Learning Support Research Articles

Exploring how Parents can Promote Gender Diversity in South African High Schools

By examining the voices of parents regarding the extent to which South African high schools maintain a cisnormative culture, this paper aims to explore how parents' understanding of gender can play a role in promoting gender diversity. Drawing on a qualitative study conducted in the Free State Province of South Africa and framed by both Queer Theory and the African philosophy of Ubuntu. A focus group interview was employed to interview nine parents. Consistent with many international studies on the experiences of parents regarding gender diversity in high schools, this paper found that most of the parents’ views were influenced by cultural and religious backgrounds. The results reveal that parents' understanding of gender can play a role in promoting gender diversity in South African high schools. Results further reveal an emerging understanding that gender diversity is real, not mythical. This paper calls for more research to examine how parents can help others to embrace gender diversity through various school platforms to accelerate parental support of trans learners. Lastly, the Department of Basic Education can formulate a policy that will assist schools in engaging parents to support schools in promoting gender diversity.

Study on performance of machine learning models in predicting surface roughness when turning of hardened AISI 4340 steel using CERMET cutting tool

This study investigates the effectiveness of machine learning models in predicting surface roughness (Ra parameter) during the hard turning of AISI 4340 steel using CERMET cutting tools, an area with limited prior research. The experiments were conducted on a CNC lathe under dry conditions, with surface roughness measured using a profilometer. The Taguchi design of experiments was utilized to structure the data, incorporating factors such as cutting speed, feed rate, and depth of cut. Three machine learning algorithms-Linear Regression (LR), Random Forest (RF), and Support Vector Regression (SVR)-were employed to develop predictive models. The models' performance was evaluated using the root mean square error (RMSE) and R-squared (R²) metrics. The RF model demonstrated superior predictive accuracy with an RMSE of 0.0758 μm and an R² value of 0.9814 for the testing dataset. The performance of the LR model (RMSE = 0.0783 μm, R² = 0.9791) and the SVR model (RMSE = 0.0779 μm, R² = 0.9798) were close to that of the RF model. Overall, all the algorithms demonstrated good potential for model development in this study.

Transforming secondary teacher preparation for multilingual learners through translanguaging: Toward an integrated biliteracy and disciplinary learning framework

AbstractStudents designated as English learners and the broader group of multilingual learners continue to face restrictive learning environments in secondary classrooms despite existing research that demonstrates how integrating literacy development with authentic and relevant disciplinary learning benefits multilingual learners and all students. To address this issue, an interdisciplinary team of biliteracy and secondary content method scholars and teacher educators used funding through the U.S. Department of Education's National Professional Development Program to (1) articulate a cohesive framework that integrates biliteracy with disciplinary learning through research‐based instructional practices and (2) explore how English, math, and science secondary content method instructors apply this framework when working with preservice teachers. The researchers connected translanguaging pedagogy, content and language/literacy integrated approaches, and a practice‐based teacher education model to develop the Biliteracy and Content Area Integrated Preparation (BCAIP) Framework. They found that participating content area secondary method instructors made progress toward applying the BCAIP framework by building upon what they already do in support of diverse learners (i.e., foundational pedagogies) as they shifted toward biliteracy‐oriented pedagogy. The authors argue that situating translanguaging in a disciplinary learning context better positions secondary teacher educators to transform how they prepare preservice teachers to serve multilingual learners.

Development and launch of a regional learning network to improve physical and mental health outcomes

AbstractBackgroundCare gaps in routine and preventive care are common among youth. To close care gaps, health systems should take a population health approach and create opportunities for partnership, collaboration, shared learning, and scale via learning networks (LNs).MethodsWe describe the Pediatric Improvement Network for Quality (PINQ), a regional population health LN with the aim of closing well‐child and mental and behavioral health (MBH) care gaps. We initially launched PINQ with 2 primary care domains: well‐child care (WCC) and MBH and later added the third domain of PINQ focused on community MBH organizations. We defined measures for the primary care WCC (well‐child visits for infants 0–15 months; lead screening by 2 years of age, childhood immunization status 3 completion) and MBH domains (depression screening in youth 12–17 years, 30‐day follow‐up for positive depression screen, mental health emergency department utilization) and established system‐level key drivers.ResultsPINQ launched in September 2022 with 7 teams (5 in primary care WCC and 2 in primary care MBH domains, respectively). All teams participate in a monthly meeting that alternates between the Action Period call and Solutions Labs. We highlight two case studies that illustrate the impact of shared learning and quality improvement support on Improvement Team efforts.ConclusionWe foresee PINQ as a means of moving the needle toward high quality, comprehensive health care for Greater Cincinnati youth. The next steps include growing PINQ by adding Improvement Teams and expanding the network focus to include other primary care‐centric metrics and conditions.

Exploring Innovative Approaches to Integrate Child Development Theory in Primary Classrooms

As education reforms prioritize comprehensive skills over traditional knowledge transmission, the limitations of the "one-size-fits-all" teaching approach have become evident. Theoretical frameworks, including Piaget's cognitive development theory, Vygotsky's sociocultural theory, and Gardner's multiple intelligences theory, provide valuable insights for tailoring instructional strategies to individual learning needs. This study explores the integration of child development theories into primary education, addressing the diverse cognitive, emotional, and social needs of students in contemporary classrooms. This research highlights innovative teaching methods grounded in these theories that can enhance student learning outcomes and support teachers' professional development. While the study identifies potential challenges in implementing these theories, particularly in resource-limited environments, it underscores the necessity for adaptable and innovative practices. Future research should focus on empirical studies to evaluate the practical applications of these theories across diverse educational settings, aiming to improve teaching effectiveness and student engagement.

The Support, Education and Learning Needs of Experienced Nurses Who Are Transitioning to Work in Intensive Care: A Scoping Review.

To ascertain the current evidence about the support, education and learning needs of experienced registered nurses who are transitioning their work to intensive care nursing as a new context. A scoping review was conducted using established frameworks from JBI, Arksey and O'Malley. A search was conducted in CINHAL and MEDLINE (April 2023). Two researchers independently screened the records, extracted and cross-checked the data. The results were consolidated narratively in answer to the review questions. The PRISMA-ScR checklist was used to guide reporting. Eight articles (seven research, one evaluation) were included. The data were widely heterogenous. Evidence pays more attention to education experiences and needs during transition than to mechanisms used informally to engender socialisation of experienced registered nurses into the intensive care team. Key education strategies include orientation, skill and knowledge development, self-directed learning, preceptorship and mentorship, situated clinical nurse education and expertise sharing from the wider intensive care team. Four papers related to the COVID-19 pandemic reported education related to patient surges; three papers described team or buddy nursing as an educational strategy. Several articles reported that learning needs and experiences evolve as transition occurs, and intensive care is a specialised learning environment where required skills and knowledge are domain specific. Reality shock can be encountered, education needs can be influenced by prior experience and social connection with and support from the team can make a difference. This review has identified the current state of evidence regarding the support education and learning needs of experienced registered nurses who are transitioning to work in intensive care. The evidence is limited and very heterogeneous. Findings highlight several areas of evidence paucity and some basis for further research. Given the importance of this group to the intensive care workforce, it will be imperative to invest in future research. Attending to the specific learning and support needs of experienced registered nurses who are making transitions to work in intensive care may impact their experiences of transition shock and quality of learning and may make some differences to recruitment and retention of staff. By consolidating the evidence, this scoping review highlights important support, education and learning needs of experienced nurses who are transitioning to intensive care. Insight arising from the review will assist experienced nurses, and those working in education and management, as they seek to engage with and support registered nurses who are making transitions to this context of work. There are genuine gaps in research evidence which will require the investment of nursing researchers internationally. Preferred Reporting Items for Systematic Reviews and Meta-Analyse extension for Scoping Reviews (PRISMA-ScR). No patient or public contribution.

Limbic/paralimbic connection weakening in preschool autism-spectrum disorder based on diffusion basis spectrum imaging.

This study aims to investigate the value of basal ganglia and limbic/paralimbic networks alteration in identifying preschool children with ASD and normal controls using diffusion basis spectrum imaging (DBSI). DBSI data from 31 patients with ASD and 30 NC were collected in Hunan Children's Hospital. All data were imported into the post-processing server. The most discriminative features were extracted from the connection, global and nodal metrics separately using the two-sample t-test. To effectively integrate the multimodal information, we employed the multi-kernel learning support vector machine (MKL-SVM). In ASD group, the value of global efficiency, local efficiency, clustering coefficient and synchronization were lower than NC group, while modularity score, hierarchy, normalized clustering coefficient, normalized characteristic path length, small-world, characteristic path length and assortativity were higher. Significant weaker connections are mainly distributed in the limbic/paralimbic networks. The model combining consensus connection, global and nodal graph metrics features can achieve the best performance in identifying ASD patients, with an accuracy of 96.72%.The most specific brain regions connection weakening associated with preschool ASD are predominantly located in limbic/paralimbic networks, suggesting their involvement in abnormal brain development processes. The effective combination of connection, global and nodal metrics information by MKL-SVM can effectively distinguish patients with ASD.

Adoption of Disciplinary Strategies in Classroom by the Secondary Level Teachers in Kathmandu

Favorable behavior modification is the goal of school discipline to foster a supportive learning environment. Students’ academic performance improves when discipline is established in secondary schools. Discipline-related problems can have a long-lasting impact on a student’s academic achievement and personal growth during the crucial secondary school years. Secondary-level teachers sometimes encounter circumstances where they must deal with disrespect, hostility, and numerous verbal and physical abuses in the classroom. Additionally, they are under pressure from unattainable expectations and are blamed for systemic failures that affect many children, which makes it even harder for them to survive in challenging classrooms. Therefore, this small-scale exploratory and descriptive qualitative research examines secondary-level teachers’ opinions and experiences about challenging classroom settings. The researcher conducted a semi-structured interview with the secondary-level teachers. The study findings can be divided into three themes : Discipline-based Strategy Definition, Classroom Behavior Issues among the students, and Efficacy of teachers’ disciplinary techniques. This study reveals that teachers apply different disciplinary strategies to handle classroom behavioral problems. Because teachers are not entirely to blame for the problematic circumstances, the study’s findings suggested that when teachers struggle to keep the classroom in order, they should expand their roles as change agents by inspiring students, changing the way instruction is delivered, creating effective plans and classroom strategies, and increasing awareness among stakeholders. There is no pre-made answer or definitive outcome for this issue, as the overall concept of classrooms and their layout has been continually revised worldwide.

The Causal Factors Affecting the Management of Predictive Student Relationship using Business Intelligence Concept for the Retention of Undergraduate Students

This study aims to analyze causal factors affecting predictive student relationship management for undergraduate student retention using business intelligence. Phase 1 involved identifying key factors influencing retention through document analysis, categorizing them into social, learning, teaching, and student-related factors. Social factors include student community, friendships, communication channels, and organizational culture, which promote engagement, motivation, and perseverance. Learning and teaching factors, such as supportive learning environments, scholarships, instructional design, and structured assignments, impact academic success and retention. Student-related factors, including learning abilities, academic preparedness, goals, and parental support, are essential for persistence. Data was gathered from 1,574 students at Valaya Alongkorn Rajabhat University, with 1,160 usable entries after cleansing. Exploratory Factor Analysis (EFA) grouped these variables into five components: Student Communication Channels, Academic Proficiency, Parental Guidance, Scholarships, and Organizational Culture. Confirmatory Factor Analysis (CFA) validated the model, highlighting well-clustered factors. In Phase 2, a predictive model was developed using stepwise multiple regression, identifying impactful variables, such as note-taking abilities, scholarship counseling, peer communication, and access to advisors. The final model, with an R value of 0.881 and an adjusted R² of 0.777, demonstrated 77.7% predictive accuracy, emphasizing the combined influence of academic support, communication, financial aid, and social integration on student retention. The findings suggest that institutions should prioritize these areas to foster a conducive environment for student success.

Exploring self-regulated learning and achievement goal orientation in Generation Z through “Study with Me”

ABSTRACT The objective of this study was to examine the differences in self-regulated learning and achievement goal orientation between Generation Z learners who engage in the Study with Me approach and those who do not. A total of 519 learners from Korea participated in the online survey, which included 320 “Study with Me” learners and 199 “Non-Study with Me” learners. Latent mean analysis was conducted to compare the two groups. The findings revealed that females were more inclined to use Study with Me for learning than males. There were also differences in distribution by age and education level. Study with Me learners exhibited higher scores in environment structuring in self-regulated learning, which indicates a greater focus on creating an organized study environment. Moreover, Study with Me learners demonstrated higher levels of performance approach goals compared to Non-Study with Me learners. These results suggest that Study with Me learners possess distinct characteristics in terms of self-regulated learning and achievement goal orientation. The implications of these findings include the potential for designing customized learning strategies and support services to enhance the learning outcomes of Generation Z.

Instructor's Emotional Intelligence Improves Pilot Student's Achievement at Akademi Penerbang Indonesia Banyuwangi

This study investigates the impact of Instructor Emotional Intelligence (IEI) on Pilot Student's Academic Achievement (PSA) at the Indonesian Aviation Academy in Banyuwangi. A quantitative approach using a survey method was employed to collect data from 20 pilot students selected through purposive sampling. The main research instrument was a questionnaire designed to measure relevant variables, which was validated for reliability and accuracy. Data analysis was conducted using the Partial Least Squares Structural Equation Modeling (PLS-SEM) method with the SmartPLS 3 software, allowing for examination within a small sample and complex model structure. The findings indicate a significant relationship between instructor emotional intelligence and pilot student academic achievement. Indicators such as emotion management, empathy, and instructor motivation contribute positively to enhancing pilot students' academic performance. The loading factor and path coefficient values suggest that IEI has a strong influence on PSA, highlighting that students are more motivated and prepared to face academic challenges when guided by emotionally intelligent instructors. This study underscores the importance of instructors’ emotional skills in creating a supportive learning environment that can foster increased motivation and academic achievement among students. It recommends that aviation education institutions consider implementing emotional intelligence training for instructors to improve the quality of education and student learning outcomes.

Harnessing AI for peer-to-peer learning support: Insights from a bibliometric analysis

This study investigates the current use of artificial intelligence (AI) for peer-to-peer support through a bibliometric analysis of 1113 records based on co-words. The research employs a four-phase exploratory design that involves co-word search, data charting, and result summation. It uses an inductive, relevant, and reflexive thematic approach (TA). The theoretical foundation is grounded in retention, attrition, and learning theories, including personal, social, emotional, constructive, and humanistic theories. The analysis aims to determine whether institutions leverage AI for peer-to-peer learning as part of peer support. The findings reveal a significant gap in direct research on AI's role in peer-to-peer support, underscoring the need for future studies on its impact on learning customisation, socio-emotional learning, and ethical issues in education.

Teaching assistant support for learning and wellbeing: the perspectives of secondary school pupils with special educational needs and disabilities

ABSTRACT This study used thematic analysis of interview data to explore how secondary school students with special educational needs and disabilities (SEND) perceived the one-to-one teaching assistant (TA) support they received for learning and wellbeing. One-to-one semi-structured interviews were conducted with twelve pupils in five mainstream secondary schools in England. The findings suggested that although there were some reported disadvantages of TA support in learning, the perceived benefits were more prominent, which included increased engagement with and better understanding of learning. The benefits of strong TA–pupil relationships were highlighted which suggested that TAs provided emotional safety and containment. The challenges included perceived social stigma and peer separation. Additionally, the findings suggested that TA support may hinder opportunities for independent learning. It was concluded that while the findings indicated that TA support benefits learning and wellbeing, the role of the TA in supporting student independence requires consideration. There is a risk of students forming an over-attachment to the TA which may also lead to emotional dependency.

Analysis on Concept of AI Literacy According and Future Education to the Result of Systematic Review

Introduction: AI is booming, and AI literacy has become a core competency necessary for exceptional talent. Therefore, how to promote national AI literacy in future education has become a global focus. Thus, this study uses a systematic review method to explore the definition and needs of AI literacy, frameworks, and literature on future education to summarize and analyze. The results show that the definition of AI literacy has not been standardized, AI literacy is a necessary skill for people, the scope of the application still needs to be further subdivided, as well as the education model in the future needs to be reformed as well. The results of the study not only contribute to the in-depth development of AI literacy theories but also provide insights and guidance to relevant organizations, as well as contribute to the establishment of sustainable development, which is of value and contribution. Finally, it is suggested that future research should explore more about the definition and scope of AI literacy, to fully promote the development of the theory and thus enhance the core skills that citizens must possess. Objective: The purpose of this study is to use a systematic review method to sort out the relevant literature from 3 aspects: concept, scope, and future education to clarify the research lineage and reflect the current status of AI literacy research. Theoretical Framework: This study uses a systematic review approach to explore the current state of AI literacy research. Method: This study adopts the systematic review method to collect research results systematically and comprehensively, evaluates the literature according to the principles and methods set in advance, and analyses the literature that meets the criteria after screening it, so as to obtain comprehensive conclusions. Results and Discussion: AI technology offers a whole new range of possibilities for education, changing the traditional teaching mode and learning experience, including providing personalized learning, instructional support and aids, teaching Management and Decision Support, distance education and online learning, language learning and special education, enrichment and diversity of educational resources, and coping with the future. Research Implications: By comprehensively and systematically analyzing the concept, scope, and three aspects of future education of AI literacy, this study not only contributes to the in-depth development of this theory but, at the same time, has certain practical implications and also provides practical insights and guidance for relevant organizations. Originality/Value: This study uses the systematic review method to comprehensively and systematically analyze the concept, scope, and future education of AI literacy in three aspects, which systematically illustrate the current status and dilemma of AI literacy and effectively promote the development of AI literacy with great contribution.

Mobile-Based Digital Assessment Transforming the Learning Support Efficiency

The digital age has brought great changes in many areas of life, including education. The main change is the use of mobile device systems such as smartphones or tablets that are practical to change the way assessments affect learning efficiency. This paper examines how mobile-based digital assessment systems can improve the effectiveness and efficiency of the assessment process in learning. This paper aims to provide educators with practical guidance for integrating technology into their assessment systems by utilizing available mobile smartphones or tablets and conducting an analysis of the benefits and challenges faced. This study also explores how to maximize the use of smartphones or tablets as a support tool in conducting assessments and can enrich the learning experience of students through faster and personalized feedback. Assist educators in managing assessments in a more structured and measurable way. In addition, recommendations for the effectiveness of smartphone use in supporting the assessment system are also included so that educators can achieve optimal results in the learning process. This study contributes to the educational literature by providing new perspectives on the application of technology and the use of mobile devices to assessment by presenting empirical evidence that supports the effectiveness of assessment application in improving the quality of education.

Unraveling the Impact of ChatGPT as a Knowledge Anchor in Business Education

The emergence of Large Language Models (LLM), such as ChatGPT, is considered a productivity revolution in many areas of business and society. For a classroom setting, especially, it would be useful to understand whether, and how, to incorporate ChatGPT, similar to any other productivity revolution technology, such as calculators or a Google search engine. Although there are concerns regarding the use of LLMs in business education, the positive or negative impact of LLM use is not well-understood. In this research, we examine the substitution and complementarity effects of using ChatGPT in business curricula on learning outcomes and well-being in a socially supportive learning environment. Specifically, we examine whether technology anchors impact students’ goal orientation, learning outcomes, and well-being by conducting an empirical study with students majoring in Information Systems. Our analysis reveals that a technology anchor (computer playfulness) can complement the effects of social support on learning outcomes, while enhancing well-being for simple tasks. Students’ well-being and learning outcomes are hindered by LLM use (specifically, the computer anxiety anchor), substituting social support for simple and difficult tasks. These findings have implications for educational institutions that are assessing how to incorporate LLMs into business curricula.

Mathematics teachers opinions after training on educational neuroscience

Educational neuroscience is a multidisciplinary field established to provide assistance to students by bringing together neuroscience, cognitive psychology and pedagogy. With the development of this field, it is likely that different approaches such as the creation of student-centered education models that appeal to different intelligence types will be applied in education. Educational neuroscience aims to understand the practices and methods in education by examining brain activity, learning processes and mental functions, and thus to create a more supportive learning environment in school environments. One way to adapt the findings obtained from neuroscience studies to education is to first inform the teacher about the basic information of the educational neuroscience approach. In this direction, the aim of the research conducted is to examine the views of mathematics teachers after the training application on educational neuroscience. In this study, a case study, which is one of the qualitative research methods, was preferred. The data of the study were obtained from mathematics teachers working in different schools, determined through easily accessible case sampling, which is one of the purposeful sampling methods. The teachers participating in the research consist of 10 people, 2 of whom have a master's degree, 1 of whom is doing a master's degree, and 7 of whom have a bachelor's degree. The findings reveal that teachers have a positive perception of the connection between neuroscience and education. In addition, the teachers particularly emphasized that educators, neuroscientists and other relevant experts should work together for the development and applicability of educational neuroscience. Teachers commented on the application of neuroscience data to educational practice in terms of mathematics lessons, such as making mathematical knowledge permanent and determining which students should use mathematical teaching materials more. It is recommended that teachers and researchers work collaboratively to advance the developing field of educational neuroscience.

Assessing Self-Confidence Levels in EFL Students’ Speaking Performance

This study aims to assess the self-confidence levels of English as a Foreign Language (EFL) students in terms of their speaking performance. This study uses a quantitative approach with a quantitative descriptive method. The sample of the study consists of twenty-eight EFL students from the English Language Education study program, at Universitas Negeri Makassar using cluster random sampling. The data collection technique used a questionnaire as an instrument. The data were analyzed using SPSS 25 to find out the frequency and percentage distributions and to identify common patterns in self-confidence levels. Additionally, the mean score is calculated to provide a quantitative measure of the overall self-confidence among the respondents. The findings of the data analysis revealed that the level of EFL students’ self-confidence in speaking performance is at a high enough level with a score of 76.51. As a result, this study highlights the importance of self-confidence issues in EFL teaching practices and suggests that fostering a supportive learning environment could enhance students’ speaking performance and overall language proficiency.

Trait and state mathematics anxiety in autistic and non-autistic school-aged boys.

Autistic children and adolescents may encounter difficulties at school, especially in mathematics, experiencing a pattern of negative feelings, distress, and concerns, which has been called mathematics anxiety. We asked 110 boys (50 autistic, 60 non-autistic) aged between 8 and 16 years old to report their feelings toward mathematics. Specifically, we asked them to fill in a questionnaire on their levels of mathematics anxiety at school and to report their emotional (valence, arousal) and cognitive (perception of competence, worries) responses before and after completing a mathematical task with time pressure. Mathematics anxiety might be an important factor to consider when assessing academic functioning of autistic children and adolescents, to understand whether it can interfere with their school success and well-being. In our sample, no significant group differences emerged for mathematics anxiety experienced at school. However, autistic children and adolescents performed worse in the timed math test than non-autistic peers. Regarding emotional and cognitive factors, lower valence, higher arousal, and higher worries were reported by the autistic participants compared with non-autistic peers. No group differences emerged for perception of competence. Teachers and clinicians should be aware that time pressure could be a negative factor in terms of proficiency and worries in autistic children and adolescents. Furthermore, it is essential to discourage the development of resignation toward academic learning and to improve positive feelings, self-esteem, and self-awareness for a more supportive learning environment.

The place of emotions in language education from an emotional intelligence perspective

The significance of emotions in language education is increasingly acknowledged as a crucial element that impacts both teaching and learning. This article delves into the role of Emotional Intelligence (EI) in enhancing the language learning experience, emphasizing the importance of perceiving, using, understanding, and regulating emotions. Educators, as integral to the learning process, can cultivate more inclusive, supportive, and effective learning environments by integrating emotional awareness and regulation strategies into language teaching. This holistic approach to language education intertwines cognitive and emotional development, emphasizing the practical implications for educators in fostering EI in the language classroom to improve learner engagement and success.