Student Academic Development Research Articles

Active strategies to strengthen logical mathematical thinking

Mathematical logical thinking is fundamental in the cognitive and academic development of students, facilitating problem solving and critical reasoning. This article focused on the analysis of problem-based learning to enhance mathematical performance in eighth-year students. basic of the Educational Unit “San Cayetano” of Chone, a problem that currently arises in this educational institution, the following question arises how to strengthen mathematical logical thinking in these students. Traditional teaching methods are considered obstacles that limit the effectiveness of active strategies to strengthen mathematical logical thinking. An in-depth review of the existing literature on the key aspects of problem-based learning and mathematics teaching was carried out. This article aims to implement problem-based learning as an active strategy to strengthen mathematical logical thinking in 8th grade students. A mixed approach was used, combining qualitative and quantitative methods to evaluate how this strategy can improve mathematical logical thinking. In the students, the results obtained through the observation sheet showed us the lack of implementation of active strategies in terms of solving mathematical problems, in the same way a survey was applied to the students, being satisfactory, highlighting the positive impact of this learning. based on problems in academic results.

Why not ask them? A systematic scoping review of research on dyadic teacher–student relationships as perceived by students with emotional and behavioral problems

IntroductionMeta-analytical findings indicate that high-quality dyadic teacher-student relationships (TSRs) can act as social protective factors against the development or persistence of emotional and behavioral problems (EBPs) by fostering students’ social-emotional and cognitive learning. However, previous research primarily focused on samples of students without EBPs and relied on teacher-rated TSRs. Research on dyadic TSRs from the perspective of students with EBPs is scarce, yet their self-perceptions could offer valuable insights into whether and how dyadic TSRs serve as protective factors for them. Therefore, this systematic scoping review is guided by the central question of how research on dyadic TSRs from the perspective of students with EBPs has been conducted and what insights have been gained to date.MethodsThis question is explored through a narrative synthesis of existing studies, thereby identifying current research approaches, empirical findings, practical implications, and future research needs. A database search using keywords related to EBPs and TSRs yielded 24 included studies.Results and discussionSynthesizing these studies reveals five overarching conclusions. First, students with EBPs and their teachers tend to experience dyadic TSRs less favorably than typically developed (TD) students and their teachers. Second, relationship-enhancing interventions focusing on either teacher-student interactions, contextual factors or individual characteristics of teachers and students appear to be effective for students with EBPs. Third, students with EBPs seem to perceive stronger positive affective relationships with their teachers than teachers do with them. Fourth, students with EBPs may perceive their dyadic TSRs as ambivalent, exhibiting both highly positive and highly negative aspects. Fifth, for the social–emotional and academic development of students with EBPs, dyadic TSR-quality seems to be a risk or protective factor, acting differently than in TD-student. However, due to the diverse nature of the included studies, these conclusions remain only preliminary. Consequently, the review concludes with 10 key recommendations that might guide future research on dyadic TSRs from the perspective of students with EBPs.

PERTENCIMENTO E RECONHECIMENTO NO CONTEXTO DA EDUCAÇÃO DE JOVENS E ADULTOS: REFLEXÕES SOBRE MEMÓRIA E IDENTIDADE

This article discusses the importance of belonging and recognition in the context of Youth and Adult Education (EJA), with an emphasis on its implications for memory and education studies. Based on a theoretical review based on the works of authors such as Baumeister, Leary, Maslow, Hegel and Honneth, we seek to explore how these concepts influence the construction of identity, the retention of information and the social interaction of educational subjects. The feeling of belonging and recognition in the educational environment are essential for the academic and emotional development of students, directly impacting engagement and motivation for learning. The main objective of this research is to investigate the role of belonging and recognition in EJA, analyzing the contributions to the formation of identity and the academic development of students.

Developing a safe learning environment in primary-level innovative schools in the Czech Republic

ABSTRACT This study examined how teachers in the Czech primary schooly create a safe learning environment, and identified key strategies they employ to foster a supportive and respectful classroom climate. Particular emphasis was placed on methodological analysis due to new requirements set by the Ministry of Education, which, within the new Competency Framework for Teaching Graduates, demands that teachers be capable of effectively establishing a safe educational setting. Innovative schools serve as crucial sources of inspiration for fulfilling this competence, as they implement progressive pedagogical approaches and methods that can be effectively adapted and applied across various educational contexts. The research was conducted through observations of teachers during classroom instruction and notes taken in field journals using a log. The results revealed that teachers utilise participatory rule-making, promote cooperation over competition, engage in open and non-violent communication, and adopt an individualised approach to teaching. These practices not only contribute to a safe classroom climate but also support the overall personal and academic development of students. The research also uncovered challenges faced by teachers, including maintaining discipline in an environment with high student autonomy and diversifying educational needs. Teachers overcome these challenges with flexible and expert approaches that support safe and inclusive education.

New challenges for higher education: self-regulated learning in blended learning contexts

IntroductionThe study on self-regulated learning in blended learning (BL) environments highlights its crucial relevance for both the academic development of students and the evolution of contemporary educational methods. This research focused on conceptualizing self-regulated learning in university contexts with a BL modality, using direct student perceptions.MethodsAn inductive qualitative approach with a phenomenological design was employed. Responses from 312 undergraduate students who had completed their first or second year were analyzed; 65 participated in 10 focus groups (two per area of knowledge according to OECD classification), and 247 participated through a survey. Descriptive analysis was used to obtain a range of content and meanings associated with students’ perceptions of SRL-BL.ResultsThe study conceptualized SRL-BL as a process where students structure, monitor, and evaluate their learning using self-reflection and digital technologies, with particular emphasis on planning. Significant differences were identified between SRL-BL and traditional SRL; in face-to-face education, teacher supervision is greater, while in SRL-BL, students take on more responsibility and autonomy, developing self-management skills. Although SRL-BL fosters autonomy and responsibility, students face obstacles such as distractions from social media and leisure technologies, which affect their concentration and study planning.DiscussionIt is essential to address the new challenges students face to maintain a high level of SRL in Blended Learning environments (SRL-BL) and the strategies they use to overcome them. The need to update the concept of self-regulated learning (SRL) in the current educational context, influenced by technological advances, is concluded.

Assessment of the Impact of Virtual Reality on Empathy and Learning in University Students

This quasi-experimental study examined the effects of a virtual reality (VR) intervention on the empathy and learning of university students studying Law and Administration, using a random sample of 300 students, divided into an experimental group and a control group of 150 students each. The research was based on the potential of VR as an immersive educational tool. The students were randomly selected, and detailed demographic and academic information was collected from them. The experimental group participated in VR activities designed to promote empathy through experiential learning. Empathy was measured using the Interpersonal Reactivity Index (IRI), and academic performance was assessed through structured questionnaires before and after the intervention. The quantitative results revealed a significant increase in empathy levels and academic performance in the experimental group compared to the control group. Qualitative interviews and surveys confirmed these findings, highlighting a greater understanding and empathy towards others among participants in the VR activities. The VR intervention proved effective in enhancing empathy and learning, suggesting that integrating immersive technologies into the academic curriculum can offer significant benefits for the personal and academic development of students. Future research is recommended to explore the application of VR in other educational contexts and disciplines.

The effect of parental support on student self-rated and task-based creativity: The mediating role of creative interest and self-efficacy

Creativity has been regarded as a desirable advanced skill for students in the 21st century due to its crucial role in promoting student academic, social, and psychological development. However, how family environment, especially parental support, may affect student creativity and the mechanisms underlying the effects have not been sufficiently explored. The present study aims to investigate the effects of parental support on student creative performance through the mediating role of creative motivation (i.e., creative interest, creative self-efficacy) among Chinese fifth graders at 11–12 years old (N= 497). A multimethod approach was used to measure creativity in this study, which included self-rated creativity and task-based creativity. The results indicated that parental support did not exert significant and direct effect on student creativity, but it exerted significantly positive and indirect influences via the mediating role of creative self-efficacy (for task-based creativity) or creative interest and self-efficacy (for self-rated creativity). Results are discussed in terms of the implications for parents and educators to better support the cultivation of student creativity.

THE USES OF TDIC'S IN THE TEACHING-LEARNING PROCESS OF SPECIAL EDUCATION STUDENTS AT THE FULL TIME SCHOOL IN THE CITY OF ARAGUATINS - TO

Technological tools are constantly evolving and the ability to use them is fundamental to intellectual development. There are students who do not have access to these tools in the school context. In state and municipal schools, the discipline of computer science is lacking in the curriculum. Many students are interested in learning, but cannot afford to pay for a suitable course to enrich their curriculum and knowledge. The project was carried out at Escola de Tempo Integral (ETI), located in Araguatins - TO, with the aim of improving cognition, memory and reasoning through the use of operating systems for special education students. This will allow students to learn a little about the technologies and types of existing systems, as well as learn concepts, functions, history, architecture, hardware, software and level machines. All this is important for the personal and academic development of students, as we know that technology is an excellent tool for inclusion and can positively benefit the development of the special education student. The method used was to introduce special students to the resource room and the theory about operating systems, such as history, concepts and architecture. After the theoretical meetings we conducted the practical class working all the content worked in theory as the commands in the MS-DOS operating systems and finalized with the installation of the operating system. The project provided students with an understanding of operating systems and arouse their interest in the area of computer science with an emphasis on systems.

The Effect of the Educational Game, Reading-Writing-Game and Reading-Writing-Application Methods on Students' Social Skills, Attitudes Towards Science Course and School

Research in the literature predominantly focuses on the academic development of students. However, the affective characteristics of students and their ability to work in different ways impact their learning. Therefore, it is crucial to examine the effects of various teaching methods on the development of affective factors. This study aims to investigate the impact of educational game (eg), reading-writing-games (rwg), and reading-writing-application (rwa) methods on students’ attitudes towards science lesson, social skills, and attitudes towards school. A quasi-experimental design with pretest-posttest comparison groups was employed. The research involved 163 5th-grade students from middle school. Data collection utilized science course attitude scale, social skills scale, and attitude scale towards school. Dependent groups t-test and one-way anova were employed for the analysis. The results indicated that eg, rwg, and rwa methods are statistically significant enhancing students’ social skills, attitudes towards science courses, and attitudes towards school. eg, rwg, and rwa methods can be applied to improve the social skills and attitudes of students with low social skills and negative attitudes towards the course or school.

Enhancing Academic Development: A reflexive exploration of Staff and Students’ Experiences on curriculum co-creation

Academic development of students and staff is a critical element in higher education, especially with reference to their engagement in curriculum development. While higher education institutions advocate for the inclusion of students in curriculum co-creation, in practice, this has not been easily implemented. The urgency to create this collaborative ecosystem necessitates a reflexive contribution. In this article, I explore the experiences of academic staff and students on their engagement in curriculum co-creation with a specific focus on developing a study guide for the newly developed module, which is part of the decolonisation process. The emphasis on meta-cognitive skills and the social justice element in the curriculum development process ensures a responsive curriculum that meets the needs of society, students and staff in a cohesive and integrated manner. I underpin this reflective study on Schon’s theory of reflection on action. I argue that engaging students in curriculum creation stimulates deep learning, an empowerment attribute which I explore as it enhances innovative and critical thinking. This study employed qualitative methods of collecting and analysing data, followed by identifying important themes from the data. The reflections and emergent themes provide pathways to enhance academic development to encourage curricula co-creation processes in higher education.

Optimalisasi Pengalaman Pengguna: Redesain Website Sinau Digital Universitas Negeri Surabaya dengan Usability Principles Menggunakan Figma

In the era of globalization, each university now has a website that represents them. At Surabaya State University, they had the UNESA Sinau Digital website. The study aims to evaluate the quality of the Unesa Digital Sinau website through user evaluation. The main problem faced by this website is its less user-friendly appearance and navigation. Therefore, the study uses a method of collecting quantitative data by collecting online questionnaire data from students of Surabaya State University, and the Evaluation of Usability Principles revealed a number of problems, including less intuitive navigation and impeccable layout. It also refers to the human aspect, which refers to psychological, physiological, and behavioral theories of human-computer interaction. Through a redesign based on usability principles laid down by Nielson and Molich, there is a significant improvement in the user experience, learning efficiency, and user satisfaction. Improvements include improved layouts, attractive visual designs, and the addition of features that facilitate access and interaction. The application of usability principles on UNESA's Digital Sinau website has a positive impact on student academic development, user retention, and university image. By continuing to prioritize usability, UNESA Digital Sinau can continue to support the development of education in the growing digital age.

Rethinking support for university teachers in the context of decolonising higher education: The role of academic developers

The diverse histories of each of the three formerly different higher education institutions that became NorthWest University (NWU) continue to encourage academic developers to think strategically on effective ways to offer responsive academic development support to the students and academic staff. Tasked with a mandate to render academic development support to academic staff, postgraduate, and undergraduate students to achieve equity (not equality) of outcomes, NWU's Faculty Teaching and Learning Support (FTLS) directorate continues to rethink its strategy and approach in fulfilling its mandate long after the merging of the three historically different institutions on 1 January 2004. The directorate understands that there are common, fundamental, and core student academic development and support, and academic professional development needs across the three campuses that should be aligned, yet our engagement has shown repeatedly that such support is always situational and, inadvertently, contextual. Drawing on New Literacy Studies as theoretical lens to advance its argument, this paper used the literature review method to present the rationale for a restructured FTLS work strategy at NWU to respond better to demands for supporting the academic project in the context of decolonising higher education.

Student Perceptions of Involvement in Secondary-Level Competitive Forensics Organizations

Previous literature in the field of education highlighted the impacts of student involvement in extracurricular activities on student academic and personal development; however, much of this research is oriented towards postsecondary students and not secondary-level students, and the research is broadly focused on extracurricular activities generally rather than focusing on specific categories of activities that require different levels of student involvement. This study explores specifically competitive forensics (speech and debate) and its impacts on student development at the secondary education level based on student perceptions of their own involvement. A mixed methods phenomenology was used for data collection and analysis where students responded to quantitative Likert items and qualitative short answer items through an online survey. These items collectively discussed the categories of academic development, professional and social communication skills, and mental health and personal wellbeing to explore general student development. Data analysis showed that sampled students perceived their involvement in forensics to have improved academic performance and development and generally improved social and professional communication abilities. However, the sample is in disagreement in regards to mental health and personal wellbeing; a small majority hold the perception that forensics has improved their mental health, while a significant amount hold the opposite perception. Ultimately, analysis of these student perceptions on forensics provides education professionals a greater understanding of the impacts of forensics and similar extracurriculars on secondary student development. This understanding could further opportunities for learning and development beyond the classroom through extracurriculars such as forensics.

Validation of an instrument to evaluate the satisfaction of the professional practice in pertaining students to the program of Nutrition and Dietary

Introduction. Professional practice is a relevant process for the personal and academic development of students. It uses learning contexts located in real scenarios and enables the acquisition of knowledge, skills, and competencies necessary for professional practice. Objective. To design and validate an instrument designed to evaluate students' satisfaction with theirprofessional practice process. Materials and methods. Mixed-method study, non-probabilistic sample by convenience of 196 participants. The sample is formed by 20 Nutritionists and 176 students belonging to the Nutrition and Dietetics undergraduate program. The statistical software SPSS version 22 was used to analyze reliability by Cronbach's alpha and the Delphi method for content validity. An instrument with 32 items grouped in 4 dimensions was elaborated and applied to 116 students to analyze reliability. The instrument was adjusted to 25 items, and content validity was analyzed by a panel of experts. The judge’sconsensus was the foundation for developing a 29-item version grouped into 4 dimensions. This version was applied to 60 students to obtainCronbach's alpha validation. Results. The instrument presents an excellent level of reliability, with a Cronbach's Alpha coefficient of 0.927. Conclusions. The instrument designed to measure satisfaction with professional practices is a reliable and valid measure, since it allows knowing the students ‘evaluation at the end of their professional practice process.

The Lived Experiences of Anti-Semitism Encountered by Jewish Students on University Campuses: A Phenomenological Study

<i>Campus climate informs student encounters on university campuses. Research indicates that discriminatory campus experiences impact the social, emotional, professional, and academic development of students. Although many studies discuss inequity among marginalized student groups, institutional Anti-Semitism is minimally discussed in scholarship. The current qualitative phenomenological study contributes to this literature gap by providing insight into the lived experiences of Jewish students in Counseling and Couple and Family Therapy programs who encountered Anti-Semitism at a public university. The guiding research question for this study was: What are the lived experiences of Jewish students who encounter Anti-Semitism on university campuses? Data collection involved online semi-structured interviews of participants and was followed by data analysis processes of thematic analysis and cross-case synthesis. Results indicated that being Jewish on campus includes four main challenges of (a)</i><i> experiences of disclosing, externalizing, or embodying Jewish identity, (b) experiences of Anti-Semitism, (c) exclusionary experiences within multicultural education and courses, and (d) exclusionary experiences within social justice advocacy and minority status. </i><i>Findings prompt future utilization of historical trauma informed instructional models and intergroup contact interventions within research and teaching in Counseling and Couple and Family Therapy programs.</i>

Knowledge Sharing among Students in Social Media: The Mediating Role of Family and Technology Supports in the Academic Development Nexus in an Emerging Country

Social networking has opened up new avenues for learning and knowledge sharing. Because of its document exchange, virtual communication, and knowledge production capabilities, social media is a helpful tool for learning and teaching. This research embraces multiple goals. First, this study examines Bangladeshi university students’ social value, communication and collaboration, trust, and the perceived benefits of knowledge sharing through social media in academic advancement. The second goal is to examine how families and technology support mediate those aspects of social media knowledge sharing with student academic development. This study uses the Technology Acceptance Model and Social Exchange Theory as an example of how knowledge sharing through social media with the help of family and technology impacts academic progress among Bangladeshi university students. This paper uses PLS-SEM on the survey data from 737 Bangladeshi students to test the model with the help of SmartPLS 4. Social value, communication and collaboration, trust, and the perceived benefits of sharing knowledge through social media significantly enhance Bangladeshi students’ academic growth. In the case of mediation, family and technological support mediate the relationship between communication and collaboration, trust, perceived benefits and academic development. However, there is no mediation between the social value of knowledge sharing in social media and students’ academic development. The article concludes with implications, limitations, and future research.

Transactional Distance and College Students' Learning Engagement in Online Learning: The Chain Mediating Role of Social Presence and Autonomous Motivation.

Transactional distance remains an important issue in online education, which is an important indicator to evaluate the quality of teaching and learning in online courses and is closely related to the success of learners' online learning. The purpose of this study is to evaluate the potential mechanism of transactional distance and its three modes of interaction on the impact of learning engagement of college students. Online Education Student Interaction Scale, Online Social Presence Questionnaire, Academic Self-Regulation Questionnaire and Utrecht Work Engagement Scale-Student scales were used, revised questionnaire for cluster sampling of college students, 827 valid samples. SPSS 24.0 and AMOS 24.0 were used for analysis, and Bootstrap method was used to test the significance level of the mediating effect. Transactional distance (including the three interaction modes) was significantly and positively related to college students' learning engagement. Autonomous motivation played a chain mediating role between transactional distance and learning engagement. In addition, social presence and autonomous motivation mediated the chain between student-student and student-teacher interaction on learning engagement. In addition, however, student-content interactions did not significantly impact social presence, and the chain mediating effect of social presence and autonomous motivation between student-content interaction and learning engagement was not supported. Based on transactional distance theory, this study reveals the role of transactional distance on college students' learning engagement and the mediating effect of social presence and autonomous motivation in the relationship between transactional distance (and three interaction modes of transactional distance) on college students' learning engagement. This study supports the findings of additional online learning research frameworks and empirical studies to enhance our understanding of how online learning affects college students' learning engagement and the important role of online learning in college student's academic development.

Examining Teachers’ Attitudes and Views Towards Educational Research: Mixed Research

The primary aim of the research is to examine the attitudes and behaviors of teachers toward educational researches. The research was carried out using mixed methods and an explanatory sequential design. The quantitative study group for the research consists of teachers working in public or public schools affiliated with the Istanbul Provincial Directorate of National Education in the 2021-2022 academic year. The quantitative study group for the research—the convenience sampling method—was determined, and 532 teachers participated in the research. Quantitative data were collected with the "Teacher Attitude Scale Towards Educational Researches (TAASS)" and independent groups were analyzed by t-test and ANOVA analysis. In the qualitative phase, data were collected from 20 teachers determined using the maximum diversity method. "Semi-Structured Interview Form" was used to collect qualitative data, and the content analysis method was analyzed. According to the results, teachers think that educational research is necessary at a "high level". They stated that educational research would contribute to the professional development of teachers in the fields of "teacher training and development", "learning and teaching strategies", "Management and leadership", "curriculum", "assessment-evaluation criteria", "technology use". They also stated that educational research in the fields of "Learning and Teaching Strategies", "Equal Opportunity and Opportunity," and "Family Factor" will contribute to the academic development of students. In this way, the necessity of educational research has been categorized under the themes of "professional development and student academic development"

Studenci jako współtwórcy procesu edukacji - ocena wpływu wybranych czynników na kształtowanie kultury dzielenia się wiedzą na uczelniach wyższych

The aim of the study is to analyze the relationship between 1) perceived organizational support from the university, and 2) student involvement in the study process described from the perspective of the concept of knowledge-sharing culture. In addition, we analyze the impact of these factors on the student's average grade obtained in the last academic year. The study presented here focuses on the interaction of the following factors: 1) perceived organizational support from the university, and 2) student involvement in the study process. The concept of the culture of knowledge-sharing is a theoretical basis for the analysis. As a result, the research explores the impact of the factors (1 and 2) mentioned above on the effectiveness of the student's academic development. Based on the literature review, it is being assumed that the culture of knowledge-sharing is built in a two-way process: on the one hand, the university is to support the students in their development, and on the other hand, students themselves are to show commitment to this process. However, the available literature does not clearly indicate the strength of the relationship or the directions of influence between the elements of the model. The study conducted to create this analysis consisted of two stages: the first was carried out in June 2019, the second in May 2020, after the outbreak of the COVID-19 pandemic. This allowed for more complete conclusions regarding the interaction of factors responsible for building the academic culture of sharing knowledge. Regardless of whether students work in a classroom or in an e-classroom (remotely), the results show that the basis for their involvement is the support they perceive from universities, setting ambitious tasks for them, and accompanying them in overcoming emerging challenges. The factor modifying the relationship between university support and the effectiveness of academic development turned out to be the student's involvement in the study process.

School Meals Program and Its Impact Towards Student’s Cognitive Achievement

Nutrition food is one of the factors influencing student academic development. By providing a good nutrition for children in school is one of the way to increase economy development in Indonesia. School meals program has important role in order to improve children participation and children performance in school. Some previous research founds that nutrition food ables to increase children cognitive. However, those have not taken into account the direct impact of school meals program on children cognitive. Therefore, this study aims to analyze the direct impact of school meals program toward children cognitive. The data was taken from Indonesia Family Life Survei (IFLS) wave 5. This study is conducting Propensity Score Matching method to knowing the impact of school meal program on children cognitive. The result shows that school meal program has impact to increase children cognitive score on mathematic. It shows that these program has impact on children score by 0.2 point higher than children in school without school meal program.