Poor Students Research Articles

Impact of Online Education on the Pupils of Rural Areas due to COVID-19 Pandemic Lockdown : An Analytical Study

The Coronavirus illness (COVID-19) is a highly contagious viral infection that appeared in Wuhan City, China and spread worldwide within a very short span of time. The covid-19 pandemic brought a nationwide lockdown due to which online classes and e-learning have come to limelight in India along with other countries. Under this tough situation; it has become quite inevitable for all educational institutions from elementary schools to colleges and colleges to universities to adopt a virtual teaching and learning model. It was a new challenge for students’ fraternity and teachers to access online Education through the internet using smartphones, laptops, and other social media. But in the case of the background of poor family students, the picture was different and quite pathetic as compared to the students of urban areas because of the lack of knowledge of internet access and other electronic gadgets. However, administrations from a higher level to grassroots level tried their best to enhance technologies through online mode of teaching-learning for both teachers and the students’ community. Although online teaching has offered teachers and students more time for preparing assignments, research works and other professional and developmental activities and still, there are some drawbacks clearly observed in it. Here, an attempt has been made to understand the impact of the corona crisis on the teaching-learning process through online mode during the Covid-19 pandemic lockdown, especially on the students of rural areas.

Decision Support System for Financial Aid for Underprivileged Students using the TOPSIS Method

The distribution of Financial Aid for Underprivileged Students is considered not to be on target due to the unmeasured selection process. So a decision-making system is needed that can select beneficiaries objectively. This research was conducted to assist the school in determining students who deserve this assistance. The purpose of this research is to build a decision-making system for selecting beneficiaries from poor students by applying the Technique for Order of Preference by Similarity to Ideal Solution method. The formulation of the problem is how to build a decision support system using the Technique for Order of Preference by Similarity to Ideal Solution method in selecting students who receive financial aid for underprivileged students. The method used goes through several stages, namely: determining alternatives and criteria, building a normalized decision matrix, building a weighted normalized decision matrix, determining positive and negative ideal solutions, determining the distance between ideal solutions, and determining preference values. There are 7 criteria used, namely social protection card recipients, total income, number of dependents, parental status, distance, class, and report card scores. The results showed that the highest preference value for each alternative was in alternative A3, with a score of 0.6665. While the lowest preference value is in alternative A20 with a score of 0.0719, From the results of the study, it was concluded that the Technique for Order of Preference by Similarity to Ideal Solution method can be used in making decisions on the selection of beneficiaries of poor students based on preference value rankings.

Financing Management for Poor Students: Internal or External?

There are many children who do not go to school, they are more concerned with making a living for their survival. Even though the government has provided assistance to elementary schools in the form of Assistance for Poor Students, Jakarta Smart Card, and Smart Indonesia Program. The aim of this article is to describe whether the problem of financing education comes from internal or external because the government has provided inexpensive and free education in accordance with Article 31 of the 1945 Constitution. This research used a qualitative approach with case study design. This research used interview and observation techniques with stakeholders at public elementary schools in the Tebet area. Then conducted interviews with the principal, vice principal, treasurer, committee, class coordinator, and parents. Both internal and external factors are mutually sustainable, if one of the two does not support it will have an impact on children’s education. This research is more directed to internal factors, namely family factors, where financial management in the family is regulated by the parents. On average, they set aside 20% of their income for their children’s education. Sometimes some parents borrow money from relatives and neighbors if the situation is urgent.

Supervisory Practices in Dental Program: Basis for a Proposed Supervisory Model

Introduction Ineffective supervisory practices can be one of the possible causes of poor students’ academic performance. The aim of supervision is basically to promote student’s learning, reflective practice and improving patient safety and the quality of patient care. To date, there have been limited studies on the supervisory practices in the dentistry program. This prompted the researcher to assess their supervisory practices. The respondents’ supervisory practices will practically serve as a basis for a proposed a supervisory model that can be helpful for the dental institutions in the future. Supervisory models aim to improve faculty member’s performances and provide them with the assistance that they need for the improvement of instruction as well as to provide quality education for the students. Methods The study used descriptive research method. Qualitative and quantitative methods of data collection were employed. A researcher-made questionnaire was used in gathering data for the study. Deans, Academic heads, Department heads or Section heads and faculty members from the selected private dental institutions in National Capital Region were selected as the respondents of the study. Results and Discussion The main findings of the study indicated that for instructional supervision in terms of instructional improvement, offering continuing professional development trainings for the faculty members at school level got the highest mean. On the other hand, for curriculum development, highest is on identifying the problems in the implementation of existing. Results for clinical dentistry supervision in terms of instructional improvement indicated that offering continuing professional development trainings for the clinical instructors at school level also obtained the highest mean. Curriculum development contributes in the professional competencies of clinical instructors by providing the latest information on materials as evidenced by the highest mean obtained. With regard to community dentistry supervision in terms of instructional improvement, highest mean is on offering continuing professional development trainings for the fieldwork preceptors at school level. Lastly, in terms of curriculum development, highest is on the indicator on helping in the identification of the problems in the implementation of the existing policies in the community outreach. The study further revealed that continuing professional development for faculty members is of utmost importance to the deans and academic heads. Finally, there is a felt need to help the faculty members in the selection of appropriate resources like teaching aids. The deans and academic heads of the different dental institutions address the problems in the delivery of instructions. There is a need to convene the stakeholders in a meeting for curriculum evaluation and validation. Providing feedback is needed particularly in the fieldwork preceptors on the service rendered. Based on the findings and conclusions, it is therefore recommended to strengthen the offering of professional development as a part of the instructional supervision of the administrators and inclusion of the variables in the continuing professional development of the faculty and explore the possibilities of convening the stakeholders regularly for curriculum evaluation and validation. Further studies should also be done in order to validate and evaluate the proposed supervisory model.

The effect of entrepreneurship education on the entrepreneurial intention of different college students: Gender, household registration, school type, and poverty status.

Entrepreneurship education (EE) is a crucial link to promoting college students' entrepreneurship, which reduces unemployment, economic development, and poverty. Based on a sample of Chinese college students, this study uses a logistic model to investigate the effect of EE on entrepreneurial intention (EI). It focuses on evaluating the impact of EE on the EI of different groups of college students from the perspectives of gender, household registration, school type, and poverty status. Benchmark regression results show that EE has a significant positive impact on the EI of students. The heterogeneity analysis has the following findings. First, EE has a more significant impact on women's EI, which can reduce the entrepreneurial gap between women and men. Second, EE is more effective in improving the EI of urban students, which will further widen the gap between urban and rural students in entrepreneurship. Third, EE has increased the EI of students from private universities, which represent application-oriented universities. This shows that public universities, which represent research-oriented universities, need to increase the training of talent in practical applications to narrow the gap with private universities in entrepreneurship. Fourth, after receiving EE, the EI of nonpoor students improved more than that of poor students. Equal EE increases the gap between poor and nonpoor students, which can easily lead to an intergenerational cycle of poverty in entrepreneurship. This study provides empirical evidence from college students' entrepreneurship in relatively underdeveloped western China, which supports the development of EE and entrepreneurial activities.

Assessment Of Illuminance and Related Health Effects in Some Departments Within a University Environment

Workplace safety is dependent on numerous factors within the work environment and light intensity (illuminance) is vital in ensuring this, as inadequate lighting is not unrelated to varying deleterious health effects. This study was undertaken to measure the level of illuminance in laboratories and offices of a selected Faculty in the University, in order to ascertain if the lighting conditions in the work environment are in compliance with illumination standards (500 lux), set by the Occupational Safety and Health Administration (OSHA), and to identify the potential hazards that may arise from exposure to lighting conditions that are not in compliance with set standards. A digital lux meter was used to measure light intensity in the different locations. The results obtained revealed that the mean illuminance levels of most of the measured offices and laboratories were below 500 lux. The maximum illuminance level recorded in the assessed offices was 478.6 lux in the Department of Statistics and a minimum of 288.1 lux in the Department of Computer Science. Maximum Illuminance level from the assessed laboratories was 408 lux from the Department of Geology and a minimum of 164 lux. The health effects associated with such poor illuminance levels includes: eyestrain, blurred vision, eye pain, eye fatigue and in general eye discomfort. Poor illuminance may also be linked to the prevalence of headaches. This will subsequently result in poor students and teachers performance, and reduce productivity. In order to improve the lighting situation of the faculty, a suitable day lighting plan should be incorporated into the architecture of buildings in general and workspaces in particular.

The Impact of Prompts and Feedback on the Performance during Multi-Session Self-Regulated Learning in the Hypermedia Environment.

The hypermedia environment is among the most prevalent contemporary self-regulated learning (SRL) environments; however, methods for improving the effectiveness of students' multi-session SRL in such environments remain under discussion. In this study, two experiments were conducted to explore whether and how prompts and feedback benefit performance during multi-session SRL in a hypermedia learning environment. A total of 76 senior students participated in Experiment 1, which used a mixed 2 (prompting condition: prompt, no prompt) × 2 (feedback condition: feedback, no feedback) × 2 (learning session: Session 1 and Session 2) design to explore the effects of prompting and feedback on the multi-session learning process in a hypermedia environment. The results indicated that, in learning Session 1, performance in the prompt condition was significantly better than in the unprompted condition, with or without feedback; in learning Session 2, participants in the prompt condition with feedback performed significantly better than those in the other three conditions. Students in the group with a prompt and feedback had the most accurate meta-comprehension absolute accuracy in both learning sessions. Experiment 2 recruited 94 secondary school students to further explore whether the combination of prompts and different types of feedback led to different learning outcomes according to the division of feedback timing. A mixed 2 (prompt condition: prompt, no prompt) × 3 (feedback condition: delayed feedback, immediate feedback, no feedback) × 2 (learning session: Session 1 and Session 2) design was used. The results indicated that, in learning Session 1, the prompt condition outperformed the unprompted condition with or without feedback; in learning Session 2, students with prompted delayed feedback outperformed the other five conditions. We also found that although there was no significant difference in meta-comprehension monitoring accuracy between delayed and immediate feedback, both groups performed significantly better than those in the no feedback condition. These results suggest that the combination of prompts and feedback in hypermedia environments facilitates student performance better than prompts or feedback alone; this improvement may be related to the correction of poor internal student feedback.

A scoping review of research into mathematics classroom practices and affect

Despite much research exploring affect within a mathematics context, poor student engagement in mathematics persists internationally. There is limited research examining mathematics classroom practice and students' affect, with the potential to inform teachers' practice. This scoping review analysed this limited literature. Of 250 papers analysed, only 26 papers adequately described classroom practices, considered students’ affective state in response to the practice, and considered mathematics learning outcomes. Collectively, these explore very few of the practices used in mathematics classrooms, highlighting the need for more and improved practice-focussed research to better inform efforts to improve student engagement in mathematics.

Decision Support System for Program Indonesia Pintar Recipients Using the Fuzzy Multi-Criteria Decision-Making Method

Program Indonesia Pintar (PIP) is the development of Bantuan Siswa Miskin (BSM) program, which covers students from the learning stages of SD or MI, SMP or MTs, SMA or Sekolah Menengah Kejuruan (SMK), the PIP Program is a National Program that aims to eliminate barriers to poor students participating in studying by helping poor students get access to appropriate learning services, avoiding dropping out of school, attracting poor students to return to study, helping students fulfill their desires in upgrading activities. Through the Program Indonesia Pintar (PIP), school-age children from poor households or families can continue to study, do not drop out of school. No recipients are on the wrong target for assistance from the Smart Indonesia Program at SMP Negri 39 Pekanbaru City. The method used in the decision support system is Fuzzy Multi-Criteria Decision Making (FMCDM) which assesses alternative determinants so that they can be used in policy analysis in decision-making. The results of this decision support will help decide the best choice of several substitutes based on the selected criteria.

Sightless Students and Inclusive Classroom: A Case of a Sightless Girl

This study focuses on the classroom practices of a school run by the principles of inclusive policy and its strategies to treat sightless students in the inclusive classroom. The study aimed at exploring the classroom conditions of inclusiveness in a diverse classroom context. In order to attain the objectives, a case study research method was employed in which the data was collected from poor and sightless students who were purposively selected. The required information was collected through interviews and the observation of classroom context. The thematic analysis approach was used to analyze and interpret the data. Accordingly, the recorded data was transcribed at first, then the codes were developed and then the codes were organized into the themes, and ultimately the themes were discussed with reference to the data from the interview and observation. The findings of the study entailed that the sightless student had difficulty to adjust herself in the classroom, she felt that the instructional strategy and the classroom setting was not inclusive as it was expected to be and the classroom was not inclusive though it said to be like that. The problematic students, especially sightless students felt a sort of discrimination in the teaching strategy of their teachers. The study concludes that though the policy of inclusive education and classroom is principally good, the implementation part is quite poor in our diverse classrooms.

Social Class Support: A Book Review

CITATION: Martin, G.L., & Ardoin, S. (Eds.) (2021). Social class supports: Programs and practices to serve and sustain poor and working-class students through higher education. Stylus Publishing.

Paragons of inequality: Challenges associated with online learning at a selected rural university in South Africa

In the wake of the COVID-19 pandemic, higher education institutions (HEIs) globally were forced to abruptly transition from traditional face-to-face classrooms to online classrooms in order to salvage teaching and learning. This was especially tougher for HEIs in the Global South where little to no infrastructure and technologies had been rolled-out prior to the pandemic. Navigating this ‘new normal’ was even tougher for poor rural institutions and students who were already grappling with several inequalities. Against this background, this study explored the challenges associated with online learning at a rural university in South Africa. The study was grounded in the connectivism learning theory and was underpinned by a qualitative approach. To this end, data were collected using in-depth interviews and analysed thematically. The findings revealed that students and staff were grappling with connectivity problems, lack of technological skills, academic dishonesty, and poor attendance, among other things. Because online learning will remain a feature of HEIs for the foreseeable future, the study thus recommended that governments and non-government actors work together to ensure that learning technologies filter to students in least technologically accessible areas to create a genuinely inclusivepedagogy. The study also recommended that additional support be provided for students and teachers to ensure effective participation, and that universities actively promote the creation of online communities where students can connect so as to avoid isolation and solitude that have been known to be features of online learning.

Examining Factors Affecting Curriculum Implementation in Achieving High Academic Performance in Malawi – A Case Study of Kadzakalowa Community Day Secondary School (Ntcheu)

This study examines the factors affecting curriculum implementation in achieving high academic performance in Malawi, with a specific focus on Kadzakalowa Community Day Secondary School in Ntcheu. The study employs a qualitative research design, using interviews and observations to collect data from teachers, students, and school administrators. The study aims to identify the challenges and opportunities associated with implementing the curriculum, explore the strategies that teachers and school administrators employ to ensure successful curriculum implementation, and determine the impact of curriculum implementation on student academic performance. The findings provided an insights into the factors that contribute to successful curriculum implementation in Malawi and offer recommendations for improving curriculum implementation in the country. the study review also that thus factors, Lack of resources, Lack of qualified teachers, Poor students motivations, Lack of school fees, Poor curriculum implementation, Poor motivation of teachers, Poor administrative leadership and Long distance were factors affecting curriculum implementation in achieving high academic performance in Malawi at Kadzakalowa Community Day Secondary School in Ntcheu.

Komparasi Multi Criteria Decision Making Method Penerimaan Bantuan Siswa Miskin

Poor Student Assistance (BSM) is government assistance in the form of a sum of cash that is given directly to students who come from poor families. BSM recipients are students who have been determined by the Ministry of Education and Culture (Kemdikbud) based on a predetermined mechanism. Assistance provided by the government to students from underprivileged families is not transparent so some BSM are not on target. In an effort to minimize target inaccuracies, a study was made with Multi Criteria Decision Making (MCDM) which is a decision-making method for determining the best alternative out of a number of alternatives based on certain criteria. The ranking of beneficiaries is determined using a comparison of the Simple Additive Weighting Method and the Weighted Product Method, which are the MCDM model. Manual testing was carried out on 5 (five). From the test results of the Simple Additive Weighting Method, Alternative 4 obtained the highest score. While the results of the Weighted Product method test show the highest results in Alternative 3. The difference in the calculation results of the two methods used is influenced by several factors such as the performance rating value of each alternative, the weight of the criteria, and mathematical calculations for each method, and because the criteria used do not have different weights so that the calculation results become less significant.

Благотворительная деятельность купечества в сфере народного просвещения (на примере Вологодской губернии второй трети XIX века)

With help of the materials published in the Vologda Provincial Gazette, the paper examines the main directions of charitable activity of the merchants in the Vologda province in the public education sphere in the second third of the XIX century. They include donations for the current needs of educational institutions, presenting schools with items necessary for the learning process, financial support of poor students, maintenance of educational buildings. The large-scale contribution provided by merchants to the education system of the province is confirmed by the public expression of gratitude from high officials of public education and giving them awards.

Teacher anger as a double-edged sword: Contrasting trait and emotional labor effects

In contrast to teachers’ positive emotions, such as enjoyment and enthusiasm, teachers’ negative emotions and the regulation of negative emotions have received limited empirical attention. As the most commonly experienced negative emotion in teachers, anger has to date demonstrated mixed effects on teacher development. On the one hand, habitual experiences of anger (i.e., trait anger) exhaust teachers’ cognitive resources and impair pedagogical effectiveness, leading to poor student engagement. On the other hand, strategically expressing, faking, or hiding anger in daily, dynamic interactions with students can help teachers achieve instructional goals, foster student concentration, and facilitate student engagement. The current study adopted an intensive daily diary design to investigate the double-edged effects of teachers’ anger. Multilevel structural equation modeling of data from 4,140 daily diary entries provided by 655 practicing Canadian teachers confirmed our hypotheses. Trait anger in teachers was found to impair teacher-perceived student engagement. Daily genuine expression of anger corresponded with greater teacher-perceived student engagement; daily faking anger impaired perceived student engagement, and daily hiding anger showed mixed results. Moreover, teachers tended to hide anger over time, and were reluctant to express anger, genuine or otherwise, in front of their students. Finally, genuine expression and hiding of anger had only a temporary positive association with teacher-perceived student engagement, with student rapport being optimal for promoting sustained observed student engagement.

Towards transforming teaching and learning in higher education: interrogating poverty through a decolonial perspective

This paper aims to address three questions relating to the imperatives of knowledge transformation, the impact of poverty broadly and material poverty in particular, and questions of pedagogy or approaches to delivering knowledge in higher education institutions. Transformation of teaching and learning in higher education is at a crossroads in South Africa. A major driver of this is the recently emerged student-led protests on decolonisation. At these crossroads are a number of factors with the potential to facilitate or inhibit the decolonisation process. First is a conceptual paralysis regarding understanding of the idea in the country’s higher education. Second are competing ideological imperatives which confound universities’ strategic choices. Third is the fact that the academy has a high proportion of staff who themselves are products of the system they hope to transform. The paper utilises conceptual and theoretical arguments to explore the state of teaching and learning in South Africa and to learn how the protests have enhanced or/and diminished educational gains among students who are poverty stricken and facing deprivation. The paper argues for a theory of decoloniality to shape thinking and practices which enable higher education institutions to transform teaching and learning and specially to drive the type of transformation which enhances poor students’ epistemological access. The paper recommends investment in further research to explore the impact of material poverty in higher education and how the transformation of knowledge and pedagogy could be better understood for the majority of students who live with poverty in higher education.

“Everyone Thinks They’re Special”: How Schools Teach Children Their Social Station

Sociologists have identified many ways that childhood inequalities promote social reproduction. These inequalities are not always explicitly linked to what children are taught about their position and direction in the world, what I term their social station. Extant case studies find that social station socialization has meritocratic underpinnings (e.g., elite boarding schoolers are taught they are the “best of the best”). But societal changes, including increased emphasis on identity in educational institutions’ and employers’ evaluative practices, raise the prospect of similar changes in childhood socialization. I conducted three years of observations in two racially diverse elementary schools—one upper-middle class, the other working class—supplemented by interviews with 101 students, teachers, and parents. Students were taught markedly different lessons about their social station, but neither school predicated this on meritocratic achievement narratives. Overall, children at the upper-middle-class school were taught to see themselves as always-already special because of their internal qualities. Children at the working-class school were taught to see themselves as conditionally good if they adhered to external rules. Variations were visible for Asian American girls at the upper-middle-class school and poor students and Black students at the working-class school. I discuss the importance of school socialization and the implications of discrimination, identity rhetoric, and individualism for social reproduction.

(Incorrect) Perceived Returns and Strategic Behavior among Talented Low-Income College Graduates

Job applicants use resumes to send signals to potential employers. Applicants are free to select the items that go in their resumes and are expected to include signals they perceive will help them achieve their goals and avoid those that they anticipate could hurt them. We show that 92 percent of beneficiaries of a highly selective scholarship for poor and talented students avoid listing this award when applying for jobs. This is consistent with beneficiaries perceiving a negative labor market return from sending that signal. A correspondence study shows instead that listing the scholarship increases callback rates by 20 percent.

The Construction and Realization of the Precise Funding Platform for Impoverished Students in Colleges and Universities Driven by Computer Intelligence Technology

At present, the state’s financial aid for students from financially disadvantaged families is increasing, and the number of students receiving financial aid is also increasing substantially. Poor students have to run back and forth to submit various materials while busy with their own studies, which causes a lot of inconvenience to students and teachers. The development of the poverty-stricken student precision funding platform frees teachers from tedious and low-end work and engages in core affairs, which improves the overall efficiency of school affairs and the controllability of information. In this context, this paper uses computer intelligence technology to realize the construction of the precise funding platform for impoverished students in colleges and universities (CAU) and completes the following tasks: (1) the research status of precise funding for impoverished students in CAU at home and abroad is introduced. (2) The SSI frame structure diagram of the funding information management platform is designed and the specific function description and detailed design of the relevant modules are given. (3) The module function test and system function test of the platform designed in this paper are completed through experiments. The results show that the system is very stable, and the functions are perfectly realized.