Educational Success Research Articles

Revolutionizing Elementary Education: The Family Literacy Module - Boosting Reading Interest and Skills

Literacy is a crucial indicator of educational success. Despite its importance, literacy skills in Indonesia remain suboptimal, as evidenced by various studies and surveys. This research aims to develop a family literacy module designed to enhance elementary school students' interest and reading skills. This study employed the Research and Development (RD) framework using the Borg Gall ten-stage model. Participants included 69 parents and 28 students. Data were collected through observations, questionnaires, and tests to evaluate the module's effectiveness. The developed family literacy module significantly improved students' reading interests and abilities, demonstrating its effectiveness as an educational tool. The study's findings indicate that the family literacy module provides a practical solution for addressing low literacy levels among elementary school students. By engaging both students and parents, the module fosters a supportive reading environment, which is essential for literacy improvement. The family literacy module effectively enhances elementary school students' reading interests and skills, offering a promising strategy for literacy development in Indonesia. Future research should investigate the broader application of this module and assess its long-term impacts on literacy enhancement.

Student-teacher relationships and sense of academic futility: Longitudinal associations among early adolescents of immigrant and non-immigrant background.

Sense of academic futility entails feelings of having no control over ones' educational success. Although mounting evidence points to its negative consequences for students' educational outcomes, less is known about its socio-contextual antecedents. Relatedly, the current study explored how fair and supportive relationships with teachers are related to the sense of academic futility and if class belonging mediates this link in a sample of adolescents with immigrant and non-immigrant backgrounds. A total of 1065 seventh-grade students (Mage = 13.12; SD = 0.42; 45% girls) from 55 classrooms completed questionnaires at two time points 1 year apart. Results of multilevel analyses indicated that fair and supportive relationships with teachers contributed to decreases in sense of academic futility at the individual but not at the classroom level. No mediation or moderation effects emerged. These findings highlight the crucial role of democratic student-teacher relationships in supporting the positive school adjustment of all students in increasingly multicultural societies.

The Relationship Between College Interventions and First-Generation College Students’ Academic Success at a Large Urban Tier I Institution

ABSTRACT Success in higher education has been a challenge for many first-generation college students (FGCS). Unfortunately, higher education institutions have adopted the “one-size-fits-all” approach to addressing low retention and graduation rates. This approach is alarming because it does not address the specific constraints of academic success for FGCS. This study investigated how college interventions programs impact the academic success of first-generation college students. The results show that FGCS who participated in a first-year seminar or lived in on-campus student housing had higher GPAs than FGCS who lived off-campus. Overall, these findings highlight the influence of high-impact interventions on FGCS’ academic success.

1081-P: Success of Curriculum-Based Online Education at Improving Knowledge, Competence, and Confidence Related to Staging and Managing Type 1 Diabetes

1081-P: Success of Curriculum-Based Online Education at Improving Knowledge, Competence, and Confidence Related to Staging and Managing Type 1 Diabetes

Ethnoeducational Competence as an Important Element of Teacher Professional Development

The relevance of ethnoeducational competence in modern education is undeniable as it is a key element for successful teacher performance in a multiethnic and multicultural educational environment. The paper examines the concept of ethnoeducational competence and its role in teacher professional development. Key aspects of ethnoeducational competence are discussed, including the ability to adapt the educational process to various cultural and ethnic groups of students, building trustful relationships with students, integrating cultural aspects into educational material, and overcoming ethnocultural barriers. The significance of ethnoeducational competence is emphasized for creating an inclusive educational environment where every student can feel accepted and thrive academically. The paper also explores practical aspects of developing ethnoeducational competence in educational institutions, including training, workshops, pedagogical consultations, integrating ethnoeducational aspects into educational programs, and organizing intercultural events.

Fostering success in online English education: Exploring the effects of ICT literacy, online learning self-efficacy, and motivation on deep learning

Fostering success in online English education: Exploring the effects of ICT literacy, online learning self-efficacy, and motivation on deep learning

The effect of successful educational actions in transition from primary to secondary school.

While data show improvement in terms of educational access, dropout rates are significant in many countries. In Spain, 28% of students drop out of school without finishing secondary school, more than double the EU average. Thus, extensive research has shown the consequences of the dropout phenomenon, including negative effects on employment, welfare dependency, as well as health and emotional problems. The transition from primary to secondary education is a critical turning point. This situation worsens in the case of refugee and migrant minors who are refugees or with migrant backgrounds. Although there is strong evidence revealing the potential of SEAs to advance educational success for all in different contexts, no research has yet explored the effect of SEAs on enabling a successful transition from primary to secondary education, which could considerably impact decreasing dropout rates. Drawing on a qualitative case study of a secondary educational centre in Spain, this study analyses the impact of the implementation of three SEAs in key aspects related to primary-secondary transitions. Findings show how the systematic implementation of SEAs impacts the ease of the primary-secondary transition: positive relationships between the educational community are promoted, school connectedness across transition is strengthened, and academic support networks are enhanced. The study therefore suggests the benefits of SEAs as strategies that can enhance positive primary-secondary school transitions in terms of students' perception of belongingness, and academic performance.

Implementasi Pendidikan Inklusi di Sekolah Dasar: Tantangan Dan Strategi Efektif

This study aims to identify challenges and formulate effective strategies in implementing inclusive education in primary schools. A qualitative approach with descriptive methods was used to gain an in-depth understanding of the issue. Data were collected through observation, in-depth interviews and documentation involving school principals, classroom teachers, special mentor teachers and parents. The research findings show that the main challenges in implementing inclusive education are the lack of teachers' understanding and skills, limited facilities and infrastructure and resistance from parents. To overcome these challenges, several strategies were proposed, including continuous professional development and training for teachers, improving school facilities and infrastructure, and socialising and educating parents and communities. The case study of SD Negeri 13 Pandeglang shows that collaboration between the school, government and community can improve the acceptance and success of inclusive education. Support from the government in the form of clear policies and provision of adequate resources is also very important. In conclusion, with the right strategies and adequate support, inclusive education can be effectively implemented in primary schools, benefiting all students, including those with special needs.

Hopeful futures for refugees in higher education: cultivation, activation, and technology

This paper discusses hopeful futures for higher education and the use of technology in realising those futures through the lens of refugee education in Uganda. Through an analysis of qualitative research done with refugee students and teachers participating in a blended bridging programme designed to prepare students for entry and success in higher education, this paper explores the interplay between contingency and positions of hope for refugee students in relation to higher education and further assimilation into civic society. Two themes emerged from the analysis that suggested a prioritarian orientation for higher education to realise a more hopeful future. First, hope renders as an act of cultivation as refugee students become exposed to new concepts and develop confidence in relation to them. Second, digital technologies broaden the cultivation of hope towards greater civic participation, even if access to higher education is not achieved. Third, hope correlates to action not necessarily as a linear progressive trajectory but as a diligent watchfulness for positive possibility. The implications for higher education are that taking a prioritarian lens for refugees in educational design engages with the contingencies that impact all, placing the sector deliberately in search of positive possibility in its orientation and design.

Pendidikan Agama Islam bagi Anak dalam Keluarga

The family plays an important role in Islamic religious education for children. As the first environment for children, the family has a big influence in forming character, values and understanding of the Islamic religion in the family. This research aims to examine the role of parents and other family members in instilling Islamic values in children through daily practices at home. The research method used was literature study and participant observation on several Muslim family members. The research results show that the example of parents in the family, the habit of worship, and the creation of an Islamic environment in the family are key factors in Islamic religious education for children. Parents act as the main teachers by providing teaching, guidance, and facilitating children in studying the Koran and other religious practices. The support and involvement of all family members is very important in strengthening the internalization of Islamic values in children. This research concludes that the active role of the family determines the success of Islamic religious education for children from an early age.

Improving Students’ Argumentation Skills Using Dynamic Machine-Learning–Based Modeling

This study explores the potential of dynamic, machine learning (ML)-based modeling to enhance students’ argumentation skills—a crucial component in education and professional success. Traditional educational tools often rely on static modeling, which does not adapt to individual learner needs or provide real-time feedback. In contrast, our research introduces an innovative ML-based system designed to offer dynamic, personalized feedback on argumentation skills. We conducted three empirical studies comparing this system against traditional methods such as scripted and adaptive support modeling. Our results show that dynamic behavioral modeling significantly improves learners’ objective argumentation skills across domains, outperforming all established methods. The results further indicate that, compared with adaptive support, the effect of the dynamic modeling approach holds across complex (large effect) and simple tasks (medium effect) and supports learners with lower and higher expertise alike. This research has important implications for educational policy and practice; incorporating such dynamic systems could transform learning environments by providing scalable, individualized support. This would not only foster essential skills but also cater to diverse learner profiles, potentially reducing educational disparities. Our work suggests a shift toward integrating more adaptive technologies in educational settings to better prepare students for the demands of the modern workforce.

Augmenting Surveys with Social Media Data: A Probabilistic Framework for LinkedIn Data Linkage.

Introduction & BackgroundLinkedIn, with its extensive global network of over 900 million members across more than 200 countries, presents a unique repository for examining labour market dynamics, professional development, and the impact of social networking on employment opportunities. Despite its potential, LinkedIn's wealth of data on professional trajectories, skills, and labour market outcomes remains largely untapped in survey research due to challenges in data collection. Objectives & ApproachThis paper introduces a novel methodology for integrating LinkedIn data with survey responses using data from the fourteenth wave of the Innovation Panel (IP14) of Understanding Society: The UK Household Longitudinal Study (UKHLS), conducted in 2021. In IP14, we probed the extent of LinkedIn usage among the UK population and assessed users' willingness to link their LinkedIn profiles with their survey responses. Those consenting to link their accounts were asked for specific details — namely their first and last names, employer, and job title — to enable profile identification on LinkedIn. Faced with the unavailability of a unique platform identifier and the cessation of LinkedIn’s API, this information was crucial for matching profiles accurately. We crafted a framework using PhantomBuster for ethical data extraction and a probabilistic string-matching technique to ensure precise linkage between survey responses and LinkedIn profiles. PhantomBuster, a cloud-based tool, efficiently scrapes dynamic content using JavaScript in a headless browser environment, sidestepping IP-related restrictions while adhering to website terms of service. It streamlines the data collection process. Identified profiles were subjected to an iterative probabilistic string matching, using respondent-provided metadata alongside supplementary data, to maximize the accuracy of matching the profiles to our survey participants. Relevance to Digital FootprintsThe described method advances digital footprint research in data collection and linkage. It automates the retrieval of vast online data sets; compiles information efficiently in an organized format; saves time and labour by mechanizing monotonous tasks; circumvents platform-imposed IP restrictions; and imposes fewer barriers to entry as it requires less technical skill than other scraping tools like Selenium. Conclusions & ImplicationsThis approach not only facilitates the precise identification and collection of LinkedIn profile data but also sets a precedent for ethical considerations in web scraping practices. By documenting this methodology, we aim to equip researchers with a scalable and replicable tool for future studies, enriching the analysis of labour market outcomes and the interplay between formal education, informal training, and professional success through the integration of LinkedIn and survey data.

Strategies for Teaching Speaking Skills According to Behavioral Theory in the Intensive Programs l Astiratijiyah Ta’lim Maharat al-Kalam ‘ala Dau' al-Nazariyah al-Sulukiyah fi al-Barnamaj al-Mukatsaf

Education plays an important role in human behavior to improve the quality of life, so there must be mature thought for the success of education. To produce a good education there needs to be an educational strategy, therefore an educational strategy is very important. This study aimed to reveal the forms of strategies for teaching speaking skills in terms of behavioral theory in the intensive program and reveal the contribution of implementing speaking skills teaching strategies in intensive programs at the Darussalam Banyuwangi Islamic Religion Institute. In this study, researchers used a qualitative approach and methodology as a case study in the Arabic Language Education Department. Used for collecting teacher and student interview data in the Intensive Program, classroom and outside classroom observations and documentation. Using interactive data analysis. The method of checking the validity of the data is by triangulation of theory and sources. The results of this study in essence are: (1) The strategies for teaching speaking skills in the perspective of behavioral theory in the intensive program are strategies of repetition and memorization, storytelling strategies, strategies for presenting modern topics, and strategies for creating an artificial Arabic environment. (2) The contribution of implementing speaking skills teaching strategies in the intensive program is the high demand for teaching Arabic and the ease of teaching Arabic, and the Institute has become famous for Arabic.

Pengawasan Dalam Lembaga Pendidikan Islam Di Indonesia

PAI teachers now also determine the direction and quality of Islamic religious education in schools in the digital era. This article aims to provide information and inspiration for PAI teachers in general and in particular about how to adapt to changing times, especially in the digital era. They are interested in learning how they can continue to contribute and hone their skills. Performance research is a type of quantitative research that collects information through documentation, interviews and observations. The findings of this research indicate that Islamic religious education teachers are in a position to strategically influence the success of Islamic religious education as well as in planning, implementing and evaluating teaching.

How undergraduate students learn: uncovering interrelationships between factors that support self-regulated learning and strategy use

Being an effective learner is an important pillar supporting success in higher education and beyond. This research aimed to uncover the extent to which undergraduate students use a set of commonly researched learning strategies, as well as to understand how learning strategy usage relates to key self-regulation factors proposed in influential models of self-regulated learning. Undergraduate students from New Zealand (N = 140) were recruited through course management systems, social media, and campus posters. Data were analysed using correlation and multiple regression. Results show that students reported using more learning strategies that are relatively effective than learning strategies that are somewhat less effective. In addition, effort regulation and student engagement were the most consistent predictors of both learning strategy use and self-reported academic achievement. Building on these findings, this research provides important new insights into the associations between learning strategy usage and pivotal factors that support effective self-regulated learning and academic achievement. As we highlight in the article, these insights have key implications for advancing theory and research on self-regulated learning.

Analyzing Test Performance of BSIT Students and Question Quality: A Study on Item Difficulty Index and Item Discrimination Index for Test Question Improvement

This study presents a comprehensive assessment of the test performance of Bachelor of Science in Information Technology (BSIT) students in the System Integration and Architecture (SIA) course, coupled with a meticulous examination of the quality of test questions, aiming to lay the groundwork for enhancing the assessment tool. Employing a cross-sectional research design, the study involved 200 fourth-year students enrolled in the course. The results illuminated a significant discrepancy in scores between upper and lower student cohorts, highlighting the necessity for targeted interventions, curriculum enhancements, and assessment refinements, particularly for those in the lower-performing group. Further examination of the item difficulty index of the assessment tool unveiled the need to fine-tune certain items to better suit a broader spectrum of students. Nevertheless, the majority of items were deemed adequately aligned with their respective difficulty levels. Additionally, an analysis of the item discrimination index identified 25 items suitable for retention, while 27 items warranted revision, and 3 items were suitable for removal, as per the analysis outcomes. These insights provide a valuable foundation for improving the assessment tool, thereby optimizing its capacity to evaluate students' acquired knowledge effectively. The study's novel contribution lies in its integration of both student performance assessment and evaluation of assessment tool quality within the BSIT program, offering actionable insights for improving educational outcomes. By identifying challenges faced by BSIT students and proposing targeted interventions, curriculum enhancements, and assessment refinements, the research advances our understanding of effective assessment practices. Furthermore, the detailed analysis of item difficulty and discrimination indices offers practical guidance for enhancing the reliability and validity of assessment tools in the BSIT program. Overall, this research contributes to the existing body of knowledge by providing empirical evidence and actionable recommendations tailored to the needs of BSIT students, promoting educational quality and student success in Information Technology.

E-learning platforms in ideological and political education at universities: students’ motivation and learning performance

BackgroundThe study aimed to examine the impact of using the MOODLE e-learning platform in ideological and political education on Chinese students’ motivation and academic performance.MethodsThe study involved 447 students from China-based universities (the experimental group − 232 students who studied using electronic educational platforms, and the control group − 215 students who used no digital technologies in their learning). The following methods were used: Measuring the need to achieve success among students; T. I. Ilyina’s method for studying motivation to study at university; Method for studying student success motivation; Method for studying the motives of students’ educational activities; Method for determining the main motives for choosing a profession (E. M. Pavlyutenkov); Motivation of learning activities: Levels and types (I. S. Dombrovskaya). Students’ academic performance was assessed by testing in the studied disciplines at the beginning and end of the study.ResultsAs a result, the significance of the motivational component in achieving the success of ideological and political education and the impact on students’ motivation to use e-learning platforms is theoretically substantiated.ConclusionsIt has been confirmed that using e-learning platforms in ideological and political education helps increase student motivation and academic performance.

Libyan Parents’ Attitudes Towards Bilingualism

In our globalized world, the demand and desire to Learn English is increasing. In Benghazi, individuals seek different educational institutions to enhance their English. Some parents choose to enrol their children in bilingual schools that provide education in both English and Arabic. The success of such education is influenced by a myriad of factors. One influential factor is attitudes towards bilingualism and bilingual education. Thus this study aims at exploring the attitudes of 119 parents whose children study at two bilingual schools in Benghazi. A questionnaire that consisted of 16 items was used to gage parents’ attitudes. The data collected was analysed using descriptive statistics including the mean and standard deviation. The statistical results illustrated that parents have positive attitudes towards bilingualism.

Transforming Challenges to Victories: An Inquiry on Transformational Leadership of School Leaders in the Public Elementary Schools

This study narrated the lived experiences of school heads in public elementary schools on transformational leadership. This employed qualitative phenomenological research. Ten transformational school leaders as participants, provided rich narratives that coalesced around three primary themes: fostering shared vision, setting high expectations and motivation, and innovative teaching practices. Alongside, coping strategies for the challenges associated with transformational leadership revealed three major themes: individualized support, collaboration and team building, and continuous professional development. Furthermore, the study identified two overarching learning insights derived from school heads' lived experiences: the need of emotional and mental well-being support. The Department of Education officials are urged to leverage the study's findings to refine its leadership programs and cultivate a leadership culture that aligns with contemporary educational needs and aspirations. Teachers, in turn, should understand the impact of transformative leadership style, be inspired with this approach, and appreciate that this could contribute to their growth, job satisfaction, and adaptability. Finally, school leaders must embrace transformational leadership approach. This approach not only fosters a positive and dynamic work culture but also contributes to improved teacher performance, student achievement, and overall educational success within the school community.

Long-term effects of early life rainfall shocks on foundational cognitive skills: Evidence from Peru

Global warming is changing precipitation patterns, particularly harming communities in low-and-middle income countries (LMICs). Whilst the long-term effects of being exposed to rainfall shocks early in life on school-achievement tests are well-established, there is little population-based evidence from LMICs on the mechanisms through which these shocks operate. Executive functions (EFs) are key for children’s learning abilities. This paper analyses the effects of early exposure to rainfall shocks on four foundational cognitive skills (FCSs), including EFs that have been found to be key predictors of educational success. These skills were measured via a series of tablet-based tasks administered in Peru as part of the Young Lives longitudinal study (YLS). We combine the YLS data with gridded data on monthly precipitation to generate monthly, community-level rainfall shock estimates. The key identification strategy relies on temporary climatic shocks being uncorrelated with other latent determinants of FCSs development. Our results show significant negative effects of early life exposure to rainfall shocks on EFs—especially, on working memory—measured in later childhood. We also find evidence of rainfall shocks decreasing households’ abilities to invest in human capital, which may affect both FCSs and domain-specific test scores. Finally, there is suggestive, but not conclusive, evidence that a conditional-cash-transfer program providing poor households with additional financial resources might partially offset the effects of the rainfall shocks.