Educational Outcomes Research Articles

Transforming Higher Education Towards Economic Development: A Zimbabwean Case Study

This study is a systematic review of research on higher education in Zimbabwe, in particular, it assesses the contribution of higher education towards engendering socio-economic development. This is achieved through identifying higher education activities prioritised in research during the study period which spans a three-year period from 2021 to 2023. This period comes just after the introduction of Education 5.0, which includes innovation and industrialisation. Furthermore, the articles are assessed on whether they address socio-economic development issues. A total of 41 abstracts of research articles were subjected to qualitative content analysis. The findings reveal five major activities that research has focussed on in priority order: teaching and learning; quality in education; management operations and policy; knowledge and research; and equity and equality. Furthermore, while the analysis indicates that the prioritised activities contribute towards socio-economic development, the nuances of balancing political, individual and epistemic priorities affecting higher education institutions are brought to the fore. The identified activities underscore the need for interventions at national, institutional, departmental and individual lecturer levels. However, there are concerns about the de-prioritisation of gender equality and equity in higher learning institutions in Zimbabwe. In conclusion, the research topics not only highlight the complexities and the dynamics faced by higher education institutions in Zimbabwe in playing their expected role of contributing to socio-economic development but also the need to foreground specificity to allow for the identification of effective interventions and processes required to support higher education’s goal of contributing towards economic growth. The study further concludes that the neglect of equity and equality issues may be detrimental to educational outcomes geared towards economic growth.

Mediating role of academic competence in the relationship between perceived teaching style and academic resilience among adolescents

BackgroundAcademic resilience is crucial for adolescents as it enables them to overcome challenges and achieve educational success, yet the mechanisms underlying its development remain inadequately understood. This study investigated the mediating role of academic competence in the association between perceived teaching style and academic resilience among adolescents.MethodsThis descriptive correlational study was conducted between June 2022 and December 2022. The statistical population for this study encompassed all high school students in Tehran. To ensure the representativeness of the sample, a stratified random sampling technique was employed, involving a total of 400 high school students. Data were collected using online questionnaires, including the Academic Resilience Inventory (ARI), Teacher as Social Context (TASC), and Academic Competence Evaluation Scale (ACES). Descriptive statistics (e.g., mean, standard deviation, correlation matrix) and inferential statistics (e.g., path analysis) were used to analyze the data through SPSS-23 and LISREL version 8.7.2.ResultsThe findings demonstrate significant relationships between teaching styles, academic competence, and academic resilience. Specifically, path analysis reveals that teaching styles, particularly those emphasizing support and involvement, have direct and meaningful effects on academic competence, subsequently influencing academic resilience. The proposed model exhibits a good fit, as evidenced by various fit indices (p < .05).ConclusionThis study underscores the pivotal role of supportive and engaging teaching styles in fostering academic resilience among adolescents. By significantly enhancing students’ academic competence, these teaching approaches contribute to their overall well-being. These findings offer valuable insights for educators and policymakers to develop strategies that cultivate both academic skills and emotional strength, ultimately leading to improved educational outcomes.

Using iPad Making Comics for Teaching the “Fire and the Cave Men” for K-10 Students

This work explores the potential of iPads in creating educational comics to teach K–10 students the philosophical topics of “The Fire and the Cave Men”. The visual and interactive features of the iPad can assist educators in crafting captivating stories from intricate philosophical materials, thereby enhancing student understanding and engagement. The study highlights the iPad’s ability to demystify abstract ideas, foster innovation, and promote student collaboration through instructional comics. Incorporating visual arts and narrative also aids in establishing a deeper connection to environmental and historical topics, fostering an ecological attitude and viewpoint. The article concludes that iPads offer a versatile platform for enhancing educational outcomes through creative expression, with practical implications for educators and students alike.

Factors Associated with Student Feedback to Teachers in Quality Assurance in Iraqi Kurdistan

Over the past few decades, the quality of education has emerged as a critical strategic concern in tertiary education institutions worldwide. University managers’ daily tasks now include comparing educational outcomes and rankings, for which quality assurance is significant. Quality assurance incorporates three separate but interdependent elements including student feedback to teachers, teacher portfolios, and continuous academic development. Student feedback concerns the quality and effectiveness of teaching and teacher performance. University instructors often complain about the grades and feedback they gain from students and reckon that the grades are based on students’ rate of success and teachers’ intimacy with students, rather than on teachers’ performances. Therefore, this study is devoted to investigating student feedback and the factors that determine the quality of feedback provided to instructors. To this intent, the study follows the principles of mixed methods in data collection and analysis; using self-reported questionnaires, instructor feedback scores in quality assurance, and student rates of success for each module as well as using IBM SPSS 25 and thematic analysis. The participants include university students and instructors selected from a public university in the Kurdistan Region of Iraq. The study assumes that three factors play a significant role in determining the level of feedback including the rate of success, instructors’ intimacy and rapport with students, and the quantity of material provided to students. The study concludes with far-reaching implications for higher education institutions in the Kurdistan Region of Iraq.

Exploring beliefs among Chinese preschool teachers and their associations with perceived practices and process quality

ABSTRACT This study delves into Chinese preschool teachers’ beliefs within a developmentally appropriate practice (DAP) framework, advocating for a more detailed understanding beyond traditional dichotomies. Using a person-centred approach, we analysed data from 202 preschool teachers in China to identify profiles of teachers’ beliefs, predictors of profile membership, and impacts on educational outcomes. Findings revealed three latent profiles: higher-level, moderate-level, and lower-level beliefs. Professional titles and years of experience were significantly associated with profile membership. Teachers with higher-level beliefs demonstrated superior perceived practices and process quality. They also reported higher scores for both DAP and developmentally inappropriate practice (DIP). This paradoxical finding suggests that certain practices traditionally viewed as developmentally inappropriate within Western educational contexts may be adapted or hold particular relevance in Chinese educational settings.

Health, economic and social impacts of the Brazilian cash transfer program on the lives of its beneficiaries: a scoping review

BackgroundThe Bolsa Família cash transfer Program (BFP) aims to break the poverty cycle by providing a minimum income to poor families conditioned on their investment in human capital (such as, education and health) and currently is the largest Program in the world in terms of the number of beneficiaries. Because there is a scarcity of reviews grouping studies on the impacts of the BFP, the objective of this scoping review was to identify and describe studies which evaluate the impact of the BFP on poverty, health, education, and other related outcomes.MethodsWe searched for quantitative, qualitative, and mixed-method articles that assessed the impact of the BFP on any aspect of the beneficiaries' lives between 2003 and March 2021. We included quantitative articles that used experimental, quasi-experimental or pre and post comparison designs. We excluded articles that analyzed impacts on political outcomes. There was no age restriction for the participants. The search was done in seven electronic databases.ResultsOne thousand five hundred forty-six papers were identified and 94 fulfilled the inclusion criteria. Poverty and health outcomes were the most common outcomes studied. We found consistent evidence of the positive impact of the BFP on poverty reduction, as well as employment outcomes. We also found positive impacts in relation to mortality rates for children and adults, school dropout and school attendance among children and adolescents, and violence related outcomes such as homicide, suicide, crime, and hospitalization. However, we also found some evidence that BFP increased intimate partner violence and gender stereotypes among women and no evidence of impact on teenage pregnancy.ConclusionsOverall, the studies included found that BFP showed positive impacts on most poverty, health and education outcomes. More studies are needed to confirm some results, especially about violence and stereotype against women as there were few evaluations on these outcomes.

Enhancing Project Management and Coordination for the Education Sector of Bangladesh: A Path Towards Achieving SDG4

The education sector in Bangladesh faces significant challenges in aligning with the Sustainable Development Goals (SDGs), particularly SDG4, which aims to ensure inclusive and equitable quality education. This article explores the current state of project management and coordination in the education sector, analyzing various initiatives aimed at enhancing educational facilities and outcomes. Through a comparative analysis of key projects, the study identifies successes, challenges, and recommendations for improving project management practices to achieve SDG4.

A Visualized Exploration of Educational Robotics Over Five Decades

With the swift development of information technologies, educational robotics has been widely used in education, generally leading to improved educational outcomes. While educational robotics has gained popularity and achieved success in education, few researchers have conducted bibliographic analyses in this field. This study complements this missing link by visualizing the top ten authors, organizations, countries, keywords, authors, and sources via VOSviewer. The clustering techniques in CitNetExplorer were used to cluster the publications, where citation networks and qualitative analyses were developed to discuss the topics including the learning outcomes, social and interactive skills, working memory, and higher-order skills in the educational robotics-based context. This study concludes that effective educational robotics can exert a positive influence on the learning outcomes and robotics can improve the development of proximal zones in human brains, conducive to the learning outcomes. Future researchers may focus their attention on robotic competitions, affective features, and evaluative and analytical frameworks to improve educational robotics-based educational effectiveness.

A Study on the Global Opportunity Program Expanding Horizons and Fostering Global Engagement

The Global Opportunity Program (GOP) represents an ambitious initiative aimed at broadening educational and professional opportunities for students through international experiences. In an increasingly interconnected world, programs like the GOP are designed to equip students with the global competencies necessary for success in a diverse and rapidly changing environment. This study explores the objectives, implementation, and impact of the GOP, focusing on how it facilitates global engagement, enhances educational outcomes, and prepares students for the complexities of a globalized workforce. In an era marked by increasing globalization and interconnectedness, the ability to navigate diverse cultural contexts and work environments is becoming ever more essential. The GOP emerges as a pivotal educational initiative designed to equip students with the global competencies necessary to thrive in a dynamic international landscape. By providing opportunities for students to engage in international study, work, and community service, the GOP aims to expand educational horizons and foster a deeper understanding of global issues.

Developing guidelines for nursing management of epilepsy in Ghanaian schools

BackgroundThe absence of guidelines for the nursing management of individuals living with epilepsy, who are students in Ghana, has resulted in the high dropout rates of such students. It is our hope, that in the near future, these individuals living with epilepsy will receive the needed attention, experience less stigmatization and discrimination. This, we expect, will result in better retention of such students in schools, improved academic performance and successful graduation. To achieve this, there is the need to develop appropriate guidelines and implement same for their benefit. In line with this, the study aims to develop guidelines for nurses to manage individuals living with epilepsy in Ghanaian schools.MethodologyQualitative approach will be adopted to conduct this study in two phases. In the first phase, a case study design will be deployed in the Twifo Atti-Morkwa District of the Central Region of Ghana. The case is the nursing management of individuals living with epilepsy within the school context, and the sources of information will be the general nurses, psychiatric, or community psychiatric nurses working at the schools. Within the context of the case, parents or guardians of individuals living with epilepsy in the schools as well as their teachers will be included in the study. Data will be collected through individual interviews for nurses and parents while focus group discussions will be used for the teachers. Thematic analysis will be used to analyze the data. In the second phase, guidelines will be developed using the modified e-Delphi Technique. The study will be piloted in the Komenda-Edina-Eguafo-Abrem Municipality of the Central Region of Ghana. Ethics approval for this study has been obtained from the Ethical Review Committee of the University of Pretoria in South Africa. Additionally, Administrative approvals have been obtained from the Ghana Education Service.DiscussionThe guidelines developed will form the basis for nursing management of individuals living with epilepsy in Ghanaian schools. This will help to improve educational outcomes for the individuals living with epilepsy.

The mediating roles of academic self-efficacy and learning interest in the relationship between teaching style and math behavior engagement among junior high school students in China.

Teacher guidance can positively impact students' learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students' mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students' math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academic self-efficacy mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style) and mathematical behavior engagement among Chinese middle school students; (2) math learning interest mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style, innovative and exploratory style) and mathematical behavior engagement among Chinese middle school students. Recommendations include encouraging teachers to adopt diverse teaching styles that foster both self-efficacy and interest.

Variations in online self-regulated learning abilities among Chinese K-12 teachers across different regions and levels.

Online self-regulated learning (OSRL) is crucial for online learners' success and lifelong learning. This study investigated the OSRL characteristics of K-12 teachers in China, who embody the dual roles of learners and educators. It also analyzed the differences in OSRL abilities across different genders, education stages, and school locations, and examined the correlation between education qualifications, years of service, and OSRL abilities. A self-report measure was used to assess K-12 teachers' OSRL, with data collected from 1,443 K-12 teachers (394 males and 1,049 females) in northeastern China. Descriptive statistical analysis was utilized to explore the characteristics of their OSRL. Independent t-tests and ANOVA were employed to investigate differences in OSRL among different genders, regions, and educational stages. Correlation analysis was conducted to examine the relationships between education qualifications, years of service, and OSRL among K-12 teachers. The data analysis revealed that K-12 teachers scored the lowest in Online Learning Self-Efficacy (OLSE), followed by Online Learning Management Strategies (OLMS), and then Online Learning Resource Management (OLRM). Notably, urban K-12 teachers exhibited higher OLSE abilities than their rural counterparts, while high school teachers scored higher in OLSE and OLMS compared to primary school teachers. Furthermore, a positive correlation was observed between education qualifications and K-12 teachers' OLSE, whereas a negative correlation was identified between years of service and K-12 teachers' OLSE. The findings reveal an uneven development across various dimensions of online self-regulated learning among K-12 teachers, necessitating support for the advancement of OLSE, OLMS, and OLRM. Particular attention should be given to the OLSE of teachers with longer teaching years and rural teachers. Encouraging K-12 teachers with lower education qualifications to pursue further education is also recommended. This study provides evidence and a novel perspective for teacher educators to develop online professional development programs, which is significant for optimizing online learning experiences and enhancing educational outcomes.

The Managerial Competence of School Principals in Improving the Quality of Secondary Education

Improving student learning outcomes depends on teacher involvement in learning and the principal's good managerial competence in carrying out managerial functions in the school environment. This research aims to find information about the principal's plan to improve the quality of education in Banda Aceh City State Middle Schools and to describe the managerial function of school principals in enhancing the quality of education in Banda Aceh City State Middle Schools.This research uses a field research approach, namely research, where researchers go directly into the field to look for materials close to the truth. The study was conducted directly at State Middle Schools in Banda Aceh City, namely State Middle School 1 and State Middle School 12 in Banda Aceh City. The results of the research prove that the managerial competence possessed by school principals at SMPN 1 and SMPN 12 Banda Aceh City has so far been the basis or guide in the process of placing school principals, which is based on planning ability, organizing ability, ability to carry out school activities and ability to carry out supervision of every activity at school. School principals who have reliable managerial competence can influence progress in the educational environment, teacher performance, the effectiveness of school governance, and the achievement of better educational outcomes.

Bridging linguistic gaps: the role of code-switching in enhancing learning outcomes in Nigerian public primary schools

ABSTRACT The purpose of this study is to investigate the pedagogical implications of code switching as a medium of instruction in Nigerian public primary schools. This study explores the language choices made by teachers and their implications for students’ learning experiences. Quantitative and qualitative case study approaches were used for the study. Three states, Osun, Oyo and Ogun, were randomly selected from the six states in South-Western Nigeria. From each of these states, three public primary schools were selected, based on their location, size, and diversity. The study targeted classrooms that use code-switching as a medium of instruction, and a total of five classrooms were selected from the five schools. Data were collected using a questionnaire and an interview guide, and analyzed using descriptive statistics and content analysis. The findings revealed that teachers in the sampled schools utilized a variety of languages for instruction by combining English with the local languages. Factors influencing the choice of code switching included official language policies, school directives, students’ comprehension levels, and the ethnic backgrounds of the students. The study also highlighted the prevalence and benefits of code switching as a pedagogical tool. Teachers employed code switching to enhance instructional effectiveness, maintain student interest, improve understanding, promote student participation, and create an inclusive learning environment. The study provides valuable insights for educators, policymakers, and researchers, suggesting the need for tailored instructional approaches that consider students’ linguistic abilities, cultural backgrounds, and educational outcomes.

The connection between course materials and teaching approaches

ABSTRACT This study investigated whether there was a connection between postsecondary instructors’ course material use and their teaching approach. The research was gathered through an online survey. The study focused on two approaches to teaching, teacher-focused and student-focused, with the Approaches to Teaching Inventory-Revised (ATI-R), and examined the use of open educational resources (OER) versus commercial materials. The theoretical framework that guided the study was constructivism, and the Relational 3P conceptual framework was applied to analyse the process stage of teaching. The results of the one-way MANOVA (n = 337) revealed that the effect of course material type on instructional approaches was statistically significant (F(2, 334) = 3.40, p = .034, η2p = .02). Specifically, a statistically significant difference was found for conceptual change/ student-focused (CCSF) instructional approach (F(1, 335) = 5.72, p = .017, η2p = .02), but not for the information transmission/teacher-focused instructional approach (ITTF) (F(1, 335) = 1.17, p = .281, η2p = .003). These findings have important implications for understanding the impact of course materials on teaching approaches and student learning outcomes in postsecondary education. Instructors who reported using OER scored higher on the more robust CCSF instructional approach than those who used commercial materials.

Effects of Child Street Trading on Educational Outcomes in Lagos Nigeria

This study examines the effects of child street trading on educational outcomes in Lagos, Nigeria. Using a qualitative research design, data were collected through semi-structured interviews with parents and teachers to explore how street trading impacts school attendance, academic performance, and the cognitive and emotional development of children. Data were analyzed using thematic analysis, which involved emergent open coding to identify recurring patterns and themes. The analysis revealed four major themes: (1) disruption of school attendance and engagement, (2) academic performance and learning challenges, (3) cognitive and emotional development, and (4) socioeconomic pressures and educational aspirations. The findings show that street trading significantly disrupts children’s school attendance, leading to tardiness, missed classes, and exhaustion, which hinder their ability to concentrate and engage in learning. As a result, academic performance suffers, with children experiencing gaps in knowledge and declining grades. Additionally, the emotional toll of street trading was evident, with many children struggling with low self-esteem and feelings of failure, further diminishing their motivation to succeed academically. The study concludes that child street trading poses substantial barriers to educational success, perpetuating poverty and limiting future opportunities. These findings highlight the urgent need for targeted policies and interventions to mitigate the negative impact of street trading on children’s education in Lagos, Nigeria.

Survival Experiences of Mapuche Parents in Multilevel Schools in La Araucanía

ABSTRACT This article examines how colonial legacies shape parents’ schooling experiences in multilevel schools within the Mapuche context of La Araucanía, Chile, also known as WallMapu. Authorities built schools to evangelize Indigenous people into Christianity. Researchers used biographical narratives to reflect the importance of orality for the Mapuche. The findings show that the physical and psychological violence endured by Mapuche children has widened the educational gap between Indigenous and non-Indigenous populations. The study concludes that recognizing the harm caused by the school system is essential to rebuild trust and improve educational outcomes for Indigenous children.

Adverse childhood experiences and brain injury in younger children: Findings from the 2021–2022 National Survey of Children’s Health

ABSTRACT Purpose The purpose of this study was to extend on previous research finding by investigating adverse childhood experiences (ACEs) and brain injury in children younger than 12 years old. Methods A total of 58,601 US children under 12 years old were included in the 2020–2021 National Survey of Children’s Health, a self-reported national survey administered to caregivers. Results ACEs were significantly associated with increased risk for unconfirmed (χ2 (55891, 55904) = 141.84, p < 0.001, R2 = .03) and confirmed brain injury, χ2 (56481, 56494) = 508.28, p < 0.001, R2 = .05 when accounting for demographic characteristics. The association between ACEs and brain injury was not contingent on sports involvement; females not involved in sports had the strongest association between ACEs and brain injury (χ2 (10938, 10951) = 99.40, p < 0.001, R2 = .03) compared to sports-involved females and males. For children under 12 years old with brain injury, the relations between experiencing at least one ACE and health and educational outcomes were significant for all health and educational outcomes (p < 0.001). Conclusions Caregiver education on and screening for brain injury in families experiencing ACEs would likely support more timely identification and management of co-occurring brain injury in this population. Further research is needed to identify prevention, assessment, and management strategies that would be specifically beneficial to children at risk for co-occurring brain injury and ACEs to improve health and educational outcomes.

Formal school exclusions over the educational lifecourse in Wales

ABSTRACT For the first time, this paper takes a dynamic approach to studying formal school exclusions and their association with educational outcomes. In particular, we study every instance of school exclusions over a key part of a pupil’s education lifecourse between Year 6 (end of primary school) to Year 11 (end of secondary school). Using a single population cohort of all pupils in maintained schools in Wales, we show that the frequency of formal school exclusions varies over pupils’ lifecourse and identify five main exclusion trajectories, reflecting these variations over time, as follows: no exclusions, low level exclusions, early rise in exclusions, high-level Year 11 exclusions and late rise in exclusions. These general trajectories may suggest differences in the underlying reason for school exclusions that are not necessarily evident in pupils’ official records or as reported by individual schools. We also show the differential impact of these exclusion trajectories on later educational outcomes. Highlighting these different trajectories may be useful to policymakers and practitioners when developing national and local guidance around school exclusions. They may also reflect unknown biases in the likelihood that a pupil gets excluded from school, often a major area of concern in debates around inclusive education.

Perspectives and experiences of health sciences academics regarding ChatGPT: A qualitative study

Purpose This study aimed to explore the perspectives and experiences of healthcare academics regarding the impact of ChatGPT, an artificial intelligence (AI)-supported language model, on education and research. Sample and methods This qualitative study employed a phenomenological analysis approach. The study sample consisted of nine academics from the Faculty of Health Sciences at a university in Türkiye, selected through purposive sampling method. Data were collected through semi-structured interviews, coded using the MAXQDA software, and analyzed using content analysis. Results The participants highlighted that while ChatGPT offers rapid access to information, it occasionally fails to provide current and accurate data. They also noted that the students’ misuse of ChatGPT for assignments and exams has a negative effect on their critical thinking and information retrieval skills. The academics reported that there is a need for expert oversight and verification of the data generated by ChatGPT. Conclusion While ChatGPT offers significant benefits such as enhanced efficiency in academic research and education, it also presents challenges, including accuracy and ethical concerns. Institutions should integrate ChatGPT with clear guidelines to maximize its benefits while maintaining academic integrity. Future studies should explore the long-term impacts of AI tools, such as ChatGPT, on educational outcomes and their application across various disciplines.