Quality Of Education Research Articles

Evaluation of the content and quality of schizophrenia on TikTok: a cross-sectional study

Schizophrenia is a common and serious heterogeneous mental disorder that has a significant health and economic impact on families and society. As the prevalence of schizophrenia increases each year, public awareness of the disorder is growing. However, it remains unclear whether the quality of information presented in these videos is satisfactory. Therefore, a comprehensive assessment of the quality and content of schizophrenia-related videos on video-sharing platforms is necessary. We screened 123 schizophrenia-related videos from the video-sharing platform TikTok that met the criteria, and evaluated and analyzed them. First, the basic information provided in the videos was recorded and analyzed. The source and content type of each video was then determined. The educational content and quality of all videos were then evaluated using three rating instruments, Modified DISCERN, Global Quality Scale, and Journal of the American Medical Association (JAMA). Videos from different sources were also compared to see if they were statistically different in terms of educational content and quality. We identified 4 categories of content for the videos. The science introduction category had the largest number of 50, and the least number of videos was etiology and causation at 15. Six categories of sources of videos were also identified: the for-profit organizations category has the lowest number of 10, the health professionals category has the highest number of 45. There was a significant correlation between video source and duration (P = 0.014). The JAMA score was significantly positively correlated with the number of video likes (r = 0.721, P < 0.001). This study evaluated the content and information quality of 123 videos related to schizophrenia on the video-sharing platform TikTok. The findings indicate that while these videos offer some valuable insights into schizophrenia, the overall quality falls short of satisfactory levels, with inadequate reliability and accuracy.

Development of research agenda of a teacher education institution in Central Luzon, Philippines

This collaborative-participatory research aimed to develop the research agenda of the college of teacher education (CTE) of a state university in Zambales, Philippines from 2017 to 2021. The research involved the core research group, faculty researchers, campus and university officials, and stakeholders such as students, alumni, and partner agencies (department of education (DeEd) faculty and administrators). The study was carried out in the first quarter of 2017 to develop the CTE research agenda framework, identify the key research areas, and present to the stakeholders. During the third quarter of 2018, the developed research agenda was revisited and reformulated as the university was converted into a more comprehensive university. A total of six themes were included in the final CTE research agenda framework with corresponding theme descriptions and research topics. The use of participatory-collaborative research effectively develops a college research agenda of the CTE. The processes involved in research agenda setting can serve as a basis for other teacher education institutions (TEIs) in coming up with their respective research agenda geared towards uplifting the quality of teacher education. The study could also serve as a guide for other colleges in formulating and revisiting their research agenda.

Perceptions of Conditions that Characterize Projects as a Development Strategy: A Phenomenographical Study of Eleven Swedish Preschool Development Projects

AbstractThe present study focuses joint school and university development work in preschool-projects try to increase educational quality. The aim of this study was to explore perceived conditions and perceptions of projects among participants in development projects in eleven preschools. In addition, we were interested in the perceived outcomes of the projects. All projects were aimed at strengthening the preschool principal’s and staff’s competence regarding children’s language and emergent literacy development. The studied projects lasted up to three years. The results are based on phenomenographical analyses of thirteen focus group interviews with principals and staff, including eighty-eight participants, during the project period. Follow-up interviews were conducted with twenty-four representatives from the participating preschools one year after the closure of the projects. The interviews were transcribed and analyzed. Field notes from visits in the preschools contributed to the empirical material. Our findings indicate that the perceptions of a project, contributed to the understanding of a project as loaded with expectations that the development project is limited in time and that it will add extra-curricular work demanding extra resources, which led to the perception that when the project is over, development work is over. The word project, thus, per se functioned as a limiting factor, if on-going development work, was aimed for. Lack of anchoring the development work in the local context was perceived as problematic, with effects for the participants’ experience of agency. Furthermore, difficulties in managing large staff turnover during the project was perceived to cause the development work to come to a stand-still. Active leadership, and shared responsibility were perceived as favorable factors for the progress of the development work. Our conclusions encompass participants’ perceptions of adjustment to the local context, shared responsibility and seeing development work as exceeding time limits as vital components of successful development work.

Themes, perspectives, and educational quality of content related to Pap smears on TikTok and YouTube

Themes, perspectives, and educational quality of content related to Pap smears on TikTok and YouTube

Diagnóstico situacional del proceso enseñanza aprendizaje en posgrados de una unidad académica de Medicina. Una aproximación desde la percepción de docentes y profesionales estudiantes

IntroductionThe objective of the study was to verify the progress of implementation of the pedagogical model oriented to postgraduate competencies of a medical school, since it implemented a new curricular framework since 2016, achieving a first cohort of graduates, who will seek to consolidate their training in subspecialties offered by the academic unit. MethodsQualitative study with a hermeneutic, interpretive approach with teachers and final year residents of selected postgraduate courses. The data were obtained through semi-structured interviews and focus groups. The training programs were analyzed. The pedagogical model oriented to postgraduate competencies was the main category that guided the questions, the following dimensions being analyzed: academic management, teaching practice, professional student learning and curricular structure. Data collection concluded once theoretical saturation was obtained. ResultsAnalyzing 22 interviews with teachers and focus groups with 16 final-year postgraduate residents, it was identified that the pedagogical model currently implemented is mostly content-based, with insufficiently developed innovations. Teachers with heterogeneous training and involvement in higher education and implementation of the new model. Residents of specialties perceived as spectators, not involved in the training process that should have been integrated into the postgraduate degree to ensure the necessary competencies indicated. ConclusionIn the postgraduate field, the pedagogical model by content prevails, without the orientation by competencies having had continuity, verifying the need for interventions in teacher training, student involvement, improvement of infrastructure and assurance of educational quality, to saturate the objectives of the plan institutional strategic.

Scotland’s Student Learning Experience model: building partnership in quality in a tertiary context

Since 2003, student engagement has been a key pillar of Scotland’s higher education Quality Enhancement Framework, through which sparqs, Scotland’s pioneering student engagement agency, was founded. A key tool underpinning this has been sparqs’ Student Learning Experience (SLE) model, created in 2006 from Scotland’s quality arrangements for colleges and placed at the heart of sparqs’ course rep training. The SLE model is designed to support conversations between students and staff to identify priorities to enhance the quality of learning. In 2021, the Scottish Funding Council (SFC) announced the development of a new tertiary quality framework which would aim to put the experiences of students at the centre of the sector’s approach. sparqs identified the potential of the SLE model to fulfill this purpose and in 2021 was commissioned by the SFC to redevelop and embed the model in Scotland’s forthcoming tertiary quality arrangements. A distinct aspect of the redeveloped SLE model is that the building blocks, lenses and reflective questions are founded upon the views of students across Scotland about what makes an excellent quality learning experience. Throughout 2022 and 2023, sparqs worked with hundreds of students, alongside staff from students’ associations, institutions and sector agencies, to develop the SLE model. That it will remain at the core of course rep training, while also now rooted in quality arrangements, presents a significant opportunity for deeper synergy in understandings of the enhancement of learning and teaching. This article will introduce the SLE model, how conceptualisation of the student learning experience has evolved in policy, practice and literature, and the methodology behind the creation of the new model. It will then describe applications of the model for practice in academic development, course-level student-staff partnership, and strategies for quality enhancement. The article will conclude with next steps in the future of tertiary quality, in which students can be full, active partners in shaping their learning.

Professional and personal development of newly-qualified teachers as a factor in sustainable development of the region

Introduction. The article is devoted to the problem of newly-qualified teachers’ professional development. The aim of the study is to identify the difficulties of novice teachers during their adaptation in educational settings of the region and to substantiate the ways to improve the quality of initial teacher education in the system of continuous teacher education. Materials and Methods. The methodological basis of the study consists of contextual biographical and cluster approaches. The contextual biographical approach involves studying teachers’ professional biographies in the system of continuing education, taking into account complex external conditions. The cluster approach defines the principles of interaction between various stakeholders within the regional community in order to ensure the sustainable development of the regional educational system. In order to achieve the research goal, the following methods were used: theoretical (analysis of scholarly literature, comparison, generalization) and empirical (online questionnaire, focus group method, method of independent expert assessments). Results. Based on the analysis of scholarly literature, the authors provide their definition of professional and personal teachers’ development as a basic component of their professional development during the period of initial teacher education and at the initial stage of professional development. The authors argued that the main difficulty of novice teachers during the adaptation period is their interaction with various subjects of the educational process at school - students and their parents. The article substantiates the necessity of creating a regional educational cluster as an effective mechanism for improving the quality of initial teacher education at different stages of continuous teacher education. Conclusions. Based on the authors’ idea about professional and personal development of teachers as a basic component of their professional development in the initial period of their working life, the study reveals the main difficulties of novice teachers during their adaptation in educational settings of the region, overcoming of which requires changes in the system of psychological, teacher and methods education at universities and colleges. As an effective mechanism for improving the quality of teacher education, the authors substantiated the idea of creating a pedagogical scientific and educational cluster in the region, which unites the participants of the territorial educational community interested in providing the regional education system with highly qualified teaching staff.

WEB BASED INTERNAL QUALITY MANAGEMENT INFORMATION SYSTEM A DESIGN AND PROTOTYPING

Improving the quality of education in higher education institutions is crucial to support the development of human resources and the progress of the nation. Utpadaka Swastika University, as one of the higher education institutions in Indonesia, is committed to producing high-quality and competitive graduates. To ensure this quality, an effective and efficient internal quality assurance system (SPMI) is necessary. This research aims to design and build an internal quality assurance system based on the web using PHP and MySQL at Utpadaka Swastika University with the prototyping method. Software testing is conducted through Black Box Testing. This internal quality assurance system aims to ensure the quality of higher education provided by universities through the implementation of the Tridharma of Higher Education, in order to realize the vision and meet the needs of stakeholders. The achievement of quality assurance goals through the internal quality assurance system will be accredited through external quality assurance systems. This system can assist in presenting document information accessible to program heads, leaders, auditors, administrators, and quality assurance body (LPM) leaders. It facilitates program heads in the process of collecting and submitting documents for evaluation and audit instruments, allowing the LPM to directly identify issues and quality standards in the internal quality assurance process. This system is expected to be used as a reference for further development of an Internal Quality Assurance System so that the system can have better features.

Analysis of Students’ Critical Thinking Skills in Nervous System Learning Based on the Level of School Favoritism in Sleman Regency

Critical thinking skills (CTS) are importante cognitive ability to be improved by students in solving problems in the future. This ability needs to be trained in learning at school to equip students in the 21st century. Problems with students' CTS can lead to a decrease in the quality of education and the quality of students. The purpose of this study was to analyze the profile of CTS of high school students at Sleman Regency in biology learning, especially on the topic of the nervous system. This type of research is descriptive research. The research was conducted in six high schools throughout Sleman Regency. The population in this study is grade XI students in six high schools consisting of two most favorite category schools, two favorite category schools, and two less favorite category schools in Sleman Regency. Sampling using random purposive sampling method from six high schools in Sleman Regency totaling 216 students. The data collection technique using the question test method is using test instrument sheet. The data analysis technique used quantitative descriptive. The results showed that the CTS of high school students at Sleman Regency in biology learning reached an average of 46.6% in the medium category. Schools with most favorite categories have the highest CTS for all aspects tested compared to favorite and less favorite category schools. Meanwhile, the lowest CTS is the less favorite category of schools. This shows that schools with most favorite categories have better CTS for all aspects

Beyond Benchmarking: A Diagnostic Inquiry into the Underlying Determinants of Low Performance in Philippine PISA Science

The Philippines’ consistently low performance in the Program for International Student Assessment (PISA) Science Assessment has sparked concerns about the country’s educational quality and competitiveness. The science scores are due to socioeconomic status, teacher quality, resource deficiencies, and systemic issues. A multi-pronged approach with evidence-based interventions is recommended to improve scientific literacy. This paper conducts a diagnostic inquiry into the underlying determinants contributing to Filipino students’ underachievement in PISA science. Drawing from an extensive literature review, the analysis identifies several interrelated factors spanning multiple levels of the educational system. Socioeconomic status, motivation, self-efficacy beliefs, and language proficiency emerged as significant predictors at the student level. School-level determinants include resource deficiencies, lack of qualified science teachers, and inadequate instructional practices. Furthermore, systemic issues like fragmented policy implementation, curriculum misalignment, and insufficient investment in education undermine performance. The paper argues for a holistic, multi-pronged approach targeting these diverse determinants through evidence-based interventions and policy reforms to enhance scientific literacy and elevate educational outcomes in the Philippines.

Integrasi Penilaian Tes dan Non-Tes dalam Pendidikan Agama Islam: Menuju Evaluasi Holistik untuk Pembelajaran Berkelanjutan

This study discusses the development and implementation of an assessment model for Islamic Education (PAI) that integrates both test and non-test techniques. The study is conducted through a comprehensive literature review encompassing various academic sources related to PAI assessment. The findings reveal that test techniques, such as multiple-choice questions and essays, are highly effective in assessing students' cognitive understanding of Islamic concepts. However, these techniques have limitations in evaluating the affective and psychomotor domains, which are also crucial in shaping students' character. On the other hand, non-test techniques, including observations, portfolios, and projects, are better suited for assessing affective and psychomotor aspects, providing a more holistic view of students' development. The combination of test and non-test techniques allows for a more comprehensive, fair, and holistic evaluation of all aspects of student learning, encompassing knowledge, attitudes, and skills. The implications of this study emphasize the importance of a holistic assessment approach in Islamic education, as well as the need for teacher training in the application of non-test techniques to ensure objectivity and validity in assessments. Thus, this research makes a significant contribution to improving the quality of Islamic education through assessments that are more adaptive, responsive, and relevant to students' needs in the modern era

Visionary Leadership In Improving The Quality Of Education

This study aims to analyze visionary leadership strategies in improving the quality of education. This research was conducted at Permata Mojokerto Integrated Islamic Junior High School, East Java. This study uses a qualitative research approach. The informants are the Head of Education of YPM, the vice principal, teachers and the committee/parents of students. The results of the study concluded that visionary leadership at SMPIT Permata Mojokerto, East Java is as follows: as a direction determinant by doing several ways, namely: sharing sessions, developing strategies, making changes, enabling and empowering, motivating and inspiring, collaborating and being role models, so that visionary leadership is able to make strategies in improving the quality of education, namely: human resource development, strengthening the role of parents, curriculum development and fulfillment of adequate infrastructure. In the end, visionary leadership produces activities including improving the quality of human resources for educators and education personnel, improving the quality of graduates and effective and varied learning methods, as well as fulfilling adequate infrastructure

ISLAMIC EDUCATION CURRICULUM BASED ON THE QURAN: ALIGNING EDUCATION WITH SOCIETAL NEEDS

The Qur'an is the primary source of teachings for Muslims and the principal guide in everyday life, including Islamic education. Changing societal needs are a key factor in developing Islamic education curricula to ensure that school graduates meet contemporary demands. This research aims to develop a Qur'an-based Islamic education curriculum to produce graduates who understand religious teachings and can benefit society. It acknowledges that curriculum development is the responsibility of stakeholders and educators in educational institutions. Based on this premise, the researcher writes this literature to provide information for developing Quran-based Islamic Education curricula that meet societal needs. This study is a literature review employing qualitative descriptive methodology with a pragmatic approach. Primary data are derived from the Qur'an, while secondary data come from books and journals. Data collection techniques include documentation, encompassing literature such as the Qur'an, journal articles, and online sources. Data analysis follows the Miles and Huberman method, involving data collection, presentation, reduction, and verification to draw accurate conclusions. The research findings underscore the importance of aligning Islamic education curricula with societal needs. Varied implementation in madrasahs requires effective management, adequate resources, and collaboration among principals, teachers, and educational staff. Continuous evaluation is crucial to maintaining the relevance and effectiveness of the curriculum. In conclusion, this research emphasizes that a Qur'an-based Islamic education curriculum should be tailored to meet societal needs. Varied implementation necessitates effective management, adequate resources, and collaboration among madrasah principals, teachers, and educational staff to achieve quality education goals.

The Necessity and Importance of Research and its Role in Afghan Society

This research examines the necessity and importance of scientific research in Afghan society and its role in the economic, social, and cultural development of the country. Given the numerous challenges faced by Afghanistan, including war, poverty, and political instability, research is recognized as a vital tool for identifying and analyzing problems and providing data-driven and evidence-based solutions. The research employs a qualitative methodology based on semi-structured interviews with researchers, university professors, and policymakers. Findings indicate that scientific research can contribute to economic development by enhancing educational quality, improving infrastructure, and increasing innovation. Additionally, the results suggest that institutional, cultural, and financial resource barriers are among the main challenges to advancing research in Afghanistan. Ultimately, this study emphasizes the need for investment in research and the creation of suitable infrastructures to achieve sustainable development and improve the quality of life in Afghanistan.

Analysis of the Influence of Intrinsic and Extrinsic Factors on Teachers' Work Motivation in Improving Educational Performance in Elementary Schools

This research investigates the influence of intrinsic and extrinsic factors on teachers' work motivation and its impact on educational performance at primary schools. The study addresses the crucial role of teacher motivation in enhancing school education quality. Using a quantitative, descriptive-correlational methodology, the study examined the statistical relationships between intrinsic factors, such as job satisfaction and commitment, and extrinsic factors, such as financial rewards and work environment, on teachers' motivation. Data was gathered from 60 respondents, selected through purposive sampling, and analyzed using multiple linear regression and Pearson correlation. The results revealed that intrinsic factors had a stronger impact on work motivation than extrinsic factors, though both were significant. Teachers who experienced greater job satisfaction and commitment exhibited higher motivation, ultimately leading to better performance in teaching. The study concludes that strategies for improving teacher motivation should prioritize intrinsic factors, while still recognizing the importance of supportive extrinsic elements. This research provides valuable insights into balancing motivational strategies and suggests further exploration in diverse educational contexts to validate the findings.

Implementasi Manajemen Pembiayaan dalam Meningkatkan Mutu Sekolah di SDIT Al Ishlah Cibinong Bogor

The research in this thesis is based on the development of educational institutions today, so many are experiencing difficulties in developing and even no longer operating (closing), because they may not be able to survive in the current era of disruption. This is a problem that we often encounter in various regions, both rural and urban. Cost is also one of the influencing factors in the development and progress of schools or educational institutions and even affects the quality of students inside and outside school. In this study using qualitative methods, more precisely descriptive qualitative with a field research approach. The data obtained are in the form of written words, oral speech, forms of behavior that can be observed through interviews, observation and documentation. This specific finding description relates to the results of the study, compiled based on answers to questions in the research through interviews, documentation, and direct observations in the field. To describe financing management in an effort to improve the quality or quality of education at SDIT Al Ishlah Cibinong, Financing Management in Program Planning and Financing Management in Budget Management at SDIT Al Ishlah Cibinong

The effect of education level and unemployment rate on poverty in Deli Serdang regency

Poverty is a complex problem that is multidimensional and affects many people around the world, including Indonesia. In Indonesia, poverty is still high, especially in underdeveloped rural and urban areas. Low education levels and high unemployment exacerbate poverty conditions as they affect access to decent work and adequate income. In Deli Serdang Regency, North Sumatra, despite having abundant natural resources, the poverty rate is still high. Expected solutions include improved access and quality of education, increased job opportunities, entrepreneurship promotion, access to better health and social services, and effective redistribution policies. This study aims to determine the influence of education, unemployment, HDI, and income on poverty in Deli Serdang Regency and to determine the influence of wages, consumption, and poverty on income simultaneously on income in Deli Serdang Regency. The approach used in this study is a quantitative approach sourced from secondary data in a time series, namely from 2013 to 2023. The data analysis model in this study uses a simultaneous equation model. The results of the simultaneity test showed that education had a positive and significant effect on poverty, while unemployment, HDI and income had a negative and insignificant effect on poverty. And poverty has a positive and significant effect on income, while consumption and wages have a negative and insignificant effect on income.

Using Importance-Performance Analysis for Measuring University Reputation and Setting Priorities

This study aimed to measure the university reputation using the importance-performance analysis (IPA) to determine the strengths and weaknesses in the aspects of the university reputation from the students' point of view and to identify the priorities for improvement based on the priority index. Data were drawn from a sample of 354 students through a questionnaire. The results indicated that many of the areas that require more focus and resource allocation, which are the quality of education, the efficiency of the faculty, community service projects, and the provision of educational resources and equipment, The results of the Priority Index presented the most pressing areas that the university leaders should deal with immediately to improve their university reputation. This study contributes to the theory of marketing for higher education by introducing IPA as a useful quantitative tool used in higher education research to measure the reputation of universities and set priorities. Keywords: Organizational Reputation, University Reputation, Importance-performance Analysis (IPA), Measuring University Reputation, Improve Reputation

Hubungan antara Gaya Kepemimpinan Partisipatif Vroom-Yetton dan Motivasi Belajar Siswa di Lembaga Pendidikan Indonesia

This literature review research aims to explore the relationship between the Vroom-Yetton participatory leadership style and students' motivation to learn at school. The method used is an analysis of empirical studies and the latest literature relevant to the research topic. The results showed that the Vroom-Yetton participatory leadership style had a positive impact on students' learning motivation at school. This leadership style involves active participation of students in making decisions related to learning programs and the learning environment. Students are given the opportunity to express their opinions, provide feedback, and make decisions together with educational leaders and teachers. This study shows that students who are involved in decision-making and are given an active role in learning feel more valued and have a sense of ownership of their learning. This can increase students' learning motivation and help them to achieve their academic goals. In addition, the Vroom-Yetton participatory leadership style also allows teachers to obtain better feedback from students regarding their learning experiences. Teachers can use this feedback to modify the learning program and learning environment according to the needs of students, thereby increasing their motivation to learn. In conclusion, this study shows that the Vroom-Yetton participatory leadership style can have a positive impact on students' motivation to learn at school. Therefore, educational leaders should consider implementing the Vroom-Yetton participatory leadership style in learning environments to increase students' motivation to learn and the overall quality of education. Further studies can be conducted to explore more deeply the impact of the Vroom-Yetton participatory leadership style on student motivation in different educational environment.

Fostering educational equity through leadership and policy innovations for sustainable development in higher education

This paper explores leadership strategies and policy innovations aimed at fostering educational equity in higher education, particularly for underserved and marginalized communities. It emphasizes the crucial role of institutional leadership in aligning strategic goals with the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), to ensure inclusivity, access, retention, and long-term success for disadvantaged students. The analysis includes a discussion of key leadership approaches, such as inclusive leadership and mentorship programs, and policy innovations that address financial, academic, and social barriers to equity. The integration of specific SDGs into educational policies is also examined, highlighting the importance of comprehensive support services, diverse curricula, and community partnerships. Recommendations for higher education leaders and policymakers focus on expanding financial aid, promoting inclusive campus environments, and strengthening collaborative efforts with government and community stakeholders. Ultimately, this paper advocates for a proactive and strategic approach to embedding equity within the core functions of higher education institutions, ensuring that they contribute to sustainable development and social justice.