Search

Copyright of Afyon Kocatepe University Journal of Social Sciences / Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi is the property of Afyon Kocatepe University (AKU) Sosyal Bilimler Enstitusu and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to observe student learning activities in terms of number material metacognition. The method is a case study qualitative research. The research subjects were 30 students of the fifth-grade elementary school in Malang. Data collection techniques use tests and interviews by carrying out three stages: planning, monitoring, and evaluation. The results showed that internal and external factors caused 75% of moderate learning difficulties. Internal factors arise due to a lack of understanding of mathematical concepts, lack of thoroughness, and interest in literacy. Meanwhile, the external media used by the teacher was deemed less supportive, and the class conditions were not conducive. Thus, there is a conclusion that internal and external factors cause students' metacognition analysis. [ABSTRACT FROM AUTHOR]

Copyright of Medicina (Buenos Aires) is the property of Medicina (Buenos Aires) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The authors of this position paper argue that there is currently very little evidence‐based practice in relation to learners with severe learning disabilities (SLD) and profound and multiple learning disabilities (PMLD), and that which there is, has often been badly used and/or abused. More specifically, we argue that relevant educational research undertaken so far has a strong tendency towards: (i) conflating the need for common strategies to be universally used in teaching, with the 'need' for a common curriculum; (ii) quoting research that applies to children with certain types of SEND as though it applies to all children with SEND; (iii) assuming there is a homogeneity of learning disability among people with the same condition (for example Down's syndrome, autism) and (iv) encouraging assumptions that any academic progress, no matter how small the gain, is axiomatically superior in value for all pupils. The authors conclude that there is need for a new look at 'evidence‐based practice' for these populations. [ABSTRACT FROM AUTHOR]

The qualitative study explored the online learning experiences of older adults during the Covid-19 pandemic, including their feelings, learning difficulties, and coping strategies. This study collected the experiences of 7 older adults who participated in online learning courses at the Active Aging Learning Demonstrating Centers in Taiwan through semi-structured interviews. The findings were as followings: 1. Initially, older adults felt nervous and somewhat resistant when they participated in online learning. However, to ensure uninterrupted learning during the Covid-19 pandemic and with encouragement from family members and institutional staff, they were willing to try to learn new things. 2. Problems concerning the use of digital equipment, problems with interface control, memory or vision problems, distraction caused by external environmental factors during class and challenges regarding teacher and student interaction were the main difficulties for older adults to participate in online learning. 3. Older adults tried to solve their online learning difficulties by participating in the organization's online course operational training in advance, looking for friends or classmates to guide and share learning information, taking notes and pictures of themselves, and asking teachers for instant feedback and suggestions. Finally, the results of this study can provide government and education-related institutes to develop online learning courses as a reference. [ABSTRACT FROM AUTHOR]

A teacher–researcher searched for and defined theoretical principles in the literature that could be used as a basis for teaching high-school students who were struggling in mathematics (in a regular-level mathematics classroom) and could offer a framework to design tasks to encourage a problem-solving, thinking classroom. After identifying 13 principles, she refined them to a list of nine. Over the duration of the academic year, she designed lessons for two high-school classes (one Grade 11 and one Grade 12; 300 lessons in total) according to the principles to promote her class's group problem-solving skills, carefully documented them all, and then analysed her findings. The principles identified pertain mainly to awareness of how to promote active thinking and meta-cognition, explicit heuristic strategies for problem-solving, and using worked examples. All these to allow students (not only struggling) to build a general schema for approaching problem-solving with increasing efficiency. Two authentic class scenarios demonstrate how specific principles were applied and their effect on problem-solving efficiency in the classes. The findings suggest that introducing these principles into the class culture can offer a significant way to improve group problem-solving skills and, in particular, involve struggling students in the class discussions. [ABSTRACT FROM AUTHOR]

Copyright of Multidiszciplináris Tudományok is the property of University of Miskolc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud is the property of Centro de Estudiso Avanzados en Ninez y Juventud alaianza Cinde, Universidad de Manizales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Tecnología, Ciencia & Educación is the property of Centro de Estudios Financieros SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Amman Arab University Journal is the property of Amman Arab University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Indonesia, English is a foreign language to be studied both at school institutions and not. In practice students and teachers still face many obstacles in the learning process, especially in English proficiency. Various responses can be found in class related to these problems, especially on students' language difficulties, students' attitudes during the learning process. With these problems student learning outcomes, and participation in carrying out learning activities and groups are less effective. So that in conversation material students have not shown maximum seriousness and learning outcomes. This study aims to describe the difficulties faced by students in learning English and the causal factors related to student conversations. This study used a qualitative approach with interview instruments, journal literature, and analyzing student learning outcomes. Analysis of research data was carried out in three ways, namely interviews, reviewing journals, drawing conclusions and verifying student learning outcomes. The results showed that the research subjects had difficulty learning English in various conversation materials. This occurs as a result of different levels of English mastery and learning outcomes according to assessment standards.

The study aimed at identifying the level of use of modern teaching methods by primary teachers of pupils with learning difficulties in Saudi Arabia. It also aimed to know if there are statistically significant differences in the level of use of teaching methods in comparison to the elementary school teachers. In order to achieve the objectives of the study, three instruments namely survey, observation, interview were used. Survey was distributed on a sample of randomly selected English teachers and instructors (n = 51) from the schools in the northern border region of Saudi Arabia. The researcher used three modern strategies, namely cross-teaching, training method, multi-sensory. The researcher used the Analytical Descriptive Curriculum to test the hypotheses. The results indicated that the use of modern methods is followed moderately and the teachers are found to be intermediate level users who need to be guided and encouraged to further advance their understandings about the latest intervention methods so that the desired objectives can be achieved.

Children commonly encounter primary headaches, with various factors playing a role in their onset. The daily routine notably contributes to the occurrence of primary headaches in children. This study aims to profile children experiencing headaches on weekends (WH) in comparison to those primarily having headaches midweek (MWH). Out of 109 children visiting a pediatric headache clinic, 60 prospectively filled out questionnaires regarding their headaches. The average age was 11.8 years, and 63% were of female sex. Most of the children suffered from migraine headaches (60%), while the rest suffered from tension-type headaches (TTH, 15%), mixed headaches (17%), or undetermined headaches (8%). None of the children suffered from a headache only on the weekend. In contrast, 14 (23%) children suffered from a headache exclusively in midweek. Children with learning difficulties were similarly distributed between the WH and the MWH groups (48% and 52%, respectively). Children without learning difficulties suffered significantly more from MWH compared to WH (79% vs. 21%, respectively). In conclusion, children did not suffer from WH alone. Self-reported triggers were not significantly different in WH and MWH patients. Proper profiling of headache types and triggers may lead to more accurate management of these patients.

PurposeNeurofibromatosis type 1 (NF1) is characterized by a highly variable clinical presentation, but almost all NF1-affected adults present with cutaneous and/or subcutaneous neurofibromas. Exceptions are individuals heterozygous for the NF1 in-frame deletion, c.2970_2972del (p.Met992del), associated with a mild phenotype without any externally visible tumors.MethodsA total of 135 individuals from 103 unrelated families, all carrying the constitutional NF1 p.Met992del pathogenic variant and clinically assessed using the same standardized phenotypic checklist form, were included in this study.ResultsNone of the individuals had externally visible plexiform or histopathologically confirmed cutaneous or subcutaneous neurofibromas. We did not identify any complications, such as symptomatic optic pathway gliomas (OPGs) or symptomatic spinal neurofibromas; however, 4.8% of individuals had nonoptic brain tumors, mostly low-grade and asymptomatic, and 38.8% had cognitive impairment/learning disabilities. In an individual with the NF1 constitutional c.2970_2972del and three astrocytomas, we provided proof that all were NF1-associated tumors given loss of heterozygosity at three intragenic NF1 microsatellite markers and c.2970_2972del.ConclusionWe demonstrate that individuals with the NF1 p.Met992del pathogenic variant have a mild NF1 phenotype lacking clinically suspected plexiform, cutaneous, or subcutaneous neurofibromas. However, learning difficulties are clearly part of the phenotypic presentation in these individuals and will require specialized care.

Through the present study we intend to demonstrate that the main function of the primary cycle is the instrumental one which is meant to form intellectual abilities in students, to "teach them how to learn". The new curriculum requires a reconsideration of the value dimension of the “informative-formative” couple and, implicitly, a reconsideration of the whole process of designing teaching activities. The preparatory grade, integrated in compulsory education, established by the National Education Law no. 1/2011, proposes both a systematic educational approach, meant to train and test the school skills of preschoolers, and an educational approach that streamlines school placement, access and successful participation in education. From the perspective of the Education Law, the preparatory grade has the role of preparing a quality school debut, through institutionalized early education and by creating the educational premises for a school integration with low rates of early school leaving and with increased chances of future integration on the labor market of the current generations of preschoolers. The research we conducted, on a sample of teachers (93 subjects), school managers (43), parents (215 subjects) aimed at outlining a diagnosis of the role of the preparatory grade in getting ready for the school activity, based on learning, of the young student. The research methods we used analysed the curricular documents, the products of the students' activity, the survey based on the questionnaire, the corresponding tool being presented in the Annex. The research results validated the pursued hypotheses. We have identified both the advantages and disadvantages, as well as the proposals for streamlining the situation.

This study begins with observations of dyslexic children who are often underestimated in the academic field. This study aims to explain the process of marginalization of children with dyslexia. This is part of the literature study (Library Research). There are two types of data sources in this study, the first cases of teacher treatment of dyslexic children that appear in real life and second qualitative data sourced from documents such as reference books. The results of the analysis in this study indicate that marginalization occurs because of the lack of support from parties around the child, causing the child's achievement to decline. Minder is one of the effects of this. Willingness to communicate with his friends was reduced. He continued, his peers lacked enthusiasm in socializing with these children. Opportunities to do things like other students will decrease and feel marginalized

Dyslexic students often have the excellent joint capability, yet many fail to get the mastery of reading. The signs of dyslexia may affect many fields of learning and activities. They may be characterized as a combination of difficulties that influence the learning process in reading, spelling, or writing. It is mainly connected with mastering written language, although spoken language may also be affected. The application of information and communications technology (ICT) is a vital tool to rectify gaps and weaknesses for students who have difficulties spelling and writing and can be highly favorable to dyslexic students. Developing word processing skills allows people with dyslexia, particularly those with scanty motor skills, to better present their work and frees them from the process of writing. Mastering typing and word processing skills are life skills, and the struggle taken up in learning to type will be well recompensed (Beveridge, 1999). In this paper, We will examine the characteristics of dyslexic children and how ICT can facilitate some of their weaknesses and enable them to succeed in taking more control over their learning. We also consider what the advantage and disadvantages to children with dyslexia of using a computer are.

Abstract Background Acquiring medical knowledge is a key competency for medical students and a lifelong requirement for physicians. Learning techniques can improve academic success and help students cope with stressors. To support students’ learning process medical faculties should know about learning techniques. The purpose of this study is to analyse the preferred learning techniques of female and male as well as junior and senior medical students and how these learning techniques are related to perceived learning difficulties. Methods In 2019, we conducted an online survey with students of the undergraduate, competency-based curriculum of medicine at Charité – Universitätsmedizin Berlin. We chose ten learning techniques of high, moderate and low utility according to Dunlosky et al. (2013) and we asked medical students to rate their preferred usage of those techniques using a 5-point Likert scale. We applied t-tests to show differences in usage between female and male as well as junior and senior learners. Additionally, we conducted a multiple regression analysis to explore the predictive power of learning techniques regarding perceived difficulties. Results A total of 730 medical students (488 women, 242 men, Mage = 24.85, SD = 4.49) use three techniques the most: ‘highlighting’ (low utility), ‘self-explanation’ (moderate utility) and ‘practice testing’ (high utility). Female students showed a significantly higher usage of low-utility learning techniques (t(404.24) = -7.13, p

Objectives: The study examined the difficulties nurse administrators-instructors experience in clinical education. Methods: A descriptive cross-sectional study was conducted in a Nursing College at the 18 Universities in Iraq from 21 September 2022 to 1 December online questionnaire was designed to assess the difficulties of the Clinical Learning Environment (CLE) from the perspectives of both nursing administrators and instructors. It consisted of two parts, with part one consisting of demographic data such as age, gender, university, educational level, and profession. Part two was focused on factors that affect the CLE and included 52 Likert-scale statements, using a 5-point scale; 1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree, 5 = strongly agree. The statements related to six different CLE dimensions: clinical instructor challenges (8 statements), administration challenges (14 statements), hospital challenges (8 statements), laboratory challenges (5 statements), student-related challenges (10 statements), and organizational challenges (7 statements). Results: Descriptive statistics such as frequencies and percentages were used to analyze the data, and the results were displayed in tables. The results showed that the clinical learning environment in Iraq is facing several difficulties, which should be addressed to improve the quality of nursing education. Clinical instructor challenges had the highest frequency, with 106 (49.30%) challenges identified. Administration challenges followed close behind, with 53 (24.02%). Hospital challenges came third with 64 (29.19%), while laboratory challenges had 67 (30.44%). Student-related challenges had a total of 65 (29.12%), and organizational challenges had the lowest frequency, with a total of 33 (15.35%). Correlation tests were applied to identify relationships among the variables. Conclusion: Clinical education requires strong cooperation between schools and hospitals. Clear communication and constructive feedback should be established through regular meetings. Students should be adequately prepared for their work with nurses and health care teams through resources such as textbooks, lectures, and practical experience.

This study aimed to identify the effectiveness of CBT in reducing symptoms of anxiety in a sample of adolescents with learning disabilities. To achieve the objectives of the study, the tool was prepared, which was represented by the anxiety scale, and it was confirmed that the scale had validity and consistency indications appropriate for its application to the individuals of the study sample, and a training program based on CBT was built. Where the researcher applied the study tools to a sample consisting of (8) students, they were chosen intentionally. Data were statistically processed by extraction of mean and standard deviations, and the unscientific Wilcoxon Signed Ranks Test was used. The results showed that there were statistically significant differences on pre and post measurement in reducing symptoms in favor of post measurement, which indicates the effectiveness of the training program. In light of the results, I made some recommendations. [ABSTRACT FROM AUTHOR]

This study was carried out to determine what teachers and students think about how difficult it is for students to learn chemistry. Based on a qualitative research design, this study looks at the experiences of students and teachers in high school and how they learn about chemistry. Three public schools and their respective six science teachers were chosen on purpose. The data was collected through in-depth interviews with 21 students and six teachers, open-ended questionnaires, three focus group discussions (FGDs), and three classroom observations. The information was then analyzed by manual procedure and with N-Vivo version 11. Students find it hard to understand the idea of a chemical reaction. Learning problems can happen because chemistry is a complex subject, there are not enough suitable teaching materials or methods, or the scope and order of the secondary science curriculum are unclear. The most important results of this study show that students have a negative view of learning chemistry, making it hard for them to learn. So, the Interactive Demonstration Method (IDM) is recommended for teaching and learning chemistry that students will often use daily life. [ABSTRACT FROM AUTHOR]

Copyright of Gruppe. Interaktion. Organisation: Zeitschrift für Angewandte Organisationspsychologie (GIO) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The rapid spread of the COVID-19 worldwide led to the migration of the traditional education system based on the face-to-face classroom into an improvised online system, among many other preventive measures. Thus, all teaching methods had to be adapted to this new modality. This work is aimed at studying the viability of the online teaching of the subject of Applied Statistics in Health Sciences in higher education based on the teaching experience lived during COVID-19. In addition to this, possible technological difficulties and COVID-19-derived problems were investigated. A retrospective observational cross-sectional study was performed to analyze the students' satisfaction according to the teaching methodologies in both face-to-face and online modalities. An exploratory and inferential analysis revealed that online teaching is feasible for the subject under study, although face-to-face learning still continues to significantly revert in favor of the quality of teaching. Therefore, further research is required to develop new online teaching methods given the feasibility of the proposal found in this research. Most of the students reported not having technological learning difficulties, whether related to their connectivity or technological resources, which did not have a significative impact on their teaching perception. Despite the psychological sequalae of COVID-19, this did not affect the students' teaching satisfaction. [ABSTRACT FROM AUTHOR]

Several factors have an effect on educational failure, which interactively intensify and strengthen each other, and the result of this causes the loss of social and human capital of a society. The present research was conducted with the aim of the effectiveness of teaching metacognitive techniques on the causal documents of learning problems of English language course of secondary school students of Qeshm city. The research method is a semi-experimental type, based on the initial monitoring, randomly among the student population, 36 students who had a score of less than 12 in the English course were randomly selected (18 in two groups, experimental and 18 controls) were selected. The research tools included the Auestionnaire of English Language Learning Problems in secondary schools (Javadan, 2014) and the Package of Meta-Cognitive Techniques (Qadampour, 2016), which dealt with meta-cognition, problem solving techniques and critical thinking for six sessions. Data analysis was done using the SPSS23 program and the analysis of the covariance method. According to the F values for the causal documents of English language learning (0.133) and the significance level (P≤0.05), no significant difference was observed between the control and experimental groups. Therefore, the main and secondary hypotheses of the research are rejected. In general, it can be concluded that the training of metacognitive skills takes place face-to-face and in the context of time and by applying these trainings in real life conditions, and training in virtual conditions does not have much effect for this group of students. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Special Education & Rehabilitation (2314-8608) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research is of paramount importance for its inclusion in improving and developing the educational process, which is based mainly on constructive communication and aims to develop the competencies necessary to carry out this task in the best way. Therefore, it was actively sought to propose a number of elements to help in the effective and constructive management of the classroom in the interest of learners and learners, and to provide the appropriate atmosphere for their achievement. This research came on a pattern of specific resources associated with the pedagogical and didactic dimensions, and its importance was evident in the statement of the value of the quarterly management and the rules governing and framed in this regard, and aimed at building loads and main supports to carry out this work in a manner appropriate and achieved for the required. [ABSTRACT FROM AUTHOR]

Copyright of ESPOCH Congresses: The Ecuadorian Journal of S.T.E.A.M. is the property of Knowledge E DMCC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We developed a Quantum Mechanics Conceptual Understanding Survey (QMCUS) in this study. The survey was conducted using a quantitative methodology. A multiple-choice survey of 35 questions was administered to 338 undergraduate students. Three experienced quantum mechanics instructors examined the validity of the survey. The reliability of our survey was measured using Cronbach's alpha, the Fergusson delta index, the discrimination index, and the point biserial correlation coefficient. These indices showed that the developed survey is reliable. The statistical analysis of the students' results using SPSS shows that the scores obtained by the students have a normal distribution, around the score of 7.14. The results of the t-test show that the students' scores are below the required threshold, which means that it is still difficult for the students to understand the concepts of quantum mechanics. The obtained results allow us to draw some conclusions. The students' difficulties in understanding the quantum concepts are due to the nature of these concepts; they are abstract and counterintuitive. In addition, the learners did not have frequent contact with the subatomic world, which led them to adopt misconceptions. Moreover, students find it difficult to imagine and conceptualize quantum concepts. Therefore, subatomic phenomena are still explained with classical paradigms. Another difficulty is the lack of prerequisites and the difficulties in using the mathematical formalism and its translation into Dirac notation. [ABSTRACT FROM AUTHOR]

The sudden shift from traditional classes to flexible learning due to the threat of the COVID-19 pandemic has led to numerous challenges. This descriptive research study was conducted at Iloilo State College of Fisheries to determine the perceived learning difficulties of the Second-Year College of Education students for the year 2021-2022. Data were obtained using a 20-item online survey questionnaire from 86 purposively selected respondents and subjected to certain computerized statistical tools for the analysis. The data revealed that students struggled mainly because of a lack of internet connection at home, long exposure to their gadgets, and balancing household chores and online activities. Thus, the slow internet connection may be improved, online classes may be limited only to one hour, and teachers may become more compassionate and understanding to students and attend various seminars to create an effective learning environment, improve teaching-learning situations using modern instructional devices and inspire them to become better teachers in the modern world. Infrastructure and mechanisms may also be established to reduce the interruption of learning and provide quality materials for education. [ABSTRACT FROM AUTHOR]

Research shown that solutions for children with special education needs are successful in improving their academic performance, but less successful in improving their social inclusion. This article presents a case study of additional support from mobile special and rehabilitation educators for students who need extra encouragement to achieve their goals but are not identified as children with special needs. The research focus was understanding of inclusion and identifying overlapping activities with established practices. A patchy understanding of inclusion was found and a focus on working differently with students. Despite the encouraging findings, designing inclusive practices stays a major challenge.

The paper analyzes the notions of parents and teachers about the reasons behind low academic achievements of children as well as about the opportunities to overcome learning difficulties provided by modern Russian schools. The study uses data from surveys of parents, students and teachers of comprehensive schools conducted as part of the Monitoring of the Economics of Education (IEE) implemented by the National Research University Higher School of Economics (NRU HSE) in the academic year 2020-2021.It is shown that the parents of low-achieving students notice the lack of attention from schools to the problems of children with learning difficulties, the lack of additional classes and support from specialists to overcome these difficulties. This group of parents demonstrates a higher level of willingness to transfer their children to another school. As for the teachers working in schools with a large number of poorly performing students, they tend to have a lower sense of responsibility for the academic success of students and a higher level of dissatisfaction with the choice of profession. They are less likely to receive support from various specialists (psychologists, special needs teachers, etc.), and as they realize they lack the professional skills necessary for working with children with learning and behavioral difficulties, they tend to engage more in professional development activities. The paper concludes that the psychological climate existing in classes and schools with a high proportion of underachieving students is an impediment in overcoming low academic performance, and that the groups of parents and teachers experiencing the greatest difficulties in providing quality education also experience the greatest deficit of support.

Abstrak Pembelajaran jarak jauh secara daring dari rumah mengalami berbagai hambatan dan kesulitan belajar yang dirasakan oleh peserta didik. Beberapa penelitian dan kajian pendahuluan menguatkan temuan berbagai kesulitan belajar siswa selama PJJ daring dan memerlukan solusi permasalahan. Penelitian ini bertujuan untuk mendeskripsikan pendekatan blended learning model class demonstration agar dapat mengatasi kesulitan pembelajaran daring serta meningkatkan prestasi belajar siswa khususnya materi fungsi kuadrat dan fungsi komposisi di akhir semester gasal 2021-2022. Metode penelitian menggunakan penelitian tindakan kelas dua siklus pada 36 siswa kelas XI di salah satu Sekolah Kejuruan Kota Salatiga. Hasil penelitian menunjukkan bahwa rata-rata siswa yang dapat mengatasi kesulitan belajar pra-siklus sebesar 63,33%, sedangkan setelah adanya tindakan meningkat sebesar 17% menjadi 80,33%. Capaian kenaikan prestasi belajar siswa dapat dilihat dari perolehan rata-rata nilai pra-siklus sebesar 66,94 meningkat menjadi 76,39 pada siklus I dan meningkat lagi menjadi 85,00 pada siklus II. Sedangkan ketuntasan kelas pra-siklus sebesar 49,07% meningkat menjadi 58,33% pada siklus I dan meningkat lagi menjadi 72,22% pada siklus II. Abstract Online distance learning from home experiences various obstacles and learning difficulties feld by students. Several research and preliminary studies corroborate the findings of various student learning difficulties during online PJJ and require problem solutions. This research aims to describe the blended learning approach with class demonstration model in order to overcome online learning difficulties and improve student learning achievement, especially the material of quadratic functions and composition functions at the end of the odd semester 2021-2022. The research method uses classroom action research with two cycles on 36 students off XI class at one of vocational schools in Salatiga City. The results showed that the average number of students who could overcome pre-cycle learning difficulties was 63,33%, while after the action it increased by 17% to 80,33%. The rate of student achievement can be seen from the average pre-cycle score of 66,94 which increased to 76,39 in the first cycle and increased again to 85,00 in the second cycle. While the pre-cycle class completeness was 49,07% increased to 58,33% in the first cycle and increased again to 72,22% in the second cycle.

Students with learning disabilities/difficulties in mathematics often apply ineffective procedures to solve word problems due to a lack of conceptual understanding of word problem solving, which results in poor mathematics performance and falling further behind the normal achievements of their peers. Current mathematics curriculum standards emphasize conceptual understanding in problem solving as well as higher-order thinking and reasoning, including all students. The purpose of this study was to evaluate the impact of a computer-assisted model-based problem-solving intervention program (MBPS) on elementary students’ word problem-solving performance by analyzing the error patterns. Results indicate that after the MBPS intervention, participants significantly improved their problem-solving performance and made fewer errors in solving problems across a range of additive word problem situations. Specifically, the participating students made their attempt to represent the mathematical relation, decontextualized from the word problem story, in the model equation before solving the problem, rather than blindly applying an operation or relying on the “keyword” strategy as they did during the preassessment. Implications of the study are discussed in the context of the National Council of Teachers of Mathematics’ calling for teaching big ideas to help students develop a deep understanding of mathematics knowledge.

This research aims to describe the types of difficulties encountered by students when conducting online learning through WhatsApp, as well as how teachers address students' learning difficulties. The method used in this research was qualitative research method using case study design. Data were gathered through online observation and interviews. Data analysis was carried out by collecting data, analyzing data, and drawing conclusions. To check the validity of the data, sources and technique triangulations were used. The results of this research showed that there were several difficulties experienced by the students during online learning through WhatsApp group, such as lack of support facilities because students did not have their own mobile phones, unstable internet network, and insufficient internet quota. Regarding the use of WhatsApp in learning activities, students had difficulty discussing in the group or using WhatsApp features. The teacher overcame the obstacles for students who did not have their own mobile phones by asking their classmates or neighbors who lived nearby to provide information related to learning activities. To address challenges such as an unstable internet network, the teacher instructed students to find a location with a good network while learning. Then, regarding students who did not have an internet quota, the teacher recorded the student's WhatsApp numbers so they could get free internet assistance from the Ministry of Education and Culture. To solve problems related to the difficulty of students discussing in groups and difficulties using the WhatsApp feature, the teacher always guided and assisted students on how to use the WhatsApp features in the learning process.

Distance learning environments are increasingly offering more comfort to both learners and teachers, allowing them to carry out their academic tasks remotely, especially in critical times where it is difficult, or even dangerous, to bring these actors together in one physical place. Nevertheless, These same environments are complaining about the massive dropout numbers among their learners. Therefore, designing new intelligent systems capable of reducing these numbers becomes imperative. This paper proposes a new approach capable of identifying and assisting endangered learners experiencing difficulties by monitoring and analyzing their behavior inside the e-learning environment. By building dynamic models to follow the learners’ current situation, the proposed approach could intervene autonomously to save learners identified as struggling. Relying on distributed artificial intelligence instead of humans to closely monitor learners within distance learning environments can be very effective when identifying struggling learners. Furthermore, targeting these learners with early enough and carefully designed interventions can reduce the number of dropouts.

This study aims to describe and analyze the role of Islamic religious education teachers in overcoming learning difficulties of student on reading and writing the Al-Qur'an. The research method uses a qualitative description using Miles, Huberman, and Saldana's technical data analysis, namely data reduction, and data presentation. To collect data using interview techniques, observation, and documentation. The role of the teacher in this research is first as a motivator, the teacher motivates students to be enthusiastic to participate in the Al-Qur'an learning process. Second, as a guide, the teacher provides direct guidance to students on their ability to participate in learning. Third, as an evaluator, evaluation is the final series in the learning process to be able to find out the extent of student success in participating in the learning process of reading and writing the Al-Qur'an. This research resulted in the finding that teacher professionalism is very important to be a motivator and to give stimulus to students so they continue to be motivated to learn. As for overcoming students' learning difficulties the Qur'an, namely by repeating readings called talaqqi. Furthermore, there is an active role in teachers, parents, and the environment. The three of them can communicate with each other productively to be able to find out the progress of students' progress in learning the Qur'an both reading and writing.

Abstract Background Fewer girls than boys are identified as struggling at school for suspected problems in attention, learning and/or memory. The objectives of this study were to: i) identify dimensions of cognition, behaviour and mental health in a unique transdiagnostic sample of struggling learners; ii) test whether these constructs were equivalent for boys and girls, and; iii) compare their performance across the dimensions. Methods 805 school‐aged children, identified by practitioners as experiencing problems in cognition and learning, completed cognitive assessments, and parents/carers rated their behaviour and mental health problems. Results Three cognitive [Executive, Speed, Phonological], three behavioural [Cognitive Control, Emotion Regulation, Behaviour Regulation], and two mental health [Internalising, Externalising] dimensions distinguished the sample. Dimensions were structurally comparable between boys and girls, but differences in severity were present: girls had greater impairments on performance‐based measures of cognition; boys were rated as having more severe externalising problems. Conclusions Gender biases to stereotypically male behaviours are prevalent among practitioners, even when the focus is on identifying cognitive and learning difficulties. This underscores the need to include cognitive and female‐representative criteria in diagnostic systems to identify girls whose difficulties could go easily undetected.

IntroductionFor individuals with substance use disorder (SUD), mild to borderline intellectual disability (MBID) goes undetected in treatment clinics. The Hayes Ability Screening Index (HASI) has been found to be a valid, time-saving screening instrument for MBID in SUD treatment. MBID can have significant implications for treatment planning and outcomes. Therefore, it is important to have methods for the early recognition of these comorbid conditions. Because of less sensitivity to recent or ongoing substance use, the HASI subtest background information may be particularly valuable as an early screening of MBID. The main aim was to investigate the convergent, predictive, and discriminant validity of the HASI subtest background information in identifying in-patients with SUD as MBID or non-MBID.MethodsEighty-four in-patients with SUD aged 19–64 participated in this multicentre study. MBID was diagnosed according to the ICD-10 using WAIS-IV, Vineland II, and self-reported childhood learning difficulties.ResultsThe main finding was that, among the HASI subtests, background information was the strongest predictor. A HASI background information cut between 6 and 7 showed a sensitivity of 78% and a specificity of 72%.ConclusionThe HASI subtest background information has acceptable convergent, predictive, and discriminant validity as a screening for MBID among in-patients in SUD treatment.