In compliance with RA 10931(the Universal Access to Quality Tertiary Education Act), the Commission on Higher Education (CHED) allows State Universities and Colleges (SUCs) in the Philippines to admit students regardless of their senior high school track and strand taken, through CMO 105, Series of 2017. This would cause future problems because the nature of these graduates' high school studies would be disregarded when evaluating applicants for a certain bachelor's degree. This study was conducted to determine if a specific Senior High School strand produces high-achieving students in science-related programs. Using a causal-comparative research design, it engaged sixty-one (61) undergraduate students enrolled in Two Philippine State Universities offer Science-related courses: Bachelor of Science in Biology, Bachelor of Science in Chemistry, and Bachelor of Science in Environmental Science. One-way ANOVA was done to find if there is a significant difference among the academic performance of the respondents grouped by their senior high school strands. Dunn’s Test for Multiple Comparisons was used as post-hoc analysis. The ANOVA test showed a significant difference between academic performance in science-related programs and senior high school strands p = 0.015, while no significance was found in sex and annual household income. Conducting post-hoc analysis using Dunn’s Test for Multiple Comparisons showed that STEM graduates have a statistically significant academic performance between ABM, GAS, HUMSS, Home Economics, and ICT graduates. The findings show significant implications in the admission of students in college, especially in science-related programs. Strands in senior high school must be considered and that short-bridging programs may be conducted for non-STEM graduates enrolled in science-related programs.
{"title":"College academic performance in science-related programs and senior high school strands: A basis for higher education admission policy","authors":"Jeruel Rubas","doi":"10.58583/pedapub.em2303","DOIUrl":"https://doi.org/10.58583/pedapub.em2303","url":null,"abstract":"In compliance with RA 10931(the Universal Access to Quality Tertiary Education Act), the Commission on Higher Education (CHED) allows State Universities and Colleges (SUCs) in the Philippines to admit students regardless of their senior high school track and strand taken, through CMO 105, Series of 2017. This would cause future problems because the nature of these graduates' high school studies would be disregarded when evaluating applicants for a certain bachelor's degree. This study was conducted to determine if a specific Senior High School strand produces high-achieving students in science-related programs. Using a causal-comparative research design, it engaged sixty-one (61) undergraduate students enrolled in Two Philippine State Universities offer Science-related courses: Bachelor of Science in Biology, Bachelor of Science in Chemistry, and Bachelor of Science in Environmental Science. One-way ANOVA was done to find if there is a significant difference among the academic performance of the respondents grouped by their senior high school strands. Dunn’s Test for Multiple Comparisons was used as post-hoc analysis. The ANOVA test showed a significant difference between academic performance in science-related programs and senior high school strands p = 0.015, while no significance was found in sex and annual household income. Conducting post-hoc analysis using Dunn’s Test for Multiple Comparisons showed that STEM graduates have a statistically significant academic performance between ABM, GAS, HUMSS, Home Economics, and ICT graduates. The findings show significant implications in the admission of students in college, especially in science-related programs. Strands in senior high school must be considered and that short-bridging programs may be conducted for non-STEM graduates enrolled in science-related programs.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"1 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77997052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For a teacher to provide a good education, he/she is expected to develop himself/herself professionally, be open to innovations and follow these innovations. This also applies to the online teaching process, which has entered our lives rapidly with the pandemic period. Teachers are expected to carry out this process successfully. The purpose of this study is to examine teachers' professional development, field competencies, the support they receive from their institutions or organizations, and the motivation they have to successfully continue online teaching and to determine what teachers need in this process. This study is a qualitative research study, and the interview technique was used to collect data. The study’s sample group consisted of 10 experienced teachers who had previously taught through distance education. As a result of the research, it was concluded that to continue online teaching successfully, teachers' needs should be taken into account, the online teaching platform used should be appropriate and sufficient in terms of content and pedagogical content, institutions should provide sufficient financial and moral support to teachers, and not only teachers but also students should improve the opportunities they have in this process; when these factors can be provided, the negativities that may occur for online teaching will be minimized.
{"title":"A qualitative study on successfully sustaining online teaching: Teachers needs in online education","authors":"Sıla Koçak, R. Çakır","doi":"10.58583/pedapub.em2304","DOIUrl":"https://doi.org/10.58583/pedapub.em2304","url":null,"abstract":"For a teacher to provide a good education, he/she is expected to develop himself/herself professionally, be open to innovations and follow these innovations. This also applies to the online teaching process, which has entered our lives rapidly with the pandemic period. Teachers are expected to carry out this process successfully. The purpose of this study is to examine teachers' professional development, field competencies, the support they receive from their institutions or organizations, and the motivation they have to successfully continue online teaching and to determine what teachers need in this process. This study is a qualitative research study, and the interview technique was used to collect data. The study’s sample group consisted of 10 experienced teachers who had previously taught through distance education. As a result of the research, it was concluded that to continue online teaching successfully, teachers' needs should be taken into account, the online teaching platform used should be appropriate and sufficient in terms of content and pedagogical content, institutions should provide sufficient financial and moral support to teachers, and not only teachers but also students should improve the opportunities they have in this process; when these factors can be provided, the negativities that may occur for online teaching will be minimized.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":"23 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81402442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Executive Functions: What are they Good for? A Perspective from Intervention Research","authors":"M. Barnes","doi":"10.1111/mbe.12371","DOIUrl":"https://doi.org/10.1111/mbe.12371","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41562153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Learners Emphasize Their Intrinsic Load if Asked About It First: Communicative Aspects of Cognitive Load Measurement","authors":"Alexander Skulmowski","doi":"10.1111/mbe.12369","DOIUrl":"https://doi.org/10.1111/mbe.12369","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49129773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
— In recent years awareness of the importance of executive function (EF) skills for students’ academic growth has increased. Research suggests that experience in school promotes EF development; however, recommendations regarding evidence-based practices that educators can use to support EF in their classrooms are limited. Here we outline two main reasons that this may be the case. First, there are significant challenges in the measurement of EF, which have implications for our understanding of how children use EF skills in support of learning in the moment and in real-world settings like the classroom. Second, there is limited direct research on the types of classroom experiences that promote EF. In describing both, we highlight emerging evidence and new methods that are helping us better understand the development of EF and the ways in which school experiences shape this growth, which will ultimately inform the development of school-based strategies to promote these skills.
{"title":"Informing the Development of School‐Based Strategies to Promote Children's Executive Function Skills: Considerations, Challenges, and Future Directions","authors":"Jennie K. Grammer, Sammy F. Ahmed","doi":"10.1111/mbe.12368","DOIUrl":"https://doi.org/10.1111/mbe.12368","url":null,"abstract":"— In recent years awareness of the importance of executive function (EF) skills for students’ academic growth has increased. Research suggests that experience in school promotes EF development; however, recommendations regarding evidence-based practices that educators can use to support EF in their classrooms are limited. Here we outline two main reasons that this may be the case. First, there are significant challenges in the measurement of EF, which have implications for our understanding of how children use EF skills in support of learning in the moment and in real-world settings like the classroom. Second, there is limited direct research on the types of classroom experiences that promote EF. In describing both, we highlight emerging evidence and new methods that are helping us better understand the development of EF and the ways in which school experiences shape this growth, which will ultimately inform the development of school-based strategies to promote these skills.","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47963671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Adaptability and Grit: Foundations for Their Joint Contribution to Students' Academic and Nonacademic Outcomes","authors":"Tommaso Feraco, Nicole Casali, C. Meneghetti","doi":"10.1111/mbe.12367","DOIUrl":"https://doi.org/10.1111/mbe.12367","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46007179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Buchweitz, L. A. de Azeredo, N. B. Esper, Nicole Prigol Dalfovo, Fernanda Picoli, Fernanda Silva da Cunha, T. Viola, R. Grassi‐Oliveira
{"title":"Developmental Dyslexia and the Stress of Reading: A Social Stress Study of Neuroendocrine Response in Children","authors":"A. Buchweitz, L. A. de Azeredo, N. B. Esper, Nicole Prigol Dalfovo, Fernanda Picoli, Fernanda Silva da Cunha, T. Viola, R. Grassi‐Oliveira","doi":"10.1111/mbe.12361","DOIUrl":"https://doi.org/10.1111/mbe.12361","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41797153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Banich, Kai Wang, Hyojeong Kim, Daniel R. Leopold, A. Reineberg, L. Thompson, E. Willcutt, L. Cutting, S. Petrill
{"title":"The Influence of Executive Processing on Reading Comprehension During Adolescence","authors":"M. Banich, Kai Wang, Hyojeong Kim, Daniel R. Leopold, A. Reineberg, L. Thompson, E. Willcutt, L. Cutting, S. Petrill","doi":"10.1111/mbe.12359","DOIUrl":"https://doi.org/10.1111/mbe.12359","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43559706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Role of Executive Functions in Fluent Reading: Lessons from Reading Acquisition and Remediation","authors":"Tzipi Horowitz-Kraus","doi":"10.1111/mbe.12357","DOIUrl":"https://doi.org/10.1111/mbe.12357","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42855846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Two Mechanisms for Understanding Mathematical Concepts in Terms of Fictive Motions","authors":"Omid Khatin-Zadeh, Babak Yazdani-Fazlabadi","doi":"10.1111/mbe.12358","DOIUrl":"https://doi.org/10.1111/mbe.12358","url":null,"abstract":"","PeriodicalId":51595,"journal":{"name":"Mind Brain and Education","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42077359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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