Student Participation Research Articles

Period poverty, menstrual health and menstrual (in)justice in the context of social work – in the opinions of students and graduates of social work

Menstruation, until recently treated as a purely biological phenomenon, is beginning to be perceived as a social phenomenon, becoming the subject of research, scientific theorizing and publications. Third-sector organizations are being formed to tackle period poverty, promote menstrual health and work for menstrual justice. Menstrual poverty and broadly understood menstrual inequalities are often experienced by socially vulnerable individuals, families, groups and communities, who become social welfare institutions and social work service users. The article presents selected results of a survey with participation of social work students (current and graduates) on their perception of the relationship between social work and the elimination of menstrual poverty, the promotion of menstrual health and the prevention of menstrual injustice.

Academic and social challenges faced by undergraduate EFL students in a non-English-speaking country: Lesson learned from the Indonesian International Students Mobility Awards (IISMA) program

Many studies have discussed the challenges faced by international students in English-speaking countries, but little focus on the academic and social challenges in non-English-speaking countries. This study aims to investigate the academic and social challenges faced by undergraduate EFL students in a non-English-speaking country during the Indonesian International Students Mobility Awards (IISMA) program. This case study involved two participants of undergraduate Indonesian students purposively selected from the IISMA program at a state-partnered university in Olomouc, Czech Republic. The data were collected through interviews and reflective journals, and they were analyzed deductively using thematic analysis. The findings show that students have substantial challenges due to the requirement to understand varied English accents and the lack of a shared native language in the IISMA program. However, the students enhanced their English skills by interacting with local people and experiencing social and academic challenges. Despite these limitations, the use of supportive teaching methods and peer interactions enhances students' English proficiency and overall academic experience, even in non-English-speaking contexts like the Czech Republic. This suggests that such approaches could be widely applicable in similar educational environments, offering potential insights for improving language education globally.

Social Media Use among University Students Impact on Socialization

The rapid increase in internet usage worldwide has significantly impacted various aspects of life, with social media platforms like Facebook, Twitter, YouTube, and Instagram becoming integral parts of daily life, especially among younger generations. Social media's influence extends into educational, social, cultural, and political spheres, transforming how individuals interact and communicate. It provides students with tools to engage with peers and educators, potentially enhancing their socialization and educational experiences. This study explored the relationship between using various social media applications, online community participation, information-seeking, and socialization of BS students at public sector universities in Azad Jammu & Kashmir (AJ&K). Using a proportionate random sampling technique, 300 students were selected from three public universities of AJ&K. The data was collected through a structured questionnaire survey that allowed for the systematic gathering of responses, ensuring consistency across the sample. The data was analysed using statistical analysis. The findings revealed no substantial relationship between social media use and socialization among university students in this region. An important implication of the findings of this study might be that contrary to common assumptions, social media might play a minor role in these students’ socialization process. However, caution is needed regarding the generalization of the findings, and further studies using triangulation-based designs need to be conducted to have further insights into this topic.

Artificial intelligence as a means of developing creativity in future technology teachers.

The article considers and analyzes the possibilities of using artificial intelligence (CatGPT, AI) in the training of future specialists, namely for the development of creativity in future technology teachers. The key aspects that should be taken into account and used for the development of creativity are identified, and possible disadvantages of this innovative technology are noted. The rapid development of artificial intelligence has burst into almost all spheres of life, we focused on the use of some AI tools in the training of future technology teachers and the development of their creativity. We analyzed several approaches to using CatGPT to facilitate the organization of classes. Such as: idea generation, scenario building, storytelling and role-playing, problem-solving exercises, creative writing and documentation, interactive learning modules, individual learning paths, innovative challenges that help future teachers gain practical experience and adapt faster to the modern requirements of pedagogical practice. In the article, we offer several working tools from our own "piggy bank" and the principles of their use. The article highlights the current state of AI use in the educational environment and provides recommendations for practicing teachers on the effective use of artificial intelligence technologies. We are convinced that the use of artificial intelligence in the development of creativity of future technology teachers has an important impact on the personal development of creative potential. By using artificial intelligence, we can ensure the active participation of students in the learning process. AI tools stimulate curiosity, promote active research, experimentation, and problem solving. However, along with the great opportunities for using artificial intelligence, there are also threats such as the loss of the human factor, the dissemination of personal data, and financial losses. Therefore, for a good result in the development of creativity of future technology teachers, it is necessary to take into account all the advantages and disadvantages of using AI using strategies balanced between opportunities and challenges.

Interdependence of Critical Thinking and Active Participation in Constructivist Learning for Public Secondary Students

The interdependence appertaining to critical thinking and active participation of students in classrooms is a hallmark of 21st-century modern pedagogies. This research, as a case study of public schools in Karachi, has explored teachers’ perceptions, engagement, and cultivation of critical thinking skills, as well as the possible challenges encountered by teachers in fostering critical thinking through active participation. The research utilized qualitative data gathered through interview guides administered to teachers of a public school in Karachi. To validate research, FGD was also conducted with 6 teachers of the same school. The findings of the research indicate the reasons for the lack of active participation and cultivation of critical thinking among students. Parental involvement, lack of resources, language barrier, lack of continuous professional development (CPD), Negligence of Government in providing resources and poor educational policies are the themes that emerged from interviews. This research is significant in exploring the hindrances in the implementation of modern pedagogies that can pave the way for global discourses. Moreover, by exploring teachers’ perceptions, this study triggers an investigation of students' and parents’ perceptions regarding active participation in classes and accepting modern pedagogies.

디자인 씽킹을 적용한 친환경 건축 디자인교육 프로그램 개발 및 효과성 분석 - 중학교 1학년 자유학기제 예술·체육 활동 적용을 중심으로

The recently fast urban growth is leading to being deepened the severe environmental pollution and to being damaged the earth. According to the importance of the global sustainable power generation energy amid this destruction, the eco-friendly education is being carried out. Hence, in the wake of recognizing this issue, this study developed the eco-friendly architectural design education program by connecting the 2022 Revised Curriculum with the achievement standard for a free-semester system in middle school and applied it to the first grade of M middle school during the period of 5 weeks starting from April 29. And to verify effectiveness, the pre and post questionnaires and the student participation reviews were confirmed targeting 43 first graders of M middle school in Jungnang-gu, Seoul who take free semester arts and sports classes for 5 weeks from April 29, 2024 to May 20. As the pre and post survey questions include totally 3 realms such as ‘perception, problem-solving, environment’ in terms of the design thinking and the environmental problem, the item number corresponds to 10 pieces. As a result of t-test in the questions of all realms regarding ‘perception, problem-solving, environment,’ it could be known to have gotten higher after proceeding with the program at the significance level. This outcome shows that the implementation of a class with the application of design thinking leads to being capable of solving a problem by applying and using it even in daily life. It urgently needs the participation in social problem solving and the transformation of school education into self-directed experimental and practical education. In this situation, this study is expected to be likely able to be used as basic data that suggests the directivity of new design education.

Client-Centered and Multidisciplinary Approaches in School-Based Occupational Therapy: Perceptions of Therapists and Parents

This study aimed to explore the perspectives of occupational therapists and parents who receive therapeutic support services for their children with special needs in school. We focused on school-based occupational therapy (SBOT) service goals, delineating how participants prioritize necessary services and perceive multidisciplinary collaboration. In this cross-sectional study, we employed an online survey methodology. We used a purposive sampling method to reach all school-based therapists registered in therapeutic support centers and a snowball sampling method to recruit parents. The final sample included responses from 29 therapists and 120 parents. We found that parents reported a greater need for service provision and multidisciplinary collaboration compared to school-based occupational therapists. Although therapists felt competent in their service provision, there is an urgent need to address the service needs expressed by parents. The participating therapists reported working with lower-functioning students and prioritized goals such as “providing task skills through Individualized Education Programs (IEPs)” and “enhancing student participation in educational activities.” In contrast, parents reported supporting higher-functioning children and prioritized goals such as “therapeutic activities within school environments” and “helping with important learning activities in natural environments.” This study underscores the need for ongoing research to develop integrative occupational therapy services in the school environment.

Assessing Implementation of Strengthening Mathematics and Science in Secondary Education (SMASSE): In the Case of Selected Secondary School of Kellem Wollega Zone, Oromia Regional State, Ethiopia

This study aimed to identify the methods teachers use to integrate science and mathematics. These factors affect the implementation of integrated science and mathematics education and students' attitudes toward this integration in secondary schools in the Kellem Wollega zone of Ethiopia. Both open-ended and closed-ended questionnaires, along with structured interviews, were designed for the selected sample population. This targeted population was chosen from five different sites within the zone, comprising a total of 506 samples, of which 392 were students and 114 were teachers and school principals. The study found that teachers integrate science and mathematics using the PDSI approach, the ASEI approach, a student-centered approach, and generally the SMASSE approach. They employ various strategies, including assigning projects, conducting practical work with students, providing assignments and worksheets, and fostering team spirit among students. Several factors hindering the implementation of SMASSE in the study area were identified, including the teacher-student ratio, the disproportion between class size and the number of students, students' attitudes toward science and mathematics, a lack of laboratory facilities and equipment, an absence of a planned schedule, insufficient access to computers, inadequate assessment practices, a lack of sufficient time to complete the curriculum, and an inadequate quality assurance system. On the other hand, students exhibited a negative attitude toward the integration of science and mathematics education, which was influenced by factors such as their perceptions of mathematics, student-teacher interactions, feedback from teachers, teaching methods, course content, teachers' competencies, school management, and limited student participation in the classroom.

Жиһаз индустриясы үшін мамандар даярлаудағы инновациялық цифрлық шешімдер

In the context of the rapid development of technologies and changing market requirements, this approach is becoming increasingly relevant, as it contributes to the formation of creative and innovative specialists. The purpose of the study is to analyze the use of digital design and design thinking in the educational process, as well as to assess their impact on the formation of professional competencies of students. The paper examines modern practices and methodologies, including the use of 3D modeling software, virtual reality and other digital tools that allow students to interact with real-time projects. The study used interactive multimedia tools, digital methods of graphic design, and virtual experiences adapted in the learning process. The results of the analysis show that the integration of digital technologies into training not only increases the level of student participation, but also contributes to the development of critical thinking, teamwork skills and the ability to solve practical problems in furniture design and production. These conclusions indicate the need to adapt educational programs to modern requirements and challenges, and also open up new opportunities for the use of innovative teaching methods in the furniture industry, which, in turn, can contribute to increasing the competitiveness of specialists in the labor market.

Deep learning in high schools: exploring pedagogical approaches for transformative education

In today's ever-changing education landscape, fostering deep learning is paramount for transformative education. Teachers play a pivotal role in this endeavor by implementing effective pedagogies that guide students beyond surface-level understanding toward profound learning experiences. This study aimed to explore the effective pedagogical approaches used in schools to promote deep learning within a transformative educational setting. Adopting a qualitative approach with a case study design, the study focused on a single school to investigate these approaches. The study population comprised teachers and learners, with a purposive sample of eight participants, including four teachers and four learners. Data collection utilized semi-structured interviews with predetermined questions for the participants. Thematic analysis was employed to systematically distill meaningful themes and patterns from the collected data. The findings indicated that pedagogical approaches significantly contribute to both deep learning and transformative education, emphasizing active student participation. As a result, schools should adopt effective pedagogical approaches such as group discussions, presentations, and projects to enhance students’ learning experiences. The study therefore recommends that learner-centred pedagogies, teaching methods and strategies should be used in schools to foster deep learning of learners.

Direct implementation of AI-Based Facial Recognition for ITSI students

The development of artificial intelligence (AI)-based facial recognition technology has become a significant research topic in the field of computing and security. At the Indonesian Palm Oil Institute (ITSI), AI-based facial recognition is introduced to students to improve their skills in developing AI-based applications. This study aims to implement and test a facial recognition system using a Python program by utilizing a dataset generated independently. This research method involves several stages, namely collecting ITSI students' facial data, data processing, creating a facial recognition model using a machine learning algorithm, and evaluating model performance. The dataset used was developed through a live shooting session involving active student participation. The facial recognition model was trained using a convolutional neural network (CNN) algorithm that was optimized to improve accuracy. The results of the study showed that the developed model was able to achieve high facial recognition accuracy, with an average accuracy rate of 92%. The discussion includes an analysis of factors that affect accuracy, such as variations in lighting and shooting angles, as well as the potential use of this technology in a campus environment, including for attendance and security purposes. The conclusion of this study shows that the implementation of AI-based facial recognition can be effectively applied in an academic environment, as well as providing students with practical experience in developing and testing AI applications. This study also opens up opportunities for further research on improving the performance of facial recognition systems and their application in various real-world scenarios.

Implementation of Inclusive Education Programs in Reading Practice for Low-Grade Slow Learners in Elementary Schools

Education is a fundamental entitlement granted to children, aimed at preparing forthcoming generations. However, it's imperative to acknowledge that not all children grasp education at the same pace, often referred to as slow learners. Additionally, the lack of specialized mentorship in primary schools exacerbates this issue. Therefore, it's crucial for teachers to employ effective strategies to address these challenges. This study seeks to outline the utilization of an approach method in supplementary reading sessions tailored for slow learners. Employing a descriptive qualitative research design, data was gathered through observations, in-depth interviews, and document analysis. The research, structured as an intrinsic case study, involved two class teachers and slow learner students in grades one and two at SDN Wiropaten. Data analysis comprised data reduction, display, and inference drawing, with data validity ensured through source and technique triangulation, along with crosschecking. Findings indicate the effectiveness of the approach method in catering to the needs of slow learner students in lower grades. Several programs and outcomes stemming from this approach were identified. Grade one initiatives encompassed building rapport with slow learners, fostering trust, facilitating social interaction, and implementing follow-up strategies. Grade two initiatives included assigning independent tasks, engaging in random student participation (such as alphabet memorization), word games, and guided reading exercises.

School Administrative Practices and Student Academic Performance in Mathematics in Technical Secondary Schools in Rwanda: A Case of Ngororero District

The research investigated school administrative practices and student academic performance in mathematics in technical secondary schools in Rwanda. Specifically, the research evaluates the school administrative practices that affect the students’ academic performance in mathematics in technical secondary schools in Rwanda, determines the level of student academic performance in mathematics in technical secondary schools in Rwanda, and analyses the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The targeted population was 7,549, for a sample of 481 respondents. This study used primary sources namely questionnaires and interviews to gather data. It employed purposive, stratified, and simple random sampling methods. Both quantitative and qualitative methodologies were used for analysis from IBM SPSS Version 21.0. For the first objective, results indicates that 83.3% of Teachers agree and 10.2 % agreed that Resource allocation and management show the school administration practices, and 73.1 % strongly agreed and 11.5 % agreed that Lead teaching and learning , 71.8% strongly agreed and 20.5 % agreed that The Link the school with other organisations show the school administration practices, 61.5 % strongly agreed and 21.8 % agreed that Driven data decision-making indicates the school administration practices and 62.22% strongly agreed and 21.8 agreed that Resource allocation and management indicates the school administration practices. For the second objective, 88.5% strongly agreed and 11.5% agreed that An increased score in the test and exam indicates the student's academic performance in mathematics,76.9% Strongly agreed and 11.5 agreed that Apply mathematical knowledge to solve complex problems and improve student academic performance in mathematics, 66.9% Strongly agreed and 23.1% agreed that Increased student participation in math class increases student academic performance in mathematics and 65.4% Strongly agreed and 23.1% agreed that Attendance and homework completion affect student academic performance in mathematics. Results on the relationship between school administrative practices and the students’ academic performance in mathematics in technical secondary schools in Rwanda. The study revealed a strong positive correlation between engaging stakeholders, leading teaching and learning, and linking the school with other organizations. Resource allocation and management and setting direction, with an increased score in the test and exam, apply mathematical knowledge to solve complex problems, increased student participation in math class, attendance, and homework completion rates, and that they were positively and statistically correlated since most of their levels of significance were greater than 0.05 in association. It is recommended that teachers' quality, classroom environment, and parental involvement positively impact academic performance. Smaller classroom sizes and higher teacher-student interaction are associated with higher achievement. Resources like textbooks, technology, and laboratory equipment also contribute to better academic performance, especially for students from disadvantaged backgrounds.

The Influence of College PE Courses on Students Mental Health: An Empirical Study Taking Hainan Vocational University of Science and Technology as an Example

By studying the physical education curriculum and students mental health status of Hainan Vocational University of Science and Technology, this paper discusses the influence of college physical education curriculum on students mental health. It is found that the physical education course plays a significant role in relieving students psychological pressure, improving self-confidence and promoting social skills. At the same time, the diversity of courses, the professional quality of teachers, the improvement of facilities and resources, the participation of students and the combination of psychological counseling are the important factors affecting these effects. Based on the results, this paper suggests that universities should pay attention to the setting and optimization of physical education courses so as to promote the development of students mental health.

Enhancing Students' Science Process Skills Through Design Worksheet-Based Inquiry Integrated PhET Simulation on Acid and Base Material

Integrating PhET on inquiry-based worksheets can foster a more interactive and hands-on learning environment that encourages active student participation throughout the educational process. The research aims to develop an integrated inquiry-based worksheet PhET simulation. This research type is RD, using the 4-D model, which designs learning activities to enhance science process skills. The validators totaled four people, including media experts, content experts, and two practitioners. The readability test uses ten for 9th-grade students. The research findings indicate that the worksheets created have a very high average validity, with an Aiken V value of 0.97. The readability test results were obtained with an average readability percentage of 96% in the very good category and without revision. The effectiveness of the worksheets developed to improve science process skills obtained an N-gain of 0.71 in the high category. This means that PhET simulation integrated inquiry-based worksheets are feasible, practical, and effective for science learning to improve science process skills

Students’ participation in transnational higher education: motivations for choosing a short-term study abroad programme

ABSTRACT Short-term study abroad programmes are increasingly recognised as pivotal components of transnational higher education and increasing in prominence across university landscapes. However, the scholarly discourse predominantly focuses on long-term study abroad experiences, and needs more research concerning short-term engagements. This study seeks to address this by exploring students’ motivations – a critical element of transnational educational exchanges – for participating in a short-term Sino-Canadian study abroad programme. Employing expectancy-value theory, the research utilises a mixed-methods approach, including interviews, observations, and summative reports, conducted before, during, and after the programme to assess the participants’ expectations and perceived values. The findings reveal a compensatory relationship between expectancy and value, as well as between value and cost, which significantly influences student participation decisions. This study underscores the implications of these dynamics within the broader context of transnational higher education, aiming to enhance programme design and improve participant experiences in short-term study abroad settings.

Pictorial Riddle Learning Model to Improve Critical Thinking Skills of Fifth-Grade Elementary School Students in Mathematics Learning

The research aims to see the improvement of Critical Thinking Skills through pictorial riddle learning. The research method used was classroom action research on mathematics and building cubes and blocks for 21 elementary school students in Pangandaran Regency. The instruments used are observation, tests, interviews, and documentation. This study adopted a quantitative data analysis method, including test sheets measuring students' critical thinking skills and teacher and student observation sheets. Based on the research results, it was found that There was an increase in students' Critical Thinking Skills by using the pictorial riddle learning model, as evidenced by the increase in students' motivation in the learning process, the courage to move forward, students' attention when the teacher explained, the courage to answer questions and student participation in the learning process. This can also be seen from cycle I, with an average score of 74.2 or as many as 10 students who completed out of 21 students with a percentage of (57.1%), then experienced an increase in cycle II with an average of 91.4 or as many as 18 of 21 students completed the percentage (85.7%). The N-Gain criterion value was 0.87>0.7 with high criteria. Thus, the Pictorial Riddle Learning Model can improve students' critical thinking skills in mathematics in elementary schools very well.

EXPLORING TRENDS IN GAME-BASED PHYSICS EDUCATION: A BIBLIOMETRIC STUDY FROM 1973 TO 2023

Games are widely used to increase students' interest and participation in physics lessons. We need an in-depth analysis of the consistency of this study. This study aims to analyze research trends in the use of games in physics education using a bibliometric approach. Data were retrieved from the Scopus database using the keywords "play" and "physical education". Among the 125 articles obtained based on the search criteria, a trend analysis of the study was conducted using RStudio and VosViewer software. The analysis shows that publications on this topic have increased significantly since the early 2000s, from 1973 to 2023. Researchers from the USA and Europe dominated the publication. Nevertheless, the countries of Asia and Australia also started to contribute significantly. Intercontinental cooperation is important to provide a broader perspective. The main magazine that publishes articles on this topic is "Computer and Education". The most cited articles focus mainly on the effects of games on students' learning of physics. They identified five main keyword clusters that represent different ways of using games in physics education. Overall, this study provides an in-depth understanding of research trends and key findings related to the use of games in physics education. Further research is recommended on game design, technology integration, and implementation strategies to maximize the benefits of play to improve the quality of instruction and student physical education achievement.

The use of multimedia technologies in the illustrative teaching of the school mathematics course

The article emphasizes the importance of combining traditional teaching methods in the school mathematics course with modern illustrative methods. Traditional methods such as lectures and textbooks play a crucial role in the transfer of basic knowledge and concepts. However, the use of illustrative techniques such as visualization, games, and interactive applications can significantly improve students' understanding and assimilation of mathematical concepts. The combination of these methods allows for a more efficient and modern educational environment, encouraging active student participation and encouraging their creative thinking. In the course of the work, it is proposed to talk about the illustrative method and the traditional method, about the advantages and disadvantages of their application, compare the illustrative method and the traditional method, the results of research and their application. Based on data analysis and pedagogical methods, he proposes strategies for integrating multimedia resources to improve the visual and conceptual understanding of mathematical concepts in the school classroom. Analyzing the results of experiments and teaching methods, the authors discuss the practical use of multimedia resources to increase interest and understanding of mathematical concepts among students. In the course of the work, approaches to learning were considered, the advantages and disadvantages of the illustrative method and the traditional method were identified, analogs were analyzed and recommendations were given.

Improving Understanding of Data Processing Concepts through the TARL Approach (Teaching at the Right Level) in Class 5 Students of SD Muhammadiyah 23 Surakarta

This study aims to enhance the understanding of data processing concepts among fifth-grade students at SD Muhammadiyah 23 Surakarta through the Teaching at the Right Level (TaRL) approach. The research was conducted using a Classroom Action Research (CAR) methodology, which involved two cycles, each consisting of two meetings. The primary issue identified was the low level of students' comprehension of data processing concepts, such as data collection, classification, interpretation, and the use of diagrams and tables. To address this, an active and contextual learning approach was implemented, involving real-life data collection and analysis, the use of digital tools for data visualization, and Problem-Based Learning (PBL) strategies.In the first cycle, the intervention revealed limited improvement in student engagement and learning outcomes. Consequently, the second cycle introduced revised group formations and additional instructional strategies, including ice-breaking activities. The results showed a significant improvement in student participation and understanding, with an increase in average class scores from 65 in the first cycle to 81 in the second cycle. The percentage of students meeting the learning criteria rose from 14.28% to 82.14%. This study concludes that applying TaRL, along with improved group dynamics and interactive learning methods, effectively enhances students' data processing skills and overall learning outcomes.