Learning Resources Research Articles

Crossing the frontier from oral to written translanguaging for epistemic access in natural science

Background: South Africa’s Language-in-Education Policy (LiEP) provides for bi/multilingual education, but schools are only supported to choose monolingual English language policies from Grade 4 and ignore the learners’ home language or languages as resources for learning. Many teachers translanguage orally, using the learners’ home language and English to make learning more meaningful but seldom extend this to written translanguaging.Objectives: Research was conducted to document the process and effects of a teacher development project, translanguaging-for-learning (L4L) which supported teachers in developing translanguaging pedagogies to improve learner access to the curriculum and to develop academic bi-literacy.Method: This article focuses on the development of one senior phase (Grades 7–9) natural science teacher who participated in the L4L project. Data were collected following an ethnographic approach in workshops and classrooms through observation, interviews, photos, videos, and learners’ workbooks.Results: The research illustrates how with workshop engagement, mentoring support and the provision of multilingual dictionaries, a teacher’s bi/multilingual languaging skills were legitimised and mobilised to engage learners in knowledge construction, both orally and in writing. Classroom interaction shifted from being teacher-led to being more learner-centred and bilingual, providing opportunities for biliteracy, and identity affirmation.Conclusion: The findings illustrate improved learning opportunities through planned, systematic translanguaging pedagogies.Contribution: The research suggests a model for bi/multilingual education and teacher development that recognises African languages as important resources for learning to further linguistic equity, access, and social justice.

Pengembangan Integrasi Bangun Ruang Prisma Berbasis Etnomatika Terhadap Rumah Adat Joglo dengan Kemampuan Visualisasi Spacial pada Siswa Kelas V Sekolah Dasar

The background that prompted this research was the existence of factors in students' learning difficulties in understanding mathematics, especially in geometric material. The aim of the research is to determine the development stage and feasibility of integrating ethnomathematics-based prism spatial construction into Joglo traditional houses with spatial visualization abilities in fifth grade elementary school students. The research in this thesis uses Research and Development research using the ADDIE model. It can be concluded that the Omahku media based on ethnomathematics with visual spatial capabilities is a media that is suitable for use as a learning medium and of course can also be an alternative media used by teachers in mathematics lessons regarding spatial construction material. Based on the results of this research, the resulting learning media can provide suggestions that can be an alternative for teachers in learning, especially in building materials and can be combined with other learning resources.

Mathematics Teachers’ Experiences of Using Online Teaching Resources for Professional Learning in a Context of Disadvantage

This interpretative phenomenological study adopted the Community of Inquiry framework to explore 30 South African teachers’ experiences of the effectiveness of Grade 9 online mathematics teaching resources. A survey questionnaire with open-ended questions and a semi-structured interview guide were used to obtain data on the teachers' experiences. Data were analysed using an inductive thematic coding approach. The findings were that the teachers positively experienced the efficacy of online teaching materials for their professional development in terms of cognitive, social, teaching and learning presences. Using WhatsApp groups to share and discuss the online materials enhanced a common identity (social presence), deep engagement with the mathematical and pedagogical content knowledge of the materials (cognitive presence), (peer) teaching and (peer) learning from one another via WhatsApp (social media) chat groups (teaching and cognitive presences) that collectively eased curriculum implementation and enhanced student learning. However, limited facilitator teaching presence and limited internet access for both teachers and learners constrained the platform's benefits. Participating teachers reported spending at least three hours per week searching for online teaching resources, sometimes fruitlessly, indicating a need for more digital literacy training. The study makes a valuable contribution to our understanding of the potential benefits of online resources for teaching complex mathematics topics such as fractions and familiarity with the obstacles that need to be overcome. The more teachers and students turn to online resources, the more the findings of this study can inform the development of such resources to improve mathematics learning outcomes for schools in contexts of disadvantage.

Integrating educational technology into Lesotho Secondary Religious Studies: A conceptual exploration of practical challenges and opportunities

The use of educational technology (Ed-tech) is becoming more prevalent in shaping teaching methods to meet the needs of modern learners. This study examines how Ed-tech is integrated into secondary Religious Studies classrooms in Lesotho, using the Technological Pedagogical Content Knowledge (TPACK) framework as a guide. By reviewing global literature, it looks at the opportunities and challenges of incorporating digital tools into Religious Studies, a subject aimed at developing social skills and moral values. Research suggests that technology can improve student engagement, critical thinking, and ethical reasoning through platforms like cloud-based learning and multimedia resources. However, Lesotho faces obstacles in implementing Ed-tech, including inadequate infrastructure, insufficient teacher training, and outdated educational policies, which leads to a digital divide, especially in rural areas with limited access to electricity and the internet. The study concludes that while Ed-tech has the potential to transform Religious Studies education, addressing these systemic barriers is crucial for effective implementation. It recommends improving technological infrastructure, providing professional development for teachers, updating curriculum policies to meet 21st-century requirements, and integrating digital literacy into the Religious Studies curriculum. Overcoming these challenges will not only bridge the digital divide but also enhance the teaching and learning of Religious Studies, equipping learners with skills to navigate the ethical and digital complexities of the modern world.

Challenges experienced by remedial education program in peri-urban primary schools in Zimbabwe. Case study of Riki Primary School in Mashonaland Province, Seke District.

The major concern of the study was that despite having remedial education programs in Zimbabwe schools, the performance in peri-urban primary schools is not below expectation. The purpose was to examine the challenges experienced by remedial education programs in peri-urban primary schools as perceived by remedial teachers, and school administrators. The study used document analysis as the foundation of data collection. Interview questions were used to collect data from teachers and school administrators. Focus group discussions was used to collect data from teachers through using ZOOM online meeting. Qualitative thematic analysis was used to analyze the collected data. The collected data was clustered into themes in line with the study objectives. The findings identified challenges such as lack of remedial learning resources, stigma and discrimination, class size, facilitator expertise, and high teacher-learner ratio. Therefore, the study concluded that remedial education in Zimbabwe's peri-urban primary schools was ineffective. The study recommended that there is need for the government through the Ministry of Education to revise and review the Zimbabwe school remediation policy, train teachers on how to administer remedial lessons, and provide adequate support to promote effective remedial education.

درجة استخدام مصادر التعلم الرقمية في تحسين التعلم الذاتي لدى طلبة قسم وسائل وتكنولوجيا التعليم بكلية الشرق العربي للدراسات العليا

The study aimed to determine the degree of using digital learning resources to improve self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study employed the descriptive survey method, by applying a questionnaire to a simple random sample consisting of (43) male and female students from the Department of Educational Media and Technology at the Arab East College for Graduate Studies. The study's objectives focused on answering the following questions: What is the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? What is the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies? The study results showed that the degree of using digital learning resources in the courses of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high, and the level of self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was high as well. Moreover, the degree of using digital learning resources in improving self-learning among students of the Department of Educational Media and Technology at the Arab East College for Graduate Studies was very high. The research project concluded with a set of recommendations and research proposals that had an impact on enhancing the results reached by the research project and were expected to be a source of benefit in the field of specialization according to the topics addressed by the research project and related to digital learning resources, self-learning, and scientific research.

Development of e-modules on global warming: concepts and solutions in senior high school chemistry education

This research aims to produce a learning product in the form of a flipbook-based e-module that is valid, practical, and effective for X students in the odd semester. Chemistry lesson This development research is based on the unavailability of innovative teaching materials that meet the demands of the merdeka curriculum. Development procedures using the ADDIE model which consists of five stages: analysis, design, development, implementation, and evaluation. E-modules are introduced to be developed into a new medium that is expected to support the diversity of learning resources and maximize learning outcomes. Validation testing was conducted by 3 validators. The validation results obtained were with average percentages of 80%, 85%, and 85%, so it can be said that the e-module is in the valid category and suitable for use. Based on the student response questionnaire, the e-module is also practical for use in X grade chemistry learning, with a practicality percentage of 80.6% and very effective in improving students' thinking skills with an N-gain score of 0.59.

From research to resources: developing a case-based learning curriculum for navigating clinical uncertainty

Purpose This study aimed at rethinking ways in which educators from different fields can collaborate to respond to the rapidly evolving demands of health professions education (HPE). The goal was to investigate how a research-to-resources approach can be applied to engage in knowledge translation (KT) of research findings for the benefit of introducing medical students to uncertainty in the clinical learning environment. Design/methodology/approach An interdisciplinary team of medical educators, human resource development (HRD) scholars and emergency medicine fellows engaged in iterative cycles of action research (AR) to develop, pilot and refine case-based learning resources on clinical uncertainty. The team leveraged prior research on physicians’ decision-making during COVID-19, experimented with generative AI tools, and collected feedback from medical students to guide resource development. Findings The findings of this study are twofold. On the one hand, the authors reflect on the lessons learned of developing case-based learning with the help of generative AI. While student feedback indicated that the case helped normalize and process experiences with uncertainty, key challenges included adapting research data to create relevant, sustainable learning resources and designing effective discussion prompts. On the other hand, the authors provide insights into the opportunities and challenges of our interdisciplinary collaboration. The authors show that knowledge utilization is not simple, but complex, and that more work needs to be done to effectively disseminate resources as part of the desired uncertainty curriculum. Practical implications This study attempts to apply a KT framework for bridging the research-practice gap in HPE through interdisciplinary collaboration and AR. It provides lessons learned for developing case-based curricula on complex topics like uncertainty. The findings highlight the need for adaptive KT processes when dealing with rapidly evolving healthcare contexts. Originality/value This paper offers a novel example of research-to-resource KT in medical education, integrating perspectives from HRD and leveraging emerging technologies. It contributes to understanding how interdisciplinary teams can collaborate to create timely, evidence-based educational resources for navigating uncertainty in professional practice. The study also provides insights into the challenges and opportunities of translating complex research findings into practical learning tools to tackle real-world challenges in HPE.

Pengaruh Pembelajaran Berbasis Kasus dan Dukungan Teknologi Terhadap Hasil Belajar Mahasiswa Administrasi Perkantoran

Learning is the process of interaction between students, educators, and learning resources within a learning environment. Technology support refers to the use of technology or digital platforms that can help facilitate learning, while learning outcomes are the achievements that students attain after participating in learning activities. The aim of this study is to examine the influence of case-based learning and technology support on students' learning outcomes. This research employs a quantitative approach with a survey method, and the data are analyzed using SPSS. The results indicate that case-based learning does not have a strong influence on students' learning outcomes; however, technology support has a strong influence on learning outcomes. Nevertheless, technology support does not have a strong influence on the success of case-based learning.

The Adoption and Usage of ICT in Teaching and Learning in Tanzanian Secondary Schools: A Systematic Review

This systematic review aims to enhance understanding of the level and factors affecting the adoption and use of ICT in teaching and learning in Tanzanian secondary schools over a 10-year period from 2015 to 2024. The review involved a comprehensive literature search across various online research databases and institutional library sources for studies published within this timeframe. Extracted data included year of publication, level of ICT adoption and use, geographical scope, factors influencing adoption and use, target population, and type of school ownership. A total of 544 records were identified from different databases and repositories, with 266 screened, 48 full-text articles assessed for eligibility, and 17 articles ultimately meeting the inclusion criteria for analysis. The qualitative analysis of these studies revealed that, overall, the adoption and use of ICT in Tanzanian secondary schools remained low. Key factors affecting effective integration of ICT included insufficient ICT infrastructure (94.1%), limited ICT skills and knowledge among teachers (47.1%), inadequate teacher training (29.4%), teacher attitudes, perceptions, and experience (23.5%), and a lack of technical support (23.5%). The review concludes that ICT adoption and usage in Tanzanian secondary schools is at a low level. It is recommended for an increased investment in ICT infrastructure to ensure that public secondary schools, in particular, have access to the necessary technological resources for teaching and learning.

Scalable Synaptic Transistor Memory from Solution-Processed Carbon Nanotubes for High-Speed Neuromorphic Data Processing.

Neural networks as a core information processing technology in machine learning and artificial intelligence demand substantial computational resources to deal with the extensive multiply-accumulate operations. Neuromorphic computing is an emergent solution to address this problem, allowing the computation performed in memory arrays in parallel with high efficiencies conforming to the neural networks. Here, scalable synaptic transistor memories are developed from solution-sorted carbon nanotubes. The transistors exhibit a large switching ratio of over 105, a significant memory window of ≈12V arising from charge trapping, and low response delays down to tens of nanoseconds. These device characteristics endow highly stabilized reconfigurable conductance states, successful emulation of synaptic functions, and a high data processing speed. Importantly, the devices exhibit uniform characteristic metrics, e.g., with a 1.8% variation in the memory window, suggesting an industrial-scale manufacturing capability of the fabrication. Using the memories, a hardware convolution kernel is designed and parallel image processing is demonstrated at a speed of 1M bit per second per input channel. Given the efficacy of the convolution kernel, a promising prospect of the memories in implementing neuromorphic computing is envisaged. To explore the potential, large-scale convolution kernels are simulated and high-speed video processing is realized for autonomous driving.

Extensiveness of Teachers’ Workload in Determining the Acquisition of Kiswahili Reading Skills Among Pupils in Public Primary Schools in Tanga City Council, Tanzania

The study investigated the extensiveness of teachers’ workload in determining the acquisition of Kiswahili reading skills among public primary school pupils in Tanga City Council, Tanzania. The study employed a convergent design under mixed methods research approach to collect both quantitative and qualitative data simultaneously and compare the results to obtain a more complete understanding of the research problem. The study targeted 80 public primary schools, 80 head teachers, 264 Kiswahili subject teachers, 24 Ward Education Officer and 1 City Council Primary Education Officer. Both probability and non-probability sampling techniques were employed to obtain respondents who participated in this study. The study involved 8 public primary schools, 8 head teachers, 88 Kiswahili reading skills teachers, 8 WEO and 1 CCPEO. Data were collected using questionnaires, and interview guide. Data collection instruments were validated by Mwenge Catholic University research experts. A pilot study was conducted in two public secondary schools. The reliability of questionnaires for Likert scale items was determined using Cronbach's Alpha Coefficient where reliability coefficient r= 0.892 for Kiswahili subject teachers questionnaire was obtained. The reliability for qualitative data was established through peer debriefing and triangulation. The study adhered to research ethical principles throughout the research process. Quantitative data were analyzed using descriptive statistics particularly using frequencies, percentages and mean with the aid of SPSS Version 22. The study concludes that due to their overwhelming responsibilities, teachers find it challenging to give students timely and insightful feedback on their reading progress. Teachers find it challenging to plan and implement enjoyable reading activities that would greatly enhance their pupils Kiswahili reading skills. Teachers are unable to give each pupils the individualized support and attention they need to improve their reading skills in Kiswahili, leaving them with little time and energy. The study recommends that heads of public primary schools can support teachers in working less by making sure that teachers have enough time to plan, organize, assign reading tasks, and help pupils who are failing with learning. The administration of public primary school should make sure that the school has enough teaching and learning resources for Kiswahili reading instruction.

ANALYSIS OF THE FACTORS CAUSING DIFFICULTIES IN SPEAKING ENGLISH FOR GRADE 10 STUDENTS OF SMA ISLAM PAGERUNGAN BESAR

This study aims to analyze the factors causing difficulties in speaking English grade 10 students at SMA Islam Pagerungan Besar. The ability to speak English is very important where in this era, English is the language used in international communication. However, there are still many 10 grade students at SMA Islam Pagerungan Besar who have difficulties in speaking English. This study uses a qualitatve method with case study approach, data were collected through interviews, classroom observations, and analysis of related documents. The results of the study indicate that there are 2 main factors causing difficulties experienced by students, namely internal and external factors. Internal factors include lack of confidence, limited vocabulary mastery, difficulty in pronunciation, afraid of making mistakes, and lack of motivation. Meanwhile, external factors include less supportive environment, learning facilities are inadequate, less effecttive teaching methods, lack of support from teacher and friends, and lack of opportunity to practice speaking. Based on these findings, it is suggestions that teachers and school create more supportive learning environment to increase students’ self-confidence, provide more opportunities for students to practice speaking through activities outside the classroom, and use more interactive and innovative teaching methods. In addition, improving learning facilities such as providing language laboratories and digital learning resources, as well as providing books on speaking skills are needed to help students improve their English speaking skills.

Innovative Paths for Talent Cultivation Models of Navigation Technology Majors in Higher Vocational Colleges under the Background of Educational Digital Transformation

The digital transformation of education has become an important opportunity for the development of higher vocational colleges, driving the reform and innovation of talent cultivation models in higher vocational colleges. Under the background of the digital transformation of education, to realize the innovation of the talent cultivation model for the navigation technology major in higher vocational colleges, efforts should be made to cultivate teachers' digital literacy, accelerate the integration of digital technology and courses, actively promote digital technologies such as virtual reality technology, and accelerate the construction of digital learning resources.

Integration of Indigenous Knowledge Systems and Practices (IKSPs) in the K to 12 Curriculum for Sama Bajaus: A Case Study

This study is concerned with mending the gap in department orders, specifically the policy framework on IPED known as DO No. 62, s. 2011, which was meant for indigenous groups. The study would concentrate on finding significant data to recommend a tailored policy framework that would answer the needs of Sama Bajaus. This study utilized a convergent mixed method with teachers, school heads, students, parents of students from pre-selected education institutions in Batangas, Sama Bajau elders, and local government and NCIP officials served as the participants. Based on the results and discussions presented in this study, it is concluded that the Indigenous Knowledge System and Practices (IKSPs) of the Sama Bajau community exhibit characteristics that align with curriculum integration, promoting cultural advancement, social inclusion, and the preservation of Indigenous heritage. Integration of Sama Bajau’s IKSPs within the K to 12 Basic Education Curriculum has the potential to support Sama Bajau learners by offering increased learning opportunities that are culturally sensitive and inclusive. Furthermore, it can enhance the awareness and understanding of school personnel, particularly teachers and school heads, regarding the importance of localizing and indigenizing knowledge, skills, attitudes, and values (KSAV) in education. However, the study also revealed that challenges and issues are impeding the effective integration of IKSPs into the curriculum. These challenges include the availability of cultural learning resources and the overall responsiveness of the educational system. It was found that the extent of integration of Sama Bajau’s IKSPs is significantly related to the problems and issues encountered. Therefore, a policy recommendation is suggested to address the gaps in localization and indigenization within the curriculum, ensuring that learners’ needs are adequately met.

The Historical Change, Evolutionary Logic and Dynamic Mechanism of China's Major Enrollment System

The general enrollment system is a hot issue in the field of higher education reform. And the scientific cognition of its historical evolution, internal logic and dynamic mechanism is helpful to promote the reform of China's undergraduate enrollment system. From the perspective of historical institutionalism, the evolution of Chinese enrollment categories can be divided into four major historical stages: historical gestation, preliminary exploration, rapid rise and in-depth development. Tracing the hidden institutional logic behind the policy, it is found that the initial conditions, positive feedback mechanism and mindset make the change of the major enrollment system have a strong path dependence. In terms of dynamic mechanism, politics, economy and society constitute the basic factors of institutional change; learning effect, adaptive expectation and resource optimization orientation constitute the internal driving force of self-strengthening in the system; and the interest game among various action subjects constitutes the direct driving force of institutional change. In the future, the major enrollment system will accelerate the comprehensive reform of higher education through the three aspects of deepening rational practice examination, enhancing cross-cultivation and exploration, and promoting the transformation of human-oriented management, so as to enable the connotative development of higher education.

A bibliometric and visualization analysis of entosis research from 2007 to 2024

ObjectiveIn 2007, entosis was proposed as a form of programmed cell death, distinct from apoptosis. This process involves a living cell (internalized cell) actively invading a neighboring live cell of the same type (host cell), forming a cell-in-cell structure. Recently, entosis has been increasingly associated with cancer, leading to significant advancements in research. Despite this progress, a comprehensive and unbiased review of the current state of entosis research is lacking. This study aims to evaluate the developments in the field of entosis over the past decade and highlight emerging research trends.Materials and methodsWe performed a literature search for studies published since the introduction of the entosis concept, using the Web of Science Core Collection database. The bibliometric analysis was conducted using VOSviewer, CiteSpace, Microsoft Excel, and the Bibliometrix R package.ResultsA total of 196 articles from 39 countries and 346 institutions were included. Between 2007 and 2024, research on entosis has seen rapid growth, with most publications originating from China and the United States. The United States also leads in total citations, with Memorial Sloan Kettering Cancer Center emerging as the top research institution. Sun Qiang is the most prolific author in this field, while Overholtzer M has the highest number of citations. Current Molecular Medicine has published the most articles related to entosis. Frequently occurring keywords include “entosis,” “cannibalism,” “autophagy,” and “apoptosis.” In recent years, keywords such as “phagocytosis,” “drug resistance,” and “human cancers” have surged, indicating a growing focus on understanding the role of entosis in tumor progression and exploring its potential as a therapeutic target for cancer treatment.ConclusionsThis study provides the first bibliometric analysis of entosis, detailing its evolution over the last decade. It highlights critical areas of interest, including the development of inhibitors targeting entosis and their potential clinical applications. This research aims to guide future investigations and serve as a valuable resource for scholars exploring entosis in cancer biology.

Engaging electrical lighting installation classes: Android interactive learning media development with Adobe Animate CC

This study aims to develop android-based interactive learning media for Electrical Lighting Installation subjects by using Adobe Animate CC. The research was conducted in response to the limited variation of learning media, which has affected student engagement and motivation in technical subjects. The Research and Development (R&D) model, adapting a 3D out of 4D model (Define, Design, Develop) was referred to develop interactive media designed for vocational students. The media integrates audiovisual elements to enhance students' learning experiences and promote independent learning outside the classroom. The validation process utilized questionnaires, interviews, and observations from content experts, media experts, and students. The media was validated by experts in two stages. In the first stage, the media achieved a feasibility score of 68%, categorized as "fairly good." After revisions, the second validation showed an improvement with a feasibility score of 85.33%, categorized as "very good". The results indicate that the Android-based learning media potentially enhance the learning process of Electrical Lighting Installation subjects effectively, providing a more engaging and flexible tool for students. This innovation significantly contributes to improving the quality of technical education by offering an accessible and interactive learning resource. It also addresses the challenges of limited learning media variation and encourages independent learning, possibly serving as a model for the development of similar media in other technical subjects.

PEMANFAATAN TEKNOLOGI INFORMASI PADA SEKOLAH MENENGAH ATAS DI BELINYU

The implementation of infrastructure and development of information technology (IT) services in educational environments such as schools and campuses plays an important role in supporting quality learning experiences. Regarding the introduction of IT infrastructure and service development in the educational environment. IT infrastructure covers various aspects such as providing hardware and software to meet educational needs, providing a reliable communications network, and ensuring data and information security. Services provided include training for teachers in the use of learning technology, technical support for students and staff, as well as implementation of related policies. With the right infrastructure, students and lecturers can access learning resources efficiently and interact in a technology-integrated learning environment. This service also plays an important role in increasing the technological literacy of students and teachers and ensuring the smooth operation of systems in educational environments. The services provided at schools can have a positive impact on improving the quality of education, preparing students to face the challenges of the digital world, and creating an inclusive and innovative learning environment. A holistic and coordinated implementation approach and ongoing support from all stakeholders will be key to achieving this goal.

Preparedness of Public Primary Schools in Tanzania for Educational Reform Implementation: A Case of Mbulu Town Council

This study was conducted to assess the preparedness of public primary schools in Mbulu Town Council, Tanzania for the implementation of educational reforms. The study employed a convergent design within a mixed-methods approach, utilizing questionnaires administered to teachers and interviews conducted with head teachers and ward education officers. Findings indicate that teachers are somewhat prepared for reform implementation, with engagement in self-directed learning and awareness of educational reforms. However, challenges such as inadequate teaching and learning resources were highlighted, including shortages of classrooms and books. Ward education officers, trained on the reforms, have been instrumental in disseminating knowledge to teachers. Overall, while there is moderate preparedness, addressing resource inadequacies and providing comprehensive training is essential for successful reform implementation in public primary schools. The study recommends consistent provision of resources and comprehensive training programs to enhance readiness and ensure uniform implementation of reforms.