Higher Academic Achievement Research Articles

Work Climate and Students’ Academic Achievement in Catholic Secondary Schools in Ogun State, Nigeria

This research investigated work climate and students’ academic achievement in Catholic secondary schools in Ogun State. Two research questions guided the investigation. It employed a correlational survey method adopting ex-post-facto design. The participants included thirty-six principals and vice-principals working in all the Catholic secondary schools in Ogun State. The sample for the study consists of the total population, principals and vice principals in Catholic secondary schools in Ogun State. Census sampling method was utilized for the research. Questionnaire and checklist were self-developed by the researcher. The checklist titled “Students’ Academic Achievement Checklist” (SAAC), was utilized to gather data on students’ academic achievement using the promotional results of 2021, 2022 and 2023. The checklist was evaluated from A1 to F9, with D7 to F9 denoting failure and A1 to C6 showing a pass rating while questionnaire titled “Work Climate and Academic Achievement” Questionnaire, (WCAA)” was used by the researcher to gather information from the respondents. Mean scores and standard deviation, were employed to answer research questions. The finding in the study identified substantial connection between school environment and academic achievement of learners in Catholic secondary education in Lagos State. Moreover, a favourable relationship between conducive environments and higher academic achievement was established. The study highlights the interaction between school environment, retention of teachers and academic attainment of students, emphasizing their benefit in the context of Catholic secondary schools in Ogun State. Arising from this research, it was suggested among others that Catholic schools in Ogun State should strive to boost a positive school environment for both tutors and learners. Schools should apply various ways to retain effective, hardworking and experienced teachers. In addition, schools should continuously assess the standard of academic achievement, school environment, and human resource management practices.

Investigation of Preservice Science Teachers’ Attitudes Towards Nanotechnology According to Various Variables

This study aims to examine the attitudes of preservice science teachers towards nanotechnology according to various variables such as gender, class level, and academic achievement. The cross-sectional survey method was employed in the study. The sample of the study consists of 199 preservice science teachers (170 females, 29 males). The used data collection tool is the Attitude Scale Towards Nanotechnology consisting of three sub-components (positive, negative, and utility). Descriptive statistics including mean and standard deviation scores were used in the descriptive analysis of the data, while Independent Samples t-test and ANOVA were used in the inferential analysis. According to the results, it was observed that the attitudes of preservice science teachers towards nanotechnology were at a “high” level. When the attitudes of preservice science teachers towards nanotechnology were examined according to the gender variable, it was determined that male preservice science teachers had a higher average attitude score than female preservice science teachers. When the attitudes were examined based on the class level variable, it was observed that the preservice science teachers in the 3rd year of education had the highest average attitude score, while those in the 2nd year had the lowest average attitude score. Regarding the academic achievement level variable, it was observed that the preservice science teachers with high academic achievement had a higher average attitude score than those with low academic achievement.

Decision Support System for Outstanding Students’ Selection Using TOPSIS

In the school environment, determining outstanding students holds significant importance. High academic achievement among students and a low failure rate reflect the overall quality of education. Based on the interviews, it is known that the assessment process for outstanding students at school still needs to be revised, and the current decision-making system needs to consider other factors, resulting in suboptimal selection processes. To address this issue, implementing a Decision Support System (DSS) is necessary to assist the school in selecting the best students. DSS is an interactive system providing access to data and modelling information, designed to support decision-making in both structured and unstructured situations. This DSS will be designed using the Technique for Order of Preferences by Similarity to an Ideal Solution (TOPSIS) as the alternative ranking method. The final results indicate that using the TOPSIS method in this decision support system can improve efficiency and accuracy in selecting outstanding students in the school environment.

The Influence of Sleep Quality on The Health of Migrant Students in The City of Bandung

of Bandung, as a group that faces unique challenges related to adapting to new environments and lifestyles, often experience problems related to the quality of their sleep. Urban environmental factors such as noise, bright light, and air pollution can affect their sleep patterns. This study uses a longitudinal observational approach to investigate the influence of sleep quality on the health and academic achievement of migrant students. Data were collected via questionnaires and, where possible, sleep measuring devices. The analysis results show a significant correlation between sleep quality, physical health, mental health, and academic achievement. College students with better sleep patterns tend to have better physical health, lower stress levels, and higher academic achievement. The implication of this research is the importance of supporting the sleep quality of overseas students through educational programs and accessibility to mental health resources. Lifestyle factors such as a balanced diet, adequate physical activity, and stress management are also important in improving sleep quality. This research provides in-depth insight into the factors that influence the sleep quality of migrant students and provides a basis for the development of interventions that support their well-being and academic success in urban environments.

Comparative Analysis of Sleep Hygiene and Patterns among Adolescents in Two Russian Arctic Regions: A Pilot Study.

The circumpolar habitat stands as one of the most vulnerable environments for human activity and health. The primary study objective was to compare sleep-related factors, light exposure, social cues, and potential confounding variables among schoolchildren residing in the European Arctic region from two settlements situated below and above the Polar Circle using validated self-reported questionnaires. We recruited 94 children aged 13-15 years (40.4% males), matched by sex and age, from public educational institutions in two circumpolar settlements located below (Kem', Republic of Karelia; 64.6 NL) and above the Polar Circle (Apatity, Murmansk Region; 67.3 NL). Participants completed several surveys, including the Pediatric Daytime Sleepiness Scale, the Insomnia Severity Index, the Adolescent Sleep Hygiene Scale, and the Munich ChronoType Questionnaire, to evaluate sleep parameters and chronotype. The χ2 test was used to test for differences between proportions. Linear regression and multiple regression models with co-factors were applied to assess the relationship between studied indicators. A noteworthy increase in physical activity was observed in children residing in Kem' compared to those in Apatity. Children from Apatity showed higher alcohol consumption than their counterparts from Kem'. The overall rate of excessive daytime sleepiness in the sample was 17.1%. Moderate insomnia symptoms were reported in 18.4% of adolescents living in Kem' and in 25% of respondents living in Apatity, respectively. Notably, participants from Kem' attained higher academic scores and had longer exposure to sunlight on schooldays. On the other hand, children from Apatity tended to have later bedtimes and sleep-onset times on schooldays. According to the Munich ChronoType Questionnaire data, a reliance on alarm clocks on schooldays, and a higher Sleep Stability Factor based on the Adolescent Sleep Hygiene Scale. Our study indicating that higher physical activity and longer sunlight exposure among Kem' children on schooldays are associated with earlier wake-up times during schooldays, earlier bedtime whole week, reduced dependence on alarm clocks, and higher academic achievements. The results of older schoolchildren differ from many works published previously in the USA, Argentina, and Japan, which could be explained by the season when the study was performed. Here, we observed a negative impact on school performance and sleep parameters in children living in high latitudes, namely in circumpolar regions. Our study points out that adolescents living above the Polar Circle tend to have sleep problems, e.g., late sleep-onset times, higher excessive daytime sleepiness, and insomnia-related symptoms, because of experiencing reduced exposure to natural light. Future research encompassing assessments across all four seasons will provide a more comprehensive understanding.

An Analytical Study of Exploring Communication Skills among Third-Year Students at Department of English, Quaid-E-Awam University of Engineering, Science and Technology, Nawabshah

Communication skills are the most important skills that students need in their academic as well as professional fields. Students, especially those in the English department, may be involved in various activities such as presentations, group discussions, and debates, and soon they need to master communication skills to effectively perform these tasks. This study aims to investigate the communication skills of the third-year students of the English department at Quaid e Awam University Nawabshah. Here, four communication skills, namely reading skills, speaking skills, listening skills, and writing skills, are analyzed using descriptive statistics through an online 4-point Likert scale questionnaire. Data were collected from 34 respondents, based on four dimensions: reading skills, listening skills, writing skills, and speaking skills. The site of the study was Quaid-e-Awam University of Engineering, Science and Technology, Nawabshah. The findings of the study reveal insightful outcomes. Based on the outcomes of the study, it is suggested that the study can be replicated in the context of schools which the acquisition of these four skills is mandatory for high academic achievements.

Exploring patterns in South Korea students’ life satisfaction trajectories

ABSTRACT This research aimed to pinpoint unique trajectories in children’s life satisfaction, as well as explore the individual and contextual factors associated with these trajectories. The sample consisted of 2,602 children (50.4% boys) from elementary schools in South Korea. This study conducted the latent class growth analysis, identifying three distinct trajectory groups: low-level (5.5%), high-decreasing (26.0%), and mid-level (68.5%). Self-esteem, sleep duration, warm and consistent parenting, high academic achievement satisfaction, and high levels of friend and teacher relationship were significantly associated with membership in the high-decreasing group. Implications were discussed based on these results.

Self-Regulated Learning for Active Organizational Students of the Faculty of Psychology and Humanities

University students should have extensive knowledge and abilities (skills), character, and vision that are more advanced than ordinary people. Student activities such as organizations can be a place for students to develop their abilities. Students are also required to have good time management so that academic achievement and organizational activities can run in balance. This study aims to determine self-regulated learning in the aspects of active organizational students with high academic achievement. The study focused on self-regulated learning in active organizational students at the Faculty of Psychology and Humanities. This research uses a descriptive qualitative approach. The method in this study used in-depth interviews, and the participants in this study were two people. This study found information on self-regulated learning aspects, including cognitive regulation, motivational aspects, and behavioral aspects. The study results show that active student organizations that apply self-regulated learning can control behavior, maintain achievement, and have many relationships and experiences not obtained in lecture classes.

How Can Dual Education in Technical and Vocational Institutions Improve Students’ Academic Achievements and Mitigate Youth Unemployment in Kazakhstan

ABSTRACT This study aims to describe the role of dual education in improving students’ academic achievement and mitigating youth unemployment in Kazakhstan. To examine this issue, a survey was conducted among 496 students from technical and vocational education and training (TVET) institutions. The survey results were analyzed using SPSS program to address four hypotheses. Our survey showed that dual education students are more confident in their demands in the labor market, are more satisfied with the results of their studies, and have higher academic achievement than school-based education students.

Association of Learning Styles with Academic Achievements in First-year Professional MBBS Students of a Medical College in Eastern India: A Cross-sectional Study

Introduction: Research has shown that learning may be optimised by synchronising the learning environment with the learning style preferences of students. First-year medical students face immense stress as they adapt to a new learning environment and curriculum at the onset of their medical career. The simultaneous use of two supplementary learning styles questionnaires, namely, the Visual-Aural/Auditory-Read/WriteKinesthetic (VARK) questionnaire and the Vermunt Inventory of Learning Styles (Vermunt ILS), would provide detailed knowledge of their instructional preferences, information processing, and cognitive personality learning styles. Judicious use of such information at this stage may guide them towards improved learning and higher academic achievement. Aim: To study the association between learning styles and academic achievements in first-year professional MBBS students of a medical college. Materials and Methods: A cross-sectional study was conducted at Medical College, Kolkata, West Bengal, India over the duration of 10 months from August 2021 to June 2022. Online surveys of 250 first-year MBBS students’ learning styles were conducted using the VARK questionnaire and Vermunt ILS, and the marks of three internal assessment examinations were collected. The data was entered into Microsoft Excel. Group as well as individual scores were analysed, and Pearson’s Chisquare test was used to determine the association between the students’ learning styles and their academic achievement. A p-value of <0.05 was considered statistically significant. Results: Out of the total of 160 submitted questionnaires, 139 (86.8%) students were visual learners, while the rest were multimodal learners. The factor loading of the ILS scales revealed higher alpha coefficients for learning orientations and mental models of learning, with the ‘use of knowledge’ being awarded high scores by the highest number of students, 104 (83.56%). A total 134 learners gave lower scores to processing and regulation strategies, but a significant association was found between 126 (94%) of them and their academic scores of ≥50% (p-value=0.024). Conclusion: Although no positive association was found between learning styles and academic achievement of firstyear medical students, the integration of two learning style tests provided educators with comprehensive insight into the learning preferences of their students, enabling them to develop an adaptive curriculum. Students might also utilise knowledge of their learning styles to guide themselves towards self-directed learning, lifelong learning, and higher academic achievement.

Government Financial Aid's Benefits on Academic Achievement Among Business Administration Students

The primary purpose of the study is to determine the type of government financial aid provided to students at the Philippine College Foundation and to evaluate its benefit on both tuition expense coverage and living expenses for the beneficiaries. This study involved 202 respondents enrolled in the second semester of the AY 2022-2023 and currently enrolled in the AY 2023-2024. The researchers employed a quantitative descriptive-correlational research design to determine the relationships the variables of the study. Furthermore, the Researchers utilized a self-made survey questionnaire on government financial aid as the primary data source, encompassing the study's independent variables. The General Weighted Average (GWA) data obtained from the registrar's office served as secondary data to assess the academic achievements of the respondents to complete the study. The findings revealed that government financial aid benefits both living expenses and tuition coverage for all the grantees, resulting in high academic achievements among the students. Finally, the study underscores the significant relationship between government financial aid and student achievement, with students demonstrating increased motivation to excel academically as they perceive the grant as a driving force to complete their studies.

Academic Achievement of First-year Medical Students using Self-directed Learning with Formative Assessment vs Conventional Teaching Method: A Longitudinal Study

Introduction: The Self-Directed Learning (SDL) approach is an important component of the Competency-Based Medical Education (CBME) curriculum. However, learning independently can be challenging, even for the brightest and most motivated students. Moreover, self-evaluation is quite difficult. If SDL is used in combination with formative assessment and constructive feedback for individual topics, it would facilitate self-modulation by learners and guide them towards higher academic achievement. Aim: To compare the academic performance of first-year medical students in Anatomy Practical class using SDL with formative assessment and feedback versus conventional teaching methods. Materials and Methods: A comparative evaluation was conducted using a longitudinal study design in the Department of Anatomy, Medical College Kolkata, West Bengal, India, from November 2022 to June 2023. During Anatomy Practical classes, 250 first-year medical students, (Batch 2022-2023), were divided into two equal groups using simple random sampling through a lottery method. One group (study group) was taught by implementing SDL followed by formative assessment with immediate feedback, and the other group was taught by the traditional method (control group). Following the completion of each of the first three consecutive regions (superior extremities, inferior extremities, and thorax) during Anatomy Practical classes, summative assessments were conducted. The collected data were calculated in an Excel sheet and computed using JAMOVI software (free version). Independent t-test statistics for the three summative assessments were evaluated, and the p-value of each assessment was determined. A p-value <0.05 was considered to be statistically significant. Additionally, students’ feedback was documented and analysed. Results: It was observed that there was an improvement in academic scores in both groups. However, higher academic performance was progressively attained in the group which was provided SDL sessions and formative assessment with immediate feedback. A total of 55 (80%) students passed the third summative assessment in comparison to 40 (59.7%) students of the control group who passed the same exam. Differences between the means of the control and study group were found to be statistically significant (p-value≤0.001 and 0.023 in two summative assessments). Conclusion: The present study revealed that SDL with formative assessment followed by immediate feedback during Anatomy Practical classes had a remarkable positive impact on students’ academic performance compared to those students taught using conventional teaching methods and might be implemented in the future for better learning and improved academic achievement of students.

Learners’ Active Engagement During Lessons on the Turning Effect of a Force (TEOF): The Impact of the Peer-Assisted Learning (PAL) Strategy.

Physics learners encounter challenges in understanding the Turning Effect of a Force (TEOF) despite its real-world applications. Furthermore, learners in ordinary-level physics are not fully engaged in lessons due to the perpetual use of traditional teaching strategies. The purpose of this study was to examine the effectiveness of the Peer-Assisted Learning (PAL) strategy on learners’ active engagement during lessons on TEOF in which a qualitative approach was used with Solomon four group and Quasi-experimental designs. Through simple and purposive sampling there were 131 learners from four secondary schools in Kabwe district were chosen. Focus group discussion guide, questionnaires and lesson observation schedules were used to collect the data and analyzed thematically. The results showed that the experimental groups had a significantly higher level of active engagement in the lessons compared to the control groups. Specifically, experimental groups had higher levels of participation in class discussions, asked more questions, demonstrated more active listening skills and increased learners’ attention during lessons because they were motivated to see other learners who knew more about TEOF. In addition, the experimental groups demonstrated improved social and academic outcomes, such as better communication skills and higher academic achievement, compared to the control groups. Therefore, this study recommends physics educators consider incorporating the PAL strategy into their teaching practices. Using the PAL strategy would foster teamwork and collaboration among learners, subsequently providing opportunities for learners to enhance their communication skills, coordination abilities, shared responsibility, interdependence and the learning processes among learners.

The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore

This study examined how the number of hours of early childhood education (ECE) is associated with young children's behavior problems and early academic achievement in Singapore, a non-WEIRD (“Western, educated, industrialized, rich, democratic”) country with families using long ECE hours. We drew data from the Singapore Longitudinal Early Development Study. Participants were 3- to 6-year-old children (N = 2,452). General linear models and spline regressions were utilized to analyze how ECE hours were associated with children's behavior problems and early academic achievement while controlling for child and family characteristics. On average, Singaporean children stayed 41.07 hours per week in ECE centers, with 38 % of the sampled children spending more than 50 hours per week in ECE centers. Notably, we found an inverted-U-shaped relation between ECE hours and child outcomes with a turning point of approximately 35–40 hours per week. Before the turning point, a greater number of hours in ECE was associated with more externalizing problems and higher academic achievement. However, after this point, a greater number of hours was associated with fewer behavior problems, both externalizing and internalizing, as well as poorer academic achievement. These findings demonstrate a complex nonlinear association between ECE hours and child outcomes in a context of children spending prolonged hours in centers.

COVID-19 vaccine acceptance among pregnant women: a multicentre cross-sectional survey in Port Harcourt, Nigeria.

effective COVID-19 vaccines for the prevention of severe illness have been available for more than one year now. This study was carried out to ascertain vaccine hesitancy and its associations among pregnant women receiving antenatal care in Port Harcourt, a large cosmopolitan town in Nigeria. we conducted a cross-sectional online survey over 2 months among consenting pregnant women receiving antenatal care in the 3 largest obstetric service centers in Port Harcourt to evaluate COVID-19 vaccine hesitancy and its associations. the prevalence of vaccine hesitancy was 669 (72.2%). Of the respondents, 27 (2.9%) had been infected or had a close family member infected with SARS-CoV-2, and 897 (96.8%) of them had heard of the COVID-19 vaccine; however, only 133 (14.4%) had been vaccinated against COVID-19. The safety of the mother in 260 (32.8%) and the safety of the unborn baby in 114 (14.4%) of the respondents were the reasons for vaccine hesitancy. A small proportion of women 7(0.9%) were hesitant on religious grounds. Tertiary education, use of childhood immunization for previous infants delivered, and availability of COVID-19 vaccine in the antenatal clinic at no cost to the women, were statistically significant predictors of vaccine uptake among the respondents. the prevalence of vaccine hesitancy among pregnant women in Port Harcourt was 72.2%. Higher academic achievement and availability of the COVID-19 vaccine in the antenatal clinic were predictors of vaccine uptake, while reasons for hesitancy were mostly due to safety concerns for the mother and unborn baby.

Comparative study of the students of high and low academic achievements groups in learning batting skills in cricket

Comparative study of the students of high and low academic achievements groups in learning batting skills in cricket

Role of Emotional Intelligence in Students’ Learning at Secondary Level

Current study was to examine role of emotional intelligence of a child for students’ learning at secondary School level. 1) Determine how emotional intelligence affects secondary school students' learning; this was the study's main goal. 2) Investigate the connection between secondary residents' academic achievement and emotional intelligence, taking into account demographic factors such as geography and gender. 3) To compare educational attainment and emotional intelligence between private and public secondary schools. 4) For pupils studying science, arts and contrast emotional intelligence with secondary education. This Correlational descriptive study examined emotional intelligence and student learning as two separate factors. There was one inventory i.e., Emotional Quotient Inventory (EQI) (5-point likert scale) with consistency (Cronbach’s Alpha 0.96). This study was conducted at MULTAN district at secondary level. 3379 students were selected as sample from public and private schools, with 1763 males and 1616 females and selected schools were surveyed to collect the data. After data collection, the data has been analyzed and main interpretation has been made from the data analysis. The statistics showed that students who did well had a high mean value, whereas those who fared poorly had a low mean value. The findings imply that in attendance is a link among emotional intelligence and academic achievement between students. Furthermore, it has been found that, independent of a student's gender or place of residence, their emotional intelligence is intrinsically linked to their academic success. But private schools have more mean value as compare to public schools which means that private schools have increased the emotional intelligence level for effective learning. It is also concluded that science students have high mean value which means selection of subject also influence directly the emotional intelligence for effective learning. This suggests that teenagers' emotional intelligence has a major impact on their high school academic achievement. It is advisable to consider incorporating extracurricular activities and programs designed to improve the emotional intelligence of adolescents. Also there must be such curriculum be arranged which create not only learning environment and build up the sense of academic achievements, but social interaction, career development, and emotionally stability.

Связь раннего образовательного и семейного опыта с академическими результатами детей в младшем школьном возрасте

<p>This article focuses on the issues of low academic results. Research on the role of children’s early educational experiences highlights the important role of kindergartens, socioeconomic status (SES[1]), cultural capital (CC[2]), and other family characteristics for future educational outcomes. The goal of this paper is to investigate the relationship of SES and CC with academic achievement of children in elementary school, using a sample of 5235 students of the first (<em>n</em>=2574) and fourth (<em>n</em>=2661) grades of secondary schools from the Nizhny Novgorod region of Russia. The academic results were measured using the “Start” and “Progress” tests; the information about family and educational experiences was collected using family surveys. The results suggest that children with low academic achievement typically reside in in rural areas and mostly come from families with low SES. The results indicated that in the fourth grade, the academic results of the children who didn´t attend a kindergarten are higher than the results of the children who did. Nevertheless, this result refers only to a sample of fourth graders with medium and high academic achievement, coming from families with high SES and CC. These results contradict the findings from Russian and foreign studies on the role of early educational experiences. Therefore, the results from this study should be interpreted with caution and require additional rigorous examination. [1] Socio-economic status includes such indicators as level of education of parents, place of residence, family wealth, etc. [17; 19]. [2] Cultural capital includes social attitudes, values, knowledge and educational qualifications [10].</p>

Exploring Elements Linked to School Bullying in China: A Comprehensive Review

This review seeks to provide a comprehensive analysis of factors associated with school bullying on an individual level and societal level in China. Several important trends in the field have been identified. These include the findings that experiences of childhood maltreatment, mental health, gender, and school types are positively associated with school bullying. On the contrary, strong teacher-student bonds, a communal atmosphere within the school, and high academic achievement serve as safeguards against school bullying. Despite the substantial body of research, research on the nationwide occurrence of school bullying, particularly in less developed regions of China, is still insufficient. Additionally, a notable constraint in existing studies is their reliance on cross-sectional data, which hinders the establishment of causal relationships. These discoveries carry significant implications for forthcoming investigations into school bullying within China and for the development of effective school-based interventions.

Father involvement in a comprehensive elementary school: building capacity and understanding

PurposeAs part of a larger grant-funded project, a professional development (PD) series was conducted within the framework of a school–university partnership to improve teachers’ capacity to meaningfully include fathers and father figures in the school environment, with a particular focus on fathers of children with disabilities. The authors sought to understand the extent to which a school-wide PD framed through the lens of a father of a child with a disability might inform practice with sustainable implementation. Due to the pandemic, the original format of the PD was redesigned for virtual delivery.Design/methodology/approachA three-phase data collection and analysis approach included a pre-PD survey, a post-PD survey and a one-year follow-up survey. All surveys included both quantitative and qualitative self-report data components.FindingsResults suggest school personnel found the virtual PD valuable, gleaning several useful strategies for reflecting on their own practices, working to improve communication with families of children with disabilities and more meaningfully including fathers and father figures in future school-related activities and programing.Research limitations/implicationsFirst, the sample size of the present study was small, and participation was variable across PD sessions. In addition, participants self-selected into the series, and therefore, they may be more likely to value father-figure involvement with or without participation in the PD series. The small sample size may minimize the generalizability of these results across other replicable settings and participants. Second, the results of the pre-PD survey could be positively skewed since the university partner’s initial delivery of PD related to this topic began in 2018. In the pre-PD survey, the majority of respondents indicated, as an example, that they believed father involvement was correlated with higher academic achievement. It is not clear if respondents held these beliefs independently at the inception of the partnership or if they perhaps learned of these connections during an earlier PD offered by the authors.Practical implicationsThe current study offers a small glimpse into the world of a school–university partnership and its ability to actualize meaningful reflection on family engagement practices. Results also indicate a greater awareness of significant male figures/fathers and their needs. Content delivered during each PD supports capacity building in terms of teachers’ ability to see fathers and father figures as meaningful contributors within the context of the school environment. Participants mentioned that the PD taught them ways to recognize and remediate some of the insidious communication barriers that exist.Social implicationsParticipants stated that they grew in their understanding of intentional connections with significant male figures, noting a concerted effort to ensure communication of information pertaining to school events, conferences and, in some cases, individualized educational programs (IEPs). Staff members also felt as though the pandemic fostered greater connections with fathers who were working at home and who were simultaneously helping their children access online learning platforms. However, it is noteworthy that the latter benefit was likely a positive side effect of mandatory home-based learning as opposed to a direct result of the present study. Socially, the authors all find ourselves embarking on a bit of social uncertainty, where perhaps it is no longer appropriate or significant to mention one's gender. Nonetheless, the research highlights the unique contributions that fathers and father figures can make to children's positive trajectory, and the authors espouse that the current study suggests that virtual PD sessions can help train school personnel to recognize and foster such relationships.Originality/valueThe past few decades have ushered in an awareness of significant male involvement and its importance in the development of young children. Despite this surge of interest, the research on father/significant male involvement in the school context remains limited. Additionally, the implementation of virtual PD and its potential positive impacts remain largely unexplored, especially when the intersection with father engagement practices is considered. As such, the authors espouse that the present study reflects a unique combination of content and pedagogy.