Search results for: special school students

Authors: S. C. Lin, W. F. Hung, W. W. Cheng

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Teacher empowerment was regarded as investing teachers with the right to participate in the determination of school goals and policies and to exercise professional judgment about what and how to teach. Professional commitment was considered as a person’s belief in and acceptance of the values of his or her chosen occupation or line of work, and a willingness to maintain membership in that occupation. An effective school has been defined as one in which students’ progress further than might be expected from consideration of its intake. An effective school thus adds extra value to its students' outcomes, in comparison with other schools serving similar intakes. A number of literature from various countries explored that teacher empowerment and professional commitment significantly influenced school effectiveness. However, there lacked more empirical studies to examine the relationships among them. Hence, this study was to explore the relationships among teacher empowerment, professional commitment and school effectiveness in junior high schools in Taiwan. Samples were seven hundred and five junior high school teachers selected from Taichung City, Changhua County and Nantou County. Questionnaire was applied to collect data. Data were analyzed by using descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The findings of this study were as follows: First, the overall performances of teachers’ perceptions of teacher empowerment, teacher professional commitment and school effectiveness were above average. Second, the teachers’ perceptions of teacher empowerment were significant different in gender, designated duty, and school size. Third, the teachers’ perceptions of teacher professional commitment were significant different in gender, designated duty, and school size. Fourth, the teachers’ perceptions of school effectiveness were significant different in designated duty. Fifth, teacher empowerment was mid-positively correlation by teacher professional commitment. Sixth, there was mid-positively correlation between teacher empowerment and school effectiveness. Seventh, there was mid-positively correlation between teacher professional commitment and school effectiveness. Eighth, Teacher empowerment and professional commitment could significantly predict school effectiveness. Based on the findings of this study, the study proposed some suggestions for educational authorities, schools, teachers, and future studies as well.

Keywords: junior high school teacher, teacher empowerment, teacher professional commitment, school effectiveness

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Authors: Fernandez liporace, Mercedes Uriel Fabiana

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Academic achievement in high school and college students is currently a matter of concern. National and international assessments show high schoolers as low achievers, and local statistics indicate alarming dropout percentages in this educational level. Even so, 80% of those students intend attending higher education. On the other hand, applications to Public National Universities are free and non-selective by examination procedures. Though initial registrations are massive (307.894 students), only 50% of freshmen pass their first year classes, and 23% achieves a degree. Low performances use to be a common problem. Hence, freshmen adaptation, their adjustment, dropout and low academic achievement arise as topics of agenda. Besides, the hinge between high school and college must be examined in depth, in order to get an integrated and successful path from one educational stratum to the other. Psychology aims at developing two main research lines to analyse the situation. One regarding psychometric scales, designing and/or adapting tests, examining their technical properties and their theoretical validity (e.g., academic motivation, learning strategies, learning styles, coping, perceived social support, parenting styles and parental consistency, paradoxical personality as correlated to creative skills, psychopathological symptomatology). The second research line emphasizes relationships within the variables measured by the former scales, facing the formulation and testing of predictive models of academic achievement, establishing differences by sex, age, educational level (high school vs college), and career. Pursuing these goals, several studies were carried out in recent years, reporting findings and producing assessment technology useful to detect students academically at risk as well as good achievers. Multiple samples were analysed totalizing more than 3500 participants (2500 from college and 1000 from high school), including descriptive, correlational, group differences and explicative designs. A brief on the most relevant results is presented. Providing information to design specific interventions according to every learner’s features and his/her educational environment comes up as a mid-term accomplishment. Furthermore, that information might be helpful to adapt curricula by career, as well as for implementing special didactic strategies differentiated by sex and personal characteristics.

Keywords: academic achievement, higher education, high school, psychological assessment

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Authors: Bencharif Meriem, Sersar Ibrahim, Djaafri Zineb

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Introduction and purpose of the study: Education plays a fundamental role in the lives of young people, but what about their physical well-being as they spend long hours sitting at school? School inactivity is a problem that deserves particular attention because it can have significant repercussions on the health and development of students. The aim of this study was to describe and evaluate the physical activity of students in different practices in class, at recess and in the canteen. Material and methods: A physical activity diary and an anthropometric measurement sheet (weight, height) were provided to 123 school-aged adolescents. The measurements were carried out according to international recommendations. The statistical tests were carried out with the R software. 3.2.4. The significance threshold retained was 0.05. Results and Statistical Analysis: One hundred and twenty-three students agreed to participate in the study. Their average age was 16.5±1.60 years. Overweight was present in 8.13% and obesity in 4.06%. For the practice of physical activity, during physical education and sports classes, all students played sports with an average of 1.94±1.00 hours/week, of which 74.00% sweated or were out of breath during these hours of physical activity. It was also noted that boys practiced sports more than girls (p<0.0001). Each day, on average, students spent 39.78±37.85 min walking or running during recess. On the other hand, they spent, on average 4.25±2.65 hours sitting per day in class, at recess, in the canteen, etc., without counting the time spent in front of a screen. The increasing use of screens has become a major concern for parents and educators. On average, students spent approximately 42.90±38.41 min per day using screens in class, at recess, in the canteen and at home. (computer, tablet, telephone, video games, etc.) and therefore to a prolonged sedentary lifestyle. On average, students sat for more than 1.5 hours without moving for at least 2 minutes in a row approximately 1.72±0.71 times per day. Conclusion: These students spent many hours sitting at school. This prolonged inactivity can have negative consequences on their health, including problems with posture and cardiovascular health. It is crucial that schools, educators and parents collaborate to promote more active learning environments where students can move more and thus contribute to their overall well-being. It's time to rethink how we approach education and student health to give them a healthier, more active future.

Keywords: physical acivity, sedentarity, adolescents, school

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Authors: Margarita Zavala, Gabriel Chavira, José González, Jorge Orozco, Julio Rolón, Roberto Pichardo

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Adolescence is a neuralgic stage in the formation of every human being, generally this stage is when the middle school level is studied. In 2006, Mexico incorporated 'mentoring' space to assist students in their integration and participation in life. In public middle schools, it is sometimes difficult to be aware of situations that affect students because of the number of them and traditional records management. With this, they lose the opportunity to provide timely support as a preventive way. In order to provide this support, it is required to know the students by detecting the relevant information that has greater impact on their learning process. This research is looking to check if it is possible to identify student’s relevant information to detect when it is at risk, and then to propose a model to manage in a proper way such information.

Keywords: adolescence, mentoring, middle school students, mentoring system support

Procedia PDF Downloads 458

Authors: Klara Królewiak-Detsi, Anna Orylska, Anna Gorgolewska, Marta Boczkowska, Agata Graczykowska

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This study investigates the communication between students and teachers in inclusive education in Poland. Specifically, we examine the communication and interaction of students with special educational needs during online learning compared to traditional face-to-face instruction. Our research questions are (1) how children with special educational needs communicate with their teachers and peers during online learning, and (2) what strategies can improve their communication skills. We conducted five focus groups with: (1) 55 children with special educational needs, (2) 65 typically developing pupils, (3) 28 professionals (psychologists and special education therapists), (4) 16 teachers, and (5) 16 parents of children with special educational needs. Our analysis focused on primary schools and used thematic analysis according to the 6-step procedure of Braun and Clarke. Our findings reveal that children with disabilities faced more difficulties communicating and interacting with others online than in face-to-face lessons. The online tools used for education were not adapted to the needs of children with disabilities, and schools lacked clear guidelines on how to pursue inclusive education online. Based on the results, we offer recommendations for online communication training and tools that are dedicated to children with special educational needs. Additionally, our results demonstrate that typically developing pupils are better in interpersonal relations and more often and effectively use social support. Children with special educational needs had similar emotional and communication challenges compared to their typically developing peers. In conclusion, our study highlights the importance of providing adequate support for the online education of children with special educational needs in inclusive classrooms.

Keywords: Inclusive education, Special educational needs, Social skills development, Online communication

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Authors: Herdina Indrijati

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This research aims to describe teenager delinquency behavior (Juvenile Delinquency) of senior high school students in Surabaya, Indonesia. Juvenile Delinquency is a broad range of behaviors start from socially unacceptable behavior (overreact in school), violation (escape from home) to crimes (like stealing). This research uses quantitative descriptive method using 498 students who come from 8 different schools in Surabaya as subjects. Juvenile Delinquency behavior form questionnaire has been completed by subjects and was used to measure and describe the behavior. The result of this research is presented in statistic descriptive forms. Result shows that 169 subjects skip school, 55 subjects get out of home without parent’s permission, 110 subjects engage in smoking behavior, 74 subjects damage other people properties, 32 subjects steal, 16 subjects exploit others and 7 subjects engage in drug abuse. Frequency of the top five mentioned behavior are 1-10 times. It is also found that subject’s peers are most likely to be the victim of Juvenile Delinquency. The reasons teenagers engage in Juvenile Delinquency include (1) feeling tired, bored or lazy – that contributes to their skip school behavior (2) Having a lot of problem with parents - contrives them to run away from home, (3) accidentally damage other people’s properties, (4) financial problems – force them to steal and exploit, (5) feeling like having a lot of life problems – that makes them do drugs (6) trying smoking for experience.

Keywords: juvenile delinquency, senior high school, student

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Authors: Jeff Chak-Fu Wong, Tony Chun Yin Yip

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The transition from secondary school to university seems exciting for many first-year students but can be more challenging than expected. Enabling instructors to know students’ learning habits and styles enhances their understanding of the students’ learning backgrounds, allows teachers to provide better support for their students, and has therefore high potential to improve teaching quality and learning, especially in any mathematics-related courses. The aim of this research is to collect students’ data using online surveys, to analyze students’ factors using learning analytics and educational data mining and to discover the characteristics of the students at risk of falling behind in their studies based on students’ previous academic backgrounds and collected data. In this paper, we use correlation-based distance methods and mutual information for measuring student factor relationships. We then develop a factor network using the Minimum Spanning Tree method and consider further study for analyzing the topological properties of these networks using social network analysis tools. Under the framework of mutual information, two graph-based feature filtering methods, i.e., unsupervised and supervised infinite feature selection algorithms, are used to analyze the results for students’ data to rank and select the appropriate subsets of features and yield effective results in identifying the factors affecting students at risk of failing. This discovered knowledge may help students as well as instructors enhance educational quality by finding out possible under-performers at the beginning of the first semester and applying more special attention to them in order to help in their learning process and improve their learning outcomes.

Keywords: students' academic performance, correlation-based distance method, social network analysis, feature selection, graph-based feature filtering method

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Authors: T. S. Terence Ma, Irene T. Ho

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Conducting adequate assessment of the challenges students with ASD (Autism Spectrum Disorder) face and the support they need is imperative for promoting their school adjustment. Students with ASD often show deficits in communication, social interaction, emotional regulation, and self-management in learning. While targeting these areas in intervention is often helpful, we argue that not enough attention has been paid to weak self-regulation being a key factor underlying their manifest difficulty in all these areas. Self-regulation refers to one’s ability to moderate their behavioral or affective responses without assistance from others. Especially for students with high functioning autism, who often show problems not so much in acquiring the needed skills but rather in applying those skills appropriately in everyday problem-solving, self-regulation becomes a key to successful adjustment in daily life. Therefore, a greater understanding of the construct of self-regulation, its relationship with other daily skills, and its role in school functioning for students with ASD would generate insights on how students’ school adjustment could be promoted more effectively. There were two focuses in this study. Firstly, we examined the extent to which self-regulation is a distinct construct that is differentiable from other daily skills and the most salient indicators of this construct. Then we tested a model of relationships between self-regulation and other daily school skills as well as their relative and combined effects on school adjustment. A total of 1,345 Grade1 to Grade 6 students with ASD attending mainstream schools in Hong Kong participated in the research. In the first stage of the study, teachers filled out a questionnaire consisting of 136 items assessing a wide range of student skills in social, emotional and learning areas. Results from exploratory factor analysis (EFA) with 673 participants and subsequent confirmatory factor analysis (CFA) with another group of 672 participants showed that there were five distinct factors of school skills, namely (1) communication skills, (2) pro-social behavior, (3) emotional skills, (4) learning management, and (5) self-regulation. Five scales representing these skill dimensions were generated. In the second stage of the study, a model postulating the mediating role of self-regulation for the effects of the other four types of skills on school adjustment was tested with structural equation modeling (SEM). School adjustment was defined in terms of the extent to which the student is accepted well in school, with high engagement in school life and self-esteem as well as good interpersonal relationships. A 5-item scale was used to assess these aspects of school adjustment. Results showed that communication skills, pro-social behavior, emotional skills and learning management had significant effects on school adjustment only indirectly through self-regulation, and their total effects were found to be not high. The results indicate that support rendered to students with ASD focusing only on the training of well-defined skills is not adequate for promoting their inclusion in school. More attention should be paid to the training of self-management with an emphasis on the application of skills backed by self-regulation. Also, other non-skill factors are important in promoting inclusive education.

Keywords: autism, assessment, factor analysis, self-regulation, school adjustment

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Authors: Sultan Ayoub Meo

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Environmental pollution is a highly challenging global concern of the 21st century and is a major cause of various communicable and non-communicable diseases. We investigate the impact of air pollution on "lung function, fractional exhaled nitric oxide, and cognitive function"in a group of one hundred young students studying in a traffic-polluted school. The students wereselected based on their age, gender, height, weight, and ethnicity. After the clinical history, one hundred students were recruited from the schoolnear and away from the polluted areas. The lung and cognitive functions were recorded. The results revealed that lung and cognitive function parameters were reduced in groups of students studying in a school located in a traffic-polluted area compared to thosestudying in a schoolsituated away from the traffic-polluted area. Environmental pollution impairs students' lung and cognitive functions studying in schools located within traffic-polluted areas. The health officials and policymakers establish strategies to minimize environmental pollution and its allied health hazards. Prof. Sultan Ayoub Meo, MD, Ph.D Professor, Department of Physiology, College of Medicine, King Saud University, Saudi Arabia Email. [email protected] / [email protected]

Keywords: environmental pOllution, lung physiology, cognitive functions, air pollution

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Authors: Danielle Guerra, Marden Silva

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The use of active methodologies in the teaching of English has been widely encouraged recently, due to its potential to create propitious conditions for the learners to develop autonomy and studying skills that tend to keep them motivated throughout the learning process. The constant use of technology by the students makes it possible to implement strategies such as blended learning, which blends regular classes with online instruction and practice. (Horn and Staker, 2015) For that reason, the aim of this study was to implement the blended approach in a High School second-grade English class in Brazil, in order to analyze the impacts of this methodology on the students' autonomy. The teacher's role was that of a mediator, being responsible for selecting the best resources for students to study with, and also for helping them with questions when necessary. The results show that taking learner characteristics and learning experiences into account and allowing the students to follow their learning paths at their own pace was crucial to promoting engagement that led to the desired outcomes. In conclusion, the research shows that blended learning is a helpful strategy to foster autonomy and promote motivation in EFL students.

Keywords: active methodologies, autonomy, blended learning, motivation

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Authors: Barbara Magallona

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Given the observations between students who were active participants in a dialogue with their teacher and students who simply answered the teacher’s questions, the researcher will investigate the relationship between student-teacher dialogue in the classroom and the development of higher level thinking skills with an emphasis on the questioning techniques used by the teacher. The study posits the main question: What is the relationship between teachers’ questioning techniques and the development of students’ higher level thinking skills in a literature class (or in literature classes) in Xavier? The following are the study’s sub-questions: a) What types of questions do literature teachers at Xavier School ask? b) What types of responses do literature students at Xavier School give to teachers' questions? c) To what extent is the development of students' higher level thinking skills shown in teacher-student classroom dialogues in Xavier School's literature classroom? Since questioning techniques and student responses in the literature classroom form the core of this paper and in order to evaluate them, the study uses Andersen and Krathwohl’s revision of Harold Bloom’s Taxonomy of Educational Objectives. Teun van Dijk’s discourse-cognition-society triangle will be used as a theoretical framework to design and to guide the classroom interaction.

Keywords: discourse analysis, literature classroom, questioning techniques, secondary education

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Authors: Thomas A. Fuller

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Over the past fifteen years, virtual schooling has been introduced and implemented in varying degrees throughout the public education system in the United States. It is possible in some states for students to voluntarily take all of their course load online, without ever having to step in a classroom. Experts foresee a dramatic rise in the number of courses taken online by public school students in the United States, with some predicting that by 2019 as many as 50% of public high school courses will be delivered online. This electronic delivery of public education offers tremendous potential to the scientific community because it calls for innovation and is funded by public school revenue. Public accountability provides a ready supply of statistical data for measuring the progress of virtual schools as they are implemented into the public school arena. This allows for a survey of the current use of virtual schooling through examination of past statistical data, as well as forecasting forward for future years based upon this past data. Virtual schooling is on the rise in the United States, but its growth has been tempered by practical problems of implementation. The greatest and best use of virtual schooling thus far has been to supplement the courses offered by public schools (e.g., offering unique language courses, elective courses, and games-based math and science courses). The weaknesses of virtual schooling lay in the problematic accountability in allowing students to take courses online at home and the lack of supportive infrastructure in the public school arena. Virtual schooling holds great promise for the public school education system in the United States, as well as the scientific community. Online courses allow students access to a much greater catalog of courses than is offered through classroom instruction in their local public school. This promising sector needs assistance from the scientific community in implementing new pedagogical methodologies.

Keywords: virtual schools, online classroom, electronic delivery, technological innovation

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Authors: Chen-Ya Juan

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In recent years, the increasing number of children with special needs has brought a lot of attention by many scholars and experts in education, which enforced the preschool teachers face the harsh challenge in the classroom. To protect the right of equal education for all children, enhance the quality of children learning, and take care of the needs of children with special needs, the special education paraprofessional becomes one of the future employment trends for students of the department of the early childhood care and education. Problem-based learning is a problem-oriented instruction, which is different from traditional instruction. The instructor first designed an ambiguous problem direction, following the basic knowledge of early intervention, students had to find clues to solve the problem defined by themselves. In the class, the total instruction included 20 hours, two hours per week. The primary purpose of this paper is to investigate the relationship of student academic scores, self-awareness, learning motivation, learning attitudes, and early intervention knowledge. A total of 105 college students participated in this study and 97 questionnaires were effective. The effective response rate was 90%. The student participants included 95 females and two males. The average age of the participants was 19 years old. The questionnaires included 125 questions divided into four major dimensions: (1) Self-awareness, (2) learning motivation, (3) learning attitudes, and (4) early intervention knowledge. The results indicated (1) the scores of self-awareness were 58%; the scores of the learning motivations was 64.9%; the scores of the learning attitudes was 55.3%. (2) After the instruction, the early intervention knowledge has been increased to 64.2% from 38.4%. (3) Student’s academic performance has positive relationship with self-awareness (p < 0.05; R = 0.506), learning motivation (p < 0.05; R = 0.487), learning attitudes (p < 0.05; R = 0.527). The results implied that although students had gained early intervention knowledge by using PBL instruction, students had medium scores on self-awareness and learning attitudes, medium high in learning motivations.

Keywords: college students, children with special needs, problem-based learning, learning motivation

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Authors: Galih Mediana

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Boarding school can helps students to turn all good qualities into habits. The process of forming one's personality can be done in various ways. In addition to gaining general knowledge at school during learning hours, teachers can instill values in students which can be done while in the dormitory when the learning process has ended. This shows the important role that must be played by boarding school’s teachers. Transformational leadership and a culture of innovation are things that can instill innovative behavior in teachers. This study aims to determine the effect of perceptions of transformational leadership and a culture of innovation on innovative work behavior among Islamic boarding school teachers. Respondents in this study amounted to 70 teachers. To measure transformational leadership, a modified measuring tool is used, namely the Multifactor Leadership Questionnaire (MLQ) by Bass (1985). To measure innovative work behavior, a measurement tool based on dimensions from Janssen (2000) is used. The innovation culture in this study will be measured using the innovation culture factor from Dobni (2008). This study uses multiple regression analysis to test the hypothesis. The results of this study indicate that there is an influence of perceptions of transformational leadership and innovation culture factors on innovative work behavior in Islamic boarding school’s teachers by 57.7%.

Keywords: transformational leadership, innovative work behavior, innovation culture, boarding school, teacher

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Authors: Silvia Benvenuti, Alessandra Cardinali

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In recent years, for instance, in relation to the Covid 19 pandemic and the evidence of climate change, it is becoming quite clear that the development of a young kid into an adult citizen requires a solid scientific background. Citizens are required to exert logical thinking and know the methods of science in order to adapt, understand, and develop as persons. Mathematics sits at the core of these required skills: learning the axiomatic method is fundamental to understand how hard sciences work and helps in consolidating logical thinking, which will be useful for the entire life of a student. At the same time, research shows that the axiomatic study of geometry is a problematic topic for students, even for those with interest in mathematics. With this in mind, the main goals of the research work we will describe are: (1) to show whether non-Euclidean geometries can be a tool to allow students to consolidate the knowledge of Euclidean geometries by developing it in a critical way; (2) to promote the understanding of the modern axiomatic method in geometry; (3) to give students a new perspective on mathematics so that they can see it as a creative activity and a widely discussed topic with a historical background. One of the main issues related to the state-of-the-art in this topic is the shortage of experimental studies with students. For this reason, our aim is to show further experimental evidence of the potential benefits of teaching non-Euclidean geometries at high school, based on data collected from a study started in 2005 in the frame of the Italian National Piano Lauree Scientifiche, continued by a teacher training organized in September 2018, perfected in a pilot study that involved 77 high school students during the school years 2018-2019 and 2019-2020. and finally implemented through an experimental study conducted in 2020-21 with 87 high school students. Our study shows that there is potential for further research to challenge current conceptions of the school mathematics curriculum and of the capabilities of high school mathematics students.

Keywords: Non-Euclidean geometries, beliefs about mathematics, questionnaires, modern axiomatic method

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Authors: Elizabeth Watson, Sara Vogt

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The transition from high school to college can be an exciting and confusing time for many students, especially college students with disabilities. In 1983, the University of Wisconsin-Whitewater created a Summer Transition Program (STP) for such students as part of a US Department of Education Demonstration Grant. This program offers incoming students the opportunity to take 2 college courses and live on campus for 4 weeks to help introduce and familiarize them with typical college expectations and support services. Over the past 30 years, 48% of the students have graduated, exceeding the national college graduation rate for students with disabilities. This mixed methods longitudinal study will discuss how this program has increased retention and graduation rates, and success in the co-curricular and living environments for students with disabilities.

Keywords: disability, transition, post-secondary education, retention

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Authors: Aleksandra Ristic

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The world changes and becomes a global village. Globalization of the last decade has caused changes and developments in the economy and technology, which also affected communication resources and brought diversities of cultural differences, values, relationships, religions, sexual identities, economic backgrounds, mindsets, perspectives, talents, and much more. Diversity without inclusion is marginalization and exclusion. Diversity gives a competitive advantage, enriches, and gives choice and power for decision-making and solutions. On a daily basis, in the role of special educators, we facilitate children’s observations of the world by improving diversity and inclusion in the school system. The subject of the research is children with special needs, expressing and noticing the differences and similarities in the world, while this is the key to their development. The subject of the research is also six pictures, which are similar and unique and represent scenes from everyone’s life. In the methodology, we conducted a theoretical review of the importance of difference, values, equality, inclusion, and exclusion and the quantitative research approach to analyze various factors by children with special needs. We used tools such as self /peer–reflection for them to think and to speak up through their own experiences of the words: difference, values, equality, inclusion, and exclusion. After that, children with special needs observed the photos and attributed those terms to them. By interpreting the results, we deepened our understanding of the power of the child's understanding of individual differences and elements of inclusion, which is based on the experiences at home, in the school environment, and in life. The children, as individuals or establishing networking groups, define those terms and, with the solutions, contribute to making the world more included and accepted.

Keywords: diversity, equality, exclusion, inclusion, special needs, values

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Authors: Adeola Adejumo, Oluwole David Adebayo, Muraina Kamilu Olanrewaju

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The purpose of this study was to investigate the influence of some psychological factors (i.e, school climate, parental involvement and classroom interaction) on the learning gains of university undergraduates in Mathematics in Ibadan, Nigeria. Three hundred undergraduates who are on open distance learning education programme in the University of Ibadan and thirty mathematics lecturers constituted the study’s sample. Both the independent and dependent variables were measured with relevant standardized instruments and the data obtained was analyzed using multiple regression statistical method. The instruments used were school climate scale, parental involvement scale and classroom interaction scale. Three research questions were answered in the study. The result showed that there was significant relationship between the three independent variables (school climate, parental involvement and classroom interaction) on the students’ learning gain in mathematics and that the independent variables both jointly and relatively contributed significantly to the prediction of students’ learning gain in mathematics. On the strength of these findings, the need to enhance the school climate, improve the parents’ involvement in the student’s education and encourage students’ classroom interaction were stressed and advocated.

Keywords: school climate, parental involvement, ODL, learning gains, mathematics

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Authors: M. Tiachachat, M. Mihoubi

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The Bell polynomials are special polynomials in combinatorial analysis that have a wide range of applications in mathematics. They have interested many authors. The exponential partial Bell polynomials have been well reduced to some special combinatorial sequences. Numerous researchers had already been interested in the above polynomials, as evidenced by many articles in the literature. Inspired by this work, in this work, we propose a family of special polynomials named after the 2-successive partial Bell polynomials. Using the combinatorial approach, we prove the properties of these numbers, derive several identities, and discuss some special cases. This family includes well-known numbers and polynomials such as Stirling numbers, Bell numbers and polynomials, and so on. We investigate their properties by employing generating functions

Keywords: 2-associated r-Stirling numbers, the exponential partial Bell polynomials, generating function, combinatorial interpretation

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Authors: Margarita Zavala, Julio Rolón, Gabriel Chavira, José González, Jorge Orozco, Roberto Pichardo

Abstract:

Adolescence is a neuralgic stage in the formation of every human being, generally at this stage is when the middle school level is studied. In 2006 in Mexico incorporated “mentoring" space to assist students in their integration and participation in life. In public middle schools, is sometimes difficult to be aware of situations that affect students because of the number of them and traditional records management. Whit this they lose the opportunity to provide timely support as a preventive way. In order to provide this support, it is required to know the students by detecting the relevant information that has greater impact on their learning process. This research is looking to check if it is possible to identify student’s relevant information to detect when it is at risk, and then to propose a model to manage in a proper way such information.

Keywords: adolescence, mentoring, middle school students, mentoring system support

Procedia PDF Downloads 393

Authors: Zaharani Ahmad, Nor Hashimah Jalaluddin

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The aim of this paper is to examine and identify the issue of linguistic redundancy in two competing grammars of Malay, namely the school grammar and the corpus grammar. The former is a normative grammar which is formally and prescriptively taught in the classroom, whereas the latter is a descriptive grammar that is informally acquired and mastered by the students as native speakers of the language outside the classroom. Corpus grammar is depicted based on its actual used in natural occurring texts, as attested in the corpus. It is observed that the grammar taught in schools is incompatible with the grammar used in the corpus. For instance, a noun phrase containing nominal reduplicated form which denotes plurality (i.e. murid-murid ‘students’ which is derived from murid ‘student’) and a modifier categorized as quantifiers (i.e. semua ‘all’, seluruh ‘entire’, and kebanyakan ‘most’) is not acceptable in the school grammar because the formation (i.e. semua murid-murid ‘all the students’ kebanyakan pelajar-pelajar ‘most of the students’) is claimed to be redundant, and redundancy is prohibited in the grammar. Redundancy is generally construed as the property of speech and language by which more information is provided than is precisely required for the message to be understood, so that, if some information is omitted, the remaining information will still be sufficient for the message to be comprehended. Thus, the correct construction to be used is strictly the reduplicated form (i.e. murid-murid ‘students’) or the quantifier plus the root (i.e. semua murid ‘all the students’) with the intention that the grammatical meaning of plural is not repeated. Nevertheless, the so-called redundant form (i.e. kebanyakan pelajar-pelajar ‘most of the students’) is frequently used in the corpus grammar. This study shows that there are a number of redundant forms occur in the morphology of the language, particularly in affixation, reduplication and combination of both. Apparently, the so-called redundancy has grammatical and socio-cultural functions in communication that is to give emphasis and to stress the importance of the information delivered by the speakers or writers.

Keywords: corpus grammar, morphology, redundancy, school grammar

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Authors: Ifigenia Stylianou

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As more than three-quarters of students going online daily via computers, tablets, and smartphones, the phenomenon of cyberbullying is growing rapidly. Knowing that victims of online bullying are often also victims of traditional bullying and that traditional bullying is considered as an extension of cyberbullying. In this study, we aim to identify (1) whether cyberbullying lead to more intense forms of school bullying, and (2) whether some biological and environmental factors mediate between this relation, and act protectively to bullying and inappropriate behaviour in school. To answer this questions, a sample of X students, aged X, were asked to complete eight questionnaires (Personal Experiences Checklist, Inventory of Peers Attachment, Questionnaire on Teacher Interaction, School Climate Survey for Bullying, Strengths and Difficulties Questionnaire, Youth Psychopathic Traits Inventory-Short Form, Barratt Impulsiveness Scale-11) in X time periods. Results can provide us important information to improve understanding the factors that are related to bullying. In addition, the results can assist in developing intervention programs to tangle the issue of bullying at schools. All data have been collected and are currently being processed for statistical analyses.

Keywords: cyberbullying, bullying, school climate, psychopathy traits, attachment, mediation factors

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Authors: Jhemson C. Elis, Alvin S. Magadia

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Our world is full of numbers, shapes, and figures that illustrate the wholeness of a thing. Indeed, this statement signifies that mathematics is everywhere. Mathematics in its broadest sense helps people in their everyday life that is why in education it is a must to be taken by the students as a subject. The study aims to determine the profile of the respondents in terms of gender and age, performance of the control and experimental groups in the pretest and posttest, impact of the instructional game used as instructional intervention in teaching algebra for high school students, significant difference between the level of performance of the two groups of respondents in their pre–test and post–test results, and the instructional intervention can be proposed. The descriptive method was also utilized in this study. The use of the certain approach was to that it corresponds to the main objective of this research that is to determine the effectiveness of the instructional game used as an instructional intervention in teaching algebra for high school students. There were 30 students served as respondents, having an equal size of the sample of 15 each while a greater number of female teacher respondents which totaled 7 or 70 percent and male were 3 or 30 percent. The study recommended that mathematics teacher should conceptualize instructional games for the students to learn mathematics with fun and enjoyment while learning. Mathematics education program supervisor should give training for teachers on how to conceptualize mathematics intervention for the students learning. Meaningful activities must be provided to sustain the student’s interest in learning. Students must be given time to have fun at the classroom through playing while learning since mathematics for them was considered as difficult. Future researcher must continue conceptualizing some mathematics intervention to suffice the needs of the students, and teachers should inculcate more educational games so that the discussion will be successful and joyful.

Keywords: instructional game in algebra, mathematical intervention, joyful, successful

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Authors: Hosseini Siahi Zohreh, Sana Mohammad Jafar

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The prevalence of overweight and obesity in children and adolescents has increased in recent decades in different countries. Childhood obesity, increases the risk of adult obesity and its related diseases. Determine the prevalence of the problem in different populations results to screening and adequate intervention and the effects of early and late complications. Various studies have shown Parents and family environment has a significant impact on the incidence of overweight and obesity in children. As parental obesity is directly related to child obesity. In this study were selected randomly 60 girl students with a BMI above the 95th percentile (as fat) and BMI greater than 85 and less than 95 (overweight). So 60 were selected randomly of girl students with a BMI of between 5 and 85 (normal). In the case of boys was done exactly the same. Case and control groups were matched according to age and grade for statistical analysis of SPPS software version 17. According to results the prevalence of overweight and obesity in girl students respectively is 8.7 percent and 13.76 percent and in boy students 9.9 percent and 10.42 percent. Also was not found in boys group the relationship significant between obesity and overweight with parents BMI. Whereas in girls group was found a significant relationship.

Keywords: parents BMI, overweight, obesity, primary school students

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Authors: Justina I. Reamen

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The study examined the influence of rational emotive therapy on the treatment of substance abuse among Senior Secondary School Students in Makurdi metropolis Benue State Nigeria. This research adopted youth self report scale which was distributed to 1,690 SSS Students drawn from Government day Secondary School Makurdi and Government Model College Makurdi. Afterwards, 200 who were identified to indulge in substance abuse were selected for the study, 100 each from the two schools. 100 were taken as the control group and 100 as the experimental group, (50 of each group from each school). The Rational Emotive Behavior Therapy (REBT) intervention program was presented to the experimental group for seven (7) weeks. The students were taught how to apply REBT’s cognitive, Emotive and Behavioral techniques on their problems. After which post test was conducted to find out the impact of REBT on the treatment of adolescent students with substance abuse problem. GLM repeated measures of ANOVA were used to analyze the data from the study. The study reveals that REBT has positive impact on the treatment of adolescent students that abuse substances in the study area. Between pretest to post-test scores, a significant difference was observed (F=26.939; P=000) in substance abuse where a decrease of 1.12 (pre-10.91, post-9.79) scores was noticed irrespective of the groups. However, when the decrease in substance abuse were analyzed group wise, (experimental control) again significant F value (F=38.782; P=000) was obtained. From the mean scores it is evident that experimental group decreased it means by 2.56 (Pre-10.04 - Post-8.83) scores compared to control group, which changed its scores by only 0.32 scores (pre 11.04 - Post 11.36). Recommendations were made based on the findings of the research.

Keywords: abuse, influence, substance, therapy, treatment

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Authors: Bhaskar Basu

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Universities and higher education institutes are finding it increasingly difficult to engage students fruitfully through traditional pedagogic tools. Web 2.0 technologies comprising social networking sites (SNSs) offer a platform for students to collaborate and share information, thereby enhancing their learning experience. Despite the potential and reach of SNSs, its use has been limited in academic settings promoting higher education. The purpose of this paper is to assess the perception of social networking sites among business school students in India and analyze its role in enhancing quality of student experiences in a business school leading to the proposal of an agenda for future research. In this study, more than 300 students of a reputed business school were involved in a survey of their preferences of different social networking sites and their perceptions and attitudes towards these sites. A questionnaire with three major sections was designed, validated and distributed among  a sample of students, the research method being descriptive in nature. Crucial questions were addressed to the students concerning time commitment, reasons for usage, nature of interaction on these sites, and the propensity to share information leading to direct and indirect modes of learning. It was further supplemented with focus group discussion to analyze the findings. The paper notes the resistance in the adoption of new technology by a section of business school faculty, who are staunch supporters of the classical “face-to-face” instruction. In conclusion, social networking sites like Facebook and LinkedIn provide new avenues for students to express themselves and to interact with one another. Universities could take advantage of the new ways  in which students are communicating with one another. Although interactive educational options such as Moodle exist, social networking sites are rarely used for academic purposes. Using this medium opens new ways of academically-oriented interactions where faculty could discover more about students' interests, and students, in turn, might express and develop more intellectual facets of their lives. hitherto unknown intellectual facets.  This study also throws up the enormous potential of mobile phones as a tool for “blended learning” in business schools going forward.

Keywords: business school, India, learning, social media, social networking, university

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Authors: Melissa Hartley, Erika McCoy

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Military-connected children with disabilities often require services in different countries throughout their school career. This research and development text seeks to provide current practices in finding and obtaining comparable special education services globally. Considerations in service provision include: language of the service provider, service delivery format, current service availability and finding comparable services, location of services, and readily available services. After providing current practices, the researchers will engage the audience in brainstorming additional ways at finding and obtaining comparable special education services globally.

Keywords: collaboration, international education, service delivery, special education services

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Authors: Yasser Aminifard, Hamdollah Askari

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This study aimed at investigating any difference between Iranian senior high school students' performance on Academic Words (AWs) and Everyday-Life Words (ELWs). To this end, in the first phase, a number of 120 male senior high school students were randomly selected from among twelve high schools in Gachsaran to serve as the participants of the study. In the second phase, using purposive sampling, six high school teachers holding an MA in TEFL and with over twenty years of teaching experience were interviewed. Two multiple-choice tests, each comprising 40 items, were given to the participants in order to determine their performance on AWs and ELWs and follow-up semi-structured interviews were conducted to explore teachers' opinions about participants' performance on the two tests. To analyze the data, a paired-samples t-test was carried out to compare the results of both tests and the interviews were also transcribed to pinpoint important themes. The results of the t-test indicated that the participants performed significantly better on AWs than on ELWs. Additionally, results of the interviews boiled down to the fact that the English textbooks designed for Iranian high school students are fundamentally flawed on the grounds that there is a mismatch between students' real language learning needs and what is presented to them as "teaching-to-the-test" materials via these books. Finally, the implications and suggestions for further research are discussed.

Keywords: everyday-life words, academic words, textbooks, washback

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Authors: Sotiria Tzivinikou, Dimitra Kagkara

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Teacher’s sense of self-efficacy can affect significantly both teacher’s and student’s performance. More specific, self-efficacy is associated with the learning outcomes as well as student’s motivation and self-efficacy. For example, teachers with high sense of self-efficacy are more open to innovations and invest more effort in teaching. In addition to this, effective inclusive education is associated with higher levels of teacher’s self-efficacy. Pre-service teachers with high levels of self-efficacy could handle student’s behavior better and more effectively assist students with special educational needs. Teacher preparation programs are also important, because teacher’s efficacy beliefs are shaped early in learning, as a result the quality of teacher’s education programs can affect the sense of self-efficacy of pre-service teachers. Usually, a number of pre-service teachers do not consider themselves well prepared to work with students with special educational needs and do not have the appropriate sense of self-efficacy. This study aims to investigate the factors that contribute to the improvement of the sense of self-efficacy of pre-service special educators by using an academic practicum training program. The sample of this study is 159 pre-service special educators, who also participated in the academic practicum training program. For the purpose of this study were used quantitative methods for data collection and analysis. Teacher’s self-efficacy was assessed by the teachers themselves with the completion of a questionnaire which was based on the scale of Teacher’s Sense of Efficacy Scale. Pre and post measurements of teacher’s self-efficacy were taken. The results of the survey are consistent with those of the international literature. The results indicate that a significant number of pre-service special educators do not hold the appropriate sense of self-efficacy regarding teaching students with special educational needs. Moreover, a quality academic training program constitutes a crucial factor for the improvement of the sense of self-efficacy of pre-service special educators, as additional for the provision of high quality inclusive education.

Keywords: inclusive education, pre-service, self-efficacy, training program

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Authors: Genesis F. Dela Cruz, Liza C. Costa

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The study is concerned with the Risk factors of dropping out among Grade VII students for SY 2012-2013. A total of 87 Grade VII Students-At-Risk-of-Dropping Out (SARDOs) were involved in this study. The descriptive survey method was used in this study. A 50-item questionnaire was used in data gathering. Expert validation was done to determine the validity and reliability of the instrument. The study used Chi Square, Kruskal Wallis Test and Mann Whitney Test in the statistical treatment of data. The study revealed that the respondents are within the standard age limit for Grade VII students in the Philippines which is 13 years old. Males more than females usually becomes SARDOs. SARDOs come from low economic status and complete families contrary to the common belief that they came from single-parent families. The study also showed that parent’s involvement in educating their children on family-related factors contributed to the very good perception on the family related factors. Based on age, there are no significant differences in their perception of the four major recognized risk factors for dropping out among all ages. There are no significant differences in their perception of the family, individual and community related factors for dropping out based on sex. However, females have a more favorable perception when it comes to school related factors. No significant differences in their perception of dropping out were also noted when they are classified according to distance of school from home. The respondents do not differ in their perception on family, individual and community related factors when they are classified according to type of family. When surveyed regarding the respondents’ reason for being absent, it was found out that laziness and being late are the two major reasons. Respondents also perceived remedial and tutorial classes as school-initiated intervention measure to prevent school disengagement or dropping out.

Keywords: drop-out, guidance and counseling, school initiated intervention, students at risk of dropping out

Procedia PDF Downloads 267