Quality Of Education Research Articles

Characteristics, reliability, and quality of YouTube videos on meralgia paresthetica: a descriptive cross-sectional study.

The purpose of this study was to evaluate YouTube videos on meralgia paresthetica (MP) for reliability, quality, and differences between quality levels. We analyzed 59 videos related to MP. We evaluated several video characteristics, including views, likes, dislikes, duration, and speaker profile. We used view ratio, like ratio, Video Power Index (VPI), Global Quality Scale (GQS), JAMA criteria, and modified DISCERN (mDISCERN) to assess viewer engagement, popularity, educational quality, and reliability. The videos received a total of 4,009,141 views (average 67,951.54), with 25.4% focused on exercise training and 23.7% focused on disease information. Mean scores were mDISCERN 2.4, GQS 2.8, and JAMA 2.1. Physician-led videos had higher mDISCERN scores, while allied health worker-led videos had more views, likes, dislikes, view ratios, and VPI. Poor and high-quality videos differed in views, likes, view ratio, VPI, and duration. Positive correlations existed among mDISCERN, JAMA, and GQS scores, with video duration positively correlated with GQS. The content of YouTube videos discussing diseases significantly influences viewer engagement and popularity. To enhance the availability of valuable content on YouTube, which lacks a peer review process, medical professionals must contribute high-quality educational materials tailored to their target audience.

Influence of Self-Efficacy, Perceived Enjoyment and Ease of Use on Mathematics Learning Satisfaction in Virtual Environments

Within the educational context, mathematics is one of the areas that contributes to the development of logical skills and analytical abilities in students. Mastering these skills allows for greater accessibility to understand various fields of study such as engineering, science, technology, among others. Therefore, it is important for educational institutions to intervene proactively, promoting a practical approach in the teaching of mathematics. Although educational institutions have promoted good interaction between teachers and students for better learning, this situation was subject to change due to the arrival of the pandemic; the rapid transition to virtual environments affected the quality of mathematics education due to the lack of good resources. In this context, the research question arises: are students satisfied with the learning modality through virtual environments? To answer this question, a quantitative, cross-sectional research method was applied, and applying a non-probabilistic sampling, 402 university students were surveyed. Through the analysis with structural equations (SEM), it was found that self-efficacy, perceived enjoyment, and ease of use have a positive and significant influence on student satisfaction when learning mathematics in virtual environments; therefore, the importance of giving students the appropriate support to develop a positive attitude, confidence, and development of skills that promote self-efficacy, enjoyment, and motivation towards mathematics is framed, also ensuring the availability of technological resources that optimize the conditions and learning experience in virtual environments.   Received: 20 January 2024 / Accepted: 29 April 2024 / Published: 5 May 2024

HUBUNGAN HABITS OF MIND DAN RASA PERCAYA DIRI TERHADAP HASIL BELAJAR PESERTA DIDIK SMAN 1 LAWANG

Mathematics is one of the most important subjects for advancing science and technology. Various ways and efforts are made by teachers to create effective and efficient learning processes. Mathematical learning results are one of the indicators that determine the quality of mathematical education. Habits of Mind is a set of intelligences consisting of attitude intelligence, skill intelligence and knowledge intelligence applied to solving a problem. Self-confidence is a person's belief in himself and his ability to succeed. This research uses a quantitative approach with methods that are consistent with the researchers' objectives, that is, ex post facto. Based on the results, there is a significant relationship between habits of mind and learning outcomes, self-confidence with learning outputs, and a significant link between Habits of Mind and Confidence with Learning Outputs.

An Analysis of Holistic Education Models in Mainland China’s Higher Education Institutions: A Case Study of College English Curriculum

Over the last four decades, the field of education in mainland China has seen sustained and stable growth. However, the very essence of education has undergone significant changes. In the era spanning from the 1980s to the mid-1990s, the primary aim of education was to serve economic construction and modern development, with a clear emphasis on utilitarian and instrumental characteristics. By the late 1990s, there was a shift towards advocating for quality education that prioritizes the comprehensive development of individuals, gradually embracing the concept of holistic education across the Chinese mainland. College English courses, mandatory for all non-English major undergraduates at Chinese universities, stand as a pivotal component of general education. Amidst the extensive backdrop of educational reform and development in mainland China, college English curriculum have experienced profound changes. The “College English Curriculum Guidelines (2020)” recently released by the Ministry of Education highlights that college English courses possess both instrumental and humanistic dimensions. The instrumental aspect is demonstrated through enhancing students’ comprehensive abilities in listening, speaking, reading, writing, and translating English, while its humanistic core is rooted in a people-oriented approach that celebrates human values and emphasizes the cultivation of comprehensive qualities and overall development. This paper aims to explore the practical model of implementing holistic education within college English curriculum, adhering to the specific requirements of the 2020 guidelines, across four dimensions: curriculum system, instructional approaches, educational resources, and faculty strength.

Instructional Leadership Practice of Secondary School Principals to Deliver Quality Education in North Shewa Zone in Ethiopia

ABSTRACT The study adopted a descriptive survey design. The participants of the study were secondary school principals (47) and supervisors (16) selected using availability sampling. The method of data collection was a principals’ instructional management rating scale. The quantitative data were analyzed using descriptive statistics, and an independent t-test, p < .05. The findings indicated that the practice of the ten instructional leadership functions was mainly poor, with some good with slightly better practices. The findings from an independent-sample t-test analysis showed that there were no statistically significant mean score differences between principals and supervisors’ ratings of the three dimensions of instructional leadership. To improve the instructional leadership practice in the schools, practical pre-and in-service training should be given to improve the knowledge and skill of instructional leadership of the principals.

THE LIVED EXPERIENCES OF GRADE HEAD TEACHERS AS EMPOWERED EDUCATIONAL LEADERS: AN INQUIRY

This qualitative-phenomenological study aimed to explore and understand the lived experiences of grade head teachers as educational leaders. This also elaborates on how these experiences empower them, as well as how do they cope with the challenges they encounter in the delivery of their duties as educational leaders. There were fourteen (14) participants who took part in this study selected through purposive sampling technique. Of these 14 participants, seven (7) grade head teachers underwent in-depth interview and the remaining seven (7) were grade head teachers underwent focused group discussion. The data gathered were analyzed through thematic analysis. The study was conducted in three (3) selected public secondary schools in Sto. Tomas East district, Division of Davao del Norte. Results revealed six (6) major themes on their experiences: creating best practices as an educational leader, difficulty with the additional workload, managing different roles, maintaining a supportive and conducive environment, providing technical support, and collaborating with stakeholders. To respond to the challenges encountered, participants revealed five (5) coping mechanisms: delegating tasks to colleagues, maintaining collaboration within the team, strategizing on achieving the goals, keeping an open and honest communication and engaging on professional development. Lastly, they have cited five (5) insights that can contribute to better implementation of distance learning modality. These includes: opportunity for personal growth, necessity to adjust to situations and people, provide relevant support to the school, help implement quality and effective education and prioritize self-care. These insights, extracted from participants reflections on their experiences and challenges, provide a holistic perspective on the multifaceted roles of grade head teachers and their key takeaways. KEYWORDS: Educational leaders, grade head teachers, quality of education, qualitative-phenomenological study, thematic analysis, Sto.Tomas East District, Division of Davao del Norte

The Impact of Teachers’ Dressing on Students’ Academic Performance: A Case Study of Junior High Schools in Kumasi, Ghana

Ghana has seen persistent agitations for education reforms due to the unsatisfactory outcome of education objectives since independence. The major reasons were no different from the latest reform that was introduced, the Junior High School (JHS) system. That was so because it was yet another review of the entire education system of the country with the view of making it responsive to current global and social challenges. One of the concerns has been whether the influx of numerous foreign dress styles among teachers in Ghanaian society has an effect on students, teachers, and quality education. The aim of this research is to assess the dressing of teachers and its impact on junior high school students’ academic performance. The research identified, discussed, and assessed the impact of teachers’ dressing on students’ performance in selected junior high schools in the Oforikrom Municipality in the Ashanti Region of Ghana. Both quantitative and qualitative research designs were used for the research. The questionnaire, observations, interviews, and focus group discussions were the instruments used in the collection of the data. A simple random and cluster area sampling method was adopted to select the respondents for the study. The accessible population for the study consisted of three hundred (300) JHS students, fifty (50) teachers, twenty (20) parents, and ten (10) education officers.A comparative analysis of four categories (students, teachers, parents, and education officers) on the impact of teachers’ dressing on students’ performance was performed. The study identified, assessed, and discussed the impact of teachers’ dressing on students’ academic performance in some selected junior high schools in the Oforikrom Municipality. Out of the hypothesis speculated before the investigation, it was established, with p-values greater than 0.05, from a paired two sample T-test analysis that there is a significant effect of teachers’ dressing on students’ performance. The study recommended that teachers should be given a dressing allowance to allow them to purchase appropriate school attire, and the government should institute a non-destructive dress code for teachers. The study will help teachers dress more appropriately and will have a significant impact on the lives of students.

A TRACER STUDY ON THE SECONDARY EDUCATION MAJOR IN FILIPINO GRADUATES FROM ACADEMIC YEAR 2022 TO 2023: EMPLOYMENT IN FOCUS

This tracer study was conducted to assess the employment rates and employability of graduates who completed the Bachelor of Secondary Education-Filipino program from the years 2022 to 2023 at a local college in Kapalong, Davao del Norte. Additionally, it aimed to identify the graduates attitudes towards work, evaluate the quality of education provided by the institution, and analyze the development of graduates skills and abilities. The study employed a descriptive research method, gathering data from 47 respondents through an online survey using Google Forms. Survey showed that the employment rate of secondary education- major in Filipino graduates was 72.3% of which 38.3% is working as teachers. Further, as to those whose work is non-teaching, 10.6% is working in call center agencies, 6.4% is working as office-based clerk, 4.3% are government employee, 2.1% as kitchen manager, 6.4% as sales associate, 2.1% as events manager, and another 2.1% as storekeeper. Then, 8.5% are regular employees, 6.4% are self-employed, 31.9% are full-time employees, 4.3% are on job order, 19.1% are working on contractual basis, and 2.1% is working on part-time but seeking full-time employment. Meanwhile, surveyed showed that there are only 10.6% who pursued further graduate studies. The level of attitude to work, quality education provisions of the institution as well as skills and abilities development obtained a very high descriptive rating which means that the secondary education- major in Filipino graduates always manifested the said behaviors. Results showed that secondary education- major in Filipino faces unemployment. Thus, it is advisable for the school to appoint a graduate employability coordinator. This individual would be tasked with tracking and overseeing graduates employment statuses, as well as organizing online forums to disseminate information regarding various job vacancies and opportunities available for application.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Classroom Experiences of International Students in Canadian Postsecondary Education

The aim of this paper is to examine the classroom experiences of 12 international students in a Canadian postsecondary institution. The literature related to this purpose shows that many international students are challenged by the English language proficiency needed for analytical classroom discussion, and they are often confused by Westernize student-centric learning tactics such as oral presentations and open-ended assignments. Grounded within qualitative phenomenological research, our study documents the lived classroom experiences of international students and how they interpret social learning exchanges. Based on semi-structured individual interviews, the findings reflected three main themes. First, international students faced challenges with deciphering the English language of local students and teachers. Also, they struggled with the quick response time needed for classroom discussions. Second, many international students were frustrated with mandated group work. Many students felt discriminated against by their group members; other students experienced unbalanced workloads when completing collaborative assignments. Finally, students experienced a steep learning curve regarding the Westernize student-centric approach to learning. For example, many students were intimidated by creative assignments and the associated lack of direction provided by the instructor. The findings of this research are analyzed via Bandura’s social cognitive theory, which dictates that effective learning is dependent upon personal agency (one’s actions), proxy agency (the environmental resources), and collective agency (group dynamics). Currently worldwide, burgeoning numbers of international students are streaming into Western postsecondary institutions accentuating the need for this research. These institutions have an ethical and financial obligation to supply high quality education to international students. However, to provide a supportive learning environment, instructors, administrators, and educational policymakers need to be knowledgeable of the learning experiences of international students and adjust their institutional culture and pedagogical tendencies to best suit the needs of these students.

Enhancing employability through university-industry linkages: Omani engineering students’ perspectives of the Eidaad internship programme

Like many Middle East and North Africa countries, one of the main socio-economic challenges facing Oman is the creation of meaningful graduate employment opportunities. A combination of factors that include the gap between the expertise and skills acquired in higher education and workforce requirements means many students struggle to find suitable jobs upon graduation. Consequently, providing quality education and developing national talents are key objectives of the country’s Vision 2040 development roadmap. Higher levels of cooperation between tertiary institutions and industry within the framework of government policy are necessary to achieve these outcomes. This study explores undergraduate engineering student perceptions of one example of this collaboration – the Eidaad internship programme. To better understand interns’ perceptions of the programme’s personal and professional benefit across targeted areas and means for further improvement, a three-part on-line questionnaire was administered to current and former programme participants. Results indicate overwhelmingly positive perceptions of the programme, including in terms of enhancing interns’ teamwork skills, workplace participation, communication skills, clarity of career plans and objectives, and so on. Participant suggestions for improvement include the creation of concrete employment pathways and the provision of further on-the-job training opportunities. Implications for the Eidaad and similar internship programmes are discussed.

Exploring Challenges and Lessons Learned in Pre-Service Teacher Online Learning Environments

The global impact of the COVID-19 pandemic has posed challenges for education systems worldwide, particularly in developing countries less accustomed to online learning. Despite difficulties, the shift to online teaching and learning for pre-service teachers has yielded unforeseen advantages, offering opportunities for valuable skills development crucial for their professional growth. This mixed-method study investigates the professional development experiences of 421 pre-service teachers from the University of Pristina during and after the pandemic. The participants, comprising bachelor's, and master's, students from the Faculty of Education, were selected through probability sampling. Additionally, qualitative insights were gathered post-pandemic through focus group discussions with 7 students involved in the learning process during the pandemic period. Quantitative data underwent analysis using SPSS software, employing correlation, t-test, and regression analyses. Qualitative findings were derived through thematic analysis. The findings indicate that online learning can present challenges that hinder professional advancement, such as technology issues that impede progress. Nevertheless, collaborative efforts with peers were found to enhance students' satisfaction with online learning, possibly attributed to the significance of social interaction and group projects. The study highlighted that despite pandemic challenges, data on emergency situations has prepared teachers and students for similar challenges in the future. This will assist educational institutions in enhancing online education quality through targeted measures.  

Influence of Teacher Training Programs on Quality of Education in South Africa

Purpose: The aim of the study was to investigate the influence of teacher training programs on quality of education in South Africa. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Enhanced teacher training programs in South Africa significantly improve educational outcomes, particularly in math and science. However, disparities in training quality across regions impact effectiveness. Standardizing high-quality training is crucial for boosting educational standards nationwide. Unique Contribution to Theory, Practice and Policy: Pedagogical content knowledge (PCK), transformative learning theory &amp; social constructivism may be used to anchor future studies on influence of teacher training programs on quality of education in South Africa. Facilitates the development of teaching materials that reflect local realities, which can improve student comprehension and retention. Promotes policies that require teacher training programs to include a significant component of local content, ensuring education is contextually relevant.

Considerations of quality: examining theoretical perspectives informing infant and toddler pedagogy in Aotearoa/New Zealand

ABSTRACT With the growing participation of infants and toddlers in group care settings ongoing examination and research into what constitutes quality education and care for this age group is paramount. Theories and approaches espoused in Aotearoa/New Zealand’s mandated early childhood curriculum Te Whāriki: He whāriki mātauranga mo ngā mokopuna o Aotearoa. Early childhood curriculum (Ministry of Education, 2017) were examined to ascertain how they could inform quality pedagogy and practice with infants and toddlers. The research used an integrative literature review methodology to investigate the theoretical underpinnings of this curriculum and how these aligned to quality pedagogy for infants and toddlers. Evidence emerging from the research found many similarities between the pedagogical practices related to each theory and alignment with quality experiences for infants and toddlers. Moving forward it is suggested that an increased depth of knowledge of theories and their relationship to pedagogy for infants and toddlers would enhance teaching practice. The review also recommends that further research should be undertaken into how kaiako conceptualise and enact educational theory in infant and toddler ECEC settings.

Implementasi Active Learning Dalam Pembelajaran PAI Di SMK Negeri Tegalwaru Purwakarta

This research examines the implementation of the active learning model in Islamic Religious Education at Tegalwaru State Vocational School, Purwakarta. The aim is to increase students' interest in learning, participation and achievement of learning outcomes through active involvement in the learning process. This research uses a qualitative approach with descriptive methods. Data was collected through interviews, observation and document review. The research results show that the implementation of the active learning model is carried out through three main stages: planning, implementation and assessment. In the planning stage, the teacher prepares a Learning Implementation Plan (RPP), which includes objectives, materials, activity steps and appraisal. At the implementation stage, teachers apply active learning techniques such as group discussions, debates, games and presentations to increase student participation and interest in learning. Meanwhile, the assessment stage is carried out by considering cognitive, affective and psychomotor aspects and using Minimum Completeness Criteria (KKM) as the graduation standard. The active learning model has proven to be effective in creating an interactive, fun learning environment and encouraging students to be more proactive, creative and not quickly bored in the learning process. The school also pays special attention to extracurricular activities such as recitation and billing assignments to deepen students' understanding of Islamic Religious Education. This research contributes to efforts to improve the quality of Islamic religious education in Indonesia

Manajemen Hubungan Masyarakat dengan Lembaga Pendidikan Islam

This article aims to study the management of relations between society and Islamic educational institutions through literature study. Data was collected through literature search from books, articles, and journals related to the research topic. In this study, several factors that influence the management of relations between the community and Islamic educational institutions will be examined, such as openness and transparency in decision making, community participation in decision making, and the use of appropriate information and communication technology. The results showed that the management of relations between the community and Islamic educational institutions is very important in strengthening the mutually supportive relationship between the community and Islamic educational institutions. Community participation in decision-making can strengthen the relationship between the community and Islamic educational institutions. In addition, the use of information and communication technology can facilitate the process of relationship management between the community and Islamic educational institutions. This research also shows that the management of relations between the community and Islamic educational institutions can improve the quality of education organized by Islamic educational institutions. With community support and participation, Islamic educational institutions can be more responsive to the needs and expectations of the community in providing quality Islamic education.

Association between early childhood caries and parental education and the link to the sustainable development goal 4: a scoping review

BackgroundThe goal of the United Nations Sustainable Development Goal (SDG) 4 is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The aim of this scoping review was to map the current evidence on the association between the prevalence of early childhood caries (ECC) and parental education; and to identify possible pathways by which parental education may protect against ECC.MethodsThe two questions that guided this review were: what is the existing evidence on the association between maternal and paternal education and ECC; and what are the pathways by which parental education protects against ECC? The initial search was conducted in January 2023 in PubMed, Web of Science and Scopus. Articles published in English between January 2000 and October 2022 that reported on the association between parental education and ECC were screened, and the extracted data were compiled, summarized, and synthesized. Review papers and non-primary quantitative research papers were excluded from the full-text review. Open coding was applied to develop a conceptual framework.ResultsIn total, 49 studies were included: 42 cross-sectional, 3 case-control and 4 cohort studies. The majority (91.8%) reported on the associations between ECC and maternal (n = 33), paternal (n = 3), and parental (n = 9) level of education, and 13 (26.7%) reported on the association between parental education and the severity of ECC. Mothers with more than primary school education (n = 3), post-secondary/college/tertiary education (n = 23), and more than 4–12 years of education (n = 12) had children with lower risk for ECC. Two studies reporting on parental education found an association between maternal but not paternal education and ECC. The review suggests that achieving the SDG 4.1 may reduce the risk of ECC. Possible pathways by which maternal education protects from ECC were feeding practices, oral hygiene practices, and the use of dental services.ConclusionThe study findings suggests that higher maternal educational level may reduce the risk for the consumption of cariogenic diet, poor oral hygiene practices and poor use of dental services for caries prevention. However, the association between paternal education and ECC was not consistently observed, with significant associations less frequently reported compared to maternal education. Future studies are needed to define the magnitude and modifiers of the impact of maternal education on the risk for ECC.

Status of Teacher Professional Development (TPD) at Secondary Level Schools

Education reform and the pursuit of quality education are common concerns among stakeholders showing their concern to educational development. In recent years, Teacher Professional Development (TPD) has emerged as a pivotal component for advancing education reform efforts and bolstering educational quality. This article attempts at describing the existing TPD status of the secondary level schools in Nepal.  In the study, the headmasters of the four selected secondary level schools were the informants; and a survey checklist was used as the research tool to collect required data. The data were analyzed and interpreted using descriptive statistics. The study found that the secondary schools were quite poor regarding their performance of TPD related activities, most of them had weak TPD status. This finding led to conclude that the concerned authorities need to be more responsible to make improvements in the existing TPD situation at the secondary schools in Nepal.

Exploring the link between principal instructional leadership and differentiated instruction in an understudied context: the role of teacher collaboration and self-efficacy

PurposeResearch has provided powerful evidence that what teachers do in the classroom matters most for the learning of students. Evidence also suggests that school leaders can make a significant difference to student learning via their influence on teachers' attitudes, beliefs and classroom practices. The purpose of this study was to examine if/how principal instructional leadership practices affect differentiated instruction in Omani schools, and understand the role that teacher collaboration and self-efficacy play in this dynamic.Design/methodology/approachThe study used structural equation modeling (SEM) to analyze data collected from a sample of 496 teachers working in public schools in Muscat, Oman.FindingsThe findings revealed no direct association between principal instructional leadership and differentiated instruction. Instead, the effects of principal instructional leadership on differentiated instruction were achieved indirectly through the mediation of teacher collaboration and teacher self-efficacy. Collaboration was also found to have a positive influence on the teachers' self-efficacy beliefs.Originality/valueThe significance of this study stems from its relevance to the educational developments unfolding not only in Oman, but in the Gulf region at large. Recent reviews of educational administration and leadership research in the Gulf states indicate the scarcity of empirical research investigating the relationship between principal leadership and teacher practices. This is problematic as it creates a gap in our knowledge of the factors that can support ongoing school improvement initiatives in the region. More specifically, we expect our findings to guide current educational reforms aimed at raising education quality via promoting effective teaching and learning in Omani schools.

Precarious Youth and Everyday Improvisation in Kinshasa

In Kinshasa, chronic crises and lack of access to employment, quality education, and other resources contribute to the social exclusion of a growing number of disadvantaged young people. They are deprived of the possibilities of leading a decent life and alienated from both the market and legitimate authorities. Despite their social, political, and economic marginalization, many of these precarious Congolese youth have proved adept at improvising livelihoods in the informal economy and seek out ways to be agents of social change.