Learning Support Research Articles

Factors Affecting Student Academic Performance: A Systematic Review

This systematic review synthesizes evidence on factors affecting Student Academic Performance (SAP), focusing on individual, family, school, and social dimensions. A comprehensive search using Google Scholar covered studies from 2000 to July 2024. Thematic synthesis revealed that individual factors such as age, gender, motivation, self-efficacy, and test anxiety significantly impact SAP. Family influences, including parents’ education, income, and involvement, were also crucial. School-related factors like teachers’ qualifications, self-efficacy, and teaching methods emerged as important, while social factors such as peer relationships, social support, private tutoring, and socioeconomic status also played key roles. However, inconsistencies were found in the magnitude and direction of some effects, indicating the need for further exploration of these influences. The educational relevance and implications of this research are significant, as it highlights a comprehensive understanding of the factors influencing SAP across multiple dimensions—individual, family, school, and social. Practically, this research provides crucial insights for educators, policymakers, and stakeholders to implement targeted interventions that foster supportive learning environments, ultimately enhancing student outcomes.

Pemberdayaan Generasi Z melalui Pelatihan Investasi Keuangan Digital dan Kompetisi Trading

The "Investing Competition" activity was carried out in order to improve financial literacy among students in particular and the younger generation in general. The initial survey of the activity found a low level of financial literacy among generation Z students, so efforts were needed to provide a better understanding of investment. Through interactive training and virtual trading competitions for 2 (two) months, participants experienced a significant increase in their understanding of investment, with an average pre-test score increasing from 55 before the training to 80 after the training. Despite obstacles, such as time constraints, differences in knowledge background, and geographical distance, the participants showed high enthusiasm. The trading competition attended by various universities not only provided practical experience, but also encouraged participants to learn from their mistakes and share strategies with fellow students, as well as creating a mutually supportive learning community. The results of this activity show the potential of the younger generation as smart investors, as well as the importance of financial education in building financial independence. The conclusion of this activity highlights the success of the methods used and provides suggestions for the development of similar activities in the future, such as increasing the duration of training and post-activity support in a special community. It is hoped that this initiative will contribute to better economic development, especially for the younger generation.

Bridging the Generation Gap: Managing Conflict between Teachers and Students with the Wisdom of QS An-Nahl:125

This study aims to explore the management of conflicts between teachers and students at SMK Sahid Surakarta by highlighting generational differences, expectations, values, and communication problems as the leading causes of conflict. This study integrates the wisdom principles of QS An-Nahl verse 125 and Carl Rogers' empathic approach to propose effective conflict resolution strategies. The strategy includes mediation, emotional education, counseling, and group discussions, expected to increase positive interactions between teachers and students. The method used in this study is qualitative, which includes observation, interviews, and document analysis to understand the dynamics of conflict and improve the learning environment. The study results show that applying wisdom principles and restorative approaches can improve interpersonal relationships and create an inclusive school culture. This contributes to student well-being and more effective conflict resolution in the educational environment. This research is expected to provide insights for educators and school managers in creating a positive and supportive learning atmosphere and improving the overall quality of education.

Promoting Technological Pedagogical Content Knowledge (TPACK) in Preservice Science Teacher Education: A Scoping Review of Instructional Strategies, Interventions, and Programs

Preservice science teacher education is critical for producing competent educators in the 21st century. Consequently, several efforts have been undertaken to enhance preservice science teachers' (PSSTs) technological pedagogical content knowledge (TPACK). In this study, a scoping review, specifically using a meta-synthesis approach aided by the PRISMA and ENTREQ protocol, was employed to critically synthesize previously conducted studies on the effects of various instructional strategies, interventions, or programs (ISIPs) aimed at enhancing PSSTs' TPACK. A systematic literature search of studies published between 2017 and 2022 in four meta-search engines was conducted. Thirteen studies that met the inclusion criteria were analyzed in this study. The results showed that these studies employed diverse ISIPs to facilitate the development of PSSTs' TPACK. These interventions included course-based programs and activities integrated into the PSSTs’ curriculum. Among these ISIPs, various activities such as theoretical training, practical training, lesson planning, collaboration, and feedback were employed. The nature of these interventions, which emphasized authentic, experiential learning opportunities and a supportive learning environment, facilitated significant improvements in PSSTs' TPACK. All studies demonstrated favorable outcomes, indicating the effectiveness of the ISIPs in enhancing PSSTs' TPACK across different dimensions of the framework. However, several challenges were encountered by the PSSTs, including issues related to access and availability of technology, digital literacy and experience, time constraints and management, resource scarcity, resistance to change and mindset, interaction and support, self-regulated learning, and subject-specific challenges. The results of the study suggest the importance of providing varied teacher preparation experiential learning experiences and the need to address the aforementioned challenges to better optimize the effectiveness of the ISIPs, sustain PSSTs' engagement, and assist them in their TPACK development.

Beyond SERVQUAL: Culturally Sensitive Approach for Optimizing School Service Quality Management

This study analyses how service quality management can be optimized in schools to improve customer experience, focusing on SERVQUAL dimensions, including cultural relevance. A qualitative approach with a case study type was chosen to answer the focus of the study, using interview, observation, and documentation methods. Data analysis was carried out in stages, starting with data reduction, data presentation, and conclusion. The study results indicate that the dimensions of tangibles (physical facilities), reliability, responsiveness, assurance, and empathy significantly affect customer satisfaction and trust. This study also found that cultural relevance is important in increasing student and parent engagement. Respect for their culture makes the educational experience more positive. This study provides important implications regarding the need for schools to manage all dimensions of service quality well, including understanding and accommodating student cultural diversity, to create a more inclusive and supportive learning environment. This study is expected to be a reference in developing better education policies.

The Experience of Success and Failure of Gifted Students at School

The education of gifted students is often characterized by high expectations, ambitious goals, and significant effort invested in learning. Their experiences of success and failure are shaped by a variety of factors, including personal, family, school, cultural, and social influences. This article examines how gifted students perceive and experience their own successes and failures, as well as how these experiences are perceived and responded to by their peers. Using qualitative methods, the study involved semi-structured interviews with thirty gifted students from seventh to ninth grades across ten elementary schools in Slovenia. The findings indicate that gifted students experience a range of emotions in response to success, from satisfaction to anxiety, while their reactions to failure often involve frustration and self-criticism. Peer responses to their success and failure vary significantly, ranging from supportive encouragement to jealousy and social exclusion. These findings highlight the complex interpersonal dynamics at play within school environments. Understanding and addressing these dynamics is crucial for creating inclusive, supportive, and stimulating learning environments that nurture both the academic and social-emotional well-being of gifted students.

21st Century Learning and Smartphone Preference as a Learning Media

Smartphones are a technological device that is very close to students nowadays, but there are still many negative views regarding their use. 21st century education demands a transformation in learning methods to accommodate developments in information technology in the learning process. One tool that is increasingly dominant in everyday life is the smartphone. This article discusses the integration of 21st century learning with the preference for using smartphones as a learning medium in the school environment. This research explores the impact of smartphone use on student learning, involving factors such as technology availability and student responses to smartphone-based learning. The research was conducted at Indraprasta University, PGRI Jakarta. The research method used was a descriptive-qualitative approach. Qualitative research aims to understand, explain, and describe phenomena or problems from a more in-depth perspective. This research aims to prepare students to maximize the use of smartphones as a support for 21st century learning. This research shows that using smartphones as a learning medium can improve the quality of learning and develop 21st-century skills such as critical, creative, collaborative, and communicative.

Empowerment of Women Former Migrant Workers Through Community-Based Education: a Case Study of The Community of Desa Peduli Buruh Migran (DESBUMI)

This research explores the empowerment process for women former migrant workers through community-based education in the Desa Peduli Buruh Migran (DESBUMI) community in Jember Regency, Indonesia. It aims to examine community-based empowerment concepts and strategies to inform policies supporting women former migrant workers. Using a qualitative case study approach, data were gathered through observations, in-depth interviews, and documentation, followed by analysis through data reduction, presentation, and verification. The findings outline three empowerment stages: awareness, capacity building, and empowerment. In capacity building, an experiential learning cycle is used, tailored to the potential and needs of these women. Community interactions foster collective learning and mutual support, enhancing knowledge, skills, participation, and economic independence among former migrant workers. Additionally, the DESBUMI community provides a strategic platform for promoting local economic development. The research concludes that community-based education effectively strengthens both individual capacity and social networks, suggesting this model as a viable framework for empowering women in similar migrant worker communities across Indonesia.

Newly Hired Nurses: Learning needs, challenges, satisfaction, and support strategies In the clinical setting

With a growing shortage of nurses globally, there is a deep concern to address the transition to practice and effectively prepare newly hired nurses to become skilled to enable them to deliver essential health services without compromising the safety and effectiveness of patient care. This study utilizes a descriptive cross-sectional correlational design which elicited responses from 100 newly hired Filipino nurses (local & international) with the use of a validated self-constructed purpose designed survey. Results revealed that there is a need to address the learning requirements of newly hired nurses. Challenges at various degrees were also identified during this stage and that learning and development support is necessary. It was found that there are significant relationships between the clinical learning needs and transition challenges; support strategies and transition challenges; and clinical learning needs and support strategies for newly recruited nursing personnel. It is therefore evident that the healthcare system and organizations need to systematically meet the developmental requirements of newly trained nurses. Healthcare organizations need to utilize international standards that are effective, relevant, and supportive of clinical practice to address these essential needs during the transition to newly hired nurses.

Concept Analysis of Adaptive Learning Strategy in English Language Teaching (ALS-ELT)

Adaptive Learning Strategies (ALS) are revolutionary forces in the ever-changing educational landscape, where varied learning contexts and technological breakthroughs converge. This study aimed to acquire a nuanced understanding of the concept while providing empirical support and new information on the usefulness and effects of ALS on language learning outcomes. Research articles from open-access databases such as Google Scholar, CrossRef, and OpenAlex published from 2019-2024 were carefully analyzed using Walker and Avant’s eight-step analysis. Keywords utilized were adaptive learning, knowledge translation, and English language teaching. The 17 research articles analyzed determined five attributes of adaptive learning pedagogy: enhanced motivation and involvement, personalization and customization, improvement in language proficiency and communication skills, support for autonomous and independent learning, and technological integration and innovation. Antecedents included five themes: learner needs and context, availability of technology and resources, teacher training and proficiency, administrability support and policy alignment, and student motivation and engagement. Consequences also generated five themes: personalized learning experiences, enhanced technological integration and innovative learning tools, effective implementation of ALS, institutional commitment to ALS adoption, active student participation, and improved learning outcomes. Adaptive learning strategy in English language teaching (ELT) effectively engages students by aligning content with their interests and providing relevant challenges, fostering active participation and motivation. Individualized learning paths and real-time feedback enhance learning outcomes, improving language proficiency and communication skills. The seamless incorporation of technology, such as language learning apps and AI-driven tools, enables personalized experiences and data-driven adaptation, promoting student autonomy and independence.

Recognizing Each Student's Unique Learning Style: Adapting the Brain-Based Learning Approach in Natural and Social Science Learning

This study developed a brain-based learning (BBL) model that is adapted to students' learning styles to improve learning outcomes in Natural and Social Sciences in elementary schools. Using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development method, this research produced a learning module that was validated by material, media, and language experts, and tested for practicality and effectiveness in two schools. The results showed a significant increase in post-test scores compared to the pre-test, indicating that the BBL approach was effective in supporting students' understanding. The main conclusion of this study is that the adaptive BBL model is able to create a more inclusive learning environment and support individual cognitive needs, thus improving students' understanding and retention of information.

A generation at risk: the unseen consequences of Nepal’s nursing shortage on undergraduate nursing students clinical education

BackgroundThe global nursing shortage has particularly severe consequences in resource-constrained countries like Nepal, where a significant outflow of healthcare professionals exacerbates the crisis. While the impact on patient care, workforce dynamics, and organizational challenges within healthcare settings have been extensively researched, the profound implications of this crisis for nursing education remain underexplored. This qualitative study sheds light on the often-unseen consequences of the nursing shortage on undergraduate nursing students’ clinical education.MethodsData were collected from three focus group discussions involving eighteen final-year nursing students from two tertiary institutions. The first two discussions took place in June 2024, with the third one in July 2024. Thematic analysis was employed to identify and interpret the key themes.ResultsFour overarching themes emerged: (1) Compromised Learning, highlighting the detrimental impact on skill acquisition and student preparedness; (2) Abandoned in the Field, revealing the emotional toll of isolation, with students describing themselves as “ghosts, silently observing from the sidelines”; (3) Forging Ahead, showcasing the unintended resilience and resourcefulness of students seeking alternative knowledge sources; and (4) Digital Mentors, spotlighting the innovative use of Artificial Intelligence (AI) as a supplementary learning tool in overburdened clinical settings.ConclusionThe nursing shortage in Nepal has created a challenging and often isolating clinical learning environment (CLE) for students. While their resilience and adaptability are commendable, these qualities are not substitutes for nurse staffing shortages and inadequate mentorship. This study underscores the urgent need for systemic change, including increased investment in the nursing workforce, cultivating a supportive learning environment, and integrating technology into nursing education. These findings have implications for Nepal and other resource-constrained settings grappling with the challenges of a nursing shortage.

“Critical Space”: An emerging community to engage in critical thinking and de/anti-colonial praxis

We are six engineers and engineering researchers from four institutions across Turtle Island , in Canada. We all share similar values and perspectives regarding the colonial, patriarchal, and capitalist (exploitative) nature of traditional engineering education and practices. Upon coming together, we noted shared feelings of isolation in our respective institutions. We felt stifled by the dominant ‘culture of disengagement’ that perpetuates depoliticization, the myth of meritocracy, and the socio/technical dualism in engineering. Consequently, we decided to create a book club (learning community) to engage with critical and decolonial literature in a collaborative manner. More specifically, we intended to form critical perspectives of engineering through non-dominant paradigms. In this paper, we reflect on our engagement in a critical literature book club as a space for learning and community support in engineering education.

Tutors' perspectives on the integration of information and communication technology in early-grade teacher colleges in Tanzania

This study aimed to explore college tutors' perspectives on the integration of Information and Communication Technology (ICT) in teaching pre-service early-grade teachers in teacher colleges in Tanzania. The study was guided by two research objectives: (1) to investigate the professional learning support tutors receive and (2) to examine the factors impeding the integration of ICT in teaching pre-service early childhood teachers in the classroom. The purposive sampling technique was employed in sampling the four teacher colleges and four principals, while the convenience sampling technique was used to sample the 41 tutors who participated in this study. A collective case study design was used to explore participants' perspectives on the deployment of ICT integration in their daily teaching. Data collected from the participants were thematically analysed. The study findings show that the majority of tutors had limited regular professional training opportunities on the integration of ICT in teaching. The study findings revealed several factors hindering tutors from integrating ICT in their teaching, including limited technological resources, lack of technical support, unreliable internet, absence of integration guides, insufficient digital security knowledge, lack of familiarity with learning management systems, low digital competence, and outdated technological devices. The study, therefore, concludes that inadequate integration of ICT among tutors exacerbates limited acquisition of the necessary digital literacy skills among early-grade pre-service teachers. In this regard, the study recommends that the government should engage tutors in regular training on the use of ICT in classroom practices. Furthermore, ICT tools and devices should be available in teacher colleges for tutors to utilise in their instructional practices for pre-service early childhood teachers.

Undergraduate student nurses’ experience of using standardized patient simulation in mental health course: A qualitative study

ObjectivesThe aim of this research was to explore the perceptions of Lebanese student nurses on use of standardized patient simulations in the undergraduate mental health course.DesignA qualitative descriptive research design informed by descriptive phenomenology was employed.MethodSemi-structed interviews were carried out among 19 student nurses at one major private university in Beirut. Inductive thematic analysis was conducted over the period of 2 months.ResultsThe inductive thematic analysis generated five themes, namely, “Practicing therapeutic communication and mental state examination”, “Readiness for clinical placement”, “Realistic and safe environment to practice”, “Obtaining real-time feedback”, and “Enhancing confidence and reducing anxiety”.ConclusionThe findings of this study emphasizes the significance of incorporating standardized patient simulations in mental health courses to enhance student learning outcomes. Standardized patient simulations can provide nursing students with a supportive learning environment that reduces their challenges in transitioning to practice by equipping them with both needed technical and soft skills.

"Watch them do what they do": Effects of the clinical learning environment on radiography students' clinical placement experiences.

Clinical placement (CP) is essential to radiography education, providing students with opportunities to put theory into practice. However, a 'Best Practice Clinical Learning Environment' (BPCLE) for radiography students, is one that is adequately resourced, both in terms of equipment and professionals, as these are critical to the development of students' professional skills. Consequently, this study examined the effects of the clinical learning environment on Ghanaian radiography students' CP experiences. An interpretive phenomenological study design with three focus group discussions was used to gather data on how the clinical learning environment (CLE) affects radiography students' CP experience in line with the BPCLE framework. Purposive and convenience sampling techniques were used to recruit 3rd and 4th year Ghanaian radiography students. The data were imported into NVivo™14 and analysed thematically. The participants acknowledged a positive and inclusive teamwork culture at the placement centres, although some radiographers were perceived to be less receptive while others provided hurtful comments and feedback to students. BPCLEs motivated students and increased their eagerness and desire to improve their clinical competence, whereas non-BPCLEs demotivate students, reduce their wellbeing, and create less avenues for them to have adequate hands-on training. The latter was identified as the main cause of students' reduced CP experience. Thematic analysis further identified availability of resources and effective supervisor support as strategies to overcome this challenge. The students agreed that their experience at the CLE was positive. However, the inadequate resources and lack of supportive supervisors call for strategies to enhance their learning experience. To achieve a BPCLE in low-resourced settings, educators need to identify and engage well-resourced facilities to provide a supportive learning environment for students.

LGBTQIA+ medical student sexual healthcare workshop: peer learning and student leadership

PurposeTo address the absence of medical education curriculum focused on LGBTQ+ inclusive healthcare, this performance improvement project evaluated a medical student-developed and -led workshop focused on inclusive healthcare, including aspects of sexual health and well-being care.ApproachThe project utilized a peer-to-peer and community engaged approach to ensure inclusiveness and effectiveness in improving learner knowledge, confidence, and motivation to engage in evidence-based, patient-centered care. Over two years, the health professions student LGBTQIA+ interest group, Spectrum, hosted two voluntary workshops to support medical students’ sexual health history-taking skills. The 2022 Spectrum leadership team wrote three LGBTQIA+ standardized patient scenarios set within the students’ training hospitals focused on using the Centers for Disease Control and Prevention’s 5Ps, using inclusive language, and recognizing institutional barriers to healthcare. Workshops included a 10-min discussion highlighting best practices, 45 min of small group practice with standardized patient-facilitator dyads, and a 10-min reflection. Project evaluation incorporated quantitative and qualitative feedback from participants and facilitators.ResultsQuantitative feedback reflected consistently positive ratings, with learners reporting increased comfort, satisfaction, perceived applicability, and confidence. Qualitative feedback highlighted the benefits of including representative patients, practicing inclusive language, and receiving real-time feedback. Peer-led facilitation contributed to a supportive learning environment, emphasizing the importance of curricular co-production and experiential leadership development. Facilitators described feeling empowered to develop cases reflecting genuine lived experiences and not simplified scenarios.ConclusionsThis study emphasizes the value of increased medical student engagement in sexual healthcare education and advocates for further integration of LGBTQ+ inclusive curriculum into the medical curriculum.

Proactive Approaches for a Wheelchair User in Pediatric Residency: A Case Study for Disability Inclusion.

Despite encountering many barriers to inclusion, people with disabilities are entering residency training in increasing numbers. However, the increase in representation among people with physical disabilities remains low and published case studies and accommodations processes for wheelchair users in pediatric residency are absent in the literature. To support the inclusion of residents with physical disabilities in residency, we outline a proactive approach to the accommodations process and inclusion of a resident with a physical disability in pediatric residency. A multidisciplinary team including residency program leadership, disability professionals, the hospital system, and the resident, developed and implemented reasonable accommodations for a resident wheelchair user entering pediatric residency utilizing an iterative and interactive process. A pediatric resident wheelchair user completed residency training and specialty requirements utilizing reasonable accommodations. Early planning and communication regarding necessary accommodations and the presence of an inclusive and supportive learning environment are key components for the successful inclusion of residents with physical disabilities in residency programs.

Supporting learning and motivation with knowledge mapping in programming courses

Supporting learning and motivation with knowledge mapping in programming courses

Examining patient safety protocols amidst the rise of digital health and telemedicine: nurses’ perspectives

BackgroundIntegrating digital health and telemedicine technologies is transforming healthcare delivery. In light of this transition, it is critical to ascertain the efficacy of patient safety protocols and evaluate the awareness of healthcare professionals, particularly nurses, regarding the integration of digital health technologies.AimThis study examines the factors influencing the successful adoption of digital health and telemedicine technologies from the nurses’ perspective, focusing on ensuring patient safety and enhancing organizational readiness for digital health integration.MethodsA cross-sectional study included 246 nurses from outpatient healthcare centers in Egypt. The data collected included demographic information and responses to a series of questionnaires, namely the Patient Safety Culture Survey (PSCS), the Telemedicine Risk Assessment and Mitigation Matrix (TRAMM), the Digital Health Adoption Readiness Assessment (DHARA), and the Digital Health Impact Assessment Tool (DHIA). The descriptive statistical analyses were conducted using the IBM SPSS Statistics software, version 26.ResultsThe sample was predominantly composed of nurses aged 18–35 (40.65%) and 36–55 (44.72%), with a near-equal gender distribution (48.78% male, 51.22% female). Most nurses held college degrees (73.17%) and were familiar with telemedicine (73.17%). The PSCS indicated positive scores for Communication Openness (4.5), Leadership Support (4.2), Teamwork (4.3), and Organizational Learning (4.1), with an overall mean score of 4.275. The TRAMM scores were notably high (total mean score 4.9), indicating effective risk management. The DHARA demonstrated considerable preparedness, as evidenced by a Total Mean Score of 7.85. The DHIA further substantiated this readiness, indicating a robust anticipated impact, particularly in Patient Engagement (9.0) and Usability (8.2).ConclusionThe favorable assessment scores indicate a strong awareness of integrating digital health and telemedicine, suggesting the potential for enhanced patient care and healthcare delivery. It is recommended that healthcare organizations prioritize providing ongoing training and support for nurses, enabling them to utilize digital health tools and thereby enhance patient safety effectively.Clinical trial numberNot applicable.