School Tasks Research Articles

Attention deficit and hyperactivity and its relationship with learning difficulties among university students

Attention deficit combined with hyperactivity is considered one of the most significant challenges faced by children and adolescents in the educational environment. This condition is characterized by three main symptoms: difficulty in concentration, excessive movement, and impulsivity. These symptoms directly impact the student's ability to learn and comprehend, leading to multiple learning difficulties. Difficulty in concentration makes it challenging for the student to follow lessons, pay attention to details, and complete school tasks. The student may easily forget instructions or lose necessary items for assignments and activities. Excessive movement is manifested in the inability to sit quietly, constant fidgeting, and wandering around the classroom without a clear reason. This behavior can distract others and hinder the collective learning process. Impulsivity is evident in acting without thinking, interrupting others, and having difficulty waiting for one's turn. The student may talk excessively or answer questions before they are fully posed. These behaviors negatively affect relationships with teachers and peers, leading to social and psychological challenges. The relationship between attention deficit, hyperactivity, and learning difficulties is strong and interconnected. Students experiencing these symptoms are more susceptible to issues such as dyslexia, dysgraphia, and dyscalculia. These difficulties exacerbate the challenges faced by the student, potentially leading to decreased self-confidence and feelings of frustration. Early intervention and accurate diagnosis play a crucial role in assisting these students. This includes collaboration between parents, teachers, and specialists to develop individualized educational plans that cater to the student's needs. Effective educational strategies include providing a supportive learning environment, using multi-sensory teaching methods, and offering clear and specific instructions. Psychological support and behavioral therapy may be necessary to enhance self-regulation skills and social adaptation. Additionally, community awareness and education about this condition help reduce the social stigma associated with it, enabling students to receive the necessary support. Through joint efforts and understanding, students suffering from attention deficit and hyperactivity can be empowered to achieve their academic and personal potential, overcoming the challenges they face in their educational journey.

Формування фізичної готовності до школи у дітей старшого дошкільного віку засобом спортивних ігор

An analysis of studies on the problem of forming physical readiness for school in older preschool children has been conducted. It is emphasized that physical readiness is fundamental for a child's successful adaptation to the school environment. It includes the development of motor skills, coordination, endurance, and strength, which are crucial for a child’s ability to perform various school tasks, from writing letters to participating in active games during breaks. Insufficient physical preparedness can lead to difficulties in mastering the school curriculum, decreased attention span, quick fatigue, and even health problems. Therefore, it is essential to develop the necessary physical qualities in children before they start school. It has been established that sports games are an effective tool for ensuring the physical readiness of older preschoolers for school. Games help develop coordination, strength, endurance, and flexibility, which are important for comprehensive physical development. The aim of the study is to determine the impact of sports games on the formation of physical readiness for school in older preschool children. At the initial stage of the study, generalized results of the level of physical readiness for school revealed that only 20% of children in the experimental group (EG) and 16% in the control group (CG) showed a high level of readiness, 58% of children in the EG and 52% in the CG showed a medium level, and 22% of children in the EG and 31% in the CG showed a low level. It was noted that the initial level of physical readiness for school in children from both the experimental and control groups was approximately the same at the beginning of the formative stage of the study. During the research, a system was developed and tested, aimed at enhancing the level of physical readiness for school in older preschool children, with active use of sports games elements. The proposed system of work involved organizing activities with children through play and was implemented sequentially across three interrelated stages: introductory, active, and creative. By the end of the study, the results in the CG and EG were as follows: a high level of physical readiness was shown by 46% of children in the EG and 24% in the CG, a medium level by 42% in the EG and 52% in the CG, and a low level by 12% in the EG and 24% in the CG.

The Relationship Between Schoolwork ‎Stress and Teachers’ Job satisfaction: A ‎study In the Context of Omani Schools

The study aimed to reveal the relationship between occupational stress and job satisfaction ‎among Omani school teachers. The study population consisted of 680 teachers randomly ‎selected from various schools in the Omani governorates for the academic year 2023-2024. ‎Descriptive statistical analysis was used as a methodology to analyse the study sample data. ‎Two tools were used to collect data: the first to measure school stress and the second to ‎measure schoolwork satisfaction. The results of the study showed a high level of school stress ‎suffered by schoolteachers. It also showed an average level of teachers' satisfaction with the ‎school tasks they perform. There was a strong statistically significant inverse relationship ‎between school stress and schoolwork satisfaction. The results showed differences in school ‎stress among teachers according to the variable of years of professional experience. The ‎results also showed no statistically significant differences in teachers' satisfaction according to ‎their different academic qualifications.‎

Which is better between gold and its share? A context for designing a financial mathematical task

Financial mathematics is a crucial discipline for students, mainly when taught using real-life contexts such as gold and its share. It can help students develop practical solutions to financial problems. This study aimed to design a financial mathematics task for Vocational High Schools (VHS) that is valid, practical, and demonstrates potential effects utilizing the Pendidikan Matematika Realistik Indonesia (PMRI) approach in the context of gold and its share. The research employed a design research methodology, specifically a development study involving two primary phases: preliminary and formative evaluation. The latter included multiple stages of prototype development, beginning with self-evaluation, then expert review, one-on-one sessions, small group trials, and culminating in a field test. The study was conducted with 44 eleventh-grade accounting students at VHS 1 Jambi City, consisting of 3 students for the one-to-one phase, 6 for the small group phase, and 35 for the field test phase. Data were collected through tests, interviews, documentation, and observations. The findings indicate that the financial mathematics task designed using the PMRI approach, contextualized in gold and its share, was valid, practical, and positively impacted student learning. Students not only developed a deeper understanding of real-world financial issues but also enhanced their decision-making abilities in financial contexts. Additionally, teachers expressed a greater willingness to adopt the PMRI approach in their instruction, suggesting that this context can effectively support the teaching of financial mathematics in vocational high schools.

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

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

Strengthening Educational Identity: Linking an Identity-Based Motivation Intervention to Educational Identity Processes

ABSTRACT School learning is not always easy or fun. It can be tough and not always enjoyable, often presenting difficult and challenging situations. However, when students are encouraged to envision a future that depends on their educational pathway, they may understand that what they are doing now in school is meaningful for their future, despite encountering difficulties in approaching school tasks. Using an experimental design with a pre-post intervention assessment, we addressed educational identity construction by implementing the Pathways-to-Success intervention. We aimed to link identity-based motivation (difficulty-as-importance and difficulty-as-impossibility mind-sets) and educational identity processes (commitment, in-depth exploration, and reconsideration). 182 Romanian middle-schoolers participated in the study (Mage = 13.35 years, SDage = 0.55, 54.4% girls, 44% from rural areas). The intervention strengthened the difficulty-as-importance mind-set in the experimental group (n = 100), while in the control group it decreased (n = 82). The difficulty-as-impossibility mind-set increased in both groups, indicating that students doubt themselves when facing difficulties. Educational commitment decreased in both groups, but less for the experimental group, as the intervention alleviated this decline. In-depth exploration significantly increased in the experimental group. Reconsideration of commitment decreased for the control group and increased for the experimental group. Students from urban areas benefited more from the intervention than students from rural areas. Implications for theory and practice are discussed, highlighting the role of educational systems and cultural norms in educational identity construction.

Effects of Split-Attention and Task Complexity on Individual and Collaborative Learning

School tasks often include individual and collaborative activities supported by a wide variety of learning materials. These materials can elicit varied levels of attention and learning depending on the complexity (i.e., element interactivity level) and physical separation of the information elements in the study material. The aim of this study was to explore the potential effects of the element interactivity level (i.e., high vs. low) and split attention (i.e., integrated vs. separated information) on individual and collaborative learning. An experimental design was implemented with 192 high school learners, with 64 working individually and 128 in dyads. The results revealed that in tasks with high element interactivity and integrated information, individual students learned more than groups. However, separated information benefited groups more than individual learners. It is concluded that the benefits of individual and group learning are mediated by task element interactivity and the physical separation of information sources in the study material, and recommendations for education professionals are presented.

Desirable clinical settings in general dentistry: moving towards the improvement of the educational program

BackgroundThe main task of dental schools is to prepare professional dentists with a high social responsibility. This study provided some practical suggestions from experts regarding desirable clinical settings, in order to establish an infrastructure for practical studies in Endodontics, Periodontics, Oral and Maxillofacial Surgery, Restorative Dentistry, Pediatric Dentistry, Oral and Maxillofacial Medicine, Prosthodontics, Oral Health, and Social Dentistry.MethodsThis research was conducted using a modified Delphi technique in two rounds. The first round involved qualitative content analysis. Participants in interviews were selected purposeful and maximum diversity across the country. To determine the validity and reliability of the data, the four axes proposed by Lichon and Guba were utilized. The second round involved a researcher-made questionnaire, which consisted of 55 questions. This questionnaire was distributed to all dental schools across the country. The validity of the questionnaire were evaluated and by experts and then reviewed. The reliability of the tool was determined to be 0.96 using the alpha coefficient method.ResultsThe final codes from the interviews of the first round were divided into two categories: settings and educational programs. The final results of research were placed into 2 section: educational settings and instructors, and educational infrastructures. 70% participants agreed to use the college’s clinical morning sessions. More than 80% agreed to start up a main clinic with the proposed structure and professors. The use of the hospitalization area also had an agreement of more than 80%. Additionally, community areas such as health service centers, welfare centers, special patient centers, factories, schools, etc. obtained an agreement of over 70%.ConclusionsThe results of this study are presented in the form of suggestions for improving the general dentistry program in relation to educational setting, educators, and educational infrastructures. The common agreement among participants regarding educational settings and their diversity, educational programs, and desired instructors reviewed in the research shows the necessity of reviewing and changing their educational programs in Endodontics, Periodontics, Oral and Maxillofacial Surgery, Restorative Dentistry, Pediatric Dentistry, Oral and Maxillofacial Medicine, Prosthodontics, Oral Health, and Social Dentistry.

Actigraphy-assessed sleep duration and quality and executive function in a sample of typically developing preschoolers.

Sleep is essential for cognitive development and brain maturation during early childhood. Studies focused on preschool populations using objective measures of sleep are still scarce. The objective of this study was to examine the associations between objective measures of sleep duration and quality with executive functioning in a 133 non-clinical sample of Spanish participants (Mage = 60.33 months, SD = 9.04; ages 41-77 months; 51.1% girls). Sleep was assessed for five weeknights using actigraphy; Shape School task was applied to assess inhibition and cognitive flexibility; and Word Span task was used to assess working memory. The results revealed that relation between sleep and executive functioning was significant for inhibition and working memory. Preschoolers with higher sleep efficiency showed better results in executive functioning tasks after controlling for the effect of age. Additionally, age and sleep duration and quality variables were predictive of inhibition, working memory, and cognitive flexibility. These results suggest that the different dimensions of sleep could play an important role in the development of executive functions during preschool age. Therefore, improving sleep could lead to an improvement in children's executive functioning in both clinical and educational contexts.

Characteristics, prevalence and tensions of critical thinking in Indonesian high school English language classes resulting from policy-driven teaching

Indonesian government policy has emphasised Critical Thinking development in secondary school students to position the nation for better engagement with global concerns, including the Industrial Revolution 4.0. A vehicle of choice to achieve this Critical Thinking development is English as an Additional Language in Secondary Schooling. This article presents a qualitative study that investigated the characteristics and prevalence of Years 10, 11 and 12 Critical Thinking in English listening and speaking tasks in an Indonesian high school. Data were generated through sustained engagement with one class in each year level, providing rich and detailed classroom data. These data were analysed with a conceptual framework of Critical Thinking in English Listening and Speaking to determine the characteristics of student Critical Thinking. Frequency counts of the characteristics yielded the prevalence of Critical Thinking in the period of engagement with each class. The point of intersection between Critical Thinking policy and its implementation demonstrates the congruence and dissonance between the actualised student Critical Thinking and teacher documents. Results showed that the characteristics and prevalence of Critical Thinking were fundamentally different for each year group, in large part due to the differences in teacher facilitation of Critical Thinking, despite, or because of, the overarching policy directives.

Planning Time Management in School Activities and Relation to Procrastination: A Study for Educational Sustainability

Academic procrastination, more than merely postponing tasks, represents a significant failure in the self-regulation process of learning. Research on study skills highlights academic time management as one of the crucial elements of learning strategies and sustainable education. These abilities will help achieve the fourth goal of the Sustainable Development Goals. Therefore, this study aimed to understand how students plan time management in school activities and its influence on study procrastination, analyzing differences between genders and the hours students spend studying. The Time Management Planning Inventory, the Study Procrastination Questionnaire, and a personal and school data sheet were used. A sample of 506 students (Mage = 13.7) from basic schools in northern Portugal was utilized. The results revealed that gender and study hours significantly influence how students plan time management for school tasks in the short and long term. These variables also showed a significant impact on the procrastination of study activities. The practical implications of this study are substantial, as they provide educators and researchers with insights into the factors influencing academic procrastination and the role of time management planning and study hours. These insights can be applied to develop effective strategies to reduce academic procrastination and promote sustainable education.

Pokolenie Z w przestrzeni edukacji formalnej: potrzeby i wyzwania

The article addresses the role and tasks of the modern school and university in relation to the educational needs of Generation Z, born and raised in the realities of liquid modernity. Given the peculiarity of these realities, the key need of contemporary society in general, and of Generation Z in particular, appears to be the development of learning competences. The role and task of the school and university therefore boils down to teaching how to learn, to enjoy discovering the truth and sharing it. The aim of this article is to answer the questions to what extent school and university institutions fulfil this role and task, and what challenges they face.

“It creates a divide”: minoritized medical students’ perceptions of professional identity formation

Background: If the task of professional identity formation (PIF) is for the trainee to become acculturated to a specific set of professional values, trainees whose individual identities are already closely aligned with the hegemonic values of medicine might be expected to have an easier PIF process than those trainees who begin their acculturation with individual values that are quite different than the prevailing values in medicine. Method: The present cross-sectional qualitative study examines the PIF experience of 15 medical students who face a range of structural inequalities and cultural constraints in a rural, predominately white medical school setting. Results: Five themes emerged from interviews: 1) participants’ decision to enroll in medical school was substantially influenced by family and broader community; 2) participants' expectations about starting medical school were not met; 3) participants perceived they were different from other medical students and also from the stereotypical physician; 4) participants felt pressure to adjust their personal identity; and 5) participants drew from personal identities to cope with stress. Discussion: These qualitative findings suggest that many participants felt their identity was often an asset in connecting with patients. Concurrently, participants felt a responsibility to return to practice in their home communities, which may represent a uniqueburden. Furthermore, some felt pressure to compromise or change their individual identity to be successful in medical culture. The task for medical schools may be to help students view their identities as a unique advantage, rather than something they need to quell or minimize to be successful.

Support Student Engagement through Technology-Based Collaborative Platforms

Keeping students engaged in teaching and learning activities is a very difficult task for teachers and schools. Changes in school systems are continuously changing the way students interact and engage in learning, forcing educators to explore resources and strategies to better support students. Educational technology helps educators meet today's needs and is an important resource for the learning process. Increased use of technology in learning environments can support and enhance student engagement. The emergence of collaborative platforms is a form of technological interest to support student engagement. The purpose of this research is to explore whether technology with collaborative platforms can support student involvement in the learning process. Through research on supporting student engagement through this technology-based collaboration platform, researchers hope that using technology-based collaboration platforms in learning can help students in the learning process. The method used in this research is a quantitative method. Researchers conducted a survey using a Google form consisting of 15 sentences related to the research title. The researchers found that supporting student engagement through technology-based collaborative platforms had a major impact on student engagement. The presence of a collaborative learning platform makes students more enthusiastic and excited. Students feel that with cooperation in the learning process, learning becomes more differentiated and attracts students' attention. The limitations of this research are that researchers only conduct research in schools and researchers do not conduct research directly in schools but share survey links on Google forms containing statements about supporting student engagement through technology-based collaborative platforms.

Exploration of ChatGPT in basic education: Advantages, disadvantages, and its impact on school tasks

The introduction of ChatGPT into basic education is progressing rapidly, generating impacts that, in many cases, are unknown. Its impressive capability profiles it as a tool that will revolutionize teaching and learning processes, creating gaps that need to be understood and evaluated. The research aims to explore the advantages, disadvantages, and its impact on school tasks. It is an exploratory qualitative study; data were collected through semi-structured interviews with 110 participants from five schools in Tacna, Peru. The results reveal that ChatGPT provides information quickly and easily, with a variety of content and pedagogical strategies. Additionally, it serves for evaluation, knowledge consultation, and scheduling school tasks. Eight related disadvantages were identified: Easy access to information may encourage the habit of copying and pasting, fostering academic dependence that would affect the development of skills, such as inquiry, argumentation, analysis, and critical thinking. Also, students may misuse information, cheating on school tasks and affecting their quality and suitability, making them no longer useful for education, including synthesis, essays, monographs, organizers, summaries, and mathematical exercises.

THE ATTITUDE TO HUMOR AS A PEDAGOGICAL TOOL IN THE PERIOD OF ANTIQUITY

Purpose. To consider the process of formation of the pedagogical foundations of humor in the philosophical thought of Ancient times of the VIII century BC – V century AD. Methods. In the course of the study, the methods of historical and pedagogical research were used: retrospective, historical-structural, historiographical, historical-genetic, comparative, comparative, historical periodization method, which together allowed for a systematic analysis of the transformation of changes in attitude to humor from a phenomenon of the surrounding reality to an element of the educational process. Results. The process of formation of philosophical thought in relation to humor as a means of educational influence is summarized by demonstrating the development of the literature of Antiquity. The main literary genres containing elements of comedy and bearing an educational component are listed. The main concepts of the perception of humor (Aristophanes, Plato, Aristotle, Demetrius, Cicero) formed during this period are considered. A look at the Socratic dialogue system is given as one of the first humorous techniques in pedagogy. Practical implications. The obtained results can be applied in the creation of a unified overview of historical and pedagogical work devoted to the formation and development of humor as a special means of influence in pedagogy, as well as in solving applied didactic tasks in secondary and higher schools. The research materials can form the basis of lectures and seminars on the discipline «History of pedagogy and education» for students of pedagogical specialties and higher educational institutions.

Pelatihan Penggunaan Fungsi dan Formula Menggunakan Microsoft Excel Untuk Guru-Guru Pada SMP Swasta Citra Harapan

This training aims to enhance teachers' technical skills in using Microsoft Excel, particularly in managing academic and administrative data. The training covers the use of basic and advanced functions, chart creation, and data analysis. Evaluation results indicate a significant improvement in teachers' abilities, impacting the efficiency and effectiveness of school task management. The training also boosts teachers' confidence in using technology. Recommendations for further training and additional support are proposed to ensure the continuous improvement of teachers' skills in using Microsoft Excel.

НАУЧНАЯ ШКОЛА ПРОФЕССОРА ПЕТРА ВАСИЛЬЕВИЧА СЕНИНА

The strategic task in the field of modern higher education is to develop the research potential of the university, to educate scientific staff. The effectiveness of this process depends on the successful functioning of scientific schools. In this regard, the research aimed at studying the experience of the author's scientific schools is relevant. (Research purpose) The research purpose is analyzing the concept and features of the scientific school as a form of personal growth and formation of researchers at the university using the example of research in the field of developing technologies for high-resource repair of machinery and technological equipment using metal coatings with specified functional properties (experience of the scientific school of professor P.V. Senin). (Materials and methods) Applied scientific and theoretical methods of analyzing the experience of the functioning of a scientific school, summarized and interpreted the criteria for its success as a form of personal growth and becoming a researcher at a university. Scientific and technical literature and publications in the field of humanitarian knowledge were used in the study. (Results and discussion) The experience of the P.V. Senin scientific school has shown that the implementation of the mechanisms of personal growth and formation of researchers at the university is the inclusion of students in the process of the scientific school, based on the creation of innovation centers, research laboratories, student teams, as well as the publication activity of the community of scientists on the basis of general theoretical and methodological approaches reflecting common research results. It was determined that the priority task of the scientific school is the interaction of university science and economic sectors aimed at creating technologies for high-resource repair of machines using the method of electric spark processing. (Conclusions) The results of the activities of the P.V. Senin scientific school allow us to consider this structure as a point of personal growth and professional development of a research student, a young scientist.

Sexualpädagogische Professionalisierung als Aufgabe der Hochschullehre

Sexuality is a constitutive part of pedagogical practice, while sex education has been an interdisciplinary task of schooling since the 1960s (Germany) and since 1970 (Austria). Nevertheless, professionalization in sexuality education has not been implemented as a compulsory part of either education science or teacher education and other pedagogical studies. This article offers an overview of the current state of sexuality education in university teaching – including the prevention of sexual violence – by differentiating terms and task fields, introducing different approaches and discussion points as well as outlining development perspectives.

THE DEVELOPMENT OF THE SOCIO-PEDAGOGICAL FUNCTION OF SECONDARY SCHOOLS (ON THE EXAMPLE OF THE REPUBLIC OF KARAKALPAKSTAN)

A stract. Today the issue of school education is gaining worldwide importance at the same time , it is necessary to further improve the work , reforms and actions carried out in the Republic of Uzbekistan , in particular in the Republic of Karakalpakstan. There are a number of shortcomings that are not linked to the human factor in order for public education schools to fully realize the socio-pedagogical functions of their own in accordance with the requirements of modern development. Therefore, in this article, the issue of the evolution of socio-pedagogical tasks of Higher Secondary Education Schools is considered on the example of the Republic of Karakalpakstan.