Educational Performance Research Articles

Distractor filtering and task load in working memory training in healthy older adults.

Filtering efficiency (FE) has been suggested as a task-related process of working memory (WM) in older adults, but the interaction of distractors with WM when implemented as a training to improve WM capacity is unclear. To investigate the effect of manipulations of WM and/or FE load in a multicomponent model-based WM training in improving WM capacity. 205 healthy older adults (129 women; aged 64.0 ± 8.3 years) were randomised into three WM training groups with manipulations of WM and FE load (high WM; low FE load, high WM; high FE load and low WM; high FE load). All groups underwent three online cognitive testing sessions and twelve 40-min training sessions over three weeks using the SmartBrain smartphone application. WM capacity was measured with complex span tasks and FE using the Change Detection Task. Linear mixed-effect models adjusted for age, sex, education and pre-baseline performance showed increased WM capacity post-training, but no difference between groups. While both distractors and WM are needed to improve WM in the absence of distraction, manipulations of the FE and WM load do not influence improvements following training.

Can dynamic grouping improve students’ collaborative ability and learning performance in robotics education?

ABSTRACT While pair learning (PL) is considered a potential method in STEM education including robotics education (RE), the question of how to pair students for superior learning effects remains. Current grouping strategies for PL in RE are constrained by fixed grouping (FG) and short of attention to dynamic grouping (DG). Therefore, this study aims to introduce DG into RE, as well as exploring its effects on PL for college and primary students. To this end, a two-stage study was conducted. A pre-post-test design was performed in the pilot study. Based on the pilot study, the authors refined the research design and conducted a comparison experiment (DG vs. FG) for primary school students. Results indicated that: (a) there was no significant difference in collaborative ability between DG and FG, but DG outperformed FG in enhancing students’ contribution; (b) there was no significant difference between DG and FG in students’ learning performance.

Organizational Support as an Influencer of Teachers’ Performance in Chinese Colleges and Universities

This study aims to explore the relationship between organizational support and faculty performance in Chinese higher education institutions in order to fill the gaps in the existing literature and provide new insights into human resource management in higher education. Given the importance of university faculty performance in the field of higher education, this study has important theoretical and practical implications. This study expects to provide solutions to improve faculty performance and to have an impact on policies/practices related to organizational support in higher education. The study used quantitative research methods to obtain data by means of questionnaires. The subjects of the study were Lingnan Normal University, Guangzhou University and Zhanjiang College of Science and Technology, and the sample size was 359. For data analysis, the study utilized SPASS statistical software and methods such as mean, standard deviation, t-test, one-way ANOVA and Pearson r to ensure the accuracy and reliability of the results. Ethical guidelines were followed during the study to ensure the validity and fairness of the study. The results of the study indicate that organizational support positively and significantly influences the performance of college teachers, supporting the research hypotheses and theories. Through an in-depth analysis of the data/results, this study reveals that organizational support (Vocational support, Instrumental support, Emotional support, Adaptive support, Organizational equity, psychological contract) on teacher performance (Task performance, Relationship Performance, Adaptive Performance) in higher education. In addition, the study found that providing teachers with the necessary tools and resources is particularly important in promoting good relationships with colleagues and leaders. This provides a fresh perspective for research in related fields. The findings of this study are instructive for college and university administrations to develop organizational support policies to improve faculty performance and provide a foundation for subsequent research.

Exploring the predictor of teaching quality using the job demands-resources model

Introduction. Maintaining teaching quality in higher education in Indonesia is challenging due to the significant job demands placed on lecturers, who are expected to fulfill multiple roles as educators, researchers, and mentors.Aim. The present research aimed to explore the potential of using the job demands-resources (JD-R) model to evaluate the quality of teaching in higher education.Methodology and research methods. This study employs structural equation modelling (SEM) using SmartPLS 3.0 software to analyse the research model based on a random sample of 285 lecturers from nineteen universities in Indonesia.Results. It has been established that role conflict among lecturers negatively impacts teaching quality, whereas self-efficacy positively influences it. The paper presents methods for utilising the JD-R model to examine factors related to the performance of higher education teachers.Scientific novelty. This study, utilising the capabilities of the JD-R model, identifies factors that influence teaching quality and presents mechanisms that underlie the relationship between role conflict and the level of self-efficacy in teaching performance among high school educators in Indonesia.Practical significance. The paper out-lines the opportunities available to university administrations and the Indonesian Ministry of Education, Culture, Research, and Technology for making critical management decisions related to teaching quality. This includes restructuring the educational process to reduce the burden on teachers and expanding the methods used to assess their performance. These goals can be accomplished through the development of innovative organisational support systems.

Determinants of Poor Academic Performance among Secondary School Students in Mogadishu Somalia

The study examines the key factors contributing to the poor academic performance of secondary school students in Mogadishu, Somalia. The primary objectives of this research were: to investigate the relationship between limited access to quality education and academic performance; to examine the impact of economic challenges, such as poverty and inability to afford education expenses, on student performance; to explore the role of instability and cultural attitudes towards education; to determine the influence of curriculum quality; and to evaluate the impact of education policy and support. The study employed a quantitative, descriptive research design to achieve these objectives. The target population consisted of 135 head teachers and teachers from the Northern Zone of the Banadir region, which was selected as the most populated area in terms of schools. A sample of 82 respondents was utilized for the investigation.The findings indicate that the various factors examined in the study, including access to quality education, economic challenges, instability, cultural attitudes, curriculum quality, and education policy and support, all have a significant influence on the poor academic performance of secondary school students in Mogadishu. The influential nature of these factors highlights the need for a comprehensive plan to address the issue, which the researcher recommends should involve infrastructure improvements, teacher training, policy updates, awareness campaigns, psychosocial support, and the establishment of collaborative parent-teacher associations and school committees.

Breaking the Barriers of Inequalities in Education: The Influence of Mass Media Among Adivasis in Wayanad, Kerala

This article investigates the role of mass media in the education of Adivasi communities in Wayanad district, Kerala, India. This study, part of ethnographic research, collected data from three Adivasi communities through in-depth interviews, observations and key informant interviews. The article focuses on how mass media technologies have influenced the awareness and educational attainment of the communities. The study proves that the worldview of the Adivasi communities in Wayanad has widened with the introduction of radio, television, mobile phones and the internet. Mass media has facilitated transformative changes in Anganwadi and post-Anganwadi education, including improved parent–student communication, overcoming language barriers, and increasing informed participation in decision-making. A positive correlation was observed between the diffusion of mass media technologies and educational performance. These technologies also contribute to building social networks and, consequently, employment opportunities. The study further notes that the COVID-19 pandemic accelerated the diffusion of mass media technologies in Adivasi hamlets.

Influence of Senior High School Strand on the Academic Performance in College

The influence of a senior high school (SHS) on academic performance in college is an interesting topic that involves exploring how the specific curriculum and focus of senior high school education can impact students’ success in higher education. In this context, this study explored the influence of senior high school strands on the academic performance of Accountancy students. Data for this descriptive study were collected from 128 respondents using a 30-item, self-made data-gathering instrument that has passed rigorous tests for validity and reliability. The data show that age and senior high school strands significantly influence students’ academic performance in foundational knowledge. However, the level of influence of the SHS strand and the level of academic performance have no significant relationship. This suggests that regardless of the specific strand a student pursues during their SHS years, their performance in higher education is not directly affected by this choice. Keywords: Accountancy, senior high school strand, academic performance, Negros Occidental, Philippines

Introducing a Cutting-Edge Dataset: Revealing Key Factors in Student Academic Outcomes and Learning Processes

This paper presents an educational dataset that consolidates various aspects of educational science. The purpose of this study is to illuminate the factors that impact students’ learning experiences before and during their time at university. This dataset was designed to support research in educational science, including the application of machine learning and deep learning models to predict student outcomes. The primary objective is to improve educational methodologies, empower students with informed decision-making, and enhance overall learning effectiveness. The dataset comprises 992 samples across 89 fields and was collected through direct methods like questionnaires and indirect methods involving training management units. These samples are categorized into Personalized factors, Factors affecting learning outcomes, and Learning outcomes, encompassing both general education performance and university module achievements. Following collection, the dataset was subjected to thorough processing, cleaning, and statistical analysis, using techniques such as Pearson correlation analysis, analysis of variance, Std. Error, Std. Deviation, and tests of homogeneity of variance.

Adolescent risk behaviours are associated with educational attainment in early adulthood: results from the Raine Study cohort

BackgroundHigher educational attainment is important for economic wellbeing and associated with better health and longevity. Previous research focused on intelligence, socioeconomic status and mental health or individual risk behaviours as predictors of educational attainment, but the role of multiple domains of adolescent risk behaviours is less clear. This study examined the association between multiple domains of risk behaviour in adolescence and educational attainment by 22 years-of-age.MethodsYoung people (Generation 2, Gen2) and their parents (Generation 1, Gen1) participating in the Raine Study completed questionnaires at years 1, 5, 8, 10 (Gen1 only), 14, 17 (both) and 22 (Gen2 only). The Raine Study is an ongoing longitudinal study initiated in Perth, Western Australia, between 1989 and 1991. The 1,102 Gen2 participants who responded to questions about highest educational attainment were included in this study. The association between Gen2 self-reported risk behaviours (including age at commencement of drinking alcohol, smoking, sexual intercourse and drug use) and educational attainment (defined as self-reported years of completed high school: ≤10, 11, 12 or tertiary education (> 12)) at year 22, after adjusting for mother’s age and combined parental education level, participant sex, and family income, educational performance and adolescent mental health, was explored using ordinal regression models and presented as odds ratios (OR) with 95% confidence intervals (CI).ResultsOrdinal models suggested that never smoking or starting older than 18 compared with smoking before age 15 (OR 2.02, 95%CI: 1.28–2.14); first drinking alcohol between 15 and 17 years compared with younger than 15 (OR 1.52, 95%CI: 1.08–2.14); and, first sexual intercourse aged ≥ 18 years compared with under 15 (OR 1.67, 95%CI: 1.08–2.57) were associated with higher levels of educational attainment at 22-year follow-up. Additionally, lower (“better”) behavioural scores increased the odds of higher levels of attainment.ConclusionsAbsence of health risk behaviours at a younger age or later commencement was associated with higher educational attainment. Evidence-based interventions that address the societal influences underpinning risk behaviours in adolescents may support longer school retention.

Evaluating the Dynamics of Learning Approaches: A Systematic Review Investigating the Nexus Between Teaching Methods and Academic Performance in Medical and Dental Education

AbstractIn recent decades, a noticeable trend has emerged in medical and dental schools to adjust their curricula to promote learning strategies and habits geared towards long-term knowledge retention. This systematic review therefore sought to examine whether different teaching methods influence students’ preferred learning approaches (deep, strategic, and surface approach) and indirectly affect their academic performance. Furthermore, it provides a comprehensive overview of the inconsistencies evident in previous literature regarding the relationship between learning approaches and academic performance of medical and dental students. A thorough search across eight databases yielded 49 relevant studies published between the years 2000 and 2023. The majority of studies revealed that whilst deep and strategic learners tend to excel at medical or dental school, surface learners appear to struggle under intense workload and pressure. Hence, a common consensus emerged amongst the existing literature that there is a relative benefit in attempting to guide students towards deep and strategic learning habits and to minimise surface-related learning strategies. However, results also conveyed that merely modifying the teaching methods used in medical and dental schools has limited merit. As such, the results emphasised the lack of a ‘one-size-fits-all’ teaching method. Common factors influencing learning approaches were subsequently identified, and based on these findings, an outlook was put forth to integrate a cognitive neuroscience approach into higher education. These directions for future investigations aim to help students reach their full potential by understanding the processes underlying efficient learning and by being mindful of respective encouraging and discouraging factors.

Leadership and Conflict Management: Strategies for Managing Conflict in Higher Education Institutions

This study analyzes conflict management strategies through adaptive leadership models to improve educational institutional performance. This study uses a qualitative case study approach. Data collection was carried out through interviews, observations, and documentation. Data analysis used a thematic analysis approach, coding and identifying main themes related to leadership strategies and conflict management. The study results indicate that transparent and open leadership, developing clear conflict policies, creating a collaborative culture, and utilizing a proactive approach are the main strategies that can reduce the frequency and impact of conflict. These findings emphasize the importance of adapting leadership strategies based on local contexts and organizational culture to improve the effectiveness of conflict management. The implications of this study include providing new insights for leaders of higher education institutions to develop more relevant and contextual conflict management policies and practices. This study also suggests the need for further research to expand the scope of research by considering variations in gender, age, and wider survey methods to obtain a more comprehensive picture. Thus, the results of this study can contribute to developing more effective conflict management policies in higher education environments.

Analysis of Organizational Culture in Improving the Performance of Educators and Educational Staff at Tanggamus Islamic Education College

This study aims to implement an organizational culture to support the achievement of set goals. Specifically, the study aims to analyze how implementing organizational culture enhances performance, as well as identify the factors that support and hinder this process. The research approach used in this study is descriptive qualitative. Collecting data from field studies is a crucial part of every research project. Data for the study was gathered through interviews, documentation, and observation. Educators and education staff may benefit from examining corporate culture, according to the study's findings. To be responsible, one must be free and independent, and one must also comprehend the duties of one another. Leadership: The organization's objectives and standards are laid out in a clear and concise manner. Incentives like pay raises and promotions are part of the reward system. How much horizontal or vertical communication there is depends on the communication system. The results of this study point to the importance of leadership in raising the efficiency and effectiveness of school staff and teachers. As a theoretical framework or point of reference, the results of this study can be used by universities to improve the performance of education workers and instructors. Furthermore, the researcher found that to establish a higher education institution operating in the Islamic field, universities must overcome both supportive and inhibiting factors. They also need the assistance of competent teaching and education personnel to implement quality enhancements, thereby creating a superior higher education institution.

Pembelajaran PAKBP dengan Metode PBL Berbantuan E-LKPD sebagai Upaya Peningkatan Bernalar Kritis Fase C Kelas 6 SD Katolik Santa Maria 1 Malang

The learning method applied in the 6th grade at SD Katolik Santa Maria 1 Malang is still lacking in variety, resulting in a low level of critical thinking among students and the failure to meet the target outcomes in the proficient and skilled categories. This study aims to improve the critical thinking character dimension and achieve target outcomes through the implementation of the Problem Based Learning (PBL) method supported by E-LKPD. This classroom action research was conducted in two cycles with the material "God's Work through the Prophet Elijah," focusing on the sub-topics of Elijah's obedience, God's miracles through Elijah, modern-day idolatry, and the application of Elijah's messages. Each cycle consisted of four stages: planning, action, observation, and reflection. The research subjects were 28 students in the 6th grade, Phase C, at SD Katolik Santa Maria 1 Malang. The research indicators included asking questions, answering questions, comparing various sources of information, increasing personal knowledge, seeking information independently, gathering information from various sources, clarifying information from different sources, comparing information from different sources, selecting information from various sources, and clarifying information with adult guidance. The research results showed that the PBL method was able to enhance the critical thinking dimension of the Pancasila Student Profile (P3) character. The critical thinking dimension's average score increased from 69% to 89%. The PBL method also improved student’s achievement in the material on "God's Work through the Prophet Elijah" in the 6th grade, Phase C, at SD Katolik Santa Maria 1 Malang, showing an increase from 29% proficient, 21% skilled, 43% competent, and 7% developing to 75% proficient, 25% skilled, and 0% in the competent and developing categories. Overall, focusing on the critical thinking dimension through the PBL method with the support of E-LKPD proved to be effective in improving both critical reasoning and academic performance in Catholic Religious Education in the 6th grade at SD Katolik Santa Maria 1 Malang. It is recommended to focus on one dimension by selecting an engaging and activating learning method.

Implication of makerspace layout design in rural primary schools of Lianyungang, Jiangsu Province, China

ABSTRACT Makerspaces originated from students’ interests and utilised digital tools through project-based learning, advocating creation, encouraging sharing, and cultivating students’ interdisciplinary problem-solving, teamwork, and innovation skills. Makerspaces aligned with China's educational reforms to support different teaching and learning (TnL) activities. This study examines the impact of different spatial layouts, furniture, and technology arrangements in makerspaces on TnL activities in rural primary schools in Lianyungang, Jiangsu Province, China. By analysing four TnL activities, which are Presentations, Discussions, Individual Learning, and Team-Teaching, this research seeks to improve educational performances in remote areas. Using quantitative data and AnyLogic agent-based simulations, this study assesses the effectiveness of different makerspace models in three case study schools in rural area Lianyungang. The findings reveal that the effectiveness of makerspace models varies significantly in improving student engagement and performance, particularly in Presentation and Team-Teaching activities. Results suggest that different makerspace models can vary significantly in their effectiveness in improving student engagement and performance, especially in Presentation and Team-Teaching activities. The study offers insights on how to structure these spaces for twenty-first-century learning and highlights adaptable makerspaces that meet the evolving needs of both students and teachers. This research findings are crucial for optimising the makerspaces design and adjusting educational practices in the context of Chinese educational reform. The results also have far-reaching implications in informing educational management and policymaking, providing practical solutions for designing makerspaces that address the needs of teachers and students in rural areas. This research provides valuable recommendations for improving rural education by implementing makerspace.

The Effect of Principal Leadership, Ethos, and Work Climate on Educator Performance MAN District of Sumedang

Education is seen as a valuable investment in improving the quality of human resources and building a nation. The research focuses on the MAN Se-Kab district of Sumedang to analyze the leadership of the head of the school, the work ethos, the working climate, and the performance of the educators. Quantitative survey methods are used with data collection using lifts. Data analysis includes validity, reliability, classical assumption tests, double linear regression, and hypothesis tests. Research at MAN Se-Kab district Sumedang found that the leadership of the head of school, the work ethos, and the working climate were rated "Good" (average 4.24, 4.58, and 4.27), as well as the performance of educators. (rata-rata 3,90). Nevertheless, the leadership of the head of the school did not significantly impact the teacher's version (t count -1,035 < 2,012, significance 0,306 > 0,05). On the contrary, the work ethos (2,621, significance 0.042 < 0,05) and the working climate (2,047, signification 0.053 < 0.05) had a significant positive impact. Simultaneously, the three variables influence the performance of educators (f counts 10,890 > f table 4,052, significance 0,045 < 0,05). The determination coefficient of 30.4% suggests that the head of school leadership, work ethos, and work climate variables can explain variations in teacher performance. In comparison, the other 34.8% variations are influenced by external factors such as culture and environment. Research recommendations include improved teacher performance and the role of the head of school in creating a productive working environment. The study provides in-depth insight into education dynamics in the MAN Se-Kab district of Sumedang, providing a basis for improving the quality of educators' performance and leadership.

Parents' Advice-Based Discipline Selection and its Impact on Academic Performance in Higher Education: Insights from Students’ Perceptions

Parents' Advice-Based Discipline Selection and its Impact on Academic Performance in Higher Education: Insights from Students’ Perceptions

A qualitative study on anxiety level, life satisfaction and students’ mathematics performance in positive education

Positive education, often referred to as the science of happiness, focuses on enhancing the quality of life by fostering happiness, peace, and adherence to human values. This research is a crucial part of initiatives aimed at advancing positive education in schools situated in insecure and challenging communities. The students' experiences related to their anxiety levels, life satisfaction, and mathematics performance were categorized and analyzed. Additionally, the experiences of the teachers who used the researcher-developed positive education module were also examined. Before the intervention, themes such as fear, anxiety, irritation, palpitations, loneliness, feelings of being unloved or unlucky, and low academic performance were identified and coded. These experiences were confirmed through interviews with teachers. After the intervention, new themes emerged, including increased calmness, satisfaction, contentment, motivation, security, and happiness. Students appeared more relaxed, enthusiastic about attending school, and visibly more cheerful. The students also demonstrated a heightened interest in learning mathematics.

CONTRIBUTION OF INCLUSIVE EDUCATION ON PERFORMANCE OF LEARNERS WITH LEARNING DIFFICULTIES IN PUBLIC PRIMARY SCHOOLS OF RWANDA A CASE OF KICUKIRO DISTRICT

Background: Inclusive Education is problematic in several countries including Rwanda and has been held back by a number of factors including negative attitudes towards people with disabilities. School administrators and teachers have not sufficient skills so that they can manage inclusive schools and it requires several and regular training to be equipped with necessary knowledge and get sensitized on how to introduce inclusive practices. The study examined the contribution of inclusive education on performance of learners with learning difficulties in Rwandan public primary schools especially in Kicukiro District. To examine the level of implementation of inclusive education to the performance of learners with learning difficulties in public primary schools, to assess the performance of learners with learning difficulties in public primary schools in general education, to establish the relationship between inclusive education and the performance of learners with learning difficulties in public primary schools. The target population of this research was 240 population, from which a sample size of 148 respondents chosen as the participants of the study were 70 parents of learners with disabilities from public primary schools selected 69 teachers, 6 head teachers and 3 sector educational inspectors of 3 sectors of Kicukiro District. Nine respondents (6 HTs and 3 SEIs) were sampled using a purposive sampling technique, while 148 respondents (69 teachers and 70 parents of learners with disabilities) were selected using a simple random sampling. Methods and Methodology: This study used a survey research design with questionnaires as instruments of data collection and guided interview. The SPSS version 2.0, Logical analysis and Microsoft Excel 2010 was used in description and interpretation of results via tables, chart and figures. The researcher provided recommendations and conclusions depending on the findings of the research. Results: The findings showed that the effort put in the implementation of inclusive education practices and their relationship between inclusive education and performance contributed to the learners achievement as 95% of teachers and 89% of the head teachers with SEIs, they assumed there was a close relationship between inclusive education and learners performance because one affected the other one. Conclusion: It is recommended to the ministry of education of Rwanda (MINEDUC), to include the contents and strategies that facilitate teaching and learning processes for learners with learning difficulties at all level of education. The further research should consider collecting data via observational methods, fieldwork, and classroom visits to check if the competencies that this study identified are indeed being applied in Rwandas classrooms.

The Influence of Global and Growth Mindsets on Organizational Commitment and Educational Staff Performance at Universitas Warmadewa: Advancing Towards a High-Quality and Globally Competitive University

The Influence of Global and Growth Mindsets on Organizational Commitment and Educational Staff Performance at Universitas Warmadewa: Advancing Towards a High-Quality and Globally Competitive University

Influence of the covid-19 pandemic on the education and academic performance of university students

Purpose: Investigate the impact of the Covid-19 pandemic on the higher education through the perception of Brazilian undergraduates. Methods: A cross-sectional study was conducted with 1006 students of public and private universities. Data collection happened between September-December 2020 with an online questionnaire addressing socioeconomic characteristics, use of anxiolytics/antidepressants and issues related to the course. Data were analyzed using Poisson regression (α = 5%). Results: Most students (68.7%) perceived an impact on their education and reported a high satisfaction with the course (62.2%). Age (OR = 0.98, 95%CI: 0.96 – 0.99), residing in the northern region of the country (OR= 1.26, 95%CI: 1.06 – 1.50), enrollment at a public university (OR= 1.28, 95%CI: 1.17 – 1.40) and lower satisfaction with the course (OR= 1.13, 95%CI: 1.04 – 1.23) were associated with the perception of impact. Regarding self-rated performance in the courses, 41.7% students reported a very low/low performance. A family income of up to two times the monthly minimum wage (OR= 0.68, 95% CI: 0.48 – 0.97), residing in the northeastern region of the country (OR= 0.68, 95% CI: 0.48 – 0.97) and lower satisfaction with the course (OR= 0.36, 95% CI: 0.23 – 0.53) were associated with this outcome. Conclusions: The pandemic negatively affected two thirds of undergraduates, especially the younger, from the northern region, public universities and those less satisfied with the course. Nearly forty percent of students rated their academic performance during the pandemic as very low/low, especially those with a low family income, from the northeastern region and those less satisfied with the course.