Educational Success Research Articles

Fostering Educational Success: Program Description and Descriptive Pilot Study

Fostering Educational Success: Program Description and Descriptive Pilot Study

Communication on the success of education in neonatal endoscopic surgery at the STEPS 2024 Seminar

Communication on the success of education in neonatal endoscopic surgery at the STEPS 2024 Seminar

Leveraging Data Analytics to Investigate the Effectiveness of Flipped Classroom Models: A Case Study of Practical Programming Teaching

Educators face multiple challenges when teaching programming, such as the intricate nature of programming knowledge, the choice of effective teaching methods, and the diverse abilities of learners. Traditional teaching methods often fail to address these challenges, leading to higher dropout rates and lower student grades. This paper explores a study on the effectiveness of the flipped classroom model as a strategy to enhance student engagement in a practical programming course. In addition, learning data was analyzed to examine the relationship between pre-class preparation and in-class learning outcomes. The study's results indicate that the flipped classroom model significantly enhances student engagement and performance. Students who diligently completed pre-class assignments and dedicated more time to study demonstrated improved performance in subsequent in-class exercises. The results emphasize the potential of the flipped classroom model as a successful teaching method for increasing student involvement, encouraging self-directed learning, and ultimately improving the overall educational experience in programming courses.

Community College Social Media Public Scholars: Reframing the Narrative from the Inside Out

ABSTRACT Community colleges are one of the United States’ greatest educational success stories. Accessible to nearly every community, these colleges are woven into the fabric of society. They serve the highest diversity of postsecondary students and offer an ambitious array of educational missions. However, despite these longstanding accolades, community colleges have long been subject to pervasive false narratives and enduring stigma. Social media, however, offers a solution to these issues. This article argues that practitioners from inside community colleges can leverage this form of media as public scholarship, addressing faulty narratives by placing research, data, and information straight into public channels, disrupting the cycle of disinformation that has plagued these institutions for over a century.

Understanding student participation in a Mozambican university: the student perspective

ABSTRACT Student participation in university classrooms plays a pivotal role in student learning and success in higher education. We conducted a qualitative study to comprehend how students navigate complex classroom environments. Our aim is to understand how students perceive class participation and interactions with teachers and how they interpret teaching practices vis-à-vis their participation. Data from 23 undergraduate students at one university in Mozambique were collected and analysed. The findings indicate nuanced views and experiences regarding student participation and interactions with faculty. Deterrents to classroom participation and interactions were identified. Contextual and cultural factors were paramount in revealing the types and qualities of interactions and classroom participation reported in this study. Furthermore, innovative teaching practices and faculty’s caring attitude and behaviour were linked to more active participation and positive feelings about learning.

Creating a “sense of belonging” for Indigenous students: identifying supports to improve access and success in post-secondary education

Indigenous post-secondary students face cumbersome barriers to educational attainment. This article explores those barriers and presents findings from a survey of Indigenous students conducted at Algoma University in Sault St. Marie, Ontario, Canada. For First Nations’ students surveyed in 2016 ( n = 36), funding was identified as a major barrier and, considering that nearly half of students had dependents, finding affordable housing and childcare was a significant challenge. The transition to an urban area from living on-reserve is also difficult for many students. The Anishinaabe Initiatives Division at Algoma University hosted culturally affirming events for Indigenous students. We found this to be an effective tool universities can use to bolster student resilience and foster a sense of belonging. We also propose that funding on university campuses must increase to support Indigenous students’ educational attainment goals.

Student perspectives on learning transfer from online postgraduate sonography courses to traineeships: A pilot survey

AbstractIntroductionThis survey aims to understand how postgraduate sonography students perceive to apply knowledge from online coursework to traineeships. It also explores the impact of students' age, gender, traineeship duration and geographic location on learning transfer. The ability to apply learnt knowledge is a key factor for student success in higher education and the workplace, yet it is an under‐researched topic.MethodThe Human Research Ethics Committee of an Australian university granted ethical approval. A pilot online survey was sent to 279 medical sonography students enrolled in an online postgraduate program. These students had an industry traineeship as a corequisite to online coursework. The survey was sent via email on Microsoft Forms from October to December 2023. Descriptive, Likert scale and free‐text data were analysed using Microsoft Excel, IBM SPSS Statistics (version 29) and Lumivero NVivo (version 14).ResultsThe response rate was 38% (n = 106). Most respondents agreed that they developed transfer skills from online courses. Practice questions, lectures and interactive sessions emerged as the key online learning activities that helped to facilitate knowledge transfer. With summative assessments, case studies enhanced knowledge transfer. No significant difference was seen in the transfer ability based on geographical location, age and gender.ConclusionIt is challenging for online educators to foster transfer skills to prepare safe, competent, job‐ready graduates. Our study has provided initial insights on enablers of online learning transfer to online educators on students' perspectives of how they see the relevance and how they apply knowledge from online courses to traineeships.

The Psychological Effects of Remote Learning on Students: Examining Social Isolation, Anxiety, and Self-Discipline

This study examines the psychological effects of remote learning on students, with a focus on social isolation, anxiety, and self-discipline, along with related factors like motivation and time management. Using data from 500 university students, a quantitative correlational analysis found a significant positive correlation between social isolation and anxiety (r = 0.52, p < 0.01), indicating that reduced in-person interaction intensifies emotional stress. Self-discipline emerged as a moderating factor, helping students with higher levels of self-regulation to maintain academic performance despite isolation and anxiety. Regression analysis showed that higher anxiety negatively impacts both self-discipline (B = -0.30, p < 0.01) and academic performance (B = -0.35, p < 0.01). Motivation and time management also positively correlated with academic engagement (r = 0.60, p < 0.01) and performance, highlighting their importance in online learning success. This study contributes to frameworks such as Baumeister and Leary’s "need to belong," Deci and Ryan’s Self-Determination Theory, and Zimmerman’s Self-Regulated Learning theory, emphasizing the critical role of social and emotional support in student resilience. Practical recommendations include offering mental health resources, enhancing virtual peer connections, and incorporating self-regulation training into curricula. These findings underscore the importance of addressing students' psychological needs to foster both academic success and emotional well-being in online education. Future research should explore the long-term effects of remote learning and evaluate targeted interventions to enhance students’ resilience and engagement.

The Role of Human Resource Management Strategy in Creating Superior Quality Educators

This research is motivated by the urgent need for schools to have competent and superior human resources (HR) to support the success of education. HR management is strategically related to individuals' contribution to achieving academic goals. The quality of human resources in schools is essential in determining the quality of education and achieving national standards. This research aims to understand the role of human resource management in creating superior human resources in schools. The method used is a Systematic Literature Review (SLR) to analyze 30 nationally accredited articles from Google Scholar. SLR was chosen because it can provide a comprehensive picture and synthesize various relevant research results, resulting in more valid and reliable conclusions. The study results show that human resource management is central to creating quality education personnel through administrative management and teacher recruitment and selection, professional development, performance evaluation, welfare, fair compensation, school culture development, and conflict management. All of these aspects support each other in building superior human resources, ultimately improving the quality of education. This study contributes significantly to understanding the importance of HR management in the educational environment. It offers best practices that schools can apply to improve the quality of education personnel.

The Difficulties That Faced Libyan Students in Learning English Vocabulary and Understanding Academic Texts

This study examines Libyan students' difficulties in acquiring the English language and comprehending academic writing. The research delineates particular vocabulary-related challenges and their effects on reading comprehension and academic achievement. A quantitative methodology was employed, utilizing a questionnaire administered to 32 students from the English department at Aljufra University. The results demonstrate that students face considerable difficulties in enhancing their vocabulary, employing words correctly, and comprehending phrasal verbs. The challenges are frequently intensified by cultural and linguistic disparities between Arabic and English, impeding students' ability to identify equivalent concepts in both languages. It also reveals that many students rely on traditional learning methods, such as dictionaries, flashcards, and repetition. While these strategies are somewhat effective, they are insufficient for mastering the complexities of academic English. The research highlights the necessity for educational institutions to provide additional support, including targeted vocabulary instruction, workshops, and one-on-one tutoring, to enhance students' academic writing and comprehension skills. Over 60% of the participants expressed the need for more excellent institutional support in academic writing, emphasizing the importance of structured resources to improve their learning outcomes. The results further emphasize the challenges associated with phrasal verbs and complex vocabulary, which remain common obstacles for non-native speakers. Addressing these areas through culturally responsive teaching techniques and providing real-world examples could make learning more relatable for students. The research underlines the importance of a comprehensive approach to vocabulary learning that incorporates both traditional and modern methods. Educators' focused effort to provide vocabulary support, academic assistance, and culturally relevant instruction is essential for improving Libyan students' vocabulary, enhancing their comprehension of scholarly texts, and ultimately enabling their educational success.

Blended Learning for Skill Development in EFL Teacher Preparation

Background: Blended learning, which integrates online and face-to-face instruction, is increasingly essential in teacher education, especially for English as a Foreign Language (EFL). Gap: Research is limited on its specific effectiveness in building EFL pedagogical skills. Aim: This study examines whether blended learning better supports teaching success for EFL prospective teachers than traditional methods. Results: Blended and face-to-face methods equally boost educational success, but the blended approach better prepares future teaching skills. Novelty: This study reveals blended learning's unique value in EFL teacher preparation. Implications: Institutions should adopt blended learning to enhance adaptive teaching skills for modern classrooms. Highlights: Blended learning enhances teaching skills by combining online and face-to-face methods. This approach uniquely prepares EFL teachers for modern, adaptive classrooms. Institutions should integrate blended models for effective teacher development. Keywords: Blended Learning, EFL Teacher Training, Pedagogical Skills, Educational Success, Hybrid Teaching

Explicating collegiality and change management in neoliberalism during the dynamics of higher education institutions: : A Systematic Literature Review using PRISMA Checklist

Background This paper discusses the lack of references that comprehensively describe the changes in universities owing to the ideology of neoliberalism. This research also discusses how a university maintains its function and identity when the great wave of neoliberalism massively erodes collegiality as the original philosophy of the university through a case study of the neoliberalism ideology on higher education. This study also provides a comprehensive framework for higher education management and governance changes. Methods We selected all retrieved sources based on the keywords and analyzed all the documents we obtained. This study obtained data from Scopus retrieved on October 27, 2023, using the following keywords: (TITLE-ABS-KEY ("collegiality") OR TITLE-ABS-KEY ("change management") OR TITLE-ABS-KEY ("neolibelism")) AND TITLE-ABS-KEY ("higher education"). This study utilized bibliometric analysis to ensure a structured review of the literature on collegiality, change management, and neoliberalism in higher education. Results The findings show that organizational management, leadership, education, technology, curriculum, innovation, organizational change, decision-making, and human beings are significant trajectories of neoliberalism in higher education. Conclusions This study offers other constructs for accelerating leadership success in higher education. This relates to how change leadership can navigate changes resulting from neoliberal ideology.

Commentary on the Applications of Blended Learning in the Teaching and Learning Process – A Review

Blended learning, an innovative approach that combines traditional face-to-face (FTF) instruction with online elements, has gained prominence in education. This article provides a comprehensive overview of blended learning, including its definition, advantages, disadvantages, and various factors that affect the effectiveness of this teaching and learning approach. It also explores students’ and teachers’ perceptions of blended learning and the challenges and issues that may arise in its implementation. Blended learning has been found to provide several benefits such as personalized learning, flexibility, improved engagement, cost-effectiveness, accessibility, and real-world skill development. However, it also presents challenges related to technological dependence, digital inequality, reduced face-to-face interaction, and assessment difficulties. Instructors may face challenges in terms of preparation, time management, and scheduling. Factors affecting learning in a blended environment include pedagogical approaches, technology infrastructure, teacher skills and training, student engagement, assessment methods, cultural and social context, and time management. Students and teachers generally perceive blended learning positively, citing improvements in learning outcomes and teaching practices. While blended learning offers a sound pedagogical approach, successful implementation requires addressing technical barriers, ensuring engagement, effective assessment and evaluation methods, effective time management, and providing instructor training and support. Data privacy and security, social isolation, and course redesign are also important considerations in implementing blended learning. In conclusion, blended learning is a versatile and effective educational approach with many advantages and challenges. To ensure its success, careful planning, continuous evaluation, and support for educators and learners are essential to create rich learning environments in a rapidly evolving educational environment.

Role of teacher learning agility: an empirical study for islamic educational success in Indonesia

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor’s and master’s level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence.

Supporting the educational success of children in foster care: the educational advocacy program

ABSTRACT Children in foster care face a heightened risk of poor educational outcomes, yet published research on programs designed to improve outcomes remains scant. Findings from an evaluation of the Educational Advocacy Program (EAP) that works with foster and adoptive caregivers and educators to address unmet educational needs are presented to help fill this gap. Youth, services data, and contact information for caregivers and educators were drawn from EAP files for cases closed during 2018–2019 (n = 234). Surveys of identified educators and caregivers as well as district foster care liaisons were conducted. Youth information was linked to state administrative data on foster care placements. Descriptive and bivariate analyses of program outcomes, program satisfaction, and placement stability were completed. Caregivers and educators perceived benefits for themselves and youth served. EAP staff ratings of post-service youth function were congruent with caregiver ratings of youth school outcomes. Statistically significant decreases in youth placement moves were found during and after services compared to before EAP onset. While not a causal design, results indicate that EAP holds promise for supporting caregiver and educator collaboration and improving youth school and placement outcomes. Implications for future research and practice are discussed.

Investigating the Influence of First Principles of Instruction on Trauma Management Skills in Nursing Students.

This study aimed to evaluate the effects of first principles of instruction on trauma management skills for undergraduate nursing students. Two hundred twenty-four nursing students from Fujian Medical University were divided into control and experimental groups. Participants in the experimental group applied first principles of instruction and introduced design modifications to acquire trauma management skills. Scores for trauma management skills were significantly higher in the experimental group than in the control group. In addition, 89% of students strongly agreed with using first principles of instruction and indicated satisfaction with the teaching mode. First principles of instruction enhance theoretical understanding of trauma management skills, with significant score differences between experimental and control groups. High student satisfaction underscores the effectiveness of this approach in creating a conducive learning environment. Integrating first principles of instruction holds promise for deeper comprehension and long-term educational success among nursing students. [J Nurs Educ. 2024;63(11):731-736.].

Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class

Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.

Curriculum is the road to success in medical education

Medical education is complicated, with many interconnected components and processes. It involves a network of complex interconnected relationships that extend beyond the learner-teacher dyad. The curriculum is the foundation upon which all other elements are built and can be considered the road to success in medical education. Like a good road, a successful medical curriculum functions well with all the medical education components working together. The overall direction is clear to all, with short and long-term outcome measures demonstrating success.

Relationship Between Multi-Teaching Styles and Didactics Effectiveness on Rugby Instructors and Minirugby Players

Background/Objectives: The concept of educational systems thinking shows the rugby educational system as a network of multiple interactive and interconnected elements. However, the frameworks presented in the literature for developing sports practice through an educational vision and multisport engagement do not always have direct transferability to instructors’ training courses. The study aims to evaluate the correlation between rugby instructors’ methodological and didactical competencies and compare them with children’s motor competence and psychological aspects. Methods: Two hundred twenty children (9.6 ± 1.1 years) and 50 instructors (39.0 ± 13.6 years) were enrolled. Instructors’ competencies were investigated during the internship through evaluation sheets, questionnaires, and video analysis. Children’s motor competence and psychological aspects were investigated through motor tests, questionnaires, and video analysis. Results: The correlation between methodological competencies and didactical-communicative competencies showed a positive significance, especially regarding production styles. Motor competence and play skills in children showed poor results. The group of instructors with more methodological competencies (a greater number of teaching styles used) showed a strong correlation between motor competence and psychological aspects. Conclusions: For successful teaching, knowledge of specific technical skills is not enough, and it is important to consider all the factors (in particular, the teaching-communicative and methodological skills) that contribute most to instructors’ skills.

GESTÃO EDUCACIONAL PÓS-PANDEMIA: DESAFIOS E SOLUÇÕES PARA O ENSINO- APRENDIZAGEM

This paper analyzes the challenges and strategies of educational management in the post-COVID-19 pandemic context, focusing on the teaching-learning process. The pandemic has had a profound impact on the educational sector, requiring a restructuring of pedagogical and administrative practices. The objective of the research is to investigate how school management can help students overcome the learning gaps generated during remote and hybrid teaching, adopting innovative and inclusive practices. The methodology employed consists of a literature review and a qualitative survey with school managers, where data were collected on the strategies implemented. The results indicate that flexible, collaborative, and technology-oriented management is essential for educational success in the post-pandemic period. It is concluded that educational management must adapt to new realities, promoting the integral development of students and the recovery of learning gaps.