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Expansion in higher education and changes in student profiles have led to an increase in non-linear trajectories that do not fit into a time frame considered standard. However, universities continue to establish success and failure parameters relating to performance indicators that do not consider the heterogeneity of trajectories. The theoretical perspective on which we base our work is the complexity approach, which resituates what we understand as a trajectory of success (and failure), incorporating a broader view to better understand how students navigate through higher education. Based on research on university dropout and changes of trajectory, we present the results of a study carried out using sequence analysis in face-to-face and online universities. The research question on which this study focuses is whether, given the context of greater heterogeneity and complexity, there could be a greater similarity between the students' trajectories in face-to-face and online modalities in relation to complex trajectories. The results show that complex trajectories are very present in both modalities, and differences are observed according to students' gender and age. A key conclusion is the discussion on how we consider success and failure student trajectories in the contemporary university taking into account the perspective of complexity.

Students at school need to develop a character of responsibility in learning discipline (Re-LeaD) after the COVID-19 pandemic (CV-19P), or face-to-face meetings (FTF) are a concern. The character of Re-LeaD as a form of student success in the future. Aims to research determine the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs and the effectiveness of the individual blended counselling model of the behaviouristic counselling approach to increase Re-LeaDs. Individual counselling with a behaviouristic process combines FTF chat and counselling with an e-counseling website. Research and development are limited to five steps (1) study problem; (2) hypothetical draft model; (3) model feasibility test through guidance and counselling reviews; (4) revising model; (5) testing effectiveness model. The instrument used is the Re-LeaD scale and expert review on the feasibility model. Data analysis with the reliability coefficient between reviewers and Cohens Kappa, then t-test to test the model's effectiveness. The results of the study concluded that the blended counselling model with a behaviouristic counselling approach is feasible to be applied by school counsellors to increase Re-LeaDs students based on an average rating of more than 3.09 (scale 4) from reviews by experts and guidance and counselling practitioners (0.621 with sig. 0.000 < 0.05). The individual blended counselling with behaviouristic counselling approach can also effectively increase Re-LeaDs students in the higher category (21.5) than before the intervention (10.75) and sig. 0.000 < 0.05. Counsellors can use individual blended counselling with behaviouristic methods as one of the counselling strategies to increase Re-LeaDs.

The present study aimed at examining the effect of e-learning and students 'digital literacy towards their learning outcomes. It was designed in quasi-experimental research with post-test-only control group within 2x2 factorial design. The sample of the study involved 96 vocational students obtained from random sampling technique. Two instruments were conducted in this study, namely questionnaire and test. The obtained data were analysed descriptively and inferentially assisted by SPSS 25 in which analysis variance test (ANOVA) was conducted for hypothesis testing. The results of the study show (1) there are different learning outcomes between students who were taught using e-learning and conventional method; (2) there is an interactional effect between e-learning and students' digital literacy; (3) there are different learning outcomes between students with high digital literacy of experimental and high control group; and (4) there are different learning outcomes between students with low digital literacy of experimental and high control group. The provision of e-learning is effective for learning process. It implicates the teachers in which they direct students to know any digital learning platforms. It gives chance to integrate learning and technology to make students familiar with various technology which gives impact to their learning outcomes.

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.

This research explores the issues of applying bilingual education in China Panorama Curriculum, with purpose to enhance cross-cultural adaptability of ASEAN students in higher education. Employing questionnaires and interviews with a longitudinal analysis based on factors like age, gender, nationality, and time in China, to investigate the cross-cultural adaptability of ASEAN students in China, focusing on psychological and learning environment adaptation. The research uncovers challenges in adapting to the Chinese cultural landscape and proposes solutions. Cultural disparities between China and ASEAN nations are identified, with the bilingual education approach proving beneficial in fostering classroom participation and cultural exchange. However, psychological challenges persist, impacting mental well-being and academic performance. The research reveals the limited social life of ASEAN students in China, confined to campus interactions, suggesting improvements in English proficiency among teachers and encouraging active student participation in social activities. While bilingual education holds promise, the research emphasizes the need for comprehensive strategies, including teacher training and addressing socioeconomic disparities. The findings offer insights into cross-cultural adaptation complexities, highlighting the potential of bilingual education within the Panorama Curriculum. Caution is advised when generalizing beyond ASEAN students in Guangxi, China, considering potential variations in cultural, social, and educational contexts internationally.

This literature review offers compelling evidence for the significant role music and song can play in cultivating student engagement in elementary school science lessons. With students disengaging from science education, there is concern about the lack of necessary scientific literacy skills required in today's world. To explore whether music and song could be used engage students in science we conducted a thorough search of composite education databases for relevant scholarly articles published 1993-2021. Synthesis of the resulting 26 articles revealed four themes: the common goal of engagement, evidence of learning improvement, broad utility of music and songs as pedagogical tools, and limited long-term studies. While acknowledging the limited evidence presented in these articles, we emphasize that incorporating music and song into science lessons not only enriches the educational environment but also contributes to an arts-infused education known to enhance student performance across a wide range of curriculum domains. We recommend further research with a particular focus on investigating the impact of music and song on science engagement and learning over the long-term in elementary school science classrooms.

A challenge persists in modern higher education regarding gaining an understanding of the activities and services that facilitate student support, student success, student community and student voice. As modern universities continue to grow in both size and complexity, gaining an understanding of the operations for enhancing and supporting both students' experiences and outcomes grows in importance for resource allocation and supporting student success for university administrators. These exploratory or audit-based activities attempt to gain an understanding of students' engagement, time pressure and, relatedly, their calendar journeys throughout their higher education, with an aim to create coherence as opposed to chaos in students' journeys. This case study shares a tested practice from a UK higher education institution of a method to map the so-called 'student experience' across a whole university. This framework for mapping student engagement activities takes an asset-based approach beginning with the core activities which lead a student to graduation prioritising activities by time of students' engagement. This framework is inclusive of the core student experience and the optional, complementary extracurricular activities (Student Community), supporting services (Student Support), and enhancement activities engaging students in the development of education (Student Voice) to gain oversight of complex institutions. This case study offers a transferable framework for use in institutions globally with potential to be implemented as a management tool for administrator and faculty member understanding of the student experience with a view to make enhancements to support student success resourcing and interventions.

The Academic Student Success Advising (ASSA) project enacted an integrated academic and pastoral approach to advising using McIntosh's (2023) fundamental principles of advising. This research conducted at two Australian universities explores how shared principles of advising can provide an underpinning structure to pan-university advising approaches as a mechanism of student development. Forty staff were interviewed, exploring understandings and experiences of advising. Data were analysed through the four key advising themes: inclusive, personalised and integrated, developmental, and student-centred. The findings suggest that staff perceive value in integrated advising approaches that connect students' academic and pastoral experiences through an 'advising as teaching lens' and that link areas of the university to enhance student success. Recommendations highlight the value of investing in staff understandings of advising to enhance student development, the intentional embedding of co-curricular skills, and the continued need to develop systems to track advising outcomes.

Medical, nursing, and other healthcare students undergo specific stressors. Their mental health represents a priority for universities and the entire community. This review aimed to gather evidence about the effectiveness of individual psychological counselling offered by universities to healthcare students. A systematic review was conducted by searching PubMed, Scopus, and APA PsycInfo. A total of 1906 records were identified. The selection resulted in six studies published between 1994 and 2014. The most common design was quasi-experimental. Half focused on medical students and often interventions comprised other elements. Outcomes were related to mental health issues, academic performance, or both. The results showed statistically significant improvements, with some exceptions. The present review highlighted some specific characteristics that must be considered in order to fill the existing gap in this field, such as widening the range of studied outcomes, improving the description of the intervention, and planning randomized controlled trials (RCT) to compare strategies.

In an effort to improve student success and thus retention, the College of Arts & Sciences at a highly selective MidAtlantic private undergraduate university in the United States developed a for-credit course titled "Psychology of Success." The course, grounded in positive psychology, adopts a strengths-based approach. Students who are on academic warning after their first semester are enrolled in the course, although not required to remain in the course. After four years of implementation, student outcomes for those who participated, across a variety of dimensions--including retention, persistence, and graduation--had better outcomes than those who did not participate. This practice report will share the philosophy, methodology, and implementation of the course as well as results from the first four years of implementation.

This research investigates the multifaceted determinants of academic performance in a large-scale study of 5,092 undergraduate students across diverse Moroccan universities. We delved into demographic, academic, psychological, societal, and lifestyle factors, providing a comprehensive analysis of potential influencers on academic success. These dimensions were identified as significant predictors of academic performance, as gauged by the students' Grade Point Average (GPA). The findings reveal the intricate and interconnected nature of these factors and their cumulative influence on a student's academic trajectory. Our study emphasizes the necessity for a holistic approach that integrates not only traditional academic strategies, but also psychological support, balanced lifestyle practices, and effective societal engagement. Our research underscores the rich interplay among these variables and offers a profound understanding of their collective impact on academic performance. The derived insights could be instrumental for educators, policymakers, and researchers striving to create strategies that amplify student success. While acknowledging the inherent limitations of the study, we believe the results serve as a pivotal guidepost in the ongoing quest to optimize student academic outcomes and overall well-being.

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.

University degrees are usually delivered in defined sessions--by term, semester, or in week-based blocks--whereby students are required to complete their studies by the due date. Term or session-based schedules that require students to complete the study within set timeframes are, however, potentially restrictive. Temporal challenges associated with work and life can impede progress and add to the specific problem of student attrition in online learning. As universities seek to deliver innovative options for their students, increased attention is being paid to alternate models of delivery. This paper reports on the development of a hyperflexible online Master of Business Administration (MBA) course by a regional university in Australia, which has grown to more than 1,000 students since its launch in 2017. Delivered entirely online, the degree was specifically designed to address an inequity; MBA programs are traditionally expensive, and in Australia, the requirement for students to travel to attend residential schools and examinations adds significant cost to already expensive tuition fees. This paper analyzed enrollment data, course analytics over a two-year period, and student surveys conducted at the end of the second year of delivery (n = 98) to evaluate the development and implementation of the course as a hyperflexible course whereby students have almost complete control over their study at the postgraduate tertiary level. Results highlight the potential for the model to enable student success through flexibility.

The Three Basic Dimensions model, theorizes three mediators for the effect of teaching quality dimensions on student outcomes. However, the proposed mediating paths and their effects have largely not been empirically tested. This study investigated the mediating role of depth of-processing, time-on-task, and need satisfaction between student-perceived teaching quality and student mathematics achievement and interest, expanding the TBD model to include mediation paths suggested by theories of motivation, cognition, and effort. Data from the TALIS Video Study for Germany, comprising 958 secondary school students in 41 classrooms, were used to run multilevel longitudinal and correlational mediation analyses. The results only found mediation effects at the student level; there were no mediating effects at the classroom level. Not all of the hypothesized relationships thought to exist between the mediators and achievement and interest outcomes were confirmed. The conceptual sequence of the variables, the choice of correlational vs. longitudinal evidence, and the level of analysis were all shown to have an impact on the results. The study thus confirms some of the assumptions of the TBD model, identifies new paths between teaching quality and student outcomes, and provides suggestions for how to proceed with further investigation of a model which should be expanded and more thoroughly empirically tested.

In the past decade, teachers and researchers have recognized the vital role school climate plays in the public school setting in the United States (Thapa, Cohen, Guffey & Higgins-D'Alessandro, 2013). One of the greatest indicators of achievement is the relationship between school and student socioeconomic status (Sirin, 2005). According to Bryk and Schneider (2003), if schools create positive learning environments, students will achieve at a higher level than what their socioeconomic background would otherwise predict. The purpose of this quantitative study was to identify the relationship between school climate and student academic achievement in reading at the elementary level in public schools in Virginia, USA. The researcher examined extant data from the 2018-2019 school year, which included Grade 5 Reading Virginia Standards of Learning (SOL) pass rates and school climate surveys from two school divisions in the Commonwealth of Virginia. The findings indicated that the school climate dimension had the strongest correlation to the Reading SOL pass rates in both school districts. School leaders and building-level principals could use these findings to better understand the importance of school climate and its impact on student achievement.

Background: The growth of online higher education programs and the increasing numbers of students seeking remote learning experiences require educators to find new ways of meeting the changing learning needs of their students. One possible approach for facilitating success for online college students is fostering engagement in self-regulated learning (SRL). Objective: This paper discusses student perceptions of an online metacognitive journal assignment designed to promote SRL. Method: Following a brief review of the related literature, we present a study of the perceptions of 206 online students of a series of metacognitive prompts collected through a weekly online journaling assignment. We examined, coded, and reported on the data using descriptive statistics. We also conducted a thematic qualitative analysis of narrative responses to experiential questions. Results: The analysis revealed that the majority of students believed that engaging in the metacognitive exercise was valuable and contributed to success in their online courses. The students also reported that the assignment helped them feel more connected to their professors and contributed to their ability to apply course content to real-life situations. Findings: The students did perceive value in the assignment and provided positive narrative comments. Although the students perceived the assignment to be helpful, no causal relationships between engagement with the assignment and student achievement were demonstrated. Conclusion: Based on the results of this study, online instructors may find that using a metacognitive reflection journal is one way to support their students in online courses.

A large body of evidence shows that many ungrading practices are as good or better than conventional approaches at supporting learning outcomes. Much of the research on student perceptions of ungrading, however, is based on individual case studies which, although informative, are often anecdotal, not systematically implemented, and tend to emphasize the instructor's perspectives. Building on this literature, we offer a systematic study that asks: how do students perceive pedagogical practices designed by instructors to support an ungrading strategy? To answer this question, we conducted a survey of students across a range of disciplines and a variety of ungrading approaches to assess how they perceive their learning experiences in these courses as compared to others. Findings indicate that students generally perceive that ungrading practices improve their relationship with their instructor; enhance their engagement, agency, enjoyment, and interest; foster their intrinsic motivation and focus on learning; and facilitate their creativity. While many students reported reduced stress, others reported that the unfamiliarity and uncertainty of ungrading increased their stress. Gaining a better understanding of how students react to these pedagogical techniques can help instructors improve their practices.

Purpose: There is an absence of systematic review papers in the achievement motivation theories literature. In terms of current research trends, English learning motivation is gaining attention as a determiner of success in FLA. Hence, this review aims to trace the trends in the empirical studies on achievement motivation theories and tools, ranging from 1970 to 2022. Methodology: With a focus on theories, diversity of research participants, and practical ELT-related issues addressed by previous researchers, this paper applied the PRISMA Systematic Review Protocol to offer a comprehensive synthesis of 91 empirical studies on theories of achievement motivation. Findings: The majority of the published studies were from China and Iran. There was also a large number of studies conducted on tertiary-level learners. Structural equation modelling was found to be the most widely used analysis. In addition, technology-assisted learning is the current trend in achievement motivation research. Significance: This paper offers new insights into the existing achievement motivation literature and identifies the research gaps. This study recommends more studies on expectancy-value theory including in-depth qualitative studies involving culturally diverse populations and experimental research to develop more effective pedagogical approaches and expand the current understanding of achievement motivation.

The Question-Answer-Relationship (QAR) strategy has been suggested to improve EFL students' reading comprehension. Nonetheless, disappointing outcomes when using the QAR instruction were noted. The current study seeks to: (1) add the Review (R) component to the instruction; and (2) assess the effectiveness of the developed Question-Answer-Response-Review (QARR) instruction to improve reading comprehension among Thai EFL university students. Instructional concepts such as common question types (Yathip & Chanyoo, 2022), the Question-Answer-Relationship strategy (Raphael & Au, 2005), the experiential learning approach (Kolb, 2014), and the reading instruction principle (Raphael, Highfield, & Au, 2006) were synthesized to create the instruction. The developed curriculum was implemented with 58 Thai EFL students. Data were examined using frequency, mean, standard deviation, and F-test. As for the findings, the experts' high degree of agreement (M = 0.96) demonstrated the efficiency of the developed instruction. One-way repeated measures revealed that the posttest (M = 21.74, SD = 4.12, d = 0.89) and delayed posttest (M = 22.19, SD = 4.23, d = 0.95) were substantially higher than the pretest mean scores (M = 16.86, SD = 5.59, p <0.001) with a large effect size ([eta squared] = 0.209). Participants' satisfaction surveys strongly agreed with the created instruction (M = 4.36, SD = 0.63), consistent with interview data.

This study examines the effects of implementing a Flipped Mobile-Based Microlearning (FMM) approach on postgraduate students' accessibility, engagement, knowledge retention, overall learning experience and academic achievement. A quantitative multiple methods approach was employed, utilising a two-group quasi-experimental design and a survey questionnaire to gather data. The results suggest that the FMM approach may have positive effects on accessibility, engagement, knowledge retention, overall learning experience and final exam scores when compared to the traditional learning approach. The findings support the efficacy of integrating FMM, highlighting its potential for enhancing the learning process and academic outcomes. These results have implications for educational practice and research, emphasising the value of technology-enhanced learning approaches, active and interactive learning experiences and the promotion of student motivation and attitudes towards learning. This study underscores the broader applicability of FMM and suggests its potential for improving educational outcomes across different educational levels and subject areas.

Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support class was implemented as periodic sessions throughout the learning semester over six consecutive semesters for the selected total of 560 at-risk students. At-risk students who attended the flipped support class reported a higher passing percentage than those who did not, in each of the six semesters. A strong mathematics foundation contributed to the likelihood of passing the course; however, it can be further increased by attending more hours of the flipped support class.

Self-regulated learning (SRL) is associated with university student academic success outcomes, however students often need support to develop these skills. Technology-mediated feedback is one strategy that may aid educators in supporting students' SRL development. This study aims to explore whether a technology-mediated feedback strategy targeting tutorial preparation for flipped classrooms enhances first-year students' self-report SRL and observed implementation of the strategy. Self-report SRL was measured using the Motivated Strategies for Learning Questionnaire (MSLQ); strategy implementation profiles were based on lecture video access patterns. First-year psychology students (n = 99) were sent technology-mediated feedback emails aimed at developing their SRL. Paired-samples t-tests revealed significant increases in post-intervention self-reported motivational SRL subscales; self-reported and observed learning strategies implementation did not improve. Future research could build upon this exploratory work to form a multi-pronged strategy to increase understanding of the role of technology-mediated feedback in first-year students' SRL development for flipped classroom learning.

The teaching competencies of science teachers significantly influence students' science academic achievement. It shapes the students' understanding of complex science concepts and their ability to excel in scientific exploration, ultimately nurturing their scientific literacy. This study assessed the teaching competencies influencing the teaching performance of 58 primary science teachers relative to the academic achievement of their students in science at the Tinoc District, Tinoc, Ifugao, Philippines. The significant differences by teacher demographics were also determined. This is relevant to the district's observed low scientific literacy and achievement of students in science education as assessed in recent years. Using a quantitative approach, the study employed a modified questionnaire that was validated and pilot-tested. Results disclosed that the science teachers strongly agreed that professionalism is the most common teaching competence influencing their performance, indicating their adherence to local and national standards and code of conduct. They also strongly agreed with teaching effectiveness, personal skills, educational planning, and management skills. Generally, there were no significant differences among the teaching competencies regardless of the teachers' gender, age, highest educational attainment, and years in service. Meanwhile, the students' science academic achievement was determined to be lower average, suggesting low scientific literacy. Correspondingly, the teaching competencies and students' academic achievement were not correlated. Nonetheless, the teacher's capacity to impact the learners' scientific exploration and achievement remains intact. Further studies are recommended to be undertaken.

"Deficit remediation" as an educational governance paradigm has given rise to many problems, whereas principal positive leadership under the "strengths development" paradigm has the potential to give new impetus to school development. Based on large-scale survey data within a provincial region, this study investigates how the school context and principal positive leadership impact student academic achievement using structural equation models. Research findings show that principal positive leadership as a structural latent variable has positive impacts on student academic performance and significantly mediates the effects of the school context on student academic results; and that the patterns of the impacts of principal positive leadership differ according to the variations of the school's autonomy in operation.

This mathematics classroom based experimental study determined the relative effectiveness of formative assessment techniques on students' academic achievement in Mathematics. Factorial research design was adopted for the study involving 100 students from 2 co-educational secondary schools drawn through multistage sampling procedure. Mathematics Achievement Test was the instrument used for data collection. The reliability of the instrument was established using Kudder Richardson (KR[subscript 20]) formula and a reliability coefficient of 0.92 was obtained. Descriptive statistics of mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was employed to test the hypotheses at 0.05 level of significance. The findings of the study revealed that the muddiest point formative assessment technique proved to be more effective in improving students' academic achievement in Mathematics than the think-pair-share technique. The findings also showed that the mean achievement scores of male and female students in Mathematics are not statistically significant. The muddiest point technique should be employed regularly by teachers for classroom assessment of the students since it is more effective in improving students' academic achievement in Mathematics.

This research discuss and considers possible components in computer supported collaborative dynamic learning environment in mathematics classroom. The aim of the research is to observe the applicability of this environment to the courses and to determine its effect on student success. The research group consisted of 68 high school students and their mathematics teacher. Accordingly, in the learning environment in the teaching of the first objective, it was observed that the collaborative teams were working tangentially. Upon examining the results observed in the teaching of the other three objectives, it was observed the behaviors of the collaborative teams were carried out in accordance with the environment and that the teams and the course teacher were more effective. Teaching through computer supported collaborative dynamic learning had a more positive effect on the success of high school students.

The study explored the extent learners' age variances impacted their achievement in a national education assessment in Ghana and how these were moderated by the types of schools (i.e., private and public) they attended. A multistage sampling method was used, and the data were analyzed using a multilevel modeling technique. The sample comprised 19,210 primary grade 3 and 17,088 primary grade 6 learners from 525 and 499 schools, respectively. Relatively younger learners outperformed their older peers in both subjects except for primary 3 mathematics achievement. Schools marginally reduced the age effect on both subjects except primary 3 mathematics achievement, where there was an increase. Moreover, there was a statistically insignificant difference in private and public schools' impact on age-linked effects on subjects except for primary 3 mathematics. The study concludes that being relatively overage for a specific grade level is not beneficial, especially for English language achievement. Hence, enrolling learners at the prescribed age and school term is highly recommended.

Recess is a mainstay in schools. It is assumed recess has positive impacts on the academic, behavioral, and social experiences of youth. In this systematic literature review, we explored empirical studies that examined these areas. We provide a synthesis of the literature to assist researchers and clinicians in designing effective interventions. Overall, findings indicate that recess may indirectly positively influence academic outcomes and benefits students' social engagement, but there is mixed evidence if recess directly improves problematic behavior outcomes.

The present study examines the first-year engineering students' attitudes towards mathematics, their beliefs and self-efficacy about mathematics, as part of their affective performance, in relation to their mathematical academic performance before and after attending an introductory mathematics course. It aims to contribute on the ongoing discussion about the teaching of mathematics at the level of higher education in engineering programs. First-year engineering students completed a questionnaire and a test after their entrance at the university. Their mathematical performance was examined by using their results at the midterm and the final mathematical mark during AMAT111 course offered at the first semester of their studies. Results indicated that aspects of the affective domain were related with students' performance, while the predominant role belonged to their previous mathematical knowledge and skills (as learning outcome of the high school education), which undoubtedly need further enhancement. The belief about a formalistic perspective of mathematics and the lack of understanding of the implementation of the mathematical concepts on engineering problem solving situations were obstacles for them on recognizing the importance of attending mathematics courses as part of their engineering studies. Discussion concentrates on the following up steps, which have to be done at the level of higher education in order to face the initial difficulties, which have been identified.

The cognitive reflection test (CRT) assesses an individual's capacity to restrain impulsive and intuitive responses and to engage in critical reflection on mathematical problems. The literature indicates that several factors influence students' performance on CRT, including gender, age, and prior knowledge of mathematics. In this study, our objective was to investigate the correlation between CRT scores and students' achievements in both mathematics and physics. We conducted our research with a sample of 150 Italian high school students, and the findings revealed a positive predictive relationship between CRT scores and students' performance in both mathematics and physics. Furthermore, we employed an ordinal logistic regression to evaluate the impact of CRT scores, gender, and school level on students' achievements in mathematics and physics. The results showed that both CRT scores and school level had statistically significant effects on predicting these achievements. In contrast, gender emerged as a statistically significant factor only in predicting students' mathematics achievements.

The research evaluates the impact of face-to-face and online flipped learning (OFL) on the academic performance in students of single-degree (SD) and double-degree (DD), compared to that achieved in the traditional methodology. A descriptive, quasi-experimental, cross-sectional, quantitative study was carried out with a sample of 223 university marketing and communication students. The study was conducted in three phases: before, during, and after the COVID-19 pandemic. Results align with previous studies, which find that flipped learning (FL) face-to-face yields higher performance than traditional methodology. Like other studies, the highest scores in asynchronous activities were found for DD students. However, this study reveals that those adopting FL, both online and face-to-face, demonstrated superior academic performance compared to SD students using the traditional method in practical assessments. Notably, DD students who used OFL methodology outperformed their SD peers who used the traditional method in the overall subject score and in the synchronous and asynchronous activities. Furthermore, although modality did not influence the ratings of FL methodology; DD students who experienced this methodology online or face-to-face reported more positively on their attitudes, perceptions, interactions, academic results, and perceived satisfaction than SD students. These findings contribute to understanding of how the adoption of diverse learning methods and modalities influence the performance, attitudes, perceptions, interactions, results, and satisfaction of SD and DD students in the fields of marketing and communication. In conclusion, university business education institutions can enhance student performance and satisfaction by expanding DDs offerings and integrating active learning methods.

Learning computer programming is typically difficult for newcomers. Demotivation and learned helplessness have received much attention. Besides the subject's intricacy, low in-class participation has been associated with poor student achievement. This paper presents a follow-up, stage 2 study on the novel instructional technique, Student-Driven Probe Instruction (SDPI), to address low in-class participation in programming courses. Instead of the teacher lecturing/explaining content to the class and asking questions, students were shown a snippet of code or other relevant material and given the option to ask questions beforehand. The study was conducted in two stages: stage 1 pilot and stage 2. This paper presents the results of stage 2, while stage 1 operations and results are discussed briefly. The number of questions asked in class, real-time Trello board postings, and emails/Slack conversations with the instructor were used to track participation. In-class participation showed significant improvement. Average quiz and in-class activity scores showed marginal gains. Results from the end-of-course survey show that students preferred SDPI over the traditional lecture style since it stirred their interest in the content and provided them the confidence to ask questions in class. The study is purely exploratory in nature, and no conclusions can be drawn due to the extremely small sample size of the student population.

This study proposes that the gestures of an agent tutor in a multimedia learning environment can generate positive and negative emotions in learners and influence their cognitive processes. To achieve this, we developed and integrated positive and negative agent tutor gestures in a multimedia learning environment directed by cognitive gestures. The effects of emotion type on cognition were examined in terms of cognitive load, learning motivation, and achievement. The subjects were 46 university students in Gyeonggi Province, South Korea. The students were divided into three learner groups: cognition, cognition + negative emotion, and cognition + positive emotion. The learners watched a tutorial lecture on the Notion note-taking app by an agent tutor. Data analysis was conducted using one-way ANOVA to determine the cognitive load, learning motivation, and achievement. The results showed that the positive emotion design was more effective in terms of intrinsic cognitive load, learning motivation, and achievement but had a higher extrinsic cognitive load. However, even the negative + passive group showed more positive learning than the cognition group. Although this study focused on gestures by an agent tutor, it implies that such gestures in multimedia learning contexts must be informed by emotional as well as cognitive design to provide a more meaningful learning experience.

Digital competence stands as a pivotal element in educational training across all levels, notably within higher education and particularly within the realm of initial teacher training. As prospective educators, these individuals bear the crucial responsibility of championing digital competences and integrating them into their teaching curricula. However, for this integration to materialize effectively, it becomes imperative for them to establish a robust framework for digital competence training. The linchpin of this preparation lies in DigCompEdu. This study adopts a correlational approach with a retrospective ex-post-facto design aimed at scrutinizing the digital competences among future teachers within the Faculty of Education Sciences at the University of Granada. Notably, the research uncovers intriguing insights: self-perceived digital competence exhibits variations based on the gender of the students, with men tending to display a more positive self-assessment in contrast to findings suggesting otherwise. Diverse perspectives exist among authors, some advocating for correlation while others refute it. Conversely, factors such as the academic course or degree do not seem to exert significant influence. A critical revelation surfaces from the majority of students at the Faculty of Education: their self-assessed digital competence level hovers around B1, an assessment considered inadequate for effectively imparting knowledge to future generations. This deficiency persists partly due to the absence of dedicated spaces and training opportunities in this domain, as perceived by students. However, nuances emerge based on the degree pursued, highlighting disparities in perceptions regarding this aspect. Ultimately, this research underscores the urgency to enhance digital competence training within initial teacher education, advocating for a more comprehensive approach to bridge the gap between perceived competence and the actual proficiency required to navigate the digital landscape in education effectively.