Well-rounded Education Research Articles

Attitudes and Mathematics Proficiency among Second Year Higher Education Students

This study compared the attitudes and mathematics proficiency among second-year university students. Utilizing a descriptive-comparative research design, 88 students were selected through random sampling, with data analyzed using frequency counts, weighted mean, percentages, standard deviation, and One- way analysis of variance (one-way ANOVA). Findings revealed that most most of the respondents have access in basic mathematical books, and 78.41% of the population spent 1-2 hours per week in studying mathematics. Students demonstrated a generally neutral attitude towards learning mathematics; however, comparative analyses indicated no significant difference in attitudes based on the programs enrolled which implies their attitudes towards mathematics are the same regardless of the academic program students are enrolled in. In contrast, the comparative test of mathematics proficiency revealed significant differences related to the programs enrolled which suggests that the academic program in which students are enrolled has an impact on their mathematics skills. The study concludes with a recommendation to implement the proposed action plan to address identified gaps and support holistic students’ development. In the long run, this will result in a well-rounded education for the students, equipping them with the knowledge and attitude needed for success both in and outside the classroom. The university will be proactive in ensuring that students are not only mathematically proficient but also professionally and academically successful.

Three-Year Vs. Four-Year Foreign Degree: Is The Success Rate Of Students Different At The Master’s Degree Level In The United States?

In the U.S. and most of Europe, the model in higher education is and has been, the four-year, 120-hour Baccalaureate degree. The main emphasis on college education in the U.S. is to provide a well-rounded education in the liberal arts. In India, where the philosophy of higher education is to prepare a student for a specific field of work, the three-year bachelor’s degree is commonplace in most arts, sciences, and business degrees. There, the tasks of providing a well-rounded education and helping the student determine a career path are goals of secondary education. With the emergence of the European Union (EU), the Bologna Process is becoming popular in Europe, which among other things, has been looking at ways to condense the bachelor’s degree into three years. Merits of the three-year vs. four-year bachelor’s degree are discussed, along with a synopsis of trends in the future of undergraduate education. When converting foreign degrees to U.S. equivalency, credentialing organizations typically have not recognized a three-year bachelor’s degree as equal to a U.S. bachelor’s degree, for reasons discussed herein. From a pragmatic standpoint, a credential evaluation is most frequently requested to show readiness for entry into master's or PhD programs. Thus, it would be beneficial to know if graduates with three-year degrees can succeed at the graduate level. In this study, academic performance was analyzed of international students studying in a Master of Science in Information Technology Management program. All students in this study had earned either a three-year Bachelor of Science or a four-year Bachelor of Technology (engineering) degree from an accredited university in India. No statistically significant difference was found in graduation rate, and of those who graduated, no statistically significant difference was found in first semester GPA (Grade Point Average). Results show that graduates of a three-year bachelor’s degree are as adequately prepared for graduate study as are graduates of four-year bachelor’s degrees. It is recommended that graduate schools consider the three-year bachelor’s degree as equivalent to longer duration bachelor’s degrees when determining entrance into a master’s degree program.

영국 엘리자베스 1세의 성장기 교육에 관한 연구

Objectives This study is a study on the education of Queen Elizabeth I of England during her childhood. This study examines how Elizabeth overcame the difficulties of her childhood and grew into a powerful and capable monarch. The focus is on the individuals who influenced her education, the characteristics of her formative education, and the impact of this education on her subsequent reign. Methods This study adopted a literature review methodology to analyze the education of Elizabeth I during her formative years. By examining books, research papers, biographies, letters, and historical records related to Elizabeth I, it focused on reviewing her educational environment and curriculum. Results Elizabeth, born to Henry VIII and Anne Boleyn, faced many challenges in her early years, yet was able to experience a relatively stable childhood thanks to the support of her governess, tutors, and her stepmother, Catherine Parr. Afterwards, through the liberal arts education with reform-minded teachers, she developed critical thinking and insight, and through theological education, she acquired a broad perspective on religious conflicts. In addition, her education in various foreign languages, arts, and physical activities, as well as her holistic education, became an important foundation for her growth as a wise and outstanding leader. However, as her education took place in a period when her succession to the throne was uncertain, it lacked content specifically focused on governance and state administration necessary for a monarch. Conclusions Elizabeth's formative education was a comprehensive, well-rounded education centered on the humanities. While monarchic studies specifically for state governance were not emphasized, Elizabeth's passion for learning and the guidance of excellent teachers enabled her to grow into a wise and exceptional leader.

The consistency of the second classroom participation intention and behaviour of college students with financial difficulties: based on the theory of planned behaviour

ABSTRACT The second classroom, refers to extracurricular activities (e.g. volunteer service), is a vital carrier for deepening well-rounded education in Chinese colleges and universities, plays an increasingly critical role in the high-quality development of the college financial aid. However, in the new era, college students with financial difficulties have higher-level, more diverse, extensive, and richer demands. Hence, this paper aims to investigate the intention and behaviour consistency of students with financial difficulties regarding their participation in second classroom activities. By analysing 473 questionnaires based on the expanded model of the theory of planned behaviour, the following findings were obtained: (1) 89.57% of students with financial difficulties expressed the intention to participate in the second classroom, but only 39.4% of them actually took action; (2) the intention of students participating in the second classroom was significantly positively correlated with their behavioural attitudes, subjective norms, perceived behaviour control and cognitive level; (3) the behaviour of students participating in the second classroom was significantly positively influenced by the individual’s intention and perceived behaviour control; (4) the situational factors based on school support could significantly positively regulate the influence of the second classroom participation intention on the actual behaviour of students with financial difficulties.

Practical research on constructing a framework for interdisciplinary lessons through collaboration between teachers

Cross-curricular education is gaining traction in Japan and beyond as it supports the development of a well-rounded education. It involves integrating multiple subjects in a way that encourages students to forge links between different disciplines. Teacher training, however, doesn’t tend to include how to incorporate cross-curricular classes or the communication process needed for the development of these types of classes. Dr Takuya Nihashi, Faculty of Liberal Arts at Osaka Shoin Women’s University, is conducting interconnected research studies with the goal of addressing this. She wants to improve teacher training so that teachers are able to develop cross-curricular classes. Communication between teachers with different specialities is a key part of creating cross-curricular learning. Therefore, Nihashi explored the process of planning interdisciplinary lessons through collaboration between teachers. She interviewed teachers interested in cross-curricular classes and with awareness of the challenges to understand how teachers create their lesson plans, with emphasis on the discussions that occur between teachers. Nihashi analysed these interviews using the Modified Grounded Theory Approach (M-GTA), which identified four key themes in the planning process: ‘this person can do it’, which rates to how teachers decide who to collaborate with; ‘this can work as a lesson’, which concerns how teachers explore the connections between subjects; ‘belief in a good lesson’, which relates to teachers’ motivation to create a good lesson; and ‘lesson planning discussions’, relating to the practical conversations involved in bringing lesson plans to life.

Electives implementation in competency-based medical education: Perspective of final year medical undergraduate students in a tertiary care hospital

Objectives: Elective postings are a part of the new competency-based medical education curriculum as they are known to provide a more well-rounded education. This was the first medical undergraduate batch to undergo the elective postings, and their perspective regarding its implementation will help us to refine this process for future batches. Hence, this study was taken up to assess their feedback. Materials and Methods: A well-designed, structured and pre-validated questionnaire was filled out by consenting students who had attended the elective postings. The responses were collected through Google Forms, which were then exported and analysed in Microsoft Excel. Results: Out of the total 150 students in the batch, 96 consented and filled out the questionnaire. About 81.25% of students were aware of the existence of electives, and 76% were aware of both their purpose and importance. About 51% agreed that the postings were useful, and 46.9% felt that it was necessary for both clinical and nonclinical postings to be included in the study. About 43.75% felt that it was confusing to select the topics, and 60.4% opined that there were sufficient topics to choose from. Conclusion: We found that the students were aware of the existence and purpose of elective postings, and they perceived them to be useful, and the majority did not face many challenges during its implementation. It is up to the decision-makers to improve the process further to improve its implementation.

Promoting Equal Protection and Regulatory Remedies for Balanced Civic Education

This article examines the teaching of civic engagement in academic settings, focusing on its role in generating new knowledge and fostering social and personal action. The article proposes regulatory remedies to ensure a fair and balanced curriculum supporting diverse worldviews and productive discourse, promoting student civic participation. The legal principle of equal protection, enshrined in the Fourteenth Amendment, serves as the foundation. The Fourteenth Amendment emphasizes equal treatment and opportunities for all, including access to a well-rounded education. By incorporating its principles into education, the article highlights the need to promote fair, civic education that empowers all students to participate actively in their communities. I recommend regulatory remedies to solidify education’s nature and foster a balanced curriculum. The proposed remedies ensure that various worldviews are embraced, promoting productive and amicable discourse among students. Creating an inclusive learning environment also allows students to engage in critical thinking and develop a deeper understanding of diverse perspectives, ultimately enhancing their civic participation. Furthermore, the article emphasizes the importance of regulatory safeguards against biased or exclusionary educational practices to ensure that all students have equal educational opportunities, regardless of their background or beliefs. By eliminating barriers and promoting a fair educational system, students can develop the necessary knowledge and skills to contribute to their communities actively. By incorporating the legal principle of equal protection with respect to perspectives represented on campus, the article advocates for legal and regulatory remedies to promote a fair and balanced curriculum that supports diverse worldviews.

MUHAMMADIYAH ORGANIZATION'S INFLUENTIAL CONTRIBUTION TO THE ISLAMIZATION OF KNOWLEDGE

This paper explores Muhammadiyah's significant contributions to the Islamization of knowledge, emphasizing its integration of Islamic principles with contemporary education and societal needs. Key areas of focus include Muhammadiyah’s extensive network of educational institutions, which offer curricula combining religious teachings with modern sciences, fostering a well-rounded education. The organization’s research and scholarly activities have enriched Islamic thought and philosophy, promoting intellectual discourse through various publications and academic journals. Additionally, Muhammadiyah’s social and cultural programs have positively impacted Indonesian society by addressing both material and spiritual needs through community outreach and development projects. The paper also highlights Muhammadiyah’s global influence, serving as a model for integrating Islamic values with modern education. The importance of the Islamization of knowledge is underscored as a means to bridge the gap between traditional Islamic teachings and contemporary knowledge, fostering ethically grounded generations capable of addressing modern challenges. The study concludes with a call for further research and engagement to document Muhammadiyah’s methodologies, successes, and challenges, ensuring its principles and practices continue to benefit future generations.

The Role of Art Education in Holistic Development

Art education helps people develop cognitive, emotional, social, and creative skills. This study examines how art can increase critical thinking, problem-solving, emotional intelligence, cultural knowledge, and empathy. Art transforms people into well-rounded people, according to this research. It uses several educational environments and development philosophies. This study examines how art education affects children’s personal and social development. Mixed-methods study involves questionnaires, interviews, and classroom observations. The findings show that frequent exposure to artistic practices promotes mental well-being, self-expression, and teamwork, making education more holistic. According to the report, art education is not just an extracurricular activity but an integral part of a well-rounded education. It promotes its integration into regular education to create adaptable, empathetic, and innovative people who can handle the challenges of a changing world.

METHODS FOR THE FORMATION OF ECONOMIC KNOWLEDGE OF PRIMARY EDUCATION STUDENTS BASED ON STEAM EDUCATION

This article seeks to contribute to this research and curricular approach, for which we analyze the emergence of the STEAM movement, its implementation in class, and its social, economic, and educational consequences. The main conclusion reached is that, without ignoring the economic rationality in education, it is necessary to go further in order to embrace a more social and democratic conception of schooling, trying to take advantage of this historical moment to transform education toward a more humanistic approach–without neglecting the scientific facet–that offers a well-rounded education to new generations while, at the same time, responds to the social and economic demands of our current world.

Recent advances in teaching-learning methodologies of the Ayurveda education system.

Teaching and learning are two sides of the same coin. Ayurveda, the ancient system of medicine that originated in India, has a long history of teaching and learning methods. In the early days, Ayurvedic knowledge was primarily transmitted through oral tradition, with teachers passing down their knowledge to students through direct communication. Ayurvedic education is increasingly becoming extra-oriented. The current educational system is upgraded by various teaching-learning technologies tovarious factors. The upshot of this is a student-centered outcome. Hence, systematical examination and analysis ofrecent advances in Ayurveda teaching and learning methods is the primary objective of this review. These modern methods complement traditional Ayurvedic teachings, providing students with a well-rounded education that combines ancient wisdom with contemporary technology. The integration of these technologies aims to make Ayurvedic education more dynamic, accessible, and relevant to the evolving needs of students and the healthcare landscape. These methods contribute to the evolution of Ayurvedic education while protecting the fundamental principles and wisdom of Ayurveda.

Impact of Physical Education as A Form of Recreational Activities: Academic Performance of the Students

Physical Education (PE) is a crucial component of a well-rounded education, supporting students' holistic development for a healthy and active lifestyle. This quantitative correlational study explored the relationships among demographic profiles, perceptions of physical education recreational activities, and academic achievement of Grade VIII students from National High Schools in Eastern Samar. The study used purposive sampling to include 360 respondents from schools in the South Area of Eastern Samar Division. Data from survey questionnaires were consolidated, organized, and presented in tables, then analyzed with statistical tools. Frequency counts, percentages, and rating scales were used to profile the respondents, while the Pearson correlation coefficient was applied to determine the relationships among variables. Data were processed using SPSS software. The study revealed that Grade VIII students exhibited a highly favorable attitude toward physical education recreational activities, emphasizing various activities. However, these activities had minimal impact on academic achievement in unrelated subjects. While participation in physical education did not significantly improve academic performance, it contributed to a healthy lifestyle and positive social relationships. This suggests that students were highly engaged and put forth full effort, indicating that physical activity's psychological and sociological benefits do not negatively affect academic performance in other subjects.

Outcome-Based Teaching and Learning (OBTL) Practices of the Coast Guard Special Operations Force (CGSOF) Specialization Courses

The goal of outcome-based teaching and learning, or OBTL, is to provide students with explicit instructions on what they are expected to learn and how to demonstrate that learning before any instruction even begins. While the idea behind OBTL has been around for a while, the Philippine Coast Guard (PCG) has just lately included it in its training curriculum. The Coast Guard Special Operations Force (CGSOF), one of the PCG's operating units, is dedicated to integrating OBTL into its system through its training institute in order to address the current trend in education. Determining the degree of OBTL practice implementation in the CGSOF-led specialized courses is the primary goal of the research. This study used a mixed-methods research approach that used quantitative and qualitative techniques. mixed-methods research design where survey questionnaires and informal interviews were used in data gathering. There were 42 instructors and 130 trainees from the CGSOF included in the study. The findings revealed that both the instructors’ self-assessment and the trainees’ observation showed a significant extent in the implementation of OBTL practices. There is a substantial alignment between the measurable competencies that trainees should exhibit at the end of the course with respect to its three main components: the intended learning outcomes (ILOs), teaching and learning activities (TLAs), and assessment tasks (ATs). Despite several identified factors affecting the OBTL implementation, including the lack of equipment and training facilities that most affect the alignment of the ILOs, TLAs, and ATs, it was still indicated that the implementation of OBTL in the CGSOF specialization courses has been applied with a consistently high degree of satisfaction and efficacy, offering instructors and trainees a well-rounded education experience.

Adapting Islamic Education in Madrasah Ibtidaiyah: Ideal Conditions in the New Normal Era

The Covid-19 pandemic has significantly impacted Indonesian education, prompting adaptations in teaching methods. Madrasah Ibtidaiyah institutions, in particular, shifted to online learning, facing challenges like a decline in student morals and character. This study evaluates the ideal conditions for education at the Madrasah Ibtidaiyah level in the new normal era, focusing on idealistic educational philosophy. A literature study approach was employed, analyzing data from books, academic journals, and relevant literature on idealistic educational philosophy. The aim was to explore how this philosophy can address pandemic-induced challenges and support education development in the new normal. Findings indicate that idealistic educational philosophy can effectively address post-pandemic educational challenges. This philosophy emphasizes guiding students to develop their thoughts and personalities in harmony with their intrinsic nature and societal values. Education should nurture each student's personality according to their talents, interests, and age-appropriate skills. Effective and efficient teaching methods are crucial for achieving these goals, focusing on holistic student development. The study highlights the importance of aligning educational philosophy with students' natural development. In Madrasah Ibtidaiyah, the idealistic approach enhances the moral and character development of students, adversely affected during the pandemic. By fostering individualized learning and personal growth, educational institutions can better navigate new normal challenges. Implementing idealistic educational philosophy in Madrasah Ibtidaiyah institutions can play a pivotal role in overcoming educational challenges exacerbated by the Covid-19 pandemic, ensuring well-rounded education that prepares students for their societal roles.

Better Pedagogical Practices Could Enhance the Learning Performance of Students by Adopting Hybrid Learning Approach

In order to provide students a well-rounded education that may improve their academic performance, this study focuses on the Hybrid Learning approach, which combines conventional classroom ways of teaching with new learning strategies. A hybrid learning strategy combines traditional classroom instruction with online resources to provide students with a well-rounded education. The learning results for students are optimally balanced via a hybrid learning strategy. It allowed students to concentrate on their studies from anywhere, and they were able to make better use of their time in class because to the abundance of technologically-enabled learning materials at their fingertips. Forty students were included in this research. Nineteen students served as the Experimental group and were taught using the hybrid mode of learning; twenty-one students served as the Control group and were taught using the conventional approach. The trial lasted for a full four weeks. According to the results, pupils in the experimental group who used hybrid educational approaches outperformed those in the control group who used more traditional methods. Students' academic performance may be enhanced by the integration of digital tools into traditional classroom instruction.

Better Pedagogical Practices Could Enhance the Learning Performance of Students by Adopting Hybrid Learning Approach

In order to provide students a well-rounded education that may improve their academic performance, this study focuses on the Hybrid Learning approach, which combines conventional classroom ways of teaching with new learning strategies. A hybrid learning strategy combines traditional classroom instruction with online resources to provide students with a well-rounded education. The learning results for students are optimally balanced via a hybrid learning strategy. It allowed students to concentrate on their studies from anywhere, and they were able to make better use of their time in class because to the abundance of technologically-enabled learning materials at their fingertips. Forty students were included in this research. Nineteen students served as the Experimental group and were taught using the hybrid mode of learning; twenty-one students served as the Control group and were taught using the conventional approach. The trial lasted for a full four weeks. According to the results, pupils in the experimental group who used hybrid educational approaches outperformed those in the control group who used more traditional methods. Students' academic performance may be enhanced by the integration of digital tools into traditional classroom instruction.

Adaptation of Research Project Requirement at Pharmacy Undergraduate Studies: Students' Perception, Attitude, and Experiences.

To determine the final year pharmacy undergraduate students' attitudes toward research after completing a research project. A research project was introduced in the final year of the PharmD program in January 2022. After a period of one year, in Janurary 2023, students submitted their final research to the faculty members. The survey was conducted from 1st March to 30st April 2023 using a study tool that contained items asking students' demographic, their research perceptions, attitude and experience, and also motivation/barriers faced during the research project. Descriptive and t-test statistics were utilized to compare the means of subgroups at a level of significance, i.e., p < 0.05. The data were also analyzed using Goodman and Kruskal's gamma and Mann-Whitney U test. Majority of the students (93.8%) agreed regarding the significance of research in the pharmacy profession. Students were found to have their projects a worthwhile learning opportunity (94.2%). Students' motivation to execute research project stems from mandatory curriculum courses, improving clinical or hospital pharmacist training and fulfilling research skills (90%). Barriers hindered include lack of training, time, and patient follow-up (approximately 70%). The current study's finding was concluded with the fact that research is a valuable component of a well-rounded education and can enhance a pharmacist's skills. However, they need a combination of formal education and practical experience to pursue a profession in pharmacy.

Methodical Techniques for Fostering "Entrepreneurship and Financial Literacy" in Physical Education for Schoolchildren’s

The introduction of the competency-based approach in physical education marks a shift from traditional subject-based training to a focus on competency-based training. This approach aims to cultivate a dynamic integration of knowledge, skills, and attitudes through educational subjects or integrated courses. The primary objective is to design pedagogical situations, methodical approaches, and methods that foster the development of entrepreneurship and financial literacy among students during physical education lessons.&#x0D; This article presents the findings of a survey involving 341 physical education teachers from seven regions of Ukraine, exploring the feasibility of instilling the key competency of "Entrepreneurship and Financial Literacy" within the framework of physical education. The survey encompassed teachers of all qualification categories, including 227 men (66,2%) and 114 women (33,8%). Results revealed that 55,1% of respondents find it challenging to develop this key competence through physical education, with 8,6% considering it impossible. Only 31,1% of teachers feel equipped to foster entrepreneurship and financial literacy in students through physical education.&#x0D; However, the surveyed teachers faced difficulties in simulating pedagogical situations and methodical techniques for competence formation during physical education lessons. This identified challenge underscores the need for innovative pedagogical situations, methodical approaches, and techniques. These should be crafted through various modular components, empowering physical education teachers to effectively instill entrepreneurship and financial literacy in schoolchildren’s.&#x0D; The research identified crucial pathways for developing students' entrepreneurship, including creating pedagogical situations and employing methodical approaches focused on developing leadership qualities, fostering fair play, and instilling goal- setting and achievement. Emphasis was placed on overcoming challenges with dignity, honing leadership skills applicable both in sports and daily life. In terms of financial literacy, physical education teachers can encourage students to plan competitions, formulate estimates, organize charitable activities, utilize online fundraising platforms, and regularly assess financial costs associated with physical activity, contributing to a well-rounded education.

Teachers’ Use of ICT Facilities in Mathematics Education

Mathematics education is a crucial component of a well-rounded education, providing students with essential problem-solving skills and critical thinking abilities. Utilization of ICT in the teaching context has had a major positive impression, especially on teachers. ICT facilities are now used as a tool for mathematics teaching and learning to satisfy the needs of both teachers and learners. This study aimed to investigate teachers’ technology use in Mathematics Education in four selected public secondary schools. The study employed a survey design. A straightforward random selection method was used to select and include fourteen individuals in this investigation. The data presented was gathered through questionnaires. Using percentage and mean, the information that was collected was examined. Fourteen mathematics teachers that were selected for the study had an average mean of 3.68, revealing that the majority of secondary mathematics teachers use of ICT facilities to support the teaching of mathematics. To increase the use of ICT facilities in secondary schools, it is advised that teachers keep utilizing technology in the classroom. The findings of this study contribute to the existing body of research on effective ICT utilization in Mathematics Education.

Cross-curriculum Teaching and Learning in the Secondary School: Geography, History, Religious Education and Mathematics in Kenya’s Competency Based Curriculum

Inadequate learners’ engagement in Geography, History, Religious Education, and Mathematics (GHREM) can lead to a lack of knowledge and appreciation for the importance of these learning areas in various careers. This has the potential to have far-reaching implications for a country’s need for well-educated graduates in Geography, History, Religious Education, and Mathematics to ensure socioeconomic, cultural, and political development. The implication is that there will be a lack of personnel to take up a career in these learning areas in the future. This study looked into the importance of GHREM in the National Curriculum as well as their relationship. The study relied on library research and a qualitative research design to examine published articles related to the research objectives from 1945 to 2023. From the over 100 articles accessed, this investigation purposefully sampled 25 published articles. Content analysis was used to validate the articles. Data was collected through documentation and analyzed through content analysis. The analysis of 25 related articles revealed that the GHREM learning areas are interconnected and interdependent. Geography teaches learners about their surroundings and helps them understand them. History helps learners understand the evolution of various human endeavors. Religious education helps learners understand various religions and their practices while also promoting tolerance and respect for diversity, as well as ethical and moral behavior. Mathematics introduces learners to concepts such as numbers, algebra, geometry, and statistics, while also encouraging abstract thinking and problem-solving abilities. These learning areas are related because they are all required for learners to understand and interpret their surroundings, as well as to succeed in a variety of careers. Overall, each learning area helps to develop a well-rounded education that prepares learners for careers and beyond. According to the study’s findings, these learning areas should be integrated across the curriculum.