Grade Level Research Articles

Investigation of Candidate Teachers' Early Teacher Identity with Public Personnel Selection Examination Anxiety Levels

In this research aims to examine the candidate teacher's identity with Public Personnel Selection Examination (PPSE) anxiety levels. The research included 302 candidate physical education teachers (140 female and 162 male) aged between 21 and 28 (23.95±1.54). “Personal Information Form,” “Early Teacher Identity Scale (ETIS),” and “Public Personnel Selection Examination Anxiety Level Scale (PPSEALS)” were used as data collection tools in the research. According to the data obtained from the research, there was no significant correlation between the candidate teachers' PPSEALS scores and the ETIS scores. A significant difference existed between candidate teachers' grade levels with PPSEALS scores and ETIS scores. Compared to 3rd-grade and graduate students, 4th-grade students scored higher on the PPSEALS and ETIS. Although there was a significant difference between PPSEALS scores according to gender, there was no significant difference in terms of ETIS scores. According to this, women have higher PPSEALS scores compared to men. According to academic achievement status, no significant difference was found between the scores of PPSEALS and ETIS. The results obtained from the research revealed that candidate teachers have PPSE anxiety at a medium level and teacher Identity perception at a high level. As a result, it can be said that 4th-grade students' high perception of teacher identity leads to higher levels of test anxiety.

Artificial Intelligence-Prompted Explanations of Common Primary Care Diagnoses

Background: Artificial intelligence (AI)-generated explanations about medical topics may be clearer and more accessible than traditional evidence-based sources, enhancing patient understanding and autonomy. We evaluated different AI explanations for patients about common diagnoses to aid in patient care. Methods: We prompted ChatGPT 3.5 , Google Bard, HuggingChat, and Claude 2 separately to generate a short patient education paragraph about seven common diagnoses. We used the Flesch Reading Ease (FRE) and Flesch-Kincaid Grade Level (FKGL) to evaluate the readability and grade level of the responses. We used the Agency for Healthcare Research and Quality’s Patient Education Materials Assessment Tool (PEMAT) grading rubric to evaluate the understandability and actionability of responses. Results: Claude 2 demonstrated scores of FRE (67.0), FKGL (7.4), and PEMAT, 69% for understandability, and 34% for actionability. ChatGPT scores were FRE (58.5), FKGL (9.3), PEMAT (69% and 31%, respectively). Google Bard scores were FRE (50.1), FKGL (9.9), PEMAT (52% and 23%). HuggingChat scores were FRE (48.7) and FKGL (11.6), PEMAT (57% and 29%). Conclusion: Claude 2 and ChatGPT demonstrated superior readability and understandability, but practical application and patient outcomes need further exploration. This study is limited by the rapid development of these tools with newer improved models replacing the older ones. Additionally, the accuracy and clarity of AI responses is based on that of the user-generated response. The PEMAT grading rubric is also mainly used for patient information leaflets that include visual aids and may contain subjective evaluations.

The Relationship between Social and Emotional Competencies and Standardized Test Scores among Elementary Schools in Saudi Arabia

This study examines the relationship between social and emotional abilities and standardized test results among elementary school students in Saudi Arabia. The data was collected using a purposive sampling strategy, with the Social and Emotional Learning Assessment Scale (SELAS) used to assess skills and actual educational material utilized to provide standardized test results. Data analysis involves the utilization of descriptive statistics, Pearson correlation coefficients, regression assessment, ANCOVA, and subgroup analyses. The results indicate a robust and positive correlation between social and emotional abilities and standardized test scores. The regression evaluation demonstrates the ability of these skills to accurately predict academic achievement. The ANCOVA method finds socio-economic variables as the primary moderators. The evident existence of disparities, principally influenced by gender and grade level, highlights the necessity for interventions that are specifically tailored to address these variances. Proposed approaches include integrating comprehensive social and emotional learning activities into educational curricula, implementing targeted interventions to address socio-economic disparities, and implementing strategies customized to individual genders. Maintaining continuous surveillance and assessment is crucial for fostering a comprehensive academic environment.

Evolving Perceptions of Intellectual Freedom and the Right to Read in Library Science Students: An MLS Program Self-Study

To understand the effect of library science coursework on student perceptions of issues related to intellectual freedom, researchers surveyed students at the start and end of their enrollment in a Master of Library Science program. When the results were compared, the percentage of graduating students who indicated that they might rethink purchasing a resource because of non–age-appropriate content and potential parent objection was significantly higher than that of beginning students. The percentage of graduating students who identified sexual content and profanity as potential reasons not to acquire an item was also significantly higher than that of beginning students. On the other hand, graduating students were less likely to classify their own personal views as potential reasons to avoid collecting a title. Finally, a greater percentage of graduating students were uncertain about the appropriateness of restricted collections for potentially controversial items than beginning students. In the second phase of the study, researchers interviewed program graduates with at least five years of professional experience in libraries to ascertain how their work experiences and environments had affected their perception of intellectual freedom, censorship, and the right of access to information regardless of age. These librarians were strong advocates for diverse collections despite increasing external pressure to censor resources, particularly items with LGBTQ content and characters. Most felt it necessary to have some type of restricted collections so that children did not check out material above their grade or age level.

STEM Outside of School: a Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM

AbstractThis meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.

Truancy, the Act of Students Being Absent from School without Legitimate Reasons: A Case of Wesley College Demonstration ‘B’ Junior High School

Truancy, the act of students being absent from school without legitimate reasons, has been a persistent concern in the realm of education, posing challenges to students, teachers, and educational institutions alike. This action research study aimed to investigate the effects of students' truancy on academic performance in a secondary school setting. The primary objective was to explore the relationship between students' absenteeism and their academic achievement across various subjects. Over a three-week period, data was collected from a sample of 15 students from different grade levels. Quantitative data was gathered through attendance records and academic performance data, while qualitative data was obtained through questionnaires and tests with teachers, students, and school administrators. The data was analysed to identify patterns and correlations between truancy and academic performance. The findings revealed a significant negative correlation between students' truancy and their academic achievement. Students with high levels of absenteeism exhibited lower grades and decreased academic performance across subjects. Questionnaire responses from teachers and students provided insights into the impact of truant behaviour on classroom engagement, missed learning opportunities, and reduced motivation to excel academically. The implications of this study underscore the need for proactive interventions to address truancy and its detrimental effects on academic success. Furthermore, the study highlights the importance of using technology for efficient attendance monitoring and early intervention. While this study provides valuable insights, further research is warranted to explore the longitudinal effects of truancy on academic achievement and to assess the effectiveness of various truancy prevention programmes. A holistic approach that involves collaboration among stakeholders is crucial to fostering a positive learning environment that nurtures student attendance and academic success.

Analysis of high school students' awareness of the psychosocial effects of internet addiction

The present study aims to determine secondary school students' awareness of the psychosocial consequences of Internet addiction and to investigate differences in the level of awareness based on students' sociodemographic characteristics (Sex, grade level, number of family members, parent's marital status, education and occupation of the parents, and the family's monthly income). A cross-sectional descriptive study was conducted from December 10, 2022, to December 30, 2023. The sample included (765) secondary school students were (375 males and 390 females). The population was composed of 10th and 12th grade students withdrawn from ten high schools located in the Babylon Governorate in Iraq. The results of the study revealed a variation in participants’ awareness of their knowledge of the psychosocial effects of Internet addiction, as more than half of them (57.5%) recorded a fair level of awareness, while (40.1%) of them recorded a good level, and only (2.4%) exhibited a waek level of awareness. Furthermore, the data revealed notable gender and grade-level differences in psychosocial awareness. Females exhibited a higher level of awareness (51.5%) compared to males. Additionally, students in the 10-grade showed a relatively higher rate of good psychosocial awareness (44.9%). It is necessary to understand the demographic factors in shaping awareness of the effects of Internet addiction, which helps in developing targeted intervention strategies to enhance awareness and improve students' control behaviors.

English Learning Strategies and Proficiency Level: Grade 11 Students’ Perspective in the Post-Pandemic Era

Abstract — This mixed method research study sought to assess the English learning strategies vis-à-vis proficiency level of Grade 11 students of a public high school for S.Y. 2023-2024. This research made use of a survey questionnaire and interview guide in a form of open-ended questions in gathering the necessary data. There were 21 respondents who participated in the 1st part of the data gathering and 10 were selected to participate in the interview session for the 2nd part. Statistical tools for data analysis included weighted mean, percentage distribution, and frequency count. Results revealed that most respondents were on their appropriate age to be admitted in the grade level in accordance to the K-12 program and majority were females. In terms of English learning strategies, it was found out that respondents had an acceptable result to both cognitive and metacognitive and when taken as a whole garnering a weighted mean verbally interpreted as agree. Meanwhile, students’ level of English proficiency in terms of Synonyms, Antonyms, Single-Word Analogy, Double-Word Analogy, Identifying Errors, Correct Usage, and Reading Comprehension and when taken as a whole obtained a mean score verbally interpreted as did not meet expectation. The findings highlighted the dynamic and evolving nature of language acquisition, where strategies employed by learners play a crucial role in shaping their journey towards linguistic mastery. Thus, it is recommended that teachers must look on the other factors regardless of being internal or external that may influence students’ capacity in learning English.

청소년의 건강행태와 먹방⋅쿡방 시청이 비만에 미치는 영향: 제18차 청소년건강행태조사 자료를 활용하여

Objectives The purpose of this study was to determine the relationship between adolescents' health behaviors and obesity and their viewing of mukbangs and cooking shows. Methods This study used data from the 18th Youth Health Behavior Survey conducted in 2022, and a total of 51,850 participants were analyzed by reflecting stratification variables, clustering variables, and weights according to the Korean Centers for Disease Control and Prevention's guidelines for composite sample analysis. Composite frequency analysis and composite crosstabulation analysis(Rao-Scott χ2-test) were conducted, and composite logistic regression analysis was performed to analyze the influencing factors. Results The results showed that adolescents' gender, grade level, subjective economic status, breakfast skipping, fruit consumption, fast food consumption, vegetable consumption, late-night snacking, days of physical activity of 60 minutes or more per day during the week, days of strength training during the week, and frequency of watching mukbangs and cooking shows were significantly associated with obesity. Conclusions In order to prevent obesity in teenagers, it is necessary to provide appropriate education and various programs so that people can enjoy watching mukbang and cooking show videos and manage the effects on their own.

Exploring the Development of Creative Imagination across Different School Grades

The development of creative imagination across different school grades involves examining that students’ ability to think creatively and imaginatively evolves as they progress through their education journey. This study examines the development of imaginative creativity across a range of students' grades, emphasizing the roles that various factors play in students' creative growth, such as parental engagement, creative competition participation, innovative problem-solving skills, guidance from teachers, and visualization abilities. Information has been gathered from 150 teachers and 150 students who took part in speech, storytelling, and art competitions. With the use of SPSS version 28, discriminant and factor analyses were carried out to examine how these variables differentiate students across grade levels and identify fundamental aspects of creativity. Also, the self-reported questionnaires were executed to explore the student's creative thinking level. The outcomes show that creative problem-solving skills and mentorship from trainers are important factors in enhancing students' creativity, parental involvement and visualization also have a significant impact. These results highlight the importance of parental and instructional guidance in supporting inventive growth throughout various school grades and provide insightful information about the elements influencing students' increased creativity.

Investigation of Middle School Students' Attitudes towards Mathematics Course in the Context of Different Variables (Eskişehir-Türkiye Case)

It is believed that students' motivation and emotions have an important role in their understanding of mathematics teaching. In this context, this study aims to investigate middle school students' attitudes towards mathematics lessons in the light of various variables. A quantitative cross-sectional survey approach was used in the design of the study. It was tried to understand how these variables affect students' attitudes towards mathematics. In the study, various variables such as gender, grade level, school type, technology use, use of concrete materials/activities in lessons and use of Education Information Network (EBA), an online platform for distance education, were taken into consideration. According to the findings of the study, students' attitudes towards mathematics lessons are positively affected by educational policies, curriculum designs and the creation of concrete materials and activities in the classroom. In particular, a detrimental change was observed in the attitudes of students who used EBA less. The perspective provided by this study is crucial for understanding middle school students' attitudes about mathematics in learning environments. It is also recommended that the study be extended to cover more samples and regions, as the findings can serve as a basis for further research.

Motivation through indirect compensation: Evaluating employee performance in Enugu State Civil Service Commission

Purpose: This study evaluates the impact of indirect compensation on employee job performance by the Enugu State Civil Service Commission. Research Methodology: This study employed a cross-sectional survey research design with a population of 280 participants, comprising staff from the Administration, Planning and Budgeting, and Research & Statistics Units, spanning grade levels 2-16 within the Enugu State Civil Service Commission. Data were collected using a questionnaire as the primary tool and rigorously analyzed using the Pearson correlation coefficient in the Statistical Package for Social Sciences (SPSS) version 23. Results: The findings revealed a significant positive impact of indirect compensation metrics on employee performance of the Enugu State Civil Service Commission. Limitations: The study specifically targeted personnel within grade levels 2-16 of the Enugu State Civil Service Commission. Contribution: This research significantly advances our understanding of indirect compensation and its impact on employee performance by pioneering new concepts, refining existing theories, and conducting comprehensive empirical studies. Funding: This research did not receive any funding from any Agency or Organization.

Differences in Algebra I End-of-Course exam performance by the at-risk status of Hispanic high school girls: A Texas multiyear analysis

Addressed in this investigation was a comparison of Algebra I End-of-Course exam performance between Hispanic girls who were at-risk and Hispanic girls who were not at-risk in the 2016–2017, 2017–2018, and 2018–2019 school years. The dependent variables investigated in this study were Hispanic girls performance in the Approaches Grade Level standard, the Meets Grade Level standard, the Masters Grade Level standard, and raw score on the Algebra I End-of-Course exam. Inferential statistical procedures yielded statistically significant differences in all three school years for Hispanic girls who were at-risk. In all three school years, Hispanic girls who were at-risk failed to meet each of the three grade level standards at statistically significantly lower rates than Hispanic girls who were not at-risk. In raw score comparison, Hispanic girls answered more than 11 items, on average, less correctly than Hispanic girls who were not at-risk. Implications and recommendations for future research were made.

Similarities and differences in core symptoms of problematic smartphone use among Chinese students enrolled in grades 4 to 9: A large national cross-sectional study

Children and adolescents are highly susceptible to problematic smartphone usage. We employed network analysis to explore the similarities and differences in the core symptoms of problematic smartphone use across grades 4–9, using a large nationwide sample. This study included 8552 children and adolescents (Mage = 12.98, SD=1.51) who met the critical value for problematic smartphone use. The results showed that the core symptoms of problematic smartphone use exhibit both similarities and differences between grades 4 and 9. ’Withdrawal symptoms’ and ’preoccupation symptoms’ were the stable core symptoms of problematic smartphone use across grades 4 to 9, suggesting that problematic smartphone use begin to appear from earlier grades, such as grade 4. ’Feel impatient and fretful’, ’never give up’ and ’always thinking about’ were the core symptoms in grades 4 and 5. ’Longer than I had intended’ and ’hard to concentrate’ emerged as additional core symptoms in grade 6, with the intensity indicators peaking in grades 8 and 9, suggesting that the issue of problematic smartphone use among Chinese children and adolescents has become intensified and intricate. Symptoms of problematic smartphone use vary across grades and exhibit both continuity and stage specificity. Consequently, to address this issue, the formulation of intervention measures should comprehensively consider both the grade levels and symptoms.

Assessing the quality and readability of online patient information: ENT UK patient information e-leaflets vs responses by a Generative Artificial Intelligence.

The evolution of artificial intelligence has introduced new ways to disseminate health information, including natural language processing models like ChatGPT. However, the quality and readability of such digitally-generated information remains understudied. This study is the first to compare the quality and readability of digitally-generated health information against leaflets produced by professionals. Patient information leaflets for five ENT UK leaflets and their corresponding ChatGPT responses were extracted from the Internet. Assessors with various degree of medical knowledge evaluated the content using the Ensuring Quality Information for Patients (EQIP) tool and readability tools including the Flesch-Kincaid Grade Level (FKGL). Statistical analysis was performed to identify differences between leaflets, assessors, and sources of information. ENT UK leaflets were of moderate quality, scoring a median EQIP of 23. Statistically significant differences in overall EQIP score were identified between ENT UK leaflets but ChatGPT responses were of uniform quality. Non-specialist doctors rated the highest EQIP scores while medical students scored the lowest. The mean readability of ENT UK leaflets was higher than ChatGPT responses. The information metrics of ENT UK leaflets were moderate and varied between topics. Equivalent ChatGPT information provided comparable content quality, but with reduced readability. ChatGPT patient information and professionally-produced leaflets had comparable content, but LLM content were required a higher reading age. With the increasing use of online health resources, this study highlights the need for a balanced approach that considers optimises both the quality and readability of patient education materials.

Grade-Level Differences in the Profiles of Substance Use and Behavioral Health Problems: A Multi-Group Latent Class Analysis.

We investigated associations between polysubstance use and behavioral problems among adolescents. Because substance use becomes more developmentally normative with age, we examined whether polysubstance use was less likely to co-occur with behavioral problems among older (vs. younger) adolescents. Using data from a nationally representative survey of US high school students, we compared the association between polysubstance use (i.e., use of alcohol, cannabis, tobacco/nicotine, and illicit drugs) and behavioral problems (i.e., suicide attempts, depressive symptoms, poor school performance, and sexual risk behaviors) by grade level. We conducted latent class analysis (LCA) to characterize patterns of polysubstance use, and multi-group LCA to estimate invariance by grade. Among the three latent classes that emerged, classes were distinguished by having low, moderate, and high probabilities for behavior problems and use of substances. Class I comprised 52% of the sample, whereas classes II and III comprised 35% and 12% of the sample, respectively. The multi-group LCA showed that younger adolescents had a higher relative probability of co-occurring problem behaviors and polysubstance use. Findings may be helpful in targeting screening and prevention efforts of high school students by grade. Specifically, our results provide evidence that associations between behavioral problems and alcohol/drug use are weaker in later high school grades, suggesting that substance use may not be a weaker marker of behavioral problems for students in higher grades.

Hepatic Mac2-BP expression depends on liver fibrosis and inflammation due to fat accumulation in patients with metabolic dysfunction-associated steatotic liver disease.

Data on the upregulation of Mac-2 binding protein (M2BP) expression associated with fat accumulation in the liver are limited. Therefore, we aimed to assess the relationship between hepatic M2BP expression and changes in the liver microenvironment due to fat accumulation in patients with metabolic dysfunction associated steatotic liver disease (MASLD). Liver specimens obtained from 46 patients with MASLD were subjected to immunohistochemical staining to visualize M2BP expression in the liver. The staining intensity in the hepatocytes and sinusoidal cells was classified as high or low grade. First, the correlation between hepatic M2BP expression and microenvironmental changes caused by fat accumulation was examined. Then, the influence of hepatic M2BP expression on serum M2BP glycosylation isomer levels in patients with MASLD was evaluated. The staining grade of M2BP was higher in the sinusoidal cells than in the hepatocytes (p=0.015). The patients with high staining grade in their hepatocytes had more severe lobular inflammation than those with low staining grade (p=0.037). Additionally, the patients with high staining grade in their sinusoidal cells presented more severe fibrosis than those with low staining grade (p=0.018). The staining grade in the hepatocytes correlated positively with serum M2BP glycosylation isomer levels (p=0.023), whereas no correlation was observed between sinusoidal staining grade and serum M2BP glycosylation isomer levels (p=0.393). Fat accumulation in patients with MASLD leads to M2BP expression in hepatocytes due to liver inflammation and that in sinusoidal cells due to fibrosis.

Measuring the value of teachers from traditional certification pathways in Texas: A comprehensive study

While teacher preparation in the United States continues a long period of decline, the largest-producing state, Texas, is experiencing substantial changes in how it prepares teachers. The number of teachers prepared by traditional university pathways continues to decline, and the number from alternative pathways is rising. Using extensive data from Texas, we find that traditionally prepared teachers from universities obtain significantly higher student learning gains than alternatives. We use value-added models to estimate changes in student test scores in many grade levels and test subjects as a function of teacher preparation pathway. We compare all Traditional programs to all Alternative programs, and we compare all For-Profit programs to all Not for-Profit programs. For most subjects and grade levels, students learn significantly more from Traditional or Not for-Profit program teachers: 0.02 to 0.05 in standard deviation units. There is not one significant estimate in any model where students learn more from Alternative and For-Profit programs teachers than they do from Traditional and Not For-Profit program teachers.

University students' cognitive flexibility and critical thinking dispositions.

The purpose of this study is to examine whether there are differences in critical thinking dispositions and cognitive flexibility among university students based on gender, grade level, and faculty. Additionally, the study will investigate the relationship between these two concepts and their predictive power. The study was conducted using a relational survey model and included 366 university students selected through maximum diversity sampling. The study involved university students from various faculties and grade levels. Data was collected through a personal information form, cognitive flexibility inventory, and critical thinking disposition scale. The data was analyzed using the SPSS 25 program. The results indicate that university students exhibit relatively high levels of cognitive flexibility and critical thinking tendencies. Above the medium level, there was a significant positive relationship between cognitive flexibility and critical thinking tendency. Cognitive flexibility was found to be a significant predictor of critical thinking dispositions, positively and significantly predicting critical thinking disposition and explaining 40% of it. Individuals with critical thinking tendencies exhibit cognitive flexibility, which is also associated with thinking critically. Therefore, cognitive flexibility and critical thinking are interrelated characteristics.

Mental Health and Meditation in a Post-Pandemic Perú: A Normative Study of Upper Primary School Children

In a post-pandemic Perú, problems associated with the mental health of children have been highlighted and effective methods of intervention have been discussed. This study sought to examine: 1) current levels of depression, anxiety, and stress in Perúvian school children; 2) how these levels compare to other children in Latin America and elsewhere; 3) whether these levels are different when covaried for school, age, gender, and grade level; and 4) whether there are any indications that depression, anxiety, or stress are lower when Perúvian school children practice Transcendental Meditation. For a group of 809 children from two schools using the DASS-21, findings indicate depression M = 6.79, anxiety M = 6.31, and stress M = 7.37. These data indicate somewhat elevated levels when compared to other pre-pandemic adolescents in Australia, Chile, China, and Malaysia, but were lower when compared to a group of similar-aged children at another school in China. Preliminary results also suggest lower levels of depression, anxiety, and stress can be observed in children who practice Transcendental Meditation as part of the school curriculum. School, age, gender, and grade level did not predict these differences, although girls had higher levels than boys, a finding consistent with other research.