Realm Of Education Research Articles

An Insight into the Lived Experiences of Medical College Women Post-pandemic

The purpose of this study was to document and analyze the narratives of college women pursuing medical-related courses in the aftermath of the COVID-19 pandemic, emphasizing the multifaceted challenges they encountered and the strategies they employed to navigate these difficulties. The research aimed to provide a comprehensive understanding of how the pandemic has reshaped the educational landscape for these students, impacting not only their academic pursuits but also their mental health, social interactions, and overall well-being. Using a qualitative approach, the study employed in-depth semi-structured interviews with participants selected through purposive sampling, ensuring a diverse representation of experiences. The data were analyzed using thematic analysis, allowing for the identification of key themes related to the academic, emotional, and social dimensions of their experiences. By capturing their narratives, this study sought to enrich the existing body of knowledge regarding the pandemic's effects on higher education, particularly within the realm of medical education, which demands a unique set of skills and resilience. The significance of this research lies in its potential to inform educational institutions, policymakers, and support services about the specific needs and experiences of college women in medical programs. It highlights the importance of acknowledging gender-specific challenges and the necessity for tailored support systems. Ultimately, the findings aim to guide the development of gender-sensitive policies and interventions that foster a supportive educational environment, enhancing the holistic well-being and academic success of these students. This research not only addresses immediate concerns but also contributes to a broader discourse on equity and inclusion in higher education, advocating for a more responsive and adaptive approach to the evolving needs of college women in medical fields.

A cross-cultural comparison of intrinsic and extrinsic motivational drives for learning.

Intrinsic motivational drives, like the autonomous feeling of control, and extrinsic motivational drives, like monetary reward, can benefit learning. Extensive research has focused on neurobiological and psychological factors that affect these drives, but our understanding of the sociocultural factors is limited. Here, we compared the effects of autonomy and rewards on episodic recognition memory between students from Dutch and Chinese universities. In an exploratory learning task, participants viewed partially obscured objects that they needed to subsequently remember. We independently manipulated autonomy, as volitional control over an exploration trajectory, as well as the chance to receive monetary rewards. The learning task was followed by memory tests for objects and locations. For both cultural groups, we found that participants learned better in autonomous than non-autonomous conditions. However, the beneficial effect of reward on memory performance was stronger for Chinese than for Dutch participants. By incorporating the sociocultural brain perspective, we discuss how differences in norms and values between Eastern and Western cultures can be integrated with the neurocognitive framework about dorsal lateral and ventral medial prefrontal cortex and dopaminergic reward modulations on learning and memory. These findings have important implications for understanding the neurocognitive mechanisms in which both autonomy and extrinsic rewards are commonly used to motivate students in the realm of education and urge more attention to investigate cultural differences in learning.

Integrating experiential learning into online facilitation at the National Open University of Nigeria

ABSTRACT This paper underscores the significance of experiential learning, emphasising active engagement and practical application, particularly in the realm of online education. This research is focused on the National Open University of Nigeria (NOUN). The study employs a survey research design involving internal and external online facilitators. The research explores the perceptions, benefits, challenges, and potential strategies for integrating experiential learning into online facilitation. With a sample size of 276, data collection utilised a structured questionnaire, and analysis involved descriptive and inferential statistics. The study’s findings have practical implications, informing policy decisions, instructional design practices, and faculty development initiatives at NOUN, ultimately aiming to enhance the holistic and immersive learning experience for online learners. The conclusion emphasises the potential of integrating experiential learning to elevate the quality, effectiveness, and real-world preparedness of NOUN’s online programmes, fostering student engagement and critical thinking.

Inclusive Education in Practice in Kosovo: Perspectives of Assistants for Students with Special Educational Needs

<p style="text-align:justify"><span style="font-size:9.0pt">The field of education greatly benefits from inclusive education, which is praised for acknowledging and valuing student diversity and individual needs. Kosovo, as a newly independent country, went through major reforms, particularly in the realm of education, which is marked, among others, by initiatives that anticipate fostering and promoting inclusive education. Initiatives and programs throughout the country were designed and initiated to promote and advocate for inclusivity in the education system. To foster inclusivity, assistants for students with special educational needs were introduced to enable students with special needs to be part of regular education. Thus, in this study, the experiences of assistants for students with special educational needs in Kosovo are explored. This study employed semi-structured interviews to collect data and utilized thematic analysis to identify key themes and topics. The participants in the study included nine assistants for students with special education needs, reflecting diverse perspectives and experiences in the field of inclusive education. The following themes and topics were identified as the main findings of this study: (a) joy, excitement, and pride with the work; (b) individualized education plan (IPE); (c) lack of resources and guidelines; (d) (lack of) cooperation with parents and families; (e) united in unity: the power of collegial support; and f) promoting and advocating for inclusive education.</span></p>

Anxiety-Related Emotions of University Students When Using English as a Foreign Language in Class: Comparing Health and Educational Sciences

<p style="text-align:justify">In the realm of education, particularly in the domain of second language acquisition, understanding the intricate interplay between emotions and learning processes is a challenging endeavor. This research aims to explore the importance of studying anxiety-related emotions in the learning and teaching of English as a foreign language by conducting a study based on a quantitative methodology. To that end, a 33-item instrument was given to a total of 231 (n=231) university students who learn and use English in class in diverse degrees in the social and health sciences. The results obtained shed light on the negative emotions that students report during their English classes, such as fear, shame, nervousness, or feelings of judgement. However, not all the emotions are negative, since students also feel relaxed and interested. This study offers a new perspective on this topic since it compares different disciplines, underscoring the need to detect trends in different areas and therefore tailor pedagogy to different student profiles and degree programs.</p>

Embracing Christian Values: Positive Relationships and Academic Achievement in Higher Education

<p class="abstracttextDILIGENTIA">This literature review and analysis intricately examines the dynamic interplay between educators and students within the realm of higher education, with a keen focus on the spiritual dimensions elucidated by Christian principles and biblical wisdom. Rooted in the fundamental belief that education embodies a sacred journey, this study delves deep into the profound impact of positive relationships on both academic achievements and spiritual maturation. By establishing meaningful connections between contemporary educational practices and timeless biblical teachings, the research sheds light on how Christian virtues, such as love, compassion, and empathy, serve as foundational pillars in cultivating a spiritually enriching learning environment. The synthesis of empirical studies, theoretical frameworks, and biblical insights not only enhances our understanding of the transformative potential of positive relationships in higher education but also underscores their pivotal role in fostering holistic development on a spiritual level. Through this comprehensive exploration, the study contributes significantly to the discourse on the symbiotic relationship between academic success and spiritual growth, emphasizing the importance of nurturing positive relationships as a cornerstone of holistic education in higher learning institutions.</p>

The Impact of Teachers' Classroom Behavior Management Strategies on Learning Behavior among Chinese Art Students

Previous studies have examined teachers' classroom behavior management strategies (TCBMS) and students' learning behavior (SLB) from a static perspective, particularly outside the realm of art education. This mixed-methods study aimed to comprehensively explore the detailed correlation between each dimension and the dynamic elements of TCBMS and SLB variables. Eighty-seven teachers and 453 students from Chinese art universities completed an online survey on TCBMS and SLB. Additionally, in-depth interviews with five art teachers were conducted to examine the dynamic aspects of learning behavior. Quantitative data were analyzed using structural equation modeling (SEM) to explain the impact of TCBMS on SLB. The research findings reveal that all aspects of TCBMS positively contribute to SLB. Three components of TCBMS were particularly dominant in improving SLB: feedback, the student-teacher relationship, and the use of traditional writing on the whiteboard. Teachers' feedback emerged as the most effective method for encouraging students' attention in art classroom learning. The study also examined how teachers provided input to their art students and the subsequent impact on their learning.

Beyond teaching: the extended role of informal entrepreneurship education and training in challenging contexts

PurposeWe seek to understand how informal entrepreneurship education and training (EET) processes support marginalised women in challenging institutional contexts into gainful participation in entrepreneurial activities, facilitating empowerment and emancipation.Design/methodology/approachThe study employs an inductive qualitative approach drawing on in-depth individual interviews, a focus group and observation of how female informal EET educators facilitate hands-on EET to marginalised female entrepreneurs in Uganda.FindingsWe specify a range of novel complementary practices that informal EET educators undertake during the main instructional EET stage and present the wraparound purposive work, both pre-and-post the instructional stage, they enact to support female empowerment processes for their disadvantaged learners. We then propose a grounded model capturing practices enacted by EET practitioners that illuminates ways in which informal EET can contribute to processes of empowerment and emancipation.Originality/valueOur contributions are twofold. First, we conceptualise EET educators as institutional entrepreneurs undertaking institutional work beyond core teaching. Second, we specify a range of novel complementary practices they undertake before, during and after the conventional instructional part. This illuminates how EET can contribute to processes of empowerment and emancipation. Drawing on data from a unique institutional context, we illuminate novel practices enacted by informal EET educators thereby extending both the pedagogy and the realm of entrepreneurship education with implications for grander empowerment and emancipatory outcomes beyond the development of entrepreneurial competencies.

Factors Influencing Girls' Education in Nepal: History and Perceptions of Participants

This study aims to explore the various ways in which gender discrimination reveals itself within the realm of education for girls, both within the school environment and at home. Additionally, the study seeks to identify the various factors that influence gender-related disparities in girls' education and examine the history of schooling for girls. In our society, socio-cultural norms and values that are biased towards gender are deeply ingrained, and this has prompted the Nepal government to initiate several measures aimed at fostering a gender-friendly environment within schools. Despite these interventions, the study finds that achieving gender parity in education remains elusive. As such, the study has prioritized examining how gender-based societal influences impede girls' education. The study is based on field data collected through direct interaction with participants to obtain insights grounded in real-world experiences.

Middle Level Teacher Development for Advocacy: A Systematic Review of the Literature

In the realm of middle level education, advocacy is an integral aspect of school culture and community. Advocacy helps to foster a school environment characterized by a sense of respect and value for young adolescents and should take up an awareness of the social and cognitive characteristics of young adolescents. Advocacy competency is also a necessary teacher disposition to foster socially just and successful middle school cultures and climates. We conducted a systematic review of the literature guided by the following driving question: What does the research say about middle level teacher development and advocacy? Our review yielded 38 relevant sources and key thematic ideas across four thematic categories. We anticipate this review of the literature will be of interest to and inform middle level educators and researchers around equity- and justice-oriented middle level teacher development.

The role of involution on Chinese youth pursuit of postgraduate education abroad: examine through the lens of normative social behaviour

ABSTRACT Involution has gained significant traction in China in recent years, particularly in the realms of education and employment. With the economic slowdown, more individuals opt for postgraduate studies to enhance their skills and remain competitive. The keen competition in China has prompted some to pursue further studies abroad, while others leverage academic qualifications obtained from prestigious overseas universities to engage in job involution upon returning home. This phenomenon has been examined by a qualitative research, employing the Theory of Normative Social Behaviour (TNSB) as a lens for analysis. Through the TNSB, the study explores how involution functions as a social norm, influencing the pursuit of postgraduate education abroad among young individuals as a normative social behaviour. The research involved in-depth interviews with 15 mainland Chinese postgraduate students, focusing on three key norms. Descriptive norms shed light on the influence of peers and family members on students’ decisions regarding further education. Injunctive norms reveal how young individuals’ perceptions of external rewards and intrinsic benefits impact their pursuit of postgraduate studies. Collective norms explore the societal influences that shape their choices. Based on the findings, suggestions have been put forward to utilize involution as a driving force for healthy societal progression.

How do health content creators perform well? An integration research of short video and livestream behaviors.

Short-video platforms have demonstrated vast potential for health education. To meet diverse user requirements, many short-video platforms have integrated livestreaming functionalities. This integration presents challenges for health content creators in formulating effective performance strategies, including decisions about which format to use (short video or livestream) and what type of content to produce. This study utilizes panel data from a prominent short-video platform in China to empirically investigate the impact of different forms and content characteristics on the performance of health content creators. We conducted an empirical analysis using panel data obtained from a leading short-video platform in China. Our analysis focused on understanding how the behaviors associated with short videos and livestreaming impact the performance of health content creators. We examined form-level differences, analyzing the distinct roles of short video and livestreaming behaviors. Additionally, we explored content-level characteristics, investigating the effects of content coverage, health knowledge content, and advertising content on both short-term and long-term performance. The moderation effects of the creator's occupation and certification type were also analyzed. Our form-level analysis revealed that health creators' behaviors in short videos and livestreaming play distinct roles in their performance. Livestreaming behaviors resulted in short-term economic returns, while short video behaviors had a more significant effect on follow-ups, which are often viewed as long-term, more sustainable performance indicators. Content-level analysis showed that content coverage and health knowledge content enhance long-term performance but do not increase short-term performance. Conversely, advertising content was found to be essential for securing short-term financial income. The study also identified that the creator's occupation and certification type moderate the impact of content on performance. This study integrates two media forms (short video and livestream), providing direct insights into the performance of health content creators in the realm of health education. Health content creators need to strategically balance their use of short videos and livestreaming to optimize both short-term and long-term performance outcomes. Specifically, increasing content coverage and health knowledge can enhance long-term engagement, while incorporating advertising content is crucial for immediate financial gains.

The Implementation and Empirical Analysis of Android Learning Application toward Performance among Students Electronics Engineering Education

The integration of technology into the realm of education is experiencing exponential growth, and an ever-evolving selection of media formats is being created to facilitate teaching and learning in a more effective manner. The objective of this research endeavor is to ascertain the degree to which the implementation of learning applications influences the academic achievement of students enrolled in electrical engineering-related programs. To accomplish this objective, learning methodologies and self-directed learning must be implemented as variables that impact students' academic performance. To facilitate this inquiry, a total of 339 representative samples of participants were collected. The collected data were subjected to analysis using the SmartPLS 4.0 software and the Structural Equation Model (SEM) with partial least square (PLS) correction. Following a thorough analysis, it was determined that the data provided an accurate representation of the population. The findings of this study have practical implications-students who engage in self-directed learning and implement effective learning strategies will see a substantial improvement in their overall learning outcomes. Students desire easy access to a variety of educational resources and materials, according to the findings. This aspiration motivates the proliferation of mobile media devices. To facilitate students' access to a diverse range of learning strategies, instructors possess the ability to provide accommodation. These applications benefit students by streamlining the process of obtaining access to learning-supporting materials and resources

Transformative Impacts of Technological Advancements in English Language Teaching: A Comprehensive Analysis within the TESOL Context in Duhok City, Iraq

This comprehensive research was conducted in Duhok City, Iraq, encompassing both university and high school levels in the academic year 2022-2023. The primary objective was to thoroughly examine the influence of technology on English language teaching and learning. Employing a historical analysis, this study traced the evolution of technology within the realm of English language education while meticulously scrutinizing its advantages and potential challenges. Participants encompassed a diverse group, comprising university students and teachers, as well as high school teachers and students. Through rigorous investigation, the research sought to shed light on effective strategies for integrating technology into TESOL (Teaching English to Speakers of Other Languages) classrooms, with the overarching aim of enhancing language proficiency and communication skills. The study underscored the critical significance of striking a harmonious balance between technology and traditional teaching methods. This thoughtful integration was found to hold the potential for positively transforming students' language acquisition experiences. By strategically incorporating multimedia resources and cutting-edge tools, this research succeeded in enriching the landscape of English language learning. The result was a more engaging, dynamic, and immersive educational environment. While the abstract outlines the study's participants and the period during which it was conducted, it does not specify the exact tools or methods used for data collection and analysis. Furthermore, the abstract does not provide specific findings or outcomes of the research, focusing instead on the broader implications and significance of the study for educators, policymakers, and stakeholders involved in language education in Duhok City, Iraq, and beyond.

Transformative Impacts of Technological Advancements in English Language Teaching: A Comprehensive Analysis within the TESOL Context in Duhok City, Iraq

This comprehensive research was conducted in Duhok City, Iraq, encompassing both university and high school levels in the academic year 2022-2023. The primary objective was to thoroughly examine the influence of technology on English language teaching and learning. Employing a historical analysis, this study traced the evolution of technology within the realm of English language education while meticulously scrutinizing its advantages and potential challenges. Participants encompassed a diverse group, comprising university students and teachers, as well as high school teachers and students. Through rigorous investigation, the research sought to shed light on effective strategies for integrating technology into TESOL (Teaching English to Speakers of Other Languages) classrooms, with the overarching aim of enhancing language proficiency and communication skills. The study underscored the critical significance of striking a harmonious balance between technology and traditional teaching methods. This thoughtful integration was found to hold the potential for positively transforming students' language acquisition experiences. By strategically incorporating multimedia resources and cutting-edge tools, this research succeeded in enriching the landscape of English language learning. The result was a more engaging, dynamic, and immersive educational environment. While the abstract outlines the study's participants and the period during which it was conducted, it does not specify the exact tools or methods used for data collection and analysis. Furthermore, the abstract does not provide specific findings or outcomes of the research, focusing instead on the broader implications and significance of the study for educators, policymakers, and stakeholders involved in language education in Duhok City, Iraq, and beyond.

Implementation of Educational Technology Based on Gamification in Interactive Monopoly Games in the 4.0 Era

Recent advancements in technology and information have profoundly influenced the realm of education, prompting a transformation in the learning process. This shift has become imperative due to the impact of the pandemic a few years ago, which necessitated the utilization of online technology for education. Given this situation, the conventional, monotonous learning approach now requires diversification to cater to various learning preferences. This evolution aligns with the need to tailor learning methods to students’ current interests and hobbies. Consequently, the adoption of educational technology based on gamification in the era of Industry 4.0 emerges as a solution to address these educational demands. There are several strategies to implement gamification effectively, aimed at fostering students’ enthusiasm for learning. In essence, Industry 4.0 has ushered in profound changes across all sectors by optimizing resources and production costs. The research method employed here is gamification, which revolves around the concept of game-based learning. The outcome of this research is an interactive monopoly game designed for integration into the learning process.

Bridging Generations and Values: Understanding Generation Z’s Organizational Preferences and the Mediating Role of Sustainability and Innovation Attitudes in Turkey

Gen Z is well-recognized as the first generation to have lived through the full digital era. They are used to utilizing technology, have been on social media since they were young children, and have even developed an addiction to it because they grew up in a technologically advanced world. Preliminary research has looked at Gen Z’s educational preferences in the marketing and education realms, as well as product promotion techniques directed towards them. Furthermore, most of the early Gen Z research was conducted in the United States. Because there is a lack of reliable literature studies on HR and organizational research material related to Gen Z and their career-related objectives, organizations are ill-prepared to accept this new generation into the workforce. This study identifies the organizational values that the members of Generation Z find significant. The purpose of the study is to ascertain how closely the members of Generation Z align with corporate values and preferences. The research employs a quantitative methodology: 109 Turkish university students who were enrolled in classes were given a survey. Consequently, this identified the preferences of Generation Z members in Turkey. The literature lacks reliable studies regarding diverse investigations on Generation Z’s preferences conducted outside of the United States. This research will add to the literature about this topic. This study’s conclusions highlight how complex and multidimensional Generation Z’s views are regarding innovation and sustainability in the Turkish setting. The analyses did not show any significant mediating or predicting effects, contrary to the initial hypotheses that suggested a direct relationship between these attitudes, society contributions, educational attainment, and personal values. This implies that the variables influencing university students in Generation Z’s sustainability and innovation orientations are more complicated than previously thought and might not be directly impacted by the variables looked at in this study.

The Impact of an Educational Kit Based on a Virtual Laboratory in Chemistry for First-Year Middle School Students and Their Astute Thinking

The present study investigates the influence of a virtual laboratory-based learning kit on the development of clever thinking skills among middle school students engaged in chemistry education. This research responds to the increasing demand for effective and engaging pedagogical approaches within the realm of science education. The study formulates a null hypothesis asserting that there is no statistically significant difference, at the 0.05 significance level, between the average scores of students in the experimental group utilizing the virtual laboratory-based learning kit and those in the control group receiving instruction through traditional methods. An experimental design with partial control was employed, featuring an experimental group comprising 34 students and a control group consisting of 32 students from Qadisiyah Middle School for Boys. Participants were randomly selected to create an unbiased sample of 66 students. The groups were equated based on key variables, such as age, grade 6 grade point average (GPA), and prior knowledge of the subject matter. To facilitate effective learning, twenty-four daily teaching plans were meticulously constructed: the experimental group’s plans were aligned with the virtual laboratory-based educational kit, while the control group adhered to conventional instructional techniques. Subsequent statistical analysis was performed using SPSS to assess the outcomes of the two independent samples with unequal sizes. The findings revealed a significant enhancement in clever thinking skills among students in the experimental group who engaged with the virtual laboratory-based educational kit, in comparison to their counterparts in the control group. In conclusion, the results of this study indicate notable advantages associated with the incorporation of a virtual laboratory-based educational kit into chemistry instruction to foster the development of clever thinking skills among students. This research advocates for the integration of virtual laboratories into pedagogical practices and encourages further investigation across various educational levels and subjects to ascertain their broader implications for learning outcomes.

A Critical Analysis of Mitchel Foucault’s Perspective on Governmentality and Higher Education

The article offers a thorough examination of Foucault’s notion of governmentality and its practical implications in empirical investigations, specifically within the realm of education. Utilising recent academic research, this analysis thoroughly evaluated the adoption and application of the concept, followed by an exploration of studies in the fields of education and health that adopt a governmentality perspective. By highlighting the historical aspect, this perspective challenges existing frameworks of these fields and uncovers alternative potentialities. This study addressed the need for empirical research that employs governmentality as an analytical framework, intending to clarify its effectiveness in comprehending power dynamics within societal institutions. In addition, it explored Foucault’s concept of governmentality and its development in modern literature, highlighting its complex and dynamic characteristics. Ultimately, it acknowledged criticisms of Foucault’s concept and proposed possible directions for future investigation, such as examining its influence on the evolution of capitalism and conducting education system studies tailored to specific periods. This paper makes a substantial contribution to academic research by offering a thorough analysis of Michel Foucault’s concept of governmentality and its application in the context of higher education. It improves understanding of power relations within educational institutions and emphasizes the influence of neoliberal policies on governance and educational practices. Keywords: Governmentality, Foucault, Higher Education, Power Dynamics, Critique

Truancy, the Act of Students Being Absent from School without Legitimate Reasons: A Case of Wesley College Demonstration ‘B’ Junior High School

Truancy, the act of students being absent from school without legitimate reasons, has been a persistent concern in the realm of education, posing challenges to students, teachers, and educational institutions alike. This action research study aimed to investigate the effects of students' truancy on academic performance in a secondary school setting. The primary objective was to explore the relationship between students' absenteeism and their academic achievement across various subjects. Over a three-week period, data was collected from a sample of 15 students from different grade levels. Quantitative data was gathered through attendance records and academic performance data, while qualitative data was obtained through questionnaires and tests with teachers, students, and school administrators. The data was analysed to identify patterns and correlations between truancy and academic performance. The findings revealed a significant negative correlation between students' truancy and their academic achievement. Students with high levels of absenteeism exhibited lower grades and decreased academic performance across subjects. Questionnaire responses from teachers and students provided insights into the impact of truant behaviour on classroom engagement, missed learning opportunities, and reduced motivation to excel academically. The implications of this study underscore the need for proactive interventions to address truancy and its detrimental effects on academic success. Furthermore, the study highlights the importance of using technology for efficient attendance monitoring and early intervention. While this study provides valuable insights, further research is warranted to explore the longitudinal effects of truancy on academic achievement and to assess the effectiveness of various truancy prevention programmes. A holistic approach that involves collaboration among stakeholders is crucial to fostering a positive learning environment that nurtures student attendance and academic success.