School Year Research Articles

Impact of a school-based food assistance program on household food insecurity in Greece, 2012–2019: a multi-year evaluation of the DIATROFI program

BackgroundChildhood food insecurity can persist among low socioeconomic areas in high-income countries. Universal Free School Meal (UFSM) programs are designed to respond to this pressing issue. This study aimed to conduct a multi-year evaluation of the DIATROFI Program’s impact on household food insecurity in Greece. MethodsThis study utilized data from 18,716 students (618 kindergarten to high schools), from low socioeconomic areas participating in the school-level UFSM Program DIATROFI between 2012 and 2019. Parents of students completed annual baseline and follow-up paper-based self-completed questionnaires. The primary outcome was household food insecurity, measured using the Food Security Survey Module (FSSM) at both questionnaires, and evaluated through mixed linear and logistic regression models with repeated measurements. FindingsStudents’ median age was 9 years old (Interquartile range (IQR): 6·5, 12·0), 51·6% (n=9,658) were girls, and 82·2% (n=15,382) lived in low/medium socioeconomic affluence households. Households with food insecurity reduced from 51·5% (n=9,630) to 47·6% (n=8,901) after one school year. Food insecurity score declined steadily for four years of consecutive participation, compared to baseline score (one-year b:–0·26; 95% Confidence Interval (CI):–0·30, –0·22, and four-year –1·28; –1·53, –1·03). The likelihood of retaining food insecure status reduced from 17% after one-year participation (Odds Ratio (OR): 0·83; 95% CI: 0·79, 0·87) to 36% after four-year participation (0·64; 0·49, 0·82). The Program’s impact on household food insecurity alleviation was greater among households with low parental education and low socioeconomic affluence. InterpretationThe DIATROFI Program effectively improved household food security during and after the Greek socioeconomic crisis. School-level UFSM programs targeting underprivileged students can improve household food insecurity, with a more pronounced effect with increased years of participation, and among economically disadvantaged households. FundingThe DIATROFI Program was funded through various national and private organizations, including national prefecture authorities, Greek payment authorities, philanthropic/charitable organizations, and private companies.

Adolescents’ School-Based Universal Well-Being Screening: A Validation of the Student Subjective Wellbeing Questionnaire in Portugal

AbstractSchool-based universal well-being screening is proposed within the Multi-tiered Systems of Support approach to collect data on school and individual well-being. Universal screening allows for data-based informed decision, allocating each pupil or set of pupils in universal, selective and/or indicated structured interventions and supports. However, schools require adequate and validated measures of both positive well-being and indicators of psychological health problems. This study focused on the adaptation and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) in Portugal, a tool directed to positive well-being screening. After a translation process, data was collected in 10 schools. A sample of 942 school pupils in the 3rd cycle was randomly split into two subsamples. First was conducted on one subsample, and then, CFA was conducted in the other. Gender and school year invariance were also conducted with the CFA subsample. Internal consistency was likewise analysed. The analysis finished with convergent and discriminant validity. Overall, results supported a second-order factor model (subjective well-being), including four first-order factors, with the elimination of one item and changing one item to another subscale. Results showed good reliability of each factor (all above 0.70). Full measurement invariance was reached for gender (male and female) and school year (7th, 8th and 9th grades). Convergent validity was found with measures of satisfaction with school, group identification with peers and school social support, and divergent validity was found with BPM-Y. Altogether, results support that SSWQ-PG can be used to screen for subjective well-being in schools, helping schools in identifying and addressing pupils’ mental health needs more effectively.

Unexcused Absences and Failures: Dissecting the Variability in Course Credit Policies and Freshman Course Failure

This policy analysis examines the implementation of A.C.A. 6-18-222, a statewide policy in Arkansas that addresses unexcused absences and the subsequent consequences for course credit among students. Utilizing anonymized student-level data from the 2020-21 and 2021-22 school years, which includes a total of 65,651 freshmen, the study investigates the variability in policy implementation across districts. It also examines the differing language used to dictate the consequences of exceeding unexcused absence thresholds. Our multivariate logistic regression models demonstrate that students eligible for Free and Reduced Lunch (FRL) are notably more likely to fail a course after surpassing their district's absence threshold. Moreover, the data reveal that upon reaching this threshold, students are significantly more likely to fail core courses as opposed to non-core courses. These findings illuminate the variations in local policy implementation and their impact on student academic outcomes, emphasizing the importance of uniform policy enforcement to ensure equitable educational opportunities.

MATHEMATICAL BELIEFS, ENGAGEMENT, AND PROBLEM-SOLVING SKILLS OF GRADE 9 STUDENTS

The purpose of this quantitative study, which used descriptive and correlational designs, was to investigate the mediating effect of student engagement on the relationship between mathematical beliefs and problem-solving skills in Mathematics among students. One hundred thirty-eight Grade 9 students from four public secondary schools in Davao del Norte Division, School Year 2023-2024, were selected as respondents using stratified random sampling. This study used two adapted survey questionnaires to determine students' mathematical beliefs and engagement and a validated researcher-made test to assess their problem-solving skills in mathematics. Mean and Pearson-r were used to calculate numerical data. The results of this study revealed that the level of mathematical beliefs and engagement of the students is high. Additionally, the level of student’s problem-solving skills in terms of test scores is average. Moreover, there is a significant relationship between mathematical beliefs and student engagement. However, results showed no significant relationship between mathematical beliefs and students' problem-solving skills. Further, mediation analysis was initially intended to be conducted as a part of the study; however, it was not executed since the conditions were not met. Additionally, future researchers may utilize the findings to analyze the study's variables and look into other variables or characteristics that mediate the relationship between mathematical beliefs and problem-solving abilities. KEYWORDS: problem-solving skills, mathematical beliefs, student engagement, grade 9 students, descriptive-correlational approach, Pearson-r, Kapalong, Davao del Norte, Philippines

Performance Tasks in EFL Classes: Massive Open Online Courses (MOOCs)

This study aims to investigate the integration of massive open online courses (MOOCs) as performance tasks at the K12 level in EFL classes during COVID-19. A pre/post survey including open-ended questions was developed for pilot testing, 110 K-12 students in Turkey in the 2020-2021 school year during the spread of Covid-19 completed these surveys. Both qualitative and quantitative data were used in data collection. Statistical analysis was used in the analysis of the quantitative data, and descriptive and content analysis was used in the analysis of qualitative data. It is thought that the results of the research will guide researchers and practitioners in the theoretical and practical aspects of online and blended learning at the K12 level.

Variations in Benefits of Intergenerational Tutoring in the "New Normal".

This study investigated the benefits and challenges of intergenerational tutoring in a post-pandemic context. We explored how the benefits of intergenerational tutoring vary among subgroups of volunteers-first-time tutors, male tutors, tutors who are caregivers, and tutors with moderate or severe loneliness. Older adult tutors (N = 319) were surveyed before and after the 2021-2022 school year, and the data were analyzed with structural equation multivariate regression and thematic analysis. Results indicated that while public health measures like mask-wearing posed challenges for some tutors, there were positive outcomes for tutors, especially first-time tutors, who experienced more health and well-being benefits, and tutors who are caregivers, who experienced improved civic attitudes towards public education. These results can help programs attract subgroups of volunteers who are likely to benefit the most, as well as attend to the unique challenges of pandemic-related policies.

Political emotions in a literature classroom

ABSTRACT The democratic potential of literature education has often been accentuated. In this article, we draw on Gert Biesta’s subjectification conception of democratic education, and view democracy as a concept open for (re)negotiation in the classroom. We are informed by Chantal Mouffe’s agonistic democratic theory, and its view of dissent as a foundational aspect of democracy, in that the struggle itself constitutes the identities of the opponents. Agonistic proposals for democratic education also pay attention to political emotions in the classroom. We pair agonism with Sara Ahmed’s view of emotion as performative to explore how power, identity and emotions are entangled in a student group and how this entanglement is integrated in the students’ conceptions of democracy. The students were in their last year of upper secondary school in Sweden. We analysed audio recordings from three group interviews with a total of eleven students. The interviews followed a literary discussion about the short story ‘Farangs’ by Rattawut Lapcharoensap, which was video recorded. The analysis shows that students referred to emotion when constructing the collective identities of themselves and their opponents, and that the power relations between these collective identities influenced what literary interpretations were centred in the discussion.

Academic Profile of Teachers Affected by Poor Performances in Philosophy in the Final Year of Secondary School in Yaounde and Mbalmayo, Cameroon

Academic Profile of Teachers Affected by Poor Performances in Philosophy in the Final Year of Secondary School in Yaounde and Mbalmayo, Cameroon

Connections within the Multiplicative Field: A Case Study of Adán’s Mathematical Thinking

ABSTRACT Mathematical coherence is a goal within the Common Core State Standards for Mathematics. One aspect of this coherence is how student mathematical thinking is developed across concepts. Unfortunately, mathematics is often taught as isolated ideas across grades. The multiplicative field is an area of study that needs to be examined as a space to develop connections across concepts. This paper uses a case study of mathematical thinking from one 5th-grade student over a school year to demonstrate the connections in his thinking across whole numbers, fractions, and graphing work. Analyzing his solution strategies with three frameworks detailing multiplicative, proportional, and functional thinking, his strategies show a developing understanding of proportional reasoning, and functional thinking as he is building his multiplicative thinking and connections from whole numbers to fraction problem-solving strategies to graphing. Examining this student’s mathematical thinking points to the opportunity for connections across the multiplicative field through teaching mathematics in a manner more responsive to student sense-making.

Development and validation of Adolescent Sexual and Reproductive Health- Knowledge, Attitude, and Self-Efficacy Questionnaires (ASRH-KASeQ).

The tools to measure knowledge, attitudes, and self-efficacy related to adolescent sexual and reproductive health have been developed, but with adolescent subjects over 15 years old and with specific topics. The needs and focus of SRH education in adolescents are different from those of young adults. This study aimed to develop a valid and reliable tool to measure adolescents' knowledge, attitude, and self-efficacy regarding SRH. A total of 100 items were developed based on a literature search, focus group discussion, and expert panel encompassing three domains: knowledge, attitude, and self-efficacy. The Adolescent Sexual andReproductive Health- Knowledge, Attitude, and Self-Efficacy Questionnaires (ASRH-KASeQ) then underwent a validation process that included content validity, face validity, and internal consistency reliability. This study was conducted on adolescents aged 12-15 years in secondary school in Yogyakarta, Indonesia. All statistical methods were analyzed using STATA software. The average content validity (S-CVI/Ave) and face validity (S-FVI/Ave) for knowledge, attitude, and self-efficacy demonstrated good validity with scores of 0.93 and 0.94, 0.92 and 0.96, and 0.95 and 0.96, respectively. The internal consistency reliability using Cronbach's alpha for the knowledge, attitude, and self-efficacy domains exceeded 0.6, with results of 0.7, 0.81, and 0.89, which were considered acceptable. The final set of ASRH-KASeQ consisted of 100 items measuring knowledge (40 items), attitude (30 items), and self-efficacy (30 items) of adolescents SRH. ASRH-KASeQ was shown to be a reliable and valid tool for Indonesian adolescents, especially those aged 12-15 years.

An Evaluation of the Experimental Science Teaching Program for Primary Education from the Teachers’ Perspective: An Educational Design Research Journey

The concerns about ensuring scientific literacy for all are underpinned by international recommendations from organizations such as the UN and the OECD for science education. They advocate for science education from a contextualized, sequential, systematic, and active perspective on the students’ learning process, starting from the early years of schooling. It is based on these pedagogical principles that the research project the “Experimental Science Teaching Program” (PEEC) was founded. This article aims to disseminate an evaluation of the PEEC for primary education, which includes a science teaching curriculum proposal, teaching activities and resources (e.g., digital games), and assessment record instruments for learning. This program was developed using an Educational Design Research methodological approach based on iterative cycles, with the collaboration of a multidisciplinary team (e.g., teachers, researchers, and children). For a final evaluation of the PEEC components, we consulted the ten participating teachers through a questionnaire survey one year after the end of their official collaboration. The main results highlight the relevance and appropriateness of the proposals presented for the targeted age group and the assumptions and objectives of science education in terms of the curriculum, teaching resources, and digital assessment games. Teachers also mentioned continuing to use the PEEC resources after their participation in this study. These results underscore the need to expand and promote projects of this nature to contribute to more practical science education in Portugal and, consequently, to increase children’s levels of scientific literacy.

Encoding colors and tones into working memory concurrently: A developmental investigation.

Working memory serves as a means to accumulate information and reorganize it. Researchers have long assumed that the natural organization of information is one stream at a time. This logic leads to the expectation that, when two different series of stimuli are to be remembered, performance should be superior if the series are presented one before the other in succession, rather than concurrently. Moreover, different accounts of attentional limits lead to different expectations for the change in the ability to encode two sets across age groups in childhood. Testing children from first grade (6-7years) to adulthood, we presented sequences of colored objects and tones in succession or concurrently (with one color accompanying an unrelated tone) and found that performance was equally good no matter which presentation method was used. The results for both presentation methods closely matched the intricate pattern of development observed by Cowan etal. (2018), who used successive presentation only. We found marked developmental improvement in the ability to retain materials in each modality without an increasing cost of attention-sharing between modalities. Humans at least from the elementary school years through young adulthood thus display an ability to accommodate and organize two concurrent streams of information. RESEARCH HIGHLIGHTS: Memory for stimuli from multiple modalities is relevant to school performance and learning; here we investigate how attention is shared between remembering colors and tones. Participants received four colors and/or four tones for subsequent recognition on a trial, with dual modalities presented successively (0.5s per stimulus) or concurrently (0.5s per pair). Successive versus concurrent presentation had little effect on recognition, and the marked increase in memory performance with age did not come from dividing attention during encoding or maintenance. Children as young as first grade thus can encode and organize for later recognition colors and concurrently-presented, but unrelated, tones.

Effects of Heuristic Method on Students’ Performance in Mathematics

This research determines the effects of the Heuristic method on students' performance in Mathematics 7 of a public national high school in the Philippines, school year 2022-2023. The quasi-experimental method used two sets of questionnaires (standardized Attitudes Towards Mathematics Inventory and standardized Algebra Test). The data were treated using frequency, mean, standard deviation, Chi-square test of independence, and paired t-test. The study revealed that student’s profiles (age, gender, final grade in Grade 6 Math) do not have significant relationships with their level of mathematical attitudes and academic performance. However, a significant increase in test scores between the pretest and post-test results in a significant difference between the mean gained of both groups. Thus, teaching strategies could encourage students to increase their academic performance. It was concluded that the Heuristic teaching model helps students develop better mathematics learning. The researchers strongly recommend searching for more learning methods that could help elevate the learners' academic performance.

Evaluation of the Arthur Project: Evidence-Based Mentoring in a Social Work Framework with a Social Justice Approach

Low-income students from underrepresented communities experience significant educational inequalities, including chronic absenteeism, mental health crises, trauma exposure, and social injustices. These conditions escalate risks of dropping out and justice system involvement. Middle-school youth must navigate intense social and emotional change. To address such challenges, The Arthur Project (TAP) provides intensive, in-school, therapeutic mentoring and family support. The program teaches students essential life skills, such as problem-solving, communication, and academic engagement. Students are empowered to strengthen their resilience, perseverance, self-actualization, and confidence. TAP provides up to 500 h of therapeutic mentoring yearly over three years, delivered individually and in small groups by social work interns. The research question was as follows: Does structured, intensive in-school therapeutic mentoring with social work interns increase the socioemotional, cognitive, noncognitive, and academic skills and engagement of underserved middle-school students? This evaluation for the school year 2022–2023 is based on the program of 200 students and 30 mentors, with quantitative mentee, mentor, teacher, and caregiver surveys and qualitative interview data. The program and evaluation methodology are described, with results and conclusions. Students showed significant improvement in all domains; mentors reported student increases in confidence, perseverance, problem-solving, and communication; and teachers and caregivers reported students’ increased academic engagement. The Arthur Project program can become a national middle-school mentoring model to address widespread student inequalities.

Four years of pandemic-era emergency licenses: retention and effectiveness of emergency-licensed Massachusetts teachers over time

Most states responded to the onset of the pandemic by granting temporary licenses that allowed teachers to work in classrooms without first passing the typical licensure exams. In this paper, we examine the result of this policy in Massachusetts using data on multiple cohorts of emergency licensed teachers (ELTs). We find that ELTs were slightly more likely to be retained in the same school than teachers from other entry routes. However, ELTs’ students scored significantly lower on standardized tests in math and science than other students in the same school and same year. Our findings are at odds with earlier, more positive assessments of emergency licensure. Our updated results appear to be driven by more recent cohorts of ELTs. Overall, this study suggests policymakers should be cautious when drawing sweeping conclusions about the impacts of teacher licensure based solely on the earliest cohort of teachers who obtained pandemic-era licenses.

TEACHERS INTERPERSONAL BEHAVIOR AND PARENTAL ENGAGEMENT IN RELATION TO THE STUDENT’S ACADEMIC PERFORMANCE

The primary purpose of this study is to determine whether teachers’ interpersonal behavior and parental engagement in relation to the students' academic performance. This study employed a descriptive-correlational research design. Using total population sampling, 315 junior high school students were selected as respondents from one of the junior high school in New Bataan during the school year 2023-2024. Furthermore, this study employed two adapted survey questionnaires and the general average of the students during their third quarter; all validated to collect data and treated using mean, standard deviation, and Pearson-r. The findings showed that teachers’ interpersonal behavior and parental engagement among the students are very high, while their academic performance are very satisfactory. The results also revealed that teachers’ interpersonal behavior positively correlated with students’ academic performance and parental engagement negatively correlated with students’ academic performance. These results encourage teachers and parents to continue support and have a good relationship with the children to maintain a good academic performance of students. Furthermore, to improve the applicability of the results, it is imperative to carry out replication studies in various locales. This will validate the durability of these relationships beyond the present research setting and contribute to a more comprehensive comprehension of these issues. KEYWORDS: Teachers’ interpersonal behavior, parental engagement, student academic performance, junior high school students, descriptive-correlational design, pearson correlation coefficient, Davao de Oro, Philippines.

Breaking the Rules

“Breaking the Rules” is a legal research and writing assignment that I crafted for students completing their first year of law school. The assignment honors new students’ desire for skills that will allow them to effectively challenge the status quo of settled but discriminatory legal rules. Part I of this article is an essay that contextualizes and explains the assignment; Part II provides the assignment itself.

The Usage of Android Phone and the Academic Performance of the Grade 10 Students in Jose Abad Santos National High School

The study aimed to determine the impact of Android phones on the academic performance of Grade 10 students in Jose Abad Santos National High School. The study employed a descriptive-correlational research design. Were 182 respondents selected using a stratified random sampling technique who responded to the adapted survey guide questionnaire? The frequency count and percentage, mean, and Pearson product-moment correlation coefficient were the statistical tools used. Most respondents were 17-18 years old, female, used Vivo android phone, and had average socio-economic status. The usage of Android phones occasionally used by the respondents, in particular in the cognitive aspect. The average grade of the Grade 10 students in the first grading period of the school year 2022-2023 was 83.09 indicating that their academic performance was approaching proficiency level—a significant relationship was found between the usage of Android phones and academic performance of the Grade 10 students. Moreover, the findings indicated that there was a significant relationship between the Android phone and academic performance of the Grade 10 students particularly their cognitive aspects in which the students develop their mental skills and acquisition of knowledge.

Efektivitas Model Pembelajaran Kooperatif Tipe Numbered Head Together (NHT) Berbantuan Alat Peraga dalam Meningkatkan Kemampuan Berpikir Kritis Siswa pada Pembelajaran Matematika

The study aims to test the effectiveness of a Numbered Head Together (NHT) cooperative learning model with a tool in improving students' ability to think critically about learning mathematics. The research method used is quantitative with the type of Quasi-experimental research. The study population was class X students of SMA Negeri 1 Cigugur in the 2023-2024 school year, with samples taken using purposive sampling technique, namely classes X1 and X2 with a total of 64 students and the statistical test used was t-test. The instruments used included testing students' critical thinking skills and elevating students' responses. Data analyzed using test instruments and analysis of mathematical critical thinking abilities. The results of the study showed that there was a difference in average mathematical critical thinking skills between students who obtained cooperative NHT-type learning with a tool compared to students who gained conventional learning. Normality tests and homogenity tests show that the N-Gain Score data are distributed normally and the data variance is homogeneous. The results of the hypothesis test showed a significant improvement in students' ability to think critically in the experimental group. Students' response to the NHT learning model was also positive

Building on Strong Foundations: Deploying Enhanced Replicating Effective Programs for evidence-based prevention curriculum adaptation.

Schools frequently adopt new interventions for each new public health issue, but this is both time- and resource-intensive. Adversity exposure is an example of a pervasive public health issue that emerged during Coronavirus Disease 2019 (COVID-19) with notable consequences, including an elevated risk of developing substance use disorders and mental illnesses. Adapting existing, universal, evidence-based interventions, such as the Michigan Model for HealthTM (MMH), by incorporating trauma-sensitive content is a promising approach to meet this need. We examined critical steps in promoting MMH adaptability as part of the Enhanced REP (Replicating Effective Programs) implementation strategy during the COVID-19 pandemic. We share usability testing from the 2020 to 2021 school year and describe how we apply the results to inform the group randomized trial pilot study. We applied key steps from implementation adaptation frameworks to integrate trauma-sensitive content as COVID-19 unfolded, documenting the process through field notes. We conducted initial usability testing with two teachers via interviews and used a rapid qualitative analysis approach. We conducted member checking by sharing the information with two health coordinators to validate results and inform additional curriculum refinement. We developed an adapted MMH curriculum to include trauma-sensitive content, with adaptations primarily centered on adding content, tailoring content, substituting content, and repeating/reinforcing elements across units. We designed adaptations to retain the core functional elements of MMH. Building foundational relationships and infrastructure supports opportunities to user-test intervention materials for Enhanced REP that enhance utility and relevance for populations that would most benefit. Enhanced REP is a promising strategy to use an existing evidence-based intervention to meet better the needs of youth exposed to adversity. Building on the foundations of existing evidence-based interventions, is vital to implementation success and achieving desired public health outcomes.