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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]

This research aimed to assess the integration of ICT in TLE- Entrepreneurship Instruction to the Grade VI learners in the Select Public Elementary Schools at the selected Mountain Barangays of Cebu City, Division of Cebu City during the school year 2020-2021. This research employed a correlational method using learners' competency performance. It involved learner-respondents whose demographic profile, test performance, and perception were gathered and statistically treated using average weighted mean, Z-test, and Pearson's R to test the significant difference between ICT applications and test performance. The findings revealed that integration of ICT in TLE-Entrepreneurship Instruction rendered a significant improvement in the academic performance of the students. There was a significant relationship between the test performance and performance. Hence, the enhancement plan for teaching TLEEntrepreneurship is hereby recommended. [ABSTRACT FROM AUTHOR]

In a context of constant educational transformation, self-assessment is presented as a key tool to identify areas of improvement and strengthen academic training. In view of this, the objective of this work is to design a self-assessment plan for the Instituto Superior Tecnológico Tena, with the purpose of improving educational quality, identifying areas of strength and opportunities for improvement. Using exploratory research with a mixed approach as methodology, the process includes phases of diagnosis, definition of evaluation areas, design of instruments, data collection, analysis of results and preparation of a report with recommendations to improve educational quality, which, through a statistically validated questionnaire, with a Cronbach's Alpha. Resulting in a parameter higher than 0.7 in all indicators, key aspects such as infrastructure, teacher training, community outreach, research and development, among others, were measured. These results demonstrated that the instrument is reliable and relevant to assess these aspects. In addition, clear criteria were defined to interpret educational quality: good, regular or bad, based on the percentage obtained from the maximum possible score. concluding that the self-assessment plan proposes a clear structure that includes planning data collection, analysis of results and preparation of a report with an actionable improvement plan. Institutional commitment is important to implement actions derived from the diagnosis, thus ensuring a positive impact on educational quality and on the academic and administrative management of the institution. [ABSTRACT FROM AUTHOR]

The concept of distributed pedagogical leadership (DPL) practice in education is advanced as an acceptable element in enhancing the quality of pedagogical improvement and the academic achievement of learners across educational contexts. This concept is conceived as a leadership style, where stakeholders are formally and informally involved in the leadership process. The interdependence of stakeholders in the enactment of this concept is underpinned by the five dimensions of DPL, namely: enhancing shared consciousness of visions, and strategies between stakeholders; distributing responsibilities for pedagogical leadership; distributing and clarifying power relationship between the stakeholders; distributing the enactment of pedagogical improvement within centers; and developing a strategy for DPL. This study employed a systematic literature review that mapped relevant literature to the topic. The database of sources consists of 10 articles on DPL published in the English language and in high-ranking journals between January 2010 and December 2021. The review highlights empirical and theoretical-conceptual contributions to the literature on DPL including the methodologies used in the studies. The study extensively expounds on the underpinning theoretical and conceptual frameworks to elucidate this concept. The result implies the need to promote the culture of DPL in all learning levels and spheres of education. [ABSTRACT FROM AUTHOR]

The development of soft skills in students can contribute significantly to the improvement of their academic performance, specifically in mathematical problem solving. The study used an approach, an explanatory level and a quasi-experimental design to propose a didactic strategy of collaborative work for the development of soft skills through the resolution of mathematical problems in students of the 7mo year of General Basic Education of the Escuela De Educación Básica Provincia De Los Ríos Educational Institution, located in the province, Ecuador, in the academic year 2024-2025. The initial diagnosis showed unequal training in soft skills, with relative strengths in empathy and marked weaknesses in adaptability, problem solving and critical thinking. Validation by experts confirmed the relevance and effectiveness of the didactic strategy designed to develop soft skills through collaborative work and mathematical problem solving.The experts highlighted the coherence of the objectives, the logical structure of the activities and their potential to foster soft skills. The quasi-experiment showed significant improvements in soft skills in the experimental group after implementing the didactic strategy. Areas such as effective communication, teamwork and empathy showed notable progress, reflected in the increase in high and very high levels in the post-test. These results highlight the positive impact of the strategy, while the areas of critical thinking and adaptability, although improved, require additional attention to consolidate integral learning. [ABSTRACT FROM AUTHOR]

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

Academic executives exert a unique influence on Chinese corporate governance. By integrating upper echelons and imprinting theories, our study highlights the significant role of academic executives in improving corporate ESG performance, especially those with a background in scientific disciplines and experience in universities and research institutions. Our analysis shows that academic executives improve ESG performance by promoting ESG decision synergy within management teams, mitigating financial constraints, and promoting green innovation. Moreover, our investigation suggests that academic executives' expertise in ESG issues positively moderates their influence on ESG performance, while their levels of power and compensation exhibit an inverted U‐shaped moderating effect. Further tests show that academic executives reduce greenwashing scores and issue more accurate performance predictions after ESG improvements driven by academic executives, debunking the notion that such improvements are merely cosmetic. In light of these findings, we argue for greater involvement of academics in corporate functions and call on them to act as leaders and advocates for sustainability, driving improvements in corporate ESG performance. [ABSTRACT FROM AUTHOR]

Research has repeatedly demonstrated that educational gamification can improve academic outcomes. However, a well-defined theoretical explanation for gamification's positive effects has yet to be validated. Two theories are frequently cited as potential theoretical explanations for gamification: Self-determination Theory (SDT) and Flow Theory. In this study, we compare students' academic outcomes with measures of SDT and Flow Theory in both gamified and non-gamified versions of a course. Results showed a statistically significant effect for the gamified group on four academic measures: withdrawals, failures, dropouts, and performance. Given gamification's significant improvements in academic outcomes, we expected to find a similarly significant difference in SDT and Flow Theory measures. However, there were no significant differences on 18 of 19 subscales assessed. These results suggest that contrary to common suggestions made in gamification literature, SDT and Flow Theory are insufficient explanations for gamification's effectiveness. This finding, if confirmed in other studies, will have significant impact on how gamification is studied and implemented in the future. We suggest other possible theoretical explanations for gamification and how they might be validated. [ABSTRACT FROM AUTHOR]

Introduction: Youth sports programs are recognized as effective tools for fostering entrepreneurial mindsets, resilience, and sustainable personal development. This study evaluates the long-term impact of the Africa Alliance for Partnerships (AAP) program on the academic and professional trajectories of its alumni, with a focus on sustained entrepreneurial skills and personal growth. Methods: A structured survey was conducted among alumni who participated in the AAP program at least five years prior. Data on academic performance, career development, entrepreneurial activities, and personal experiences were collected and analyzed. Quantitative data were subjected to statistical tests, including regression and correlation analyses, while qualitative feedback underwent sentiment analysis. Results: Findings indicate significant academic performance improvements and enhanced entrepreneurial skills among participants. The average skill application scores increased consistently from 2018 to 2023, with a strong positive correlation (r = 0.75) between skill application and academic improvement. Sentiment analysis revealed predominantly positive feedback, underscoring participant satisfaction with the program. Gender analysis showed no significant differences in outcomes, highlighting the program's inclusivity. Discussion: The AAP program successfully instilled entrepreneurial mindsets and resilience, sustained over five years. Key factors contributing to its success include mentorship, leadership training, and exposure to real-world challenges. These findings demonstrate the potential of sports-based youth development programs as sustainable models for fostering entrepreneurship and personal growth. Future research should explore additional external factors influencing outcomes and assess the scalability of such programs in diverse contexts. [ABSTRACT FROM AUTHOR]

With the advent of technology-enhanced learning, gamification has emerged as a promising strategy to augment student engagement and motivation for formative assessments. This study investigates the effects of online gamified versus non-gamified formative assessment tools on undergraduate medical students’ academic performance, motivation, engagement and satisfaction. Utilising a comparative experimental design, this research involved 222 undergraduate medical students who were randomly assigned to two groups for the end-module assessments. Academic performance was measured through end-module assessment scores, and a questionnaire assessed the motivation, engagement and satisfaction levels of the students with these platforms. Students exposed to gamified assessments showed a significant improvement in academic performance and motivation compared to their non-gamified counterparts. The findings of this study highlight the beneficial impact of gamified formative assessments in medical education, particularly in terms of improving academic performance and student motivation. [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]

The aim of this article is an empirical study of the effectiveness of learning to play the bass guitar using virtual platforms. The empirical study employed such methods as the non-parametric Student's t-test, the parametric Levene's test, SWOT analysis and the interview method, the SPSS Statistics 26 package. The results showed a statistically significant improvement in the academic performance of students in the experimental group (EG) after using digital teaching methods, with an increase in average scores when playing the bass guitar by 6.25 points. Intragroup comparisons showed statistically significant improvements (p-value = .000) in the studied subject in the EG. The conclusions emphasize the importance of using digital learning methods to improve academic performance, offering valuable empirical data for the development of educational practices and the basis for further research in this area. Research prospects are based on the need to develop interactive and multimedia resources in the context of studying different forms of art, which contribute to improving the understanding and involvement of students. [ABSTRACT FROM AUTHOR]

Psychological distress is increasingly prevalent among university student populations and demands for university counselling services have increased over the last decade. The current systematic review was aimed at summarizing the available evidence on the effectiveness of psychological counselling for students in higher education. A systematic search was undertaken in PsycInfo, PubMed and Scopus, resulting in 42 studies identified as eligible. The results provide evidence of the utility of psychological counselling for university students, identifying benefits in terms of global functioning and some symptoms, particularly with reference to depression and anxiety. Importantly, results showed that students who experienced a greater change in psychological functioning over the course of counselling reported greater improvements in academic performance. Improvements in GPAs and academic distress, but not in retention, were also found at post-intervention. Online counselling also proved to be effective, while the data remained inconclusive on whether attending more sessions may lead to more improvement. The methodological quality of the included studies was generally moderate. Finally, research recommendations were discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to assess the efficiency of the online learning platform Brilliant.org in enhancing the academic performance of seventy eleventh-grade students across five public schools in Barranquilla, Colombia. The research employed a quasi-experimental design involving two groups: an experimental group that used the Brilliant.org platform to learn topics of linear algebra and a control group that relied on conventional classroom instruction and additional resources not affiliated with Brilliant.org. Students’ academic performance was evaluated through pre- and postquestionnaires regarding their efficacy perception. Various statistical techniques were deployed based on numerical responses, including a t-test to compare mean differences between the groups, an analysis of covariance to adjust for any preexisting discrepancies, and multiple regression analysis to ascertain relationships between variables. The results of the study demonstrated a statistically significant improvement in academic performance for students who utilized the Brilliant.org platform compared to the control group that did not. Specifically, students who engaged with Brilliant.org exhibited a 15 percent increase in test scores and a 20 percent increase in overall subject comprehension. Furthermore, a positive correlation was identified between the time spent on the platform and the degree of improvement in academic performance. Thus, this research significantly contributes to the existing literature by providing concrete evidence of the effectiveness of online learning platforms in enhancing academic performance, specifically among secondary school students in Colombia. It particularly underscores the potential of Brilliant.org as a viable tool for educational improvement in this demographic. [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.)

This study aims to use PROMETHEE method as a decision support system in determining the recipients of the Academic Achievement Improvement Scholarship at Universitas Dharmas Indonesia (UNDHARI). The methodological steps include problem identification, analysis, goal setting, and the application of PROMETHEE method. In this study, the criteria and alternatives have been identified to evaluate the scholarship recipients. The criteria weights are set, and the criteria preference types are determined. After obtaining the baseline data from the questionnaire assessments, pairwise preference values and multicriteria preference index values are calculated. Then, the rankings are compiled using Leaving Flow, Entering Flow, and Net Flow methods, resulting in the priority order of the scholarship recipients. The ranking results show that alternative 3 (IS) has the highest Net Flow value (0.30), while alternative 2 (AV) has the lowest Net Flow value (-0.35). Thus, the priority order from highest to lowest is IS, AV, RD, YM, and AV. In the context of Net Flow scores, these results indicate that alternative 3 (IS) has the greatest chance of receiving the academic achievement improvement scholarship. This study provides important insights for UNDHARI in the scholarship recipient determination process using the PROMETHEE method as a decision-making tool. [ABSTRACT FROM AUTHOR]

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]

Copyright of Revista Didasc@lia: Didáctica y Educación is the property of Universitaria de Las Tunas, Centro de Estudios de Didactica 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.)

Mixed research is presented that aims to evaluate the incidence of gamification in the development of competencies of the prioritized curriculum in the teaching of Language and Literature in eighth grade, with the purpose of strengthening learning and achieving educational objectives. The study consisted of an impact evaluation with 154 students of the upper basic level of the Salesian Sánchez y Cifuentes Educational Unit in the city of Ibarra. These were divided as follows: a group of 77 students instructed with gamification (treatment) and another of 77 students without gamification (control). In the process, techniques such as observation, an academic performance test, and methodological and socio-emotional satisfaction surveys were used. The data reveal that the application of gamification in the curriculum for the teaching of Language and Literature is positive for learning. Its methodological importance lies in the improvement of academic performance and in the personal and group satisfaction of students in the classroom [ABSTRACT FROM AUTHOR]

The objective of this article was to explore the use of the virtual tool “Alphabetics” in improving the academic performance of basic education children with dyslexia. The need for the use of technology in children with dyslexia was raised so that the level of help of the program in question can be demonstrated. Access to children identified with dyslexia from the Ministry of Health of Ecuador in the province of Guayas was used, numbering 30, who were enrolled in an online language course. After applying the descriptive study, it was found that there is a significant difference in the means of both groups, with the group that used Alphabetics showing a greater improvement in their academic performance scores. The average grade rose from 8,400 when the tool was not used to 9,367 with its use, and the grade ranges were exceeded from between 7.98 - 8.82 to 9.18 - 9.55. [ABSTRACT FROM AUTHOR]

Sexual harassment in academia has gained attention due to legislative measures, university mechanisms, and student solidarity networks. This article explores the factors contributing to survivors winning when suing their university. The case described here relates to a North American university in a state with regulations against harassment and an active student movement. It delves into a case at the University of California, Irvine, where four individuals sued for the mishandling of sexual harassment complaints, resulting in the dismissal of a prominent professor. Drawing on data from the EU UniswithHeart research project, the article analyzes the impact of solidarity networks and the trial outcome. Through desk research and qualitative interviews, it identifies key elements leading to legal victories against universities, even in the case of a professor who made a big donation to the university, who was banned from campus, and who had his name removed from buildings. This study shows ten aspects that lead to winning a harassment case within universities, emphasizing the importance of addressing the consequences of harassment. It also illustrates the improvement of the academic environment and science when eliminating the hostile climate and silence. Successful outcomes inspire other survivors and urge universities to uphold policies for a safer academic environment. [ABSTRACT FROM AUTHOR]

Objective: The present study aimed to identify and evaluate the effective factors that affect poverty and academic achievement of poor students in Hormozgan, Iran. Methods: The current study employed a mixed research approach, utilizing both quantitative and qualitative methods. The qualitative segment involved selecting 35 students purposefully as research group members and conducting interviews with them. In the quantitative portion, the study population comprised 2500 secondary school students and their parents who were considered poor according to the Welfare Organization and Imam Khomeini's Relief Committee (RA) reports in the academic year 2023. The sample size was determined using Cochran's formula, resulting in 335 students and their parents. Results: Through this research, two themes of poverty were identified including internal and external factors. Academic achievement was categorized into personal, environmental, and educational factors. It was observed that external factors play a significant role in poverty as expenses exceed the average income and people struggle to meet their basic needs. Moreover, the results revealed that individual expectations have a greater impact on students' academic achievement. The quantitative aspect of the study employed two statistical tools: One-Sample T-Test, which was conducted using SPSS26 Software, and the Structural Equation method with Partial Least Squares approach, which was performed using smart PLS Software. The findings of the study also showed that the presented model has a good fit. Conclusions: To enhance the academic achievement of underprivileged students, it is essential to focus on various factors such as boosting their motivation levels, ensuring the effectiveness of school counselors, upgrading school infrastructure in disadvantaged regions, and closely monitoring their academic progress by teachers. By implementing these measures, we can anticipate a significant improvement in the academic achievement of poor students. [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]

The education system in India is undergoing various changes to improve it. The Choice-Based Credit System (CBCS) has been introduced in higher education, allowing students to select elective courses based on their interests. This system offers advanced learning opportunities, the flexibility to transfer between institutions, and improvements in academic quality. The CBCS is designed to meet the evolving socio-economic environment and the educational needs of future generations. However, its implementation has posed challenges for students, faculty, and institutions. Thus, the goal of this research is to analyze the challenges of implementing CBCS and researchers also surveyed the opinion of faculty members on CBCS. A study conducted on 140 faculty members of CSJM University, Kanpur, revealed that there is no significant difference in opinions on CBCS between Arts and Science faculty members. It also showed that there is a significant difference in opinions on CBCS between male and female faculty members. [ABSTRACT FROM AUTHOR]

The integration of technology-assisted learning (TAL) has shown potential in enhancing academic achievement for students with learning disabilities (LD). This study examines the impact of TAL on the academic performance of 16 students with LD in a higher education setting. Utilizing a mixed-methods research design, the study combines quantitative analysis with qualitative insights to evaluate the effectiveness of TAL tools. The quantitative phase involved pre- and post-intervention assessments of academic performance, while the qualitative phase included in-depth interviews with students and educators to explore their experiences and perceptions of TAL. Results indicate that students with LD who engaged with TAL tools demonstrated significant improvements in academic scores in reading comprehension and increased engagement with learning materials. Students reported enhanced instructional effectiveness and more personalized learning experiences for students. The findings underscore the value of TAL in supporting students with LD and highlight the need for continued development and integration of these tools in educational settings. Targeted training and support for both students and educators are recommended to maximize the benefits of technology-assisted learning. The findings underscore the critical role of technology-assisted learning in improving academic outcomes for students with learning disabilities, advocating for its broader implementation in educational and special education settings to enhance personalized learning and instructional effectiveness. [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]

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]

Copyright of Revista de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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.)

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Copyright of Informatics Control Measurement in Economy & Environment Protection / Informatyka, Automatyka, Pomiary w Gospodarce i Ochronie Środowiska is the property of Lublin University of Technology 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.)

This paper introduces UniSchedApi, an API-based solution that revolutionizes optimized university resource scheduling. The primary focus of the research is the detailed evaluation of two automatic resource allocation methods: Tabu Search (TS) and Genetic Algorithm (GA). The paper thoroughly explores how these methods address challenges associated with resource allocation in university environments, considering critical factors such as teacher availability, student time constraints, classroom features (including computers, projectors, TV's, specialized laboratories, specialized equipment, etc.), among others. The evaluation is carried out meticulously, measuring the performance and memory resource usage of both algorithms, considering the comparison with the manual scheduling. The results reveal that the TS algorithm excels in terms of temporal efficiency and computational resource usage. Based on these findings, UniSchedApi implements GA and TS but uses TS as the default algorithm, ensuring more efficient and optimized management of academic resources. This research not only presents a practical solution with UniSchedApi but also provides a deep understanding of the methods for evaluating and selecting algorithms to address specific challenges in university resource allocation. These results lay the groundwork for future improvements in academic resource management. [ABSTRACT FROM AUTHOR]

Purpose: The study explored the effect of information and communication technology-assisted instruction (ICTAI) on civic education (CE) students' academic performance and the effect of gender on students' performance. Specifically, the study addressed the facilitating effect of ICTAI on students' scholarly performance. Design/methodology/approach: This study utilised the quasi-experimental approach. A sample of 255 senior secondary school students was the analysis unit. A teacher-made performance test was used as an instrument for the study. The data were analysed with descriptive statistics for the research questions, and hypotheses tested with paired sample t-test statistics. Findings: The study results indicated that ICTAI improved student scholarly performance. The study also proved that gender had an impact on student academic performance. Research limitations/implications: Not all the students in intact classes that were used for conducting the study/research, and the background and gender of research assistants were not considered, and these could have affected the result of the study. The study implications are that this study is a piece of deeper ingenuity and innovation that provides an additional source of information to study. The study provided proof that innovative activity-based instructions such as computer-assisted instruction (CAI) boost students' performance. Practical implications: On the instructor, the study findings demonstrated the significant effect of ICTAI on the scholarly performance of CE students. Consequently, this study contends that CE instructors/teachers can benefit from the implications of these findings by comprehensively understanding that ICTIA usage enhances student performance and, thus, improves the students' performance. Additionally, the study's findings proved that gender affected students' performance when instructed with ICTAI. The study implies that CE instructors/teachers should pay special attention to students' gender, specifically female students, as gender affects the improvement of students' CE performance when instructed with ICTAI. Originality/value: The study findings contribute to the literature on academic improvement and performance of CE students by enhancing the understanding of the effect of ICTAI on students' scholarly performance. The study recognises the existing gaps in previous literature and vivid understanding of the effect of ICTAI on students' performance and gender as a mediator. [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.)

Copyright of Revista Andina de Educación is the property of Universidad Andina Simon Bolivar, Sede Ecuador 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 de Ciencias Sociales (13159518) is the property of Revista de Ciencias Sociales de la Universidad del Zulia Venezuela 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]

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]

Fostering academic staff engagement through competency improvement stands together with the goals of sustainable development (in particular, sustainable development goal 4 - quality education). The current paper reflects the results of the piloting stage of the study among academic staff members representing Latvian higher education institutions. Participants were surveyed regarding the purpose of the study: to identify the attitude of academic staff to the need to regularly improve professional competence in changing conditions of the modern world and to determine a set of "cross-cutting skills" that need to be primarily improved. The obtained data serves as a basic prerequisite for an innovative competencies introduction policy in the Latvian HEIs and brings an original value to the research. The scientific problem of the article covers aspects of academic staff engagement in the innovative education process by enhancing its competencies. The novelty of the research is defined by the conclusions obtained during the pilot study survey analysis, aimed to analyse the survey's data regarding the academic staff's self-perceptions of their participation in the study process and their assumptions about how and which skills should be improved for teaching methods to become more innovative and teacher involvement in processes to increase. The research aims to determine the assumptions of the academic staff regarding the continuous improvement of academic staff competencies. The object of the research is an industry of higher education, the subject of the research - competencies improvement of the academic staff of Latvian higher education institutions. Research methods include descriptive statistics, literature review, and graphical visualization. The limitations of the research are related to its form - pilot study and the future research will include studies on fostering academic staff engagement in other countries of the region. The recommendations on academic staff engagement are provided in the conclusions. [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]

One challenge for teachers is the design of educational material that generates engagement in digital teaching, which is relevant in university courses where performance is influenced by course complexity and motivational factors. This paper evaluates the effects of the design of an e-textbook on engagement in digital learning in a Cuban university. The methodology followed a quasi-experimental design. The first phase included the design and expert validation of the e-textbook. The second phase was the quasi-experiment, in which 178 students participated (88 in the experimental group and 90 in the control group). Students who used the e-textbook showed a significant improvement in engagement and academic performance. These results reinforce the need for teachers to design interactive resources for digital teaching. [ABSTRACT FROM AUTHOR]