Class Size Research Articles

Validation of UniverSeg for Interventional Abdominal Angiographic Segmentation.

Automatic segmentation of angiographic structures can aid in assessing vascular disease. While recent deep learning models promise automation, they lack validation on interventional angiographic data. This study investigates the feasibility of angiographic segmentation using in-context learning with the UniverSeg model, which is a cross-learning segmentation model that lacks inherent angiographic training. A retrospective review, after IRB approval, identified 234 patients who underwent interventional fluoroscopy of the celiac axis with iodinated contrast from January 1, 2019, to December 31, 2022. From 261 acquisitions, 303 maximum contrast images were selected, each generating a 128 × 128 pixel partition for arterial detail analysis and binary mask creation. Image-mask pairs were divided into three classes of 101 pairs each, based on arterial diameter and bifurcation number. UniverSeg was tested class independently in a fivefold nested cross-validation. Performance analysis for in-context learning determined average model convergence for class sizes from 1 to 81 pairs. The model was further validated by repeating the tests on the inverse segmentation task. Dice similarity coefficients for decreasing diameters were 78.7%, 72.5%, and 59.9% (σ = 5.96, 7.99, 14.29). Balanced average Hausdorff distances were 0.86, 0.71, and 1.16 (σ = 0.37, 0.52, 0.68) pixels, respectively. Inverted mask testing aligned with UniverSeg expectations for out-of-context problem sets. Performance improved with support class size, vessel diameter, and reduced bifurcations, plateauing to within ± 1.34 Dice score at N = 51. This study validates UniverSeg for arterial segmentation in interventional fluoroscopic procedures, supporting vascular disease modeling and imaging research.

Data Mining for the Adjustment of Credit Scoring Models in Solidarity Economy Entities: A Methodology for Addressing Class Imbalances

This study addresses the quantification of credit risk in solidarity economy entities, proposing a new methodology to redefine the concept of a “default” in the frequent situations of extreme class imbalances. The objective is to develop and evaluate credit scoring models that enhance risk management by incorporating internal and external data to assess default risk. Data mining techniques are applied to address class imbalances, redefining the term “default” to include external credit information and increasing the representation of the minority class. The effectiveness of machine learning and statistical models is evaluated using class-balancing methods such as under-sampling, over-sampling, and the Synthetic Minority Over-sampling Technique (SMOTE). The evaluation is based on the Balanced Accuracy metric and the holding power of the performance, ensuring a consistent predictive power of the model while avoiding overfitting. While machine learning methods can improve credit scoring, logistic regression-based models remain effective, especially when combined with class-balancing techniques. It is concluded that a balanced sample in a class size is essential to improve predictive performance.

Characterization of the Group A5 × A5 × A5 by the Set of Conjugacy Class Sizes

Characterization of the Group A5 × A5 × A5 by the Set of Conjugacy Class Sizes

Practice of Assessment for Learning in Higher Education of Bangladesh

Because of its promising role in facilitating students’ learning, Assessment for Learning (AfL) has been discussed widely in literature. However, its implementation is neither straightforward nor uncontested. While a great deal of research has been conducted on AfL in primary and secondary education, limited research has been done in higher education in Bangladesh. Using basic interpretive qualitative approach, this study investigated assessment practices of three lecturers (university teachers) from three different departments and institutes of one public university of Bangladesh. Data from classroom (lesson) observation, semi-structured interviews with teachers, and Focus Group Discussions with students were thematically analyzed. Findings show that, though the teachers had scope to tailor assessment and though some aspects of AfL were reflected in classroom activities, the assessment strategies were not meaningfully translated into a holistic approach of AfL. The assessment practices were more concerned with measuring and monitoring classroom activities than promoting students' learning, which is the main goal of AfL. The lack of curriculum direction for AfL, teachers' limited understanding of AfL, examination-oriented education, large class size, short class-duration, and limited physical facilities were the challenges for AfL practice. Findings suggest that there is a need to integrate AfL in higher education curriculum with design suitable for the contexts of Bangladesh along with teachers’ training on assessment. Social Science Review, Vol. 41(1), June 2024, Page 17-38.

A Cost-Effectiveness Analysis of Corequisite English Developmental Education: Evidence from a Randomized Controlled Trial in Texas Community Colleges

Abstract We estimate the cost effectiveness of corequisite English developmental education at community colleges compared to a traditional prerequisite pathway. Our context is the randomized controlled trial conducted by Miller et al. (2022) that estimated the effects of three different approaches to English corequisites implemented in five Texas community colleges. The main drivers of differential costs across pathways and colleges are the number of credit and contact hours in each pathway, class sizes, and the type of faculty used to teach courses (adjunct or full-time). Corequisites are less expensive than prerequisite pathways in two colleges, they are roughly similar in two other colleges, and they are much more expensive in one college. Miller et al. (2022) find that corequisites induced more students to pass the required college-level English course in all colleges but find no impact on persistence in college. From students' point of view, corequisites should be preferred because tuition payments are lower, and they entail a higher likelihood of success.

The Research on Influencing Factors of Housing Price

This paper analyzed the various factors affecting housing prices in the Boston area. Given that housing prices are one of the most highly influential elements in the social economy and individual decisions, this study aimed to trace the main key determinants driving fluctuations in this market. The results from an MLR model applied on 509 observations of characteristics describing housing in the Boston area, using a dataset from Kaggle against housing prices, have been reported. The empirical results of the study reveal that crime rate, number of rooms, air quality (nitrogen oxide concentration), pupil-teacher ratio, property tax rate, distance to employment centers, and highway accessibility affect housing prices. A higher crime rate and nitrogen oxide concentration lead to a decrease in housing prices, whereas an increase in the number of rooms and better highway accessibility leads to an increase in housing prices. Other variables that the study identified as likely to have multicollinearity problems are property tax and highway accessibility. Such conclusions assist in gaining a better understanding of the dynamics associated with determinants in housing price and offer invaluable advice to policymakers, investors, and potential homebuyers in making decisions regarding real estate policy and investments within Boston's real estate market.

The Socio-Structural Basis of the Long-Term Decline in Traditional Left-Right Class Voting in Affluent Democracies, 1964–2019

How can we explain the long-term decline in the class-based voting cleavage observed in high-income democracies since the 1960s? The causes of this decline are far from being fully understood. We hypothesize that the decline in this cleavage between the working class and other classes is connected to the shrinkage of the working class, increases in economic prosperity, and a reduction in levels of inequality. To test these hypotheses, we use a newly-assembled dataset including sixteen advanced democracies with a long temporal coverage (1964–2019) and a class voting index based on the difference between the proportion of a particular social class in a party’s electorate and the proportion of this social class in the electorate as a whole. Models using country fixed effects confirm a decline in the class-based voting cleavage across Western democracies. Controlling for several political variables, the size of the working class constitutes the best predictor of declines in class voting in affluent democracies.

Exploring Teachers’ Creativity in Improvisation of Instructional Materials in the Teaching and Learning of Chemistry: Implication for the 21st Century Learners

Teaching and learning of Chemistry in this 21st century is facing a number of unprecedented challenges especially in resource-constrained environments, where the teachers’ creativity becomes the main stem for providing instructional materials. This study examined teachers’ creativity in improvisation of instructional materials in the teaching and learning of Chemistry in secondary schools. The study was guided by four research questions and employed the descriptive survey research design. The population of the study comprised 34 Chemistry teachers in 30 government approved secondary schools in Nsukka Education zone of Enugu State, Nigeria. A sample of 20 Chemistry teachers used for the study was drawn using simple random sampling technique. One instrument “Chemistry Teachers’ Improvisation of Instructional Materials Questionnaire (CTIIMQ)” was used for data collection. Data collected were analyzed using mean and standard deviation to answer all the research questions. The findings of the study revealed that, the extent of improvisation of instructional materials for the teaching and learning of chemistry was very low . The findings also revealed that using improvised materials during the teaching sessions proved very helpful but was greeted with a number of challenges among which are; lack of creativity and the skill to design, time constraint, limited skills in improvisation, cost of locally sourced materials, lack of support, lack of policy statement to encourage teachers, large class size, among others. Finally, the findings also revealed some possible ways to ameliorate these challenges. Based on these, recommendations were made.

Impact of Social-Emotional Learning (SEL) Programmes on Emotional Intelligence and Academic Achievements of Students

Social and Emotional Learning (SEL) programs have become essential in fostering holistic child development by enhancing self-awareness, emotional regulation, social skills, and responsible decision-making. These competencies are critical for academic success, healthy relationships, and overall well-being. This study explores the implementation of SEL programs at Hibiscus International School in Malaysia, focusing on Years 1 through 6. Educators observed significant benefits, including improved emotional intelligence, classroom behaviour, and student engagement. However, challenges such as limited resources, large class sizes, and insufficient training hinder effective implementation. Through qualitative interviews with teachers, this research identifies key themes, including the impact of SEL on emotional intelligence and academic performance, the role of teacher-student relationships, and the structural barriers to success. Findings highlight the need for systemic support, including professional development, resource allocation, and leadership commitment, to optimize SEL outcomes. This study underscores the critical role of SEL in nurturing well-rounded individuals equipped for academic and life success.

Teaching the Course of Business Communication to Large Classes in Pakistani Universities: Challenges and Suggested Strategies

The purpose of this study is to explore Pakistani ESL university teachers’ experiences of teaching Business Communication to large classes. It specifically aims to find out the issues related with teaching business communication in large classes and make some suggestions to manage these large classes. Using purposing sampling technique, researchers conducted semi-structured interviews from 10 university teachers who were teaching business communication course in eight private and public sector universities in Sindh, Pakistan. All the teachers were teaching the course to large classes where the number of students were in between 40 to 150. The findings indicated managing and controlling the class, focusing on the topic, assessing their work and providing feedback were some significant challenges for the teachers. The participants also made some suggestions such as pedagogical strategies need to be changed when there is a possibility of teaching more students in the class for better learning of students. The suggested strategies included modifying the course to the lecture/lab structure, limiting the amount of writing, separating students into different groups, encouraging peer assessment, equipping classroom with projectors and multimedia, and allowing the instructor to teach fewer courses. Keywords: Business Communication, Large class size, Lecture, Teaching

한 교사의 소규모 학급 운영 경험에 대한 내러티브 연구

Objectives The purpose of this study was to explore the experiences of a homeroom teacher managing a small class and to understand the significance of these experiences, in order to draw implications for policies related to small classes and teachers. Methods To achieve this, a narrative study was conducted on Teacher Hyunseo Lee (pseudonym), who is a homeroom teacher of a class consisting of six students at Wonyeong Elementary School (pseudonym), a small school located on the rural-urban boundary. Results Teacher Hyunseo Lee initially expected that the small class size would allow her to operate the curriculum according to her educational beliefs. However, she faced difficulties due to the panoptic-like surveillance system of the school, which required her to manage numerous administrative tasks and class management on her own. Additionally, she encountered challenges related to the contextual characteristics of small classes in the process of guiding students' behavior and learning. Nevertheless, the small class size, which allowed for flexible use of classroom space, enabled her to partially realize her educational beliefs during everyday lessons, leading to the educational growth of her students. Through this process, she found a sense of fulfillment as a teacher and developed a positive view of her profession. Conclusions Teacher Hyunseo Lee's experience in managing a small class provided her with an opportunity to reflect on her existential meaning as a teacher and confirmed the value of small classes for effective learning and behavior guidance. Based on these experiences, implications for small class and teacher policies were suggested.

Designing Inclusive Futures: A Teacher Training Module on supporting students with Down syndrome in Primary Schools of Khyber Pakhtunkhwa, Pakistan

This study examines the challenges and opportunities for enhancing inclusive education for students with Down syndrome (DS) in primary schools in Khyber Pakhtunkhwa, Pakistan. It assesses teachers' awareness and understanding of DS, identifies barriers to creating inclusive classrooms, and evaluates the effectiveness of a tailored training module to improve teachers' capacity to support students with DS. A qualitative research design was employed, involving semi-structured interviews and focus group discussions with 15–20 teachers across diverse districts. The findings reveal that teachers possess limited awareness of DS, face resource and structural constraints, and struggle with addressing health and behavioural challenges associated with DS. However, the tailored training module demonstrated significant improvements in teachers' knowledge, skills, and classroom practices, though systemic issues like resource gaps and stigma persist. The study underscores the need for mandatory teacher training, resource allocation, smaller class sizes, and community awareness campaigns to foster sustainable, inclusive education for students with DS. The study came to the conclusion that there is a significant need for focused educational interventions because of the poor level of awareness and comprehension regarding Down syndrome among teachers. The report suggested that schools should be given funding to provide classroom assistants, specialized learning materials, assistive technology, and resource centres where teachers may obtain information and support. Furthermore, in order to fight stigma and foster community support, policies requiring smaller class sizes and more assistance for inclusion should be promoted in conjunction with awareness efforts.

TEACHERS' BELIEFS AND CONSTRAINTS IN ADOPTING LEARNER-CENTERED PEDAGOGY; AN ANALYSIS OF TEACHER-CENTERED METHODS IN TANZANIAN TEACHER TRAINING COLLEGES

Modern teaching prioritizes student-centered learning, yet teacher-centered methods (TCM) still exist in many contexts, including Tanzanian colleges. This study investigates the factors that motivate the continued use of TCM in selected teacher training institutions in Tanzania. Using a quantitative approach, data were collected from 150 college teachers through structured questionnaires, analyzed with the Relative Importance Index (RII) to rank the motivational factors. The research findings reveal three main factors driving the use of TCM, which consist of teachers' belief in its effectiveness, poor student cooperation perception, and low student learning ability. Additional but less significant factors include class size, resource limitations, and standardized testing demands. This study concludes that deeply rooted teacher beliefs and contextual classroom challenges reinforce the use of TCM, despite policy changes advocating for student-centered methods. (LCM). This study recommends enhancing teacher training programs that focus on fostering student engagement and addressing student ability perceptions to align teaching practices with modern educational goals.

The Effects of ChatGPT-Generated Feedback on Saudi EFL Learners’ Writing Skills and Perception at the Tertiary Level: A Mixed-Methods Study

Corrective feedback plays a critical role in enhancing writing skills among English as a Foreign Language (EFL) learners, but large class sizes often hinder the provision of personalized feedback. Generative AI tools such as ChatGPT have emerged as promising solutions that offer immediate and individualized feedback for writing. This study examined the effects of ChatGPT-generated feedback in comparison to teacher-generated feedback on Saudi EFL students’ writing skills and perception at the university level. A mixed-method approach was employed to ensure comprehensive data collection and analyses. Using the pretest-posttest control group design, 102 participants were assigned to an experimental group, which received ChatGPT-generated feedback, and a control group, which received teacher-generated feedback. Pretests, posttests, and a perception survey were used to collect the data. ANCOVA, with pretest scores as a covariate, and content analysis of perception data were conducted. The results indicated no statistically significant differences in posttest scores between the experimental group and the control group, suggesting that ChatGPT-generated feedback was as effective as teacher-generated feedback. The perception survey revealed an overall positive attitude toward the use of ChatGPT for academic writing. The study provides empirical evidence supporting the effectiveness of generative AI tools in academic writing contexts.

Teaching Grammar: The Intersection of Teacher Stated Beliefs and Classroom Implementation

This study investigates the intersection between teachers’ stated beliefs regarding grammar instruction and their actual classroom practices, focusing on two experienced English teachers in Yogyakarta, Indonesia. While prior research underscores the influential role of teachers' beliefs in shaping instructional approaches, discrepancies between these beliefs and classroom implementation are frequently observed. This qualitative case study involved two English teachers from a junior high school in Yogyakarta who have completed their undergraduate degrees in English education and have over ten years of teaching experience. Data were collected through semi-structured interviews, classroom observations, and document analysis to explore how teachers' beliefs about teaching grammar align or diverge from their practices. The findings reveal inconsistencies, demonstrating that while both teachers express a preference for implicit, communicative approaches, practical challenges such as large class sizes, curriculum demands, and varied student proficiency often necessitate the use of explicit instruction methods. These results support existing literature that highlights contextual factors as mediators between beliefs and practices. The study emphasizes the need for reflective practices and tailored professional development programs that help teachers align their instructional strategies with their beliefs. This alignment can enhance instructional effectiveness and foster a more cohesive learning environment. Future research should further investigate how professional development and reflective practices can support teachers in bridging the gap between their beliefs and classroom methodologies.

Experiences of Primary School Teachers Regarding Individualized Education Programs and Mainstreaming/Integration in Türkiye

This study addressed the experiences of primary school teachers in Türkiye regarding inclusion/integration and Individualized Education Programs (IEP). The study also addressed how mainstreaming/integration and IEPs might impact students without special needs and their parents. This qualitative study adopted a phenomenological research design. The sample consisted of 17 primary teachers recruited using criterion sampling. Data were collected using a semi-structured interview guide and analyzed using inductive content analysis and phenomenological coding. The results indicated that participants expressed the opinion that mainstreaming was not applicable in general education. They also believed that the IEP was unfunctional. They used ready-made IEPs, albeit not actively. They were of the opinion that class sizes and physical conditions of schools were not suitable for mainstreaming education and that they were left alone in the mainstreaming/integration.

Beyond binary: multi-class skin lesion classification with AlexNet transfer learning-towards enhanced dermatological diagnosis

ProblemSkin lesions are the major indicator for diagnosing different skin diseases, which are caused by the abnormal growth of skin cells. Skin cancer, one of the most fatal types of cancer in the world, relies on the proper diagnosis of skin lesions and other relevant disease indicators for early detection, which can enhance treatment and increase life expectancy by up to 92%. Diagnosing skin lesions accurately is challenging, even for experienced practitioners.ChallengeArtificial Intelligence (AI) techniques based on deep learning have proved promising in the field of medical image processing and diagnosis. However, there is a lack of comprehensive medical image datasets. This paper will present a skin lesion classification model that employs a transfer learning approach based on Alex Net and classifies eight different skin diseases. This proposed model was trained, validated, and tested using ISIC 2019 challenge data with a very abnormal class distribution. This variation in class size has been overcome using data augmentation and resizing in the preprocessing phase. Preprocessing is performed in such a way that no colour detail or rich identification features will be lost from the images.ResultsThe proposed model achieved a testing accuracy of 90.9%, with a precision of 90.8%, a sensitivity of 90.9%, and an F1-Score of 90.8%. The values for precision and sensitivity are among the highest reported, specifically for models using the ISIC 2019 dataset.

Exploring medical educators’ perspectives on teaching effectiveness and student learning

BackgroundMedical education in resource-constrained settings such as Pakistan faces significant challenges, including large class sizes, limited resources, and reliance on traditional teacher-centered pedagogies. These factors hinder effective learning and fail to equip students with the critical thinking and practical skills essential for modern medical practice. Educators play a fundamental role in shaping student experiences but often struggle to adopt student-centred methodologies due to insufficient training, resource limitations, and institutional constraints. This study aimed to explore medical educators’ teaching approaches, their perceptions of their effectiveness, and the challenges they face in implementing modern pedagogical techniques.MethodsA sequential explanatory mixed-method study was conducted. First, the Approaches to Teaching Inventory (ATI) was administered to 130 medical and dental educators in Karachi, Pakistan (71% response rate, n = 93), assessing teacher-centered (Information Transmission/Teacher-Focused, ITTF) versus student-centered (Conceptual Change/Student-Focused, CCSF) approaches. Second, semi-structured interviews were conducted with 25 educators purposively selected from the initial sample. Quantitative data were analysed using SPSS and Mann-Whitney U tests. Qualitative data were subjected to thematic analysis to identify key themes.ResultsThe quantitative results demonstrated that educators often use a blended teaching approach. No significant gender differences were found in teaching experience or teacher-centric scores; however, female educators scored higher on the student-centric approach (p = 0.001). Qualitative analysis identified themes: (1) teachers as catalysts for student transformation, emphasising mentorship and practical learning; (2) curriculum challenges and the need for faculty development, highlighting dissatisfaction with outdated curricula and assessments focused on rote memorisation; and (3) teaching practices advocating for interactive methods and continuous assessment aligned with practical clinical skills. Educators expressed a desire for faculty development programs to support student-centered learning.ConclusionsMedical educators recognise the importance of student-centred approaches but face significant challenges due to institutional pressures, outdated curricula, and inadequate assessment methods. There is a critical need for curriculum reform, adoption of continuous formative assessments, and faculty development programs to enhance teaching effectiveness. Institutions should promote environments that value pedagogical excellence and support innovative teaching practices. Aligning educators’ perceptions with actual teaching practices is essential to improve medical education and prepare students for professional practice.

Exploring Lecturers' Insights on Metacognitive Scaffolding in Writing Instruction

This study investigates lecturers' perceptions of metacognitive scaffolding in writing instruction at Universitas Halu Oleo. Utilizing a qualitative exploratory case study design, data were collected through interviews with three lecturers from the Faculty of Teacher Training and Education. Thematic analysis revealed that while lecturers acknowledge the benefits of metacognitive scaffolding for developing independent writers, they encounter obstacles such as large class sizes, time constraints, and varied student engagement. The study aimed to provide insights for improving writing instruction practices and policy development. Lecturers discovered that metacognitive scaffolding is essential for helping students develop writing performances and engagement. The study’s findings align with literature emphasizing the importance of metacognitive strategies and structured feedback in writing instruction. The integration of technology and the positive impact of lecturers' personalities further support the effectiveness of metacognitive scaffolding in enhancing students' writing performance and engagement. Lecturers perceive the implementation of metacognitive scaffolding in writing courses as crucial for improving students' writing performance and fostering independent, reflective learning, although they acknowledge challenges such as students' difficulties with coherence and vocabulary and the distractions of technology.

Influence of Classroom Dynamics on Students’ Academic Performance in Day Secondary Schools in Mwingi East Sub County, Kitui County, Kenya

The study aimed to investigate the influence of classroom dynamics on student academic performance in day secondary schools in Mwangi East Sub-County, Kitui County, Kenya. The objectives of the study were: To evaluate the influence of class size on academic performance, To examine the influence of school rules and regulations, To assess the influence of parental involvement in school activities and To examine the influence of teacher's class supervision on academic performance. Goal-Centered Theory (GCT) was used to explain the dynamics of learning. The target population of the study was 2280. 341 responses were obtained using Slovin sample formulae. The random sampling method was used to select schools, while the stratified sampling method was used to select the sample size from principals, class teachers and students from selected secondary schools. Data collection was done using questionnaires, interview schedules and observations. Validity and reliability of Research Instruments were conducted to ascertain the internal consistency and legitimacy of the research instruments. Data analysis was done using SPSS (version 25). Analyzed data was presented in the form of frequency tables, percentages, graphs and charts. The researcher found that on the first objective, the test of hypothesis r-calculated value of 4.88 was greater than the R-critical value of 2.17 at a p-value ~ 0.05, and the null hypothesis was rejected. On the second objective, the test of hypothesis r-calculated value of 4.88 is greater than the R-critical of value 2.17 at p-value ~ 0.05, and the null hypothesis was rejected. On the third objective, the test of hypothesis r-calculated value of 4.11 is greater than the R-critical of value 3.1 at p-value ~ 0.05, and the null hypothesis was rejected. Lastly, on the fourth objective, the test of hypothesis r-calculated value of 5.2 was greater than the R-critical of value 4.2 at p-value ~ 0.05, and the null hypothesis was rejected. The study concluded that there was evidence of reduced class time for syllabus completion for teachers and low mastery of contents due to pressed instructional time. Rules and instructions in the classroom environment help to improve the class learning procedures, as evidenced by the respondent responses. Timely class attendance was paramount for students' academic performances. Interactive demonstrations for problem-solving techniques were used by selected teachers, thus making teachers have different opinions, and there have been high records of insufficient learning materials that resulted in poor class management and attributed to the contribution of poor performance. The researcher recommended that teachers learn different methods of managing class sizes. Headteachers and teachers should coordinate in drafting and enforcing school rules and regulations, and every teacher should have working strategies that promote class integration.