Educational Performance Research Articles

Exploring the Impact of Zoning Education and Teacher Performance on Student Success in Kendari's Senior High Schools

Purpose of the Study: This research investigates the interplay between the educational zoning system, teacher performance, and student academic achievement in high schools. Given the increasing implementation of zoning policies in Indonesia’s education system, understanding their direct and combined effects on teacher performance and student outcomes is critical for shaping equitable and adequate education policies. Methodology: The study focuses on six high schools in Kendari City, employing a quantitative approach to analyze the relationships between zoning policies, teacher performance, and student achievement. Data were collected through surveys and analyzed using statistical tests, including multiple regression analysis, with a significance threshold of α = 0.05. Main Findings: The results indicate that the educational zoning system positively and significantly impacts student academic outcomes, with a significance value and a contribution of 10.00%. Similarly, teacher performance significantly influences student achievement, with a significance value and a contribution of 10.00%. However, the zoning system does not directly affect teacher performance, as indicated by a non-significant, contributing only 3.4%. When combined, the zoning system and teacher performance significantly influence student achievement (ρ = 0.001), underscoring the complementary nature of policy and teacher effectiveness in improving academic performance. Novelty/Originality of the Study: This study provides new insights into the nuanced relationship between zoning policies and education quality, emphasizing the critical role of teacher performance in mediating policy outcomes and highlighting the importance of integrating zoning reforms with teacher development programs to maximize their collective impact on student achievement.

Impact of Displaying Grades Vs. Not Displaying Grades on Academic Performance and Emotional Outcomes While Delivering Feedback Comments: A Longitudinal Study

ABSTRACT This study investigates the impact of displaying grades versus not displaying grades on student performance and emotions in secondary education, while keeping feedback comments constant. Using a longitudinal design, we examined intra-individual changes in performance and emotional responses among 99 students across four classroom groups as they experienced phases of grade display and non-display. Contrary to the notion of grades solely as detrimental, our findings reveal a complex relationship. Initially, grade display decreased performance and evoked negative emotions, but these effects dissipated over time, suggesting student adaptation. Our study highlights the significant impact of feedback comments, suggesting their importance independent of grades. These results call for a sophisticated understanding of grading practices, emphasizing longitudinal research to capture the evolving effects of grades and feedback. Practical implications for educators include maintaining stable grading practices and providing preparatory guidance to mitigate initial negative impacts, contributing to optimizing educational assessment strategies.

An Evaluation of Sports Nutrition Knowledge and Influencing Factors in NCAA Division III Athletes

Introduction: This study evaluated the sports nutrition knowledge of NCAA Division III (DIII) athletes, examining the influence of demographic and sport-specific factors. Nutrition is a critical component of athletic performance, recovery, and overall health, yet prior research indicates collegiate athletes often lack adequate nutrition knowledge. Methods: A total of 412 athletes, representing 17 different sports across endurance, power, and skill categories, completed the validated Abridged Nutrition for Sport Knowledge Questionnaire (A-NSKQ). The sample included freshmen through fifth-year senior athletes, predominantly Caucasian (85%). Results: The average A-NSKQ score was 17.1 out of 35 (48.9%), indicating suboptimal knowledge. Significant differences were found across multiple variables including sex (p=0.0018), class rank (p=0.0023), sport played (p<0.0001), and previous nutrition education (p=0.0011). A multiple regression analysis identified sport played (54%), class rank (16%), sex (13%), and prior nutrition education (11%) as significant predictors of A-NSKQ scores (R2 = 0.26, p < 0.01). Conclusions: These results highlight the need for targeted, evidence-based nutrition education in DIII programs. Future research should explore how improved knowledge influences dietary practices, athletic performance, and effective delivery of nutritional education.

Innovation and the Characteristics of Board of Directors on the Performance of Islamic Banks in Indonesia

This study examines how board characteristics and innovation affect the performance of Islamic banks in Indonesia. It analyzes panel data from 12 banks, observed from 2010 to 2020, using secondary data and quantitative methods. The results show that a board's educational background in business negatively impacts bank performance. In contrast, both board size and innovation have positive effects. Innovation also strengthens the positive link between a board's business education and bank performance. However, it does not moderate the effect of gender diversity on performance. Instead, it moderates the negative relationship between board size and performance. While providing valuable insights, this study is limited by data availability and its focus on the Indonesian Islamic banking sector. Future research should consider additional factors and a broader context to provide a more complete understanding. This can help guide the development of strategies and policies for Islamic banks. Additionally, exploring the role of regulatory frameworks and market conditions could offer deeper insights into the dynamics of bank performance. Received: 24 July 2024 | Revised: 18 November 2024 | Accepted: 24 December 2024 Conflicts of Interest The authors declare that they have no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution Statement Fhatimah Nur Prawati: Conceptualization, Validation, Investigation, Writing - original draft. Sepya Catur Wulandari: Formal analysis. Nur Wahyuningsih: Resources, Project administration. Samsul Rosadi: Methodology, Software, Writing - review & editing. Ade Setiawan: Supervision, Funding acquisition. Dewi Nurul Mardiana: Data curation, Visualization.

The Influence of Green Human Resource Management on Environmental Performance of Pre-School Education Through Environmentally Friendly Organizational Culture

This study aims to analyze the effect of Green Human Resource Management (GHRM) on the environmental performance of PAUD schools with an environmentally friendly organizational culture as a mediating variable. GHRM includes practices such as green recruitment, training, performance appraisal, and incentives that support environmental sustainability. An environmentally friendly organizational culture is defined as collective values, beliefs, and behaviors that support environmental initiatives in educational institutions. This study uses a quantitative approach with a survey method of educators and staff in a number of PAUD schools. Data were analyzed using Structural Equation Modeling (SEM). The results showed that GHRM has a significant influence on environmental performance, both directly and through an environmentally friendly organizational culture. This study contributes to academic literature and management practice, especially in supporting sustainability strategies in the education sector.

Harnessing machine learning for academic insight: A study of educational performance in Bhopal, India

Harnessing machine learning for academic insight: A study of educational performance in Bhopal, India

Wearable sensor-based real time monitoring system for physical education teaching and training

The comprehensive progress of mental and physical quality is majorly influenced by the college physical education, which is considered a part of the educational system. Developing a scientific and efficient evaluation index is significant to compute physical education teaching quality. The traditional methods of assessing performance in physical education often rely on subjective evaluations or delayed feedback from manual data collection. To overcome these challenges, a design based on a real-time monitoring system is introduced that leverages wearable biosensor technology to improve physical education teaching and training. Initially, some physiological indicators, namely heart rate, respiration rate, body temperature, and motion activity, were recorded and analysed to provide individualized insights into physical performance. Data pre-processing is performed using a median filter to reduce noise and Z-score normalization to standardize the input dataset. Key features are extracted using Fast Fourier Transform (FFT), enabling the identification of critical performance metrics. A Rat Swarm Optimized Efficient Random Forest (RSO-ERF) algorithm was introduced to enhance classification accuracy and optimize system performance. Experimental results demonstrate the proposed system’s effectiveness in providing real-time feedback, identifying individual fitness levels, and supporting adaptive teaching strategies. The increased system’s analysis tendency allows for customized training regimens, ongoing feedback, and improved physical health metrics monitoring. It also gives educators the ability to make data-driven decisions, encourage safety, and improve the educational experience for athletes and students. The findings underscore the potential of wearable biosensor technology combined with advanced algorithms in transforming physical education methodologies for improved engagement and performance outcomes.

Student physical education teaching achievement test incorporating biomechanics analysis via decision tree algorithm

In the context of China’s economic growth, building a “sports power” is crucial. With the Internet’s development, the nation focuses on physical education curriculum and students’ test results. Currently, Chinese students’ physical education achievements are mainly evaluated by storage, inquiry, and basic statistics. Digital mining is under - utilized, leaving much data unexplored. But digital education’s progress has brought educational data to the fore, enabling schools to find value and patterns for better teaching decisions. In this case, this paper delves into the integration of biomechanics analysis into the assessment of student physical education teaching achievements. Biomechanics offers invaluable insights into the mechanical aspects of human movement during physical activities. By examining biomechanical factors such as joint angles, muscle forces, and movement velocities during various sports, a more profound understanding of students’ physical capabilities and performance can be achieved. Taking the physical test results of students in a specific school as a case study, this research employs data mining technology to explore the rich dataset. The optimized decision tree algorithm is then utilized to analyze the biomechanics - related data. This algorithm enables the identification of key factors that influence students’ physical test outcomes. For instance, it can pinpoint how a student’s running gait mechanics, including stride length, frequency, and leg - muscle activation patterns, affect their performance in track - and - field events. Through this comprehensive approach, the paper not only aims to uncover hidden information within the physical test data but also to elucidate the intricate interplay between biomechanics and students’ overall physical education performance. By dissecting the factors that influence physical test results from a biomechanical perspective, this study provides actionable insights for enhancing physical education teaching methods. Educators can leverage these findings to design personalized teaching programs that cater to the unique biomechanical characteristics of each student, thereby optimizing the effectiveness of physical education and promoting students’ physical development and athletic performance.

Perceptions of Work–Family–Engineering Relationships Among Employed Female Engineers in Yemen: A Survey Study

Work–family conflict (WFC) is a worldwide and timeless dilemma that negatively and significantly impacts the performance of employees, families, and organizations. It intensifies when the career is engineering, the employee is female, and the job environment requires heavy-duty and field tasks. The present study investigates the WFC in an engineering environment for female engineers and studies many women-related issues in Yemen. Three questionnaires targeted 130 female engineer graduates, 60 senior engineers, and 20 female engineers’ husbands. The results indicated that marriage is strongly and negatively correlated to educational performance, job opportunities, and job continuity. The present study suggests that, in conservative societies, disruptions from family-to-work are more pronounced compared to work-to-family. Several external factors, including low stipends, economic downturns, and political crises, have a negative impact on job opportunities and job spillover. A significant finding revealed that the average wage of female engineers in Yemen is USD 145, which is 3.822 times lower than that of their male counterparts. The survey results indicated that only single female engineers, but not married female engineers, are currently employed in the industrial and construction sector. Most female engineering graduates are working in jobs unrelated to engineering. Employed females face balancing professional responsibilities, household tasks, and social commitments. Society needs to implement policies that alleviate the pressure on women’s work and promote and support dual-earning couples to enhance family income. The present study recommends organizations offer flexible work schedules, allow remote work options, and create a healthy work environment to address the work–family imbalance, particularly in male-dominated environments.

Altruism, cooperativeness and academic achievement: a lab in the field experiment in French middle schools

ABSTRACT In this exploratory study, we investigate how altruism and cooperativeness are related to educational achievement. We run a lab in the field experiment with pupils from Middle Schools in Brittany, France, to study whether altruism and cooperativeness are correlated with educational success. Contrary to expectation, we find no significant relationship between cooperativeness and educational performance. In contrast, altruism is negatively related to academic achievement, but this relationship is gender-driven, as it is only significant for boys.

The impact of power posing on presentation performance and self-efficacy in higher education: An embodied cognition approach

ABSTRACT This study examined the effects of power posing on presentation performance, academic self-efficacy, perceived stress, and confidence among 54 undergraduate students using a randomised controlled design. Participants either practiced power poses or reviewed notes before delivering a 5-minute presentation. Results showed that power posing significantly improved presentation performance (p = .047, d = 0.554). Within-group analyses revealed significant improvements in self-efficacy (p < .001, d = 0.739) and stress reduction (p = .003, d = –0.627) for the power posing group. Self-reported confidence partially mediated the relationship between power posing and presentation performance. A potential moderating effect of gender approached significance (p = .051). These findings contribute to embodied cognition literature in educational contexts and suggest that brief power posing interventions may enhance students’ presentation skills and confidence. Future research should explore long-term effects, individual differences, and applications in diverse academic settings to further understand power posing’s potential.

Utilizing Peer Instruction to Enhance Academic Achievement and Active Learning in Business Education

Researchers are increasingly interested in evaluating and reshaping traditional teaching practices to implement more student-centered and active learning approaches in higher education. Peer Instruction (PI) has been recognized as an interactive teaching method that significantly impacts student learning by encouraging active participation in an engaging learning environment. This study examines the impact of Peer Instruction (PI) on improving academic performance and active learning in business education beyond its usual limits of application in scientific and numerical fields. This study compared the outcomes of students who engaged in PI with students who took traditional lecture-based classes in business courses. This research uses a quasi-experimental research design because it is not feasible to use a full experimental design because it is impossible to randomly select subjects. Empirical data, collected through pre-and post-tests, discussion prompts, and PI activities, demonstrated significant improvements in student engagement, cognitive processing, and performance in the PI group compared to the control group. Students who participate in PI report higher test scores and levels of engagement, underscoring PI's potential to foster deeper understanding, critical thinking, and active engagement. Despite the positive results, the study noted limitations such as a narrow focus on the class by one instructor and the absence of marked differences in conceptual understanding between the PI and individual study groups, then only tested academic achievement without engaging students' levels of critical thinking. Highlighting the effectiveness of PI in business education, this research calls for broader application and further investigation into the role of PI in enhancing active learning, suggesting future exploration into diverse academic areas, methodologies, and technological tools, as well as applying it to examine critical thinking and interaction students to deeper learning content.

Statistical study of regional differences in the educational potential of the population

Purpose: of the presented research is to characterize the educational potential of the population based on an integrated assessment of educational activities and the material, technical and information base of education in the subjects of the Russian Federation.Methods: the work used tabular and graphical methods of data representation, grouping, methods for calculating integral indicators, as well as the method of correlation and regression analysis.Results: the article examines the concept of the "educational potential" and systematizes it’s defining indicators. The characteristics of the main target indicators characterizing educational activities and the material, technical and information base of education in the subjects of Russia are given. The authors present the integral indicators characterizing educational activities and the material, technical and information base of education. On the basis of the integral indicator characterizing educational activity and determining the indicator of educational performance – the share of the employed population aged 15 years and older with higher education in the total number of employed population, the regression model is constructed. According to the results of the comparison of the integral indicators characterizing educational activities and the material, technical and information base of education in the regions of Russia, the leading and lagging subjects were identified. According to these indicators, the multidimensional grouping has been developed that characterizes the lag of subjects from the national average based on the values of the generalizing indicators.Conclusions and Relevance: the compiled ratings of the subjects of the Russian Federation on the integral assessment of the educational potential of the population can become the basis for the development of differentiated measures aimed at stimulating the development of education, as well as for evaluating the effectiveness of the implementation of relevant regional programs. The study of the Index of Educational activity and the index of the material, technical and information base of education will allow us to identify problem regions according to certain characteristics of education, since they can affect certain elements of the field of education. This will enable the Ministry of Science and Higher Education of the Russian Federation to respond more quickly to problems in this area in the regional context.

Pengaruh Fasilitas Pendidikan Terhadap Prestasi Kerja Guru dengan Semangat Kerja Sebagai Variabel Intervening

Sri Saniyah, 2024. The Influence of Educational Facilities on Teacher Work Performance with Teacher Work Morale as an Intervening Variable. Wijaya Putra University Postgraduate Program Surabaya. This type of research is explanatory research, the approach used is a quantitative approach, the research sample is 42 respondents. The analysis tool uses Smart PLS (Partial Least Square). Research objectives: 1) To describe educational facilities, work enthusiasm and teacher work performance at SMP Negeri 1 Torjun, Sampang Regency. 2) To test and analyze whether educational facilities have a significant effect on teacher work performance at SMP Negeri 1 Torjun, Sampang Regency. 3) To test and analyze whether teacher work enthusiasm has a significant effect on the work performance of teachers at SMP Negeri 1 Torjun, Sampang Regency. 4) To test and analyze whether educational facilities have a significant effect on the work spirit of teachers at SMP Negeri 1 Torjun, Sampang Regency. 5) To test and analyze whether educational facilities have a significant indirect effect on the work performance of teachers at SMP Negeri 1 Torjun Sampang Regency with work enthusiasm as an intervening variable. The research results show that: 1) Educational facilities have a significant effect on teacher work performance as evidenced by a p value of 0.039. 2) Educational facilities have a significant effect on work morale as evidenced by the p value of 0.002. 3) Teacher morale has a significant effect on teacher work performance as evidenced by a value of 0.001. 4) Educational facilities on teacher work performance with teacher work enthusiasm as an intervening variable have a significant effect with a p value of 0.040.

Occupational Performance in the Discipline of Occupational Therapy During COVID‐19 at a Public University in KwaZulu‐Natal

Introduction: The application of the person–environment–occupation–performance (PEOP) model in occupational therapy education offers valuable insights into the interaction between person, environment, and occupational factors and how these elements influenced the strategies used to adapt and navigate the transformation of health professions education during the COVID‐19 pandemic. This study explored how individual characteristics, contextual demands, and the nature of educational occupations shaped the adaptation and performance of educators and students.Materials and Methods: The study used a qualitative, exploratory research design at a public higher education institution (HEI) in South Africa, focusing on the occupational therapy program. Purposive sampling was used to recruit key participants (n = 44), including management, academic educators, clinical supervisors (academics), academic support educators, and occupational therapy students. Data collection occurred via the Zoom platform for 45–60‐min semistructured interviews. Thematic analysis, guided by the PEOP model, was employed to analyze qualitative data, which was recorded, transcribed, and coded using NVivo (Version 12 Pro). The study ensured trustworthiness and adherence to ethical principles.Results: The PEOP model was used as a framework to formulate the themes, namely, (1) person, (2) environment, (3) occupation, (4) occupational performance, and (5) occupational performance and participation. In the context of occupational therapy education, particular emphasis was placed on the adaptations and responses of educators and students as they navigated the demands of their educational occupations during the pandemic.Discussion: The curriculum underwent rapid adjustments, requiring theoretical instruction and clinical practice modifications. These changes posed significant challenges and highlighted pre‐existing gaps within HEIs, as experienced by educators and students.Conclusions: This study highlighted the importance of supporting optimal occupational performance among educators and students, emphasizing the necessity of providing adequate resources and support. This ensures the well‐being of educators and students, enabling effective engagement and participation as they navigate the evolving educational landscape.

Cognitive, Behavioral and Educational Outcomes in Children Aged 5-11 Years With Spina Bifida in Northern Ireland.

While improved medical and surgical care for children with pina bifida has improved their survival, some may have lower cognitive, behavioral and educational performance. The paper assesses the effect of spina bifida on cognitive, behavioral, and educational outcomes in 5-11 year olds. A cross-sectional study design was used where data were collected from parents/guardians and teachers using Behavior Rating Inventory of Executive Function, second edition (BRIEF2), Strengths and Difficulties Questionnaire (SDQ), and Teacher Academic Attainment Scale (TAAS). Nineteen parental and 13 teacher responses were received for children with spina bifida, and 8 parental and seven teacher responses for children without Spina Bifida. Overall, the majority of the sample were female. Children in both groups performed at a similar level across subscales of BRIEF2 with the exception of Working Memory. No group differences were found in SDQ scales as assessed by parents; teacher assessment of conduct problems. Hyperactivity/inattention and peer problems were higher for children with spina bifida. Anticipated matched analysis was not possible due to unequal number of participants between the groups. Children with spina bifida performed similarly as peers without spina bifida in all subjects across the curriculum with the exception of English, Mathematics, and History. Based on this small sample, a potential need for evidence-based interventions to assist children with spina bifida in the cognitive area of working memory and also in English, Mathematics and History is postulated. Larger longitudinal studies are required to confirm these findings.

Brazil-Portugal Comparison: Education, Health and Social Development in light of the Sustainable Development Goals.

to comparatively analyze the health, education and social development systems of Brazil and Portugal, their relationship with the Sustainable Development Goals and the Organization for Economic Cooperation and Development averages. exploratory and descriptive qualitative research, through documentary analysis. The indicators address health, education and social development, considering life expectancy, mortality, prevalence of chronic diseases, literacy, educational performance and poverty rates. indicate significant differences between countries. Portugal presents better indicators in life expectancy, educational quality and poverty rates, whereas Brazil faces greater challenges in chronic diseases and equity in access to healthcare services. the importance of public policies adapted to local realities and the need for a strategic vision for healthcare systems aligned with the Sustainable Development Goals, in addition to the need for continuous investments and integration of digital health for efficient and equitable systems, stand out.

Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment

Optimizing student writing performance in higher education: A quantitative study of teacher feedback and classroom environment

Environmental Performance in Higher Education and Green HRM: The Mediating Role of Organizational Citizenship Behavior

Environmental Performance in Higher Education and Green HRM: The Mediating Role of Organizational Citizenship Behavior

IMPLICAÇÕES FORMATIVAS PARA A ATUAÇÃO DE PROFESSORES DE QUÍMICA DA EDUCAÇÃO BÁSICA EM RELAÇÃO À TEMÁTICA RADIOATIVIDADE

TRAINING IMPLICATIONS FOR THE PERFORMANCE OF BASIC EDUCATION CHEMISTRY TEACHERS IN RELATION TO THE TOPIC OF RADIOACTIVITY. The training of Chemistry teachers in Brazil has been researched for a few decades and studies point out to training gaps that reverberate in teaching, especially in basic education. One of the contents covered in this step and which is part of the high school curriculum is radioactivity, which is related, among other things, to radiological and radioactive accidents that occur around the world. Thus, this research sought to investigate how the training provided to Chemistry undergraduates in the state of Goiás is in relation to the subject of radioactivity, since in 1987 a radiological accident occurred in Goiânia with a Cesium 137 source. This is a qualitative research, data were collected via questionnaire and the analytical technique used was discursive textual analysis (ATD). The results showed that due importance was not given to the radiological accident, since there is evidence of training gaps in relation to the topic of radioactivity in Chemistry degree courses in the state of Goiás, where the accident occurred, and the contents on radioactivity are either not addressed, or the approach is superficial. This fact directly impacts the teacher’s performance in basic education, when working on this content with their students.