Teaching Equipment Research Articles

Analyzing dropout intentions in vocational education and training: exploring the nexus between different dimensions of dropout reasons and the different directions of dropout intention

Extensive research has focused on various dimensions of dropout reasons, yet it often overlooks the importance of considering different dropout directions in the analysis. Our cross-sectional study examines the association of factors of six dimensions of dropout reasons (learner, professional, company, school, activity, and context) with four directions of dropout intention (upwards, downwards, horizontal: occupational change, and horizontal: company change). Stepwise regression analyses using dropout intention as a prior inner condition (before actual dropout behavior) with data from 559 industrial and office management trainees in Germany are conducted. Results indicate that the largest association across different directions of dropout intentions is exerted by the trainees’ occupational identity (professional dimension) and the year in training (context dimension). School factors like the use of outdated teaching equipment and learner factors like trainees’ high professional commitment predict upward dropouts, while a low level of trainees’ workplace social involvement (activity dimension) predicts downward dropouts. Company factors like unfavourable working regulations predict occupational change, and a low level of trainees’ functional involvement (activity dimension) predicts company change. Additionally, we confirm the previously found significant associations of activity and professional factors, particularly the cooperation between learning venues (school and training company) and the alignment between training and the desired occupation. The desired occupation predicts dropout intentions in the upward and horizontal direction (occupational change), and a low level of learning venue cooperation predicts the upward, horizontal (company change), and downward directions. To mitigate dropout rates, we recommend that vocational education and training stakeholders adopt preventive strategies by targeting specific directions of dropout intentions and the factors associated with the six dimensions of dropout reasons.

The Real Situation and Main Problems of Rural Primary School Physical Education in Current China: Based on the Teaching Students’ Perspectives

The common problem of rural primary school Physical Education (PE) is the same consensus of the education sector in China. According to the materials obtained from the interviews with the students in the teaching practice process, the common problems of China’s rural primary school PE include: insufficient or no physical education class; lack of physical education equipment and sports fields; serious shortage of Physical Education teachers; and nearly no physical education teaching and learning activities based on an established instructional plan. These problems reflect the real state of current rural primary school PE in China, and have always been the basic state of rural primary school PE in China.

Music Education Inequality: A Case Study in Zhejiang

Abstract: This article describes the inequality distribution of music education resources in Zhejiang Province, such as the difference in music classroom facilities and music teaching equipment, and makes a statistical analysis of the data. Zhejiang Province has a high level of economic development compare with other Chinese provinces and the music facilities in the urban areas are great. Compared with rural schools, students in the urban area have more music learning opportunities and resources. However, for students in rural areas, the venues and conditions for music activities are limited, and it is difficult to meet the needs of students' music education requirements, so their level of music training is relatively low. Based on the differences between urban and rural schools in Jiaxing and Haining cities in Zhejiang Province, the essay describes that there are certain differences between urban and rural schools. Urban schools have more perfect facilities and equipment, and they can invest a lot of money in education, while rural schools are relatively backward in facilities and lack of educational resources.

Construction of Virtual Experiment Teaching Platform based on 5E Teaching Mode and VI Technology

Virtual instruments have many advantages such as low cost, comprehensive functionality, easy scalability, and easy replication. At the same time, they can also meet the special requirements of time and space for remote experiments. Based on Web technology and virtual instrument technology, a virtual experiment system is constructed, which combines data sharing, remote control, and real-time operation. More conducive to utilizing experimental and scientific research resources. At the same time, virtual instruments have high flexibility and are no longer limited by traditional experimental teaching modes, which can save a lot of repeated investment costs. They can also keep the teaching equipment in the laboratory up-to-date and closely follow the development trend of science and technology. As a compulsory course for mechanical engineering majors, although the existing experimental system has achieved certain results, there are still limitations to 'Mechanical Engineering Testing Technology'. This article aims to address the problems of insufficient instrument sets and outdated equipment in the experimental teaching of "Mechanical Engineering Testing Technology", as well as students' poor ability to apply theory to practice and insufficient innovation ability. By integrating the 5E teaching mode, a virtual experimental teaching platform based on VI (Virtual Instrument) technology is established. Students can break through traditional experimental methods and conduct various experiments through the network, obtaining experimental experiences that are very similar to real experiments. At the same time, it can deepen their understanding and recognition of experiments, and better grasp theoretical knowledge.

Problems and prospects of developing spelling skills in schoolchildren with visual impairments in Uzbekistan

This article addresses issues concerning the development of accurate word pronunciation skills in English among students with visual impairments in Uzbekistan. The challenges include a scarcity of Braille literature, discrepancies in word writing and pronunciation between Uzbek and English, confusion stemming from similarities and differences in the Braille-based English alphabet and the Latin-script Uzbek alphabet, as well as a lack of educational materials and the production of essential and supplementary educational literature. The complexities associated with these issues are examined, with particular focus on psychological obstacles faced by students in the same demographic when learning English. Additionally, practical recommendations for enhancing this field will be formulated based on empirical research findings. Special attention is also given to the needs of consumers requiring educational materials for this demographic, adherence to academic standards, and the promotion of a conducive learning environment for students with visual impairments studying English.In addition, the issue of ensuring communication between schoolchildren with visual disabilities and their teachers, as well as assistants aiding in lesson preparation for the same group of students, in creating child-specific dictionaries and educational literature, is being addressed. There is also a need to coordinate the efforts of both state and non-state organizations on international and local levels to support the development of dictionaries and educational materials for teaching English to visually impaired students in Uzbekistan, along with establishing a system for delivering them and the necessary educational equipment

ВИКОРИСТАННЯ ВІРТУАЛЬНОЇ ЛАБОРАТОРІЇ LABSTER ДЛЯ ВИВЧЕННЯ ХІМІЇ В ТЕХНІЧНОМУ УНІВЕРСИТЕТІ

Immersive virtual labs represent a digital paradigm in education that meets the needs and preferences of today’s students. The main advantage is the ability to conduct laboratory and practical work in the physical absence of educational equipment or the inability to use it, which is especially important in the context of martial law restrictions in Ukraine. The article analyzes the experience of using the Labster web platform, which provides virtual laboratory simulations of natural sciences. The virtual laboratory was used in the educational process of Lutsk National Technical University when teaching chemical disciplines in the autumn semester of the 2023-2024 academic year. The virtual simulation tasks "Introduction to Groups of the Periodic Table" were offered to students as an alternative option for extracurricular independent work. 146 1st year students were registered, of which 99 (67.8%) completed the test, and 47 (32.2 %) partially passed it. The results of the surveys are presented, the first was conducted immediately after work, the second was a questionnaire on the comprehensibility of the content and the perception of the usefulness of Labster modeling – about three weeks after the completion of the Labster simulation. Based on the analysis of the answers of students, the main advantages of using a virtual laboratory are established - gaining new educational experience, improving the knowledge and digital skills of students. Virtual simulations increased students' engagement and confidence. The advantage of working in a virtual laboratory is personalized learning. The main obstacles to using Labster are highlighted: low level of English proficiency (Labster does not involve the use of Ukrainian content) and insufficient digital skills to navigate in the virtual space. It is recommended to use virtual simulations not as a substitute for classroom practical exercises, but as a modern tool to supplement them.

Perspectives from teachers and managers on STEM classrooms and STEM teaching equipment

Abstract This study examines the perceptions of teachers and educational managers regarding the significance of science, technology, engineering, and mathematics (STEM) classrooms and the effectiveness of STEM educational tools in enhancing practical skills, fostering creativity, and promoting interdisciplinary understanding. A survey was administered to 300 teachers and managers from schools in Nghe An Province, Dak Lak Province, and Hanoi, where STEM education programs have been implemented. The study employed a convenience sampling method, utilizing two questionnaires to assess the perceived importance of STEM classrooms and the effectiveness of STEM teaching equipment. The findings indicate that a substantial majority of respondents (96.67%) believe that STEM classrooms play a crucial role in enhancing students' practical skills, while 96% assert that these classrooms promote creativity through hands-on projects. Additionally, 95.34% of participants emphasized the importance of STEM classrooms in advancing interdisciplinary scientific knowledge. However, the survey also identified limitations in the adequacy of STEM teaching equipment, with technical compatibility (71.67%), connections between general and practical equipment (71.34%), and clear labeling and information (71.00%) rated as particularly significant. This research supports the prevailing view that STEM classrooms are essential for developing practical skills, creativity, and interdisciplinary knowledge. Nonetheless, the study suggests that improvements are needed in the effectiveness of STEM teaching equipment, such as ensuring alignment with curriculum objectives, enhancing interdisciplinary integration, and providing clear labeling and usage guidelines. It is recommended that policymakers prioritize investments in standardized and comprehensive STEM equipment and design classrooms that support practical, creative, and interdisciplinary learning.

Using photovoice method to analyze student lives in the COVID‐19 pandemic: A case study Binh Duong province, Viet Nam

AbstractGlobally, the COVID‐19 epidemic had significantly influenced people's lives. In Vietnam, during the pandemic, we had implemented various safeguards to protect our lives. This article explores student's experiences in the COVID‐19 epidemic in Binh Duong, Vietnam. Eight students were recruited, and they enrolled in the same social work class. By using photovoice as a participatory method, 13 images were collected and illustrated their lives during COVID‐19. Research findings show that Vietnamese students faced many difficulties. These included Online learning experiences: Insufficient educational equipment; volunteer engagement for the community; memorable experiences when participants were in the “three on the spot”; increasing trauma in life; and returning to normal as a new life. This study sheds light on the multifaceted impacts of the COVID‐19 pandemic on student life, emphasizing the importance of adaptive learning strategies, support systems, and the value of resilience and community engagement in overcoming challenges.

Quality Physical Education (QPE): Assessment, Challenges and Practices

The study sought to establish the correlations between the evaluations of the Quality of Physical Education (QPE) by physical education teachers and students from five universities in Hunan Province, China. The participants evaluated the QPE based on seven subfactors: Instructional Strategy, Facilities and Equipment in Physical Education, Quality Teaching of Physical Education, Social Norms and Inclusivity, Cognitive Skill Development, Student Engagement, and Governmental Policies for Physical Education. The study also examined the difficulties and methods employed by physical education teachers in implementing QPE to gain insight into their firsthand experiences. The findings indicate that both teachers and students generally concur on the quality of the physical education curriculum in their respective universities, as evidenced by an overall combined F value of 4.37 and a Sig value of 0.48. Nevertheless, the universities' teaching staff was identified as the most invaluable component. During a focus group discussion, participants identified continuous professional development as a prominent theme, indicating that future research should prioritize this topic. The study revealed that there was no statistically significant disparity in the evaluation of QPE by teachers based on their age and years of experience. Similarly, no significant differences were observed in terms of gender, educational attainment, or school affiliation. These findings indicate that teachers who are engaged in professional development have varying perspectives on the process of teaching and learning. The study suggests modifying physical education programs to address the challenges encountered by teachers when preparing and conducting assessments. Teachers must enhance their ability to assess student learning as a fundamental component of the learning process.

Examining challenges and strategies in implementing STEM education in Malaysian secondary schools: perspectives of teachers and students

This study examines the obstacles hindering the complete integration of STEM education in secondary schools, considering perspectives from both teachers and students, and proposing effective strategies. Employing a quantitative survey approach, the research involves 30 STEM teachers and 70 secondary school students. Findings demonstrate a consensus among participants, emphasizing issues such as inadequate teaching equipment and facilities as significant barriers to comprehensive STEM implementation. Educators favor technology-integrated teaching methods, while students show enthusiasm for incorporating these tools into their learning. Proposed effective strategies include enhancing internet accessibility and infrastructure. The study underscores the importance of engaging diverse stakeholders—teachers, parents, societal actors, and governmental bodies—to fully understand challenges and promote successful STEM integration in secondary education.

Implications of Financial Distress on Tertiary Education in Nigeria

The study examined the implications of financial distress on tertiary Education Nigeria. The financial distress in tertiary institutions in Nigeria today can be attributed to poor management and leadership problems. This has tremendously affected the operations of higher institutions in Nigeria. The university system requires a lot of funds for effective administration to be able to achieve its goals. The inability of the government to stick to the UNESCO 26% of national budget for education has seriously affected the management of Nigerian universities. Most of Nigerian tertiary institutions today face a lot of problems due to financial distress. As many of them find it difficult to pay workers’ salaries, provide adequate infrastructure and teaching equipment. The causes and implications of financial distress on tertiary Education were examined. It was recommended that both federal and state governments need to collaborate more with the private sector to explore opportunities for raising non-traditional funds and participation in education financing. Also, government should stop the habit of diverting the funds meant for tertiary education projects to other sectors. In addition, funds disbursed for projects and programmes should be adequately supervised, monitored and evaluated to achieve effective implementation.

The Effect of Online Education in Pandemic Process on the Professional Self-efficacy of Senior Nursing Students: A Cross-Sectional Study

Objective: Unexpected extraordinary situations, which has affected the whole world, can negatively affect education as in all areas of life, and nursing education and clinical practices have also been affected. This study aimed to determine the opinions of the newly graduated nursing senior students about the online nursing education applied during the pandemic and their professional self-efficacy. Methods: This descriptive study was conducted in May - June 2021 with 188 senior nursing students from 2 State and 2 Private Universities. Data were collected online and with Descriptive Information Form and Nursing Profession Self-Efficacy Scale (NPSES). Results: 85.1% of the students were not satisfied with their theoretical and practical education during the pandemic process, 81.4% of them thought that online education had a negative effect on vocational education. Only 29.3% of the students considered themselves professionally competent. The studentsʼ mean scores on NPSES, which includes items regarding the ethical values of the nursing profession, were at a good level (68.47±8.32). The studentsʼ access to technological equipment for online education was significantly related to their scores in theoretical and applied training, their level of preparedness for their future profession, and their perception of professional competence. Additionally, there was a strong correlation between studentsʼ readiness for their profession and their perception of professional competence (P<0.01). Conclusion: Students are dissatisfied with online education. They believe that it has a negative impact on their vocational education, theoretical and practical training, professional competence, and readiness for the profession. However, their self-efficacy in terms of upholding the ethical values of the nursing profession is at a good level.

Review of Digital Campus Construction Led by Virtual Reality Technology

In recent years, the government has issued a series of documents to promote the construction of digital campuses. This initiative serves to encourage the deep integration of information technology and intelligent technology education and digital reform, the combination of virtual reality and campus management is the need for innovative thinking and economic and social development, and then better change our learning style and living environment. The construction of the digital campus is based on virtual reality technology, BIM, GIS, and three-dimensional modeling technology to provide an immersive platform for students, promote the integration of virtual reality technology and education, help teachers, students, and parents to understand all kinds of education information and resources, to achieve their interoperability. From the off-campus environment to the school teaching equipment, teachers to teaching quality certification, and learning, to extracurricular entertainment, opening ceremonies to graduation parties, to bring more efficient, convenient, and safe campus life for teachers, students, and staff in school, and break the traditional information restrictions.

Remotely operated optical lab equipment for education: a DIY approach

Remotely operated optical lab equipment for education: a DIY approach

Modalities of Remote Instruction of French as a Foreign Language among Selected Universities in Western Kenya

This study dealt with modalities of remote instruction of French as a Foreign Language in selected universities in Western Kenya, using the descriptive research designs. The analysis of data involved the descriptive and the thematic approaches. The study involved three universities purposively selected since they are the only ones that offered French as a foreign language in Western Kenya. The collection of data took place through a questionnaire and key informant interviews. Based on the findings, the study concludes that the availability of the teaching and learning equipment for remote teaching of FFL is critically low. Likewise, there was limited educators’ use of the remote teaching approach, which reduced the students’ interactivity and hindered timely feedback. Much as the majority of educators possessed high confidence in the use of technology, their use of technology was low due to limited ability to use technology. The study recommends that the university administration invest in purchasing technological equipment for the universities to realize effective teaching and learning. There is a need to provide workshops for educators to grasp the essence of the use of technology toward effective learning. There is also a need to universities to invest in ICT workshops and courses that can support FFL virtual instruction.

Impact of Kanyashree and Sabooj Sathi Schemes on the Development of Rural Areas in Southern Part of West Bengal, Eastern India

Kanyashree and Sabooj Sathi schemes are two noteworthy welfare schemes sponsored by the West Bengal government to develop the rural areas in the state. Kanyashree scheme was launched to check the early marriage of girls whereas the Sabooj Sathi scheme was aimed at empowering the students among the weaker sections of society. The present paper attempts to study the scenario of Kanyashree and Sabooj Sathi schemes, and their role in the development of rural areas in the southern parts of West Bengal in eastern India. The entire work is based on primary data and samples have been selected from three districts, i.e. Purba Medinipur, Paschim Medinipur, and Howrah. Ten sample villages were selected among the three districts and 150 samples were chosen through the purposive sampling method. Average and percentage methods and applied cartographic techniques have been considered for analysis and drawing inferences. Kanyashree remarkably controls the early marriage of girls, reduces the different social barriers that promote the marriage of teenage girls, and broadens the scope of their education. The funds generated for Kanyashree scheme are directly transferred to the beneficiaries’ accounts to meet their private coaching fees, and purchase of educational equipment. Bicycles are provided to the beneficiaries of the Sabooj Sathi scheme to make commuting to school, private coaching centres and playgrounds easy. Family members of the beneficiaries are also using bicycles to reach various places, thereby availing the scope of using it for non-academic purposes associated with numerous important domestic matters. The study found that both the schemes, i.e. Kanyashree and Sabooj Sathi contribute to empowering girl students in the study area.

An open‐source data acquisition platform for teaching vibration analysis

AbstractThe actual open‐source hardware and software tools offer a rich set of options for developing didactic tools to improve the teaching–learning process of various areas of engineering. Using low‐cost sensors, in conjunction with free software development tools, allows the creation of educational interfaces and platforms offering very acceptable performance and precision that help the student to become familiar with the basic principles that govern professional equipment. In this work, we propose a low‐cost system for data acquisition specially designed to improve the learning experience of experimental mechanics. To achieve this purpose, we use open‐source software and hardware tools to create a piece of educational equipment that is fully configurable for different sensors. We present the experimental results of two case studies: the vibration analysis of a rotor‐bearing system using acceleration signals and a free‐vibration study using a xylophone and a low‐cost microphone. The proposed platform helps authors to complement a 4‐month course named Vibration, intended for mechanical engineering students. The students who participated in the study demonstrated an improvement in their comprehension of vibration theory and modal analysis using the finite element technique. The feedback from students indicates that 84% of the participants are highly motivated to learn more about vibrations and experimental mechanics.

Designing a smart classroom with advanced Audiovisual equipment and soft collaboration capabilities for Higher Education

This is a technology-enabled classroom design which reflects a thoughtful integration of cutting-edge audiovisual solutions to enhance the learning environment. The inclusion of automated audio-visual solutions indicates a commitment to creating a seamless and efficient learning experience through technology. The incorporation of a voice lift application ensures clear and audible communication for the instructor, addressing potential challenges in large classroom settings. The use of Dante-based communication over Ethernet signifies a high-quality and reliable audio distribution system, enabling efficient communication within the classroom. The inclusion of features catering to individuals with disabilities demonstrates a commitment to creating an inclusive and accessible learning environment. The beamforming microphone array system with multiple elements is a sophisticated technology that allows for effective tracking of the active participant. This ensures that the audio focus adapts to the speaker's location. The automatic and steerable coverage type enhances the adaptability of the microphone array system, automatically focusing on the speaker. This feature contributes to an immersive and dynamic learning experience. The support for Power over Ethernet (PoE) simplifies the installation and management of AV devices in the classroom. It reduces the need for additional power outlets and cables, streamlining the overall setup. Overall, this design prioritizes advanced audiovisual technologies to create a unique, state-of-the-art, and inclusive technology-enabled classroom. The focus on clear communication, adaptability, and ease of use demonstrates a commitment to providing an optimal learning environment for both faculty and students

Quality of services in health education nurse-led clinics: an Iranian service providers and service recipients experience

BackgroundPatient education is a vital role of nurses in nurse-led clinics(NLCs). Since 2011, independent NLCs entitled health education Nurse-led clinics(HENLCs) have been established in Iran. In order for this newly developed service to be able to perform perfectly in implementation and evaluation, it should be explained based on one of the quality evaluation models. The objective of the study was to determine the dimension of service quality in HENLCs based on service providers’ and service recipients’ experience.MethodsThis research is a qualitative study of directed content analysis type conducted between May and November 2020. Twenty-nine participants who had rich experiences in the patient education in HENLCs were interviewed in this study. Asarroodi et al.’s (2018) qualitative content analysis method was used for data analysis, and MaxQDA software was used for data management. We used credibility, dependability, and Confirmability to confirm the trustworthiness of the study’s findings.ResultsIn this study service providers including managers, policymakers, decision-makers, nurses, physicians, and service recipients including patients and families participated. Seven generic categories, including (1) a competent and self-motivated nurse educator, (2) an easily accessible and comfortable environment, (3) informational-educational materials and health education equipment, (4) motivational facilities, (5) access to the health education support team, (6) organizational communication supporting the education process, and (7) receiving the patient education fee, constituted the main category of structure. Five generic categories, including (1) assessment and determination of the educational needs of the target group, (2) description of the nurse’s duties, (3) teaching-learning methods, (4) patient referral, and (5) the process of preparing and publishing educational content, constituted the main category of process. One generic category called evaluation constituted the main category of outcome.ConclusionBased on the results of this study, it is suggested to managers to pay attention to the dimensions of the quality model of Donabedian (SPO) in setting up and developing the performance of HENLCs, it is recommended that future quantitative studies based on the categories formed in this study evaluate the observance of the dimensions of structure, process and outcome.

Comparison of the Effects of E-learning Blended with Collaborative Learning and Lecture-Based Teaching Approaches on Academic Self-Efficacy among Undergraduate Nursing Students: A Quasi-Experimental Study.

Applying new technologies in teaching has led to the phenomenon of blended learning (BL), which is currently flourishing as a specific requirement for higher self-efficacy and success in increasingly complex healthcare environments. Although various forms of novel education are on the rise worldwide, the effects of electronic learning (EL), combined with collaborative learning (CL) and lecture-based teaching (LBT) approaches, have not yet been validated on academic self-efficacy among undergraduate nursing students. Utilizing a pre-/post-test comparison-group design, this quasi-experimental study was conducted on 70 undergraduate nursing students of Urmia University of Medical Sciences, Urmia, Iran, selected by the census sampling technique in 2020. The eligible participants were allocated to intervention groups, viz., the EL+LBT group (n=34) and the EL+CL group (n=36). A learning management system (LMS) was used for both intervention groups along with the LBT approach, and then 10 steps were integrated into the CL approach during 14 sessions, lasting 150 minutes. Afterward, a demographic information form and the College Academic Self-Efficacy Scale (CASES) were administered to collect the data. The data were analyzed using descriptive statistics, Chi-square test, independent-samples t-test, and analysis of covariance (ANCOVA). No significant difference was observed in the CASE scores between the students were taught using the EL+LBT (113.76±16.98) and the EL+CL approaches (107.66±16.70) before the interventions (P=0.136). However, the CL+EL approaches resulted in the highest changes in the CASE scores at the pre- (107.66±16.70) and post-test (119.08±25.49) stages (P=0.019). Moreover, the female students attending the CL+EL classrooms experienced significantly positive differences in their CASE scores (127.12±30.34), compared to the males (112.65±19.30) (P=0.011). Blending the EL and CL approaches significantly promoted CASE among the undergraduate nursing students in this study by providing sufficient collaboration, essential educational equipment, and better technical support.