Evidence-based Educational Policy Research Articles

Predicting Student Achievement via Machine Learning: Evidence from Turkish Subset of PISA

This study seeks to identify the determinants of academic performance in mathematics, science, and reading among Turkish secondary school students. Using data from the OECD's PISA 2018 survey, which includes several student- and school-level variables as well as test scores, we employed a range of supervised machine learning methods specifically ensemble decision trees to assess their predictive performance. Our results indicate that the boosted regression tree (BRT) method outperforms other methods bagging and random forest regression trees. Notably, the BRT highlights the importance of general secondary education programs over vocational and technical (VAT) education in predicting academic achievement. Moreover, both characteristics specific to student and school environment are demonstrated to be significant predictors of academic performance in all subject areas. These findings contribute to the development of evidence-based educational policies in Turkey.

Students’ Attitude towards Economics, School and Home Variables as Determinants of Academic Achievement of Secondary School Students in Economics in Ogun State, Nigeria

This research explores the factors influencing academic achievement in Economics among secondary school students in Ogun State, Nigeria. It addresses a crucial knowledge gap by examining how student attitudes, school-related factors, and home circumstances collectively impact performance in a subject facing a decline in performance. Existing literature highlights the roles of attitudes, school environments, and home conditions in shaping academic outcomes, laying the foundation for this study. Using a descriptive survey design, all Senior Secondary Two (SS2) students in Ogun State were included, with 300 students selected through multistage sampling. Data was collected using a Students' Questionnaire (SQ) and an Economics Achievement Test (EAT).  Key Findings Include:  Academic achievement in Economics is significantly influenced by student attitudes, school-related factors, and home circumstances, explaining about 24.8% of the variance in performance.  Attitudes toward Economics are the strongest predictor of academic success, followed by home circumstances, with school-related factors playing a lesser role.  Gender does not significantly affect Economics performance, though males slightly outperform females.  School type does not significantly impact academic performance, though government school students perform slightly better than private school students. In conclusion, this research provides a comprehensive understanding of the multifaceted factors affecting students' academic success in Economics. It offers actionable insights for educational stakeholders, including administrators, educators, parents, and researchers, such as optimising resources, tailoring teaching methods, and creating supportive home environments. Further research can explore the nuances uncovered here, informing evidence-based educational practices and policies.

Kairos study protocol: a multidisciplinary approach to the study of school timing and its effects on health, well-being and students' performance.

Recent evidence from chronobiology, chssronomedicine and chronopsychology shows that the organisation of social time (e.g., school schedules) generally does not respect biological time. This raises concerns about the impact of the constant mismatch between students' social and internal body clocks on their health, well-being and academic performance. The present paper describes a protocol used to investigate the problem of (de) synchronisation of biological times (chronotypes) in childhood and youth in relation to school times. It studies the effects of student chronotype vs. school schedule matches/mismatches on health behaviours (e.g., how many hours students sleep, when they sleep, eat, do physical activity, spend time outdoors in daylight) and learning (verbal expression, spatial structuring, operations) and whether alert-fatigue levels mediate this effect alignments/misalignments on learning (verbal expression, spatial structuring, operations) and their mediation by alert-fatigue levels. The novelty of our protocol lies in its multidisciplinary and mixed methodology approach to a relevant and complex issue. It draws on up-to-date knowledge from the areas of biology, medicine, psychology, pedagogy and sociology. The methods employed include a varied repertoire of techniques from hormonal analysis (cortisol and melatonin), continuous activity and light monitoring, self-registration of food intake, sleep timings, exercise and exposure to screens, alongside with systematic application of cognitive performance tests (e.g., memory, reasoning, calculation, attention) and self-reported well-being. This comprehensive and interdisciplinary protocol should support evidence-based education policy measures related to school time organisation. Appropriate and healthier school timetables will contribute to social change, healthier students and with more efficient learning. The results of studies using a similar methodology in other countries would ensure replication and comparability of results and contribute to knowledge to support policy making.

Prevalence and Factors Associated With Vaping Cannabidiol Among US Adolescents

e-Cigarette use and vaping marijuana (cannabis) are popular among US adolescents. Cannabidiol (CBD) is a compound found in the cannabis plant that has recently increased in use. To examine the prevalence of and factors associated with youths vaping CBD. This cross-sectional study included a nationally representative sample of students from middle and high schools (typical age, 11-18 years) in the US from the 2022 National Youth Tobacco Survey, conducted from January to May 2022. Demographic characteristics, harm perception of tobacco use, and vaping behaviors. The main outcomes were weighted prevalence and population estimates of ever and current (past 30-day) vaping of CBD overall and by e-cigarette use status. Multivariable logistic regression analyses were conducted to estimate the association of currently vaping CBD with demographic factors and e-cigarette and tobacco use behaviors stratified by current e-cigarette use status. The study included 28 291 participants (51.1% male; mean [SD] age, 14.5 [2.0] years). Among 2448 current e-cigarette users, 21.3% (95% CI, 18.4%-24.1%) reported any past-month vaping of CBD and 6.3% (95% CI, 4.7%-7.8%) reported that they did not know whether they had vaped CBD. Hispanic e-cigarette users were more likely than their non-Hispanic White peers to report currently vaping CBD (adjusted odds ratio [AOR], 1.9; 95% CI, 1.3-2.8). Current e-cigarette users with higher frequency (≥20 days vs ≤5 days) and longer duration (2-3 years or >3 years vs <1 year) of use were more likely to report currently vaping CBD (frequency: AOR, 1.5 [95% CI, 1.1-1.9]; 2-3 years: AOR, 2.2 [95% CI, 1.2-3.9]; 3 years: AOR, 3.2 [95% CI, 1.7-6.1]). Among 25 091 noncurrent e-cigarette users, 1.2% (95% CI, 1.0%-1.5%) reported currently vaping CBD and 2.3% (95% CI, 2.1%-2.6%) reported that they did not know. High school students (vs middle school students; AOR, 4.2; 95% CI, 2.8-6.1) and gay or lesbian (AOR, 2.9; 95% CI, 1.6-5.4) or bisexual (AOR, 2.7; 95% CI, 1.8-4.0) (vs heterosexual) youths were more likely to report vaping CBD, while those who perceived tobacco as dangerous (vs not dangerous; AOR, 0.4; 95% CI, 0.3-0.6) had lower odds of reporting vaping CBD. In this cross-sectional study of US middle and high school students, the prevalence of youths vaping CBD was high, particularly among e-cigarette users and Hispanic and sexual minority populations. The findings suggest that evidence-based educational campaigns, interventions, and public policy changes are needed to reduce the harmful health outcomes possible with vaping CBD among developing youths.

Explaining the Evidence-Based Policy in Educating and Promoting Students’ Health: A Narrative Review

Background. Evidence-based policymaking is a type of policy based on valid, timely, and appropriate evidence. This study aimed to explain the evidence-based policy in education and health promotion to students. Methods. The method of the present research was a narrative review. The statistical population included 114 Persian and English articles published between 2010 and 2022 which were indexed in ERIC, ScienceDirect, Sage, SID, Irandoc, Magiran, and Medline databases. The search was done using evidence-based policy, health education evidence, health promotion, health education policy, educational policy and health key words. The search was conducted using the SPIDER framework due to the speciality of the subject being studied. Using Downs and Black checklist for quality assessment, the final research sample included 20 references selected through screening. Thematic analysis was used to codify the texts using the Sternberg method. Results. We extracted 59 concepts and six themes based on coding of the findings. Evidence-based policymaking in educating and promoting student health can be categorized into six themes: the necessity for evidence-based policymaking, the characteristics of evidence-based policymaking, the prerequisites of evidence-based policymaking, the impetus for evidence-based policymaking, the barriers to evidence-based policymaking, and the consequences of evidence-based policymaking. Conclusion. Application of evidence-based policymaking in educating and promoting students’ health, based on global trends, technologies and strategies can lead to efficient education and health promotion policies. This study provided useful, practical guidelines such as filling the theoretical gap, ensuring clarity and motivation, influencing political decisions, and building trust among researchers, the scientific community, and other policy stakeholders to use evidence-based policymaking effectively in students’ health promotion.

Building bridges in place of barriers between school practitioners and researchers: on the role of embedded intermediaries in promoting evidence-based policy

Background: The literature on evidence-based policy in education offers insight into the need to form partnerships between researchers and practitioners with particular attention to the role of intermediaries. However, the operationalisation of the partnership, especially in school violence prevention, the focal policy of this research, remains unclear. Objectives: To identify potential intermediaries and explore their role in forming an evidence-based school violence prevention policy. Method: In-depth interviews with headteachers and members of school executive teams in Israel. Findings: The participants discussed three types of possible intermediaries that could facilitate a relationship between researchers and practitioners – internal inspectors, school counsellors, and external academics. Discussion and conclusions: We concluded that embedded intermediaries are needed to form a bridge between practice and research in the area of school violence prevention. These embedded intermediaries ought to have expertise in research methods, as well as expertise in an educational subject matter, and must be committed to the scientific approach rather than to political or organisational agendas. The formation of the research partnership must be inclusive and marked by the involvement of middle-rank policymakers (for example, headteachers) in the selection of the research questions and methodology and in the implementation of policy implications. Otherwise, evidence-based policy is unlikely to take root.

A Study of Issues and Tasks on Evidence-Based Education Policy from the Perspective of the Politics of Education in the Post-COVID Era

A Study of Issues and Tasks on Evidence-Based Education Policy from the Perspective of the Politics of Education in the Post-COVID Era

Symptoms and Glycemic Control in Young People With Type 1 Diabetes Following SARS-CoV-2 Infection: An Observational Study.

Context Data is needed regarding the effect of SARS-CoV-19 infection on young people with established type 1 diabetes. Identifying the disease outcomes, short and long-term sequelae may help to establish an evidence-based prevention and education policy for sick days management and DKA prevention.Objective This work aims to describe clinical manifestations of SARS-CoV-2 infection in children, adolescents, and young adults with established type 1 diabetes (T1D) and explore the effects of COVID-19 on glycemic control and disease course.MethodsAn observational study was conducted at 3 pediatric diabetes clinics in Israel between mid-March 2020 and mid-March 2021. Included were young people with established T1D, age younger than 30 years, who tested positive for SARS-CoV-2 (quantitative real-time polymerase chain reaction). Data were collected from medical files, diabetes devices, and COVID-19 questionnaire. Outcome measures were analyzed by the presence/absence of clinical symptoms (symptomatic/asymptomatic) and by age group (pediatric, < 19 years/young adults, 19-30 years).ResultsOf 132 patients, mean age 16.9 ± 5.3years, with COVID-19–confirmed infection, 103 (78%) had related symptoms; the most common were headaches, fatigue, fever, and loss of sense of smell. All had a mild disease course, but 4 required hospitalization and 2 cases were directly related to COVID-19 infection (pleuropneumonia in a patient with immunodeficiency syndrome, 1 case of diabetic ketoacidosis). Logistic regression analysis showed that age (odds ratio [OR] = 1.11; 95% CI, 1.01-1.23; P = .033), elevated glucose levels (OR = 5.23; 95% CI, 1.12-24.41; P = .035), and comorbidities (OR = 8.21; 95% CI, 1.00-67.51; P = .050) were positively associated with symptomatic infection. Persistent symptoms occurred in 16.5% of the cohort over a median of 6.7 months; age (OR = 1.14; 95% CI, 1.01-1.29; P = .030) and elevated glucose levels (OR = 3.42; 95% CI, 1.12-10.40; P = .031) were positively associated with persistent symptoms. Usually, no change was reported in glucose levels (64%) except for a temporary deterioration in glycemic control during the short infection period.ConclusionYoung people with established T1D experience mild COVID-19 infection. Elevated glucose levels during COVID-19 infection and older age were associated with prolonged disease course.

How Internal Medicine Residents Deal with Death and Dying: a Qualitative Study of Transformational Learning and Growth.

Dealing with death and dying is one of the most common sources of work-related stress for medical trainees. Research suggests that the degree of psychological distress that students and residents feel around providing care for terminally ill patients generally decreases as training progresses. However, there is a dearth of literature that directly addresses how trainees learn to manage emotions and process grief when patients die. To gain insight into medical resident experiences in caring for the dying, including the role of training level and use of support networks and coping strategies to manage personal reactions to patient death. A thematic analysis of focus group interviews was conducted, and patterns that reflected resident coping and managing experiences with patient death were identified. Internal medicine residents from all year levels and recent graduates from two large academic medical centers in the United Arab Emirates. Qualitative study using a phenomenologic approach. Residents undergo transformational learning and growth in their experiences with death and dying. Five major themes emerged: emotions, support, education and experience, coping strategies, and finding meaning. As residents progress through their training, they seek and receive support from others, improve their end-of-life patient care and communication skills, and develop effective coping strategies. This transformational growth can enable them to find meaning and purpose in providing effective care to dying patients and their families. Positive role modeling, faith and spirituality, and certain innate personality traits can further facilitate this process. Understanding the complex emotions inherent in caring for dying patients from the perspective of medical residents is a critical step in creating evidence-based educational innovations and policies that support trainees. Residency programs should work to foster reflective practice and self-care in their trainees and teaching faculty.

Evidence based education policy in Ireland: insights from educational researchers

ABSTRACT In Ireland as elsewhere, the value of putting evidence and scientific advice at the centre of public policy-making, has rarely been more evident. The prominence of the science-policy interface has renewed interest in the prospects for evidence based policy (EBP) in education. Notwithstanding the political rhetoric around EBP in education, little is known about the nature and extent of research use in Irish education policy. This paper reports results from a survey of educational researchers in Ireland (n = 69) which involved them completing a survey based on a reliable measure of research utilisation. Results show a poor record in the reported uptake of educational research by policy-makers. Twenty-two independent variables were identified and tested for their association with reported levels of research use. Results indicate that eleven variables have a statistically significant correlation with research utilisation. Regression analysis indicates that four variables can significantly predict variance in the dependent variable (research utilisation) they are, researcher-policymaker collaboration; institutional affiliation of researcher; policy orientation of researcher; and researcher reputation (Adjusted R2 = .545, p < .001). Findings lend empirical support to the argument that many educational researchers in Ireland struggle to influence central policy and offers some explanatory insights.

Lithuanian Education: Effective, Efficient, High Quality and Equitable?

This paper discusses the problem of educational quality. The definition of quality is very broad; therefore, it is more convenient to use the term “educational effectiveness”. Effectiveness can be measured by choosing quantitative indicators that should reflect the level of student achievement as well as equity. It is also important to measure educational efficiency – the output in relation to the input. The current review presents key findings of research conducted in the domain of educational effectiveness and efficiency. The main conclusion of the research paper is that the currently existing mythology of educational quality should be replaced by evidence-based education policy.

E-Cigarettes in College-Age Students: Roles of the Nurse Practitioner

The aims of this study were to assess practices and identify strategies to reduce e-cigarette use among college students. Using a mixed methods design, an online survey assessed e-cigarette perceptions and usage, and focus groups were used to conduct in-depth assessments. Grade point average and Greek life were significantly related to e-cigarette practices. Content analysis yielded 5 main categories: safer than smoking, it’s cool in high school, easily accessible, generationally chill, and quitting because of consequences. Nurse practitioners, who often provide primary care to this age group, should provide evidence-based educational initiatives and inform college policies to deter e-cigarette use.

МЕТОДОЛОГІЧНІ ПРИНЦИПИ РОЗРОБЛЕННЯ ДОКАЗОВОЇ ДЕРЖАВНОЇ ПОЛІТИКИ В ГАЛУЗІ ОСВІТИ

The article provides a theoretical analysis of the essence of evidence-based state policy in the field of education. It has been established that today the evidence-based policy does not have an established definition, however, in-depth analysis allowed us to single out two main approaches to defining the essence of evidence-based policy: (1) a sustainable policy of developing and justifying government decisions based on empirical data collected and analyzed using scientific methods; (2) the natural subjectivity of evidence-based politics. It was determined that evidence-based public policy (or evidence-based approach to the development of public policy) is an important tool for improving the quality of modern public administration in world and European practice. It involves the development of policies or relevant programs of public administration based on sound data (for example, the results of scientific, scientific, practical and empirical studies, expert surveys and opinion polls, statistical data, examples from foreign experience, etc.). However, now this approach is not being fully applied in Ukraine, since often the political decision-making process is not sufficiently open and inclusive. It has been proven that the main advantage of evidence-based education policy is that it is not politically biased, but pragmatic, scientifically grounded, emotionally neutral and objective, based on high quality analytical research. The use of the methodology and tools of evidence-based policy in education can significantly reduce the risks of implementing new policies. By implementing the evidence-based approach, it is possible to increase the level of public confidence in the authorities, to bring the policy-making process to a new, qualitatively high level, which will have a positive effect on the development of the state as a whole. An evidence-based education policy toolkit allows you to get a reasoned answer to the questions posed and prove that the chosen policy option will be effective and successful in a certain period of time. Key words: public policy, education, evidence-based approach.

Artificial Intelligence in Education. Analysis of Implementation Goals

The article typologies the goals of using AI systems, corresponding to three key aspects of understanding education (education as a system, education as a process, education as a result) and corresponding to significant trends in the development of education (increasing flexibility and decentralization of the global education system, personalization of the education process, digital fixation of competence results education). AI technologies will be able to bring education management closer to usage of methods based on a significant amount of quality data and contribute to the formation of evidence-based educational policy, when it will be applied to the systemic aspect of education. Problems with the interpretation of the decision-making model in administration directly affects on the effectiveness of artificial intelligence support for managerial decisions in the education. The process of education and upbringing can be personalized and individualized with the support of AI through the formation of individual educational programs by format, by content, by the educational environment; methodological support of training courses; increasing the motivation and involvement of students. The transformation of interaction models between educational subjects is ambiguous in terms of the impact on the autonomy and responsibility of the subjects, on the results of socialization and upbringing, on the labor intensity and transparency of the educational process, including in the light of the prospects for the emergence of human-AI systems as a trained agent. In the effective aspect, education involves AI as a tool for monitoring and recording educational achievements and expended resources, capable of clarifying the links between educational activities and results. The digital educational footprint, becoming a commodity, generates a number of conflicts regarding the autonomy of subjects and the status of personal data. The key risks of using AI in education are associated in the article with the problems of human existential security and the anthropological essence of education. Their assessment is limited by the Collingridge dilemma, in the solution of which a comprehensive socio-humanitarian examination of the goals and practices of using AI in education is important, part of which is the development in the field of education philosophy.

Life on Call: Perspectives of Junior and Senior Internal Medicine Residents.

Models of daytime and nighttime on-call responsibilities for residents vary across internal medicine training programs, but there are few data regarding residents' perceptions of their on-call experiences. The authors sought to understand what residents perceive as the benefits and detriments of 24-hour, in-house call, a perspective instrumental to informing change. The authors conducted in-depth individual interviews and focus groups between December 2018 and March 2019 with 17 internal medicine residents from postgraduate years 1, 2, and 3 at the University of Toronto about their on-call experiences. Using constructivist grounded theory, the authors developed a framework to understand the residents' perceived benefits and drawbacks of 24-hour in-house call. Residents' experiences on call were grouped into 7 themes regarding negative and positive aspects of call. Participants reported multidimensional fatigue related to call, including decision fatigue, emotional fragility and lability, and loss of empathy, and also reported that call adversely affected their personal lives. Residents expressed conflicting opinions as to whether prolonged duty hours affected patient outcomes. In contrast, residents also expressed benefits to call, including that overnight call led to increased autonomy and decision-making skills and provided preparation for future careers as independent internists. They described developing camaraderie and a sense of belonging to a team with coresidents overnight. Lastly, residents described occupying different roles during regular duty hours and while on call-daytime roles revolved around follow-up of previously admitted patients and administrative tasks, while overnight duties centered on initial workup and medical stabilization of referred patients. Understanding the nuanced phenomenon of being on call from the perspective of those who live through it is a critical step in creating evidence-based educational policies. New call models should emphasize resident autonomy and decision making and should include a consideration of residents' perceived differences between daytime and on-call roles.

Evidence-Based Policies in Education: Initiatives and Challenges in Europe

Purpose: This article examines the state of progress of evidence-based educational policies in Europe and identifies organizations for the generation and dissemination of evidence. Further, it discusses some of the most relevant challenges facing the development of evidence-informed education policies in Europe. Design/Approach/Methods: This article analyzes official documents by the European Commission (EC) and other organizations. Literature in the field of evidence-based education worldwide is examined to identify the primary challenges and issues related to the development of a culture of evidence in Europe’s education sector. Findings: The EC has recently prioritized evidence-informed policy and practice in education, increasingly encouraging member states to utilize evidence in the policy decision-making process. According to official documents, this process began in 2006 and has since enjoyed remarkable progress through several initiatives intended to spread a culture of evidence in education. However, several challenges and issues remain regarding the promotion of evidence-informed policymaking. Originality/Value: Having prioritized evidence-informed policy and practice, the EC strongly encourages the adoption of evidence in the policymaking process. This article provides a point of reference regarding the initiatives already undertaken and the challenges facing evidence-based educational policies and policymaking in Europe.

Contributors

Contributors

‘Not my child’: parenting, pornography, and views on education

ABSTRACT Most young people will be exposed to online pornography for the first time during childhood or early adolescence. Despite limited evidence of long term impacts, concerns about the negative influence of pornography on young viewers’ sexual attitudes and practices have led to calls for the development of policy, resources, and guidelines to assist in navigating these experiences in family and community settings. Pornography and sex education are clearly sensitive topics and there is a need for research examining parents’ perceptions of this highly complex issue to inform evidence-based education and social policy. We conducted a qualitative study using in-depth interviews, with parents (n = 20) of 10–16-year-old children. Parents were recruited on a spectrum of demographic, educational, and cultural backgrounds from across the greater region of Melbourne, Australia. Findings revealed that parents perceptions of their children, their own experiences of pornography use and internet communications technology, as well as a lack of involvement in school-based sex education, affected their ability to respond to the issue. Most parents preferred open dialogue with their own child over household level filters or regulation of online exposure. The study provides new considerations to inform policy responses and education program design.

Information and Education Systems in the Context of Digitalization of Education

The article describes the changes in the modern socio-economic environment, which affect the digitalization of society, including the socio-educational sphere. On the basis of the authors’ proposals for the development of the concept of “information-educational systems”, mathematical models for their description and mechanisms for analysing their essential characteristics determined by modern processes of development and digitalization of society are indicated. Through the example of using elements of the theory of dynamic deductive databases and the theory of neural networks, the article describes mathematical models that adequately reflect strategies for the development of people and stable small groups, as well as large dynamic human communities, on the basis of which recommendations are proposed for developing such strategies. The results can be used in the pedagogical design of various models of educational activities and information and educational systems for various purposes, including education management and direct training. It also seems that the mechanisms and features of information and educational systems described in the article will allow us to establish an evidence-based educational policy at various levels in the context of digitalization

Bridging the Gap Between Research and Practice: Predicting What Will Work Locally

This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (“It worked”) but provide little basis for local effectiveness predictions (“It will work here”), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (“It works”) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence.