Methods for Enhancing Memory Performance in a Type of Learning (Forgetting) of Categorized Mind States
Exploring Need for Enhancing Play Activity Time in School Settings for Holistic Development of Learners
A Survey Study on the Status of Life Skills of Secondary Students of Dakshina Kannada District
Effectiveness of Outdoor Teaching Activities on Basic Science Process Skills of Secondary School Students
Impact on Trainees Growth and Challenges during the Internship in B.Ed. Course
The Impact of the Lecture Approach on Students' Attitudes towards Chemistry: A Comparative Study of Overall, Cognitive, Affective, and Behavioral Dimensions
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
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
In Vietnam, middle or high-ranking leaders and managers are required to have knowledge of politics. Those who hold leadership roles in both the private and public sectors should master a solid knowledge of political science. This study was conducted to learn about the intrinsic motivation of learners in Vietnam towards participating in an advanced political science program for future leaders. The study found that learners' intrinsic motivation to participate in a political science program is influenced by their interest in the subject matter, their belief in its relevance to their lives, and their desire to develop critical thinking skills. Additionally, the study identifies a number of factors that can enhance or detract from learners' intrinsic motivation, including teaching methods, course content, and assessment practices. A questionnaire designed with a quantitative method was used to collect data from 91 future leaders who were studying advanced politics at an academy of politics in Vietnam. The results show that they were highly motivated to participate in this program (M = 4.19). Perceived interest or enjoyment (M = 4.58), effort (M = 4.59), perceptions of the program values (M = 4.54), and relatedness (M = 4.54) were encouraging them to learn political science. Moreover, the learners did not experience any pressure or anxiety while taking part in this program (M = 2.46). This study shows that even though most people think political science is dry and mechanical, there are ways to keep learners motivated to learn.
This meta-analytic review study examined the effects of out-of-school learning (OSL) activities on student attitude and motivation by combining the results of experimental studies conducted between 1990 and 2020. Out of the 1272 studies identified through the literature search, the study selected 46 studies that yielded 47 effect sizes. The effect sizes were combined under a random-effects model to obtain a mean effect for each meta-analysis. The results suggested that OSL practices exert a moderate effect on student attitude (g = 0.525, 95% CI [0.353, 0.704]) and motivation (g = 0.675, 95% CI [0.389, 0.961]), through considerable heterogeneity. Further analysis showed that geographical locations and intervention group size in studies on attitude and geographical locations, OSL structure, and publication year in studies on motivation significantly contributed to effect size variability. Some limitations include publication bias in the metaanalysis on attitude and the few studies on motivation included in the analysis.
The relationship between the school administrators' perceived personal traits and teachers' resistance to change, and whether the personality traits of the administrators predict teachers' resistance to change in the 2021-2022 academic year, needs to be investigated. The sample for this study is composed of 501 teachers working in the central districts of Mersin province. The "Five-Factor Personality Scale" was used to determine the perceived personality traits of school administrators, and the "Resistance to Change Scale" was used to determine the resistance of teachers to change. The data was gathered over 15 days. Correlation and multiple regression analysis were used to analyze the data. The results showed a negative relationship between the decisiveness sub-dimension of the personality traits scale and the cognitive and behavioral dimensions of the resistance to change scale. Additionally, a weak negative relationship was found between the self-discipline and compliance sub-dimensions of the personality traits scale and the cognitive, emotional, and behavioral dimensions of the decisiveness scale. The extraversion sub-dimension of personality traits showed a negative relationship with the emotional and behavioral sub-dimensions of resistance to change. However, a positive relationship was observed between the neuroticism sub-dimension of the personality traits scale and all dimensions of resistance to change. The personality traits of school administrators significantly predict the level of teachers' resistance to change.
The effect size of psychological counseling based on the Cognitive Behavioral Therapy (CBT) approach on depression and anxiety, was conducted using a meta-analysis method. According to the defined criteria, eight primary studies on anxiety and 21 on depression are included in the meta-analysis. The effect sizes based on a random-effects model are also determined. The mean effect size was -0.936 (95% CI [-1.215, -0.657]) for anxiety and -0.844 (95% CI [-1.065, - 0.624]) for depression. Accordingly, CBT can have a large effect on reducing the level of depression and anxiety in participants. As a result of the moderator analysis, the effect sizes relating to depression did not significantly differ according to the type of test and experimental design. The number of sessions was a non-significant predictor of depression, but the experimental group size was a significant predictor of CBT's effect size on depression. As for the moderator analysis in the anxiety variable, the effect sizes relating to anxiety did not significantly differ by age group, types of publication, counseling, experimental design, test, and anxiety. Also, the number of sessions and experimental group size were not significant predictors of anxiety. According to these results, CBT is effective in reducing the depression and anxiety levels of individuals.
The role of arts education in promoting Social and Emotional Learning (SEL) among students is examined in this literature review. Between 2017 and 2022, the last five years yielded fertile ground for research studies and articles about Social and Emotional Learning (SEL) and the arts within the field of arts education. The article begins by establishing the significance of the topic and giving a brief summary of it. The remainder of the article focuses on transformative learning and is organized around a variety of artistic categories for social and emotional learning. The review reveals that arts education is an effective way of promoting SEL, as it provides a safe space for students to express themselves creatively, build their self-confidence, and develop their social skills. The review also highlights the importance of arts integration, which involves integrating the arts into other subject areas, in promoting SEL. The conclusion includes critical reflections and recommendations for future applications of this topic via research, programs, and policy. The encompassing goal of this literature review is to serve as a foundational source to compile the research on this topic and to serve as a springboard for future research in this area.
The perceptions of prospective teachers towards gender roles as they learn about this topic in their B.Ed. program and undertaking an internship is the aim of the study. Both classroom practices and perceptions have been examined. As per the National Education Policy (NEP-2020), gender education is supposed to integrate essential subjects, skills, and capacities into the core part of the curriculum. There is also a provision for a Gender Inclusion Fund (GIF). A descriptive method was used to find the result, with a self-made statement schedule having expert validation. The findings of this study show that female prospective teachers are more neutral towards gender roles than their male counterparts. Both are approaching a gender-neutral world, but some dimensions still have stereotypical mindsets. In their classrooms, while the teaching-learning process takes place, they are aware of their behavior toward gender roles. They always try to engage the students in various projects on equal terms, following the protocol of the school where they intern. The results show that if gender studies are taught like any other core subject, observable behavior changes can be seen in both teachers and students. This creates the potential for a gender-neutral world in the long run, which aligns with education's ultimate goal of fostering a happy and prosperous society that facilitates creativity.
