General Education Students Research Articles

The development of exhaustion, cynicism, and inadequacy in general upper secondary education: perceived and received support, student engagement, and gender as predictors

ABSTRACT This study contributes to understanding the long-term development of burnout dimensions across students in general upper secondary education and of support, engagement, and gender as factors that contribute to this development. The study followed Finnish academic track students (N = 210) over three years to examine the development of three burnout dimensions (exhaustion, cynicism, inadequacy) and the predictors of these dimensions using latent growth modeling. The findings revealed that cynicism and inadequacy increased, while exhaustion remained stable; moreover, the three dimensions were strongly interrelated. Perceived support negatively predicted initial burnout levels, affective engagement negatively affected exhaustion and inadequacy, and cognitive engagement negatively affected cynicism. Further, girls reported higher exhaustion and inadequacy than boys. The findings yielded new insight on the importance of perceived support as an antecedent of burnout – sufficient and continuous support can help to reduce and prevent burnout among these students.

The effect of educational aspirations on labor market outcomes in secondary vocational education in Africa

The study explores the relationship between educational aspirations and labour market outcomes among African secondary vocational education students. It reveals that students with vocational education are more aware of labour market demands and desire to acquire skills that align with industry needs. However, disparities in access to quality vocational training and societal perceptions of vocational education significantly impact students' aspirations. A comprehensive systematic literature review was explored to examine the impact of educational aspirations on labour market outcomes in secondary vocational education in Africa, focusing on countries like Nigeria and Ghana. The review focuses on studies published between 2010 and 2024, reflecting current trends and challenges vocational education graduates face. The study identifies key labour market outcomes linked to vocational education, including employment rates, job stability, and income levels. Graduates of vocational programs secure employment more rapidly than general education students but face challenges in advancing their careers due to limited opportunities for further training and professional development. The research calls for policy interventions to enhance the quality and perception of vocational education in Africa, ensuring that they meet immediate labour market needs and empower young people to achieve their long-term career aspirations. This research can potentially inform vocational education policy in Africa by developing targeted strategies to enhance the effectiveness of vocational training programs. Adapting policies that align vocational education with labour market demands can create a more responsive educational system that addresses the needs of both students and employers.

Collective free improvisation in the Flemish general music classroom: Probing student’s lived experience through flow

The aim of this study is to explore the lived experience of students ( N = 1,282) in general education engaging in collective free improvisation (CFI). Fourteen music teachers implemented a CFI lesson in 69 classes in Flanders (Belgium). Lived experience was measured using a Dutch version of the Flow State Scale for Occupational Tasks. This scale reflects the degree of Sense of Control, Positive Emotional Experience and Absorption by Concentrating. In addition, teachers’ reflections were mapped by means of an online survey. Overall scores on the 3 dimensions of the Flow scale averaged greater than or equal to 5 (7-point Likert scale). Results show a difference in total flow between students who already played an instrument and those who did not. Students who play an instrument score significantly higher on the factor ‘Sense of Control’. Conversely, the flow scores on the factors ‘Absorption by Concentration’ and ‘Positive Emotional Experience’ do not differ between instrumentalists and non-instrumentalists. Given the relatively high flow scores, we conclude that this type of musical engagement can be used for instrumentalists as well as non-instrumentalists. Although CFI was a new experience for the teachers, they indicated to continue using it in the future.

Effective technologies for the development of semantic reading skills in students of basic general education

Introduction. In the context of an increase in the amount of information that general education students receive, the use of innovative technologies for developing semantic reading skills is relevant. Possession of the skills of meaningful reading and working with information serves as the foundation for acquiring knowledge in modern society. With the growing emphasis on the digital economy and digital technologies, developing strong reading skills has become essential. The purpose of the study is to analyze the effectiveness of using quantum technologies to develop semantic reading skills and the ability to work with information for the development of reading literacy of students in basic general education. Materials and methods. 97 5th grade students of the Petrozavodsk Presidential Cadet School (Russian Federation, Republic of Karelia). Methods: pedagogical experiment, comparative analysis, diagnostics of the level of semantic reading (quantum technologies), observation, self-assessment of students, statistical processing using the t-test for related samples, Wilcoxon signed-rank test. The results of the study. It is revealed that the development of semantic reading skills through quantum technologies is effective for 5th grade students. As a result of the analysis of the effectiveness of the formative experiment, a change in the indicators characterizing the development of semantic reading skills and the positive dynamics of academic performance in the experimental groups (p < 0,001) was revealed. Conclusion. The use of quantum technologies for the development of semantic reading skills has confirmed its effectiveness at the level of basic general education, which has had a positive impact on student academic performance. The results obtained can be used by teachers of basic general education both in extracurricular activities and in various academic subjects.

An In-Depth Qualitative Exploration of Normale Lecture Classes (NLec) in Mathematics: Understanding Student Experiences and Pedagogical Implications

Normale Lectures is a delivery model of academic coursework designed as an innovative response to address the challenges of human and infrastructural limitations. To respond to these challenges, the Philippine Normal University has developed an academic course delivery model called PNU Normale Lectures, or NLec. Along this line, I was interested in exploring general education students' experiences in NLec mathematics class. With this, an open-ended questionnaire was administered to the eighty-three students of the Philippine Normal University, Visayas. Responses generated five essential themes about their challenges: a) classroom environment and distractions; b) teacher’s impact and teaching style; c) personal engagement and learning difficulties; d) classroom structure and size; and e) online learning and technology. Coping strategies, on the other hand, are (a) study materials and notes; (b) peer and teacher support; (c) online resources and technology; (d) positive attitude and motivation; (e) practice and review; and (f) active listening and notetaking. These findings underscore the complex nature of these challenges and emphasize the importance of educators and institutions addressing them for improved student outcomes. The study also identified coping strategies, highlighting the need for innovative approaches to enhance the mathematics education experience for these students.

Focusing a history of modern philosophy course on freedom

AbstractThis article is on pedagogy; it is not a report on original research. It is a case study, seeking to spell out some implications for teaching History of Modern Philosophy (HMP). In past courses, I used a classic syllabus: Descartes, Spinoza, Leibniz, Locke, Hume, and Kant, focusing on epistemology and metaphysics, telling the standard story of rationalists and empiricists, with Kant breaking the stalemate with his transcendental arguments. After a few times, for circumstantial reasons, I changed the focus of the course. Instead of telling the usual story, I would focus on freedom in its metaphysical, moral, and political dimensions. This had the effect of giving the philosophy majors enough metaphysics and epistemology to make them work hard, while appealing to (some of) the General Education students by relating the course materials to real world struggles. I figured that some people who could not relate to the technical discussion of substance, attribute, and mode might relate to struggles for freedom. I think I succeeded, as I will go on to recount.

Gamification as an educational strategy in the learning of arithmetic for elementary school students

Arithmetic knowledge in the education of students of General Basic Higher Education (EGBS) is fundamental, since it is the basis of mathematics and its branches, such as Algebra, Geometry and Calculus. This research work seeks to contribute to the improvement of arithmetic learning through gamification as a pedagogical tool for eighth grade EGBS students. For this purpose, a quantitative methodology was used to measure learning progress, develop didactic material with educational games as pedagogical tools and evaluate the evolution of arithmetic knowledge, with the objective that students reach the minimum knowledge required according to the educational standards established by the Ministry of Education for the eighth grade of EGBS. In addition, the inductive method was applied, obtaining conclusions from the observation of specific facts by grouping students and having them develop the proposed material. This allowed establishing precise conclusions, showing that 100% of the students satisfactorily surpassed the knowledge required for their level. In conclusion, it was determined that gamification through didactic material with educational games is an adequate methodology in the face of the large amount of distractions faced by young students both in society and in technological social media.

A self-feedback model (SEFEMO): secondary and higher education students’ self-assessment profiles

ABSTRACT While self-assessment is a widely explored area in educational research, our understanding of how students assess themselves, or in other words, generate self-feedback, is quite limited. Self-assessment process has been a black box that recent research is trying to open. This study explored and integrated two data collections (secondary and higher education) that investigated students’ real actions while self-assessing, aiming to disentangle self-assessment into more precise actions. Our goal was to identify self-assessment processes and profiles to better understand what happens when students self-assess and to design and implement better interventions. By combining such data, we were able to explore the differences between secondary and higher education students, the effects of external feedback on self-assessment, and to propose a model of ideal self-assessment (SEFEMO). Using think-aloud protocols, direct observation and self-reported data, we identified six main actions (read, recall, compare, rate, assess, and redo) and four self-assessment profiles. In general, secondary and higher education students showed the same actions and very similar profiles. External feedback had a negative effect on the self-assessment actions except for the less advanced self-assessors. Based on data from more than 500 self-assessment performances, we propose a model of self-feedback.

Development оf Special Intellectual Abilities of Education Applicants to Study the Fundamental Sciences: The Main Advantages

The purpose of the article is to present the peculiarities of the development of special intellectual abilities of education applicants to study the fundamental sciences. The article emphasizes that the development of special intellectual abilities of education for the study of fundamental sciences has its own peculiarities, which is reduced to the choice of individual approach, enrichment of knowledge, development of creative abilities, study of relevant methods of teaching, intellectual and emotional support. The research methodology is based on the fact that the main individual methods and forms of work that can be used for the development of intellectual abilities include individual consultations and mentoring, individual projects, individualized training program, mentoring, organization of intellectual competitions at the all – Ukrainian and international levels. Scientific novelty is that the study of fundamental sciences requires the education of analytical, critical and creative thinking. Special teaching methods should contribute to the development of intellectual abilities of education applicants. Working in small groups, project activities, laboratory work, practical classes are just a few examples of methods that are effective for such development. Yes, special teaching methods contribute to the development of intellectual abilities of the applicants. At this stage, it is important to understand the peculiarities of using interactive teaching methods, individual approach, game methods of teaching, modern technologies. The fundamental sciences are a key component of education, contributing to the development of intellectual abilities of students in general secondary education. Their study stimulates critical thinking, analytical skills, and the ability to solve complex problems. The development of special intellectual abilities is a necessary prerequisite for effective study of fundamental sciences.

Teaching K–3 Multi-Digit Arithmetic Computation to Students with Slow Language Processing

The purpose of this article is to present three related studies that build on each other to demonstrate first the need and then the efficacy of the Blended Arithmetic Curriculum (BAC) to help students overcome both slow language processing and the environmental effects of being a student in an urban school district. The author’s underlying theory is that K–3 students with slow language processing may be good at complex reasoning, but still struggle with retrieving basic computational facts. Nonetheless, if they did not learn their facts, these students would struggle with K–3 multi-digit arithmetic computation, and ultimately struggle with their hypothesized strength: seeing numeric patterns as would be needed in university level computation. To teach arithmetic facts conceptually, the author developed a paper and pencil curriculum that first teaches complex multi-digit addition with regrouping using a limited number of facts such as 5 + 5, 9 + 1, 1 + 9; 7 + 7, 7 + 8, 8 + 7, and 8 + 8 in problems such as 197 + 108 = 305 so that fact retrieval and computation are fast and accurate. At the end of 2nd grade, urban students with learning disabilities solved 42 two-digit by two-digit problems with 92 percent accuracy in an average of 7 min. The results matched those of suburban students and were significantly faster and more accurate than general education students in the same urban school.

Integrating nature into practice: Occupational therapists’ perspectives

ABSTRACT Nature-based settings are unique in that they enhance occupational performance and well-being. Subsequently, the use of nature has recently been adopted by schools as a supplemental environment to support student performance and educational outcomes. While previous studies have investigated the effects of nature on general education students and educator impressions, little research exists regarding the perceptions of school-based occupational therapists (OTs) who use outdoor environments and their impact on special education students. This qualitative pilot study will examine the perceptions of school-based OTs who provide interventions to special education students in nature-based settings. A phenomenological approach will capture the essence of OTs’ experiences to better understand why and how OTs use nature in school-based practice, perceived benefits and challenges, and the roles they assume as they implement nature-based interventions within their schools. Study results will inform and enhance occupational therapy practice by increasing the awareness and understanding of an alternative learning environment to support students who receive special education services.

THE IMPORTANCE OF OUR GREAT ALMS IN DIRECTING STUDENTS OF GENERAL SECONDARY EDUCATIONAL INSTITUTIONS TO THE PROFESSION

The article describes the conceptual foundations of career guidance of students, the opinions and opinions of our great experts on career guidance, taking into account the current state of formation of skills of general secondary education students.

The quality of reading and learning in basic general education students

The quality of reading and learning in basic general education students

Strategies for Activating Independent Learning Activities of Students in Biology Classes

The article is dedicated to methods of activating students' independent learning activities during biology classes. It is proved that independent work in education holds significant importance for both the learning process and students of general secondary education. As noted by the authors of the article, the successful implementation of such activities depends on the teacher's ability to effectively manage them. Among the innovative methods there are: problem-based learning, projects and research, group work, utilization of internet resources and multimedia, task solving, and independent preparation of presentations or reports. By following these principles, it is possible to contribute to the development of students with their own worldview and a steadfast life position. The article highlights the importance of active independent learning activities during lessons, particularly in biology, and provides lesson plans developed using methods aimed at fostering such activities among seventh-grade students. Additionally, the results of student surveys are presented, demonstrating the level of interest in biological education, ranking of subjects in personal significance, level of students’ independent activity, and their suggestions for diversifying and improving the process of biology learning. It was revealed that 13% of students exhibit a high level of independent learning activity, 54% demonstrate an average level, while 32% have a low level of independent learning activity. It is noted that activation of students' independent learning activities in the process of studying biology is crucial for both their personal growth and overall development. As biology has its peculiarities, students' independent activity becomes the foundation for their success and the development of scientific thinking. Taking into account these aspects, it can be argued that students' independent cognitive activity in the study of biology is essential for their comprehensive development and the formation of scientific thinking and skills useful in future life and professional activities. According to the research, to achieve such results, teachers should create conditions conducive to the development of students' independence and cognitive abilities, providing them with the opportunity to independently explore, study, and conceptualize new knowledge.

The Academic Effects of Moving to Middle School on Students With Disabilities Relative to Their General Education Peers

Middle school transitions are increasingly required, despite documented negative effects on general education students (GENs). We explore if and how the move to middle school differentially affects students with disabilities (SWDs), a large and low-performing group. Using an instrumental variables strategy and New York City (NYC) data on nine student cohorts, we find the middle school transition causes a 0.29 SD decline in SWD math performance, a 0.16 SD decline in English language-arts (ELA) performance, and a one percentage point increase in grade retention. Accounting for potential mediators (e.g., peer cohort stability) does not substantially explain estimated effects on SWD performance. However, the middle school transition has similarly large negative effects on GENs, suggesting the need to ease this transition for all students.

Os fatores associados dos alunos do ensino fundamental e médio no Equador: análise do ciclo de avaliação Ser Estudiante 2020-2021

This article analyzes the influence of personal and family factors on academic success in students of General Basic Education (EGB) and General Unified High School (BGU) in Ecuador during the evaluation "Ser Estu-diante (SEST) cycle 2020 - 2021". The SEST assessment evaluates knowledge, skills, abilities and attitudes of Ecuadorian students. It also deploys questionnaires of associated factors that construct social, cultural and economic variables of families, teachers and the environment of educational institutions. A two-level hierar-chical linear model is used to measure the impact of the factors associated with school performance. In sum, personal and family environment factors, in which students develop, are elements that contribute to improve their school performance.

SOCIALISATION CONTEXTS OF THE DEVELOPMENT OF SCHOOL STUDENTS IN THE CONDITIONS OF DIGITALIZATION OF THE EDUCATIONAL ENVIRONMENT AND WAR: STATUS AND PROBLEMS (based on the materials of the empirical research)

The article presents the materials of a research aimed at identifying the peculiarities of the socialization of students of general secondary education institutions of communal and private forms of ownership in the conditions of digitalization of the educational environment and war, collected through an online survey. Based on the data of the empirical research, the socialization contexts of the development of students of the 5th – 11th grades were singled out; its interpretation was carried out in relation to the actual needs of schoolchildren and satisfaction in the conditions of the educational environment. Socialization contexts are structured into ten lines of development of schoolchildren, namely: social-emotional development, social-communicative interaction, social behaviour, sociallyoriented activity, social activity and initiative, social competence, social well-being, social experience, social (digital) identification, social expectations, which are revealed in an integrative relationship and with a certain penetration of the socio-emotional. Using examples of the features of the socialization contexts of schoolchildren’s development in the conditions of digitalization of the educational environment and war, signs of the manifestation of tendencies are outlined and possible risks of their development are predicted. The study reflects the age-specific peculiarities of thinking and skills of adolescent and senior schoolchildren, their assessment of the situation of social development in the educational environment and the possibilities of their own participation in its optimisation, as well as their idea of an ideal educational environment. The data of the experimental section can also be interpreted in terms of the state of the social component of learning losses in its individual characteristics, and can be used to optimise educational practice, in particular, to design the educational and developmental environment of general secondary education students during the war and in post-war reconstruction.

АКТУАЛЬНЫЕ ПРОБЛЕМЫ ИСТОРИИ РЕГИОНА: ИССЛЕДОВАТЕЛЬСКИЙ ОПЫТ И НАУЧНЫЙ ПОТЕНЦИАЛ ОРДЕНА ЗНАК ПОЧЕТА ИНСТИТУТА ИСТОРИИ, ЯЗЫКА И ЛИТЕРАТУРЫ УФИЦ РАН

For many years, the history and cultural studies of Bashkortostan have been in the center of research attention of scientists of the Order of the Badge of Honor of the Institute of History, Language and Literature of the UFRC RAS (further – IHLL UFRC RAS). Their staff has conducted a significant amount of research devoted to the study of key issues of the history and culture of the region and the country. The results of this research formed the basis for generalizing academic papers, textbooks, and tutorials for students in secondary general education, as well as in secondary specialized and higher educational institutions. A number of historical scholars have formed their own historical trends and schools, and their students continue their work today, following in the footsteps of their mentors. This article traces the scientific activities of the Department of History and Cultural History at the Institute for the History of Culture of the Russian Academy of Sciences (IHLL UFRC RAS), and evaluates its contribution to the development of the national humanities. The most poorly researched and promising scientific fields have also been identified. Scientists from the department are now starting to develop them. Today, they focus on the formation and development of Bashkir society during the Late Middle Ages and in the Modern times, including topics such as demography, statistics, source study, social organization, transformations, spread and development of Islam, institutions in the Ural-Volga region, and the history of individual settlements. The Institute of Archaeology and Ethnography of the Ural Branch of the Russian Academy of Sciences (IHLL UFRC RAS) has the resources, personnel, and necessary skills to carry out high-quality research in these fields.

Text-to-Speech Technology and Math Performance: A Comparative Study of Students With Disabilities, English Language Learners, and Their General Education Peers

This study investigates the relationship between text-to-speech (TTS) usage and item-by-item performance in the 2017 eighth-grade National Assessment of Educational Progress (NAEP) math assessment, focusing on students with disabilities (SWDs), English language learners (ELLs), and their general education (GE) peers. Results indicate that all students use TTS more for longer and more difficult math items as well as for multiple-choice or short-response formats. Among SWDs and GE students, lower math proficiency and higher perceived time pressure are linked to higher TTS usage. Moreover, among GE students, factors such as male gender, minority status, lower math persistence, and higher math interest and effort during testing contribute to higher TTS usage. TTS usage is positively associated with item performance for SWDs and ELLs who received extended time accommodations but not for those who did not receive such accommodations or for general education students. The study suggests that the time constraints of speeded digital assessments may limit the potential benefits of TTS for SWDs and ELLs in math problem-solving.

Using Wikipedia to Develop 21st Century Skills: Perspectives from General Education Students

Purpose: The aim of the study was to find out how and why students use Wikipedia and what their attitudes are towards Wikipedia as a source of information for learning. Methodology: The article is based on a quantitative study in which 381 Estonian school children participated in filling out an online survey. The questionnaire included both multiple-choice and open-ended questions. Findings: Statistical analyses and responses to open-ended questions showed that students often use Wikipedia as a primary source of information, but that their use of the site for learning tasks is guided by teachers’ attitudes and perceptions towards Wikipedia. Students perceive Wikipedia as a quick and convenient source of information but are uncertain about its reliability. Under teachers’ guidance, they have learnt to search for information and to be source-critical, while more attention is needed to develop academic literacy, including both text comprehension and text composition. Value: As there is still very little research on how Wikipedia is used for learning purposes in general education schools, the results of the study contribute to further discussion on the potential of Wikipedia as an innovative teaching tool for different subjects.