Tailoring instruction to personality: The mediating role of cognitive tendencies in the effect of extraversion on higher vocational college students' self-regulated learning.

Recentring Student Learning Within Professionalism Assessment: The Role of Structured Reflection in UK Medical Education.

Effective assessment practices play a pivotal role in supporting student learning, particularly within the framework of classroom-based assessment (CBA). This study investigates how English as a second language (ESL) teachers in Malaysia grade students during CBA and their alignment with policy mandates. Employing a qualitative phenomenological design, data were gathered through semi-structured interviews and analysis of curriculum documents from the CBA Guidebook. Six Form 2 ESL teachers from three public secondary schools in Pulau Pinang participated in the study. Thematic analysis revealed commendable grading practices, with teachers employing various strategies. However, a misalignment was noted between these practices and policy directives, as teachers tended to adopt exam-oriented approaches. The study has implications for ESL education in Malaysia, highlighting the need for better alignment between policy and practice and providing practical recommendations to align grading methods with educational objectives. This study contributes to understanding how ESL teachers interpret and enact assessment reforms, offering practical insights for aligning grading with formative policy goals.

Enhancing knowledge acquisition and engagement in medicinal chemistry: The role of interactive video modules in pharmacy education.

This research aims to develop a renewable energy based smart home appliance trainer kit utilizing a solar power generation system and to evaluate its feasibility, practicality, and effectiveness in improving student learning outcomes. The study is situated within the technology development learning element and addresses global issues in the electrical power industry in Phase E of the Merdeka Curriculum. A Research and Development approach was employed using the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The research participants consisted of tenth grade students of Electrical Power Engineering at SMK Nurul Barqi Semarang as the experimental group and students from SMKN 3 Semarang as the control group. Data were collected through expert validation of learning materials and media, teacher practicality questionnaires, and student learning outcome assessments. Data analysis techniques included feasibility analysis, normality testing, homogeneity testing, N Gain analysis, and independent t test. The results indicate that the trainer kit was successfully developed using a stand-based structure with a plug and play system supported by banana socket connections. Expert validation classified the learning media as very feasible, with mean scores of 4.67 from media experts and 4.88 from material experts. Practicality evaluation conducted by ten Electrical Power Engineering teachers resulted in a score of 96.43%, indicating a very practical category. Effectiveness testing showed an improvement in students cognitive learning outcomes, with an average N Gain value of 56.83%, categorized as moderately effective. Furthermore, the independent t test revealed a statistically significant difference in learning effectiveness between students who used the trainer kit and those who followed conventional learning methods.

This research is motivated by the fact that the Meeting Management course in the Office Management and Business Services (MPLB) at vocational high schools (SMK) tends to be theoretical, less interactive, and has minimal practical application. This results in low student engagement, limited creativity, and suboptimal meeting practice skills. Therefore, this study aims to develop a learning medium in the form of Project-Based Learning (PjBL)-based e-LKPD (Electronic Student Worksheet) to improve student engagement, skills, and understanding of meeting management.The research method used is Research and Development (R&D) with the ADDIE development model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The subjects were 36 12th-grade MPLB students at SMK Negeri 1 Wonosobo, two media experts, two material experts, and eight subject teachers. The research instruments included a validation sheet, a practicality questionnaire, and a pretest–posttest.The results showed that the PjBL-based e-LKPD developed was categorized as highly valid by the media and material experts. Practicality testing, based on teacher and student responses, demonstrated a practical category, as the media was easy to use, engaging, and supported project-based learning. Effectiveness testing demonstrated significant improvements in student learning outcomes, with differences in pretest and posttest scores, as well as increased student creativity and collaboration skills in planning and simulating meetings.Based on these results, it can be concluded that the Project-Based Learning-based E-LKPD product is suitable for use as an innovative learning medium that is interactive, contextual, and relevant to the needs of the workplace

This study aimed to conduct a comparative assessment of mathematical competence, including vocabulary, operations, and mathematical problem-solving, in children diagnosed with Specific Learning Disabilities (SLD) and Attention-Deficit/Hyperactivity Disorder (ADHD). Individual assessments were administered to evaluate intelligence quotient (IQ), mathematical competence, reading, and written language for both groups (SLD: N = 17; ADHD: N = 17). The results revealed statistically significant differences between the groups in several WISC-IIIGR measures, including Verbal IQ, Information (factual knowledge, long-term memory, recall), Arithmetic (attention, concentration, numerical reasoning), Digit Span (short-term auditory memory, concentration), Picture Arrangement (planning, logical thinking, social knowledge), Verbal Comprehension Index (VCI), and Freedom from Distractibility Index (FDI), as well as in Mathematical Operations and Mathematical problem-solving. Both groups demonstrated challenges across several assessed domains. To explore these difficulties in greater depth, canonical correlation analyses (CCA) were conducted on three variable sets. Findings suggest that while both SLD and ADHD are associated with cognitive challenges, they present largely distinct patterns of cognitive deficits. Findings are interpreted in terms of differential cognitive profiles and their potential implications for differentiated instructional approaches. In particular, results are linked to the design of mathematical tasks in 5th-grade mathematics inclusive classrooms, aiming at reducing cognitive load and supporting mathematical learning in students with ADHD and SLD.

Multiple interpretation ensemble distillation for graph neural networks.

Animal-assisted education describes activities with non-human animals in the education process, such as school and university environments, and has gained increasing attention due to its potential to enhance student well-being and learning outcomes. While animal-assisted education offers numerous benefits, it also necessitates careful consideration of potential risks to the students, staff and non-human animals involved. In the present study, we conducted a survey to investigate the current perceptions and practices surrounding the use of dogs in primary schools across the UK, with a specific focus on risk assessment practices and animal welfare. We received 97 questionnaire responses. Most dogs in schools belong to staff, followed by dogs from professional organizations. Participants reported a wide variety of different dog breeds being used in schools. Interestingly, more respondents indicated that dogs require training before being used in schools compared to handlers requiring training. Respondents rated benefits to dogs, children and staff well-being as more important than educational benefits and the support of special educational needs in class. Sixty-seven percent of respondents indicated awareness of a risk assessment being conducted before a dog is brought into a school. In the previous 12 months, 88% of respondents were not aware of any injuries caused by, or aggressive behavior shown by, a dog in the school, 2% were aware of very rare incidents, 3% knew of a small number of incidents (fewer than five) and 7% indicated not to know. Our findings aim to inform policymakers, educators, and animal welfare organizations working to promote the responsible integration of dogs in educational settings, with a focus on safeguarding the well-being of both students and animals. • Animal-assisted education supports student well-being. • Survey explored use of dogs in UK primary schools, focusing on risks and welfare. • Wide variety of different dog breeds are used in schools. • Well-being more important to respondents than educational benefits. • Findings support safe, responsible use of dogs in schools for all involved.

Nursing students' educational preferences for integrated teaching methods: A best-worst scaling study.

Providing web-based feedback in distance language education: Instructors' preferences and shared responsibilities.

Undergraduate nursing students' perceptions of using holopatient in learning and clinical training: An exploratory-descriptive qualitative study.

Linking entrustable professional activities and professional practice skills laboratory modules to reinforce student learning and practice readiness for community introductory pharmacy practice experiences.

Teacher stress and engagement: Implications for student learning in India

Veterinary service-learning programs can address gaps in access to care while fostering ethical, culturally responsive education. This paper examines 2 long-standing initiatives at the University of Calgary Faculty of Veterinary Medicine, the Northern Community Health Rotation, and the Equine Service-Learning Initiative, which center Indigenous partner communities through sustained, reciprocal engagement and how they relate to principles of veterinary community engagement. Program evaluations demonstrate improved animal health outcomes and transformative, culturally responsive student learning.

Purpose This study was conducted to examine the effects of academic burnout and smartphone overdependence on sleep quality among university students majoring in dental hygiene. Methods A survey was conducted from May 12 to May 30, 2025, targeting college students enrolled in the Department of Dental Hygiene in region C. For the analysis, t-tests, ANOVA, Pearson's correlation coefficients, and Multiple Regression Analysis were used, and a total of 189 questionnaires were utilized in the final analysis. Results Academic burnout in dental hygiene major college students showed a statistically significant correlation with smartphone overdependence (r=.451, p<.001) and sleep quality (r=.257, p<.001), while there was no significant correlation between smartphone overdependence and sleep quality (p>.05). In the effect of smartphone overdependence on sleep quality, academic burnout (β=-.211, p=.010) was found to have a full mediating effect, and the explanatory power was 3.6%. Conclusion As a measure to improve learning for university students majoring in dental hygiene, it is necessary to provide efficient time management strategies, and it is considered necessary to apply a sleep quality intervention program to maintain physical and mental health.

Learning methods are often viewed as one of the factors influencing students’ level of academic interest, particularly at the junior high school level, where students are in the early stages of adolescence. In classroom practice, teaching patterns that tend to be one-sided and repetitive can reduce student engagement, thereby hindering the achievement of learning objectives. This study aims to examine the relationship between learning methods and students’ academic interest in junior high school based on previous research findings. The method used is a Systematic Literature Review (SLR) with a descriptive qualitative approach. Data were obtained through a search of scientific articles on Google Scholar, ResearchGate, and Sinta-accredited journals from 2015 to 2025. Analysis was conducted through the stages of selection, grouping, and synthesis using a descriptive qualitative approach. The results of the study indicate that learning methods are related to learning interest, particularly when applied in a varied, participatory, and student-centered manner. However, this influence is not absolute, as it is influenced by the learning context and student characteristics. Conventional methods tend to reduce learning interest, whereas more innovative approaches can increase student engagement. These findings underscore the need for teachers and school administrators to adapt learning methods in a way that is appropriate, contextual, and tailored to students’ needs in order to improve the quality of learning in junior high schools.

Active learning methods like flipped classrooms, case-based learning (CBL), and game-based learning (GBL) are increasingly important in medical and pharmacy education. While studies suggest integrating these methods may improve outcomes, direct comparisons of CBL and GBL within flipped classrooms are limited, often focusing on small sample sizes and different student populations. This study compares the effectiveness of GBL and CBL in a flipped classroom for pharmacy education which are held completely virtual, aiming to assess learning outcomes and student satisfaction. Participants were randomly assigned to the GBL or CBL group. In-class activities for both groups followed virtual flipped instruction classrooms on pharmacotherapy topics. Knowledge-based tests were used to assess learning outcomes, and a reliable and validated questionnaire was employed to measure student satisfaction. The basis for data analysis would include demographic data and the results of tests and questionnaires on satisfaction assessment. Data were analyzed via descriptive statistics methods (means, frequencies, percentages, standard deviations, and variances) and inferential analyses (Student's t-test, analysis of variance, and correlation). The 56 fourth-year PharmD students completed the study. Whereas both groups showed significant learning outcome gains (CBL T1-T3: ρ = 0.006, GBL: T1-T3 ρ = 0.001, T2-T3 ρ = 0.002), the scores for all tests were invariably higher in GBL; however, none of them are significant. Satisfaction with the learning method as also greater in the GBL group (3.82) than in the CBL group (3.61), particularly for students with lower GPAs in the GBL group (t = -0.412, ρ = 0.033). No statistically significant differences were observed for either the test scores or the satisfaction levels of either group; however, for the final test scores and progress rates, GBL had a slight-to-moderate effect size advantage (Cohen's d = -0.36, -0.34 respectively). This study demonstrated that both case-based learning (CBL) and game-based learning (GBL) within a virtual flipped classroom framework significantly enhanced student learning outcomes, without any statistically significant differences in test performance or student satisfaction between the two methods. Overall, both CBL and GBL prove to be equally effective in pharmacy education in a virtual environment.

ABSTRACT Universities increasingly foreground institutional research (IR) dashboards to steer ‘student success’ agendas, yet much of the library’s contribution operates through relationships that IR cannot readily capture. As a result, the library’s engagement with IR efforts remains underexplored in library and information science scholarship. Drawing on descriptive survey data from 66 academic librarians and library administrators, together with nine semi-structured interviews conducted across the California State University system, this study examines how library resources are allocated at course level and whether IR data inform those decisions. Findings indicate that librarians rely far more on local relationships, timing within the academic calendar and instructors’ requests than on system dashboards. Although instructional collaborations are often effective in supporting student learning, they are difficult to represent in institutional metrics and remain structurally fragile, depending heavily on individual personalities, staffing continuity and supportive leadership. Participants also identified practices associated with more consistent outcomes, particularly internal information sharing and active engagement in university-wide conversations. These findings suggest that partnerships should be stewarded as networks rather than treated as a series of one-off liaison activities. This study therefore reframes the contribution libraries provide as relational, human-centred and context-sensitive, and argues for university structures that recognise and sustain this qualitative work alongside traditional quantitative analytics.

The present study was designed to explore the impact of the COVID-19 pandemic on college students' experiences from their parents' perspective. Parents from across the United States were surveyed twice, summer 2020 (T1) and fall 2020 (T2). Building on Bronfenbrenner's bioecological theory, parents reported on their own and their students' well-being, student learning challenges, and the impact of COVID-19 on family life. Parents also reported their emotional support and stress at T2. Additionally, parents responded to open-ended questions describing how COVID-19 impacted student learning and student goals. Results showed that parental confidence in collegiate decision making diminished during this time, as did physical health and overall well-being for parents and parent reports of student well-being. Overall, parents reported increasing concern for student mental health from summer to fall 2020. First-generation college parents reported higher well-being for themselves and their students than continuing-generation parents. By contrast, parents of first-year students reported that their students were doing significantly worse than parents of students in later years. Parents who had more emotional support and less stress reported greater student well-being. College parent and family programs are discussed as a key pathway for providing resources and support for college families. (PsycInfo Database Record (c) 2026 APA, all rights reserved).