School Students Research Articles

ICPE 2022 Special Edition - Editorial

This special issue, in multiple parts, celebrates The International Conference on Physics Education which was held online in late 2022. Its theme was Physics Education: Preparing for the future. In this first part of the special issue, international contributions include Brazil, Czech Republic, Germany, Mexico and U.S.A. This set of papers showcases diverse approaches to physics education studies, from varied perspectives. Investigations include local interventions and reflections, surveys involving hundreds of participants, nationwide audits, and statistically-assisted searching for causal links. A common theme of the papers is ‘thinking and feeling’. How a student engages with physics, and ultimately their success doing physics, is partly determined by whether they self-identify as a ‘physics person’, and by their beliefs about their capability to learn physics. Li and Singh explore relationships between factors that affect physics identity in university students; Goldhorn et al aim to train a physics-specific growth mindset in school students. Developing capability is also the focus of Salazar et al, who have designed a strategy to develop skills in critical thinking and problem-solving in engineering students. Such skills and a positive mindset are highly valuable when facing the inevitable challenges of study and careers. Multiple authors acknowledge perceptions of difficulty as problematic for physics students and instructors. Aiming to connect to the real world of learners, making physics more meaningful, is a strategy to engage students which is discussed in multiple papers. Holubova offers a learning module that relates thermal physics to the achievement of comfortable, energy-efficient buildings for the students’ local environment, after having identified high-school curriculum topics that are the most difficult to teach and learn. Fagerstrom argues for the inclusion of medical physics topics in introductory-to intermediate physics for a range of students, and discusses suitable examples. How humans relate to our universe is a basic spark of connection to physics in many societies. Dos Santos and Nardi contend that emerging research in cultural astronomy has implications for training teachers, in encouraging education that respects cultural differences. Collectively, this group of papers analyses the existing educational situation and contributes strategies to positively affect physics learning outcomes – helping individuals feel that physics is a place for them, and instilling beneficial ways of thinking within the physics space. Thank-you for the efforts of all the authors and reviewers, and the organisers of the conference that inspired these papers. I hope you find this collection of articles stimulates your own thinking about the future of physics education.

Rich dad poor dad revisited: a study of entrepreneurship education and entrepreneurial propensity among school students in Jordan

PurposeDelving into the captivating landscape of entrepreneurship education, digital literacy and digital transformation, this study aims to investigate their interplay with entrepreneurial propensity and the moderating effect of school support among Jordanian school students aged 15–17. Anchored in the theory of planned behavior (TPB) and the human capital theory (HCT), this work illuminates the intricate web of influences that shape students’ entrepreneurial mindset.Design/methodology/approachThe study adopts a quantitative approach and uses a “paper-and-pencil" translated questionnaire to collect data from a convenience sample of (n = 650) school students in Jordan. Covariance-based structural equation modeling (CB-SEM) through Statistical Package for the Social Sciences (SPSS) Analysis of Moment Structures (AMOS) v28 was utilized to scrutinize the variables' direct, mediating and moderated mediated impact.FindingsThe three structural models revealed that (1) entrepreneurship education has a positive effect on students’ entrepreneurial propensity; (2) digital literacy and digital transformation mediate the interaction between entrepreneurship education and entrepreneurial propensity; (3) school support moderates the mediating effect of digital literacy, and digital transformation, on the link between entrepreneurship education and entrepreneurial propensity.Practical implicationsThe results offer actionable enlightenments for educators and policymakers in Jordan to tailor entrepreneurship education, digital literacy and support frameworks, effectively nurturing students' entrepreneurial mindset and aspirations.Originality/valueThis study contributes to understanding the complex dynamics between education, technology and entrepreneurship. Our modest contribution links the findings to a real-world case of two 15-year-old students in Jordan who were inspired by the book “Rich Dad Poor Dad” to start their own business.

A Silent Battle: Uncovering the Prevalence of Polycystic Ovarian Disease (PCOD) among Students in Schools and Colleges

PCOD/PCOS stands out as a prevalent endocrine and metabolic disorder frequently observed in women of reproductive age. This condition, characterised by symptoms of androgen excess and ovarian dysfunction in the absence of other diagnoses, presents a varied profile. While its exact cause remains unclear, emerging evidence suggests it as a complex condition influenced by multiple genes and significant epigenetic and environmental factors, including dietary and lifestyle elements. Menstrual irregularities and reproductive issues are primary manifestations of PCOS, often leading to infertility. Moreover, PCOS patients face a heightened risk of cardiovascular disease, hypertension, lipid metabolism disorders, and endometrial cancer, with incidences two to six times higher compared to the general population. Fortunately, PCOS diagnosis and management are straightforward, involving the prudent use of established diagnostic tests and targeted interventions to address hyperandrogenism, ovarian dysfunction, and associated metabolic irregularities.

Anti-Blackness in Schools of Social Work: A Black Feminist Polyethnography

ABSTRACT Considering the significant contributions of Black women social workers to our profession, and the unyielding stressors and expectations disproportionately affecting Black women in the context of Black Lives Matter and COVID-19, addressing anti-Blackness and understanding the lived experiences of Black women within higher education are essential first steps toward eliminating racism, the 13th and most recently adopted Grand Challenge. Guided by Black feminist polyethnography, this study examined how anti-Blackness is collectively felt and experienced by six Black and mixed Black women faculty and graduate students in schools of social work over their academic careers. Initial steps schools of social work can take to acknowledge and address manifestations of anti-Blackness within existing policies, procedures, curriculum, and dominant school culture are discussed.

Disabled students’ voices about their psycho-social and educational experiences during the COVID-19 pandemic: an empirical study

This article presents a study about the psycho-social and educational experiences of disabled students during the COVID-19 pandemic, from quarantine and remote learning to the transition back to their schools. Data was gathered through semi-structured interviews with 45 primary and secondary school-aged disabled students attending both regular and special schools in Greece. Despite the identification of some positive experiences, not all disabled pupils and in all cases were benefited from the measures implemented by the Greek government, as they voiced a range of educational, psychological, and social challenges. Further, disabled pupils’ accounts indicated that they were confronted with ableist discourses in the Greek educational policy and practices concerning the ‘support’ that was available. This study emphasises the need to listen to the voices of disabled students as a pathway to ensure their rights and promote their inclusion, empowerment, and resilience in crisis and no crisis times in their schools.

Effects of Styles of Learning and Thinking on Academic Anxiety among School Students

In this study, we investigate the effects of different styles of learning and thinking on academic anxiety among school students. We aim to understand how individual learning preferences and cognitive styles can contribute to or alleviate academic anxiety. By examining these factors, we can identify effective strategies to support students in managing their anxiety and optimizing their learning experiences.

A scientometrics analysis and systematic review of STEAM education with gamification

This scientometric analysis and systematic review methodologies examine the integration of gamification into steam education from 2017 to 2023. We collected data from the Scopus database. The study employed content analysis to evaluate 34 articles published during the past 7 years. The aggregate magnitude and trajectory of publications. The study examined trends in terms of annual accounts, number of articles, distribution of articles by sources, most productive sources, keywords, top collaboration groups, theme evolutions, contributions, practical consequences, and conceptual framework. The findings revealed the publication of 34 papers across 30 sources between 2017 and 2023, offering significant insights into the data and document formats. The research on steam with gamification revealed fluctuations, alternating between deceleration and positive acceleration. The articles experienced their highest growth rate in 2022. "CEUR workshop proceedings" is the primary source for the most frequently published articles. We request the keyword Plus growth rate for phrases such as "computer-aided instruction," "e-learning," and "embedded systems." The analysis’s findings on thematic evolution unveiled three significant advancements: (1) Studies in science and technology have shifted their focus towards steam education. (2) Research on learning environments has expanded to include further investigation into stem education and the integration of science and technology. (3) School students’ research has evolved and merged with the study of the learning process. The outcomes, contributions, and real-world significance of incorporating gamification into steam education. The conceptual framework ultimately fosters the development of creativity, problem-solving skills, and innovative abilities.

Νέοι εκπαιδευτικοί, νέες συνθήκες και νέα εργαλεία για την εκπαίδευση παιδιών με μεταναστευτικό και προσφυγικό υπόβαθρο

The main objective of the Language Curriculum is to make the educational system responsive to the new conditions that have emerged in schools. Considering the requirements of the Curricula, new learning tools were used in this research and were applied in the context of language teaching at primary schools at the Department of Primary Education, University of the Aegean. These tools included a combination of theories, i.e. Cummins' (2005) theory for the development of Academic Language Proficiency, approaches about New Learning (Kalantzis & Cope, 2005) and Transformative Pedagogy (Cummins, 2005; Kalantzis & Cope, 2013). The aim of the research was for future teachers to learn how to support the multilingual students in schools in critically processing the diverse textual types in the language lessons, thereby achieving both the development of linguistic and communicative competence and the interaction of the school community with the wider society.

Metacognition as a mediator of the relation between family SES and language and mathematical abilities in preschoolers

The effect of family socioeconomic status (SES) on academic achievement in literacy and numeracy has been extensively studied with educational inequalities already witnessed in preschoolers. This is presumably explained by the effect of family SES on cognitive and socioemotional abilities associated with academic achievement. Metacognition which refers to knowledge and regulation skills involving reflexivity about one's own cognitive processes is one of these abilities. However, most of the studies investigating the association between metacognition and academic achievement have focused on school-aged students and studies with younger students are only emerging. Meanwhile, the association between family SES and metacognition abilities has surprisingly received little attention regardless of participants’ age. The aim of this study was to explore the associations between family SES, metacognition, language and mathematical abilities in preschoolers aged 5 to 6. We provide the first evidence that the effect of family SES on preschoolers’ language and mathematical abilities is mediated by the effect of family SES on their metacognitive abilities. The implications for future research, education and policies aiming at reducing educational inequalities are discussed.

The Relationships of Oral Reading Fluency at Word, Sentence, and Passage Levels and Reading Comprehension in Chinese.

This study aims to expand our understanding of the relations of oral reading fluency at word, sentence, and passage levels to reading comprehension in Chinese-speaking secondary school-aged students. In total, 80 participants (46 males and 34 females) ranging from 13 to 15 years old joined this study and were tested on tasks of oral reading fluency at three levels, reading comprehension, and nonverbal IQ. Our results showed a clear relationship from fluency at the level of the word to the sentence and then the passage in oral reading fluency as well as both the direct and indirect importance of word-level oral reading fluency in reading comprehension. Only the indirect effect from word-level oral reading fluency to reading comprehension through passage-level oral reading fluency was significant. Our findings suggest that sentence-level oral reading fluency is the crucial component to reading comprehension in Chinese. Additionally, recognition of the potential value of unique features, such as syntactic awareness and word segment accuracy, that happen at the sentence level should be integrated into instructional activities for reading.

THE INFLUENCE OF TEACHERS AS AN ETHICAL MODEL ON THE STUDENTS' DEVELOPMENT

As a result of globalization, people are faced with large and rapid changes, but also with challenges for which they are not prepared and the reactions to these changes are often not at all in the interest of well-being and development. Today, educators face major challenges despite the various educational reforms and substantial research undertaken over the past decades. At the same time, rapid technological advances and increasing complexities in social life may make it difficult to emphasize morals, values, and ethics and present them through improved curriculum and teaching practices. The emphasis in this paper will be placed on the teacher who, as an ethical model, has a significant influence on the development of students. Teachers play a decisive role in the cultivation of moral values and ethical behavior of students in schools. Through the model of their behavior, teachers influence the formation of perceptions and internalization of students' moral values, encouraging and promoting a sense of ethical responsibility and orienting the decision-making processes. Character, ethical, and moral behavior of teachers, remain an example in the development of students' talent, emotional intelligence, instructions in ethical decision-making, fostering the development of a moral culture, encouraging self-reflection, nurturing a sense of responsibility, integrating traditional and contemporary learning, encouraging critical thinking, and providing mentoring and support. Also, the effects of moral and ethical education are long-term, which are reflected not only in interpersonal and social relations, and impact in the community, but are also clearly reflected in the motivation to study, the encouragement of the development of talents, but also in the inheritance of these values in other generations.

Impacts of Involving Young Learners in Mind, Brain, and Education Research

AbstractAs the field of Mind, Brain, and Education (MBE) continues to grow, MBE researchers have begun expanding the scope of their investigations and approaches. One such development is the establishment of collaborative partnership with young learners, both to inform research practices and to develop student‐researchers. We explore how middle school students (ages 12 to 14 years) engage in MBE research through an assistantship program, initiated through a unique research‐practice partnership that embeds MBE researchers and an electrophysiology laboratory into a school. In this program, student‐researchers learn about experimental methods, assist with university research protocols, and drive independent projects. Here, we detail this program and report on its impact from both the teacher and student‐researcher perspectives. Overall, we find that daily involvement in scientific research aids the holistic development of student‐researchers by fostering academic and nonacademic skills that may transcend formal learning environments.

Developing Children's Social Empathy as a Means of Preventing Bullying

Empathy is one of the risk factors and solutions to bullying behavior, This can be an alternative for some parties in handling bullying cases, namely by fostering social empathy by parents, communities and schools. Social empathy must be introduced and trained from early childhood including elementary school age, Considering that bullying cases occur quite a lot in the environment of elementary school-age students. This study aims to identify bullying behavior among Madrasah Ibtidaiyah students, Dealing comprehensively with the cultivation of social empathy attitudes and to know the role of family and environment in influencing the development of empathy. The strategy we use in this study is to first find the problems that exist in the institution, Then we study to be able to get solutions to existing problems. In finding and reviewing existing problems, we use qualitative descriptive methods. Based on the results of the study, there are still children who have low empathy. This happens partly because; the presence of errors in the parenting process, the influence of the community environment and peers, and because children have experienced physical and psychological violence. Therefore, from the school side, there needs to be steps that are able to increase children's social empathy

Evaluation of change in knowledge and attitude about noise and its effect on hearing: post awareness programme among adolescents in Varkala, Thiruvananthapuram district, Kerala

Background: There are significant literature evidence across the globe and in India, regarding the effects of recreational noise exposure among young adults and college students, but there is a dearth of literature support regarding its effects among the students of senior grade studying in Indian subcontinent. Since the awareness among school students help in the early preventive measures and hearing conservation, studies must focus on these population to reduce the burden of recreational noise-induced hearing loss on our future generation. This study aims to evaluate the change in knowledge and attitude about noise and its effect on hearing: Post awareness programme among adolescents in Varkala, Thiruvananthapuram district, Kerala. Method: A survey was conducted among the school students within the age group 16-18 years. A questionnaire containing questions related to knowledge and attitude towards noise and its effect on hearing was developed and distributed to the students prior to and after an awareness program making use of a visual awareness material. Wilcoxon signed rank test was used for pre and post comparison. Results: The p value of each aspect related to the knowledge and attitude is less than the significance level, so we can say that there is a significant change in the level of knowledge and attitude after the awareness program. Conclusions: The study highlighted low pre-awareness levels among participants regarding noise's impact on hearing. The awareness program effectively improved understanding, emphasizing its importance for all age groups in dispelling misconceptions and fostering positive attitudes.

Growth Mindset Training for Teacher: Method of Changing the Teacher's Mindset

Background. The academic success of students in schools is significantly shaped by their mental attitudes, especially when they face challenging situations that demand substantial effort and resilience. The influence of teachers' attitudes, or mindsets, plays a crucial role within the educational environment, as these directly impact students' own mindsets and subsequently their approach to learning. Specifically, the concept of a 'growth mindset' – which is the belief that one's abilities and intelligence can be developed through dedication and perseverance – has been shown to transform how individuals perceive their capabilities and respond to failures. Objectives. In light of this, a specific study was conducted to evaluate the effectiveness of 'Growth Mindset Training' targeted at teachers. This training aimed to cultivate a growth mindset among educators, hypothesizing that a shift in teacher attitudes would, in turn, positively affect their students. Materials and methods. To assess the impact of the training, researchers utilized a growth mindset scale to measure the mindsets of 19 participating teachers, comprising 11 women and 8 men, both before and after they underwent the training program. Results. The findings from this study were quantitatively robust, with a T-statistic of -3.529 and a significance level of less than .005, indicating a statistically significant improvement in the teachers' growth mindsets post-training. Additionally, the analysis of mean scores from the pretest and posttest further confirmed an upward trend, suggesting that the mindset of the teachers had indeed shifted towards a more growth-oriented perspective. Conclusions. Thus, Growth Mindset Training emerged as a potent intervention tool, not merely altering teachers' perceptions but potentially setting a foundation for enhancing the overall educational experience by fostering a culture of perseverance and continuous improvement in schools.

COVID 19 Vaccination implementation among preparatory school students in Akaki Kality Sub city, Addis Ababa, Ethiopia

Coronavirus (COVID-19) is a global pandemic that has affected 229 countries and territories. Vaccines are one of the best ways to prevent and slow down transmission of COVID 19. Since students in school setting share teaching rooms, sport facilities, and other facilities like toilet and cafeteria, and have a higher number of social contacts, this study aimed to assess implementation of Vaccination against COVID 19 among preparatory school selected secondary preparatory schools in Akaki Kality Sub city, Addis Ababa, Ethiopia. Descriptive cross sectional study design using multistage random sampling technique was conducted among secondary school students in Akaki Kality sub city, Addis Ababa, Ethiopia from March 01 – 25, 2023. A total of 349 students proportionally allocated to five schools in Akaki Kality sub city were interviewed and focus group discussion were conducted with five catchment health center immunization focal persons. In this study, preparatory students had 44.6% knowledge and 17.5% practice regarding COVID 19 vaccination. Religion, residence, and the educational level of students’ parent were found associated with students’ knowledge on vaccination against COVID 19. Previous COVID 19 illness and knowledge of students were found to be associated with students’ vaccination practice against COVID 19. In comparison to other studies, relatively limited knowledge and poor practice were observed. Knowledge was found to be associated with students’ practices indicating the need for strengthening behavioral, risk communication and community engagement activities using religious leaders and different communication platforms. Additionally, to address vaccine related shortages, partnerships should be strengthened at different levels to enable direct purchases, utilization of group financing and donation options.

PEMANFAATAN TEKNOLOGI INFORMASI DAN KOMUNIKASI DALAM LAYANAN ADMINISTRASI AKADEMIK TERHADAP PENINGKATAN KINERJA DI SMA NEGERI KOTA JAMBI

The purpose of this research is to explain the performance of the school institution that uses the management of academic information system (AIS management effectiveness, Culture ICT, ICT facilities and the quality of the Human resources) on the performance of the institution; partially include: effectiveness of management on the performance of Academic Information Systems agencies; ICT culture on the performance of the institution; availability of ICT facilities for the performance of the institution; and quality of human resources Academic Information System on the performance of the institution. This study used a descriptive analytical method. The data used are primary and secondary data obtained through surveys and documentation. The data analysis techniques-quantitative analysis examines the effectiveness of management, ICT culture, availability of ICT facilities, and quality of human resources for the school's performance and its impact on the academic achievement of students in schools in the city of Jambi, as object of study. Keyword: Information communication and technology (ICT), effectiveness, school performance

Retro Games, Contemporary Minds: A Review of <em>Goldeneye 007</em> (Nintendo 64, 1997)

Growing up in the 1990s and early 2000s, James Bond somewhat surrounded me. Pierce Brosnan's films mesmerised me, ITV ran older Bond films every week, and there were trading cards and magazines too. But it is GoldenEye 007 for the Nintendo 64 that is the single product I have engaged most with over time. Still fondly remembered by people of my age, Rare's game has had a huge impact on the video game industry; many critics still include it in greatest games lists, and the game's single-player and multiplayer game modes and mechanics have helped to form the foundations for modern-day first-person shooters. Moreover, the game engrossed the playerl playing it was exciting and amusing, and further drew players into the world of Bond.The game has been re-released and re-developed a few times, but I wanted to see how blinded by nostalgia older gamers, including myself, are. This review looks to answer this query, as a small group of d'Overbroeck School's students play and review the game using the original hardware. They explore GoldenEye 007 with a frank discussion of its weaknesses and strengths, how its multiplayer and single-player compare, and how it affects their view of the James Bond Franchise.

Statistical Testing on Basic Science Practical on Students’ Performance in Ilorin-East LGA, Kwara State

It is urgent to address a systematic and objective approach to evaluating students’ practical skills. Exceptionally, current subjective assessment methods for students’ practical performance are to be provided with a more objective evaluation. Hence the study investigated the statistical testing on Basic Science practical on students’ academic performance in students in Ilorin East, Kwara State, Nigeria. The study was a descriptive research survey type. 120 students were sampled in secondary schools in Ilorin East LGA using a purposive sampling technique. The researchers designed a questionnaire was used to accumulate information from respondents. Data collected were analyzed using percentage, mean, frequency count, independent t-test, and ANOVA at 0.05 alpha significance level. The findings revealed that Basic Science practical has a great influence on school students' academic performance and also on the level of understanding and retention capabilities of students but there was no significant influence on students’ academic performance based on gender as well as class size. Also, student’s academic performance in Basic Science was not significantly influenced by gender or class size partially. It is recommended that all Basic Science teachers should engage students more in practical activities than the theory aspect to facilitate better understanding among the students.

Разработка и психометрическая проверка теста оценки эмоционального интеллекта для подростков (ТЭИ-П)

<p>This paper describes the procedure of developing and standardizing the Russian-language online emotional intelligence (EI) test for adolescents aged 10-17 years (EIT-A) in two versions: for younger and older adolescents. The test was developed on the basis of the EI ability model by J. Mayer, P. Salovey, and D. Caruso. Psychometric testing of the test was carried out on 1491 adolescents, students of schools in Moscow and other cities of Russia: 735 respondents aged between 10 and 13 years old (341 boys, 394 girls), mean age - 12.2 years, and 756 respondents aged between 14 and 17 years old (271 boys, 485 girls), mean age - 15.6 years. The analysis showed high reliability of the EIT-A method. The confirmatory factor analysis results indicate the methodology's high structural validity. Its reliability-consistency (Cronbach's Alpha) for the version for the 10-13-year-olds was 0.93, and for the version for the 14-17-year-olds — 0.91. The theoretical validity of the EIT-A method was confirmed: it measures the same construct as the Mayer-Salovey-Caruso Emotional Intelligence Test-Youth Research Version (MSCEIT-YRV), adapted to the Russian-language sample - a test by J. Mayer, P. Salovey, and D. Caruso to assess the EI of adolescents, which has a strong psychometric history. The data obtained provide a basis for using the Russian EIT-A test for research and applied purposes as a reliable methodological tool.</p>