Student Difficulties Research Articles

Analysis of Reading Difficulties of High-Class Students at State Elementary School 01 Sumi

Analysis of Reading Difficulties of High-Class Students at State Elementary School 01 Sumi

DRUG PRESCRIPTION FOR PREGNANT WOMEN IN DENTISTRY: Literature review

The development of medications was a great achievement for humanity, however, it is necessary to prescribe and use them with caution, especially in certain patients who require special attention, such as pregnant women, for whom medication is generally not recommended. prescription of medications due to the numerous adverse effects that exist and the possibility of these crossing the placental barrier, however, in certain situations it is necessary to prescribe medications even if the patient is pregnant. This work aims to create an information cluster about the prescription of medications for pregnant women by dental surgeons, which can serve as an information source for both dentistry students and professionals who have already graduated. A review of the narrative literature was carried out regarding the prescription of medications for pregnant patients by dental surgeons with the general objective of presenting how the dental therapeutic methods are for pregnant women, taking into account the dangers and advantages of the use of medications during pregnancy and breastfeeding. Specifically: to analyze the prevalence of oral diseases in pregnant women and the relationship with dental treatments during pregnancy; to investigate the main recipes and difficulties of dental professionals and students. Scientific articles related to the proposed topic were used to compose the bibliographic base of this work, available in the online databases BVSalud, PUBMed, Lilacs, Scielo and Google Scholar, presented in Portuguese and published between the years 2020 and 2024. At the end of this work, it is concluded that drug therapy in pregnant and breastfeeding women requires a meticulous assessment of the risks involved. Therefore, it is essential that dentists write prescriptions carefully and responsibly, with the aim of preventing unwanted effects related to the use of medications, ensuring that the treatment is safe and effective for patients. A careful approach contributes to oral health and general well-being.

School Students' Perceptions on School Management and Pedagogical Approaches

This study investigates students' perspectives on teaching-learning pedagogy and school management techniques. The information was collected from 240 students attending schools in urban, suburban, and rural areas, across different grade levels. To get this data, a variety of research techniques were combined. Through surveys, interviews, and focus groups, the study looked at students' attitudes, beliefs, and experiences in the classroom. The results provide a comprehensive understanding of students' viewpoints on a range of school administration topics, such as classroom dynamics, teacher-student interactions, administrative policies, and the use of technology in the classroom. Ann extensive analysis was conducted to obtain a comprehensive understanding of students' inclinations, difficulties, and recommendations concerning instructional strategies, evaluation procedures, and the school's general ethos. The study underlines the value of taking into account students' opinions when making decisions about education and stresses the necessity of creating a welcoming and stimulating learning environment that can accommodate a wide range of learner needs. The implications for educators, policymakers, and school administrators are examined in this paper. It makes recommendations for improving teaching-learning pedagogies and school management techniques to support student engagement, academic achievement, and general well-being.

World Englishes and L2 pedagogy: Focus on Error Corrections

This paper hopes to identify learning difficulties of students coming from a different variety of World Englishes (WE) in learning English as a second language (ESL) focusing on Hindi English. It examines the implications of Hindi English as a WE variety on language learning and teaching. An analysis of Hindi English (HE) in English language learning is provided to help understanding of multilingual realities of communication towards a contextualization of teaching conventions. For example, what is the stance an ESL instructor might assume while dealing with influences of native language in the English language classroom? How tolerant should instructors be in recognizing “error” in L2 learning? Should ESL teachers adhere to academic rules and conventions from other settings or embrace diverse accents and language needs of ESL students? Finally, the paper proposes a dual scheme of “error correction” and “accommodation” to the way English is taught to students in the outer and expanding circles of English. Following discussions that focus on features of spoken and written English that call for a different treatment of the language skills, and considering L1 interference in L2 learning, the paper suggests that “errors” in Writing need be corrected while “mistakes” in Speaking may be “accommodated”.

Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory

The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach's alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master's degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students.

Storytelling: recontextualizing language in literacy for student learning

The article discusses the recontextualization of language, through storytelling, in literacy to overcome student learning difficulties, based on teacher training. The aim is to identify relevant aspects in storytelling that enhance the learning of students in the process of literacy. Thus, we established a dialogue between different perspectives on literacy to recontextualize written language. The case study included the application of pre- and post-tests to 3rd grade students in the Canoas/RS municipal school system, training for the teachers of these students and pedagogical practices. Based on the data analyzed quantitatively, we found that storytelling makes it possible to explore and construct different situations, contextualizing written language in the expression of meanings and the construction of hypotheses, as well as problematizing everyday life through the stories experienced.

Analisis Kesulitan Belajar Bahasa Indonesia Materi Menentukan Ide Pokok dan Ide Pendukung Pada Siswa Kelas IV Sekolah Dasar

Determining the main idea and supporting ideas of a text is a fundamental reading skill. The ability of students to identify the main idea and supporting details is a key aspect of Indonesian language learning in fourth grade. However, at SDN-11 Palangka, many fourth-grade students—approximately 73%—struggle with identifying the main idea and supporting ideas. Despite being an upper-grade class, these students should be capable of applying reading comprehension skills effectively. This has led researchers to conduct descriptive research aimed at identifying the difficulties, causal factors, and potential solutions to improve the learning of Indonesian. The focus of this study is on determining the main idea in reading texts for fourth-grade students at SDN-11 Palangka. The research employs a descriptive method with a qualitative approach, utilizing an interactive data analysis technique based on the Miles and Huberman model. This process involves data collection, data reduction, data presentation, and conclusion drawing. The data collection methods used in this research include observation, interviews, and documentation. The results indicate that the main difficulty students face in identifying the main idea is their inadequate understanding of the material related to the main idea and supporting details. The cause of these difficulties lies in the students' reading challenges, which include a lack of fluency in reading and insufficient reading comprehension skills.

Evaluation of the Effect of Generative AI in English Writing Class

The application of artificial intelligence technology in the global education field is becoming more and more extensive. In the process of English learning, writing has always been a difficulty for students. Therefore, how to integrate artificial intelligence technology into the writing classroom is an urgent appeal for English teachers. This paper compares the advantages and disadvantages of various generative artificial intelligence tools and analyzes the effect of generative artificial intelligence on improving students' writing levels in high school writing classrooms through an empirical study. However, there is still some uncertainty in generative AI, with some predictable and unpredictable risks. When using it for teaching, teachers should fully consider and avoid risks as much as possible, and pay more attention to the cultivation of students' higher-rank thinking abilities, especially critical thinking and creative thinking. At the same time, teachers should constantly improve their digital literacy, constantly explore the use of new technologies, and promote the integration of advanced technologies with classroom teaching to make the classroom more colorful, active, and efficient.

Learning Difficulties of Students With Dyslexia in Spanish and UK Schools

ABSTRACTAt present, developmental dyslexia is classified as a specific language disorder recognised by inclusive educational laws in Spain and the United Kingdom. Phonological correspondence is very different in Spanish and in English, and the difficulties they entail for native speakers are also different. The predominance of English worldwide has led to the establishment of bilingual Spanish–English educational programs in Spain in ESL or bilingual Spanish–English learning environments. Students with dyslexia face greater challenges than their classmates. A comparative study of British and Spanish students with dyslexia that uses a quantitative methodology, and a pre‐experimental ex post facto design was carried out to detect the specific linguistic problems they faced in learning their respective languages, with the objective of using the results to help foreign language teachers in Spain. The sample consisted of 29 Spanish students and 19 British. The findings show that native students from United Kingdom have specific difficulties in phonological processing and grapheme‐phoneme correspondence. Native Spanish students enrolled in foreign language programmes seem to have similar difficulties. To ensure the effectiveness of present‐day inclusive education laws in Spain, the knowledge acquired regarding the specific language‐related literacy problems of students with dyslexia must be incorporated to the current foreign language programmes.

The Influence of Information Systems on Students’ Academic Performance at the University of Professional Studies, Accra during the Period of Covid 19

This research aims to examine the Influence of Information Systems on Academic Performance at the University of Professional Studies, Accra during the Covid-19 period. A quantitative methodology was used to assess how the use of information system tools has influenced the performance of students. The study's goals were to determine how UPSA students have adapted to using information system tools, particularly during the pandemic, to identify the benefits and drawbacks of going virtual for UPSA students, and to look at how the use of information systems and students' academic performance are related. In participant selection,192 students from the Faculty of Management Studies were the study's intended target, with a little above 96 per cent (185) response rate. The convenience and purposive sampling techniques were employed. To analyze the data, SPSS Statistics 20 was employed. The results showed that the majority of students have adapted well to using information systems, which has enhanced their study habits, participation in groups, and cumulative grade point average. As a result, the study found a marginally positive link between information system use and academic achievement. In addition, the study found that online learning with information technologies is more expensive than face-to-face instruction, with network issues and high data costs being the two biggest difficulties for students. As a result, it was suggested that the Students' Representative Council and management provide students with credit packages and take into account students in underprivileged areas.

Analysis of Students' Difficulties in Solving Physics Problems Using Polya's Theory

The ability of students in solving physics problems used Polya's theory is still at a low level, in general students have difficulty in solving physics problems at the stages of planning and implementing problem solving. This study aims to determine the level of difficulty of students in solving physics problems used Polya's theory and find out what are the difficulties of students in solving physics problems used Polya's theory. The research approach used is mixed method, with the explanatory sequential design. Data collection techniques used tests and interviews. The results of data analysis show that the very high level of difficulty of students in solving equilibrium problems of rigid bodies is at the stage of seeing / checking back, but the difficulties experienced by students at this stage are very dependent on the other three stages of Polya, namely understanding the problem, planning problem solving and implementing problem solving. Students' difficulties in solving physics problems used Polya's theory, among others, students had difficulty in translating or changing the problem in physics symbols, students had difficulty in making plans because they did not know the formula that should be used, students had difficulty in completing mathematical operations and students did not re-examine the solution steps and answers that had been obtained so that some answers were still not correct.

The Effectiveness of “Gamilab” Media Online Games For Arabic Vocabulary Mastery at Junior High School

This study explains the effectiveness of teaching Arabic vocabulary mastery using Gamilab media online games, particularly at the junior high school level. The difficulty students face in learning is due to a lack of supportive facilities, which affects their motivation during lessons. This research employs a quantitative approach, with the experimental method used by the researcher. The experimental design follows the "pretest-posttest one group design."The population of this study consists of 80 students from Mts Muhammadiyah Muallimien Muallimat Jakarta. The sampling method used is purposive sampling, and the sample under investigation includes 25 eighth-grade students from Mts Muhammadiyah Muallimien Muallimat Jakarta, drawn from one class. The validity test results show that 20 (100%) of the pretest and posttest questions are valid. The reliability test, conducted using SPSS 26 with Cronbach's Alpha, yielded a coefficient of 0.733, indicating that the test instrument comprising 20 questions is reliable, as the alpha value exceeds the threshold of 0.70.Regarding difficulty levels, 60% of the questions were categorized as easy, while 40% were considered moderately difficult. In terms of item discrimination, 70% of the questions had a sufficient index, 30% had a good index, and 10% had a poor index. The normality test showed significance values of 0.194 and 0.68, both greater than 0.05, indicating that the data is normally distributed. However, a significance value of 0.43, which is less than 0.05, suggests that the data is not homogeneous. A significance value of 0.000 (less than 0.05) was obtained, further confirming this.The mean scores of the pretest and posttest showed an improvement from 47.40 to 74.00. Thus, it can be concluded that Gamilab media is quite effective in enhancing Arabic vocabulary mastery.

Student Co-Creation of Resources in a Second Year Linear Algebra Course

In this project, we investigated how designing their own tutorial questions could help level 2 mathematics students negotiate the often-challenging transition from level 1 in the Scottish curriculum. One student from the level 2 linear algebra course at the University of Aberdeen volunteered to create practice questions on topics of linear algebra they selected. Through analysis of the participant’s interview, we showed, in accordance with the literature, that the activity benefited them in terms of study skills (motivation, focus, independence), in terms of mathematics learning (deep learning and mathematical knowledge construction). We also found that the activity had contributed to improving the volunteer’s resilience to learning mathematics, and their sense of legitimate participation in the mathematics community. This has not been discussed in the literature and is a significant finding considering the known difficulty for mathematics students, in particular women, to feel they ‘belong’. This research further suggests that if the activity took place in groups, it could also help develop a peer-support community which students could rely on to negotiate the transition to level 2.

Kesulitan Menyelesaikan Soal Cerita Pola Bilangan Berdasarkan Langkah Polya Siswa Kelas VIII SMPN 2 Bukittinggi Tahun Pelajaran 2022/2023

This research was motivated by students who experienced difficulties in solving number pattern story problems in grade VIII of SMPN 2 Bukittinggi. This study aims to find out the difficulties of students in solving number pattern story problems in grade VIII students of SMPN 2 Bukittinggi. This type of research is quantitative descriptive research, Sampling in this study uses a purposive sampling technique, namely the determination of research subjects with certain considerations. The sample in this study is 30 students. This research is in the form of an essay test question about number patterns distributed to students who research samples are. The results of this study show that the difficulties experienced by students with each polya indicator are that there are still many students who have difficulty being able to solve story problems, the difficulties that researchers can see include difficulties in understanding the problem 83%, difficulty in compiling a plan 16%, implementing the plan 93% and re-examining the solutions obtained 16%.

THE CHALLENGES OF EJA TEACHERS

The present work aimed to report the experiences of teachers working at EJA in a school in the municipal network of Boa Vista, Roraima. The need to understand the challenges and practices of teaching methodologies in EJA was addressed. The methodology used was content analysis. The results revealed three categories: Category 1 - Training; Category 2 - Challenges; Category 3 - affectivity, which evidenced the way EJA teachers understand the teaching/learning issues of these students. The investigation pointed out that the lack of implementation of public and educational policies represented by the categories analyzed requires a change of paradigms, as well as physical structure, pedagogical/didactic and human resources. In addition to the issue of teacher training to deal with learning difficulties of EJA students. It is concluded that the pedagogical practices that serve both young and adults need to be renewed, but always considering their prior knowledge for more significant learning.

Career Development Support, Career-Related Internet Information Search and Usefulness, and Career Decision-Making Difficulties in 12th Grade Students in Ontario

Career Development Support, Career-Related Internet Information Search and Usefulness, and Career Decision-Making Difficulties in 12th Grade Students in Ontario

Exploring teachers’ experiences in addressing ADHD during the post-pandemic transition

This study delves into how teachers are managing and teaching ADHD students during the aftermath of the COVID-19 pandemic. Through interviews and observations from throughout the world, it explores the challenges faced and the strategies they have developed. Initial findings reveal heightened difficulties for ADHD students, but also innovative teaching methods and increased collaboration with others in the institution of Mapua Malayan Colleges Mindanao. Teachers emphasize flexible approaches, technological integration, and social-emotional learning. The study underscores the need for ongoing professional development and support systems to effectively address the needs of ADHD students in the post-pandemic time, highlighting the importance of adaptability and inclusivity in education.

SUPPLEMENTARY OPEN AND DISTANCE EDUCATION FOR IMPRISONED ADULTS

The adoption and implementation of distance education in the prison school context implies new roles for teachers, formal and non-formal learners and educational materials, while enhancing openness as an integral feature of a distance education environment. This study – through a participatory action research – seeks to explore how teachers have applied e-inclusion to enable inclusive online teaching/learning strategies, emphasizing the interaction of digital tool learners and teachers. Needs emerged that helped to clearly show the necessity of face-to-face teaching but also the existence of complementary distance education to prevent the digital divide from increasing the difficulties of students with special educational needs, in relation to the possibilities of distance education in prison schools. The investigation of the educational needs of institutionalised adults from their own perspective was defined as the basis for the creation of appropriate and effective educational material. The novelty of the material lies in the fact that it presents information in a way of active involvement of the trainees in the learning process. In the design of the multimodal educational material, the purpose and expected results were used, so that the trainee could evaluate their progress on their own. Our aim was for learners to be able to improve their knowledge across the whole range of teaching contents by developing cognitive and social skills.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0717/a.php" alt="Hit counter" /></p>

Student Performance and Perceptions of Flipped Classrooms and Small Group Discussions as Teaching Tools in Practical Anatomy.

Introduction A quasi-experimental study was conducted to assess students' attitudes toward the flipped practical classroom and evaluate its effectiveness in teaching practical anatomy. Methods Two survey questionnaires were developed: the first assessed students' attitudes toward flipped practical classrooms, while the second focused on the obstacles and difficulties students might encounter in this learning environment. Results We found that students rated flipped learning significantly higher compared to other teaching methods, particularly in terms of the quality of learning materials, enhancement of learning skills, engagement and understanding of anatomy topics, and problem-solving abilities. The highest mean examination grades were observed for the pretest flipped modality, followed by the pretest small group discussion (mean scores: 82.72 vs. 54.46, F = 43.2, P = 0.004). Conclusions Students hold positive attitudes toward flipped classrooms and small group discussions compared to traditional classes.

Faktor Kesulitan Siswa dalam Pembelajaran Bahasa Arab di MTs Al-Manar Medan

This article explains the Factors of Student Difficulty in Learning Arabic at MTs Al-Manar Medan. This research is very important to carry out to find out the various factors that become obstacles for Mts Al-Manar Medan students in learning Arabic and find solutions. This study uses a qualitative method. Research participants were students of MTS Al-Manar Medan. Data collection methods and techniques were in the form of questionnaires distributed to students at Mts Al-Manar Medan and interviews conducted with several students and teachers teaching Arabic subjects. The findings from this research show that students’ difficulties in learning Arabic are influenced by five factors consisting of internal and external factors, namely, first, the students’ lack of memorizing Arabic vocabulary. Second, the lack of student interest in learning Arabic. Third, students come from various different elementary school educational backgrounds. Fourth, the teacher factor, which can be seen from teaching methods that are less attractive and the ability to manage the class that is not optimal. Fifth, environmental factors, for example the use of regional languages at home which is more dominant than Arabic