behavior and Self-Efficacy of Mothers

As a specific breastfeeding practice, the proportion of exclusive breastfeeding in Indonesia remains below the intended indicator. Education about breastfeeding techniques aims to increase success in providing exclusive breastfeeding by increasing mothers' knowledge and skills in breastfeeding their babies. The goal of this study is to find out how the Jambi City Health Center's breastfeeding education program affects moms' confidence and nursing behavior. Mothers who had just given birth or were nursing their babies participated in this study. Using a control group and a quasi-experimental design with pre- and post-test measures, the study used a quantitative methodology. Using accidental sampling, 25 respondents from the treatment and control groups made up the sample. The variables measured are maternal behavior and self-efficacy. The measuring instruments used were the breastfeeding action instrument and the BSES-FS. The treatment group's behavioral results produced a p-value of 0.001 (&lt;0.05) according to statistical analysis using the Wilcoxon test, while the control group's p-value was 0.629 (&gt;0.05). In a similar vein, the treatment group's p-value for self-efficacy outcomes was 0.001 (&lt;0.05), but the control group's was 0.122 (&gt;0.05). These findings imply that nursing moms' behavior and self-efficacy are significantly impacted by teaching packages on breastfeeding procedures delivered by video and booklet medium. In particular, compared to the control group that did not get the intervention, the treatment group, who did receive the intervention, exhibited improved behavior and greater levels of self-efficacy.

Development of Android-Based Learning Media in Film Production Management Subjects at SMK Negeri 4 Padang

The learning process for film production management at SMK Negeri 4 Padang is not optimal, this is due to several problems, namely the availability of learning media only in the form of printed books that students borrow from the school library. This causes students to lack understanding of the learning material and are less motivated to study and causes students' grades to be low according to the data obtained that the students' KKM score is only 42.85%. The aim of this research is to develop valid and practical film production management learning media. The research method used in this research is development research (R&amp;D) with the ADDIE model which consists of 5 stages, namely analysis, development, design, implementation and evaluation at each stage. This research involved 35 class XI Broadcasting students who took part in film production management lessons. The results of this research are in the form of Android-based learning software which can be used as a complement to the learning process, especially in film production management subjects. This product has been tested for its validity level by several material experts and learning media experts and an average validity value of 86.07% was obtained. And the practicality test results from users, namely teachers and students, obtained an average practicality value of 85.02%.

Effectiveness of "SAFAL MATRUTV GATS" (Stunting alleviation by facilitation of antenatal-postnatal-interventions for low birth weight reduction) - A peer-led self-empowerment group at rural villages in Eastern Maharashtra: Protocol for a pragmatic cluster randomized controlled trial.

Stunting or chronic malnutrition has been one of the major challenges to mankind for ages. The trends from the National Family Health surveys are more or less stagnant with a huge failure of the public health systems to tackle the problem of malnutrition. Innovative approaches are needed to tackle malnutrition. This pragmatic cluster randomized controlled trial (CTRI registration no. Trial REF/2023/08/071521) is planned to assess the effectiveness of a multifaceted antenatal and postnatal health educational intervention package implemented from the first trimester of pregnancy up to one year of infant age in reducing the rates of Low Birth Weight and improving the maternal-infant growth and developmental indicators in a cohort of rural pregnant women as compared to existing standards of care. Implication - The study emphasizes the importance of an ongoing continuum of care during the first 1000 days for effective birth weight, preventing malnutrition, and fostering infant growth and development as its programmatic pathway to impact. We anticipate that the intervention will complement the existing health programs and will be implemented through the grassroot-level workers along with a community peer named "Safalta Tai" enabling community ownership of the intervention. It also has a robust inbuilt monitoring and evaluation system through participatory action research for making it scalable and sustainable beyond the implementation period. The program leverages on the existing goverment programs like the poshan abhiyaan and the digital health mission. It has the potential to be incorporated in the exsiting health infrastructure without any additional resources and scaled up if found effective in reduction of low birth weight which is an important determinant of stunting in under five children.

An Original Remote Digital Serious Game for Neonatal Resuscitation Training: New Opportunities from COVID-19 Era.

Background: The social restrictions imposed by the COVID-19 pandemic have disrupted traditional teaching methods and encouraged the development of innovative and safer approaches based on distance learning. Among these novel techniques, digital game-based learning (DGBL) is a method that facilitates learning through the efficient use of interactive software tailored to the user. Methods: In this work, we investigated the effectiveness of the DGBL methodology for remote training using a game-based digital learning software designed about remote neonatal resuscitation. The DGBL approach was validated in 52 anesthesiologist trainees and compared to a homogenous retrospective control group of pediatric trainees with the same prior knowledge, who followed an in-person training course using the digital serious game. Scores obtained during each game session are recorded and used to assess progress in knowledge of the flowchart, decision time, timing of assisted ventilation, and ability to check equipment. Results: The results confirmed the effectiveness of the remote training mode for each of the analyzed features, whereas no statistically significant advantages of using a supervised DGBL were found. Conclusion: In conclusion, the DGBL remote training approach is a valuable tool that can provide users with an interactive, effective, and enjoyable learning experience. Future developments will concern the implementation of multiplayer versions to stimulate interaction between users for the development of inter-professional and teamwork skills.

Machine learning software for optimizing SME social media marketing campaigns

Machine learning software for optimizing SME social media marketing campaigns

Development of Learning Media Applications using a Smartphone

Background and objectives: Learning management that is consistent with learning in the 21st century requires designing teaching methods so that teachers, the teaching process, and the learning process are related. The use of smartphones is a teaching medium and packages of programs are packaged into smartphone applications. It is another method that is widely used today. The objectives of this research are: 1) to develop a learning media application Using a smartphone 2) to evaluate the quality of learning media applications using the developed smartphone 3) to assess user satisfaction with the learning media application Using the developed smartphone. Research methods: The tools used are 1) learning media applications. using a smartphone in this research, the researcher has a 5-step process which consists of the Analysis stage (Analysis), program design stage (Design), development stage (Development), experiment stage (Implementation), evaluation stage (Evaluation) 2) Quality assessment form for learning media applications on devices. Move The evaluation of the application was divided into 2 aspects: technical quality and content of the application by 3 experts and 3) a user satisfaction questionnaire of 60 people. The sample group was General science students Faculty of Education and Human Development Statistics used mean and standard deviation. Research results: The research results showed that 1) learning media applications were obtained. using a smartphone 2) learning media applications using a smartphone technical quality and content of the application Overall it is at a high level. And 3) users are satisfied with the learning media application. using a smartphone Overall it is at a high level. Conclusion: Development of learning media applications using a smartphone It is the development of teaching media in the form of a smartphone application. Having content to understand the work can help to have more skills in learning science. Application quality analysis results Evaluated by 3 experts it was found that the quality assessment results were at a high level. Results of satisfaction assessment of learning media applications using a smartphone Overall, it is at a high level.

Beyond the debut: unpacking six years of Hypotension Prediction Index software in intraoperative hypotension prevention - a systematic review and meta-analysis.

Intraoperative hypotension (IOH) during general anesthesia is associated with higher morbidity and mortality, although randomized trials have not established a causal relation. Historically, our approach to IOH has been reactive. The Hypotension Prediction Index (HPI) is a machine learning software that predicts hypotension minutes in advance. This systematic review and meta-analysis explores whether using HPI alongside a personalized treatment protocol decreases intraoperative hypotension. A systematic search was performed in Pubmed and Scopus to retrieve articles published from January 2018 to February 2024 regarding the impact of the HPI software on reducing IOH in adult patients undergoing non-cardio/thoracic surgery. Excluded were case series, case reports, meta-analyses, systematic reviews, and studies using non-invasive arterial waveform analysis. The risk of bias was assessed by the Cochrane risk-of-bias tool (RoB 2) and the Risk Of Bias In Non-randomised Studies (ROBINS-I). A meta-analysis was undertaken solely for outcomes where sufficient data were available from the included studies. 9 RCTs and 5 cohort studies were retrieved. The overall median differences between the HPI-guided and the control groups were - 0.21 (95% CI:-0.33, -0.09) - p < 0.001 for the Time-Weighted Average (TWA) of Mean Arterial Pressure (MAP) < 65mmHg, -3.71 (95% CI= -6.67, -0.74)-p = 0.014 for the incidence of hypotensive episodes per patient, and - 10.11 (95% CI= -15.82, -4.40)-p = 0.001 for the duration of hypotension. Notably a large amount of heterogeneity was detected among the studies. While the combination of HPI software with personalized treatment protocols may prevent intraoperative hypotension (IOH), the large heterogeneity among the studies and the lack of reliable data on its clinical significance necessitate further investigation.

Immersive learning platforms: analyzing virtual reality contribution to competence development in higher education—a systematic literature review

BackgroundThis study evaluates the effectiveness and pedagogical integration of Virtual Reality (VR), exploring its application in various educational contexts. In this systematic literature review, the role of virtual reality in enhancing competency development within higher education is examined.MethodsThe search was conducted in two databases (Scopus and Web of Science) following the PRISMA method guidelines. Inclusion criteria were limited to studies that used virtual reality as a tool within the classroom, analyzing the competencies developed through its application.ResultsOut of the 1,671 articles retrieved, 61 full texts were selected for review, resulting in 27 academic articles published in the last five years. The findings highlight the capacity of virtual reality to foster interpersonal skills while simultaneously addressing the challenges of its integration.DiscussionThe adoption of Virtual Reality (VR) in higher education is notable for its immersive learning experiences. Despite VR’s significant contribution to education, its widespread integration faces challenges, including the high costs of VR technology and the lack of specialized educational software, which limits its accessibility across various academic disciplines.ConclusionThe advent of global technological advancements has unveiled numerous opportunities within the educational sector, with VR emerging as a transformative technology that offers immersive learning experiences, propelling educational methodologies beyond traditional boundaries. Through this SLR, it becomes evident that the application of VR in education transcends mere knowledge transfer, facilitating the development of critical competencies.Systematic review registrationhttp://bit.ly/3SyKPhv.

A PHENOMENOLOGICAL STUDY ON THE 30-MINUTE READING INTERVENTION PROGRAM

The research aimed to examine the conduct of the 30-minute reading intervention program in the selected secondary schools of Davao de Oro Division. Further, this undertaking aimed at knowing the experiences of the students and the teachers, the problems encountered, mechanisms used in coping with the problems experienced, and the best practices developed conducting the reading program. It employed a qualitative research design specifically phenomenological study. Using validated interview guide questions, the researcher conducted an in-depth-interview among the selected reading teachers and reading specialists of Davao de Oro Division. The results of the study revealed that teachers’ experiences in the conduct of the reading program varied such as dwindling interest of the students, reading program not implemented, students getting bored, students improving in reading, problem with reading materials. With these experiences, teachers have made preparations to effectively conduct the program like equipping the teachers first, set the tone for the program, prepare learning materials and ask students to do advance reading which led to positive results and many inspiring experiences like program good for the students because they have seen that students improved and learned. It also revealed that the commonly encountered problems were the lacking of participation of the teachers, denial of non-readers in their condition, support from parents, time allotment for the program, poor comprehension, unmanageable number of students, and lack of reading materials. As they have experienced such problems and difficulties, the mechanisms used were involvement of concerned individuals, introduce interventions, improve vocabulary, individualized session, introduce varied teaching strategies, and provide learning materials. To some extent, the best practices revealed the usage of different strategies, adoption of slow readers, make reading opportunity regular, on time conduct of reading program, make reading part of the class program and existence of reading corners in the classroom. The recommendations suggested that teachers must embrace the importance of reading preparations, and set the tone of the program to avoid technical errors and discrepancies. Proper trainings and workshops implementing effective reading strategies should be done to cater the students’ reading needs and difficulties. Lastly, a strong support system among the school administrators, parents, and stakeholders in terms of reading needs. KEYWORDS: Reading Program, Phenomenological Study

Fish Acoustic Detection Algorithm Research: a deep learning app for Caribbean grouper calls detection and call types classification

In this paper, we present the first machine learning package developed specifically for fish calls identification within a specific range (0–500Hz) that encompasses four Caribbean grouper species: red hind (E. guttatus), Nassau (E. striatus), yellowfin (M. venenosa), and black (M. bonaci). Because of their ubiquity in the soundscape of the grouper’s habitat, squirrelfish (Holocentrus spp.) sounds along with vessel noise are also detected. In addition the model is also able to separate grouper species call types. This package called FADAR, the Fish Acoustic Detection Algorithm Research is a standalone user-friendly application developed in Matlab™. The concept of FADAR is the product of the evaluation of various deep learning architectures that have been presented in a series of published articles. FADAR is composed of a main algorithm that can detect all species calls including their call types. The architecture of this model is based on an ensemble approach where a bank of five CNNs with randomly assigned hyperparameters are used to form an ensemble of classifiers. The outputs of all five CNNs are combined by a fusion process for decision making. At the species level, the output of the multimodel is thus used to classify the calls in terms of their types. This is done by species specific deep learning models that have been thoroughly evaluated in the literature on the species concerned here, including transfer learning for red hind and yellowfin groupers and custom designed CNN for Nassau grouper, which has a greater number of known call types than the other species. FADAR was manually trained on a diversity of data that span various regions of the Caribbean Sea and also two recorder brands, hydrophone sensitivities, calibrations and sampling rates, including a mobile platform. This strategy has conferred FADAR substantive robustness to a diversity of noise level and sources that can be found in the grouper calls frequency band such as vessels and marine mammals. Performance metrics based on sensitivity (recall) and specificity showed the same performance level for both balanced and unbalanced datasets and at locations not used in the training set.

Multimedia Human-Computer Interaction Technology in Preschool Education

With the increasing of computing and network technology, there has been a rise in children's educational and entertainment software. However, these software applications depend on mouse and keyboard input, which may be tedious and challenging for children. Moreover, these applications fail to capture the interaction between users and computers. This study proposes design principles for children's human-computer interaction based on children's cognitive, psychological, and physiological attributes, and outlines a framework accordingly. The framework integrates natural human-computer interaction technologies, such as physical operation interface, gesture interaction, low-level semantics-based human-computer interaction, and high-level semantics-based human-computer interaction, with the aim of facilitating seamless and intuitive interaction between children and computers. Finally, the results demonstrating the feasibility and effectiveness of the proposed human-computer interaction technology as a child-centered virtual reality application tool.

Descriptive Analysis of Reading Comprehension Level of Grade 7 Students: Basis for a Reading Program

Descriptive Analysis of Reading Comprehension Level of Grade 7 Students: Basis for a Reading Program

An analysis of turn-taking behaviors of Japanese learners of English in videoconferencing discussions

To successfully interact in a new language, learners must effectively take turns and manage the floor. Expectations and rules for turn-taking can differ between languages, making this more than a question of grammatical proficiency and vocabulary acquisition. In addition, the increased use of videoconferencing software in education and beyond makes learning to manage the floor in virtual spaces a useful skill for everyone, including language learners. To analyze the turn-taking behaviors of first language (L1) speakers of Japanese using English in videoconferencing interactions, three classes of first-year university students with intermediate level English skills were selected to have their in-class videoconferencing discussions recorded. Three of the recorded discussions were selected and analyzed to identify turn-taking behaviors and to analyze the techniques that influenced the speakers’ ability to succeed. Participants were observed to leave long gaps between speakers at turn transitions and rarely extended discussion topics to include multiple turns per speaker. There were three behaviors that were observed that helped some participants to reduce the gap between speakers. Clearly marking the end of a turn, energetic use of verbal backchannels, and comfort with unintentional overlap all seemed to be correlated with improved transition speed. Increased use of questions did lead to some topics being discussed beyond a single turn per speaker, but the difference was relatively small.

Learn with M.E.—Let Us Boost Personalized Learning in K-12 Math Education!

The traditional educational system, in certain aspects, limits personalized learning. This is mainly evident in the fact that average students, who do not have any learning difficulties, are required to solve the same tasks from the same textbook in the same order. Artificial intelligence and other smart learning tools present great opportunities for implementing a personalized learning system. Our previous surveys and literature reviews also show that educators see the greatest potential in personalized education for the assimilation of artificial intelligence into education. In this context, we have developed educational software called “Learn with M.E. as Math Educator”, which facilitates more personalized teaching of basic mathematical operations. This study presents the structure and operation of this application. We tested the usability of the software in several institutions. Our research target group consists of elementary school students, specifically those aged 11–15. This article provides a detailed overview of the accuracy and educational outcomes of the completed application. We evaluated the application and its effectiveness using both qualitative and quantitative methods. Our research design combined elements of educational technology development and effectiveness assessment. To evaluate student performance, we employed a control group methodology. Data were analyzed by comparing test results between students using the software and those receiving traditional instruction. We examined user satisfaction through survey questionnaires. Teachers’ opinions were gathered through structured interviews, and their responses were categorized using a SWOT analysis. The findings indicated that the use of the software significantly improved students’ mathematics performance compared to the control group. Students provided positive feedback on the software’s user interface, describing it as user-friendly and motivating. Teachers regarded the software as an effective educational tool, facilitating differentiated instruction and enhancing student engagement. The results suggest that digital educational tools, such as the developed software, can provide substantial added value in education.

Using Deep Learning to Distinguish Highly Malignant Uveal Melanoma from Benign Choroidal Nevi.

Background: This study aimed to evaluate the potential of human-machine interaction (HMI) in a deep learning software for discerning the malignancy of choroidal melanocytic lesions based on fundus photographs. Methods: The study enrolled individuals diagnosed with a choroidal melanocytic lesion at a tertiary clinic between 2011 and 2023, resulting in a cohort of 762 eligible cases. A deep learning-based assistant integrated into the software underwent training using a dataset comprising 762 color fundus photographs (CFPs) of choroidal lesions captured by various fundus cameras. The dataset was categorized into benign nevi, untreated choroidal melanomas, and irradiated choroidal melanomas. The reference standard for evaluation was established by retinal specialists using multimodal imaging. Trinary and binary models were trained, and their classification performance was evaluated on a test set consisting of 100 independent images. The discriminative performance of deep learning models was evaluated based on accuracy, recall, and specificity. Results: The final accuracy rates on the independent test set for multi-class and binary (benign vs. malignant) classification were 84.8% and 90.9%, respectively. Recall and specificity ranged from 0.85 to 0.90 and 0.91 to 0.92, respectively. The mean area under the curve (AUC) values were 0.96 and 0.99, respectively. Optimal discriminative performance was observed in binary classification with the incorporation of a single imaging modality, achieving an accuracy of 95.8%. Conclusions: The deep learning models demonstrated commendable performance in distinguishing the malignancy of choroidal lesions. The software exhibits promise for resource-efficient and cost-effective pre-stratification.

Student Teachers’ Knowledge of School-level Geometry: Implications for Teaching and Learning

&lt;p style="text-align:justify"&gt;This study aimed to assess the geometric knowledge of student teachers from a university in the Eastern Cape province of South Africa. The study used a sample of 225 first-year student teachers who completed school mathematics baseline assessments on a computer- aided mathematics instruction (CAMI) software. The study adopted a descriptive cross-sectional research design, using quantitative data to measure student teachers’ geometry achievement level, and qualitative data to explain the challenges encountered. The results show that student teachers exhibited a low level of understanding of school-level geometry. The low achievement levels were linked to various factors, such as insufficient grasp of geometry concepts in their secondary school education, difficulty in remembering what was done years ago, low self-confidence, and lack of Information and Communications Technology (ICT) skills along with the limited time for the baseline tests. These results suggest that appropriate measures should be taken to ensure that student teachers acquire the necessary subject-matter knowledge to teach effectively in their future classrooms.&lt;/p&gt;