Search results for: primary school

Authors: S. J. Yune, S. Y. Lee, S. J. Im, B. S. Kam, S. Y. Baek

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This study explored whether academic emotion, major satisfaction, and learning flow are associated with academic achievement in medical school. We know that emotion and affective factors are important factors in students' learning and performance. Emotion has taken the stage in much of contemporary educational psychology literature, no longer relegated to secondary status behind traditionally studied cognitive constructs. Medical school students (n=164) completed academic emotion, major satisfaction, and learning flow online survey. Academic performance was operationalized as students' average grade on two semester exams. For data analysis, correlation analysis, multiple regression analysis, hierarchical multiple regression analyses and ANOVA were conducted. The results largely confirmed the hypothesized relations among academic emotion, major satisfaction, learning flow and academic achievement. Positive academic emotion had a correlation with academic achievement (β=.191). Positive emotion had 8.5% explanatory power for academic achievement. Especially, sense of accomplishment had a significant impact on learning performance (β=.265). On the other hand, negative emotion, major satisfaction, and learning flow did not affect academic performance. Also, there were differences in sense of great (F=5.446, p=.001) and interest (F=2.78, p=.043) among positive emotion, boredom (F=3.55, p=.016), anger (F=4.346, p=.006), and petulance (F=3.779, p=.012) among negative emotion by grade. This study suggested that medical students' positive emotion was an important contributor to their academic achievement. At the same time, it is important to consider that some negative emotions can act to increase one’s motivation. Of particular importance is the notion that instructors can and should create learning environment that foster positive emotion for students. In doing so, instructors improve their chances of positively impacting students’ achievement emotions, as well as their subsequent motivation, learning, and performance. This result had an implication for medical educators striving to understand the personal emotional factors that influence learning and performance in medical training.

Keywords: academic achievement, learning emotion, learning flow, major satisfaction

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Authors: Susanne Manes, Anni Glaeser, Katharina Wick, Bernhard Strauss, Uwe Berger

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Introduction: Over the last decades growing rates of mental health concerns among children and adolescents have been observed. At the same time, physical well-being of children and adolescents becomes increasingly impaired as well. Schools play an important role in preventing mental and physical disorders and in promoting well-being. Self-esteem, as well as social integration, are vital influence factors for mental and physical well-being. The purpose of this study was to develop and evaluate the program 'VorteilJena' for secondary schools in Germany focusing on self-esteem and social integration to improve mental and physical well-being. Method: The school-based health promotion program was designed for students in 5th grade and higher. It consists of several short pedagogical exercises instructed by a teacher and were integrated into the regular class over the course of ten weeks. The exercises focused on fostering social integration using either tasks improving team spirit or exercises that increase tolerance and sense of belonging. Other exercises focused on strengthening the self-esteem of the students. Additionally, the program included a poster exhibition titled 'Belonging' which was put up in the school buildings. The exhibition comprised ten posters which addressed relevant risk factors and resources related to social integration and self-esteem. The study was a randomized controlled sequential study with a pre and post measurement conducted in ten German schools. A total of 1642 students (44% male) were recruited. Their age ranged from 9 to 21 years (M=12.93 years; SD= 2.11). The program was conducted in classes ranging from 5th to 12th grade. Results: The program improved wellbeing, self-esteem and social integration of the involved students compared to the control group. Differential effects depending on implementation rates or age of the students will be analyzed. Moreover, implications for future school-based health promotion programs targeting self-esteem and social integration will be discussed. Conclusion: Social integration considerably influences self-esteem and well-being of students and can be targeted by school-based programs including short and modest exercises. Since a sufficient implementation of health promotion programs is essential, the present program due to its practicability represents a good opportunity to install health promotion focusing on social integration in schools.

Keywords: social integration, well-being, health promotion in schools, self-esteem

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Authors: Thandeka Y. S. Jwara, Paul Musonge

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Traditionally, the complexity associated with implementing and controlling biological nutrient removal (BNR) in wastewater works (WWW) has been primarily in terms of balancing competing requirements for nitrogen and phosphorus removal, particularly with respect to the use of influent chemical oxygen demand (COD) as a carbon source for the microorganisms. Successful BNR optimization and modelling using WEST (Worldwide Engine for Simulation and Training) depend largely on the accurate fractionation of the influent COD. The different COD fractions have differing effects on the BNR process, and therefore, the influent characteristics need to be well understood. This study presents the fractionation results of primary wastewater effluent COD at one of South Africa’s wastewater works treating 65ML/day of mixed industrial and domestic effluent. The method used for COD fractionation was the oxygen uptake rate/respirometry method. The breakdown of the results of the analysis is as follows: 70.5% biodegradable COD (bCOD) and 29.5% of non-biodegradable COD (iCOD) in terms of the total COD. Further fractionation led to a readily biodegradable soluble fraction (SS) of 75%, a slowly degradable particulate fraction (XS) of 24%, a particulate non-biodegradable fraction (XI) of 50.8% and a non-biodegradable soluble fraction (SI) of 49.2%. The fractionation results demonstrate that the primary effluent has good COD characteristics, as shown by the high level of the bCOD fraction with Ss being higher than Xs. This means that the microorganisms have sufficient substrate for the BNR process and that these components can now serve as inputs to the WEST Model for the plant under study.

Keywords: chemical oxygen demand, COD fractionation, wastewater modelling, wastewater optimization

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Authors: Chun Yu, Tahlia M. Farrant, Max G. Marschall

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Most of Australia’s school classrooms are equipped with operable windows and occupant-controlled air-conditioners that do not provide fresh air. This can result in insufficient ventilation and high indoor CO₂ levels, which comes at a detriment to occupant productivity and health. This paper reports on the results of an in-situ study capturing indoor CO₂ levels in classrooms at a school in Victoria, Australia. The study consisted of 3 measurement periods: First, CO₂ levels pre-pandemic were measured, finding that the readings exceeded the recommended ASHRAE threshold of 1000 ppm more than 50% of the time, with levels often rising as high as 5000 ppm. Then, after the staff had been informed of the poor indoor air quality and the Victorian government had put COVIDSAFE measures in place, a second data set was captured; the impact was significant, with now only about 30% of readings above the ASHRAE threshold, and values rarely exceeding 2500 ppm. Finally, devices were installed that gave the occupants visual feedback when CO₂ levels were high, thus prompting them to open the windows; this further improved the air quality, with now less than 20% of readings above the threshold and values rarely exceeding 1500 ppm. The study suggests that, while relying on occupants to operate windows can lead to poor indoor air quality due to insufficient ventilation, it is possible to considerably influence occupant behavior through education and feedback devices. While these interventions alone did not mitigate the problem of inadequate ventilation entirely, they were sufficient to keep CO₂ levels within a generally healthy range. Considering the large energy savings that are possible by foregoing mechanical ventilation, it is evident that natural ventilation is a feasible operation method for school buildings in temperate climates, as long as classrooms are equipped with CO₂ feedback devices.

Keywords: COVID, CO₂, education, feedback devices, health, indoor air quality, natural ventilation, occupant behaviour

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Authors: I. O. Oladipo, Olusegun Adewale Ajayi, Omoniyi Oladipupo Adigun

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Information Communication Technology (ICT) have the potential to contribute to different facets of educational development and effective learning; expanding access, promoting efficiency, improve the quality of learning, enhancing the quality of teaching and provide important mechanism for the economic crisis. Considering the prevalence of unemployment among the higher institution graduates in this nation, in which much seems not to have been achieved in this direction. In view of this, the purpose of this study is to create an awareness and enlightenment of ICT for empowerment opportunities after school. A self-developed modified 4-likert scale questionnaire was used for data collection among Colleges of Education, Physical and Health Education students in Oyo State. Inferential statistical analysis of chi-square set at 0.05 alpha levels was used to analyze the stated hypotheses. The study concludes that awareness and enlightenment of ICT significantly influence empowerment opportunities and recommended that college of education students should be encouraged on the application of ICT for job opportunity after school.

Keywords: employment, empowerment, information communication technology, physical education

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Authors: Navid Khayat

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This study investigates the retrofitting of schools in Ahvaz City. Three schools, namely, Enghelab, Sherafat, and Golchehreh, in Ahvaz City are initially examined through Schmidt hammer and ultrasonic tests. Given the tests and controls on the structures of these schools, the methods are presented for their reconstruction. The plan is presented for each school by estimating the cost and generally the feasibility and estimated the duration of project reconstruction. After reconstruction, the mentioned tests are re-performed for rebuilt parts and the results indicate a significant improvement in performance of structure because of reconstruction. According to the results, despite the fact that the use of fiber reinforced polymers (FRP) for structure retrofitting is costly, due to the low executive costs and also other benefits of FRP, it is generally considered as one of the most effective ways of retrofitting. Building the concrete coating on walls is another effective method in retrofitting the buildings. According to this method, a grid of horizontal and vertical bars is installed on the wall and then the concrete is poured on it. The use of concrete coating on the concrete and brick structures leads to the useful results and the experience indicates that the poured concrete filled the joints well and provides the appropriate binding and adhesion.

Keywords: renovation, retrofitting, masonry structures, old school

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Authors: Budiman Budiman

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This research aimed at describing and testing whether the students’ ability in writing analytical exposition text is increased by using comic strips at SMAN 12 Pekanbaru. The respondents of this study were the second-grade students, especially XI Science 3 academic year 2011-2012. The total number of students in this class was forty-two (42) students. The quantitative and qualitative data was collected by using writing test and observation sheets. The research finding reveals that there is a significant increase of students’ writing ability in writing analytical exposition text through comic strips. It can be proved by the average score of pre-test was 43.7 and the average score of post-test was 65.37. Besides, the students’ interest and motivation in learning are also improved. These can be seen from the increasing of students’ awareness and activeness in learning process based on observation sheets. The findings draw attention to the use of comic strips in teaching and learning is beneficial for better learning outcome.

Keywords: analytical exposition, comic strips, secondary school students, writing ability

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Authors: Goulet Marie-Pier, Voyer Dominic, Simoneau Victoria

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In a previous research project (2011-2019) funded by the Quebec Ministry of Education, an educational approach was developed based on the teaching and learning of place value through children's literature. Subsequently, the effect of this approach on the conceptual understanding of the concept among first graders (6-7 years old) was studied. The current project aims to create a series of children's literature to help older elementary school students (8-10 years old) in developing a conceptual understanding of complex mathematical concepts taught at their grade level rather than a more typical procedural understanding. Knowing that there are no educational material or children's books that exist to achieve our goals, four stories, accompanied by mathematical activities, will be created to support students, and their teachers, in the learning and teaching of mathematical concepts that can be challenging within their mathematic curriculum. The stories will also introduce a mathematical dialogue into the characters' discourse with the aim to address various mathematical foundations for which there are often erroneous statements among students and occasionally among teachers. In other words, the stories aim to empower students seeking a real understanding of difficult mathematical concepts, as well as teachers seeking a way to teach these difficult concepts in a way that goes beyond memorizing rules and procedures. In order to choose the concepts that will be part of the stories, it is essential to understand the current landscape regarding the main difficulties experienced by students in third and fourth grade (8-10 years old) and their teacher’s needs. From this perspective, the preliminary phase of the study, as discussed in the presentation, will provide critical insight into the mathematical concepts with which the target grade levels struggle the most. From this data, the research team will select the concepts and develop their stories in the second phase of the study. Two questions are preliminary to the implementation of our approach, namely (1) what mathematical concepts are considered the most “difficult to teach” by teachers in the third and fourth grades? and (2) according to teachers, what are the main difficulties encountered by their students in numeracy? Self-administered online questionnaires using the SimpleSondage software will be sent to all third and fourth-grade teachers in nine school service centers in the Quebec region, representing approximately 300 schools. The data that will be collected in the fall of 2022 will be used to compare the difficulties identified by the teachers with those prevalent in the scientific literature. Considering that this ensures consistency between the proposed approach and the true needs of the educational community, this preliminary phase is essential to the relevance of the rest of the project. It is also an essential first step in achieving the two ultimate goals of the research project, improving the learning of elementary school students in numeracy, and contributing to the professional development of elementary school teachers.

Keywords: children’s literature, conceptual understanding, elementary school, learning and teaching, mathematics

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Authors: Ayman Hegab

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Increasing evidence supports the use of platelet-rich plasma (PRP) combined with hyaluronic acid (HA) for the treatment of knee osteoarthritis, which effectively promotes cartilage repair. This study aimed to determine whether injection of PRP+HA following arthrocentesis reduces pain and improves maximum incisal opening. This was a single-blind, prospective, randomized control study. The patients were selected based on the Hegab classification: Group I: patients treated with arthrocentesis followed by a single PRP injection; Group II (Control): patients treated with arthrocentesis followed by a single HA injection; and Group III: patients treated with arthrocentesis followed by a single PRP+HA combination injection. The primary predictor variable was the medication used for injection. The primary outcome variables were the maximum voluntary mouth opening and pain index scores. The secondary outcome variable was joint sounds. All outcome variables were assessed and compared among the three groups at baseline and at 1-, 3-, 6-, and 12-month intervals. Other variables, including patients’ age and sex, were evaluated in relation to the patient outcomes. Injecting PRP+HA showed statistically significant improvement in the primary and secondary treatment outcomes over PRP or HA injection throughout the study period (P<0.005). Injection of PRP+HA following arthrocentesis had significant long-term clinical efficacy regarding pain relief that was considered the main concern of both the patient and clinician.

Keywords: TMJ, HA, PRP, osteoarthritis

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Authors: Pei Chin Lim

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School of Mathematics and Science of Singapore Polytechnic offers a Basic Mathematics module to students who did not pass GCE O-Level Additional Mathematics. These students are weaker in Mathematics. In particular, they struggle with word problems and tend to leave them blank in tests and examinations. In order to improve students’ problem-solving skills, the school redesigned the Basic Mathematics module to incorporate Polya’s problem-solving methodology. During tutorial lessons, students have to work through learning activities designed to raise their metacognitive awareness by following Polya’s problem-solving process. To assess the effectiveness of the redesign, students’ working for a challenging word problem in the mid-semester test were analyzed. Sixty-five percent of students attempted to understand the problem by making sketches. Twenty-eight percent of students went on to devise a plan and implement it. Only five percent of the students still left the question blank. These preliminary results suggest that with regular exposure to an explicit and systematic problem-solving approach, weak students’ problem-solving skills can potentially be improved.

Keywords: mathematics education, metacognition, problem solving, weak students

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Authors: Olajumoke Temilola Fatimat, Fasasi Fausat Kikelomo, Ishola Ganiyat Folasayo, Omayeka Mary

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Psychoactive substances are chemical substances that affect the normal functioning of the brain and cause changes in behavior, mood, and consciousness. Psychoactive substance abuse constitutes one of the most important risk–taking behavior among adolescents and young adults in secondary schools. The study, therefore, assessed the factors influencing the use of psychoactive substances among senior secondary students in Ibadan South–West Local Government Area, Oyo State. A descriptive non-experimental design was adopted; purposive and simple random sampling techniques were used to select 330 respondents, while questionnaires were used for data collection. The descriptive statistics of frequency count, percentages, inferential statistics of chi-square, and analysis of variance were used for the analysis. The results revealed that the majority of the respondents had heard of the term substance abuse before 226 (75.3%); it was also revealed that the majority of the respondents had good knowledge of psychoactive substances, 67.8%. There was no significant relationship between age and knowledge of psychoactive substances among senior secondary students, with a p-value of 0.199. The outcome of this study indicates that drug abuse is increasing day by day among secondary school students and may have greatly contributed to poor performance in examinations as well as undermining academic ability and performance among students. It was recommended that efforts should be made by the school authorities of the secondary schools in Ibadan South–West Local Government Area, Oyo State, and in Oyo State generally in collaboration with health personnel to educate adolescents on psychoactive substance abuse. This is to ensure that adolescents are adequately educated and updated on knowledge of psychoactive substance abuse.

Keywords: factors, influence, psychoactive substance, secondary school

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Authors: Shamim Ali

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Researchers and teachers have begun developing digital games and model environments for educational purpose; therefore this study examines the effect of a videos game on secondary school students’ language learning motivation. Secondly, it tries to find out the opportunities to develop a decision making process and simultaneously it analyzes the solutions for further implementation in educational setting. Participants were 30 male students randomly assigned to one of the following three treatments: 10 students were assigned to read the game’s story; 10 students were players, who played video game; and, and the last 10 students acted as watchers and observers, their duty was to watch their classmates play the digital video game. A language learning motivation scale was developed and it was given to the participants as a pre- and post-test. Results indicated a significant language learning motivation and the participants were quite motivated in the end. It is, thus, concluded that the use of video games can help enhance high school students’ language learning motivation. It was suggested that video games should be used as a complementary activity not as a replacement for textbook since excessive use of video games can divert the original purpose of learning.

Keywords: EFL, English as a Foreign Language, motivation, video games, EFL learners

Procedia PDF Downloads 178

Authors: Foster Chilufya

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This study sought to determine factors that affect academic performance of mature age students in Science Education at University of Zambia. It was guided by Maslow’s Hierarchy of Needs. The theory provided relationship between achievement motivation and academic performance. A descriptive research design was used. Both Qualitative and Quantitative research methods were used to collect data from 88 respondents. Simple random and purposive sampling procedures were used to collect from the respondents. Concerning factors that motivate mature-age students to choose Science Education Programs, the following were cited: need for self-actualization, acquisition of new knowledge, encouragement from friends and family members, good performance at high school and diploma level, love for the sciences, prestige and desire to be promoted at places of work. As regards factors that affected the academic performance of mature-age students, both negative and positive factors were identified. These included: demographic factors such as age and gender, psychological characteristics such as motivation and preparedness to learn, self-set goals, self esteem, ability, confidence and persistence, student prior academic performance at high school and college level, social factors, institutional factors and the outcomes of the learning process. In order to address the factors that negatively affect academic performance of mature-age students, the following measures were identified: encouraging group discussions, encouraging interactive learning process, providing a conducive learning environment, reviewing Science Education curriculum and providing adequate learning materials. Based on these factors, it is recommended that, the School of Education introduces a program in Science Education specifically for students training to be teachers of science. Additionally, introduce majors in Physics Education, Biology Education, Chemistry Education and Mathematics Education relevant to what is taught in high schools.

Keywords: academic, performance, in-service, science

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Authors: Shyamani Hettiarachchi, Gopi Kitnasamy

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Background: The potentially high level of physical need and dependency experienced by children with cerebral palsy could affect the quality of life (QOL) of the child, the caregiver and his/her family. Poor QOL in children with cerebral palsy is associated with the parent-child relationship, limited opportunities for social participation, limited access to healthcare services, psychological well-being and the child's physical functioning. Given that children experiencing disabilities have little access to remedial support with an inequitable service across districts in Sri Lanka, and given the impact of culture and societal stigma, there may be differing viewpoints across respondents. Objectives: The aim of this study was to evaluate the psychometric properties of the Tamil version of the Cerebral Palsy Quality of Life for Children (CPQOL-Child) Questionnaire. Design: An instrument development and validation study. Methods: Forward and backward translations of the CPQOL-Child were undertaken by a team comprised of a physiotherapist, speech and language therapist and two linguists for the primary caregiver form and the child self-report form. As part of a pilot phase, the Tamil version of the CPQOL was completed by 45 primary caregivers with children with cerebral palsy and 15 children with cerebral palsy (GMFCS level 3-4). In addition, the primary caregivers commented on the process of filling in the questionnaire. The psychometric properties of test-retest reliability, internal consistency and construct validity were undertaken. Results: The test-retest reliability and internal consistency were high. A significant association (p < 0.001) was found between limited motor skills and poor QOL. The Cronbach's alpha for the whole questionnaire was at 0.95.Similarities and divergences were found between the two groups of respondents. The child respondents identified limited motor skills as associated with physical well-being and autonomy. Akin to this, the primary caregivers associated the severity of motor function with limitations of physical well-being and autonomy. The trend observed was that QOL was not related to the level of impairment but connected to environmental factors by the child respondents. In addition to this, the main concern among primary caregivers about the child's future and on the child's lack of independence was not fully captured by the QOL questionnaire employed. Conclusions: Although the initial results of the CPQOL questionnaire show high test-retest reliability and internal consistency of the instrument, it does not fully reflect the socio-cultural realities and primary concerns of the caregivers. The current findings highlight the need to take child and caregiver perceptions of QOL into account in clinical practice and research. It strongly indicates the need for culture-specific measures of QOL.

Keywords: cerebral palsy, CPQOL, culture, quality of life

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Authors: Montserrrat Dopico Gonzalez, Ramon Lopez Facal

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The development of a critical, open and plural citizenship constitutes one of the main challenges of the school institution in the present multicultural societies. Didactics in Social Sciences has conducted important contributions to the development of active methodologies to promote the development of the intercultural competencies of the student body. Research in intercultural education has demonstrated the efficiency of the cooperative learning techniques to improve the intercultural relations in the classroom. Our study proposes to check the effect that, concerning the development of intercultural competencies of the student body, the emotional education can have in the context of the use of active methodologies such as the learning by projects and the cooperative learning. To that purpose, a programme of intervention based on activities focussed on controversial issues related to cultural diversity has been implemented in several secondary schools. Through a methodology which combines intercultural competence scales with interviews and also with the analysis of the school body’s productions, the persistence of stereotypes against immigration and the efficacy of the introduction of emotional education elements in the development of intercultural competencies have both been observed.

Keywords: active methodologies, didactics in social sciences, intercultural competences, intercultural education

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Authors: Nessa-Amie T. Peñaflor, Antonio Cinto

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This is a descriptive research on the level of math anxiety and mathematics misconceptions in algebra. This research is composed of four parts: (1) analysis of the level of anxiety of the respondents; (2) analysis of the common mathematical misconceptions in algebra; (3) relationship of socio-demographic profile in math anxiety and mathematical misconceptions and (4) analysis of the relationship of math anxiety and misconceptions in algebra. Through the demographic profile questionnaire it was found out that most of the respondents were female. Majority had ages that ranged from 13-15. Most of them had parents who finished secondary education. The biggest portion of Grade Seven students where from families with annual family income ranging from PhP 100, 000 to PhP 299, 999. Most of them came from public school. Mathematics Anxiety Scale for Secondary and Senior Secondary School Students (MAS) and set of 10 open-ended algebraic expressions and polynomials were also administered to determine the anxiety level and the common misconceptions in algebra. Data analysis revealed that respondents had high anxiety in mathematics. Likewise, the common mathematical misconceptions of the Grade Seven students were: combining unlike terms; multiplying the base and exponents; regarding the variable x as 0; squaring the first and second terms only in product of two binomials; wrong meaning attached to brackets; writing the terms next to each other but not simplifying in using the FOIL Method; writing the literal coefficient even if the numerical coefficient is 0; and dividing the denominator by the numerator when the numerical coefficient in the numerator is smaller than the numerical coefficient of the denominator. Results of the study show that the socio-demographic characteristics were not related to mathematics anxiety and misconceptions. Furthermore, students from higher section had high anxiety than those students on the lower section. Thus, belonging to higher or lower section may affect the mathematical misconceptions of the respondents.

Keywords: algebra, grade 7 math, math anxiety, math misconceptions

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Authors: Valentine Ayo Mebu

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The study examined the efficacy of a brief intervention programme in the treatment of post-traumatic stress disorder (PTSD) symptoms exhibited by secondary school students exposed to conflict in Kano metropolis. The study tested three hypotheses that there is no significant difference between post-test re-experiencing, hyper-arousal, and avoidance mean scores of students exposed to the intervention and those who were not exposed to the intervention. The design of the study was an experimental design, specifically the pre-test and post-test control group design. The purposive sampling technique was used to select 60 research participants (male=30, female=30, Mean Age=15.50) for the study. These participants met the Diagnostic Statistical Manual of Mental Disorders (DSM-5) criteria of PTSD symptoms and were randomly assigned to experimental and control groups, respectively. Instrument for data collection was the University of California Post-Traumatic Stress Disorder Reaction Index (UCLA PTSD Index). Findings from the study indicated that there was a significant effect of the intervention on post re-experiencing symptoms scores [ F (1, 57) = 85.97, p=.00, partial eta squared η²=.60], hyper-arousal symptoms scores[ F (1, 57) = 27.81, p=.00, partial eta squared η² =.33], and avoidance symptoms scores [ F (1, 57) = 59.56, p=.00, partial eta squared η² =.51]. The efficacy of this brief psycho-educational intervention as an effective treatment in reducing PTSD symptoms among secondary school students exposed to conflict is supported by the results of this study and this will also add to the existing literature on the effectiveness of psycho-educational intervention in treating PTSD symptoms among students exposed to conflict.

Keywords: avoidance symptoms, hyper-arousal symptoms, re-experiencing symptoms, post-traumatic stress disorder, psycho-education

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Authors: Maggie Mosher, Adam Carreon, Sean Smith

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A systematic literature review was conducted to explore the evidence base on the use of augmented reality (AR), virtual reality (VR), mixed reality (MR), and extended reality (XR) to present social skill instruction to school-age students with autism spectrum disorder (ASD). Specifically, the systematic review focus was on a. the participants and intervention agents using AR, VR, MR, and XR for social skill acquisition b. the social skills taught through these mediums and c. the social validity measures (i.e., goals, procedures, and outcomes) reported in these studies. Forty-one articles met the inclusion criteria. Researchers in six studies taught social skills to students through AR, in 27 studies through non-immersive VR, and in 10 studies through immersive VR. No studies used MR or XR. The primary targeted social skills were relationship skills, emotion recognition, social awareness, cooperation, and executive functioning. An intervention to improve many social skills was implemented by 73% of researchers, 17% taught a single skill, and 10% did not clearly state the targeted skill. The intervention was considered effective in 26 of the 41 studies (63%), not effective in four studies (10%), and 11 studies (27%) reported mixed results. No researchers reported information for all 17 social validity indicators. The social validity indicators reported by researchers ranged from two to 14. Social validity measures on the feelings toward and use of the technology were provided in 22 studies (54%). Findings indicated both AR and VR are promising platforms for providing social skill instruction to students with ASD. Studies utilizing this technology show a number of social validity indicators. However, the limited information provided on the various interventions, participant characteristics, and validity measures, offers insufficient evidence of the impact of these technologies in teaching social skills to students with ASD. Future research should develop a protocol for training treatment agents to assess the role of different variables (i.e., whether agents are customizing content, monitoring student learning, using intervention specific vocabulary in their day to day instruction). Sustainability may be increased by providing training in the technology to both treatment agents and participants. Providing scripts of instruction occurring within the intervention would provide the needed information to determine the primary method of teaching within the intervention. These variables play a role in maintenance and generalization of the social skills. Understanding the type of feedback provided would help researchers determine if students were able to feel rewarded for progressing through the scenarios or if students require rewarding aspects within the intervention (i.e., badges, trophies). AR has the potential to generalize instruction and VR has the potential for providing a practice environment for performance deficits. Combining these two technologies into a mixed reality intervention may provide a more cohesive and effective intervention.

Keywords: autism, augmented reality, social and emotional learning, social skills, virtual reality

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Authors: Citlali Aguilera Lira, David Lynch Steinicke, Andrea León García

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One of the challenges that higher education faces is to find how to approach the sustainability in an inclusive way to the student within all the different academic areas, how to move the sustainable development from the abstract field to the operational field. This research comes from the ecoliteracy and the pedagogical praxis as tools for rebuilding the teaching processes inside of universities. The purpose is to determine and describe which are the factors involved in the process of learning particularly in the Greenhouse-School Siembra UV. In the Greenhouse-School Siembra UV, of the University of Veracruz, are cultivated vegetables, medicinal plants and small cornfields under the usage of eco-technologies such as hydroponics, Wickingbed and Hugelkultur, which main purpose is the saving of space, labor and natural resources, as well as function as agricultural production alternatives in the urban and periurban zones. The sample was formed with students from different academic areas and who are actively involved in the greenhouse, as well as institutes from the University of Veracruz and governmental and non-governmental departments. This project comes from a pedagogic praxis approach, from filling the needs that the different professional profiles of the university students have. All this with the purpose of generate a pragmatic dialogue with the sustainability. It also comes from the necessity to understand the factors that intervene in the students’ praxis. In this manner is how the students are the fundamental unit in the sphere of sustainability. As a result, it is observed that those University of Veracruz students who are involved in the Greenhouse-school, Siembra UV, have enriched in different levels the sense of urban and periurban agriculture because of the diverse academic approaches they have and the interaction between them. It is concluded that the eco-technologies act as fundamental tools for ecoliteracy in society, where it is strengthen the nutritional and food security from a sustainable development approach.

Keywords: farming eco-technologies, food security, multidisciplinary, pedagogical praxis

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Authors: W. Phokhwang-Just, A. Saraketrin, P. Thongpet, J. Udomkitpipat, J. Kaewsakulthong

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The more people get older and live longer, the more health problems they may have. This cross-sectional study aims to study a correlation between death anxiety, quality of life, and self-esteem as well as factors affecting these variables in the elderly living in Surat Thani Province, Thailand. Of 382 elderly people, who were proportionally sampled from 19 districts in Surat Thani Province, 256 (67%) already returned the questionnaires. The Thai version of Templer’s Death Anxiety, Quality of Life (WHO-BREF), and of Rosenberg’s Self-Esteem Questionnaires were employed. The result showed that the samples had a mean age of 72 years old, 53% were female, 62% were married, 61% graduated with primary-school, and 61% had at least one chronic disease Approximately, 19% of them had 3 diseases. The quality of life (QOL), self-esteem (SE), and death anxiety (DA) of samples were in moderate (n= 91, mean = 86.89, SD = 15.47), high (n = 138, mean = 29.33, SD=4.77), and low level (n= 85, mean = 6.23, SD= 3.65), respectively. The QOL was not significantly different between male and female as well as among different marital status. The female elderly had more DA and less SE than male (t= 2.095, df = 83; t =-3.258, df =135, respectively, p < 0.05). The female elderly, who were separated or widow, had a higher level of DA than did the married elderly (LSD: p < 0.05). The married elderly had a higher level of SE than did the separated, widowed (Tukey HSD, LSD: p < 0.05), or single elderly (LSD: p < 0.05). The more diseases the elderly got, the lower level of QOL they had (r = -0.335, p < 0.05). The QOL was significantly correlated with SE (r =0.434, p < 0.05), but not significantly related to DA (r = -0.200, p = 0.069). The lower level of SE the elderly had, the higher level of DA they become (r = -2.71, p < 0.05). In order to promote the QOL, the SE of the elderly should be enhanced. Consequently, the DA can be minimized. Healthcare providers should provide care that promotes QOL, SE, and reduces DA of the elderly, especially those, who are female, single, and separated or widowed as well as those, who have more diseases than the others

Keywords: death anxiety, quality of life, self-esteem, elderly

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Authors: Randa M. Ali, Naguiba F. Loutfy, Osama M. Awad

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Background: Leishmaniasis is a worldwide disease, affecting 88 countries, it is estimated that about 350 million people are at risk of leishmaniasis. Overall prevalence is 12 million people with annual mortality of about 60,000. Annual incidence is 1,500,000 cases of cutaneous leishmaniasis (CL) worldwide and half million cases of visceral Leishmaniasis (VL). Objectives: The objective of this study was to assess primary health care physicians knowledge (PHP) and attitude about leishmaniasis and to assess awareness of local inhabitants about the disease and its vector in four areas in west Alexandria, Egypt. Methods: This study was a cross sectional survey that was conducted in four PHC units in west Alexandria. All physicians currently working in these units during the study period were invited to participate in the study, only 20 PHP completed the questionnaire. 60 local inhabitant were selected randomly from the four areas of the study, 15 from each area; Data was collected through two different specially designed questionnaires. Results: 11(55%) percent of the physicians had satisfactory knowledge, they answered more than 9 (60%) questions out of a total 14 questions about leishmaniasis and sandfly. The second part of the questionnaire is concerned with attitude of the primary health care physicians about leishmaniasis, 17 (85%) had good attitude and 3 (15%) had poor attitude. The second questionnaire showed that the awareness of local inhabitants about leishmaniasis and sandly as a vector of the disease is poor and needs to be corrected. Most of the respondents (90%) had not heard about leishmaniasis, Only 3 (5%) of the interviewed inhabitants said they know sandfly and its role in transmission of leishmaniasis. Conclusions: knowledge and attitudes of physicians are acceptable. However, there is, room for improvement and could be done through formal training courses and distribution of guidelines. In addition to raising the awareness of primary health care physicians about the importance of early detection and notification of cases of lesihmaniasis. Moreover, health education for raising awareness of the public regarding the vector and the disease is necessary because related studies have demonstrated that if the inhabitants do not perceive mosquitoes to be responsible for diseases such as malaria they do not take enough measures to protect themselves against the vector.

Keywords: leishmaniasis, PHP, knowledge, attitude, local inhabitants

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Authors: Mark Anthony Casimiro, Ivan Culaba, Cornelia Soto

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Misconceptions are the wrong concepts understood by the students which may come up based on what they experience and observe around their environment. This seemed to hinder students’ learning. In this study, six different misconceptions were determined by the researcher from the previous researches. Teachers play a vital role in the classroom. The use of appropriate strategies can contribute a lot in the success of teaching and learning Physics. The current study aimed to compare two strategies- Interactive Lecture Demonstration (ILD) and Inquiry-Based Instruction (IBI) in addressing students’ misconceptions in electric circuits. These two strategies are both interactive learning activities and student-centered. In ILD, the teacher demonstrates the activity and the students have their predictions while in IBI, students perform the experiments. The study used the mixed method in which quantitative and qualitative researches were combined. The main data of this study were the test scores of the students from the pretest and posttest. Likewise, an interview with the teacher, observer and students was done before, during and after the execution of the activities. Determining and Interpreting Resistive Electric Circuits Test version 2 (DIRECT v.2) was the instrument used in the study. Two sections of Grade 9 students from Kalumpang National High School were the respondents of the study. The two strategies were executed to each section; one class was assigned as the ILD group and the other class was the IBI group. The Physics teacher of the said school was the one who taught and executed the activities. The researcher taught the teacher the steps in doing the two strategies. The Department of Education level of proficiency in the Philippines was adopted in scoring and interpretation. The students’ level of proficiency was used in assessing students’ knowledge on electric circuits. The pretest result of the two groups had a p-value of 0.493 which was greater than the level of significance 0.05 (p >0.05) and it implied that the students’ level of understanding in the topic was the same before the execution of the strategies. The posttest results showed that the p-value (0.228) obtained was greater than the level of significance which is 0.05 (p> 0.05). This implied that the students from the ILD and IBI groups had the same level of understanding after the execution of the two strategies. This could be inferred that either of the two strategies- Interactive Lecture Demonstration and Inquiry-Based Instruction could be used in addressing students’ misconception in electric circuit as both had similar effect on the students’ level of understanding in the topic. The result of this study may greatly help teachers, administration, school heads think of appropriate strategies that can address misconceptions depending on the availability of their materials of their school.

Keywords: inquiry- based instruction, interactive lecture demonstration, misconceptions, mixed method

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Authors: Naima Nur, Safa Islam, Saeema Islam, Md. Faridul Alam

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Background: The worldwide increase in pediatric presumptive tuberculosis (TB) is the most life-threatening challenge in effectively controlling TB. The objective of this study was to determine the proportion of presumptive TB and the factors associated with it. Methods: A cross-sectional study was conducted between March and November 2013 at ICDDR-Bangladesh. Two hundred twelve pulmonary and extra-pulmonary specimens were collected from 84 suspected pediatric patients diagnosed with TB based on their clinical symptoms/radiological findings. Presumptive TB and confirmed TB were considered presumptive TB and non-presumptive TB and were isolated by smear-microscopy, culture, and GeneXpert. Logistic regression was used to analyze associations between outcome and predictor variables. Results: The proportion of presumptive TB was 85.7%, and 14.3% of non-presumptive TB. In presumptive TB, vaccine scars, family TB history, and school-going children were 16.6%, 33.3%, and 56.9%, respectively. In contrast, vaccine scars and family TB history were 8.3%, and school-going children were 58.3% in non-presumptive TB. Significant factors did not appear in the logistic regression analysis. Conclusion: Despite the high proportion of presumptive TB, there was no statistically significant between presumptive TB and non-presumptive TB.

Keywords: presumptive tuberculosis, confirmed tuberculosis, patient's characteristics, diagnosis

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Authors: Matthew David Marmet

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Knowing your audience is important regardless of what profession you are in. Whether this audience is comprised of customers or students, having an idea of who these people are, where they come from, and some of the challenges they may have faced allows us to build better relationships with them. This paper will recap a field study experience that has been dubbed a "reverse field trip" to a local high school. Here, going back in time produced not only a great deal of nostalgia, but also served as a reminder of who prospective university students are before they arrive. This information is invaluable as it can help inform classroom (and other) strategies that may help them succeed, and persist through the college years, which will no doubt present them with undeniable changes and challenges. Interviews with school staff and observations of student behavior, both inside and outside the classroom, yielded several lessons learned (i.e., issues to address). These include considerations of regimen, three separate yet related levels of context, and expectation-setting. Each issue will be presented in detail, along with pedagogical strategies to help address them. These strategies have both student-level and institutional benefits as they have the potential not only to increase student engagement, but also improve retention rates.

Keywords: pedagogy, Student engagement, student retention, teaching strategy

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Authors: Chieh-Ning Lan, Tzu-Shin Lin, Kun-Hao Lin

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Chinese handwriting skill is one of the basic skills of school-age children in Taiwan, which helps them to learn most academic subjects. Differ from the alphabetic language system, Chinese written language is a logographic script with a complicated 2-dimensional character structure as a morpheme. Visuospatial ability places a great role in Chinese handwriting to maintain good proportion and alignment of these interwoven strokes. In Taiwan, school-age students faced the challenge to recognize and write down Chinese characters, especially in children with written expression difficulties (CWWDs). In this study, we developed an instructional app to help CWWDs practice Chinese handwriting skills, and we aimed to apply the mobile assisted language learning (MALL) system in clinical writing strategies. To understand the feasibility and satisfaction of this auxiliary instructional writing app, we investigated the perceive and value both from school-age students and the clinic therapists, who were the target users and the experts. A group of 8 elementary school children, as well as 8 clinic therapists, were recruited. The school-age students were asked to go through a paper-based instruction and were asked to score the visual expression based on their graphic preference; the clinic therapists were asked to watch an introductive video of this instructional app and complete the online formative questionnaire. In the results of our study, from the perspective of user interface design, school-age students were more attracted to cartoon-liked pictures rather than line drawings or vivid photos. Moreover, compared to text, pictures which have higher semantic transparency were more commonly chosen by children. In terms of the quantitative survey from clinic therapists, they were highly satisfied with this auxiliary instructional writing app, including the concepts such as visual design, teaching contents, and positive reinforcement system. Furthermore, the qualitative results also suggested comprehensive positive feedbacks on the teaching contents and the feasibility of integrating the app into clinical treatments. Interestingly, we found that clinic therapists showed high agreement in approving CWWDs’ writing ability with using orthographic knowledge; however, in the qualitative section, clinic therapists pointed out that CWWDs usually have relative insufficient background knowledge in Chinese character orthographic rules, which because it is not a key-point in conventional handwriting instruction. Also, previous studies indicated that conventional Chinese reading and writing instructions were lacked of utilizing visual-spatial arrangement strategies. Based on the sharing experiences from all participants, we concluded several interesting topics that are worth to dedicate to in the future. In this undergoing app system, improvement and revision will be applied into the system design, and will establish a better and more useful instructional system for CWWDs within their treatments; enlightened by the opinions related to learning content, the importance of orthographic knowledge in Chinese character recognition should be well discussed and involved in CWWDs’ intervention in the future.

Keywords: auxiliary instructional app, children with writing difficulties, Chinese handwriting, orthographic knowledge

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Authors: Mohamad Sharif bin Mustaffa, Maizatul Akmam binti Abu Bakar, Mohd Harriszamani bin Abu Bakar

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Most teens who gave birth to an illegitimate child will suffer from depression. This depression issues arising from the incident itself which contains the teen will feel ashamed because labeled as immoral, apart from that most teenagers go through this episode without support from their spouse or family. Teens also face the possibility of a large part with the will be born babies because the issue of too young and needs to go back to school. Teens also can not make a decision on the future of the baby later because they are too immature and no baby care skills other than financial issues, where young people themselves are still dependent on their family. This paper will look at how to apply neurofeedback can be used to see the level of depression experienced by teenagers who get pregnant out of wedlock. Play therapy that will help improve adolescent focus will be used for this purpose. Each level experienced by teenagers going through the phase of easy-to-high difficulty level. Apart from that a recovery module will also be developed as a whole to reduce the level of depression to enable the youth to perform routine healthy activities and can go back to school with cheerful feeling, motivated and active.

Keywords: neurofeedback, depression, pregnant, adolescent, illegitimate

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Authors: Debangana Mukherjee

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This study delves into the pivotal role of parenting styles in shaping the development of aggression and empathy in children aged 10 to 12. Using a sample of 300 school students, we employed self-assessment questionnaires and scales to investigate correlations between parenting styles—authoritative, authoritarian, permissive, and neglectful—and behavioural traits, focusing on aggression and empathy as primary outcomes. The findings underscore the intricate relationships between parenting styles, aggressive behaviours, and empathetic tendencies. Notably, certain parenting approaches demonstrated strong correlations with specific behavioural outcomes. For instance, authoritarian parenting showed associations with increased aggression and reduced empathy, while authoritative parenting exhibited the opposite trend. These correlations emphasize the potential impact of parenting styles on children's behavioural development during this critical transitional phase. However, this study is limited by its correlational nature, which does not imply causation. The complexities of human behaviour, the limited scope of analysis, and the need for further research into causative relationships and cultural influences call for a nuanced understanding of these dynamics. Moving forward, longitudinal studies, causality investigations, consideration of cultural diversity, and exploration of additional variables could enrich our understanding of the interplay between parenting styles, empathy, and aggression. Validating these findings across diverse populations and refining interventions could pave the way for nurturing healthy behavioural development in children.

Keywords: aggression, correlational nature, empathy, longitudinal studies, parenting style

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Authors: M. Rodionov, N. Sharapova, Z. Dedovets

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The article describes methods of preparation of future teachers that includes the entire diversity of traditional and computer-oriented methodological approaches. The authors reveal how, in the specific educational environment, a teacher can choose the most effective combination of educational technologies based on the nature of the learning task. The key conditions that determine such a choice are that the methodological approach corresponds to the specificity of the problem being solved and that it is also responsive to the individual characteristics of the students. The article refers to the training of students in the proper use of mathematical electronic tools for educational purposes. The preparation of future mathematics teachers should be a step-by-step process, building on specific examples. At the first stage, students optimally solve problems aided by electronic means of teaching. At the second stage, the main emphasis is on modeling lessons. At the third stage, students develop and implement strategies in the study of one of the topics within a school mathematics curriculum. The article also recommended the implementation of this strategy in preparation of future teachers and stated the possible benefits.

Keywords: education, methodological approaches, teacher, secondary school

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Authors: Estelle Ardanouy, Helene Delage, Pascal Zesiger

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Morphological awareness contributes to the acquisition of reading and spelling in typical learners as well as in children with learning disorders. Indeed, the acquisition of phoneme-grapheme correspondences is not sufficient to master spelling, especially in inconsistent orthographic systems such as English or French. Several meta-analyses show the benefit of explicit training in derivational morphology on reading and spelling in old children (who have already learned the main grapheme-phoneme correspondences), but highlight the lack of studies with younger children, particularly in French. In this study, we chose to focus on the efficiency of an intensive training in derivational morphology on spelling skills in French-speaking four-graders (9-10 years of age). The training consisted of 1) learning how to divide words into morphemes (ex: para/pente in French, paraglider in English), as well as 2) working on the meaning of affixes in relation to existing words (ex: para/pente: to protect against – para - the slope -pente). One group of pupils (N = 37, M age = 9.5) received this experimental group training in morphology while an alternative training group (N = 34, M age = 9.6) received a visuo-semantic training based on visual cues to memorize the spelling difficulties of complex words (such as the doubling of “r” in “verre” in French -or "glass" in English-which are represented by the drawing of two glasses). Both trainings lasted a total of 15 hours at a rate of four 45 minutes sessions per week, resulting in five weeks of training in the school setting. Our preliminary results show a significant improvement in the experimental group in the spelling of affixes on the trained (p < 0.001) and untrained word lists (p <0.001), but also in the root of words on the trained (p <0.001) and untrained word lists group (p <0.001). The training effect is also present on both trained and untrained morphologically composed words. By contrast, the alternative training group shows no progress on these previous measures (p >0.15). Further analyses testing the effects of both trainings on other measures such as morphological awareness and reading of morphologically compose words are in progress. These first results support the effectiveness of explicitly teaching derivational morphology to improve spelling in school-aged children. The study is currently extended to a group of children with developmental dyslexia because these children are known for their severe and persistent spelling difficulties.

Keywords: developmental dyslexia, derivational morphology, reading, school-aged children, spelling, training

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Authors: Aviva Lvan, Lipaz Shamoa-Nir

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Recently, has increased the research interest in modern fatherhood especially, the increasing involvement of fathers in the family. However, there is a little research evidence on fathers to children with special needs. Therefore, the purpose of this study was to examine the effects of stress and coping style on involvement in school among fathers to children with special needs in inclusive education. We compared the fathers to children with special needs (N=72) with fathers to non-special needs children (N = 75), and found that higher stress levels, greater educational involvement and greater use of social support coping style, were found among fathers of children with special needs. In addition, mission coping style and emotional coping style predict involvement in the school and emotional coping style predicts high levels of stress. The above findings contribute to the investigation of changes in the perception of the role of fathers and their involvement in their children's lives especially, among fathers to children with special needs. From the applied aspect, the findings may increase the understanding of the role of fathers and their unique contribution to the social, emotional, and academic development of their children.

Keywords: coping style, educational involvement, special needs, stress

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