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
Human beings are born creative, however, as they grow and interact with society, they often become less creative or are taught to be uncreative. Children are naturally full of curiosity and creativity; they perceive their surroundings in unique ways. However, the environments in which they grow up often stifle their creativity. In modern society, it is crucial to employ creative teaching methods to bring out the best in students and foster their creativity. Creative teaching also serves to increase students' interest in the subject matter. According to the National Advisory Committee on Creative and Cultural Education, the primary task in teaching creativity is "to encourage young people to believe in their creative potential, engage their sense of possibility, and instill the confidence to try." Creativity in teaching plays a vital role in enhancing students' learning experiences. Research in educational contexts suggests that confidence, enthusiasm, and commitment are common qualities found in creative teachers. This article explains how creative teaching develops creativity and increases interest among students in learning, the barriers to creative teaching in the classroom and concludes with recommendations to develop creativity in teachers.
The Satisfaction with Life Scale (SWLS), a popular and widely used measurement tool in cross-cultural research, evaluates life satisfaction. Even though numerous studies have demonstrated factorial validity across a range of samples and cultures, the topic of factorial invariance across various subgroups is still up for debate. There are inconsistencies regarding the structure of the life satisfaction scale in descriptive and relational studies. This study aimed to combine these contentious models' (Model 1: single-factor model, Model 2: modified single-factor model and Model 3: twofactor model) measurement invariance with the findings of Multi Group Confirmatory Factor Analyses (MGCFA) carried out among various gender subgroups in Turkish culture with a sample of 690 participants. As a result of the research, all models met the model data goodness of fit according to the gender subgroup. But measurement-invariance decisions carried out according to different models differed.
This qualitative study explored the potential sources of enjoyment and boredom in geography classes among Bhutanese secondary school students. Utilizing open-ended surveys and semi-structured interviews, 206 participants aged 17 to 22, predominantly from classes 11 and 12, shared their perspectives. The thematic analysis of the data revealed four sources that contributed to students' enjoyment and boredom in geography classes. The findings on sources of enjoyment included sources like enthusiasm, encouragement, friendliness and support which emerged as crucial contributors to enjoyment. Moreover, video-integrated lessons, field trips, and challenging and hands-on activities, actively contributed to positive emotional experiences. Additionally, individual interest in geography, aspirations to become geographers, the relevance of materials and topics to learners' interests, were found to enhance geography class enjoyment. Conversely, the findings on sources of boredom included monotonous teaching methods, poorly prepared lessons, difficult content, dissatisfaction with presentation tasks, textbook-based activities, lack of interest in the subject or negative moods linked to boredom. Altogether, this study contributes to the growing research trend, focusing on the dimensions of students' emotions in the learning process. Based on the findings of the study, recommendations are made and directions for future research are presented.
The aim of this study is to examine the precautions and policies of the Ministry of National Education (MoNE) in the preearthquake period for disadvantaged groups that may be affected by earthquakes. One out of five students in Turkey was affected by the February 6, 2023, earthquake in the country. In terms of the education system, the earthquake caused psychological problems, difficulty accessing education, and economic issues. MoNE has not provided inclusive training for teachers for the education of children directly affected by earthquakes in the last five years. There is a teacher module for inclusive education for children affected by disasters, but there is no educational content for students directly affected by the earthquake.
The COVID-19 pandemic has introduced unprecedented challenges to the education system, affecting adolescents' academic experiences worldwide. This study investigates the prevalence and variations of academic stress among higher secondary school adolescents, considering their enrollment in different subject streams, amidst the COVID-19 pandemic. The study adopts a cross-sectional approach, utilizing a structured questionnaire to collect data from a diverse sample of higher secondary school students. Through systematic sampling, participants from various subject streams are included, encompassing arts, science, and commerce. The research employs well-established stress assessment scales and questionnaires tailored to the pandemic context to quantify academic stress levels. By employing statistical analyses, the study aims to discern variations in stress levels across subject streams and explore potential factors contributing to these disparities. The findings of this research contribute to the understanding of how the pandemic context has influenced academic stress patterns among adolescents pursuing different subject streams. The outcomes hold implications for educational institutions and policymakers, aiding in the development of targeted interventions to mitigate academic stress and promote overall student well-being.
This paper is an attempt to develop and validate the Emotional Competence Scale (ECS) in order to assess the emotional competence of upper primary school students. This review was done to find the dimensions that measure emotional competence. The dimensions are classified into two broad categories, such as personal competence and social competence. Personal competence includes self-awareness, emotional awareness, emotional regulation, responsible decision-making, and trust in expressivity. Social competence includes social awareness, social skills, and relationship management. The ECS was constructed to measure emotional competence across personal and social dimensions. The scale underwent rigorous development stages, including item collection, expert validation, piloting, item analysis, and refinement. The final ECS comprised 14 items with a five-point Likert scale for responses. Reliability analysis using Cronbach's alpha and split-half reliability demonstrated high internal consistency (α = 0.70, split-half reliability = 0.77). Face and content validity were established through expert evaluations, confirming the scale's appropriateness for measuring emotional competence in upper primary school students.
