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
Psychological Distress Comorbid with Suicidal Episodes (PDCSE) is one of the most common occurrences among college students. Protocols could guide the treatment of such disorders. Therefore, this study developed and provided parameters for assessing the effectiveness, acceptability, and feasibility of Cognitive Resilience Training (CRT) using a parallel Group Randomized Trial (GRT) among students with symptoms of anxiety, depression, and suicidal ideation. This protocol study adopted a one-year, single-blind, parallel group-randomized trial (GRT). A total of 60 students were enrolled using randomized block calculations in the Servicios de Atención Psicológica Universitario (SUAPSI) of the Universidad Autónoma de Ciudad Juárez (UACJ), Juárez, Mexico. Data will be collected using a questionnaire pack comprising the general anxiety disorder-2, patient health questionnaire-2, Plutchik suicide risk scale, brief resilience scale, competence scale for psychoeducation, and psychotherapy-specific treatment satisfaction scales. The expected results of this study are that participants will improve in cognitive resilience skills while reducing PDCSE. Additionally, CRT feasibility and acceptability will be ascertained using indicators such as client satisfaction scores, attendance, retention, and dropout rates of participants. This study has determined the pathway to confirm the feasibility, acceptability, and effectiveness of a cognitive resilience intervention among college students with psychological distress comorbid with suicidal episodes.
This paper focused on the impact of leadership styles on teachers' motivation and job performance in educational institutions. It was supported by established theories of leadership and motivation, in particular, transformational, transactional, and laisses-faire leadership styles were explored to understand their influence on teachers' motivation and their overall job performance. A descriptive research design and quantitative and qualitative methods were used. The results revealed that the transformational leadership styles were most effective in creating a motivating work environment, while transactional leadership, less influential, still played a notable role. It recommended that the schools should invest in leadership trainings focused on transformational leadership and incorporate the elements of transactional leadership for structure and accountability. Further, it recommends that the schools should encourage collaborative decision-making, implement mentorship programs, provide opportunities for professional development, and establish regular performance evaluations that focus on growth. The findings of the study would help educational leaders to create a supportive and motivating environment that enhances teachers' performance, ultimately contributing to improved student outcomes.
This study seeks to explore and understand the Bhutanese secondary school teacher's perception of increased Continuous Formative Assessment (CFA) weightings and the associated opportunities and challenges. Grounded on pragmatism, this study employed an explanatory sequential mixed methods design. The quantitative and qualitative data were collected through a survey of 370 randomly sampled secondary teachers and 16 participants for 4 FGDs. The descriptive statistics were conducted using Statistical Package for Social Science (SPSS) version 25 to determine the perception of teachers on new CFA weightings, opportunities of CFA, and challenges of CFA. The qualitative data were analyzed by coding and identifying emerging themes. The qualitative and quantitative data findings were triangulated. The result of this study revealed that teachers have a positive perception of the increased CFA weightings.
This study assessed the efficacy of the spaced learning method compared to the activity-oriented method in improving chemistry achievement among high school students, focusing on different cognitive domains. An experimental design involving pre and post-test control groups was employed, with 106 students from two schools participating. The experimental group, consisting of 53 students, was taught using the spaced learning method, while the control group, also comprising 53 students, received instruction through the activity-oriented method. Achievement tests conducted before and after the intervention provided data for evaluating the effectiveness of the methods. Statistical analysis revealed that the spaced learning method significantly enhanced chemistry achievement compared to the activityoriented method. Specifically, the spaced learning method demonstrated superior results across all cognitive domains, including remembering, understanding, applying, analyzing, evaluating, and creating. These findings indicate that the spaced learning method, characterized by interval-focused study interspersed with breaks, promotes better retention and comprehension of chemistry concepts. The study underscores the effectiveness of the spaced learning method in improving academic performance and recommends its integration into chemistry instruction to support student learning outcomes. This research offers valuable insights into effective pedagogical practices by highlighting the necessity for innovative teaching strategies in science education. The results suggest that educators should consider adopting the spaced learning method to achieve a deeper understanding and long-term retention of chemistry content among high school students.
The purpose of this study is to investigate how schools integrate character education into their curriculum and culture to promote holistic student development and ethical values in the 21st century. Additionally, it aims to explore the impact of collaboration among stakeholders on the implementation of character education programs and students' character development. This study employed mixed methods for data collection and analysis. The principal instruments utilized included a student survey featuring both closed and open-ended questions and interviews conducted with principals, teachers, and parents of six schools in the Udupi district of Karnataka, India. These interviews were conducted through convenience sampling, gathering perspectives from principals, teachers, and students regarding their existing character education programs. The study's findings illuminate the intricate processes by which character education is interwoven into both the curriculum and the broader school culture with the aim of nurturing holistic student development, and delves into the crucial role of collaboration among stakeholders in influencing the successful implementation of character education initiatives. This study combines descriptive and analytical research elements, providing an in-depth examination of ethical school culture and character education practices in India.
