Effect Of Educational Intervention Research Articles

The role of self-awareness and reflection in academic achievement: A psychological and Bayesian analysis

The ability to properly evaluate one’s own academic progress has long been considered a predictor of academic success. However, its distinctive role in the context of computational mathematics remains underexplored. Grounded in social cognitive theory, this study investigates the critical role of self-regulated learning (SRL) strategies in enhancing mathematics learning, particularly in programming-based contexts. Focusing on two components of SRL, self-awareness and reflection, the study provides empirical evidence on the psychological effectiveness of SRL in academic outcomes through the implementation of an e-portfolio-based intervention. Using Bayesian inference, the study models individual learning processes, offering personalized insights for effective educational interventions. The analysis reveals that the use of e-portfolios significantly fosters self-awareness and enhances learning among students. Nevertheless, the study also addresses psychological challenges in programming-based mathematical education, such as complex problem-solving and abstract thinking. The findings highlight the need for interactive, technology-enhanced teaching approaches to keep university-level students engaged and motivated. Key psychological implications are discussed for relevant measures in mathematics education.

The global, regional, and national burden of urolithiasis in 204 countries and territories, 2000–2021: a systematic analysis for the Global Burden of Disease Study 2021

Urolithiasis is a common urological problem that is associated with high morbidity. A comprehensive assessment of the non-fatal and fatal health trends of urolithiasis by age, sex, and geography over time is necessary to inform policy to control this surgically managed non-communicable disease. This study was conducted using the standard GBD methodology and analytic tools. Cause-specific mortality rate (CSMR) was estimated using vital registration and verbal autopsy data and the Cause of Death Ensemble model (CODEm) modelling tool. CSMR estimates and incidence data from medical insurance claims and hospital discharges were analysed using a Bayesian meta-regression modelling tool, DisMod-MR 2.1, to estimate age-, sex-, and location-specific incidence of urolithiasis between 2000 and 2021. Disability-adjusted life-years (DALYs) were the sum of years of life lost (YLL) and years lived with disability (YLDs). YLLs due to urolithiasis were calculated by multiplying the estimated number of deaths by the standard life expectancy at the age of death. YLDs were estimated by multiplying the disability weight by the symptomatic proportion of urolithiasis cases. The Global Burden of Diseases study used de-identified data, approved by the University of Washington IRB (Study Number 9060). There were 106 million (95% UI 88.3-129.0) incident cases of urolithiasis in 2021, of which 67% were in men (71.1 million [59.4-86.2)]). The global number of incident cases, deaths, and DALYs increased by 26.7% (23.8-29.8), 60.3% (41.5-84.7), and 34.5% (24.6-47.3), respectively, between 2000 and 2021. The global age-standardised incidence rate of urolithiasis experienced a significant decrease of 17.5% (14.7-20.0), while the age-standardised DALYs rate saw a reduction of 15.1% (6.8-21.3). Twelve GBD regions showed declining trends in the age-standardised incidence rate of urolithiasis between 2000 and 2021, and the remaining nine GBD regions had an increasing trend of age-standardised rates of urolithiasis. A significant increase in the age-standardised incidence rate of urolithiasis was observed in Central America, Tropical Latin America, and the Caribbean regions, whereas notable decline was observed in east Asia, eastern Europe, central Europe, and high-income North America. It was observed that the global age-standardised death rate was less than 0.5 per 100,000 across all GBD regions and less than 1 per 100,000 across all SDI quintiles, with fairly stable global age-standardised death rates of urolithiasis between 2000 and 2021. The age-standardised incidence rate of urolithiasis was 837 (688-1034) in low SDI regions and 1443 (12,108-1734) in high-middle SDI regions. Furthermore, the age-standardised DALY rate showed a decreasing trend across all SDI quintiles over the same period: high-middle SDI (-28.9% [-34.4 to-23.0]), middle SDI (-22.6% [-30.5 to-10.9]), and low-middle SDI (-2.9% [-15.8 to 12.9]). Global urolithiasis incidence and DALY rates have decreased, while the death rate has stabilised worldwide, showing significant variability among regions, SDI levels, and countries. This could be due to effective preventive measures c on urolithiasis risk factors, effective public health education, lifestyle changes, and early interventions and improved health care access at the global level. This analysis offers relevant insights into global, regional, and country-specific urolithiasis trends. Bill & Melinda Gates Foundation.

Analysis of risk factor microflora colonization on pregnancy vagina in makassar

Introduction: Worldwide infection rates based on estimated 20-30 % colonization at 35 weeks gestation. During normal pregnancy colonization transient, intermittent, or chronic infection and the spectrum varies from asymptomatic colonization to the sepsis. Intrapartum transmission of bacteria from mother to neonatal, will cause the infection develops into neonatal sepsis during childbirth. This study aimed to determine the proportion of the colonization of gram positive and negative bacteria in pregnant women over 31 weeks of age. Research Methodology: This research uses vaginal swab samples from pregnant women and blood samples from babies who are born, then these samples will be examined in the Unhas Hospital laboratory. Vaginal swab samples via transport medium will be placed in BHIB medium then incubated at 270 C for 24 hours. Result: Prevalence of gram-positive bacterium identified Streptococcus species (0.9%), S. Aureus (11.8%) and S. Epidermidis (78.4%). For gram-negative bacteria had identified; Enterobacter Sp (32.3%), Providencia Sp (12.7%), Proteus Sp (8.8%), Acinetobacter sp (5.9%) and E. Coli (6.9%). Candida Sp obtained on SDA culture and gram staining followed by a number of 54 samples (55.1%). The symptom was to be is Discharge Vagina over 30% cases. Among 76.6% with habitually antiseptic usual. Based on data statistical analysis can be concluded that the age have a significance level 0:01 (ρ < 0.05) .and contraceptive used have a significance level of 0.038 (ρ < 0.05), had a relationship with a potential fetomaternal infection to infant. Conclusion: that maternal age and history of contraceptive use are significantly associated with bacterial colonization in pregnant women. These findings underscore the need to consider demographic and behavioral factors when assessing and managing vaginal health during pregnancy. Effective educational interventions focusing on proper hygiene practices and the risks associated with antiseptic soap use, coupled with targeted monitoring of older pregnant women and those with a history of contraceptive use, are recommended to reduce the risks associated with vaginal microbial colonization

Executive Functions and Special Educational Needs and Their Relationship with School-Age Learning Difficulties.

The relationship between executive functions, special educational needs (SEN), and learning difficulties in school-aged children is critical for developing effective educational interventions. This study explores the connection between executive functions and SEN in primary school students, examining differences in executive function profiles between those with and without SEN and their impact on learning difficulties. In total, 123 primary school students aged 6 to 12 and their teachers and parents participated in this study. The Behavior Rating Inventory of Executive Function (BRIEF-2) and the Prediscal test were used to assess difficulties in reading and mathematics, and sociodemographic and clinical data were collected through ad hoc records. The results indicated that students with SEN exhibited significantly more affected executive function profiles compared to their peers without SEN in both family and school contexts, highlighting areas such as cognitive flexibility, initiative, working memory, planning and organisation, task supervision, and material organisation. Additionally, significant negative correlations were found between executive functions and performance in reading and mathematics, suggesting that deficits in executive functions are strongly associated with SEN. These findings underscore the critical role of executive functions in understanding and addressing SEN and learning difficulties, emphasising the need for comprehensive assessment programmes and early intervention targeting executive function deficits to support the academic and overall development of students with SEN.

Development of Competencies in Emergency Nursing: Comparison Between Self-Assessment and Tutor Evaluation Before and After a Training Intervention.

Nursing competence encompasses the integration of knowledge, skills, and attitudes essential for comprehensive and safe patient care. This study aimed to compare self-assessment and tutor evaluation of nurses' competencies in a hospital emergency department before and after a training intervention. A quasi-experimental design was employed, involving 63 newly hired nurses who participated in a mentorship program. The intervention included theoretical and practical sessions on critical care skills. Data were collected through self-assessment questionnaires and objective evaluations by tutors using validated rubrics. The results indicated significant differences between self-assessment and tutor evaluations in pre- and post-intervention phases, particularly in competencies related to orotracheal intubation and fibrinolytic therapy for ischemic stroke. Post-intervention, discrepancies between self-assessment and tutor evaluations decreased, suggesting improved self-awareness and competence among participants. This study highlights the importance of combining self-assessment and external evaluation to ensure accurate competency assessment and effective educational interventions, ultimately enhancing the quality of patient care.

CONHECIMENTOS SOBRE RASTREIO E DIAGNÓSTICO PRECOCE DE CÂNCER DE COLO UTERINO ENTRE AS MULHERES QUE FREQUENTAM UM AMBULATÓRIO DE UM CENTRO UNIVERSITÁRIO NA CIDADE DE PORTO VELHO – RO - BRASIL

Cervical cancer (CCU) is one of the most common types among women, making early diagnosis essential for better prognoses. It is characterized by slow progression, but it is amenable to screening and rapid detection, which can lead to effective treatment and a promising prognosis. Human papiloma virus (HPV) infection, especially by subtypes 16 and 18, is a necessary but not sufficient condition for the development of cervical cancer. The oncotic cytology test (Pap smear) aims to detect precursor lesions of CCU. This study investigated the level of knowledge about cervical cancer screening and early diagnosis among women attending an outpatient clinic at a University Center in Porto Velho, RO. A qualitative and descriptive approach was used through questionnaires to assess understanding of the preventive exam (Pap smear), risk factors, and preventive practices. The results showed: (i) high adherence to the cervical cancer preventive exam among participants; (ii) non-use of condoms (70%); (iii) educational actions on the preventive exam (60%); (iv) structural and personal barriers limiting access to the preventive exam; (v) 56.7% of participants had information about HPV; (vi) 83.3% of participants reported knowledge of cervical cancer; (vii) lack of knowledge about the frequency of the preventive exam in 55% of participants; (viii) 88.3% believe that early diagnosis improves prognosis and treatment success. The results of this study may help to develop effective educational interventions that encourage the preventive exam, contributing to reducing incidence and mortality rates associated with CCU, and improving women’s health in the region.

Enhancing Emergency Cognitive Ability in College Students Under Emergencies: A Study of Influencing Factors and Hierarchical Relationships

This study addresses the need to enhance college students’ emergency cognitive ability by identifying key influencing factors and analyzing their hierarchical structure. To fill the gap in understanding these relationships, we used grounded theory to identify 12 influencing factors through a literature review, case analysis, and interviews. The interpretive structural modeling (ISM) method categorized these factors into three levels: direct, key, and root factors. Root factors such as risk awareness, crisis perception, and responsibility are core to the cognitive ability framework and have a profound impact on students’ responses to emergencies. Further, the matrix of cross-impact multiplications applied to classification (MICMAC) analysis categorized the factors based on driving force and dependency, showing strong interrelationships. The integration of ISM-MICMAC methods offers a novel approach to understanding the hierarchical influence among factors, enabling educational institutions and policymakers to design targeted emergency training programs. By incorporating information technology into the educational process, this research provides practical guidance for enhancing students’ preparedness and resilience in emergencies. The findings support policy development and the design of effective educational interventions, offering valuable insights for administrators, policymakers, and emergency management professionals in creating safer, more resilient educational environments.

HBV Transmission Knowledge Among Korean-American Chronic Hepatitis B Patients in the United States.

Chronic hepatitis B (CHB) is a condition that disproportionately affects Asian Americans in the United States. Knowledge of transmission is crucial for CHB patients to practice prevention methods to limit the spread of the hepatitis B virus (HBV), but also live their lives free from unwarranted fears or restrictions. Among Asian CHB patients, several misperceptions about HBV transmission have been identified. This analysis aims to assess the current state of HBV knowledge among a cohort of Korean-American CHB patients. This mixed-methods study includes 363 respondents who completed a survey in either Korean (N = 298) or English (N = 65) at two clinical care settings in Philadelphia (N = 161) and Los Angeles (N = 202); 30 participants also completed in-depth interviews. Knowledge was measured on a 10-point scale, asking patients yes or no transmission questions (n = 10, alpha = 0.87). The average knowledge score was 6.3. In multivariate analyses, older age was associated with lower knowledge (β=-0.25, p < 0.001). More years of formal education (β = 0.09, p = 0.076) and utilizing more sources for health information (β = 0.12, p = 0.023) were both independently associated with higher knowledge scores. Qualitative findings show that misperceptions about transmission through shared food still exist and that provider communication is an important part of knowledge acquisition. These results suggest that despite receiving specialized, culturally concordant medical care for their disease, some Korean-American CHB patients have an inadequate understanding of transmission and that opportunities exist to improve education in this population. Identifying additional factors that influence knowledge acquisition and retention is key to developing culturally effective education interventions for this population.

Effectiveness of work-based educational interventions for antimicrobial stewardship: a systematic review.

The pressing need for better antimicrobial stewardship (AMS) is invariably reliant on educational interventions in some form. To evaluate the effectiveness of post-qualification educational interventions for AMS behaviour change among health professionals. Seven databases were searched for articles published between 2013 and 2024 for post-qualification educational interventions aimed at health professionals to improve AMS. Randomised controlled trials (RCTs) and quasi-experimental designs such as non-randomised trials, controlled and non-controlled before and after studies, and qualitative studies were considered eligible. The quality of studies was assessed using Cochrane Effective Practice and Organization of Care (EPOC) criteria for RCTs and interrupted time series designs, and the Mixed Methods Appraisal Tool (MMAT) for all other studies. Data were extracted, analysed for effectiveness, and synthesised narratively. Registration: PROSPERO international prospective register of systematic reviews (PROSPERO 2023 CRD42023447115). Forty-six studies were included in the review, with six meeting the EPOC criteria. The remaining forty were assessed using the MMAT. The overall risk of bias for the six studies meeting the EPOC criteria was low, but risk of bias was high for studies assessed using the MMAT. Overall, there was some evidence that formal education alone was effective in this context, but only limited evidence about what type of educational intervention, for which profession, is most effective. Our review provided an in-depth examination of post-qualification AMS interventions. We found studies were heterogeneous and quality of evidence relatively poor. High quality studies focused on establishing key components of effective educational interventions are required.

Construction and psychometric validation in Spanish schoolchildren of a knowledge questionnaire on basic life support and Automated External Defibrillator (ConocES-BLS/AED) in Spain

The 60 % of cardiac arrests happen in the out-of-hospital setting. In 2023, the International Liaison Committee on Resuscitation issued a statement entitled “Children save lives”, recommending the teaching of basic life support to children from the age of 12. However, we have not identified validated instruments that assess the level of knowledge of schoolchildren about BLS and AED. Objective: Construction and psychometric validation of a questionnaire to assess knowledge on Basic Life Support (BLS) and Automated External Defibrillator (AED) in primary to secondary school children. Method: Cross-sectional descriptive study of validation of the questionnaire consisting of several phases: construction of the questionnaire on knowledge on BLS and AED (ConocES-BLS/AED), content validation, pilot test and psychometric validation. Results: The ConocES-SVB/AED questionnaire was constructed, content validation was carried out by 14 experts, the pilot test carried out on 105 students reported good reliability (0.84), and finally with the psychometric validation a questionnaire composed of 12 items was obtained and psychometrically validated using the Item Response Theory in a final sample of 182 participants. Adequate fit values and acceptable reliability (0.65) were obtained, demonstrating its usefulness to accurately measure the level of knowledge about SVB/AED maneuvers in schoolchildren. Conclusions: The created and validated questionnaire provides educators with a fundamental resource to identify areas of lack of knowledge, improve and design effective educational interventions for schoolchildren on SVB/AED maneuvers.

Assessment of knowledge levels amongst pre-operative patients regarding the importance of postmastectomy exercises for optimal outcome: ACross-sectional study

Background: Post-operative exercises play a crucial role in the recovery process for mastectomy patients. Assessing preoperative knowledge can guide effective educational interventions. Aim: The primary objective of the study was to evaluate the knowledge levels of pre-operative breast cancer patients regarding post-operative exercises. Materials and Methods: A descriptive cross-sectional study was conducted from March 2021 to March 2022 at Female District Hospital and Satish Pandey Memorial (SCPM) Multi-Specialty Hospital, Gonda, Uttar Pradesh. Using a purposive sampling technique, 150 pre-operative breast cancer patients were selected. Data were collected via questionnaires assessing demographic variables and knowledge of post-operative exercises. Statistical analysis was conducted using SPSS, with significance set at 95% confidence interval. Results: Findings showed 27.3% of patients had no knowledge, 33.3% had inadequate knowledge, 27.3% had moderate knowledge, and 12% had adequate knowledge, with a mean score of 2.24 (SD = 0.98). Chi-square analysis indicated significant associations between knowledge levels and demographic factors such as age, education, occupation, family type, and living area, (p&lt;0.05). Conclusion: The study highlights varied knowledge levels regarding post-operative exercises among mastectomy patients, with many showing inadequate understanding. Educational programs are essential to improve knowledge and promote better recovery outcomes.

Women’s experience of participating in a storytelling intervention about abnormal uterine bleeding for medical student education

Introduction: Storytelling of lived experience could be an effective educational intervention to enhance empathic communication during medical training. The aim of this study is to describe women’s experiences of participating in a storytelling intervention for medical students, consisting of live online and recorded stories about their lived experience of abnormal uterine bleeding. Methods: Semi-structured interviews were conducted with women who had lived experience of abnormal uterine bleeding and who participated in a storytelling intervention for medical students. Interviews were recorded and transcribed verbatim. A reflexive thematic analysis approach was used for analysing the data. Results: Eight women participated in interviews, five online, two by telephone and one responding to interview questions by email. The analysis produced five themes: (1) empowered by opportunity to provide guidance to students, (2) empowered by advocating for women, (3) therapeutic to share and hear lived experiences, (4) preference for a pragmatic online format and (5) safe and comfortable setting for sharing experiences. Conclusion: Women had a meaningful and therapeutic experience of participating in the storytelling intervention. Storytelling interventions for health professional education may work well for people with lived experience when a practical or flexible online format is offered, which contributes to a safe and comfortable environment.

Distributed leadership as a potential strategy for the management of environmental education curriculum in secondary schools

Environmental education plays a critical role in equipping learners with the knowledge and skills needed to address environmental challenges and promote sustainability. However, in South African secondary schools, the implementation of environmental education faces obstacles such as limited resources, curriculum constraints, and insufficient stakeholder involvement. This empirical research paper explores the potential of distributed leadership as a strategic approach to advancing environmental education. Distributed leadership, which emphasises shared decision-making and collaboration, offers a transformative model for promoting environmental awareness and sustainability initiatives. The study analyses successful examples of distributed leadership globally and within South Africa to uncover its transformative possibilities. Furthermore, the paper examines the benefits of adopting distributed leadership in fostering environmental consciousness and action within the school community. Through stakeholder engagement and collaboration, distributed leadership can lead to more effective environmental education interventions. The findings and recommendations from this research contribute to the advancement of sustainable environmental education strategies in South Africa and beyond.

Agricultural Health and Safety: Evaluating Farmers’ Knowledge, Attitude, and Safety Behavior in Northern Thailand

BackgroundAgriculture is vital for economic growth and livelihoods in northern Thailand, yet it is challenged by hazardous practices such as improper chemical use and machinery accidents. This study aimed to evaluate the risk and determine the relationship between pesticide exposure and knowledge, attitudes, and safety behaviors. MethodsThis cross-sectional study was conducted between October and December 2017 in the San Pa Tong district of Chiang Mai, Thailand. Data were collected through structured questionnaires and face-to-face interviews with 280 farmers. ResultsThe findings indicated that knowledge and safety behavior scores varied significantly with educational attainment and training received. Farmers with higher education levels or those who had undergone training exhibited better knowledge and safer behavioral practices, whereas income levels did not significantly affect knowledge or safety behaviors. The pesticide exposure risk level was associated with the study variables, with those recognizing a ‘normal’ risk level demonstrating greater knowledge and safer behaviors than those who reported the risk level as safe or at risk. A strong positive correlation between knowledge and safety behavior was observed, indicating that increased awareness can result in more cautious practices. These findings suggest that educational and training programs are crucial for promoting safer pesticide use among farmers. Although attitudes toward pesticide safety varied based on income, education, and training positively influenced knowledge and behavior. ConclusionThe study concludes that understanding farmers’ perceptions of pesticide risks is essential for designing and implementing effective educational interventions.

Unlocking knowledge: a meta-analysis assessing the efficacy of educational escape rooms in health sciences education.

Educational escape rooms within health sciences education are gaining traction as a unique and engaging game-based strategy for reviewing instructional content. Educational escape rooms cultivate valuable skills such as teamwork, communication, creativity, attention to detail, and the ability to apply knowledge under time pressures. While several studies have independently assessed learners' knowledge gains after educational escape room interventions, the present work meta-analyzes the efficacy of educational escape rooms across studies and student learners within health sciences education. A systematic search across seven databases was performed by a health sciences librarian from inception to March 24, 2023. Record screenings, full-text reviews, and data extractions were managed within Covidence. MERSQI criteria were used to assess study quality. Pooled effect sizes (Standardized Mean Differences = SMD) were estimated through meta-analysis to summarize learner performance outcomes after educational escape room interventions. Eleven studies followed a longitudinal pretest-posttest design, and five studies followed a control-treatment group design. Learners' posttest scores after participating in an educational escape room were statistically higher than their pretest scores as indicated by a large positive summary effect size (SMD ≥ 0.893; p <0.001). Educational escape rooms were also effective for treatment group participants (n = 508), who significantly outperformed (SMD = 0.616; p <0.001) control group participants (n = 555). Most escape rooms were employed as a mechanism for reviewing educational content. This meta-analytic review suggests escape rooms are effective educational interventions for increasing knowledge gains among health sciences learners and highlights common implementation practices to help guide educators interested in this game-based learning approach.

Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones

Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions aimed to improve intergroup attitudes of young children (preschool and elementary school age) living in conflict zones towards the conflict out-group. The literature review includes interventions that have been implemented to address intergroup bias among such children. This review identifies effective strategies in existing literature and highlights areas for further research and development. These interventions provide practical strategies to reduce intergroup bias among children and foster positive intergroup relations; as such, they hold significant implications for educators, practitioners, and policymakers working in conflict zones. However, more longitudinal studies are needed to assess the long-term effects of interventions and their impact on sustained attitude change. Moreover, interventions should be tailored to specific conflict contexts, considering cultural nuances and local dynamics. Overall, the present article may contribute to our understanding of how to effectively intervene and moderate intergroup biases and negative attitudes among children living in conflict contexts before biases become stronger and more fully formed in adulthood.

Hepatitis B Awareness among Adult People in Community Based Medical College, Bangladesh

Background: Hepatitis B (HB) is a major health issue in Bangladesh, with an approximated percentage ranging from 2-7% among the population of the country. HB remains a significant problem due to lack of awareness and inadequate knowledge regarding its transmission, prevention, and risk factors. Objective: To evaluate the current state of knowledge and perception regarding hepatitis B infection among the adult patients of Community Based Medical College Hospital in Bangladesh. Methods: This descriptive cross-sectional study recruited 90 adult patients at the Department of Medicine between July 2022 and June 2023. An interview survey using a structured questionnaire was used to gather data from the respondents. The data analysis was done by descriptive statistics means. Results: A larger proportion of the respondents were male (61.1%), within the age group of 26-35 years (30%), married (66.7%), and primary education (46.7%). Individuals who acquired their HB information from doctors were the highest at 38.9%. 4% were able to point out accurately that blood can transmit the virus, while 22.2% were still convinced that water could spread HB. As for the means of transmission, only 2% knew that it could be sexually transmitted. Only 9% knew about vaccination, but 22.2% of the respondents had the wrong perception that safe drinking water reduces the risk of getting HB. Doctors were most frequently reported as a high-risk group (38.9%), followed by drug abusers (27.8%). Conclusion: The findings of this study show that the study population has limited knowledge about hepatitis B and contains misconceptions about the means through which it spreads and the methods of avoiding it. The study emphasizes the imperative of designing effective health education interventions to fill these knowledge deficits with regards to transmission, risk factors, and vaccination coverage. They said that healthcare providers are very important in transmitting information and should ...............

Trends and Awareness of Nutritional and Health Aspects of Dahi Consumption: A Consumer Analysis in Anand and Vidyanagar, Gujarat, India

This study investigates the consumption patterns and consumer awareness of dahi in Anand and Vidyanagar cities. India, as a major dairy producer, relies heavily on fermented milk products like dahi, which plays a crucial role in the national diet and dairy industry. This research aims to analyze current trends in dahi consumption and assess awareness levels regarding its nutritional and health benefits. Through a survey of 100 respondents, the study reveals demographic characteristics, dahi consumption habits, and awareness levels regarding health benefit of dahi. The results show a high prevalence of dahi consumption (94%) with a preference for packed dahi (56%) and frequent consumption (49% consuming a few times a week, 36% daily). However, consumer awareness about nutritional content and health benefits of dahi was relatively low, with only 41% aware of its probiotic benefits and 33% aware of its potential role in weight management. The study employs descriptive statistics to analyze the data, finding that females predominantly make dahi purchase decisions (83%) and that joint families (60%) are more common among consumers. The findings underscore the need for increased consumer education on the nutritional and health benefits of dahi to enhance informed consumption choices. These insights can guide policymakers and industry stakeholders in designing effective educational campaigns and interventions to promote dahi consumption, ultimately supporting healthier dietary practices and boosting the dairy sector's growth.

The provision of accounting ethics education in Ethiopian accounting programs: a structuration theory perspective

Purpose This study aims to explore the provision of accounting ethics education in Ethiopian accounting programs through structuration theory. Design/methodology/approach A qualitative case study methodology was used, and data were collected through semistructured interviews with faculty members, practitioners and regulatory bodies. The interview transcripts were analyzed using thematic analysis. Accounting curricula were also analyzed to triangulate and support the findings. Findings The study revealed a significant gap in the status of accounting ethics education, primarily attributed to a misunderstanding of its importance. While faculty initiatives and student interest have partially mitigated this gap, systemic challenges such as rigid curricula, a lack of awareness and commitment, resource constraints and limited stakeholders’ support persisted. A combined approach to accounting ethics education is required to foster ethical behavior. Hence, the structuration theory highlighted how meanings, power dynamics and norms and values constrained and enabled the provision of accounting ethics education. Research limitations/implications The study emphasized the need for stakeholders to influence policymakers’ perceptions regarding the significance of accounting ethics education. The study also provided empirical support for structuration theory. Future research should involve cross-cultural comparisons and explore the ethical behavior of accounting professionals using diverse research designs to highlight the gaps and inform effective educational interventions. Originality/value This study contributes to the theoretical application of structuration theory in accounting ethics education. It underscores the critical role of comprehensive curricular reforms, stakeholder engagement and resource allocation.

ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA PADA MATERI PERSAMAAN DAN PERTIDAKSAMAAN LINEAR SATU VARIABEL

This study was conducted with the primary aim of evaluating and deeply understanding students' abilities in solving mathematical problems, specifically focusing on Linear Equations and Inequalities with One Variable (SPLSV). A qualitative approach was chosen because it allows researchers to delve deeper into students' thought processes and how they approach given mathematical problems. Descriptive analysis was used to interpret data systematically and in detail, enabling researchers to identify specific patterns in test data and interviews. Adab Kesuma Bangsa Junior High School in Natar, South Lampung, was selected as the research site because it was considered representative of the student population being studied. A total of 32 students participated in this study, selected through Purposive Sampling method. The research instruments used included written tests and in-depth interviews. The main indicators focused on in this research were: (1) understanding of the problem, which measured how well students could identify and comprehend key elements of mathematical problems; (2) solution planning, which assessed students' ability to formulate effective strategies or steps to solve problems; (3) solution implementation, which observed to what extent students could apply their plans in practice and achieve correct solutions; and (4) re-evaluation, which evaluated students' ability to reflect on their processes and outcomes, identifying errors or areas for improvement. The research findings indicated that only a small proportion of students (21.5%) demonstrated high problem-solving abilities. Approximately 11.5% were at a moderate level, while the majority of students (67%) exhibited low problem-solving abilities. These findings provide valuable insights for educators and policymakers regarding the need for more effective educational interventions to enhance students' mathematical problem-solving abilities