Students In Education Programs Research Articles

Effectiveness of Adaptive Physical Education Programs for Students with Disabilities in Canada

Purpose: The aim of the study was to analyze the effectiveness of adaptive physical education programs for students with disabilities in Canada Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: Adaptive Physical Education (APE) programs in Canada aim to enhance the physical fitness and overall well-being of students with disabilities by tailoring physical activities to their unique needs. Research indicates that such programs can lead to improvements in various fitness components, including muscular strength, cardiovascular endurance, and flexibility. For instance, a three-year study involving adolescents with intellectual disabilities demonstrated significant positive outcomes in body composition, muscular endurance, explosive strength, flexibility, and cardiovascular fitness over time. Unique Contribution to Theory, Practice and Policy: Self-determination theory, ecological systems theory & social cognitive theory may be used to anchor future studies on the effectiveness of adaptive physical education programs for students with disabilities in Canada. Teachers should undergo specialized training in adaptive methods, rapport-building, and the use of assistive technologies, such as virtual reality and motion-capture tools, to enhance student engagement. Policies should encourage collaborations between educational institutions, healthcare providers, and community organizations to create sustainable, multi-sectoral APE programs.

Effects of outdoor physical training on VO₂max, endurance, and power in male Sports Science students

Background: Physical fitness is a key component of overall health, particularly for students in physical education programs. Outdoor-based physical training has been explored to enhance specific fitness components, including VO2max, muscle endurance, and leg explosive power. However, evidence on its effectiveness remains limited, particularly in areas such as leg power. Purpose: This study aimed to evaluate the effects of an 8-week outdoor-based physical training program on VO2max, arm muscle endurance, abdominal endurance, and leg muscle power in first-year male students. Materials and Methods: A pre-experimental, one-group pretest-posttest design was employed. Thirty-three first-year students from the Physical Education, Health, and Recreation program at Bung Hatta University were selected using purposive sampling. Physical fitness was assessed before and after the intervention. The following tests were used: VO2max via the bleep test, arm endurance with the 1-minute push-up test, abdominal endurance with the 1-minute sit-up test, and leg power with the standing broad jump test. Data were analyzed using paired t-tests, conducted with Microsoft Excel and SPSS version 25. Results: Significant improvements were observed in VO2max (t = -9.077, p < 0.001), arm endurance (t = -8.433, p < .001), and abdominal endurance (t = -6.571, p < 0.001). However, no significant change was found in leg muscle power (t = 0.924, p = 0.362). Conclusion: Outdoor-based physical training effectively enhances VO2max and muscle endurance. However, it may require a longer duration or increased intensity to improve leg explosive power. This differentiates the program from conventional indoor training methods by emphasizing adaptability and engagement in outdoor settings. Further adjustments to the training program are recommended to optimize overall physical fitness improvements.

To what extent do the prevalence of sickness presence and reasons for sickness presence vary between school classes in upper secondary schools? A cross-sectional survey in Trøndelag county, Norway

ObjectivesThis paper investigated sickness presence (SP) among students in academic upper secondary schools (USS). The research question asked was: To what extent do the prevalence of SP and reasons for...

Teaching Practicums at the Postgraduate Level: Problems, Solutions, and Recommendations

In any educational study program, teaching practicums are necessary to be implemented. It often serves as an apprenticeship to give pre-service teachers practical experience regarding the real world of teaching. It is commonly implemented at the undergraduate level. At the postgraduate level, however, this implementation remains controversial. This study was conducted to reveal postgraduate students’ problems and solutions during their teaching practicums. Besides that, this study also aimed to examine and give critical insights into the implementation of teaching practicums at the postgraduate level for educational study program students. Data was retrieved from open-ended questionnaires to 8 postgraduate students about their problems and solutions in doing their teaching practicums. Data was also taken from 7 other respondents. They were practitioners like lecturers, teachers, and alumni from educational departments. The findings revealed that in doing their teaching practicums, the master’s degree students dealt with various problems similar to those faced by their undergraduate counterparts. Another finding disclosed the practitioners’ opinions that for the postgraduate level, the focus of teaching practicums can be altered and implemented in a form other than teaching. It can be research, curriculum development, language teaching technology development, and material development. At the postgraduate level, students are expected to focus on research, not just the practice of teaching.

스토리텔링을 활용한 대학생 인성교육 프로그램 개발 및 효과 검증

Objectives The purpose of this study is to develop personality education program for college students using storytelling and verify its effectiveness. Methods To develop personality education program for college students, literature related to character education were reviewed, personality virtues were selected, picture books for storytelling activities were selected, personality education program using storytelling were constructed, and the validity of the program content were verified. The research subjects were 42 college students from K University(experimental group) and 42 college students from H University(control group), a total of 84 people. The research tools were the KEDI personality test tool(Korea Educational Development Institute, 2014) and the Oxford Happiness Questionnaire(Hill & Arygle, 2002). The experimental group participated in personality education program using storytelling, and the control group participated in personality education theory class. The research procedure consisted of pre-experiment, pre-test, experimental treatment, post-test, and data analysis. Results The purpose of the personality education program using storytelling is to cultivate desirable character traits in college students and enhance their subjective well-being. The educational content involves appreciating picture books that include essential character values college students should possess and applying these values to their own lives during storytelling-based character education activities. The teaching and learning methods are based on collaborative activities and integrated experiential learning. The program follows the steps of appreciating, discussing, engaging in integrated activities, and writing. The evaluation includes both formative and summative assessments. Personality education program using storytelling statistically had a positive effects on total personality score, all sub-factors, and subjective happiness. Conclusions This study suggests that personality education program using storytelling can be used as an effective method to cultivate college students' personality and enhance subjective happiness.

Bilingual learning motivation and engagement among students in Chinese-English bilingual education programmes in Mainland China: competing or coexistent?

ABSTRACT Learning motivation and engagement are critical factors influencing language proficiency, but previous research has primarily focused on these aspects from a monolingual perspective. The present study adopted a bilingual lens to simultaneously examine motivation and engagement in learning both Chinese and English among students in Chinese-English bilingual education programmes at non-traditional international schools in Mainland China. Based on the data from 328 fourth and fifth graders, the study found a positive correlation between Chinese and English learning motivation and engagement, with no significant differences between the two languages across most dimensions, except higher utility in English learning. To further explore the individual differences, Latent Profile Analysis (LPA) identified four distinct profiles: Low-bilingual-motivation-and-engagement, Chinese-focused learners, English-focused learners, and High-bilingual-motivation-and-engagement. Grade and gender significantly influenced bilingual learning dynamics, with students’ interest in both languages decreasing and Chinese time investment declining with grade level, while girls showed an advantage in perceiving the utility of both languages and Chinese learning time investment. However, grade and gender did not affect profile memberships. This study contributes to both theory and practice by enhancing our understanding of bilingual learning processes and informing targeted educational strategies to support balanced bilingual development.

학교자율시간 운영을 위한 드론 활용 교육프로그램 개발 및 학생 행위주체성 신장 효과

This study aims to develop and implement a drone-based education program for 4th-grade elementary school students during school autonomous hours and to evaluate its impact on student agency. This involved surveys of the educational community and analyses of school infrastructure and characteristics. Using the ADDIE model, a 22-session program was developed. Pre- and post-tests measuring student agency were administered to an experimental group (17) and a control group (32). Additionally, reflections and self-assessment journals from the experimental group were analyzed quantitatively and qualitatively. The findings are summarized as follows: First, the democratic consensus within the educational community played a key role in the design and implementation of the program. By synthesizing the inputs from students, parents, and teachers, a drone education program aligned with environmental and sustainable development education was developed. The program’s activities included theory and piloting practice based on safety education, using drones to solve school problems, and lessons on career and ethics. This process contributed to a sense of responsibility and cooperation among all stakeholders, especially boosting student motivation and interest in learning while maximizing the program’s effectiveness. Second, the analysis of pre- and post-test results on student agency in both the experimental and control groups, as well as the progression reflected in self-assessment journals, revealed improvements across all four domains of student agency—community agency, learning interaction, purposefulness, and responsibility. Third, the study demonstrated the potential of the developed drone education program as a valuable resource for school autonomous hours. It provided a learning experience where students took the initiative to participate, reorganizing the drone utilization from a briefly covered topic in practical arts or creative classes into 22 lessons to cover related contents in depth and foster cooperation within the educational community. The study found that the developed program positively impacted elementary school students' agency. Moreover, the materials are expected to serve as useful references for developing drone programs for elementary school students and structuring autonomous school hours.

늘봄학교의 초등학교 저학년 대상 지속가능한 식생활교육 프로그램 개발

This study developed and evaluated a sustainable food education program for lower elementary school students as a model for Neulbom School, a recently introduced program providing child care and education in elementary schools. The program consisted of 30 sessions over 15 weeks during the second semester of the 2024 academic year for first-grade students at an elementary school in Seoul. Focusing on fostering healthy eating habits and cultivating basic cooking skills for sustainable food practices, a series of lessons were developed on the importance of eating, taste education, awareness of diverse foods, basic cooking, and reducing food waste. These lessons were designed in line with the developmental stages of first graders and included content on cooking practices that reflected and addressed the needs of both students and parents. To this end, necessary lesson plans and teaching materials were developed for each lesson, creating a student-centered approach that met the needs of the target audience. We aimed to nurture basic self-management skills through storytelling with children's books in line with students' developmental stages, body expression activities, and communication through play. Program effectiveness was evaluated through observations of students' behavior, records, and class outputs, as well as participant interviews. The results showed improved basic lifestyle habits and social development, strengthening self-management capabilities. Moreover, both students' and parents' interest in the program increased as they recognized its potential and the need for its expansion as an effective educational tool for elementary school students. Recommendations for program improvement and expansion included customizing and supporting school-based food education programs, developing and expanding age-appropriate cooking utensils, improving awareness and providing the necessary equipment for hygiene and safety for cooking, and offering efficient administrative support for material preparation and food handling. As a novel educational approach that combines care and education, this study seeks to expand the food education component—traditionally underrepresented in the elementary school curriculum—into a program that fosters self-management skills in food management through educational activities offered by the Neulbom School.

Service Utilization and Value at an Athletic Training Student Run Clinic for University Employees and Students.

Student-run health clinics (SRHC) are commonly utilized to provide clinical experiences to students in healthcare education programs as well as healthcare services to a target community. Recent reports on athletic training SRHCs (AT-SRHCs) with a client population of university students, employees and/or community members have reported positive patient outcomes and high patient satisfaction, however there is limited data about the treated conditions, services and value provided by AT-SRHC. To track utilization of athletic training services at a free AT-SRHC. Retrospective chart review from September 2022-May 2024. University-based AT-SRHC. 97 patients (52 males, 44 females, 1 not documented; age 32.6±13.7 years, range: 18-65 years old; 50 employees, 47 students). Data were extracted from an electronic medical record and scheduling software. Variables extracted included patient demographics, appointment numbers, mechanism of injury, injured body part, days since injury, injury diagnosis, injury severity, and common procedural terminology (CPT) codes. Data were analyzed descriptively. Sixty-four percent (226/352) of available appointment sessions were reserved. The 3 most commonly injured body areas were the knee (n=26, 23.9%), shoulder (n=23, 21.1%), and thigh (n=13, 11.9%). The 3 most common diagnoses were sprains/strains (n=51, 46.8%), overuse conditions (e.g. epicondylitis, impingement, tendonitis; n=18, 16.5%), and nonspecific joint pain (n=22, 20.2%). The 3 most common CPT codes were for therapeutic exercise (n=136), athletic training evaluation (n=98), and manual therapy (n=78). Estimates for the total value of services range from $6,901 to $13,498 ($39.89-78.03 per session). Services at an AT-SRHC were utilized by a small portion of the campus population during its first 2 years of operation. Data provides preliminary insight into AT-SRHC service utilization and value. Additional organizations may benefit from developing an AT-SRHC to provide access to affordable care and student clinical experiences.

Aligning Health Occupation Students for Valuable Interprofessional Learning: Evaluating Program Structure, Resources, and Student Experiences in a Regional Clinical Setting

Developing Inter-Professional Education (IPE) programs for undergraduate healthcare students poses multiple complex challenges, in both university and workplace settings. These challenges can limit the widespread implementation of IPE, despite research demonstrating its potential impact on improving knowledge about other professions roles, collaborative practice, and inter-professional identity. The aim of this study was to provide an overview of an IPE program delivered in a regional health service during clinical placements and evaluate student perceptions of its value to their learning. Students from fourteen disciplines (n=136 across eight workshops) completed a retrospective mixed methods survey. Students particularly valued the following aspects of the IPE program: clinical simulation, structured approach to communication and timely multi-source feedback. Inter-professional learning which enabled opportunities to learn with, from or about students was highly valued.

Demonstrating Progress and Potential: Lessons Learned From Federally Funded Inclusive Postsecondary Education in the United States

ABSTRACTBackgroundSince 2010, there has been significant growth in the United States in the number of students with intellectual disability accessing higher education, driven by federal legislation and funding. Currently, over 340 institutions of higher education provide programs of study for students with intellectual disability. Of these programs, 134 have received federal funding through the Transition and Postsecondary Education Program for Students with Intellectual Disabilities (TPSID) model demonstration program. The Think College National Coordinating Center (NCC), the evaluator of the TPSID model demonstration projects, has collected annual data on student activities and outcomes.MethodsThis study provides trend analysis of data from the TPSID model demonstration program on almost 5000 students with intellectual disability over a 13‐year period.FindingsThis analysis identified trends in student characteristics, university access, employment, support and outcomes of federally funded higher education programs.ConclusionsThe TPSID model demonstration program and resulting student and program data substantially impacted higher education program development and quality in the United States. Trends reflected in this study demonstrate growth in inclusive course access, employment, credential attainment and use of financial aid for college students with intellectual disability. The study provides implications for practice, research and policy in the United States and internationally.

Teachers' and Students' Experiences on the Implementation of Individualized Education Programme for Students with Visual Impairments in Inclusive Secondary Schools

This study explored the experiences of teachers and students in implementing Individualized Education Programmes (IEPs) for students with visual impairment in Tanzania. The study employed a qualitative approach under case study design, situated at Shinyanga Secondary School in Kishapu district. A total of nineteen participants involved, including five special education teachers participated through interview and fourteen students with visual impairment participated through focus group discussion. The participants were selected purposively depending on their experiences in inclusive secondary school. The thematic analysis was used to analyse the data inductively. The study revealed three significant themes as experienced by the participants: the identification of the learning needs of students with visual impairment (VI), strategies to meet VI learning needs, and challenges during the implementation of the IEPs. The study found inadequate implementation of IEPs from the selected school due to several challenges, including informal strategies in identifying students with VI, irregular training for the IEP team and inadequacy of teachers of special education to accommodate the available students with VI. The study suggests that the identification of students with visual impairment needs to be formalized, regular knowledge updates for the IEP team, and a reduced workload for special education teachers. Although this research is confined to a single-school study, the findings can be used as a benchmark for the schools that face similar situations regarding IEP implementation

Perspektif Hukum Islam, Hukum Positif dan Mahasiswa Progam Studi PAI UIN Malang tentang Ganti Kelamin

This study examines perspectives on gender transition from three viewpoints: students of the Islamic Education Program (PAI) at UIN Maulana Malik Ibrahim Malang, Indonesian positive law, and Islamic law. Using a qualitative narrative approach, interviews with ten PAI students revealed that the majority adhere to Islamic teachings, considering gender identity as a divine destiny that should not be altered, except in certain medical conditions. In Indonesian positive law, the process of gender transition is recognized through the court system with medical evidence. Meanwhile, in Islamic law, gender transition is generally rejected, except in cases of intersex. The Fatwa of the Indonesian Ulema Council (MUI) states that gender transition for individuals with a clear gender is haram but permissible in certain medical cases. This study concludes that the issue of gender transition is a complex debate involving religious, social, and legal aspects.

The Model “SMART”- an Innovation for Achieving Future Success in TVET Students: An Empirical study

The “SMART” school innovation project represents a significant advancement in addressing the challenges faced by students in technical vocational education and training (TVET) programs, particularly concerning their mathematical proficiency. Recent analyses of state matriculation exam results have highlighted a troubling decline in mathematics achievement among students, which poses a substantial barrier to their academic and professional success in TVET learning classes. In response to this issue, the SMART project has been designed to enhance students’ academic performance while cultivating a more inclusive and engaging learning environment. At the core of the SMART project is a differentiated instruction approach to those groups’ students according to their mathematical abilities. This method allows educators to tailor their teaching strategies to meet the diverse needs of students, ensuring that both advanced learners and those struggling with foundational concepts receive appropriate support. By creating specific groups- advanced, intermediate, and those with significant gaps—and regrouping students from different professions into new classes, the project enables targeted interventions that address individual learning needs. This approach allows for simultaneous instruction in mathematics across all new mixed-profession classes, enabling personalized support due to the equal curriculum and equal allocation of hours. This structured grouping not only helps in identifying and addressing knowledge deficits but also promotes a collaborative learning atmosphere where students can thrive. The project emphasizes the importance of regular progress monitoring, with systematic evaluations conducted every two months. This ongoing assessment enables educators to make timely adjustments to teaching strategies and group placements, ensuring that students are continuously challenged and supported. Furthermore, the project incorporates innovative and interactive teaching methods designed to engage students actively in the learning process, moving away from traditional, monotonous approaches. By establishing a comprehensive framework for educational improvement, the project not only seeks to elevate students’ proficiency in mathematics but also aims to create a holistic approach to learning that prioritizes the diverse needs of all learners. The SMART project is poised to make a lasting impact on the educational landscape, equipping students with the necessary skills and confidence to excel in their future studies and professional endeavors. By addressing the root causes of low mathematics achievement and fostering a supportive learning environment, the project aims to prepare students for the challenges they will face in both their academic and career paths.

Psychological Well-Being of Teacher Professional Education Program (TPEP) Students: A Demographic Analysis

Psychological Well-Being of Teacher Professional Education Program (TPEP) Students: A Demographic Analysis

Strategi Meningkatkan Kesadaran Menabung pada Anak-Anak Sejak Dini di Dusun II Desa Pantai Labu Kecamatan Pantai Labu

UMSU KKN activities in Dusun II, Pantai Labu Village focus on developing a simple financial education program for elementary school students through the concept of saving. This program is motivated by the importance of instilling the habit of saving from an early age to form a wise young generation in managing finances. One of the innovations implemented is the Savings Challenge, which is designed to increase students' motivation to save consistently. This competition involves all students, where they compete to save with a certain target during a predetermined period. The purpose of this program is to teach students about the importance of saving regularly and introduce the concept of simple financial planning. The method used is a participatory approach, where students are actively involved through games, stories, and group saving challenges. In addition, collaboration with teachers and parents is also an important part in ensuring the sustainability of the program. The results of this program show an increase in students' motivation to save, both at school and at home. Children not only understand the importance of saving, but are also motivated to achieve their short-term financial targets. In addition, this program also received support from teachers and parents, who felt a positive impact on students' behavior in managing their money.

포스트휴머니즘 시대의 AI(인공지능) 미술 수업 사례를 통한 미술 교육 방향 탐구 : 중학교 미술 교육을 중심으로

This study aims to explore the direction of art education that can foster post-humanistic thinking by analyzing learners' reflections after implementing an AI-based art education program for middle school students. To this end, 3rd grade students at S Middle School participated in both traditional art expression methods and AI-assisted classes on topics such as pottery making, portraiture, and landscape painting. Students' views on these two teaching methods were surveyed and analyzed. This led to the following implications: First, AI was seen as an efficient and straightforward tool for creativity. Second, it was confirmed that there are limitations in expressing the artist's inner self during the AI-based image generation process. These findings suggest that, despite the limitations of AI-based art activities in accurately expressing students' inner selves, AI holds significant potential as an innovative tool and paves the way for a new educational approach centered on the collaborative relationship between humans and AI.

HIGHLIGHTING STUDENTS’ LEARNING STYLES TOWARD THE ENGLISH INSTRUCTION IN EFL CONTEXT

This study aims at identifying students’ learning styles in learning as a foreign language. The participants involve 26 students of English education program. To collect the data, questionnaires are employed. The findings show 46% of students include using kinesthetic learning styles for learning. These students preferred to learn through practical application of knowledge or some kind of related activity and 0% of the 26 students who reached a level of about 6.5% chose to learn to read and write. Despite this, the learning achievement of students with kinesthetic learning styles is higher compared to visual, auditory and reading and writing learning styles. Another result of the study was that English education students did not like the learning style of reading and writing. The students are suggested to have the intention toward initiatives and motivation in the learning process in determining the learning styles they engaged.

Recommendations for instructing blind students in undergraduate physical education teacher education programs: Findings from a program evaluation

The purpose of this article is to share the evaluation process, and outcomes of that process, that resulted from an invitation from our colleagues at a South American university who requested support for a blind student who was enrolled in their program. To understand the experiences of the student as well as program faculty and to effectively construct recommendations for their program, we engaged in an evaluation process which included semi-structured focus group interviews with faculty members and one-to-one interviews with the blind student. After the completion of the interviews, transcribed interview data were analyzed, along with researcher notes, to explore common themes depicting faculty and student experiences. Recommendations were then constructed based both on the faculty and student experiences and on the pedagogical expertise and lived experiences of the research team members. The 23 recommendations, which are shared in this article, include considerations to be made throughout the academic year, as well as during and around coursework.

NAVIGATING ACADEMIC WRITING CHALLENGES IN ISLAMIC HIGHER EDUCATION

This study delves into the challenges faced by English Language Education program students in Islamic higher education institutions, focusing on IAIDA and UNUJA. Employing a qualitative case study methodology, the research investigates the factors influencing academic writing skills among final-semester students. Findings reveal intricate challenges, including time management issues due to boarding school commitments, limited technology access, and difficulties in understanding research methodology. Challenges in finding and managing references, alongside the impact of supervisors and external factors, such as financial pressures, are identified. Distinct institutional variations between IAIDA and UNUJA underscore the need for targeted interventions to enhance academic writing skills. The results call for strategic initiatives and curriculum enhancements to address the specific needs of students in Islamic higher education, ultimately facilitating their success in academic writing