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Purpose: To examine the longitudinal impact and mechanism of peer network status on university students' hurdle running academic records. Methods: Conduct a follow-up survey in the hurdle teaching, an experimental class, and analyze the data using the latent growth model. Results: (a) The intercept and slope of peer network status positively predict the slope of academic records. (b) Peer network status influences the slope of academic records through the slope of learning engagement, and the intercept of learning engagement acts as a masking effect between the two. (c) Personality traits moderated the relationship between peer network status and the academic records slope. Conclusions: (a) The impact of peer network status on academic records exhibits social effects. (b) The impact of peer network status on academic records has a double-edged sword effect. (c) Extroverted personality is most advantageous in enhancing peer network status and predicting the rate of improvement in academic records. [ABSTRACT FROM AUTHOR]

Purpose: First, to analyze the relationships between school effectiveness, as expressed in the improvement gained in academic achievements, and school structure; and second, to analyze the relationships between school effectiveness and school features (e.g. ethnicity, SES, rural vs. central location, class size, prior achievements, and per-student allocation) and to measure their contribution to the explained variation in school effectiveness. Design/methodology/approach: Research on school effectiveness emphasizes the examination of school characteristics that have been found to contribute more to promoting school outcomes. Therefore, by using regression models the purpose of the research is twofold. Findings: The research findings reveal positive significant relationships between school effectiveness, and students' prior achievements, and SES. However, school effectiveness is less related to school structure. Research limitations/implications: Future research in the field of school effectiveness should extend beyond solely focusing on academic achievements and include the evaluation of broader aspects of students' development, such as values and self-esteem. Recognizing the multifaceted nature of schools, it is crucial to incorporate additional variables into ongoing research efforts to provide a more comprehensive understanding of overall school effectiveness. Moreover, considering the diverse stakeholders involved in the educational process, including parents, teachers, principals, and the community, future studies should strive to examine the collective impact of these factors on school effectiveness. However, it is important to acknowledge the limitations of our study. Our research is constrained by a specific sample size, which may limit the generalizability of our findings. We assert that future studies with larger and more diverse sample sizes would strengthen the validity and significance of our results, allowing for broader implications and insights into enhancing school effectiveness. Originality/value: This research holds significant importance in understanding the relationships between school effectiveness, school structure, and various school features in the context of Israeli primary schools. By examining the impact of school structure on academic achievements and exploring the contributions of other school-related factors, this study provides insights into the dynamics of educational effectiveness for educational stakeholders. [ABSTRACT FROM AUTHOR]

In today's education it is essential to assume the playful activity in the teaching-learning process so that it can contribute greatly to the strengthening of calculus, generating spaces for participation and motivation. A research process based on the mixed approach with an explanatory scope and pre-experimental design was developed with the objective of designing and validating a playful strategy for the teaching-learning of addition without regrouping with numbers up to four digits, in the second year of the General Basic Education School "Ciudad de Tena", Ecuador, in the school year 2023-2024. The initial characterization of the teachinglearning process of addition, in the defined sample context, evidenced insufficiencies referred to the identification of the practical meaning of the operation, limitations of the students to identify the digits that, according to their position, correspond to the units, tens, hundreds, and units of thousand and to arrive at a result of the sum with correction from the integration of the partial sums. A ludic strategy was designed for the teaching-learning of addition configured from the systemic conception of a didactic sequence. The validation of the designed ludic strategy makes it possible to sustain that this scientific result contributes significantly to the improvement in the academic performance of second year students to solve written calculation exercises of addition without regrouping with numbers up to four digits, which proves the formulated hypothesis and demonstrates the fulfillment of the research objectives. [ABSTRACT FROM AUTHOR]

The intricate relationship between physical health and cognitive development has been a focal point of multidisciplinary research, suggesting that motor skill proficiency could influence academic outcomes. This study aimed to investigate the correlation between motor control, mobility, stability—measured by the Functional Movement Screen (FMS)—and academic performance among high school students. Conducted with 201 participants from a public high school in Spain, this descriptive non-experimental research divided students into high and low academic performance groups based on their average grade scores, with the median used as the criterion for distinction. The FMS was utilized to assess fundamental motor skills, and academic performance was verified across mathematics, language, science, and physical education subjects. The findings revealed a significant positive relationship between the FMS scores and academic achievement (r = 0.691; p < 0.001), indicating that students with higher motor skill proficiency had higher academic achievement. This correlation persisted across the various subjects, highlighting the potential benefits of integrating physical education and motor skill development into educational strategies. The study's results suggest that educational policies should advocate for comprehensive physical education programs to foster both physical well-being and academic improvement, thereby promoting a holistic educational model that enhances student performance across disciplines. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) 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 Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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 focused on the lived experiences of resiliency of economically disadvantaged students in face-to-face learning. Economically disadvantaged students faced different challenges to be resilient in learning, on how their day to day learning activities can survive due to financial difficulties to support their everyday needs. This phenomenon was considered since it had an impact on students' learning performance. The study was anchored on theories on Resilience Theory as popularized by Tellegen (2012) and Self-Determination Theory by Deci and Ryan (2008). This study employed a qualitative research method: namely, a transcendental method of research to explore and understand the lived experiences of resiliency of economically disadvantaged students in their learning, as well as their challenges and practices to continue in their learning, acquiring data from 10 participants in Barangay Bagnoy, San Juan, Aliaga, Nueva Ecija. The participants were chosen using purposive sampling technique wherein thematic analysis was used to analyze all the gathered data. The findings revealed that socio-economic status impacted economically disadvantaged students' educational experiences. The study generated five (5) themes, categories and codes. This study found out that being economically disadvantaged students do not prevent them to employ various strategies in learning towards improvement of their academic performance. It was also found out that classmates and friends, family and teachers were all the factors that contributed to students' resiliency and academic success. And to overcome academic challenges, economically disadvantaged students used coping strategies such as good study habits, time management, financial planning, and high sense of self-determination. [ABSTRACT FROM AUTHOR]

This research studies the significant influence of academic achievements on high school students' personality traits, particularly focusing on students in Maryknoll High School of Sigaboy, Inc. in Governor Generoso, Davao Oriental. This study utilized quantitative research design, using survey questionnaires as data collection tools. Results reveal high levels of both academic achievement with an overall mean of 4.00 and personality traits among the students with an overall mean of 4.19, with motivation exhibiting the highest manifestation in academic achievement at 4.34 and physical attributes at 4.36 in personality traits. Statistical analysis indicates a significant effect of academic achievements on students' personality traits which yielded at 0.00, thereby rejecting the null hypothesis. These results give an idea of the need to increase students' academic achievement because it affects their personality development in high school, since there is a chance of implications for educational practices and support services. Furthermore, appreciating this relationship of influence provides an opportunity for more focused interventions that will help in the improvement of academic achievements as well as conditions for personal development among the students. Recommendations such as classroom interventions and maintaining a balance between academic pursuits and personal well being are found to be proven important in this study. [ABSTRACT FROM AUTHOR]

Fostering motivation in the classroom is crucial to improve students' academic performance. The objective of this study was to design a guide of motivational didactic strategies adapted to the school context and to evaluate their impact on the academic performance of second grade students in the EEB Mocache. A single-group quasi-experimental design with a mixed approach was used to collect both quantitative and qualitative data. The target population included all second grade students and teachers at the educational institution, constituting a total of 3 teachers and 30 students. Surveys were conducted with students to assess their level of motivation, semi-structured interviews with teachers to obtain qualitative information, and a pretest and posttest were conducted to measure students' academic performance. Statistical techniques such as analysis of central tendency, normality tests (Kolmogorov-Smirnov and Shapiro-Wilk) and Wilcoxon signedrank test were used to analyze the data. The results show a significant improvement in academic performance after the implementation of the motivational strategies, supporting their effectiveness in the school context. In addition, educational experts, who provided feedback to improve its consistency and effectiveness, validated the guide. [ABSTRACT FROM AUTHOR]

Copyright of RED - Revista de Educación a Distancia is the property of Universidad de Murcia 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 was conducted among undergraduate students pursuing a Primary Education degree at the University of Zaragoza. Its primary aim was to enhance and elevate the quality of participation during theoretical sessions, thereby fostering meaningful learning that contributes to the improvement of academic performance among the participants. To achieve this objective, a quasi-experimental case study was meticulously crafted. This research design was structured to not only stimulate and augment participation but also to cultivate meaningful learning, ultimately enhancing students' academic achievements. The study employed a comprehensive approach to monitor participation, utilizing observation records to track engagement levels, and anecdotal records to delineate the progression of sessions and the quality of responses. Through meticulous analysis, it can be deduced that the integration of thinking routines as a pedagogical tool in expository sessions significantly enhances student engagement. These routines effectively activate students' prior knowledge, establishing meaningful connections with the subject matter at hand. Moreover, the incorporation of thinking routines has been observed to elevate the quality of student participation. By fostering reflective practices, aiding in the formulation of inquiries, promoting collaborative learning, and nurturing critical thinking skills, these routines play a pivotal role in enriching the educational experience and bolstering academic performance. [ABSTRACT FROM AUTHOR]

Given the widespread use of school-based problem-solving teams (SB PSTs), empirical evidence establishing their effectiveness is essential. Guided by the Input-Mediator-Output-Input (IMOI) Framework, this meta-analysis examined SB PST effectiveness generally and differentiated measured effects by targeted outcomes and specific SB PST processes used. Data from 13 studies (14 effects) yielded a large overall weighted estimate of effect (g = 0.84). Measured SB PST effects on student outcomes (e.g. academic or behavioral improvement) appeared large (g = 0.89), on systems outcomes (i.e., reduction in referrals to special education) were moderate (g = 0.66), and on team outcomes (i.e., procedural fidelity) appeared large (g = 1.00). Although not a significant moderator of effect, team use of an evidence-based process was associated with larger effects (g = 1.78, k = 8). Similarly, although non-significant, studies that met rigorous, published standards for research methods showed larger outcome effects (g = 1.10, k = 2). [ABSTRACT FROM AUTHOR]

This study is focused on promoting self-reflection and self-regulation of learning through the use of digital tools to improve the academic performance of university students. Specifically, the main objective is to evaluate the impact of the use of collaborative ePortfolios on facilitating the comprehension of the concepts being studied. During the 2021/2022 academic term, a voluntary survey was administered to 60 students in the Adaptation Course of the Primary Education Degree Program. Through a structural equation analysis, a theoretical model was analyzed in which the intensity of participation in the ePortfolio appears as a mediating variable between the different independent variables and the improvement in academic learning. The results of the study confirm this mediating function for some variables, while at the same time they show a direct positive relationship between the intensity of participation in the ePortfolio and comprehension of the course concepts. The findings of this study can have important implications for the promotion of digital tools, such as ePortfolios, to improve learning in the university context. In addition, the work offers methodological alternatives to the recurring problem of analyzing complex relationships (both direct and indirect effects) with small samples. [ABSTRACT FROM AUTHOR]

This study contributes evidence on the impact of developmental advising using a national sample of students in the undergraduate clinical medicine program in China (n = 122,932). Using a combination of instrumental variable regression and structural equation modeling, the study explored beyond low-touch informative intervention and fully presented how developmental advising makes effects. A significantly positive advising effect on both academic and non-academic indicators was found, and it varies by the students’ demographic features, family backgrounds, and pre-college experiences, suggesting its potential to address achievement gaps across students from different backgrounds. In addition, the mediating roles of self-efficacy and learning engagement that enable advising to impact academic improvement were verified, shedding light on how developmental advising impacts students’ development. [ABSTRACT FROM AUTHOR]

Introduction: The use of active learning methodologies, such as the Flipped Classroom, is being applied more and more frequently in various areas of knowledge, obtaining good results. In the teaching of Social Sciences, these methodologies can help to combat the demotivation sometimes experienced by students. This paper presents and analyzes a didactic intervention for the implementation of the Flipped Classroom in Primary Education, to teach Social Sciences. Method: The didactic intervention designed has consisted of the creation of seven videos to develop the didactic unit “Revolution and restoration”” to develop this subject through the Flipped Classroom methodology. The intervention was carried out on a sample of 76 students, divided into three groups/classes. To analyse the results of the intervention, academic results, participation in the activities and the students’ evaluation of the intervention were taken into account. Results: The results obtained show an improvement in the academic performance of the students, who obtain an average of 1 point in their classifications, compared to the didactic units in which the methodology is not applied. It also shows an increase in motivation and a greater and better use of ICT tools. Conclusions: The analysis carried out allows us to conclude that the application of this methodology generates an impact of improved academic results, and in turn, encourages motivation and creativity in the students participating in the intervention, turning the learning of this subject into a more dynamic and motivating process. [ABSTRACT FROM AUTHOR]

The development and acquisition of science process skills (SPS) in science education are closely linked to the development of 21st-century skills and improvements in academic performance. To help facilitate the development of SPS in learners, teachers should acquire and exhibit SPS. This study assesses the SPS acquired by final-year students in a college of education who are pursuing a bachelor's degree in education, using regression correlation to find relationships between their acquired SPS, entry qualifications and academic performance. A parametric achievement test was used to assess the SPS acquired by the student teachers and extant data were used to construct their entry qualifications and academic performance. The data for the study were collected from 236 student teachers in four science colleges affiliated with the University of Cape Coast in Ghana. The results indicated that SPS contributed more to better academic performance than did students' entry qualifications. However, the nature of assessment of academic performance was such that basic SPS was a better influencer of academic performance than integrated SPS. It is recommended that, aside from entry qualifications, SPS acquired by candidates aspiring to pursue science programmes in tertiary institutions should be considered for admissions, and academic assessment instruments should be improved to encourage acquisition and development of integrated SPS. [ABSTRACT FROM AUTHOR]

The growing importance of integrating Learning and Knowledge Technologies (LKT) in education has been highlighted in this study, which focused on improving the teaching-learning process of Natural Sciences in fifth-grade students of Basic General Education. The main objective was to develop effective didactic strategies based on LKT. The sample included 27 students and two teachers from Federico González Suárez School. Mixed methods were applied, using theoretical, empirical, and statistical approaches. The research addressed theoretical relevance, alignment with learning objectives, feasibility in the school context, innovation and creativity, as well as potential contributions to student learning. Results revealed high levels of satisfaction and participation among students, a significant increase in the interest in Natural Sciences, and substantial improvements in academic performance through the application of LKT-based strategies. This study underscores the effectiveness of integrating LKT in the classroom, not only as technological tools, but also as facilitators of dynamic and motivating educational experiences that contribute to the enrichment of learning and students preparation for an ever-evolving digital world. [ABSTRACT FROM AUTHOR]

This study addressed the interaction between Computer Assisted Education (CSE) and Learning Psychology, aiming to understand its effects on student performance, engagement and satisfaction. Using a mixed methodology, participants involved with EAC were selected, with data collected through questionnaires and interviews. Quantitative analyzes indicated improvements in academic performance and student engagement, while qualitative analyzes highlighted the appreciation of the flexibility and personalization that EAC offers. Challenges such as the need for digital skills and efficient instructional design were also identified. The results suggest that EAC can significantly enrich the educational process, emphasizing the importance of pedagogical strategies that integrate technology effectively and the need for policies that facilitate the adoption of EAC, ensuring its access and effectiveness for all students. [ABSTRACT FROM AUTHOR]

The study investigates the nexus between study habits and academic performance among College of Health Biology students at the University of Cagayan Valley Tuguegarao. Recognizing the pivotal role of study habits in academic achievement--encompassing reading ability, notetaking, motivation, memorization, test preparation, and time management--the research adopts a descriptive-correlation approach. The Palsane and Sharma Study Habits Inventory (PSSHI) is employed to evaluate and gauge students' study habits. Data analysis focuses on undergraduates enrolled during the academic year 2022-2023, aiming to assess their academic performance levels. Results indicate that students generally exhibit average study habits, with discernible areas for improvement. However, the study fails to establish a significant correlation between these study habits and academic performance, contrary to initial expectations. The findings spotlight the imperative for targeted interventions aimed at elevating and refining study habits among College of Health Biology students. Although no direct correlation was found, the identification of specific areas within study habits that require enhancement presents an opportunity for tailored interventions. By implementing strategies to bolster these identified facets, the overarching aim is to positively impact academic outcomes among students. Be The research underscores the complexity inherent in the relationship between study habits and academic performance, emphasizing the necessity for multifaceted approaches to enhance academic success. Consequently, interventions designed to refine study habits can potentially contribute to broader improvements in overall academic achievements among the student body. [ABSTRACT FROM AUTHOR]

The improvement of literacy skills in fifth and sixth grade students is essential for their academic and personal development. With the objective of designing an effective methodological guide, a study was carried out in the School of General Basic Education Victor Hugo Herrera Mena. The sample of 20 students underwent action research, using surveys, interviews and classroom observations as data collection instruments. The methods implemented included approaches such as shared reading, reading clubs and creative writing projects. Results revealed significant improvement in student motivation and participation, especially in creative writing activities. Despite progress, challenges in reading speed were identified, pointing to areas for continued improvement. Teacher satisfaction highlighted the positive impact of the methodological guide. This study highlights the importance of adaptive and student-centered approaches to strengthening literacy skills, underscoring the need for personalized and sustainable educational interventions. [ABSTRACT FROM AUTHOR]

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Academic vocabulary is necessary for university students. Vocabulary learning strategies (VLS) assist students to enhance their vocabulary knowledge and should be examined in accordance with their dynamic nature (Gu, 2020). Dynamic assessment (DA) is considered an alternative assessment that simultaneously and systematically assesses and teaches students to reach their zone of proximal development (ZPD) by utilizing assistance from more capable others (Lantolf & Poehner, 2004). This study combined DA and VLS to enhance academic vocabulary knowledge of Thai low-proficiency university students by employing mixed-method research with an emphasis being placed on qualitative methodology. Intensive tutorials were conducted with five second-year students purposively recruited from their academic and general vocabulary scores. The research instruments included four DA tasks, mediation stages, academic words of four main word classes, recordings of DA sessions, verbal reports, field notes, students' diaries, a pretest, an immediate posttest, and a delayed posttest. The findings from two DA tasks (the part of speech strategy and the use of a new word to form a sentence strategy) revealed that the participants understood word meaning but not grammatical functions. Their use of VLS was fair, and inappropriate strategies were also found. Teaching background of syntax, longer intervention, and adjustment of the task designs were suggested to further assist students in their vocabulary acquisition using DA and VLS. [ABSTRACT FROM AUTHOR]

The aim of the research was to verify whether the techno-pedagogical design based on flipped learning and collaborative writing (TPD-FLACW) improves the level of academic essay production in university students. The research approach was quantitative, explanatory-experimental, and quasi-experimental in design. The sample consisted of 109 students enrolled in the faculty of engineering of a university in Tacna. In the experimental group (A=40) TPD-FLACW was implemented and in the control groups traditional individual writing (B=29) and traditional team writing (C=40) were applied. TPD-FLACW was validated by 16 expert judges (CVCtc=.934, k=.392, p=.000) and applied between September and December 2022-II. A rubric was used to assess the pretest and posttest. The results indicate that in the pretest there were no significant differences between the three groups (H=.286; p>.05), but in the posttest, the experimental group obtained a high and significant improvement in the level of academic essay production (H=24.863, p<.05, e2>.200) in comparison with groups B and C. There are also significant differences in the dimensions of superstructure, macrostructure, microstructure and textual stylistics. The students rate the proposal positively and recommend it. In conclusion, TPD-FLACW improves the level of academic essay production of university student. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia 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 was conducted to establish the effect of online classes towards the improvement of academic achievement. In addition, it revealed that such learning also had its downsides on a student's academic scores. According to the study, online education has both positive and negative effects in an academic setting as well as offering a flexible mode with minimal pressure coupled with social separation. This paper is aimed at examining the impact of using online learning on student's achievements in schools due to the spread of the pandemic. This objective was achieved through a meta-analysis of relevant studies that examined the impact of online education on students academics achievements in various nations from the years 2020 to 2022. In addition, this study will serve as a reference for future research that investigates whether learning outcomes have improved or deteriorated in a post-pandemic world. Qualitative methodological approach was adopted in this research for investigating the views of university and college students' concerning the quality of online education against their own online experience. Different digital and printed documents were gathered. Student positive and negative experiences were analysed. Some of those experiences were also identified as factors contributing towards them. The findings reveal that online education impacts academic achievement in an intermediate manner. [ABSTRACT FROM AUTHOR]

Research on formative assessment in accounting education examines the learning outcomes stemming from e-assessment or formative assessment within a stand-alone subject, but few studies examine the benefits and implications of continuous formative assessment or the perceptions of students who undertake formative assessment. The findings of continuous formative assessment introduced in a subject on intermediate financial accounting suggest that students benefit incrementally from multiple attempts at the formative assessment with optimal performance achieved at 7 attempts from a total of 10 opportunities. However, students also highlighted that the additional workload to participate in continuous formative assessment presented a major participatory constraint. The results of this study are consistent with the proposition that formative assessment improves students' academic performance, but student perceptions on the benefits of formative assessment differ, particularly students with prior accounting knowledge and international students who appeared more receptive to formative assessment and feedback compared with domestic students. [ABSTRACT FROM AUTHOR]

This study measures the levels of self-efficacy beliefs to determine how this correlates with academic success in introductory tertiary accounting within a South African context. Also, self-efficacy beliefs are compared to determine if significant differences exist based on gender, academic language, type of study funding and different professional programmes studied. The study applies social cognitive theory and gathers quantitative data using questionnaires with statistical analysis to determine self-efficacy belief levels in a first-year accounting module. The means of several variables were compared via t-tests or ANOVAs. Hereafter, regression analysis was applied to determine if self-efficacy beliefs significantly impact academic performance. Findings indicate that most first-year accounting students felt confident in their self-efficacy beliefs. Significant differences were observed in students' self-efficacy beliefs based on gender, academic language and type of programme studied, but not based on type of study funding. Several self-efficacy beliefs correlated significantly with academic performance, though differences were observed for different types of programmes. As limited consideration of the impact of self-efficacy beliefs within the discipline of accounting prevails in the literature, and even less so in South Africa, the study serves to enhance accounting educators' understanding on how self-efficacy beliefs impact academic performance at the first-year level. [ABSTRACT FROM AUTHOR]

We used an interbehavioral model of teacher–student didactic performance with six pairs of criteria, as follows. Exploration of competencies and precurrent for learning, explicitness of teacher criteria and identification of student criteria, teacher illustration and illustration—student participation, supervision of the practice by the teacher and pertinent student practice, teacher feedback and feedback—student improvement, and teacher evaluation and evaluation—student application. The objective was to determine the level of covariation, divergence and convergence between the constructs of teacher didactic performance and student didactic performance in virtual classes as a result of the SARS-CoV-2 pandemic, in November 2020. Three hundred-thirty undergraduate students of biological sciences from a public university in Peru completed two self-report scales in virtual modality through Google forms, one on the performance of their teachers and the other on their own performance. By means of confirmatory factor analysis and an analysis of the covariance of teacher–student performance constructs, three models were obtained with good fits for the convergent and divergent validities of six constructs of the two teaching performance scales. Adequate models of functional correspondence in each pair of the six teacher–student didactic performance criteria were obtained. Likewise, didactic performances related to the identification of teaching–learning criteria and to the evaluation—application criteria were the most frequent during teaching–learning, according to the students' self-report. [ABSTRACT FROM AUTHOR]

To become proficient problem solvers, science and engineering students have to acquire the skill of self-regulating their problem-solving processes, a skill supported by their metacognitive abilities. The Disciplinary Learning Companion (DLC) is an online tool designed to scaffold students' use of metacognitive activities through discipline-specific and even topic-specific reflective prompts. Our research focuses on the effectiveness of these reflective prompts in fostering metacognitive abilities. A prior study demonstrated a positive relationship between students' interaction with the DLC and their academic achievement. The current study investigates whether an increase in metacognitive abilities can partially explain this relationship. To this end, we study the relationship between students' interaction with the DLC and their strategic approach to solving an exam problem, using the latter as an indicator for metacognitive abilities. Additionally, since students' prior metacognitive abilities may influence this relationship, we investigate how the results are affected by students' prior abilities. Our findings indicate that, compared to students who had minimal or no interaction with the DLC, those who engaged more frequently with the DLC exhibited a more strategic approach to solving an exam problem. Notably, this effect was particularly pronounced among students who interacted with the DLC's reflection module that focused on the physics topic relevant to the specific exam question. These results persist when we control for students' prior metacognitive abilities. In conclusion, students' improvement in academic achievement can be attributed to a combination of enhanced conceptual understanding of the particular physics topic and an improved strategic approach to problem solving. [ABSTRACT FROM AUTHOR]

Cultural awareness of anosmia and microsmia has recently increased due to their association with COVID-19, though treatment for these conditions is limited. A growing body of online media claims that individuals have noticed improvement in anosmia and microsmia following classic psychedelic use. We report what we believe to be the first three cases recorded in the academic literature of improvement in olfactory impairment after psychedelic use. In the first case, a man who developed microsmia after a respiratory infection experienced improvement in smell after the use of 6 g of psilocybin containing mushrooms. In the second case, a woman with anosmia since childhood reported olfactory improvement after ingestion of 100 µg of lysergic acid diethylamide (LSD). In the third case, a woman with COVID-19-related anosmia reported olfactory improvement after microdosing 0.1 g of psilocybin mushrooms three times. Following a discussion of these cases, we explore potential mechanisms for psychedelic-facilitated improvement in olfactory impairment, including serotonergic effects, increased neuroplasticity, and anti-inflammatory effects. Given the need for novel treatments for olfactory dysfunction, increasing reports describing improvement in these conditions following psychedelic use and potential biological plausibility, we believe that the possible therapeutic benefits of psychedelics for these conditions deserve further investigation. [ABSTRACT FROM AUTHOR]

Scholars who use English as an additional language (EAL) worldwide are under increasing pressure to write and publish in English due to the pervasive publish‐or‐perish culture and the growing dominance of English in academia. While previous studies have focused either on textual differences between EAL scholars' writing and native writers', or explored the difficulties EAL scholars meet and strategies they employ in the process, this paper examines a longitudinal case of a Chinese engineering scholar using online machine translation (MT) to support his academic writing and publishing in English. Drawing from the technology acceptance model as the theoretical background, this study shows that online MT can be a crucial support for scholars with limited English proficiency in the process of preparing a manuscript, submitting it and communicating with editors and reviewers. Frequently occurring problems in machine‐translated academic texts include improper use of technical terms, use of informal language and the inclusion of grammatical mistakes. However, in the last decade, online MT has made great improvements in academic translation. We believe these findings can empower EAL scholars to effectively use online MT in academic English writing and inspire educators to help novice scholars mobilize various high‐tech tools such as online MT to support their writing and international publishing. [ABSTRACT FROM AUTHOR]

Significant knowledge gap exists on vagus nerve stimulation (VNS) efficacy and tolerability in medically refractory absence seizures (MRAS). This retrospective review of patients with MRAS aims to narrow this knowledge gap by comparing ultra rapid duty cycling ([URDC] ON time seven seconds, OFF time 0.2 minutes) with less frequent stimulations of rapid duty cycling (RDC, OFF time <1.1 minutes) and normal duty cycling (NDC, OFF time ≥1.1 minutes). Patients with MRAS aged less than 21 years who underwent VNS implantation were identified. Patient demographics, antiepileptic medications, seizure types, frequency, VNS parameters, outcomes of seizure reduction rate (SRR), and seizure freedom were extracted and compared among NDC, RDC, and URDC patient cohorts. Thirty-six patients with MRAS were identified. After a mean follow-up of 32.6 months, responder rate ([RR], SRR ≥50%) for URDC was 80% for absence seizures and 80% for all seizure types versus 66.67% and 66.77% for NDC and 78.57% and 57.14% for RDC, respectively. Six of 10 patients (60%) on URDC achieved complete seizure freedom. A higher rate of subjective improvement in academic performance, attention, and developmental gain was noted in the URDC group. Patients on URDC tolerated higher output current (mean 3.025 mA) with minimal side effects but required a battery change sooner. VNS is a safe and effective nonpharmacologic management choice in patients with MRAS. The data presented demonstrate that the combination of URDC and high output current provides better RR and seizure freedom. Apart from a reduced battery life, this parameter modality seems to be well-tolerated. [ABSTRACT FROM AUTHOR]

Copyright of Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales is the property of Academia Colombiana de Ciencias Exactas, Fisicas y Naturales 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 Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica 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.)

Strategy is a procedure used to carry out an activity to achieve madrasah goals. In carrying out the leadership process, the head of the madrasah certainly has strategies that will be carried out as a leader in the madrasah for improving student achievements to become an indicator of the success of managing the madrasah. This research aims to find out how the madrasa head's strategy, and the implementation of the madrasa head's strategy in improving the academic achievement of students at MA Unggulan XYZ Jombang. This research uses a qualitative approach with a case study type of research and is descriptive in nature with subjects namely the head of the madrasah, head of curriculum, and also teachers. The data collection techniques used were observation, interviews, and documentation studies. The validity of the data was tested by triangulating sources and techniques. The data obtained was analyzed through data reduction, data presentation, and data verification. The results of this research show that 1) the madrasa head's strategy in improving students' academic achievement by supervising, sector reading, boosting six superior madrasa programs, and also giving appreciation to students who excel in the form of free tuition fees for one semester 2) implementation of the madrasa head's strategy in improving Students' academic achievements are carried out by holding sectoral reding evaluation meetings by communicating with each other with sectoral readings.

This article evaluates the impact of an Art-based program, which consisted in bringing artist to do workshops in public schools, on academic achievements, creativity (i.e., the skill) and the external manifestation of creativity in action (i.e., creative behaviors). The main contribution with respect to previous literature is a quasi-experimental design—propensity score matching—that makes the causal link between these aspects more plausible, and which had a sample of 297 children between 14 and 16 years old. Four main findings are derived from the empirical investigation. First, substantial practice is crucial. Participation in at least two semester-length workshops is a necessary condition to observe significant impacts. Second, participation has a significant impact on academic achievements. Grades increased by 0.61 standard deviations (sd) for language, by 0.36 sd for math, and by 0.33 sd for art. Overall GPA increased by 0.55 sd. The program also increased participant willingness to consider postsecondary education. Third, the impact of the art-based program on various innovative graphical psychometric measures of creativity was positive and significant. Fourth, related to creative behaviors, the program had a positive impact on certain cultural activities, such as time spent watching films at home and creating cultural goods (e.g., handicrafts, poetry, music). In conclusion, our study presents substantial evidence on the effective enhancement of creativity, the fostering of creative activities, and the improvement of academic performance through the deployment of art-based programs. [ABSTRACT FROM AUTHOR]

Academic literacy is a crucial aspect of education, yet assessing it remains a challenge for universities in knowledge management. This research focuses on how to support Colombian university students in understanding academic texts in virtual learning environments. To address this issue and fill a gap in the literature, the main objective of this study is to propose a model for assessing academic literacy in virtual learning environments, using the Delphi method as a validation tool. A panel of language experts from various Latin American countries was convened to ensure a diverse and representative perspective of the region for this study. The research involved the participation of 15 experts with doctoral degrees from different countries, which allowed for a broad and heterogeneous perspective on academic literacy in virtual learning contexts in Latin America. Each of the participants contributed their knowledge and experience in the language area. In the results, ten key elements were identified and distributed in different subconstructs that allow for a comprehensive evaluation and improvement of academic competence in virtual learning environments. The identification of these elements provides teachers and university management personnel with a reliable and precise tool for evaluating students’ competence levels in virtual learning environments and designing effective pedagogical strategies to improve their academic performance. [ABSTRACT FROM AUTHOR]

This investigation examines the efficacy of the Flipped Learning Model, supplemented with Nearpod media, on the academic outcomes of fifth-grade students in the subject of fractions. Utilising a quantitative methodology within a quasi-experimental research design, the Flipped Learning Model was deployed over three sessions. Nearpod media was employed to stimulate student engagement and enhance academic outcomes. A comparative study was conducted between students who were subjected to the Flipped Learning Model with Nearpod media (N=12) and a control group (N=12) that utilised the Direct Learning Model with image media. The analysis revealed a significant discrepancy in academic outcomes between the two groups. Throughout the investigation, students who were exposed to the Flipped Learning Model with Nearpod media showed an improvement in academic outcomes, indicating a significant influence on students' mathematical learning. The integration of the Flipped Learning Model with Nearpod media is categorized as moderately effective in improving student academic outcomes. This confirms that the implementation of the Flipped Learning Model with Nearpod media has a significant impact on enhancing classroom academic outcomes. [ABSTRACT FROM AUTHOR]

Online classrooms have become an important way to cope with the uncertainty of changing teaching and learning contexts in universities since the outbreak of the COVID-19 pandemic. However, this learning mode has caused new physical and mental health issues, such as online class-related anxiety. We investigated the association between online class-related anxiety and undergraduates' academic achievement. The results showed that online class-related anxiety had a negative correlation with undergraduates' academic achievement. Intrinsic school motivation mediated the relationship between online class-related anxiety and academic achievement, but extrinsic school motivation suppressed the negative link between these variables. Gender played a moderating role in the process of online class-related anxiety affecting academic achievement. This study expands the research perspective of achievement emotion theory, especially in the online learning environment. Emotional intervention strategies can be adjusted according to the gender of college students to promote the improvement of academic achievement. [ABSTRACT FROM AUTHOR]

Copyright of Actividad Fisica & Deporte is the property of Universidad de Ciencias Aplicadas & Ambientales 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 ESPIRAL: Revista de Docencia e Investigación is the property of Universidad Santo Tomas, Bucaramanga 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 Docencia Universitaria is the property of Universidad Industrial de Santander 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.)