Sequential Explanatory Design Research Articles

Determinants of Contraceptive Use Among Teenage Girls Aged (15-19) in Eastern Province, Zambia

Access to sexual and reproductive health information and services among the young people remains a highly contested issue in many traditional societies Zambia included. Access to youth-friendly health services such as contraceptives is vital for ensuring the well-being of adolescents. This study endeavoured to establish determinants of contraceptive use among teenage girls aged 15 to 19 years in Eastern Province, Zambia. This was a mixed methods study that employed a sequential explanatory design. In the quantitative arm, the study utilized the 2018 Zambia Demographic and Health Survey (ZDHS) women's dataset for Eastern Province, focusing on 326 teenage girls aged 15-19 years. The ZDHS data collection was done using multiple cluster sampling method and through household survey. The qualitative arm involved 6 focus group discussions with parents, 4 interviews with teachers and 6 interviews with healthcare providers in Petauke district. Contraceptive prevalence rate, and socio-economic and demographic factors influencing contraceptive use were measured in the quantitative part. The perception on teenage contraceptive use among key influencers was assessed in the qualitative arm. The prevalence of contraceptive use among teenage girls in Eastern province was at16%. Age, marital status, parity, visiting a health facility, being visited by a health provider and hearing about family planning on radio were significantly associated with contraceptive use (p< 0.05). Moreover, teenage girls who had ever been married had higher odds of contraceptive use than unmarried ones (AOR 3.57, 95% CI, 1.59, 8.01, p = 0.002). Further, those who heard about family planning at the health facility (AOR 2.37, 95% CI, 1.08, 5.21, p = 0.031) and those who heard on radio (AOR 2.55, 95% CI, 1.05-6.19, p = 0.038) had higher odds of contraceptive use than those who did not. The qualitative results found that most parents and teachers opposed the use of contraceptive by teenagers, while health providers supported it. Barriers to contraceptive use included religious beliefs, personal beliefs of healthcare providers, myths and misconceptions, and the fear of social stigma by teenagers. Whether or not adolescents have access to contraceptives, the decision to use them is heavily influenced by parents, and to some extent, teachers and health providers. Therefore, it is important to implement comprehensive educational programs not only for teenagers, but also for parents, teachers and healthcare providers, dispelling myths about contraceptives.

Evaluating the Impact of the Language Mindset Toolkit among Thai Undergraduate Students

This study reports the impact of a language mindset toolkit in influencing the language mindsets of Thai undergraduate students. An explanatory sequential mixed method design was used to determine how language mindset changes and know the students’ language learning insights through a focused mindset intervention. Data from 67 students chosen from convenience sampling completed language mindset surveys, journal entries, and semi-structured interviews were analyzed. Descriptive statistics was used to analyze the survey data, while thematic and content analyses were utilized for journal entries and interview data. Key findings revealed a notable shift from a fixed to a growth mindset, particularly in language learning abilities. While mindsets related to intelligence and age sensitivity remained relatively stable, there was a marked change in participants’ belief in the malleability of their language learning abilities, underpinned by the principles of effort and persistence. Thematic analysis of journals supports these findings, with themes such as knowing about language mindset in learning, putting effort into language learning, setting goals in language learning, using strategies in language learning, and regulating emotions in language learning. Meanwhile, the content analysis of individual interviews revealed insights such as appreciating self, motivating self in language learning, and gaining self-efficacy. Growth mindset-oriented interventions could transform the students’ beliefs in language learning.

Evaluating the impact of a year-long external mentorship pilot program in classical hematology

AbstractEffective mentorship is a pivotal factor in shaping the career trajectory of trainees interested in classical hematology (CH), which is of critical importance due to the anticipated decline in the CH workforce. However, there is a lack of mentorship opportunities within CH compared with medical oncology. To address this need, a year-long external mentorship program was implemented through the American Society of Hematology Medical Educators Institute. Thirty-five hematology/oncology fellows interested in CH and 34 academically productive faculty mentors from different institutions across North America were paired in a meticulous process that considered individual interests, experiences, and background. Pairs were expected to meet virtually once a month. Participation in a scholarly project was optional. A mixed-methods sequential explanatory design was used to evaluate the program using mentee and mentor surveys, a mentee interview, and a mentee focus group. Thirty-three mentee-mentor pairs (94.2%) completed the program. Sixty-three percent of mentee respondents worked on a scholarly project with their mentor; several mentees earned publications, grants, and awards. Mentee perception that their assigned mentor was a good match was associated with a perceived positive impact on confidence (P = .0423), career development (P = .0423), and professional identity (P = .0302). Furthermore, 23 mentees (66%) accepted CH faculty positions after fellowship. All mentor respondents believed that this program would increase retention in CH. This mentorship program demonstrates a productive, beneficial way of connecting mentees and mentors from different institutions to improve the careers of CH trainees, with the ultimate goal of increasing retention in CH.

Compliance with MAB-UNESCO Functions and Management Effectiveness Evaluation between 2017 and 2024: Case Study of the El Cielo Biosphere Reserve, Mexico’s Only State-Run Reserve Belonging to MAB-UNESCO

UNESCO’s MAB Programme promotes a people-centered conservation strategy to strengthen the sustainability of social and ecological systems. However, there exist knowledge gaps regarding its implementation in specific contexts. For this study, a mixed-methods sequential exploratory design was employed. In the first phase, an initial content analysis of the management program of the El Cielo Biosphere Reserve (CBR) and the functions of the statutory framework of UNESCO’s MAB program was conducted. This analysis, which was human-driven but facilitated by artificial intelligence tools, underwent rigorous triangulation and expert validation to strengthen the reliability and robustness of the findings. Subsequently, the Management Effectiveness Tracking Tool (METT3) was issued to researchers, community members, civil servants, and former civil servants related to the management of the CBR. The 2024 results (n = 15) were contrasted with those obtained in 2017 (n = 15) using a quantitative approach consisting of descriptive, non-parametric, and Bayesian statistical techniques. We identified some problems in the implementation of the MAB-UNESCO Programme in the CBR, mainly due to the outdated management program and lack of effective governance, as well as the lack of understanding of the implications of being a MAB-UNESCO biosphere reserve. A numerical trend of deterioration in the effectiveness of the CBR’s management was detected, with overall ratings of 44.78% and 29.62% in 2017 and 2024, respectively. This was associated with a lack of regulation, weak coordination among key actors, and a progressive reduction in funding. The findings of this study are useful to guide the transition of the CBR towards a conservation model that responds to current problems and contributes to the advancement of knowledge on the implementation of the MAB Programme in specific contexts.

Equipping Civil Technology Teachers with Hands-On Skills and Educational Resources for Effective Teaching of Practical Lessons

Continuous professional development for teachers will always be prioritized, especially in cases where there are obvious and conspicuous gaps in their subject-matter expertise and when they handle practical skills exercises with inadequate planning and delivery. Hence, this study explores the effects of equipping Civil Technology teachers with hands-on skills and provision of educational resources for effective teaching of practical lessons. This study purposefully sampled nine (09) Civil Technology teachers from Ekurhuleni East, Gauteng province of South Africa. This study was hinged on Stronge’s qualities of effective teachers as its framework. This study adapted a mixed method design where closed-ended questionnaires and semi-structured interviews were considered relevant data collection instrument and sources. A sequential explanatory design was used to analyze the collected data. The findings reveal that even though teachers get continuous hands-on skills training from the Gauteng Department of Education (GDE) annually, the trainings are often too generic and do not adequately boost teachers with confidence to teach specific skills (i.e., construction and plumbing) to learners. As a result, Civil Technology teachers could not actualize their continuous professional development training as an element of learning to become innovative skills teachers. The survey found that while certain Ekurhuleni East schools have instructional tools, some of the teachers were not trained to use them, which made it difficult to effectively teach practical lessons in Civil Technology. Therefore, this study recommended that the Gauteng Department of Education should focus on discipline specific instructional strategies that will promote innovation in skills-based activities in Civil Technology.

Enhancing Education Sector Collaboration: the Contributions of Community Colleges

This study investigates the pivotal role of community colleges in enhancing collaboration within the education sector. Despite the recognized importance of collaboration, the specific contributions of community colleges remain underexplored. Employing a mixed-method research approach, the study utilizes a sequential exploratory design to comprehensively examine the roles, benefits, challenges, and strategies related to collaboration facilitated by community colleges. Data were collected through qualitative semi-structured interviews and quantitative surveys in places where community colleges exist. Findings indicate that community colleges serve as intermediaries, offering flexible education programs and contributing to workforce development, thereby fostering partnerships and cooperation among diverse stakeholders. While collaborative initiatives yield benefits such as enhanced student success and increased educational access, challenges such as resource constraints and communication barriers persist. Strategies to enhance collaboration effectiveness include building strong relationships, investing in capacity building, and establishing clear communication channels. These findings underscore the significance of recognizing and leveraging the unique contributions of community colleges to promote collaboration and address systemic issues within the education sector. The study concludes with recommendations to strengthen partnerships, allocate resources, implement capacity-building programs, and further research to explore additional factors influencing collaboration.

Readiness for sustainable accreditation management in higher education institutions: A mixed-method study in Indonesia

Obtaining an excellent accreditation rank in various study programs has become an urgency for universities in Indonesia because accreditation rankings are believed to have an impact on the provision of quality education. However, not all universities are able to achieve an excellent accreditation rank for all of the study programs they manage. This research aims to determine the readiness of the accreditation teams in managing accreditation in various study programs. The mixed method is used, with an explanatory sequential design. The participants involved are university leaders and accreditation teams in various study programs. The research results showed that an excellent accreditation rating cannot be achieved with ordinary organizational behavior but requires great effort, care, and commitment from both the leaders and the accreditation team. It also requires active and comprehensive participation from the academic community. The excellent rank in accreditation can only be obtained with superior effort and care. It is suggested that the readiness of the leaders and accreditation teams to manage accreditation optimally is a crucial aspect in achieving an excellent rating. In conclusion, there are at least three important aspects to consider in the accreditation process in order to achieve an excellent rank: the need to achieve the highest assessment, the effort and care needed to significantly impact the highest assessment, and the institution needs to ensure a quality culture through quality assurance and the International Organization for Standardization (ISO).

NAVIGATING THE PERCEPTION-PRACTICE DILEMMA: AN INQUIRY INTO ASSESSORS’ IMPLEMENTATION OF ORAL PRESENTATION RUBRICS

Background and Purpose: Various factors affect the assessor’s ability to assess an oral presentation and arrive at an accurate assessment of the interconnected skills such as fluency, coherence, syntax, grammar, diction, and task achievement concurrently. The oral presentation rubric aids in achieving consistency in assessing this complex skill. This research investigates assessors’ application and perceptions of the speaking assessment rubric prepared in-house and used in the Foundation Program (FP) English Unit at Dhofar University (DU) for levels 1, 2, and 3 in order to identify the rubric’s possible weakness and ambiguities to provide insights to plug the loopholes and ensure fair, objective and uniform assessment. Methodology: Data was collected in a 3-phase data collection cycle through a pre-session task (n=18), a hands-on focus groups session (n=16) to explore qualitative data regarding actual application of the rubric, and a questionnaire (n=40) to obtain quantitative data for further investigation of teachers’ perceptions to cross check with implementation. This makes the present study a mixed-methods one in an exploratory sequential design. Findings: The findings of this research clearly showed the loopholes in the current oral presentation rubric used by the FP for formative and summative assessments. This research has exposed a notable inconsistency in grading practices of the oral presentation using the in-house rubric despite the surprising finding regarding assessors’ confidence in the rubric’s reliability and their level of training. The identified gap between assessors’ perceptions and the application of rubric criteria highlights potential issues in the design of the rubric leading to inconsistencies in the assessment outcomes. Contributions: This research emphasizes the importance of the regular refinement of assessment rubrics to minimize ambiguity and subjective elements, coupled with comprehensive user training to enhance assessment practices, support professional development, promote clearer learning expectations for students, and mitigate the impact of grading disparities in evaluation processes. Keywords: Rubric, oral presentation, assessment, discrepancy, raters. Cite as: Veetil, M., Iqbal, R., & Abugohar, M. (2024). Navigating the perception-practice dilemma: An inquiry into assessors’ implementation of oral presentation rubrics. Journal of Nusantara Studies, 9(2), 267-296. http://dx.doi.org/10.24200/jonus.vol9iss2pp267-296

Mathematical communication of preservice mathematics teachers in solving gender-biased higher-order thinking skills problems

Mathematical communication is a crucial 21st-century skill related to achievement and other skills. This study aims to analyze the differences in mathematical communication abilities and describe the difficulties male preservice teachers (MPT) and female preservice teachers (FPT) face in solving gender-biased Higher-Order Thinking Skills (HOTS) problems. This research employs a sequential explanatory mixed-methods design. The respondents, selected through purposive sampling, consisted of 4 MPTs and 10 FPTs. Data on mathematical communication abilities were obtained through a gender-biased HOTS problem-solving test. The respondents' difficulties in solving the problems were gathered through interviews. The results indicate differences between MPT and FPT mathematical communication skills using symbols and mathematical notation in solving problems. Student's difficulties in solving gender-biased HOTS problems are unfamiliarity and disinterest in the context. This study implies that education should emphasize contextual understanding and utilize gender-neutral problems to enhance mathematical communication skills.

Folklore-based storytelling: counseling techniques to develop happiness in children

The purpose of this study was to increase the level of children's happiness using Folklore-Based Storytelling, which develops ideogenous values in the implementation of counseling interventions. Happiness is defined as a state of joy and peace free from all problems. Storytelling is an extraordinary ability in storytelling that functions to entertain children's life values. The use of the folklore approach is based on the fact that almost all ages like stories that are told orally. The research method used is a mixed method approach with a sequential exploratory design. Qualitative design using Interpretative Phenomenological Analysis (IPA) explores how individuals understand their personal and social world through a detailed examination of their lives's experiences. The quantitative research design used is a single subject. The results of the qualitative analysis concluded that happiness according to the subject refers to the state of acceptance, attention, imagination, dreams, hopes, feelings of security, feelings of being loved, recognition, praise, appreciation, self-involvement, being heard. While the results of the feasibility test technique showed that the PND test results showed 5 points above the horizontal line PND is from 5 points of the intervention phase. This shows that the storytelling technique is very effective in developing children's happiness. Storytelling with a folklore approach is believed to be able to bring out happiness in children.

FACTORS IMPACTING STUDENT LEARNING PERFORMANCE IN BLENDED LEARNING ON NURSING VOCATIONAL EDUCATION (THE CASE STUDY OF PUBLIC COLLEGE IN SHANGHAI, CHINA)

This study aims to explore the factors affecting students' learning performance in blended learning in nursing and vocational education. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback on students' learning performance. The study aims to assess the current levels of these variables, design and implement intervention strategies (strategic plans) to enhance them, and determine any changes in these variables before and after the implementation of the strategic plan. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. The target population consisted of nursing students from three public colleges in Shanghai, with a sample size of 1494 students. Preliminary findings revealed that the learning motivation, behavioral engagement, cognitive engagement, emotional engagement, agentic engagement, and feedback levels were generally low. A multiple regression analysis showed that learning motivation (p<0.01), behavioral engagement (p<0.01), cognitive engagement (p<0.01), emotional engagement (p<0.01), agentic engagement (p<0.01), and feedback (p<0.01) significantly predicted learning performance. Experts developed and validated a theoretical model based on the findings, laying the foundation for future interventions to enhance nursing students' learning performance.

FACTORS IMPACTING NURSING STUDENT'S ACADEMIC ACHIEVEMENT ON HIGHER VOCATIONAL EDUCATION IN SHANGHAI, CHINA

The study aimed to explore the key factors influencing the academic achievement of nursing students. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of school values, teaching and learning, interest in courses, and learning engagement on students' academic achievement. The study aims to assess the current levels of these variables, design and implement Intervention Design Implementations (IDIs) to enhance them, and determine any changes in these variables before and after the implementation of IDIs. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. With a sample size of 378, the target population was nursing students from higher vocational education in Shanghai, with a sample size of 378 students. Preliminary findings revealed that the school's values, teaching, and learning, interest in courses, and learning engagement were generally low. A multiple regression analysis showed that school value (p<0.05), teaching and learning (p<0.05), interest in a course (p<0.05), and learning engagement (p<0.05) significantly predicted academic achievement. Experts developed and validated a theoretical model based on the findings, laying the groundwork for future interventions aimed at enhancing nursing students' self-regulated learning capability. The study aimed to explore the key factors influencing nursing students' academic achievement in higher vocational education in Shanghai, China.

FACTORS IMPACTING ON HIGHER VOCATIONAL EDUCATION ON STUDENT'S SELF-REGULATED LEARNING IN SHANGHAI, CHINA

The study, which was conducted in Shanghai, China, aimed to investigate the key factors influencing higher vocational education and students' self-regulated learning. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of self-evaluation, information quality, service quality, student attitude, course quality, peer help, and active use of feedback on students' self-regulated learning. The study aims to assess the current levels of these variables, design and implement strategic plans to enhance them, and determine their changes in current and expected situations. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. The target population consisted of nursing students from vocational colleges in Shanghai, with a sample size of 275. Preliminary findings revealed that the students' self-evaluation, information quality, service quality, student attitude, course quality, peer help, and active use of feedback levels were generally low. A multiple regression analysis revealed that self-evaluation (p<0.01), the quality of information (p<0.01), the quality of service (p<0.01), the quality of the course (p<0.01), peer help (p<0.01), and the active use of feedback (p<0.01) were all strong predictors of the ability to learn on one's own. Experts developed and validated a theoretical model based on the findings, laying the groundwork for future interventions aimed at enhancing nursing students' self-regulated learning capability. In Shanghai, China, the study aimed to investigate the key factors influencing higher vocational education's impact on students' self-regulated learning.

FACTORS IMPACTING NURSING STUDENT SELF-EFFICACY ON VOCATIONAL COLLEGE IN SHANGHAI, CHINA

The study aimed to explore the key factors influencing the self-efficacy of nursing students. Emphasizing the human capacity for self-directed learning and behavior, this research investigates the impacts of mastery experience, vicarious experience, social persuasion, regulation of emotions, and anxiety on students self-efficacy. The study aims to assess the current levels of these variables, design and implement self-development plans to enhance them, and determine any changes that occur before and after the implementation of these plans. The research design was a sequential exploratory mixed-methods design, combining qualitative and quantitative methods to develop an instrument for data collection. The target population consisted of nursing students from vocational colleges in Shanghai, with a sample size of 435 students. Preliminary findings revealed that the students' self-efficacy, mastery experience, vicarious experience, social persuasion, regulation of emotions, and anxiety levels were generally low. A multiple regression analysis showed that mastery experience (p = 0.000<.005), vicarious experience (p = 0.000<0.05), social persuasion (p = 0.000<0.05), regulation of emotions (p = 0.000<.001), and anxiety (p = 0.04<0.05) significantly predicted self-efficacy. Experts developed and validated a theoretical model based on the findings, laying the groundwork for future interventions aimed at enhancing nursing students' self-efficacy.

Development and psychometric testing of a scale to measure effective rural emergency transfer (RET)

BackgroundThe process of transferring patients from small rural primary care facilities to referral facilities impacts the quality of care and effectiveness of the referral healthcare system. The study aimed to develop and evaluate the psychometric properties of a scale measuring requirements for effective rural emergency transfer.MethodsAn exploratory sequential design was utilized to develop a scale designed to measure requirements for effective emergency transport. Phase one included a qualitative, interview study with 26 nursing transport providers. These transcripts were coded, and items developed for the proposed scale. Phase two included a content validity review by these 16 transport providers of the domains and items developed. Phase three included development and evaluation of psychometric properties of a scale designed to measure requirements for effective emergency transport. This scale was then tested initially with 84 items and later reduced to a final set of 58 items after completion by 302 transport nurses. The final scale demonstrated three factors (technology & tools; knowledge & skills; and organization). Each factor and the total score reported excellent scale reliability.ResultsThe initial item pool consisted of 84 items, generated, and synthesized from an extensive literature review and the qualitative descriptive study exploring nurses’ experiences in rural emergency patient transportation. A two-round modified Delphi method with experts generated a scale consisting of 58 items. A cross-sectional study design was used with 302 nurses in rural clinics and health in four rural health districts. A categorical principal components analysis identified three components explaining 63.35% of the total variance. The three factors, technology, tools, personal knowledge and skills, and organization, accounted for 27.32%, 18.15 and 17.88% of the total variance, respectively. The reliability of the three factors, as determined by the Categorical Principal Component Analysis (CATPCA)’s default calculation of the Cronbach Alpha, was 0.960, 0.946, and 0.956, respectively. The RET Cronbach alpha was 0.980.ConclusionsThe study offers a three-factor scale to measure the effectiveness of emergency patient transport in rural facilities to better understand and improve care during emergency patient transport.

The perceived relevance, utility and retention of basic sciences in general practice

BackgroundBasic sciences are crucial for clinical medicine, yet studies focusing on their perceived utility among general practitioners (GPs) are sparse. Considering the broad scope of GPs’ practice, an in-depth understanding of basic sciences is fundamental for making informed clinical decisions. This study evaluated GP registrars’ retention and perceptions of the utility of basic sciences in clinical practice.MethodsUsing sequential explanatory mixed methods study design, knowledge retention was assessed by a multiple-choice question (MCQ) examination followed by interviews on the perception of the relevance and utility of basic sciences among GP registrars at James Cook University's (JCU) General Practice Training (GPT) program. Descriptive and inferential statistical analyses were conducted on the MCQ exam data, while thematic analysis was employed for the qualitative interview data.ResultsSixty-one GP registrars participated in the MCQ exam, while 11 of them were involved in the interviews. The highest mean score was obtained in biochemistry (75.1 ± 2.23) while the lowest mean score was in anatomy (56.07 ± 3.16). Key performance predictors included the formative clinical examination scores (β = 0.83, 95% CI: 0.45 to 1.2, p < 0.001) and gender (β = -9.7, 95% CI: -17 to -2.3, p = 0.011). The qualitative data analysis revealed five themes, including the backbone of clinical medicine, varying utility over time and by specialty, clinical synthesis integrates encapsulated knowledge, professional pressures hinder revisitation of knowledge and knowledge renewal enhances updates.ConclusionBasic sciences were considered relevant in clinical practice. Development of continuing professional development (CPDs) sessions and clinically relevant online resources were measures proposed to enhance the retention of knowledge. Future research could focus on innovative educational strategies for GPs.

Promoting inclusion for disabled students in healthcare education: Using research-based theatre to enhance knowledge and empathy

AimThis study explores and compares the impact of in-person and online versions of a Research-based Theatre production named "Alone in the Ring," aimed at increasing knowledge and fostering positive attitudes towards persons with disabilities in healthcare professions. The study examines changes in attitudes towards disabled persons in healthcare professions, levels of engagement in the play and knowledge about the experiences and challenges of disabled individuals in healthcare professions. It also investigates possible actions to increase inclusion for disabled persons in healthcare education and practice. BackgroundDisabled students face numerous barriers in healthcare education and practice, many of which are rooted in stigma and negative attitudes. Research-based Theatre promotes experiential learning to address these attitudes and stereotypes. The performance "Alone in the Ring" is based on a comprehensive study of the experiences of disabled students and clinicians in health professions, aiming to promote inclusion for students with disabilities in these fields. DesignThis study uses a pre-test and post-test design with two comparison groups. MethodThe study employed an explanatory sequential mixed method design to explore the impact of online versus in-person Research-based Theatre teaching in healthcare education. Participants were graduate health students (N = 198); 100 watched the in-person version and 98 watched the online version. Surveys were administered before and after the performance. Participants were also invited to share their experiences in semi-structured interviews and their responses were analyzed using thematic analysis. ResultsResults indicated that students generally felt more comfortable with disabled persons in healthcare professions in the post-survey compared to the pre-survey, with online participants reporting greater comfort and higher engagement than those in-person. Knowledge of disabled persons' experiences and challenges, as well as possible actions to increase belonging and inclusion, improved significantly for both groups from pre- to post-performance, with online participants showing a greater change. Qualitative data revealed that online theatre was perceived as authentic and beneficial for accessibility, engagement and emotional impact on students, though challenges included potential distractions and technological issues. Positive correlations were found between changes in knowledge, positive attitude and engagement, suggesting that increased engagement and a shift in attitudes can promote knowledge and awareness of the inclusion of disabled persons in healthcare professions. ConclusionThese results support the use of online theatre-based academic teaching that experientially engages students, increases empathy and can promote more inclusive healthcare educational settings for disabled persons.

Parental involvement predicts Grade 4 learners’ reading literacy: an analysis of PIRLS data for students in Mpumalanga, South Africa

ABSTRACT The purpose of the study was to examine how parents’ involvement is associated with Grade 4 learners' reading literacy achievement in Mpumalanga. Selected variables from the PIRLS 2016 home and school questionnaires were used, and interviews were conducted with parents to gain a deeper understanding of parental involvement in their child’s education in terms of reading literacy. A sequential explanatory mixed-method design was used based on the pragmatism paradigm. The quantitative data (1,025 learners) was gathered before the qualitative data (ten parents). For the quantitative data, multi-level analysis showed that parents who read books with their child before the child went to primary school, parents who participated in their child’s reading outside school hours, and parents being included in their child’s education by the school are the best predictors of Grade 4 reading literacy achievement. For the qualitative data, the findings indicated that parents understand that promoting English as First Additional Language is of great importance; however, they lack the skills, time and resources to effectively teach English reading at home. This study suggests that more research should be conducted on effective parenting strategies at home to teach their children to read.

Intents and Actualities of Health Optimizing Physical Education (HOPE) Curriculum Implementation: A Sequential Exploratory

This study explores the implementation of the Health Optimizing Physical Education (HOPE) curriculum in senior high schools in Pasay City, Philippines. Utilizing an exploratory sequential mixed-method design, the research first employed validated questionnaires to quantitatively assess the implementation of HOPE 1, 2, 3, and 4. Subsequently, Focus Group Discussions (FGDs) with teachers provided qualitative insights into the challenges and experiences during the curriculum's initial three years. The study involved 428 private school students, 412 public school students, 27 private school teachers, and 38 public school teachers. Quantitative findings indicated a moderate to limited extent of curriculum implementation, with significant differences between public and private schools for HOPE 1 and 2, but not for HOPE 3 and 4. Qualitative data highlighted challenges related to curriculum content, facilities, equipment, and teacher training. Recommendations include targeted workshops, Learning Action Cell sessions, collaboration with community resources, and initiatives like the Family Activity Challenge. These interventions aim to enhance the curriculum's effectiveness, promoting physical activity and health literacy among students.

Narrative based online career group counseling program: an explanatory sequential design

AbstractThe aim of this study is to determine the effect of the Narrative Based Online Career Group Counseling Program on the career exploration, career and talent development self-efficacy, and career development of fourth grade primary school students. An explanatory sequential mixed-method design was used in the study. A 2 × 3 quasiexperimental design was used in the quantitative part, and a focus group interview was used in the qualitative part. The results showed that the program had a significant impact and could support career development in children. Thus, a career program with proven effectiveness that can be implemented in schools has been emerged.