Search

With the unprecedented impacts of the COVID-19 outbreak, higher education institutions have faced a number of challenges, one of which is the transition to online education. University students have experienced varying levels of stress as the largest group affected by this transition. The perceived level of academic stress experienced by university students in this new system has become significant for the improvement in online learning at the tertiary level. Therefore, this study aimed to measure the level of academic stress among university students including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. In order to measure the level of academic stress among university students, a quantitative research design was adopted through gathering statistical data from 147 undergraduate students studying online in different departments in Turkey utilizing "The Perception of Academic Stress Scale" including the components of pressures to perform, perceptions of workload, academic self-perceptions, and time restraints during online learning. The results of this quantitatively designed study revealed that the perceived level of academic stress among university students was found as neutral in general; regarding the components of "Pressures to Perform" as high, of "Perceptions of Workload", "Academic Self-Perceptions" and "Time Restraints" as neutral. Some statistically significant differences were also detected in the perceived level of academic stress in relation to the variables of gender, age (Gen X vs Gen Y), year of study, satisfaction with the learning and home environments.

Plant awareness disparity (PAD), formerly known as plant blindness, refers to the fact of overlooking or failing to perceive plants, perhaps due to poor 'species literacy'. Despite numerous efforts made by scientists and educators over the years, PAD is still present in students at all educational levels. An assessment was carried out on 259 students from primary school to university in the Spanish education system to evaluate their species literacy, especially regarding local flora and fauna, its possible improvement across educational levels, and to assess whether PAD was a reality among students. A biased perception towards animals was confirmed with strong statistical support. Animals were recognized and identified more than plants at all educational levels. Even if a positive correlation for animal-plant literacy was found, the values were weak. Although the curricula set out content and learning outcomes related to local environment and flora, their teaching has been proven to be unsatisfactory. The recently implemented curricula have the mission to reverse this trend, which can be done by improving students' interest in plants through specific educational programs and activities, as well as comprehensive training in the field of botany and the effective implementation of activities for current and future educators.

Knowing humor development can be rather beneficial in terms of providing opportunities to better know children and evaluate their development. This study aimed to explore the process of humor development in preschool and primary school children in line with McGhee's humor development theory. The study employed a single screening model, specifically one of the commonly used screening models in general practice. The study group consisted of 101 children ranging in age from 2 to 11. Research data were collected through a 5.01-minute-long video which included scenes suitable for the stages in McGhee's humor development theory, semi-structured observation forms and a research diary. Descriptive analyses and content analyses were used to analyze research data. Children aged 2 produced the lowest amount of laughter response in the scenes in all stages, followed by those aged 3 and 4. The strongest laughter response occurred in 5-year-old children to the scenes pertaining to stages 2, 3, and 4. The scenes in stage 5 elicited the strongest laughter response in children aged 11. The humor development characteristics of the children in this study were found to be consistent with the general principles of McGhee's theory of humor development. Adopting research techniques that measure children's reactions to real-life situations could be useful in future research on the same topic. Research on children's production of humor may provide different insights into the development of humor. It is suggested that adults, such as parents and teachers, use examples of humor that are appropriate for the characteristics identified in this study and similar studies in order to build positive relationships with children.

The research in cooperative learning (CL) is robust. Despite the empirical research benefits of CL, its implementation faces challenges in teacher education classrooms. Teacher educators resist using CL and stick to the frontal teaching method. All this may be due to the difficulties perceived by teacher educators in implementing CL. The researchers used a concurrent triangulation mixed method research design to explore the perceived challenges of cooperative learning implementation among teacher educators from India. The researchers administered a questionnaire and obtained 300 responses from teacher educators through a survey, followed by a semi-structured interview among eight survey participants. The research findings revealed that the average perceived challenges among teacher educators are 63% due to teacher challenges, learner challenges, curriculum syllabus, and administrative challenges. Female teacher educators perceived higher challenges than males. ANOVA results revealed a difference in challenges faced across the age group. These results demonstrate the need for future researchers to conduct a more in-depth examination of the challenges in implementing CL with more extensive samples in various educational settings in other world regions to develop effective solutions.

Creative drama has great potential and its implementation in education from pre-school education requires research, as evidenced by the number of scientific studies that have been registered in international research databases over the last ten years. The aim of the research was to examine the use of creative drama methods within kindergartens in Slovakia from the perspective of the kindergarten teaching staff (teachers and teaching assistants). A quantitative research design was used. 407 kindergarten teaching staff responded to the items of the questionnaire of the authors' construction. From the results of the research, it is possible to state that there is an average level of knowledge of creative drama among kindergarten teaching staff (based on their self-reflection). Furthermore, based on the self-reflection of the teaching staff, it can be stated that there are below-average opportunities for their education in the area of creative drama and a below-average level of using creative drama methods in kindergartens. Nevertheless, the status of the use of creative drama methods has improved over the last 10 years. The results of the research are a stimulus for further research - analysis of the responses of the teaching staff in terms of their age and pedagogical practice in order to estimate the development of the current state of using creative drama in kindergartens.

Adult literacy skills are critical assets of individuals as well as societies in terms of economic (e.g., human capital) and social well-being. Thus, it is important to monitor the long-term trends and sources of skill gain/loss. Yet, temporal sources of adult literacy skill variation are understudied. The current study analyzed three comparable, nationally representative datasets including the 1994 International Adult Literacy Survey; the 2003 International Adult Literacy and Life Skills Survey; and the 2012/2014/2017 Program for the International Assessment of Adult Competencies. Results from the age-period-cohort hierarchical cross-classified random effects model showed significant variation in adult literacy skills across cohorts (1930-1995) and time periods (1994-2017). Possible implications for adult education policies and future research needs were evaluated.

The trend toward the digitalization of all areas of human activity has had a significant impact on education. Today, more than ever, there is a lot of discussion about developing the students' specific skills to adapt to future changes. In this context, research investigating practices at the primary school level is constantly expanding, out of the desire for researchers to identify how specific digital citizenship content is implemented in the work of young learners. This study aims to systematically review the scholarly articles to examine primary school practices related to digital citizenship. Studies conducted on participants, students, and primary school teachers, were included in the analysis. The systematic review was also developed taking into account empirical studies that investigated practical applications in the field of digital citizenship. The results showed that the practices used in primary school focus on students' digital literacy and personal development through an interdisciplinary approach. The studies were theoretically grounded, focusing on only a few dimensions of digital citizenship. These results are the prerequisites for the realization of elementary education in line with the needs of young learners, taking into account the trend of digitalization in all areas of human activity.

The aim of the study is to examine the relationships between primary school teachers' competencies and their use of internet resources. In this context, primary school teachers' purposes of using internet resources, the internet resources and platforms they use, participants' teaching efficacy and educational internet use self-efficacy were examined with a relational approach. In the study, 218 primary school teachers working in Almaty province were included in the study by disproportionate cluster sampling method. Internet use questionnaire, teacher efficacy scale and educational internet use self-efficacy scales were used to collect the data. According to the findings of the study, it was seen that a large proportion of primary school teachers use the Internet for 'accessing information, sharing academic information (homework, projects, etc.) and contributing to their personal and professional development. Kazakh teachers used resources such as "academic, research and educational sites", "web browsers (Google, Yandex, etc.)", "dictionary sites", "social networking sites (Facebook, MySpace, Friendfeed, Google plus, etc.)", "wikis" and "video and photo sharing sites" at high rates. In another finding of the study, it was found that primary school teachers' perceptions of teaching efficacy were at a high level, whereas their perceptions of Internet use self-efficacy were at a medium level. Participants' internet use self-efficacy perceptions show significant differences according to gender and age variables. Finally, significant relationships were found between teacher efficacy and internet use self-efficacy.

This study aims to examine the relationship between personality traits and innovation skills among students in the Faculty of Islamic Sciences in Indonesia. Personal information form, Five Factor Personality Scale and Innovation Skills Scale were used as data collection tools. According to results it can be stated that there are significant relationships between the personality traits and innovation skills of students in the Faculty of Islamic Sciences. Agreeableness and self-discipline dimensions are prominent factors in students' personality structures that support their innovation skills. Differences were observed in terms of gender and age variables at students. The higher self-discipline and neuroticism-based personality traits of female students determined. In terms of innovation skills, significant differences were found among students in the Faculty of Islamic Sciences based on their gender. It was determined that male students have a significantly higher perception of innovation skills. It was found that newly enrolled students (18-20 age group) have higher neuroticism traits compared to their older peers. Regarding the educational level variable, analyses showed no significant differences in the sub-dimensions of neuroticism, self-discipline, agreeableness, and openness to experience based on the educational level. In addition, results indicate that all personality traits show a significant relationship with innovation skills. While there is an inverse relationship between neuroticism and innovation skills, the other personality dimensions (extraversion, agreeableness, conscientiousness, and openness to experience) exhibit a positive relationship. These results indicate the need for educational programs and support services to be designed to enhance students' personality traits and innovation skills. Additionally, considering demographic factors such as gender and age is important to understand students' individual differences and needs.

The present study analyzes Imposter Phenomenon (IP) through the lens of three different motivational frameworks. Expectancy Value Theory, Attribution Theory, and Self-Determination Theory were used to study IP among academics. With 72% of participants experiencing frequent or intense IP levels, IP was prevalent among those sampled. Females experienced higher IP than males, although race and first-generation status did not significantly impact IP levels. Post docs had higher IP scores than tenured faculty and full-time non-tenured faculty had higher IP scores than tenured faculty. Younger academics had higher IP scores. Analyses of the motivational frameworks showed significant differences by IP level.

Intellectual ability, also known as intelligence, is a multifaceted construct that is typically measured through intelligence tests. The importance and complexity of intellectual ability have made it of significant interest to researchers and educators. This is coupled with the fact that it is one phenomenon that is influenced by a variety of factors. This prompted the study that sought to investigate the differential and interactional influences of gender, age, education, and ethnicity on intellectual ability in Rivers State Nigeria. The study employed the analytic descriptive survey design with a sample of 390 that was randomly drawn using a stratified sampling technique. A test of general reasoning ability, which is a standardized test, was used to elicit data on the variables of the study. Validity and high reliability coefficients were obtained for the instrument. Data were analysed using mean, standard deviation, t-test, one-way, and three-way ANOVA. The result showed that age and ethnicity had a significant influence on intellectual ability, but gender and educational level did not have a significant influence. Gender, age, and educational level did not have significant interactional influences as well. It was recommended that investing in education, particularly in the early years, can have lasting benefits for cognitive and intellectual ability development.

Previous research has extensively analysed teachers' and students' Facebook use for instructional engagement, writing, research dissemination and e-learning. However, Facebook as a data collection mechanism for research has scarcely been the subject of previous studies. The current study addressed these gaps by analysing students' awareness, willingness, and utilisation of Facebook for research data collection [RDC]. This study aimed to predict students' Facebook use for research data collection based on their awareness and willingness and to determine age and gender differences in such predictions. A sample of 11,562 students of tertiary institutions participated in an online survey. The researchers designed and validated the online survey. Exploratory Factor Analysis was used for dimensionality. Average Variance Extracted [AVE] was used for convergent validity, whilst the Fornel-Larcker criterion and Heterotrait-Monotrait ratio were used for discriminant validity. Composite reliability indices of 0.97, 0.94 and 0.90 proved the instrument's three sub-scales usable. One sample t-test and multigroup analysis were conducted using SPSS 27 and Smart PLS 3. The study found high awareness but low usage of Facebook for RDC among Nigerian university students. Younger and male students showed higher willingness and actual use of Facebook for RDC. Awareness directly impacted by awareness, and acted as Facebook usage for RDC, with stronger impacts for males and students aged 19 to 28. Willingness was positively impacted and acted as a negative mediator between awareness and usage for some age groups and genders. These findings provide important insights into using Facebook for RDC among students in Nigerian universities and highlight the need to consider the impact of demographic factors such as age and gender when promoting social media platforms for academic purposes.

The purpose of this study was to examine whether there are disparities in undergraduate students' access to academic advising during the COVID-19 pandemic. The data were drawn from a multi-institutional survey of 31,575 college students attending 69 U.S. colleges and universities in spring 2021. Approximately one-third (29%) of students did not have access to academic advising during the pandemic, and a variety of demographic, institutional, environmental, and COVID-19 academic, financial, and health-related variables were associated with students' inability to access academic advising during the pandemic. Students from historically marginalized and minoritized identities in higher education were most likely to lack access to academic advising. Recommendations are provided to expand advising resources, use trauma-informed approaches, and offer holistic support to students.

Cheating in examinations across the globe is an issue of growing concern. This study argues that the culture of cheating in exams in Balochistan has reduced the efficiency of human resource and has resulted in producing students with high qualifications but less potential in the province. Therefore, it is very important to explore the factors contributing to cheating in exams and to suggest a course of action to mitigate the menace it poses. A quantitative research method was employed for this study. Similarly, statistical techniques such as correlation and logistic regression were conducted for statistical analysis and explanation of the study using SPSS. Theoretically, the study is inspired by rational choice theory. The findings of the study show a significant relationship between personal, institutional, and situational factors. Personal factors that contribute to cheating were found to be students' desire to excel, low GPA, and slow learning. Institutional factors include the weak administrative role of institutions, poor academic policies, overload on students, and weak performance of the teachers. Situational factors such as the poor management strategy of the examiner, time pressure, and technological tools were found to be instigating students towards cheating. The study suggests that an appropriate exam hall setting, effective monitoring, concept-oriented exams, and a strong honor code can decrease cheating.

The aim of this research was to know how widespread the activities were, and to what extent they were being implemented, in relation to data protection and digital sustainability in Primary Education schools. This study also analyzed whether teachers' age, gender and years of experience in the profession influenced the development of this type of practices among students. To this end, the GAUBIPRO (4150516/6) questionnaire, registered at the Spanish Patent and Trademark Office, was sent out to 308 Spanish teachers in Primary Education in Spain. The investigation was conducted by applying three multivariate statistical procedures: chi-squared with Kendall's Tau-c coefficient, variance analysis using a single-factor ANOVA, and the HJ-Plot method, to find patterns of group behavior among the variables studied. The results showed that age, gender and years of experience were significant variables in the development of strategies for data protection and digital sustainability in Primary Education. For years of experience, the results showed that teachers with the highest mean number of years in the teaching profession were the least likely to apply data protection protocols. Male teachers were found to promote more general data protection strategies, while female teachers were more active in the design and use of activities in the classroom. In terms of age, the results clearly demonstrated that the higher the mean age of the teachers, the lower the rate of application of actions to promote data protection and digital security among young students, in three variables in particular: "foster strategies", "advise students" and "inform families".

The purpose of this study was to investigate the variations in vocabulary and syntax in Instagram posts relating to food among younger and older men and women in the United Kingdom. The study sought to determine if differences in these linguistic features would affect the expression of users on the platform, which was the dependent variable under assessment. To achieve this aim, Instagram posts about food, posted by a sample comprising 37 young adult men and 43 young adult women aged between 18-24 years and by 47 older men and women aged 59 years or older, were collected and analyzed for their vocabulary and syntactic features. Vocabulary was measured in terms of the number of words used in the posts and their mean values, given that the number of posts varied by gender and age group. Syntactic characteristics were measured by counting the presence or absence of a subject and verb, the quality of adjectives used, and any reference to time or location concerning food quality. The results were presented using tables and charts, and examples were provided for each observation presented in the results section. The findings of the study support the view that gender and age influence social media posts concerning vocabulary and syntax. The study discovered that younger men and women tend to use a more extensive range of words and adjectives of varying quality, while older people tend to use fewer words and unique quality adjectives. Memory loss, which affects older people, could explain the observed tendency of using fewer words. This research highlights a few areas for future research, such as exploring the relationship between the use of slang words and age or gender and examining the effects of age and gender on social media use in different cultures. Additionally, the study acknowledges limitations such as the small sample size and the limitations of using Instagram as a representation of social media behavior as well as confining the study to a single country affecting its generalizability. In conclusion, this study provides evidence that age and gender are significant factors influencing the linguistic features of Instagram posts on food. This research is a valuable addition to the current literature on social media communication and provides useful insights for marketers and social media users.

Research has proven that TPACK model can significantly contribute to teachers' training in their educational work, along with the training context, as well as to contribute to their initial training. The objective of this research is to analyze the level of teaching competence that teachers have according to TPACK model, as well as the variables that influence the technological implementation in the classroom. For the data analysis, we used a validated questionnaire composed by 47 items divided into the seven dimensions of TPACK model. We performed a stratified sampling by conglomerates in various stages, using public schools as a sampling unit. The sample is formed by 825 teachers. This is a descriptive and non-experimental investigation, where we performed a multivariate analysis of variance (MANOVA) test between the dimensions of the diagnosis scale and the socio-demographic variables. The most significant results have been the differences found regarding the educational stage and the age of the participants. It should be noted that the organization of the two stages, although based in the same principles and with common elements for the transition from one to another, is different. The study presents some adapted and focused training proposals in order to alleviate the training weaknesses of in-service teachers from TPACK model.

Background/purpose: Investigation into the misconceptions of preschool students in mathematics and their differences between the ages of 4-5 and 5-6 years old helps form appropriate developmental mathematics teaching programs. However, although several studies have been conducted examining preschoolers' previous knowledge and misconceptions about mathematics, no corresponding research has been found in Greece. This study aims to investigate preschoolers' misconceptions about numbers and operations and to reveal differences between preschoolers aged 4-5 and 5-6 years old. Materials/methods: Data were collected through semi-structured interviews and analyzed according to content analysis methodology. Results: The study's results showed that 5-6-year-old preschoolers perform better than those aged 4-5 years old. Most misconceptions of the latter group appeared to be related to reverse counting, identifying arithmetic symbols and their matching quantities, adding and removing numbers without using auxiliary objects and multiplication. On the contrary, some preschoolers aged 5-6 years old needed help adding or subtracting two-digit numbers without the use of auxiliary objects. There were also a few cases where cardinality, division, and multiplication were observed. Conclusion: The misconceptions identified in the two groups of students regarding numbers and operations and their distinct needs that emerged through the research will allow teachers to offer differentiated instruction and personalize teaching support.

The aim of the study is to determine the level of parents' attitudes towards their children's use of information and communication technologies and to obtain parental views on the use of technology. To this end, the study was carried out with parents whose children were studying at primary and secondary school levels. Data were collected from 417 guardians for the quantitative dimension of the study, which was designed with a mixed methodological approach in which qualitative and quantitative models were used together, and interviews were conducted with 10 parents in the same sample group for the qualitative dimension. For the analysis of the data, descriptive statistics, independent sample t-test, oneway analysis of variance (ANOVA) and multiple comparison tests and descriptive analysis technique was used. The results of the analysis of the data showed that the attitudes of the parents towards their children's use of technology were at a "good" level. In the study, no significant difference was found between the attitudes of parents towards their children's use of technology and the gender variables, while there was a significant difference between the variables of age, educational level, occupation, computer usage skills and computer usage time. The study also addressed which technological device their children use for which purpose, the technology-assisted applications used by their children for educational purposes, and the support given by parents to their children in terms of knowledge, skills, time management and safe use when using technology, and the positive and negative aspects of technology use, and various suggestions were made to parents for the correct and effective use of technology by parents.

The theory-practice gap in nursing education confuses students and decreases the quality of their training. This study aims to examine the gap between theoretical teaching and clinical training for students at AAUP. A cross-sectional survey of 192 nursing students at AAUP. Questions measuring aspects of the theory-practice gap were developed based on the literature review. Socio-demographic variables included sex, age, residence, and school year. Simple frequencies and multivariate linear regression were used to analyze the data. The p-value was set at 0.05 for statistical significance. The practical trainer was the most important factor in bridging students' theory-practice gap. Practical trainers who explain to the students the theoretical protocols of the nursing procedures produced students with better abilities to link theory and practice (B = 1.53, P = 0.000). The university teacher was less important in the theory-practice link. The simulation training was significantly related to students' abilities to link practice with theory (B = 0.28, P = 0.036). Investing in nursing clinical practice and supporting the clinical instructors is recommended. Communication between the university teachers and the practical instructors can improve their training skills and their abilities to link theory with practice.

The present study seeks to adapt the Teachers' Basic Information Communication Technology (ICT) Competence Beliefs Scale, developed by Rubach and Lazarides (2021), into Turkish and test the adapted scale's validity and reliability. The initial step involved conducting a linguistic equivalence of the scale from English to Turkish with 62 English language teachers in a pre-test. Subsequently, the Turkish version of the scale was administered to 356 teachers (69.7% female, 30.3% male) in Turkey to assess its validity and reliability. Participating teachers were from different subjects (e.g., 9.8% science, 7.9% mathematics, 3.7% social science) and school types (27.5% primary school, 55.3% secondary school, 17.1% others). Results of confirmatory factor analysis indicated the original six-factor structure with three first-order and three second-order factors that best fitted the data. The same competence dimensions were indicated in the Turkish contexts as in the original instrument, i.e., information and data literacy; communication and collaboration; digital content creation; safety and security; problem-solving; analyzing and reflecting. The correlations between all six first-order factors were between 0.58 [greater than or equal to] r [greater than or equal to] 0.79. All factors showed good reliability indices, i.e., [alpha] > 0.83, [omega] > 0.83 and CR > 0.72. The adapted instrument was found to be invariant across gender. Mean-level differences among gender groups point to one difference with male teachers reporting higher competence beliefs for digital content creation compared to female teachers. In conclusion, the results of this replication study support the cross-cultural transferability of the original Teachers' Basic ICT Competence Beliefs instrument developed by Rubach and Lazarides (2019).

In this study, it was aimed to perform an in-depth examination of the opinions of social studies teachers on how citizenship education should be given. Phenomenology design, one of the qualitative research methods, was used in the research. The study group of the research was formed with 17 social studies teachers working in different regions of Turkey, having different professional seniority and also different genders, by using maximum diversity sampling. The data of the study were collected through a semi-structured interview form developed by the researchers. Descriptive analysis was used to analyze the data. As a result of the research, it was concluded that the perception of social studies teachers regarding the phenomenon of citizenship varied. It was determined that social studies teachers considered the main purpose of social studies as citizenship education and also as a course aimed at raising individuals that the society needs. In the study, it was also concluded that the teachers were of the opinion that appropriate content should be used, different teaching methods-techniques should be employed, and value education should be emphasized while giving citizenship education in the social studies course. Various suggestions were made based on the results of the research.

While several studies on study abroad have examined the impact of personal factors (e.g., gender, age, and family environment) on the decision to study abroad, a factor analysis has not yet been conducted on the reasons why some students choose not to study abroad. This paper highlights the role of academic study abroad programs in promoting global citizenship and internationalization within Japanese universities, driven by efforts of the Ministry of Education, Culture, Sports, Science and Technology. However, with the COVID-19 pandemic disrupting government policies and international travel, many uncertainties need to be addressed within university study abroad programs. To provide deeper insights, this research uses exploratory factor analysis to uncover common factors that influence the wants and needs of Japanese students considering study abroad programs. The subjects (n = 378) were first- to fourth-year university students of intermediate English language proficiency in the Kanto and Chubu areas of Japan. The research results indicate four main factors of Japanese university students who did not consider study abroad programs from 2021 to 2022 providing useful data for university administrators to create successful international experiences that support and address the needs of Japanese university students.

Social media use is a topic of importance to many people, especially college students. Using a sample of college students (N=446), this quantitative research study examined social media preferences and addiction, time spent on social media, and satisfaction with social media. Findings indicated that college students who use TikTok and Snapchat more often than other forms of social media are more likely to experience social media addiction than those who use Instagram and YouTube more often. Findings also indicated that participants majoring in technology were less likely to experience social media addiction than those majoring in psychology/counseling, teaching, and nursing. Furthermore, our findings suggested that social media addiction and time spent on social media vary based on students' age group and level of education. While older students (ages 25-29) were less likely to experience social media addiction than younger students (ages 18-20 and ages 21-24), freshman college students were more likely to experience social media addiction than graduate students. The implications of this study for practitioners are discussed in the context of the four research questions that guided this research.

The aim of this research was to investigate the effect of principlas' transformational leader behaviors on teachers' organizational commitment. In the research, causal-comparative and relarional survey methods were used. The study group, defined according to convenient sampling method, was composed of 260 public school teachers working in five provinces in the Central Anatolia Region in Turkey. The data was gathered with "Transformational Leadership Scale" and "Teachers' Organizational Commitment Scale", in the spring semester of the 2021-2022 academic year. Descriptive statistical analysis, independent groups t-test, test of variance (ANOVA), Pearsons' corelational analysis and regresion analysis were employed in the analysis phase. The findings showed that both principals' transformational leadership levels and teachers' organizational commitment levels were moderate. It was observed that teachers' perceptions about their principals' transformational leadership behaviours and organizational commitment levels didn't show a significant difference among the groups of gender, age and work experience. It was found that there was a significant relationship between principals' transformational leadership behaviours and teachers' organizational commitment, and the former was a significant predictor of the latter. It was concluded that principals' transformational leadership behaviors might be effective in enhancing teachers' organizational commitment. In this frame practical, theoretical and research recommendations were developed.

This study aims to evaluate the trend and frequency of coding/programming activities in Information Technology (IT) courses, according to different parameters. The study was conducted through a survey of a private IT (Information Technology) teachers in different levels (like primary, secondary, and high schools), with questions focusing on the extent to which coding/programming activities were integrated into their courses, the frequency of these activities, and the factors that influenced their use. The study also explored the relationship between teacher characteristics, such as their level of programming knowledge and teaching experience, and the use of coding/programming activities in their courses. According to the t-test results of the study showed that most IT teachers believed that coding/programming activities were important and useful for their students, but their use varied depending on factors such as gender, education status, age range, teacher experience, school resources, participating a programming training course and student interest. The study also found that the frequency of coding/programming activities varied across different IT courses, with some courses integrating these activities more frequently than others. The study provides insights into the current state of coding/programming activities in IT courses and highlights the need for further research to explore ways to better integrate these activities into IT education.

The aim is to examine the relationship between early childhood teachers' classroom management profiles and humor styles. A correlational research methodology was utilized. 274 early childhood teachers working in ECE institutions within Turkey included. The Classroom Management Profiles Scale and Humor Styles Questionnaire were applied, and data were analyzed through t-test and ANOVA. As a result, laissez-faire and self-enhancing humor were the most common among participants. Even though there was a positive correlation between affiliative and self-defeating humor styles, the authoritarian profile was negatively correlated with laissez-faire. The indifferent profile was negatively correlated with the laissez-faire profile, while the affiliative humor style was positively correlated with the authoritarian and indifferent profile. Regarding other humor styles, there were no significant correlations observed. By increasing the number of study participants and using qualitative methods, the results from this current study can be supported, and humor styles can be used for effective classroom management.

Social problem-solving skills are the individual's way for better social adaptation. Therefore, the study aimed to investigate the characteristics of Palestinian adolescents' social problem-solving (Positive orientation, negative orientation, rational style, impulsive style, and avoidance style) in connection to some demographic variables (i.e. gender, age, family composition, father's education, and mother's education). As an instrument, Social Problem-Solving Inventory--Revised (SPSI-R) was applied to 410 Palestinian adolescents whose ages (12, 15, and 18 years old). The results showed that the Palestinian adolescents had the highest level of positive orientation and the least level of negative problem orientation towards solving social-problems. In addition, the finding showed that there were no differences between girls and boys in positive orientation, rational style and impulsive style, while females had a tendency towards negative orientation and avoidance style. There were no differences attributed to age in negative orientation, rational style, impulsive style, and avoidance style. However, it was found that positive orientation was prominent in 18 years old. There was no difference in adolescents' family composition in their dealing with social problems. Also, there was no difference in solving social problems attributed to the father's education. However, there was no difference in negative orientation, positive orientation, rational style, and impulsive style attributed to mother's education. However, there was a relationship between the mother who has elementary school and avoidance style

Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students' causal reasoning. Given the importance of core ideas for students' understanding of how and why a phenomenon occurs, the study focused on the relationship between students' understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students' reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students' drawings of atoms/molecules interactions, the study summarized performance in the association category. Students' performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types.

This study examined the preference for virtual and physical classrooms among undergraduate agriculture students at the Federal University of Agriculture, Abeokuta (FUNAAB). A cross-sectional survey research design was adopted and 334 students from the three Colleges of Agricultural Sciences were randomly selected for this study. Data were collected using questionnaires and analyzed with descriptive and inferential statistics. Results revealed that 52.1% of the students were female, the mean age was 21.12 ± 2.23 years. Platforms utilized by the majority of the students included Google Classroom (97.6%) and Google Meet (86.2%). It was also found that 64.4% of the students preferred virtual classrooms while 35.6% preferred physical classrooms, and that 62.0% had a positive perception of virtual classrooms. The most severe constraints to virtual learning included reduced interaction with lecturer ([x-bar] = 1.63) and erratic power supply ([x-bar] = 1.63). Results from Chi-square analyses revealed that students' preference for the virtual classroom was significantly associated with their age (?2 = 8.874, p=0.05) and computer literacy level (X[superscript 2] = 20.006, p [less than or equal to] 0.01). It was concluded that more Agriculture students in FUNAAB preferred virtual classrooms than physical classrooms. Among the recommendations the authors noted that University Management should ensure the provision of a constant power supply by making alternative power sources available within the Campus.

This research analyzes the effects of restricting face-to-face classes during the lockdown and students' preparation for face-to-face instruction. During the academic year 2021-2022 break, it was conducted at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus's College of Education. This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method. According to the study, students received satisfactory to very satisfactory grades during the lockdown. The study also showed that after the lockdown and after the Commission on Higher Education recommended face-to-face classes, the majority of respondents agree that they are academically, socio-emotionally, and physically prepared to go through a face-to-face mode of learning. The majority of them prefer face-to-face classes to any other form of distance learning. The general weighted average of a student is a predictor of academic readiness in face-to-face classes. In addition, students' general weighted averages have direct link to their socio-emotional readiness. Students' profiles, on the other hand, have no impact on their physical readiness. There is no significant difference in student preparation in face-to-face classes when students are grouped by gender, year and section, and civil status. There is no association between the student profile and their preferred mode of learning. The theoretical and practical ramifications of the research were also addressed.

The goal of this study is to examine which word order is dominant in colloquial Buginese-Indonesian, 1) to find out which word-order pattern is more acceptable between SVO and VSO, 2) to find out which word-order pattern is more acceptable between VO and OV, and 3) to find out what internal linguistic characteristics and social factors motivate such acceptability. The data were collected through an online survey via Monkey Survey that employed Acceptability Judgment Task (AJT) to determine which word order is more acceptable in Buginese Indonesian (SVO or VSO and VO or OV). A total of 50 Buginese-Indonesian bilinguals rated the acceptability of 48 target items (and 48 fillers) for patterns such as SVO/VSO and VO/OV in a 1-5 Likert Scale (1=completely unnatural; 5=compeletely natural). Target items were controlled for linguistic factors and social factors. ANOVA analysis was used to analyze the data. The results indicate that both SVO and VSO are equally acceptable though VSO was slightly more favorable than SVO. When the subject is omitted, VO was farther favorable than OV. L1, age, and residence had a significant effect on the acceptability of VSO while grammatical person, education level, and residence contributed greatly to the acceptability of VO. The results also reveal that the acceptability of different word orders in Buginese-Indonesian is both linguistically and socially constrained. Thus, the results are situated within a discussion of Backus' (2014) notion of entrenchment and conventionalization.

The study focused on the use of video clips as instructional material and its impact on learning Creative Non-Fiction among Humanities and Social Sciences students in Subic National High School. The researchers used an experimental research design that involved a control group and an experimental group with a total of 60 participants. The researchers utilized a researcher-made pre-test and post-test and a survey questionnaire. The pre-test and post-test results of the control group and experimental group both showed a significant increase. Results show that the experimental group achieved a very satisfactory remark after receiving treatment which is the use of video clips presentation in learning Creative Nonfiction. Moreover, students perceived that video clips with subtitles will serve as better instructional material because they help them in learning Creative Nonfiction, understand difficult concepts, keep them engaged, and motivate them to suit their learning style. The study concluded that there is a significant difference in learning Creative Nonfiction according to the students' gender and age profile. The researchers strongly recommend that teachers should be encouraged to use video clip presentations as a supplementary tool for better academic achievement and teachers can also integrate the use of video clips in other subjects if it is applicable and suitable.

The incidence of consumption on Facebook around the world and its implications for university students is something that has necessarily been studied in the scientific literature (Gil-Flores, De Besa-Gutierrez & Garzón-Umerenkova, 2019). Fewer and far between are works focused on the study of social networks and academic procrastination in a population, particularly with a non-traditional teaching methodology (General Studies), even though this knowledge would allow us to obtain a profile of university students and identify their possible actions that could derive in academic problems. As a matter of fact, its importance has enabled the present study to analyze the relationship between the motivations for using Facebook and academic procrastination, and consequently determine the resulting correlation with certain indicators of use, satisfaction with Facebook and academic procrastination. For this purpose, the Facebook Usage Questionnaire was used (Igartua & Rodríguez de Dios, 2016), in addition to the Academic Procrastination Scale (Domínguez-Lara, Villegas & Centeno, 2014), with a sample of 150 students in their first year at a public university. In this manner, the results agree, showing a clear relationship between the motivations of "entertainment" and "virtual community" with moderate levels of procrastination, corresponding to greater implication with this social network. Significant differences in terms of gender and age are shown, which allows for a better understanding of the behavior pattern of these variables.

Serious consequences of teachers' experienced burnout have repeatedly been reported. Thus, it is important to identify teachers' level of burnout and underlying factors. Accordingly, the current study aims to investigate the level of burnout English as a Foreign Language (EFL) teachers in Türkiye may feel, and if four factors (age, gender, length of teaching experience, and type of school) predict their level of burnout. To that end, a quantitative orientation was adopted. Through convenience sampling 132 EFL teachers working in different regions of Türkiye voluntarily took part in the research. They were asked to fill out Maslach's Burnout Inventory-Educators Survey, and to provide some demographic information. Three separate scores for each participant were obtained through three subscales in the 22-item Likert-type inventory; emotional exhaustion, depersonalization, and personal achievement. Multiple regression analysis and a full-factorial ANOVA were conducted to reveal any possible effects of the four factors on the perceived burnout of the participants. The results revealed that majority of EFL teachers experience diminished personal accomplishment at a high level. Among the four variables, age was the most reliable precursor of burnout; however, the only statistically significant interaction was with depersonalization. The results suggest that EFL teachers need to see more concrete outcomes of their professional effort to improve their sense of personal accomplishment. In addition, as teachers get older, they may be engaged in activities that help them refresh their professional enthusiasm to prevent depersonalization.

Reduced international student mobility has prompted Australian universities to reframe the way they provide intercultural and international learning experiences, with less dependence on the recruitment of international students. However, many related teaching and learning approaches are often met with perceived student resistance. The aim of this article is to provide better understanding of the challenges with university internationalization by exploring students' experiences of an internationalized university through a Person-in-Context lens. The article reports on a mixed methods study that took place at a metropolitan university in Australia and utilized a quantitative questionnaire and qualitative individual interviews, both of which explored students' expectations and experiences of their internationalized university. Main findings have been applied to Volet's person-in-context adaptation of Bronfenbrenner's ecological model of human development in order to address the research question, "What influences students' experiences of an internationalized university?" Findings highlight the considerable importance students placed on intercultural interaction. This article presents the application of findings to the person-in-context model and discusses implications that can be drawn about the student experience of internationalized universities.

In recent years, computational thinking has been considered as one of the 21st century skills that all students should have. Researchers emphasize the importance of determining and developing students' computational thinking levels from the earliest possible age. However, no measurement tool has been found in the literature that aims to reveal the computational thinking levels of primary school students. In this study, it was aimed to develop the computational thinking scale for primary school students and to examine the computational thinking levels of primary school students according to different variables (grade level, daily computer use time). In the first stage of the study, a scale with appropriate psychometric properties was developed to measure computational thinking. In the scale development phase of the research, exploratory sequential mixed methods research design was used. In the other phase of the study, it was investigated whether the computational thinking levels of primary school students differed according to the grade level and daily computer usage time without any intervention. For this reason, the research was carried out in accordance with the general survey model, which is one of the descriptive research types. For the first stage, the study group of the research consisted of 287 students studying in the 1st, 2nd, 3rd and 4th grades of primary schools in Ankara Golbasi district in the second term of the 2021-2022 academic year. In the process of examining the students' computational. thinking levels according to the variables of grade level and daily computer usage time, the study group consisted of a total of 96 students attending the primary education classes of a private school in Ankara in the second term of the 2021-2022 academic year. In this context, the one-dimensional computational thinking scale consisting of 17 items was applied to 287 primary school students and the obtained data were subjected to validity and reliability analysis. According to the explanatory factor analysis, the scale explains 46% of the total variance. When the results of the explanatory factor analysis are examined, it is seen that the factor loads of 17 items in the scale vary between 56 and 0.86. The internal consistency coefficient of the scale was found to be Cronbach Alpha 0.92. The developed scale was applied to primary school students in the next stage. As a result of the study, it was found that the generally computational thinking levels of primary school students differed significantly according to the grade level. On the other hand, it was observed that the students' computational thinking levels differed significantly according to the time spent in front of the computer daily, and the mean of the students' computational thinking scale increased as the daily computer use time increased.

The digital teaching competence of university professors is of vital importance to improving the quality of higher education, and for the strategic positioning of public universities in our country. The purpose of this study is to find out the level of digital competence of Galician university professors, as well as to identify whether there are significant variable-based differences. To this end, a non-experimental design with a descriptive approach and hypothesis contrast is proposed. The sample studied is made up of a total of 610 teachers from the three public universities of Galicia (Spain), who responded to the DigCompEdu Check-In instrument adapted to the Spanish context (Cabero-Almenara & Palacios-Rodríguez, 2020). In general terms, the results show a medium-low level and the existence of significant differences depending on the age, recruitment profile and area of knowledge of the teaching staff. Specifically, the younger teaching and research staff, together with Social and Legal Sciences, have a higher level of competence, whereas tenured teaching and research staff have a lower level of competence with respect to contracted workers. Therefore, training plans should be developed which focus on teaching. Expert advice and personalized methodological support should shift the focus of the intervention radically from technology to teaching.

Discovering the causes of satisfaction and dissatisfaction is one of the primary goals of job satisfaction studies, and also it has a connection with several important factors. The present study investigates the relationship among Iranian EFL teachers' experience, age, gender, income level, and job satisfaction. To this end, 104 male and female EFL teachers in Urmia, Iran was selected based on convenience sampling design. The participants were asked to fill out an online Job Satisfaction Index (JDI) questionnaire. It evaluates a person in six areas: the nature of the job, supervision, coworkers, promotions, salaries, and benefits, and working conditions. The questionnaires were analyzed by SPSS. In order to investigate the hypothesis, a parametric correlation coefficient was used. The results revealed there was a connection between experience, age, income level, and job satisfaction. However, the gender-job satisfaction connection was determined to be insignificant. It implies that job satisfaction is irrelevant to gender. The implication of the present study can be beneficial to supervisors, institutes, and administrators. [Note: The publication year (2022) shown on the PDF is incorrect. The correct publication year for v8 n1 is 2023.]

In the present case study, we aimed to explore whether there were any differences between monolingual Turkish and Turkish-Italian bilingual children in terms of their use of language structures in Turkish while narrating a story from a picture book titled "Frog, where are you?" by Mayer (1969). Four monolingual Turkish and three Turkish-Italian bilingual children narrated the story. The data from the recordings indicated some differences in terms of preference for certain language features like tense differences in their story narration. While younger monolinguals reported the events in the story with past tense markers like "-mIs" and "-Iyor," bilingual children displayed a marked tendency for the past tense "-mIs" marker. The older children in both groups chose to use the "-Iyor" marker used by monolingual teenagers and adults. We argued that such differences in preferences might indicate an effect of Italian, or the interlanguage varieties might be responsible for the discrepancies. Explanations as to why these differences might have occurred and some practical suggestions for educators are provided in the study.

This study aims to investigate homework involvement of the higher secondary students. The main objectives are to find out the level and significant differences based on gender, age, group of study, medium of instruction of higher secondary students. The hypothesis was that there may be significant of difference in homework involvement of the higher secondary students based on their gender, age, group of study, medium of instruction. Samples of 300 higher secondary students were selected for this study in Kalavai taluk region in India. The data was collected by the scale Opinionnaire on Homework - prepared by Bijay Kumar Yadav (2017). The major findings showed that there is no significant difference regarding age and group of study. It was also found that gender and, medium of instruction have influence on their participants' homework involvement.

In an era where the English language has become dominant in all fields and is the prevailing language worldwide, many Arab parents and intellectuals are wondering about the optimal age to start teaching their children English. Should they speak to their children in English at an early age? Should they enrol their children in a pre-school that teaches English only? What is the effect of teaching English to children in kindergarten on their learning of Arabic and their academic achievement in later stages? This study aimed to survey the opinions of a sample of mothers regarding the teaching of English to young children. The results of interviews with a sample of 300 mothers representing all segments of society showed that 70% of the mothers believe that the best age to teach children English is between four and five years old. 70% prefer to enrol their children in a kindergarten that teaches English, and 50% prefer to use a mix of English and Arabic languages when speaking with their children at home. About 70% believe that teaching English to children at an early age has no negative effect on their learning of Arabic simultaneously and has a positive effect on their academic achievement in later stages of education. The study also revealed some misconceptions among mothers about the optimal age for learning English, the effect of learning English on young children's Arabic language skills and academic achievement, and that the reason weakness of junior and senior high school students in English is due to not studying English at an early age. The researcher reviewed the results of previous studies on children and first and second language acquisition in several countries around the world acquiring a second foreign language alongside their mother tongue, the impact of learning a second language on their learning and acquisition of their mother tongue, academic achievement, and factors that lead to successful foreign language learning.

This research aims to examine the fair play behaviors of secondary school students who participate in school sports. The sample of the research consists of 495 secondary school students who continue their education in Nigde in the 2022-2023 academic year and are selected by criterion sampling from purposive sampling methods. "Frequency of Exhibiting Fair Play Behaviors Scale" was used as a data collection tool in the research. Descriptive statistics, t-tests, and ANOVA tests were performed in the analysis of the data, and a significance level of 0.05 was taken into account in the interpretation of the data. According to the research findings, the students who participated in school sports exhibited fair play behavior at a frequent level in the spectator dimension; at a very frequent level in team, negative behavior, opponent dimension, throughout the scale. Fair play behaviors of female students were higher than male students (p<0.03). According to the grade level, the scores of the 5th-grade students were found to be significantly higher than the 7th-grade students (p<0.01). While the fair play behaviors of the students playing football in the spectator dimension of the scale were higher than the athletes interested in individual branches (p<0.00), no significant difference was found in other dimensions (p>0.05). In the variable of sports age, the fair play behaviors of the students who do sports for 1-3 years were found to be higher than the students who did sports for less than 1 year (p<0.00). As a result of the research, it has been determined that secondary school students participating in school sports exhibit fair play behaviors very often and develop more positive attitudes towards their team. It is recommended that secondary school students participate in events such as games, competitions, and tournaments within the scope of school sports.