Developing Scientific Literacy to Promote 21st Century Skills
Overcoming Isolation: Online Collaboration among Rural Primary School Principals in New Zealand
Evaluating Pandemic-Induced Online Learning in India: Secondary and Senior Student Experiences
Relationship between Videogame Addiction and Academic Performance of Senior Secondary Students
STEM Education: Evaluation and Improvement Methods
A Study Of Health Education And Its Needs For Elementary School Students
Online Instruction in the Face of Covid-19 Crisis: An Examination of Early Childhood and Elementary Teachers' Practices
Time Management and Academic Achievement of Higher Secondary Students
Case Study of Inclusive Education Programme: Basis for Proactive and Life Skills Inclusive Education
Exploring the Effects of Web 2.0 Technology on Individual and Collaborative Learning Performance in Relation to Self-regulation of Learners
Some Quality Considerations in the Design and Implementation of Learning Objects
The Ideology of Innovation Education and its Emergence as a New subject in Compulsory Schools
A Blended Learning Route To Improving Innovation Education in Europe
BSCW As A Managed Learning Environment For International In-Service Teacher Education.
Encouraging innovativeness through Computer-Assisted Collaborative Learning
This study explores the role of education in a democracy in order to create informed people, advance democratic values, and enable active participation in the political process. It provides a comprehensive overview of the Indian political landscape, highlighting the political framework, important parties, hot button issues, and challenges to Indian democracy. The work looks into the potential of using ChatGPT, an interactive learning platform, to engage students in talks about Indian politics and foster a better understanding of political ideas, institutions, and procedures. Additionally, it examines potential biases, fact-checking techniques, and the responsibility of AI models to spread accurate political data while examining the accuracy and quality of the political information generated by ChatGPT. The study also looks at ChatGPT's potential to improve civic education by teaching students about their civic duties, democratic principles, political freedoms, and the significance of citizen participation in Indian politics. The research intends to showcase ChatGPT's revolutionary potential as a catalyst for building informed citizenship, critical thinking, and political dialogue in the Indian democracy by fusing these characteristics together.
Increased demand for private coaching for students is a global scenario irrespective of the student's achievement level, level of education, parental socio-economic status, and residential locality. But in research literature, there is no such comprehensive framework for scientific conceptualization about the causes and consequences of this high demand for private coaching. The primary target of this paper is to explore the reasons for high demand for private coaching from stakeholders' perspectives and its consequences on mainstream education and society. It is found that though each stakeholder has their own perspective or context for private coaching, their perspectives and contexts are mutually inclusive and come under broad causes of academic, personal, social, cultural and competitive ecology. Though private coaching has both positive and negative socio-educational consequences, these consequences should be considered by policymakers in light of multiple contexts of prevalence.
This meta-analysis aims at investigating the effect of the flipped class model on learning performance. This research synthesized all relevant meta-analyses related to the flipped classroom model's impact on students' learning performance. The search yielded 32 meta-analyses that were published between 2012 and 2021. The current study analyzed 10 meta-analyses (2018–2021), and these studies comprised 249 (15 outliers were removed) studies and 451 effect sizes. Three moderator variables were examined, including years of publication, publication type, and subject discipline. The results showed that the flipped classroom model had a “medium” impact on learning performance in general (g = 0.636, 95% CI [0.521, 0.751]). Moderators (years of publication, publication type, subject discipline) significantly moderated the impact of the flipped classroom on learning performance.
This study investigates the impact of the Flipped Learning Model (FLM) with the support of Technology Pedagogy Content Knowledge (TPACK) instructional design on the academic performance of secondary school students in mathematics. The study involved 45 sixth-grade students from a public school in the Akdeniz district of Mersin, Turkey, during the 2022- 2023 academic year. Among the randomly selected sample, 24 students comprised the experimental group, while 21 students constituted the control group. The study utilized the experimental research method, a quantitative approach, and employed pretest-posttest achievement tests as data collection tools. Data analysis was carried out using a descriptive analysis method. The findings from this study indicate a positive contribution to students' academic achievement when FLM is supported with TPACK instructional design. This research provides valuable insights into the potential benefits of integrating the Flipped Learning Model with TPACK instructional design in the context of secondary school mathematics education, offering a promising avenue for enhancing students' academic performance and learning outcomes.
The study explored the use of Flipped Classroom (FC) approach in learning Economics by grade X students at Gaselo Higher Secondary School, Wangduephodrang, Bhutan employing a quasi-experimental design. The study found a significant mean difference between control (M = 9.5200, SD = 2.21491) and experiment group (M = 14.2273, SD = 3.48252) and the independent sample t-test indicated that this mean difference was significantly greater than zero [t(78) = 1.994, p = .000 < .05]. Further, the Wilcoxon Signed Rank Test (Z = - 3.933, p < 0.001) and the one-way ANOVA (p < .05 [F(1, 78) = 38.447, p = 0.000]) revealed that there was a statistical significant difference in mean scores of the experiment and control groups. Thus, FC approach was effective in learning economic subjects and was also more effective than traditional face-to-face teacher centered learning. It is recommended that FC approach should be used as one of the most effective approaches to teach and learn economics. However, the present study focused on only grade X students, so a study may be carried out across the school to have a broader understanding of the subject.
