Advancement Of Education Research Articles

Effectiveness of eLearning for educational advancement in selected universities in Nairobi City County, Kenya: The role of gender-based factors

eLearning has provided a favourable education platform for access to timely, quality, and cost-effective education advancement in Kenyan universities. It has not, however, achieved its expected potential and suffers numerous challenges that affect its full implementation. A notable challenge is its effectiveness in catalysing educational advancement by enhancing transition and completion rates in various academic programs. This study aimed to assess the gender disparities that influence the effectiveness of eLearning in select universities. The indicators for effectiveness were defined as the functionality of the eLearning Management Systems (ELMS), benefits accrued from eLearning, and progression and completion rates in the programs offered under eLearning. This was a descriptive study using multistage sampling with a sample size of 395 students and 32 KII. The questionnaire, key informant interview guide, and content analysis were used as the data collection tools. Data was quantitatively and qualitatively analysed. Analysis of the ELMS found that the instructor’s availability and guidance on inline interaction was the most effective functionality of ELMSs with means of 4.10 and 4.31 for males and females, respectively. The least concern was the provision of technological devices for eLearning, 3.49 and 3.42, for males and females respectively. There was notable gender disparity in information received during course registration, protection of student data, academic progress data, and support by technical staff. The composite means were 3.81 and 4.01 for males and females respectively. Most females (3.92) found that simplification of e-materials was the most important enabler for eLearning whereas males (3.68) stated that eLearning had improved their accessibility to educational advancement. The highest gender disparities influencing eLearning were the cost-effectiveness and availability of e-materials. These factors influenced completion rates which were slightly higher for males than females as previously reported. This study provides data that can be used to formulate gender-responsive policies that promote, enhance, and sustain the effectiveness of eLearning by minimizing gender-based disparities that would otherwise negatively impact educational advancement.

Advancing STEM education and research through preparing students with special interest in mathematics and science

This paper reports on the teaching of integrated STEM disciplines at the officially best school for creative and talented students of the Russian Federation. The paper shares how the success of this integration and the advancement of STEM education and research within the school is due to historical, cultural, and national practices of fostering creativity and giftedness at the pre-college level. Signature pedagogy of using concrete problems as a motivation for the study of abstract ideas is discussed. The merit of using traditional skills in mathematics in the digital era is demonstrated in the integrated context of entrance examination to the school and the modern-day digital technology. Several examples of research-oriented projects completed by the students at the school are presented.

A survey of anaesthetic training logbook management among postgraduate students

BackgroundA logbook system is essential to ensure standardized competency in medical education. This survey will provide the first overview of our current logbook and can serve as an initial proposal for improvement to a more relevant and valuable tool to assess our postgraduate training programme.MethodsThis survey was conducted among all Universiti Kebangsaan Malaysia (UKM) anaesthetic trainees. The data for this survey was collected by using Google Forms. A link to the form was distributed to all UKM anaesthetic trainees. The survey questionnaire consisted of five sections, demographic data, strengths and weaknesses of logbook content, evaluation of logbook usage experience, perception of the feedback received regarding the logbook performance, and potential improvements that can be made.Results107 anaesthetic trainees participated in this study. All of the sections in the logbook were deemed relevant by more than 60% of the trainees except for the on-call section which was seen as relevant only by 37.4% of them. 53.3% agreed that the logbook is useful for learning during the course. However, only 43.9% of them perceived that the logbook was easy and convenient to use. Only 59 respondents received feedback regarding their logbook performance. The analysis of open-ended answers highlights the necessity of transitioning to a fully digitalized logbook system for easy accessibility. It also reveals the need to re-evaluate specific logbook contents and incorporate additional teaching and learning tools to enhance the overall training process. Moreover, the findings emphasize the importance of effectively implementing feedback mechanisms within the logbook system to optimize student learning.ConclusionServing as a foundational step towards developing a more efficient and structured educational tool, this research provides valuable insights for future advancements in medical education, particularly in anaesthesiology.

Empowering women in academia: navigating institutional dynamics, gender roles, and personal pursuits among female researchers in Norwegian higher education

ABSTRACT Numerous studies have documented the widespread marginalization of female scholars throughout their professional journeys in various societies. It has been noted that women in academia are not given the same opportunities as men when it comes to advancement into professorship, leadership roles, productivity in research, and salary. The personal pursuits and willingness of female researchers, including how they self-activated to negotiate with structural empowerment factors, have been largely ignored in literature. This article uses empowerment as an analytical lens to look at how career advancement and recognition of female researchers have been influenced by a mix of structural and individual factors. Empowerment is a motivating process that places power at the centre of its conception and results in increased competence, self-efficacy, self-confidence, self-esteem, and wellbeing. Therefore, empowerment is interpreted as cooperative and agreed-upon efforts by empowered agents to improve the career prospects of female researchers. This study explores the ways in which female researchers are empowered or disempowered as they advance in their careers, negotiating institutional policies and practices, gender roles, important relationships, and personal pursuits. Drawing upon interview data, this study intends to spark additional discussions and theoretical considerations on the intersections of gender, career advancement, and empowerment in higher education. It also asks for more culturally aware policy adjustments to empower female researchers inside the institution.

Students’ perceptions towards project-based learning: A Vietnamese case study

Project-based Learning (PBL) is a process related to foster students’ knowledge and understandings via learning activities. PBL approach has been officially adopted and implemented at Thu Dau Mot University (TDMU), Vietnam since 2018, but it has not been working effectively in the Faculty of Foreign Languages when it comes to complaints from English-majored students. Conducted both quantitatively and qualitatively through the tools of a questionnaire and interviews, the current study aims at exploring the opinions of 165 university students majoring in English towards PBL activities in Vietnam. The descriptive study uses statistical and document analyses to gain a deep insight into students' responses with reference to both motivational and demotivational factors towards PBL application at the university. The current study reveals that most English language students at TDMU have a favorable impression of PBL in their English courses. The perceptions are almost positive due to the belief that PBL is helpful to the students in various aspects. It offers a flexible learning environment, encourages learners of EFL to engage in genuine language learning methods, and ultimately results in improved academic performance. Towards its fruitful benefits, PBL is believed to be a method that has the potential to be successfully implemented for the advancement of EFL education, thus enhancing students’ language skills and enable them to study English more dynamically, effectively, and excitingly. The findings imply that there are various motivational factors perceived by the students with reference to PBL and they almost highly appreciate the convenience and flexibility of PBL in their language courses. The results also indicate several demotivational factors and suggested activities when it comes to PBL application in English courses at the university.

The Double Burden: A Study on Women's Dual Roles in the Workplace and Household Responsibilities in Kerala

This study examines the dual roles of women in Kerala, India, balancing professional responsibilities with traditional household duties using Work-Family Conflict theory. Despite Kerala's educational advancements and higher sex ratio, cultural expectations impose significant pressures on women, causing self-doubt, anxiety, and mental fatigue. The research reveals that while some women receive spousal support, the unequal division of household chores exacerbates work-family conflicts. A descriptive research design with convenience sampling was used to select respondents, and Chi-square tests assessed the impact of gender on beliefs about societal norms causing emotional and mental conflicts. Pearson’s Correlation evaluated the relationship between spousal support and job pressure among women. Despite the crucial role of economic contributions from both partners, traditional gender roles continue to impede women’s career progression and overall well-being. The study highlights the need for supportive workplace policies and societal changes to ease the dual burden on women, enhance gender equality, and improve mental health.

The Effect of Entrepreneurship Education and Technological Advancement on the Entrepreneurial Intention

This study aims to determine the effect of entrepreneurship education and technological advancement in influencing the entrepreneurial intention of vocational high school students (SMK) in Jakarta. Entrepreneurial intention is a desire from within a person that is formed from a mindset to create a business that is beneficial to oneself and others with innovation and creativity. Entrepreneurial intention needs to be increased considering the need to increase young entrepreneurs and to reduce unemployment in Indonesia, especially Jakarta. The phenomenon of entrepreneurship education and technological advancement that should support business learning opportunities to increase entrepreneurial intention, does not seem to be able to fully increase students' entrepreneurial intention. This research was conducted in Jakarta using a quantitative approach with a descriptive and correlational approach. The data used is primary data obtained by distributing questionnaires. The analysis method uses multiple linear regression analysis, validity and reliability tests, classical assumption tests and hypothesis testing using the SPSS version 29 application. The research sample was 200 vocational students in Jakarta using non-probability sampling techniques and purposive sampling. This research answers that Entrepreneurship Education effect the Entrepreneurial Intention,Technological Advancement effect the Entrepreneurial Intention, and Entrepreneurship Education and Technological Advancement effect the Entrepreneurial Intention

The Use of Silicone Simulators for Bile Duct Anastomosis Education in Medical Conferences for the Purpose of Improving the Canadian Medical Education Directives for Specialists (CanMEDS) Competencies.

This technical report explores the potential of including silicone bile duct simulators for the purpose of completing a bile duct anastomosis (BDA)in medical conferences. The purpose is to target the need for exposure to more surgical skills and to contribute to the Canadian Medical EducationDirectives for Specialists (CanMEDS) requirements, as per the Royal College of Physicians and Surgeons of Canada. Data collection was completed at the 2023 Canadian Conference for the Advancement of Surgical Education (C-CASE) in Montreal, Canada. For several years, the quality improvement feedback received at the end of these conferences suggested a few areas of improvement, one of which was related to the concept of return on investment (ROI). The participants spend a considerable amount of funds to travel to the conferences but feel that the only measurable gains are at a research capacityand thus only relate to two CanMEDS competencies. By leveraging C-CASE, the aim is to enhance students' educational experience during events they already intend to attend. Initially, students participated in a five-part simulation workshop and engaged in a think-aloud protocol (TAO). From there, nine participants were recruited for a focus group to further understand the perceived educational valueand feedback on both the simulators and the conference structure.

The analysis of teaching quality evaluation for the college sports dance by convolutional neural network model and deep learning

This study aims to comprehensively analyze and evaluate the quality of college physical dance education using Convolutional Neural Network (CNN) models and deep learning methods. The study introduces a teaching quality evaluation (TQE) model based on one-dimensional CNN, addressing issues such as subjectivity and inconsistent evaluation criteria in traditional assessment methods. By constructing a comprehensive TQE system comprising 24 evaluation indicators, this study innovatively applies deep learning technology to quantitatively assess the quality of physical dance education. This TQE model processes one-dimensional evaluation data by extracting local features through convolutional layers, reducing dimensions via pooling layers, and feeding feature vectors into a classifier through fully connected layers to achieve an overall assessment of teaching quality. Experimental results demonstrate that after 150 iterations of training and validation on the TQE model, convergence is achieved, with mean squared error (MSE) decreasing to 0.0015 and 0.0216 on the training and validation sets, respectively. Comparatively, the TQE model exhibits significantly lower MSE on the training, validation, and test sets compared to the Back-Propagation Neural Network, accompanied by a higher R2 value, indicating superior accuracy and performance in data fitting. Further analysis on robustness, parameter sensitivity, multi-scenario adaptability, and long-term learning capabilities reveals the TQE model's strong resilience and stability in managing noisy data, varying parameter configurations, diverse teaching contexts, and extended time-series data. In practical applications, the TQE model is implemented in physical dance courses at X College to evaluate teaching quality and guide improvement strategies for instructors, resulting in notable enhancements in teaching quality and student satisfaction. In conclusion, this study offers a comprehensive evaluation of university physical dance education quality through a multidimensional assessment system and the application of the 1D-CNN model. It introduces a novel and effective approach to assessing teaching quality, providing a scientific foundation and practical guidance for future educational advancements.

A Research Review on the Impact of English Language Transfer on the Spanish Learning of Chinese Students

In the diverse context of multilingual learning, language transfer has garnered significant attention. Spanish, the third most widely spoken language globally, after Chinese and English, is being increasingly explored by learners from various cultural and linguistic backgrounds. The stark differences between Chinese and Spanish create an inevitable influence on the learning process of Chinese students. Their existing knowledge of English as a second language plays a crucial role in shaping their learning of Spanish. As a result, English language transfer has become a crucial topic in the study of Chinese students' learning of Spanish. The purpose of this paper is to analyze previous studies and explore the effects of English language transfer on Spanish grammar, vocabulary and pronunciation Exploring the impact of English language transfer on Chinese students' learning of Spanish can offer valuable insights into the complexities of the language learning process. Moreover, it can provide essential theoretical guidance and practical recommendations for students' Spanish learning. Ultimately, the exploration results can drive the development and advancement of Spanish teaching practices, benefiting both students and educators alike.

Analysis of the Application of Artificial Intelligence in Information Courses in Primary and Secondary Schools

In the context of todays rapidly evolving technological landscape, the integration of artificial intelligence (AI) technology with the education sector has shown immense vitality and potential. This study is based on a profound understanding of this integration trend and explores the practical application of AI technology in information courses in primary and secondary schools. Through literature analysis, this research examines numerous high-quality domestic and international documents and finds that AI technology has achieved widespread application in information courses, covering multiple teaching scenarios. On this basis, the author summarizes its advantages and challenges, and proposes practical suggestions and strategies, aiming to provide strong support for the scientific development of AI technology in information courses, thereby laying a solid foundation for the comprehensive advancement of digital education.

The Role of Communities of Practice in Developing Yemeni EFL Teachers' Continuous Professional Development

Teaching is a profession that necessitates continual growth and adaptation. Teachers are tasked with updating their teaching practices to align with evolving methodologies and technological advancements in education. One effective strategy for achieving this is through Communities of Practice (CoP), where educators can collaborate with peers in their subject area, sharing insights and learning from each other’s experiences. This study investigates the perceptions of Yemeni EFL (English as a Foreign Language) teachers participating in CoPs, focusing on how these communities contribute to their Continuous Professional Development (CPD). The research aims to identify which aspects of CPD are most valued among Yemeni EFL teachers, while also exploring the influence of variables such as gender and years of teaching experience on CPD outcomes. Employing a quantitative approach, data was collected through a validated, close-ended questionnaire comprising 16 items. The questionnaire, validated for reliability with 15 CoP members (Cronbach’s α = 0.872), was administered to 54 CoP participants who engaged in a program facilitated by the British Council in Yemen between late 2022 and early 2023. Statistical analysis using SPSS (Version 23) was conducted to interpret the findings. The study reveals that Yemeni EFL CoP members reported significant CPD enhancements, with an average score of M = 3.90 attributed to their participation in CoP activities. Specifically, engagement in CoPs received the highest rating among CPD components (M = 4.04), closely followed by Foundation and Specialisation (M = 4.01), with Integration scoring M = 3.65. Furthermore, the study found no significant differences in CPD outcomes based on gender or years of teaching experience among CoP members. The findings underscore the importance of fostering CoPs among EFL educators to facilitate knowledge sharing and professional development. Additionally, the study recommends that EFL university instructors promote CoP formation among their students to prepare them for successful careers in education. By leveraging CoPs, Yemeni EFL teachers can continuously enhance their teaching practices, staying abreast of advancements in pedagogy and technology, thereby ensuring quality education for their students.

Research on the Dilemma and Path of Mental Health Education for College Students from the Perspective of Home-School Cooperation

With the development of society and the advancement of education, the state has increasingly emphasized the importance of mental health education for college students. Mental health education for college students serves as an effective vehicle for psychological education in universities, with family and school education being the two critical fronts. To ensure the smooth implementation of mental health education for college students, it is imperative for schools and families to collaborate and cooperate closely, thus effectively promoting the healthy growth and comprehensive development of students. Given the current challenges such as inadequate awareness of home-school cooperative education, lack of mechanisms for home-school cooperation, and a singular platform for home-school cooperation, we need to comprehensively improve the overall quality of mental health education by unifying the ideology of home-school cooperative education, establishing a sound mechanism for home-school cooperation, innovating the platform for home-school cooperation, and enriching the content of home-school cooperation.

Research on the Teaching Reform Path of Deep Learning Courses in Universities Based on Flipped Classroom Teaching Model

With the advancement of educational reform, higher education and teaching have also ushered in new opportunities for reform. In this context, ways to improve the teaching effectiveness of the Deep Learning course and cultivate students’ professional literacy and comprehensive abilities have become one of the teaching difficulties that troubles university teachers. The application of the flipped classroom teaching mode can effectively cultivate students’ core competencies and comprehensive abilities, which is crucial for their future learning and development. Therefore, it is necessary for universities to use the flipped classroom teaching model in the teaching of Deep Learning course in order to stimulate students’ interest in learning, mobilize their subjective initiative, and improve the effectiveness of classroom teaching. In this regard, this article provides a brief analysis of the teaching reform of the Deep Learning course in universities based on the flipped classroom teaching model, hoping to provide valuable reference and guidance for readers.

Demand and Strategy of Lifelong Education Digital Integration and Innovative Development

With the comprehensive advancement of the information-based Education 2.0 action plan, digital integration and innovative development have become an important measure to promote the high-quality development of lifelong education. The digital construction of lifelong education not only has the basic characteristics of “wide, large, deep and comprehensive” but also can provide collaborative services for academic education and non-academic education so as to meet the needs of diverse groups of audiences and diverse school systems, and achieve the goal of innovation and upgrading of all elements, all processes and all scenarios. Therefore, in the process of digital construction of lifelong education, it is necessary not only to clarify the necessity of digital integration development based on realistic needs but also to determine the basic characteristics of digital integration of lifelong education through connotation analysis and to determine development strategies, so as to build a lifelong education digital integration innovation development path.

Screens and Preschools: The Bilingual English Language Learner Assessment as a Curriculum-Compliant Digital Application.

The increase in digital tools in early childhood education highlights the need for evidence-based assessments that support cognitive development and align with educational requirements and technological advances. This study contributes to the evaluation of the Bilingual English Language Learner Assessment (BELLA), designed to enhance early learning through curriculum-aligned tasks in preschool-aged children. Data were collected from 17 schools, including 506 preschool children, using a mixed-model approach to assess BELLA's capacity to appraise early numeracy, literacy, science, and social/emotional development. Analyses included a three-way ANOVA to examine the effects of sex, age, and sub-domain on pass rates and mixed-effects models to evaluate interactions between age and domain. The results indicated a significant effect of age on performance across all domains, with older children demonstrating higher pass rates (p < 0.0001). No significant gender bias was detected. The interaction between age and domain was also significant (p < 0.0001), suggesting domain-specific age-related performance trends, which aligns with internal validity requirements. These findings position BELLA within the growing body of literature on digital media use in early childhood assessment and education, highlighting its potential as a curriculum-compliant digital assessment tool that evaluates and supports cognitive development without a gender bias. This study contributes to the field by providing empirical evidence of BELLA's effectiveness and suggesting future research directions, including the exploration of its bilingual (and potentially multilingual) applications and external validation against existing evidence-based assessments.

Future of Undergraduate Education for Sustainable Development Goals: Impact of Perceived Flexibility and Attitudes on Self-Regulated Online Learning

The COVID-19 pandemic accelerated the adoption of online learning, particularly in higher education institutions. This shift underscores the importance of sustainable education practices aligned with the United Nations’ Sustainable Development Goals (SDGs). SDG 4 emphasizes inclusive and equitable quality education, highlighting how online learning environments can enhance accessibility and flexibility for students worldwide. SDG 9 underscores the role of technological advancements in education. SDG 10 focuses on reducing inequality within and among countries, and online education can bridge educational disparities by offering flexible learning options to diverse socioeconomic backgrounds. SDG 17 emphasizes the importance of partnerships, which have been crucial in developing effective online learning solutions. This study investigates the relationship between undergraduate students’ self-regulated online learning, perceived flexibility, and attitudes towards the use of distance learning environments at a state university in İzmir, Türkiye. Utilizing a survey-type correlational research model, data were collected from 300 undergraduate students. The results indicate that undergraduate students exhibit high-level self-regulation, perceive moderate flexibility, and hold positive attitudes towards the use of distance learning environments. The analysis showed that self-regulated online learning is moderately correlated with perceived flexibility and strongly correlated with attitudes towards the use of distance learning environments. These findings suggest that both perceived flexibility and positive attitudes towards the use of distance learning environments play important roles in predicting self-regulated online learning. This research provides valuable insights for educators and institutions aiming to enhance the online learning experience by promoting self-regulated learning behaviors and flexible learning environments.

Early Language Literacy and Numeracy Skills of Kindergarten Learners in Talakag Bukidnon

In the contemporary context, young Filipinos from disadvantaged socio-economic backgrounds are encountering challenges in mastering fundamental language and numeracy skills, impeding their educational advancement. To address this issue, a study was conducted in Talakag District 1, Bukidnon during the 2022-2023 academic year, focusing on kindergarten learners aged 4-5. The study aimed to outline the participants’ characteristics, evaluate their proficiency in early language literacy and numeracy during the 1st and 2nd Quarters of the school year, and establish links between their learning skills and backgrounds. With 154 kindergarten learners involved, the study employed a descriptive correlational research approach, analyzing data using descriptive statistics and Spearman Correlation to identify significant relationships between language and math skills and participants’ profiles. The findings indicated a predominance of female participants with parents engaged in farming, holding a high school education, and earning a household income of P 9,999 or less. Moreover, the study revealed that the learners’ performance in early language literacy and numeracy neared proficiency levels in the specified quarters, emphasizing a noteworthy connection between their skills and background factors, particularly the mothers’ educational attainment. Recommendations included a focus on enhancing early language and math skills by the Department of Education and encouraging teachers and parents to allocate more time to enrichment activities.

The role of quality technical education for technological advancement in Nigeria: The interface

This paper examines the interface between quality technical education and technological advancement. The purpose of this study is to evaluate the quality of education provided as regard technical education in relationship to technological advancement in Nigeria. The research design adopted for the study was a survey. The study was carried out in three public technical colleges in Ondo State. The population of the study comprised all students and staff of the three government technical colleges in Ondo State. There was no sample in the study. Two instruments were used for data collection. The instrument for data collection was a self-structured questionnaire. Drafted copies of the questionnaire with a total of forty items were validated by three experts, and one specialized in Measurement and Evaluation. The test-retest method was used to ascertain the reliability of the instruments. The instrument was subjected to a reliability test using an estimate of internal consistency developed by Pearson Product Moment Correlation (PPMC). The overall reliability index for the instrument was 0.88 and therefore deemed reliable. 103 copies of the questionnaire were administered to the respondents by the researcher and with three research assistants. Percentage, mean and standard deviation were used to answer research questions. For decision to be reached regarding the mean, the upper and lower limits of the mean were adopted. Finding showed that lack of qualitative technical education hampered the technological advancement and deprived Nigeria from joining the league of developed nations because quantity is replacing quality. Therefore the following recommendation were made; the federal government and state should consider siting technical colleges in each local government areas just as it has unity colleges and higher institutions across the states that will serve as models in times of quality; emphasis must be placed on skills acquisition and technological advancement at all levels of our technical education to produced graduates that do not just have the certificates but skills; funding of technical schools should meet up to UNESCO recommendation of 26%.

AI Based Multilingual Chatbot: Advancing Higher Education in Rural Communities

The project "AI Based Multilingual Chatbot: Advancing Higher Education in Rural Communities" addresses the pressing need for educational support in rural areas. With advancements in AI and natural language processing (NLP), chatbots have emerged as promising tools to bridge educational gaps. However, existing solutions often lack multilingual support and fail to cater to the unique needs of rural communities. This project aims to develop a multilingual chatbot tailored specifically for rural contexts, enabling access to educational resources and support in local languages. By leveraging AI and NLP technologies, the chatbot will provide personalized assistance to rural students, empowering them to pursue higher education aspirations. Through this project, we aim to address the challenges faced by rural communities in accessing quality education and contribute to their educational advancement. The methodology of the project involves leveraging machine learning algorithms and natural language processing techniques to develop the chatbot. Objectives include designing a user-friendly interface, implementing multilingual support, and ensuring robust data storage and retrieval. Design and experimental tools such as Python, Flask, NLTK, and scikit-learn will be utilized. Key specifications include handling diverse user queries, ensuring data security, and optimizing response generation algorithms. The sequence involves initial data gathering, followed by algorithm development, system testing, and iterative refinement based on user feedback. The key findings of the project showcase significant improvements in user interaction and system performance. Experimental data demonstrates high accuracy in query processing and response generation. The developed chatbot exhibits a working efficiency of over 90%, as indicated by user satisfaction surveys and performance metrics. These outcomes validate the effectiveness of the implemented methodologies and design choices. Key Words: User Experience, Product Recommendation, Neural Network (CNN’s)