Nanotechnology Learning Innovation: “The Quantum Tripositive Biosmart Nanobiotechnology Model” that Supports a Healthy, Caring,and Nurturing Learning Environment
Effect of Job Stress (Job Itself, Role Management) Work Overload Work Family Conflict Job Embeddedness and Job Satisfaction on Job Performance of School Educators
Exploring Teachers’ Perceptions of Professional Development: A Report of a Research Study undertaken in Thimphu District schools.
NHT: A Potential Intervention to Improve Students’ Cognition and Performance in Bio-Sciences
The Analysis of High School Students’ Attitudes towards Physical Education and Sports Class
Effect of Academic Stress on Achievement Motivation among College Students
The Standing of Hands-On Learning in Education
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
Predictors of Academic Resilience among Students: A Meta Analysis
Impact of Divorce on Students’ Life
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
Schooling of children with Non Verbal Learning Disorders, particularly of those with Cerebral Palsy (CP), is a catch -22 situation to parents and teachers. In in this paper, the phrase catch 22 reflects the dilemmas faced by parents in choosing education for their children with CP. The CP children with normal intelligence are precisely able to have normal schooling. A C P child can be a regular classroom student who can partake in all teaching learning tasks except in the activities which need active physical participation. However, presently, the education of such children is not satisfactorily carried out in mainstreaming or inclusion. This research paper reconnoitres to the educational contexts of such children and their parents’ perspectives. Major objective of the study is to explore the discernments of parents on choosing educational opportunities for their children with CP or other NVLD; whether mainstream or special education. The design of the study is investigative survey. Data have collected by employing informal interview and inventory. The constituted sample included 46 parents of the children with the specified learning disorders. Six parents were chosen for the conduct of interview. The study reached on certain relevant findings that are upsetting the wide appreciation giving to administrative and academic plans and policy supports to the present inclusive system. The parents of C P children wish for a paradigm shift from the present system and practice of inclusion.
This study investigated how motivational strategies predict ninth graders' mathematical problem-solving achievements. The students were grouped based on their school types as students who have high and moderate academic achievements. Quantitative data were collected by Motivational Strategies for Learning Questionnaire and routine/nonroutine mathematical problem-solving tests. Data were analyzed by multiple regression, Pearson's r, and Welch's t-test. Results showed that ninth graders with high and moderate academic achievements need to improve their problemsolving skills. A statistically substantive difference in routine problem-solving success and a statistically moderate difference in non-routine problem-solving success between the two groups were found. Self-efficacy was the strongest significant predictor for both problem-solving achievements (routine/nonroutine) of students with moderate academic success. Cognitive strategy use was not a significant predictor for routine problem-solving achievements of both groups. Test anxiety predicted both groups' routine problem-solving achievements negatively. Text anxiety also predicted non-routine problemsolving achievements of students with moderate academic success negatively. All variables predicted non-routine problem-solving achievements of students with moderate academic success. The analysis revealed no correlation between routine and non-routine problem-solving achievements of students with high academic success. The analysis for students with moderate academic success revealed that there is a statistically moderate and positive correlation between routine and non-routine problem-solving achievements.
Evidence from literature showed that lack of emotional and social intelligence is one of the reasons for disruptive behaviours among adolescents. This study investigated the effect of training on the emotional and social intelligence of secondary school students in Jos, Nigeria. The study involved 26 secondary school students comprising of 10 (38.5%) males and 16 (68.5%) females with an age range of 14-17. The participants, having being selected via multistage sampling technique, were randomly assigned using stratified random sampling technique to a treatment (emotional intelligence training techniques) and control condition (rudiments of music training techniques). The data were collected using a compact questionnaire containing the Wong and Law Emotional Intelligence Scale (WLEIS) and Tromso Social Intelligence Scale (TSIS) to assess emotional and social intelligence. Data were analysed using descriptive statistics while independent samples t-test was used to analyse the hypotheses 1 and 2 respectively. Findings revealed a significant difference in emotional intelligence of the treatment group compared with those in control group (t(24)=-3.24, p=.003); so also the result showed a significant difference in individuals who received training on social intelligence t(24)=-2.13, p=.04) compare with those in the control group. The study concluded that the treatment group scored significantly higher than the control group on emotional and social intelligence. This indicates that there is need to inculcate the development of emotional and social intelligence in the educational mainstream as this would enable secondary school students and youths to be socially and emotionally healthy across all facets of life.
Academic engagement refers to the quality of effort or involvement that students themselves devote to academically and educationally purposeful activities. Academic engagement is directly related to the outcomes of academic courses as well as future job prospects and career success of students. The interplay of institutional or contextual variables alongside individual or psychological aspects of students leading to academic engagement is still not fully understood. In this study, academic engagement was assessed among 194 undergraduate and postgraduate students (mean= 19.08 years) from urban Bangalore, India, which included 64 male and 130 female students. The participants responded through am online self report survey that included their socio-demographic and institutional details, screening forms and standardized questionnaires. Academic engagement was operationalized as three components of vigour, dedication and absorption and they were measured using a standardized scale. Overall, there were 13 institutional and individual variables in contention and their association with academic engagement was studied using parametric statistical tests. Among the institutional variables, significant differences in academic engagement were found between various courses/classrooms and year of study. Among student level variables, academic engagement was found to be significantly different between the two genders and the choices of majors of students. Also, among the psychological variables, academic engagement was significantly related to the personality trait of instrumentality (masculinity), and self esteem. There were also significant inter correlations between the three subscales of academic engagement. The study highlighted the complex interplay of both institutional and individual level factors in influencing student academic engagement and performance.
Abstract In the present study, an effort is taken to translate the Metacognitive Awareness Inventory of Schraw and Dennison (1994) to Odia language for the higher secondary school students of Odisha. By considering the implications of metacognition for higher secondary school students, this study was undertaken for cultural adaptation and validation. So far as the related literature available in Odisha about metacognition awareness inventory is concerned, the researchers did not find any instrument in Odia language, and as thehigher secondary students in Odisha prefer both Odia and English language during instruction, realizing the need of a metacognitive awareness inventory in Odia language this cross-cultural study was conducted. This study focused on examining the psychometric properties of the translated version of MAI and its validation. For the pilot study, 135 higher secondary school Odia medium students were selected randomly, and ten higher secondary school teachers were selected purposively to examine the test of comparability of language, the similarity of interpretation, and the degree of understandability of the translated MAI. Both forwards and backward translation of the MAI was done consulting both language and subject experts. The psychometric properties of the translated MAI were estimated. The KR-20 reliability and split-half reliability were 0.895 and 0.944, respectively, which revealed high internal consistency of the inventory. The opinion of the experts showed a high degree of comparability, similarity, and understandability between English and Odia version of the inventory. The factor analysis by the principal component method with varimax rotation and Kiser normalisation extracted twelve principal components, and the implications of the study were discussed.