Implications For Education Research Articles

What is the room for guessing in metacognition? Findings in mathematics problem solving based on gender differences

Introduction. Understanding the interaction of metacognitive strategies with guessing in problem-solving is a focus point in educational psychology, especially in mathematics education, especially with gender differences. These provide different nuances in understanding students' cognitive dynamics in guessing and metacognitive strategies. These interactions must be explained in depth to understand the unique phenomenon of second-guessing that sometimes arises in metacognitive activities based on students' gender. This research aims to reveal the process of metacognition and students' guessing thinking in solving mathematical problems. This research seeks to contribute to an empirical of metacognitive processes and their practical implications for educators and curriculum designers by uncovering these activities. Study participants and methods. The participants in this study were (30) 12th-grade high school students, consisting of (16) female students and (14) male students who had studied mathematics with statistical material. The primary method in this research is a case study with a qualitative descriptive approach. The indepth interview technique using the MAI protocol is based on the results of mathematical problem-solving to explore information about students' natural metacognitive processes according to what they think when working on problems. Semi-structured interviews used the Indonesian language to eliminate the influence of differences in regional language proficiency levels as much as possible. Results. The results of interviews on mathematical problem-solving tasks show a 'guessing' strategy in students' metacognitive activities. However, there is a striking difference between female and male students' use of the 'guessing' strategy when solving mathematical problems. Female students use the 'guessing' method more often than male students; even the 'guessing' method used by male students cannot solve the problem, thus changing the guessing strategy to estimation. This means that most of the students' answers used the guessing method. These findings underscore the dynamic nature of the cognitive processes used by students, revealing diverse interactions between metacognitive strategies and guessing during problem-solving efforts. Conclusion. This research shows that rather than standing in isolation, guessing has a place within metacognitive processes, with metacognitive regulation guiding and shaping the deliberate application of guessing in mathematical problem-solving contexts. This can be a factor for reconsidering the perceived dichotomy between precision-driven methodologies and intuitive guessing.

Graphic Novels: An Embryonic Pedagogical Tool for Practical Subjects, Prolific art, and Second language; Substantiating Objectives of NEP-2020

Graphic Novels are the latent means of acquiring language skills in terms of acquisition of a second language and creativity in education, if it is brought as a part of syllabi in academics. Many small types of research are conducted on the GNs to find out the popularity of it over textbooks by librarians, using it in the classroom to teach English as a second language amongst Chines elementary pupils, minor research to teach the German Language with GNs, teaching vocabulary with it and so on. With the help of available outcomes of these relevant researches on the topic, the present research paper focuses on and identifies the scope for the pedagogical implications of it in instruction in the present scenario. Along with language skills, GNs introduce a wide range of knowledge of assorted subjects leading to creativity. Language is the predominant part of the GNs to be studied however, the emerging potential skills with the use of it in academics, could be developed by sighting the objectives of the present NEP 2020. Cognitive development is also stimulated with the help of GNs. The creativity in students with GNs has a good scope for skill development. The technicality, organized story, the format, and the illustrations are some of the areas along with the language that attracts the students to it than traditional textbooks. Graphic Novels have never been considered a serious piece of literature but a format. Usage of it in the practical subjects may result in better learning and generating good taught students than that degree holders. According to NEP-2020, the education should be skill-based; considering this objective the GNs exhibit a great amount of scope in learning with efficiency. Using it in the new syllabus for imparting the knowledge and flourishing the skills will prove it to be effective pedagogical means of teaching practical subjects as well.

A Qualitative Exploration of Factors Affecting Academic Achievement of University Students

The purpose of this study was to identify the prospected factors affecting undergraduate university students' academic achievement. This study adopts a qualitative approach to explore the lived experiences and perceptions of university students regarding the factors that impact their academic achievement. The study's general population includes all of Punjab's universities and education departments. Purposive sampling was used to select the desired participants for the interview, and 10 participants were chosen. A semi-structured interview was used to gather qualitative data. Participants' interview responses were transcribed for qualitative data analysis, and thematic analysis was performed. Seven main themes (e.g., family, environment) and all sub-themes were categorized into positive (e.g., Supportive family, self-drive) and negative factors (e.g., Performance anxiety, holistic environment at home). The findings have implications for educators, policymakers, and students. The results may serve as a guide for students and education institutions seeking to raise university students' academic achievement.

Analysis of learning styles in first semester students at the UACyA UAN: an exploration based on the VARK Model

This article analyzes the predominant learning styles in first semester students at the UACyA UAN, which classifies the styles as visual, auditory, reader-writer and kinesthetic. This approach provides a solid foundation for understanding individual learning preferences. The objective is to analyze and understand the predominant styles through a statistical analysis of the results, examining preference patterns and their correlation with academic performance and adaptation to the university environment. Pedagogical implications are explored to design personalized educational interventions that fit the most common learning styles. The results highlight the diversity of learning styles, providing valuable information to improve content delivery and the educational experience. This approach based on the VARK model offers a comprehensive perspective on learning preferences, promoting a more inclusive and effective pedagogy in university education.

Pursuing Inclusive Vocational Education Amidst Discrimination: The Plight and Hopes of Christian Youth in Pakistan

This research endeavors to delve into the effectiveness of civic education in shaping Pakistani students' understanding of the Palestine-Israel conflict, recognizing the imperative role of global citizenship in today's interconnected world. The study aims to go beyond traditional approaches, focusing on innovative pedagogical methods to enhance critical thinking and empathy among students. The complexity of the Palestine-Israel conflict and its global implications underline the necessity of informed perspectives. Pakistani students, like many others globally, often lack a comprehensive understanding of the conflict's historical, political, and cultural dimensions. The qualitative study focuses specifically on the Palestine-Israel conflict, aiming to uncover insights that enhance the educational experience and contribute to the broader dialogue on global citizenship. The research methodology involves a diverse sample, qualitative research methods, and thematic analysis of data. Expected contributions extend to informing curriculum development and teacher training programs, fostering a generation of Pakistani students with a deeper understanding of the Palestine-Israel conflict, and a commitment to global peace and justice. In conclusion, this research endeavors to contribute valuable insights into the realm of civic education, addressing the gaps in understanding of the Palestine-Israel conflict among Pakistani students. The findings may have broader implications for global citizenship education and similar initiatives in comparable contexts.

Let Pictures Explain the World: Text–Image Narration in Picturebooks

ABSTRACT Teachers have faced difficulties in selecting acceptable picturebooks for young students, particularly in terms of image selection, content, and the integration of both. The lack of meaning-making and interaction between text and images in picturebooks contributes to this trend. This study analyzes how images represent varieties of context and how they function to construct meaning in learning foreign language for young learners. Grammar of visual images by Kress and Van Leeuwen and picturebook typology framework by Gregersen are employed to analyze text-image relationship in the top 10 most rented picturebooks in China. This study indicated that the images provide the nature of the social interaction taking place and the setting familiar to young learners, which can help them to find new vocabulary to recognize their surrounding environment. The data on human depiction also indicated that the images representing Chinese/Asian appearance recognized young learners as global citizens in literature. We also found that the most popular text-image relationship is the one that shares equal representation. The study provided pedagogical implications to help teachers deal with different types of text-image interactions in picturebooks.

Social Factors and Students’ Academic Performance: A Case Study from Dai Nam University

This study investigates the impact of peer pressure on students' academic performance, aiming to elucidate the multifaceted nature of peer influences within educational settings. Peer pressure can be categorized into various types, but Moldes et al. (2019) identify four main categories: social belongingness, curiosity, the cultural-parenting orientation of parents, and education. In this study descriptive correlation was used. The study was conducted at Dai Nam University. The results show the relationship between the anticipated level of peer pressure concerning social belongingness, curiosity, the cultural-parenting orientation of parents, and education. The findings of this study indicate a significant relationship between peer pressure and academic performance, with both positive and negative influences observed. These findings contribute to the broader understanding of the social dynamics in educational contexts and offer practical implications for educators, policymakers, and parents in enhancing student academic success.

Exploring Cybersecurity Implications in Higher Education

With the rapid technological evolution and widespread integration of digital transformation in higher education institutions (HEIs), the educational landscape has undergone a shift in teaching methodologies and how content is delivered. The digitization of higher education has ushered in numerous benefits, enhancing accessibility, collaboration, and efficiency. However, this era of digitization of higher education also brings forth a plethora of cyber challenges. The objective of this paper is to comprehensively explore the cybersecurity landscape in the digital age, providing a critical analysis of prevailing cyber threats, emerging trends, and potential impacts on HEIs. Therefore, this study conducted a systematic literature review (SLR) using the PRISMA framework to assess the current cyber threats faced by higher education institutions. The findings of the study reflect on the challenges faced by higher education institutions in this digital age and present opportunities in strategies that may be adopted to protect HEI’s systems from cyber threats.

Hospitality Students’ Perceptions of Their Mental Health: Implications for Teaching and Learning

ABSTRACT This study focused on hospitality students’ perceptions of their mental health, including loneliness, anxiety, anti-mattering, and social support, for concerns about these issues are prevalent. In this mixed methods study, survey responses for quantitative and qualitative items were obtained from 135 hospitality students attending a university in the United States. Mental health data regarding anxiety, anti-mattering, and loneliness were gathered, along with demographic and education-related information. Significant relationships were found, such that anxiety and anti-mattering directly influenced student satisfaction with the college experience. Plus, social support mediated the relationships. Findings from the qualitative items indicated that school and/or classes contributed to stress, friends and family made them happy, they thought educators should be understanding, and their answers varied about whether hospitality students were more stressed than other students. Implications are provided.

Cultural Perspective on Emotional Intelligence and Behaviour Patterns Among Adolescents in Gujarat and Maharashtra

Background Understanding the complex interplay between emotional intelligence and behaviour patterns among adolescents holds a pivotal role in shaping their developmental trajectories and overall well-being. Adolescence, marked by rapid physical, emotional and cognitive changes, is a critical phase where emotional skills and behavioural tendencies are particularly malleable. Purpose The study investigates the interplay between emotional intelligence and behaviour patterns among adolescents in Gujarat and Maharashtra, India. The research objectives encompassed assessing emotional intelligence levels, exploring gender differences and examining the relationship between emotional intelligence and behaviour patterns. Methods The research design employed ex post facto methodology, collecting data from 740 adolescents across CBSE schools. Validated measures for emotional intelligence and criminal propensity were utilized. Results The results revealed the impact of gender, regions and their interaction on different dimensions of emotional intelligence and criminal propensity. While some dimensions were significantly influenced by these factors, others remained unaffected. The correlation analysis underscored intricate relationships between emotional intelligence dimensions and criminal propensity. Conclusion The study contributes valuable insights into the dynamics of Emotional Intelligence and Behaviour Patterns among adolescents, highlighting the need for targeted interventions and support systems. These findings hold implications for educators, parents and policymakers in fostering Emotional Intelligence development and curbing potential Behavioural concerns among adolescents.

Exploring The Impact of Computational Thinking on Teacher Education: A Systematic Review

Objective: The objective of this study is to investigate the role of computational thinking in teacher training, in order to identify the main practices and trends in this field and examine their implications for technological education. Theoretical Framework: This study presents a review of the key concepts related to computational thinking in the educational field. Existing definitions and approaches are highlighted, as well as models and theories that support the integration of computational thinking in teacher training. Method: The methodology adopted included an exhaustive search in five academic databases to identify relevant studies published in the last five years. Inclusion and exclusion criteria were applied to select the relevant articles, and a systematic analysis was carried out to synthesize the findings. Results and Discussion: The results revealed a variety of experiences and practices related to computational thinking in teacher training. In the discussion section, these results were contextualized in the light of the theoretical framework, highlighting the implications for educational practice and identifying areas of future research. Implications of the research: The practical and theoretical implications of this study are discussed, providing information on how the results can influence the teaching and learning of computational thinking in the context of teacher training. These implications could include the design of professional development programs and the development of technology-focused educational curricula. Originality/Value: This study contributes to the literature by providing an updated view of the state of computational thinking in teacher training. Its relevance and value are evidenced in its ability to inform the design of effective educational interventions in the field of technological education.

Do we need mother tongue language maintenance in Aceh? Voices from the school setting

There is a possibility that the Acehnese language and other locally used languages in Aceh Province could become threatened if the locals do not make efforts to maintain them. This study aims to explore teachers’ perspectives on maintaining the Acehnese mother tongue in schools. Employing a mixed-methods research design, data was collected through surveys and semi-structured interviews. The survey was distributed via Google Forms to 217 schoolteachers selected through voluntary sampling in Aceh, while interviews were conducted with seven teachers who willingly participated in the study. The results indicate that most teachers agree on maintaining the use of local languages in schools. However, language maintenance may face challenges e.g., globalization, family role, and youth attitude. Hence, teachers recommend that schools should actively promote the use of local languages by designating a special day for celebrating their use and incorporating the languages into local content lessons. This study intends to provide insightful recommendations for policy development regarding the maintenance of local languages in the school setting, particularly in Aceh. It also suggests educational implications, such as integrating these languages into formal schooling and developing educational resources to enhance their use in schools. Furthermore, future research could focus on documenting and preserving local languages, as well as implementing language immersion programs aimed at preserving local languages in Aceh.

Colonial acts in Norwegian EAL textbooks – Relations between coloniser and colonised

This article discusses representations of colonial acts and the relationship between coloniser and colonised in EAL (English as an Additional Language) textbooks produced for grades 5–7 in Norwegian schools. Multimodal and critical discourse analyses are used to analyse the textbook series. We present five extracts from these textbooks that exemplify findings common to all the textbook series. Findings show that tokenism, exclusion and marginalisation are still common in textbooks. Implications for teachers are discussed, together with the need for them to gain greater critical awareness of teaching materials and to develop their own knowledge of colonialism, and its effects.

AI-induced emotions in L2 education: Exploring EFL students’ perceived emotions and regulation strategies

The role of artificial intelligence (AI) has recently gained increasing attention among second language (L2) researchers. However, the emotional influences of AI-mediated instruction on English as a foreign language (EFL) students have remained an unaddressed line of research. To fill this lacuna, the present study took a qualitative approach to unveil the perceived emotions of a sample of 498 Chinese EFL learners and their corresponding emotional regulation strategies in AI-mediated L2 education. An open-ended questionnaire and a semi-structured interview were used to glean the data. The results of MAXQDA analysis evinced that Chinese EFL learners had experienced a wide spectrum of positive and negative emotions in light of AI-based L2 education. Moreover, it was found that the participants took advantage of different antecedent-focused and response-focused strategies to regulate their AI-induced emotions. The study discusses the implications of AI-based L2 education and calls for further research on the linkage of AI and L2 emotions.

Pedagogical implications of pragmatic HRM research.

This chapter examines the interplay between human resource management theory and human resource management practice. It advocates that effective human resource management practice and theory are intrinsically intertwined, and this indispensable link ought to be central to the pedagogy of management research methods. Through greater embeddedness of the institutional and societal context in research method teaching, students can develop as scholars who understand their roles as facilitators of dialogue between researchers and a significant part of their audience (practitioners). The chapter conceptualizes this perspective as a collaborative model in human resource management research, which then must hold centrality in the teaching of research methods in our university and college classrooms.

Hopeful futures for refugees in higher education: cultivation, activation, and technology

This paper discusses hopeful futures for higher education and the use of technology in realising those futures through the lens of refugee education in Uganda. Through an analysis of qualitative research done with refugee students and teachers participating in a blended bridging programme designed to prepare students for entry and success in higher education, this paper explores the interplay between contingency and positions of hope for refugee students in relation to higher education and further assimilation into civic society. Two themes emerged from the analysis that suggested a prioritarian orientation for higher education to realise a more hopeful future. First, hope renders as an act of cultivation as refugee students become exposed to new concepts and develop confidence in relation to them. Second, digital technologies broaden the cultivation of hope towards greater civic participation, even if access to higher education is not achieved. Third, hope correlates to action not necessarily as a linear progressive trajectory but as a diligent watchfulness for positive possibility. The implications for higher education are that taking a prioritarian lens for refugees in educational design engages with the contingencies that impact all, placing the sector deliberately in search of positive possibility in its orientation and design.

Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis

Underpinned by Positive Psychology, this study sought to unravel the relationships among teacher emotions (i.e., enjoyment, anxiety, and anger), teaching quality (i.e., cognitive activation, student support, and classroom management), and a novel concept − language teacher immunity − among 77 middle school teachers and their students (n = 1,861) in English-as-a-foreign-language (EFL) contexts. Multilevel structural-equation modelling was implemented to account for the nested structure of the data and to examine the interplay of the target constructs. The results showed that EFL teacher immunity and teaching quality were significantly influenced by teacher emotions. Both constructs were positively related to teacher enjoyment and negatively to teacher anxiety and anger. Additionally, teacher immunity partially mediated the association between teacher emotions and teaching quality. These findings indicated that happy and robustly immunised EFL teachers are more liable to offer quality teaching and improve students' learning experiences, thus highlighting the necessity of boosting language teachers’ positive emotional experiences and psychological well-being. Implications for EFL teacher education and future research were discussed.

Pedagogical content knowledge in prospective elementary teachers’ descriptions of teaching and learning of fractions

ABSTRACT This study investigates the pedagogical content knowledge identified in six prospective elementary teachers’ written teacher practicum reports. Focusing on the three categories of pedagogical content knowledge included in the Mathematical Knowledge for Teaching framework, the study analyzes the prospective teachers’ descriptions and combines their knowledge of fraction content with knowing about students, teaching, and curriculum. The results indicate that prospective teachers describe teaching and learning of fractions mainly on a general pedagogical level. Moreover, they do not differentiate characteristics for elementary students’ fraction difficulties and misunderstandings as well as fraction core contents in the curriculum. The findings are discussed in relation to the Swedish teacher education context in which the study was conducted. Implications for teacher education are also discussed.

Sex education on the newsfeed: exploring young people’s incidental exposure to information about sex and relationships

ABSTRACT With the increased use of data-driven algorithmic curation of social media content and online advertising, young people are increasingly likely to come across content related to sex, sexuality and relationships that they have not searched for (i.e. non-intentional or incidental exposure). This study sought to explore incidental exposure to content about sex, sexuality and relationships among young people in Australia and considers both the applications and implications for sex education. Semi-structured interviews were conducted with young people (N = 22) aged between 18–25 years, and findings analysed by thematic analysis. Incidental exposure was often a consequence of either routine social media use, or intentional instances of information seeking. Participants were largely receptive to information about sex education encountered through incidental exposure. Incidental exposure appeared to be helpful for: (i) highlighting gaps in participants’ knowledge; (i) revisiting and updating knowledge about sex and relationships; (iii) providing opportunities to reflect on these topics; and (iv) understanding these topics from the viewpoint of individuals of other genders and sexualities. Incidental exposure was a prominent dimension of young peoples’ engagement with online content that should be leveraged and planned around in future digital health and educational interventions.

‘Postliberal education’ and/or ‘education in a postliberal world’? Exploring the critiques of liberalism and liberal education

ABSTRACT The purpose of this paper is twofold: first, to provide a clarification of how ‘education in a postliberal world’ differs from the concept of ‘postliberal education;’ and second, to contribute to an understanding of the backlash against liberalism and liberal education in recent years. The paper is primarily conceptual and only secondarily descriptive in that it prioritizes the importance of clarifying the conceptual haze surrounding the notion of postliberalism and related terms (i.e. illiberalism, anti-liberalism); it is argued that this conceptualization is necessary as these concepts have different educational implications in different political contexts. The paper outlines a number of broad dimensions that are important to explore in future research on the entanglement between postliberalism and education; it also discusses how the concept of postliberalism could be used fruitfully to account for changes in education in ways that take into consideration the recent critiques against liberalism and liberal education.