Learning Support Research Articles

‘Most of the time, I am the three-tiered support system’ – subject teachers’ views on tiered support and part-time special education in lower secondary schools

ABSTRACT This study examines subject teachers’ views on support for learning in mainstream lower secondary schools in Finland. Because Finnish legislation on support for learning changed in 2010, we wanted to explore subject teachers’ views on how support is being delivered in practice. Our data consist of 115 subject teachers’ answers to an electronic questionnaire and were examined using content analysis, complemented with frequencies. The results indicate a need for better resources and for structures that support teacher collaboration in lower secondary schools. Open communication and clearer definitions of subject teachers’ and special education teachers’ (SETs’) roles are also required. According to subject teachers, the most important aspect of SET work is part-time special education, meaning that SETs provide individual support for students. The support system needs to be defined in greater detail to work effectively. However, subject teachers’ attitudes seem inclusive.

Mengoptimalkan Pembelajaran Bagi Anak Dengan Adhd Melalui Pendekatan Inklusif di Sekolah Dasar

Inclusive education has become a focus of attention in supporting the successful learning of all students, including those with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD face special challenges in managing their attention, impulsivity, and energy, requiring appropriate learning approaches. This research aims to investigate and identify the optimal implementation of an inclusive approach in supporting the learning of children with ADHD in elementary schools. Qualitative research methods were used to explore the experiences of educators, school staff, and parents in facing the learning challenges of children with ADHD. The results show that inclusive approaches implemented in elementary schools can play a key role in creating a supportive learning environment for children with ADHD.

Predictive machine learning algorithms for metabolic syndrome among Tunisian adults

Abstract Background Metabolic syndrome (MS), a cluster of interconnected risk factors for cardiovascular disease and type 2 diabetes, poses a significant health burden globally. In Tunisia, amidst an ongoing epidemiological transition, the prevalence of MS presents a growing concern. Our study aimed to identify the potential risk factors of MS and propose better machine learning (ML) based models for predicting MS among Tunisian adults. Methods Data was sourced from the Tunisian Health Examination Survey THES-2016, encompassing individuals aged 20 years and older. MS was defined based on the criteria set by the International Diabetes Federation. Logistic regression (LR) was employed to determine risk factors for MS. Adjusted odds ratios (aOR) and 95% confidence intervals (CI) were calculated. Five ML algorithms (Naïve Bayes, Support Vector Machine (SVM), Artificial Neural Network (ANN), AdaBoost, and Random Forest (RF)) were utilized to predict MS. Performance evaluation was conducted using accuracy, precision, recall, and area under the curve (AUC) metrics. Results Among the 8908 participants, the prevalence of MS was 32.8% (95% CI: 31.4% - 34.6%). LR identified age group 60-69 years (aOR: 18.5, 95% CI: 16.9-19.9, p < 0.001), female sex (aOR: 1.7, 95% CI: 1.2-1.9), sedentariness (aOR: 1.6, 95% CI: 1.5-1.8) and low education level (aOR: 1.2, 95% CI: 1.1-1.4) as significant factors associated with MS. Among ML models tested, AdaBoost had the highest accuracy (89.8%), followed by SVM (89.6%). Naïve Bayes had the highest Recall (98.1%) and the most performant AUC (91.4%), while RF had the highest Precision (70.8%). The ANN had an accuracy of 89%, a precision of 70.4%, a recall of 78.7% and an AUC of 85.1%. Conclusions Our study highlighted the effectiveness of ML algorithms like AdaBoost and SVM in predicting MS among Tunisian adults, offering potential as early detection tools. However, further validation with larger datasets is necessary to solidify their utility in healthcare settings. Key messages • Metabolic syndrome, a complex of cardiovascular risk factors, presents a substantial global public health challenge and is particularly pronounced in Tunisia. • Machine learning algorithms, notably AdaBoost and Support Vector Machine, demonstrate promise in forecasting and addressing metabolic syndrome.in Tunisian adults.

Organizational justice and work engagement of public service workers and general workers in South Korea: moderating role of supportive learning environment

Organizational justice and work engagement of public service workers and general workers in South Korea: moderating role of supportive learning environment

Chest x-ray images: transfer learning model in COVID-19 detection.

This research aims to develop an effective algorithm for diagnosing COVID-19 in chest X-rays using the transfer learning method and support vector machines. In total, data was collected from 10 clinics, including both large city hospitals and smaller medical institutions. This ensured a diverse range of geographical and demographic information in the sample. An extensive data set was collected, including 10,000 chest X-ray images. 5000 images represent normal cases, 3993 images represent pneumonia cases, and 1007 images represent COVID-19 cases. Machine learning methods were applied to develop a classification model, and the results were compared with seven state-of-the-art models and a lightweight CNN architecture. The results showed that the proposed method achieves high accuracy values (Accuracy): 0.95 for COVID-19, 0.89 for pneumonia, and 0.92 for normal images (p < 0.05). Comparison with other models demonstrates statistically significant superiority of our method in accuracy across all three classes. The EfficientNet-B0 model surpasses our method only in accuracy for normal images with p < 0.01, confirming the advantages of our method. Our method demonstrates high sensitivity values (Sensitivity): 0.96 for COVID-19, 0.88 for pneumonia, and 0.93 for normal images (p < 0.05), outperforming most of the compared models. Correlation analysis showed Pearson coefficients of 0.92, 0.89, and 0.94 for COVID-19, pneumonia, and normal images, respectively, confirming a high degree of consistency between predicted and true class labels. In addition, the model was validated on external datasets to assess its generalizability. This validation confirmed its high level of effectiveness in a variety of clinical settings. This study confirms the importance of applying machine learning methods in medical applications and opens new perspectives for early diagnosis of infectious diseases. The practical application of the obtained results can enhance the efficiency of diagnosis and control the spread of COVID-19, as well as contribute to the development of innovative methods in medical practice.

Principals’ Leadership Competencies: Implications for Educational Excellence

The study utilized a qualitative case study research design entailing an in-depth exploratory examination of principals' leadership competencies and their impact on educational excellence within the O R Tambo Inland education district. Semi-structured interviews were conducted with five principals selected from secondary schools in the district. A convenient sampling technique was used to select the participants from whom empirical data were gathered. A narrative analysis was employed to analyze the collected data, allowing for a comprehensive understanding of the principals' experiences, perspectives, and practices regarding leadership competencies and their implications for educational excellence. The findings revealed that principals play a pivotal role in shaping the school's image and reputation, attracting learners, families, and talented educators through positive attributes and effective leadership practices. Clear and measurable academic objectives aligned with the school's mission and vision are emphasized as essential for guiding educational endeavors and promoting continuous improvement. Thus, the study recommended that a collaborative approach to decision-making, professional development, and community engagement is essential for creating supportive and inclusive learning environments that empower students to thrive academically and personally.

Socioemotional instruction in learning support staff across Italian primary schools: a call for using the ‘multidimensional, scaffolding framework’ in training programmes

ABSTRACT International research has illustrated that learning support staff (LSS) play a crucial role in the instruction of children with special educational needs and/or disabilities (SEND): they support the children’s classwork while teachers manage the whole-class instruction. However, fewer research studies have explored LSS’s role in the children’s socioemotional learning, although this support is highly important for pupils’ regulation of negative emotions, effective participation in whole-class conversations, and academic learning. The current research explores LSS socioemotional practices in a relatively unexamined country (Italy), providing LSS with a high level of training. Thirty-one primary-school-LSS members completed a questionnaire and interview. The LSS reported infrequently supporting the socioemotional learning of children with (and without) SEND despite their difficulties. Also, they appeared to overly control the children’s peer interactions and emotions, minimising their self-management. The participants associated their infrequent socioemotional instruction with their limited socioemotional training and preparedness, and insufficient persuasion by the national curriculum to promote socioemotional education. Findings are largely interpreted using a new ‘multidimensional, scaffolding framework’ linking LSS socioemotional practices and related children’s learning. Findings also suggest that the framework could usefully guide LSS training.

Fostering Inclusivity: A Critical Emancipatory Approach to Dyscalculia in Primary School Mathematics

This research endeavoured to revolutionise primary school mathematics education by implementing an active learning approach tailored to addressing dyscalculia. The study used a critical emancipatory framework as the theoretical foundation, and participatory action research as the chosen methodology. The researcher employed purposive sampling to select two mathematics teachers, one school-based teacher, a district education psychologist, two learners displaying dyscalculia symptoms, and two parents. The research collaboratively engaged participants to identify challenges, crafting interventions, and reflecting on outcomes through the lens of the critical emancipatory framework and participatory action research,. The researcher assessed the effectiveness of the active learning strategy to enhance students’ mathematical abilities, self-efficacy, and attitudes toward mathematics. Critical discourse analysis shed light on the potential of active learning strategies to improve mathematical learning outcomes and create a supportive learning atmosphere. The results indicated that the implemented active learning strategy offers effective pedagogical practices for learners with dyscalculia by influencing positive changes in their attitude towards mathematics and the learning environment. The participating teachers gained insights into understanding the behaviour of learners with dyscalculia and the role of active learning in intervention strategies. The study’s findings can guide educators, policymakers, and researcher in developing inclusive mathematics instruction for diverse learners in primary school classrooms.

In-service teachers’ and pre-service teachers’ perceptions of interdisciplinary instruction combining music and mathematics

ABSTRACT This qualitative-phenomenological study explores the perceptions of in-service and pre-service teachers regarding the integration of music and mathematics in elementary education. Using interviews, audio recordings, questionnaires, and blog analysis, the research examines the effects of interdisciplinary teaching. The methodology adopted in this study provides a robust framework for analysis, facilitating a comprehensive exploration of the subject matter. Findings show positive views among four in-service mathematics teachers and one music teacher, who observed increased student engagement, motivation, and creativity. Additionally, 50 pre-service teachers expressed curiosity about this approach, emphasizing the need for better training and resources in teacher education. Despite initial concerns, teachers acknowledged the importance of collaborative planning and instructional support for interdisciplinary learning. This study highlights the potential of integrating music and math to enhance student outcomes and innovation in education.

An investigation of higher education in further education: preparing a new campus for higher education delivery

ABSTRACT One of the hallmarks of an ever-changing educational landscape is that students are paying considerably higher fees to study higher education courses, including those offered by college-based HE providers. As such, the student experience becomes of paramount importance to ensure student needs are met. To this end, this project sought to discover the best practice(s) needed to ensure a newly built campus is prepared to deliver college-based higher education (CBHE). Using a mixed-methods research design, the project investigated the new campus’ potential for further HE growth, particularly given that there is no higher education institute (HEI) presence in the location where the research took place. This research aimed to investigate how specific spaces at a new FE college campus can benefit HE students. By examining the design and utilisation of these spaces, the study seeks to understand their impact on student experience, community building, and the amplification of student voices in the decision-making process. The findings provide insights for policymakers and CBHE providers on creating supportive and inclusive learning environments that cater to the diverse needs of their student populations. The findings revealed that the HE student experience is constantly evolving, and demands for quality learning environments are increasing. In co-collaboration with a sample of existing students, a framework was established that colleges could use to purposefully improve their overall experience of studying higher education within a further education environment. This research is of use to policymakers, CBHE providers and their staff, and all stakeholders with a responsibility in CBHE.

Recognising and supporting authentic learning in a changing world: the opportunities and threats of AI

Since the term AI (artificial intelligence) was first coined, it has become embedded in modern life, with debate focusing on its challenges. In dentistry, AI is being used in clinical and education practice; however, many educators have limited knowledge or skills in its use. The British Alliance of Researchers in Dental Education and Scholarship hosted an AI-themed conference in November 2023. The conference organisers set out to initiate discussion on the use of AI in UK dental education, including a focused workshop to develop a consensus opinion. Before the conference, potential opportunities and threats associated with AI were determined, and through a pre-conference questionnaire, these were prioritised for in-depth discussion. During the workshop, personalised learning, support for learning, educator resources and equality were all identified as opportunities presented by AI, while digital literacy, misuse and safety were seen as potential threats. Two key overarching concepts emerged at the end of the conference: recognition that AI is here to stay and that dental schools must engage with it now to realise its potential; and recognition that educators do not know enough about how students are using AI and need to collaborate with our students in future development and research.

Evaluating the Socioecological Classroom in Full-Service Schools: A Whole-School Approach to the Inclusive Education Context in South Africa

This paper evaluates the socioecological classroom in the context of a whole-school approach to inclusive education, which has evolved beyond the traditional classroom setting. Inclusive education calls for a paradigm shift to accommodate learners previously marginalised, with the classroom transforming into an ecosystem. The socioecological paradigm steers away from the notion that psychological and physiological elements are the main causes of disability. The importance of addressing multiple layers of influence is emphasised to create a supportive and inclusive learning environment. First, Bronfenbrenner’s Ecological Systems Theory, which emphatically explains how a learner’s development is influenced by the systems in the environment that surrounds them, and then Foucault’s Theory of Power and Knowledge, in which power and knowledge are interconnected and inseparable, with power being exercised through the creation and control of knowledge, guided this study. A qualitative approach was adopted, and semi-structured interviews, focus group discussions and non-participant observation were used to collect data. Phenomenological analysis was used to analyse the data from these data-collecting instruments. It was found that learners with disabilities need support at home, with imbalances being found in the power–knowledge relations between teachers and parents, and teachers occupying a superior position regarding academic knowledge. Some teachers still believe in the Medical-Deficit Model. A strengths-based approach should rather be adopted. Strategies for enhancing community–school collaboration that balances teacher–parent power dynamics should be explored.

Cross-Curricular, Inquiry-Based Collaborative Learning in Support of Truth and Reconciliation

This project was conducted at Fort St. James Secondary School in the Nechako Lakes School District, which is in Northern British Columbia, Canada. Three high school teachers from different disciplines (Social Studies, Digital Media, and Carpentry) launched a cross-curricular inquiry-based project in partnership with local knowledge holders and School District 91, focusing on truth and reconciliation, which connected the learners in their high school with the broader community, including knowledge holders from the local Indigenous communities. Those engaged in the project examined questions around what truth and reconciliation meant to the learners and its significance. This project was completed in 2021 and resulting products included a legacy wall, installed as a permanent fixture in the school, containing individual learning represented in motifs, design of the feather using wood from around the world, and a video documentary containing interviews from school and community stakeholders.

Perspectives of Czech High School Students on Cheating in Remote Education

This study explores the perspectives of Czech high school students on using digital technologies for cheating during remote education, a phenomenon encouraged by the abrupt transition to online learning due to the COVID-19 pandemic. Through a mixed-methods research design, this study collected data via an online questionnaire with 24 questions completed by 316 students from secondary schools and conducted individual interviews with seven teachers. In their study, the authors focus on three questions: How much do high school students know which digital technology they can use for cheating in remote online education? What are their experiences with cheating in remote online education? What are the preventive solutions recommended by students and teachers to eliminate online cheating? The research findings indicate that students perceive online cheating as justifiable, primarily due to their disengagement with the course material and lack of interest in learning under the pandemic's extraordinary circumstances. Students frequently used technical means for cheating, with mobile phones and screen-sharing during online tests being the most popular methods. Additionally, the use of internet resources to find answers was the most commonly reported form of online cheating. To address this issue, students outlined various anti-cheating strategies, categorised into three perspectives: pessimistic, practical, and critical-realistic. The pessimistic perspective indicates scepticism about the feasibility of effectively combating cheating, whereas the practical perspective offers tangible, immediate solutions. The critical-realistic view provides a thoughtful and pragmatic approach to the problem, suggesting a balance between understanding the complexities of cheating and implementing realistic measures. The study highlights educators' critical role and emphasises the importance of aligning assessment methods with students' learning needs and expectations to reduce cheating tendencies naturally. The rise of AI technologies has introduced new dimensions to the problem of online cheating, as AI tools can facilitate academic dishonesty. However, AI can help detect and prevent cheating. The authors suggest using formative assessments and creating an engaging, supportive online learning environment to deter dishonesty and promote academic integrity.

From Their Experience: A Thread of Participation Uncertainties Amongst Adult Returnees at a University in a Developing Context

Learning in adulthood offers prospects for (re)defining and strengthening our self-worth for sustainable personal survival, growth, and development. The rate at which adults enroll in university studies upholds the longstanding belief that education is an enabler for social participation, progress, and transformation. An adult, who chooses to stop learning chooses to stagnate in adulthood. However, sometimes, their decision to return to class is submerged in circles of uncertainties that impede their social integration and participation in a system that was not originally designed for them. This article uses the principle of inclusion of the social justice perspective to explore the nature of adult returnees’ participation uncertainties and their implications on the teaching and learning processes. We draw our findings from narratives of adult returnees and academic staff at a public university in Uganda. This study acknowledges that adult returnees experience multiple issues that humiliate, obstruct, and hinder their participation and learning aspirations. However, this should not be grounds for underrating what they can do and achieve during a learning encounter. We suggest learner support systems and instruction practices that restore these learners’ confidence and stimulate and guide their participation in the teaching and learning process

Towards Responsible Use: Student Perspectives on ChatGPT in Higher Education

The advent of generative artificial intelligence (AI) tools, particularly Large Language Models (LLMs) like ChatGPT, presents a dichotomy of opportunities and challenges within the educational sector. These tools offer the promise of personalized learning support, accessible at any time, thereby enhancing educational engagement and resource availability. However, they also introduce significant concerns, notably the risk of plagiarism, complicating their integration into academic settings. Despite the widespread adoption of ChatGPT by students, there remains a gap in understanding their experiences with these tools and the need for frameworks to guide responsible use. To address this knowledge gap, this study investigates the utilisation of ChatGPT for academic tasks and students' perceptions of its benefits and drawbacks in a university context. The findings reveal that half of the students used ChatGPT either regularly or occasionally for academic tasks. However, only slightly more than one-third of the participants expressed confidence in maintaining the authenticity and originality of their outputs when using ChatGPT. In terms of utility, respondents' perceptions varied, with 25.0% considering it moderately useful, 39.3% very useful, and 10.7% extremely useful for their assignments. Notably, 42.8% observed a significant enhancement in the quality of their work with ChatGPT, compared to assignments completed independently. Despite these advantages, 71.4% of students encountered errors or inaccuracies in ChatGPT's outputs, underscoring the tool's limitations. A significant majority (89.7%) advocate for the establishment of specific guidelines or training to foster effective and responsible usage of ChatGPT in academic contexts. The Chi-square test indicated a significant difference in ChatGPT usage between White and BAME students (p=0.031). These findings underscore the broad utilisation of ChatGPT in student learning and general satisfaction with its application. Nonetheless, students acknowledge the tool's potential for errors and inaccuracies. In light of these challenges, there is a pronounced demand for clear guidelines and proper training to navigate the responsible use of ChatGPT in educational settings. This study illuminates the imperative for educators and institutions to develop strategies that not only leverage the benefits of generative AI tools but also mitigate their risks and promote meaningful learning outcomes.

ChatGPT in Higher Education: A Comprehensive Study of the Literature. Friend or Foe?

This paper presents a qualitative, high-quality State-of-the-Art (SotA) extended literature review on integrating ChatGPT, an advanced and contemporary natural language processing model, a sophisticated AI-powered chatbot that OpenAI developed in higher education. Snyder (2019, p.1) emphasised that "a literature review as a research method is more relevant than ever”. According to Barry et al (2022, p. 663), "the fundamental purpose of SotA literature review is to create a 3-part argument about the state of knowledge for a specific phenomenon: This is where we are now. This is how we got here. This is where we could go next”. This 3-part argument will underpin this study. With the rapid advancement of artificial intelligence (AI) and its potential to transform various sectors, including education, integrating AI-powered tools like ChatGPT to enhance teaching and learning has become a topic of significant interest. This study explores the diverse applications of ChatGPT in higher education, including pedagogical practices, student engagement, intelligent tutoring systems, personalised learning, language learning support, academic research, feedback, grading, and administrative support. Additionally, it identifies the challenges and ethical concerns this technology poses, focusing on bias, privacy, data security, reliability, accountability, accuracy and the balance between human interaction and artificial intelligence. Analysing the literature on ChatGPT’s role in higher education presents future directions for implementing it in higher education settings, ushering in an era of exciting possibilities. The research concludes that higher education institutions should provide clear and transparent guidelines for their staff and students on using ChatGPT responsibly for academic purposes to mitigate any ethical concerns.

Can ChatGPT Revolutionize Language Learning? Unveiling the Power of AI in Multilingual Education Through User Insights and Pedagogical Impact

ABSTRACTIn the era of accelerating globalization, the necessity for multilingual education is increasingly prominent. This study investigates the effectiveness of the AI‐based chatbot ChatGPT in multilingual teaching applications. This study employs a quasi‐experimental research methodology to examine the experiences of 100 international students at a university in Western China. The investigation delves into multiple dimensions of ChatGPT's effectiveness, including user interface design, operational experience, educational interaction, student engagement, personalized learning recommendations, and the enhancement of cultural understanding. The findings indicate that ChatGPT demonstrates significant potential in multilingual teaching, particularly in providing personalized learning support and facilitating cultural comprehension. However, improvements are needed in aspects of user interface friendliness, interaction naturalness, and depth. This research not only provides empirical support for the use of ChatGPT in multilingual education but also introduces a fresh perspective on integrating AI technology into educational practices, thereby advancing its role in multilingual teaching.

The Application of Cooperative Principle in Classroom Language between Teachers and Students

The Cooperative Principle, as proposed by H.P. Grice, has been increasingly applied in educational settings to enhance communication between teachers and students. This paper reviews the application of the Cooperative Principle in various educational contexts, highlighting its significance in fostering effective classroom interactions. The principle, which emphasizes the importance of cooperation in conversation, is analyzed through different studies focusing on questionnaires, childhood education, online education, and language instruction. The paper, using case studies on the application of the maxims of quantity and quality in language instruction. It suggests that teachers should provide concise instructions and offer corrective feedback to enhance student engagement and language acquisition. In conclusion, the Cooperative Principle plays a vital role in educational communication, yet its effectiveness is influenced by individual and regional differences. Teachers are encouraged to adapt their lesson plans to incorporate the principle, ensuring more effective and supportive learning environments.

The relationship between peer social support and self-regulated learning in Samarinda Ulu state junior high school students

Purpose: The capacity for self-regulated learning (SRL) assumes a pivotal role among state junior high school students (SMPN), necessitating autonomy in learning endeavors due to the evolving nature of educational processes. Social contextual factors, especially peer social support (PSS), exert significant influence on the manifestation of self-regulated learning. This study aims to elucidate the association between peer social support and self-regulated learning among students of state junior high schools in Samarinda Ulu. Method: Employing quantitative correlational research methodology. Random sampling techniques were employed, with sample sizes adjusted to ensure representation across schools, resulting in a cohort of 347 participants from seven state junior high schools within the Samarinda Ulu sub-district. Research instruments included the Peer Support Questionnaire scale and measures of self-regulated learning. Statistical analysis, using the Pearson Product Moment test aided by the Jamovi application. Result: Revealed a significant correlation with a p-value of 0.001 &lt; 0.05 and a correlation coefficient of r = 0.399, This shows that the hypothesis in this study is proven, showing that there is a relationship between PSS and SRL. This value shows a positive number, which means there is a positive but relatively low relationship between the SRL variable and the PSS variable. The meaning can be interpreted as if the higher the PSS, the SRL possessed by students will also be classified as high. Then conversely, if the PSS level obtained is lower, then the SRL possessed by students will also be classified as low. Conclusion: Based on the results of the Pearson product moment correlation test, ap value of 0.001 &lt;0.05 and an r value = 0.399 was obtained, which means that the working hypothesis (Ha) in this study was accepted, namely that there is a significant relationship between peer social support and self-regulated learning, the nature of the correlation is positive, which means that an increase in the score on the peer support variable will cause an increase in the SLR score. However, the magnitude of the correlation is relatively low, where the variance in peer social support that can explain the SLR variance is 15.92%.