International journal of educational research open最新文献

There is increasing evidence that letter knowledge is a significant predictor of early grade reading achievements and that interventions designed to improve learning of this constrained skill can be effective. However, little is known about ways to enhance the teaching of letter knowledge in African languages and the degree to which teaching assistants can facilitate this process. This paper reports findings from an exploratory study designed to establish if teaching assistants can improve letter knowledge in African languages. A pre-post-trial with 249 pre-Grade R and Grade 1 students was conducted in two South African provinces with two distinctive African languages, isiXhosa and Sepedi. Our analysis shows significant positive correlations for both languages between students’ exposure to teaching assistants and their improvements in the number of attempted letters as well as correct letters in a standardised test. Therefore, our findings suggest that teaching assistants, who are instructed to play letter games with foundation phase students to complement the teaching of letter knowledge, could be an effective, low-cost strategy to facilitate future improvements in reading.

Concern over higher education students' well-being has surged in recent years, with studies linking it to resilience, retention, learning, and academic performance. Despite the extensive literature, there is a notable gap in understanding how the typical learning environment affects student well-being, as most studies have focused on short-term interventions that are rarely integrated into the curriculum. This limited scope restricts the practical application of these findings for policy advisors and instructors, who require insights into the broader impact of the entire learning environment on student well-being.

This integrative review analyzed 24 studies that explore student well-being within the typical learning environment of higher education institutions. Through rigorous data analysis, four overarching factors were identified: the instructor, course design, class climate, and available resources. The findings highlight that factors influencing student well-being are interrelated and often interdependent, covering a wide spectrum of the teaching and learning process. Moreover, student well-being is fostered by sound pedagogical principles and practices but hindered by poor ones. Central to promoting well-being are student-centric principles and practices, though positive outcomes are not guaranteed by sound educational theories alone. Based on these results, this review offers several strategies and practical methods to enhance student well-being and provides directions for future research.

This research paper reports an investigation on the determinants of educational engagement among the whole Ecuadorian prison population as collected in the penitentiary census conducted in 2022. By employing a probit regression model, the analysis reveals distinct patterns: while age and ethnicity significantly influence participation among male inmates, environmental factors like overcrowding play a pivotal role for female prisoners. Moreover, higher levels of formal education negatively correlate with educational engagement across both genders. These findings underscore the need for targeted policies that address both individual and environmental barriers to educational participation within Ecuadorian prisons. By understanding these dynamics, policymakers can develop effective interventions to improve prison conditions and enhance rehabilitation outcomes, contributing to broader societal goals of justice and sustainable development.

The evolution of educational software applications has revolutionised teaching and learning methodologies in primary and secondary education over the past decade. This paper conducts a review of primary studies based on N = 21 papers published between 2013 and 2023, focusing on the diverse landscape of software applications designed for student learning, curriculum development, delivery, and assessment. Findings from this study showcases a range of software solutions ranging from assessment tools to tutoring applications. Distinctive features supporting various aspects of teaching and learning, including lesson planning, delivery, management, assessment, and self-directed learning, were also identified. Regarding the features of software solutions used in primary and secondary schools, some differences were identified in terms of complexity, interactivity, assessment methodologies, and the collaborative functionalities of these tools. While highlighting the potential benefits, findings from this study also showed that challenges such as deployment costs, user self-efficacy, and technology anxiety are influential factors affecting the adoption of these technologies in primary and secondary educational settings. The evidence presented in this study serves as a resource for educational leaders and practitioners, facilitating a deeper understanding of available educational tools and essential considerations in the design and adoption of future tools.

The development of creativity and creative thinking in early school-age children is a strategy to foster future capabilities for innovation and change. It is also a strategy to instill resilience in these children, enabling them to face the challenges posed by the various environments that surround teaching and learning processes. This article analyzes the dreams and fears expressed by children from educational institutions located in municipalities affected by the armed conflict in Colombia, within the framework of a route designed to develop creativity and innovative thinking. A qualitative narrative analysis methodology was used to characterize and analyze the narratives of 68 co-creativity teams, involving 408 children. The results show that the narratives are influenced not only by the context in which the children live but also by the consequences of the armed conflict in the areas where the schools are located. The findings suggest that educational strategies like the one studied must incorporate elements that allow for adaptation to the context from the design stage, with a differential approach, to generate the expected positive effects in the territories where they are implemented.

Aim

The aim of this study was to systematically map the research conducted on health literacy skills in nursing students across all years of the bachelor's degree program, contributing to the advancement of knowledge in this crucial field.

Background

Prior studies have highlighted the inadequacy and inconsistency of Health Literacy content in nursing curricula, emphasizing the pressing need for comprehensive research on effective methods and procedures to improve understanding of this subject.

Review methods

Utilizing Arksey and O'Malley's framework, we conducted a scoping review. A systematic search was performed by four researchers across multiple electronic databases, including MEDLINE (via PubMed), the Education Resources Information Centre (ERIC), CINAHL, Scopus, Web of Science (WOS), and Google Scholar. The protocol was registered with the Open Science Framework (OSF) on April 20, 2023 (https://doi.org/10.17605/OSF.IO/CN8D7).

Results

Inclusion criteria led to the selection of 30 studies. Various research areas emerged, such as the effectiveness of didactical strategies in promoting Health Literacy skills, the analysis of Health Literacy skill levels, Health Literacy skills as predictors of healthy behaviors, and nursing students' experiences in clinical settings regarding Health Literacy skills. The HL skills in nursing student was assessed with many different instruments.

Conclusions

Further investigation and development of Health Literacy skills among nursing students are crucial. Analyzing patients' opinions on nursing students' performance during clinical placements and comparing nursing program curricula, including didactical strategies and Health Literacy skills assessment methods, can offer valuable insights into their impact on student learning outcomes.

Implications for Nursing & Health Policy

This review emphasize the critical need for collaborative efforts between policymakers, educators, and healthcare professionals to enhance HL education in nursing programs and inform policies that promote the integration of HL skills into nursing practice.

Patient and public involvement

Patient and Public Involvement and Engagement (PPIE) were not included in this project as it is a literature review and did not involve direct participation from patients or the public.

By connecting discoveries in neuroplasticity, neuroevolutionary science, and the role of emotions in learning with a field study, this article investigates the impact of centering exploration as a learning context. Dependent variables in this study, engagement and empowerment, are critically important for learning growth in all types of educational settings. Surveys were conducted in multiple classrooms, across various age groups and content areas, and the impact of students’ feelings of empowerment and engagement was measured after teachers integrated exploration as a theme into a unit of study. Humans have a primal emotion of seeking, which helps us stay motivated through challenges and activates our curiosity. This emotion can potentially be piqued by promoting an outlook of exploration, or an “explorer mindset,” affecting feelings of self-efficacy and the desire to learn. By comparing pre-and post-survey results after an explorer mindset was integrated into a unit, measures of empowerment and engagement that were initially low had risen. Through qualitative data, the study found that students could articulate the concept of an explorer mindset with evident themes of empowerment and engagement. As empowerment and engagement affect academic achievement, the results of this study are important in educational research.

Entrepreneurship is crucial for fostering innovation and opportunity in a rapidly evolving global economy. Introducing it in secondary schools is challenging due to potential cognitive overload and the complexity of the skills required. This study evaluates the effectiveness of a Learning Management System (LMS) using Cognitive Load Theory for improving entrepreneurial skills among secondary students in Hong Kong. In the study, 280 students from 16 schools completed the LMS intervention. Through a series of t-tests, ANCOVAs, and multilevel models, we examined the effects of an LMS on students' entrepreneurial attributes and aspirations. The results indicated that the LMS enhances students' perceptions of entrepreneurial concepts. However, the effectiveness of the LMS was influenced by two key factors: the level of student engagement with the system and their previous entrepreneurial experiences. Higher engagement with the LMS and more extensive prior entrepreneurial experiences were found to significantly boost students' entrepreneurial attributes and aspirations. The outcomes indicate that by organizing content to minimize cognitive overload, the LMS facilitated the development of sophisticated cognitive schemas essential for entrepreneurial thinking.

While universal quality pre-primary education is a global agenda, the shortage of qualified teachers and teaching materials is a major challenge in low-income countries. In Madagascar, the proportion of teachers with minimum required qualification in pre-primary education is less than half. To improve the quality of pre-primary education, the Ministry of Education in Madagascar piloted a set of interventions, including teacher training and the distribution of Kamishibai, a simple picture-story show for children. This study investigated whether Kamishibai changed children's behaviors and learning using a randomized controlled trial. The experiment targeted senior-class pupils (five to six years old) in 14 public pre-primary activity centers. The results of the experiment showed that Kamishibai improved children's behaviors of hygiene, understanding of security, responsibility, and autonomy. Kamishibai also enhanced their foundational literacy and numeracy. The results of this study suggest that it is possible to improve the quality of pre-primary education with simple teaching materials in the challenging context of a low-income country.

The aim was to explore the factors influencing the willingness to continue using online learning to promote the healthy and sustainable development of online learning. Based on the MOA theoretical framework, a model of factors influencing the willingness to continue using online learning was constructed. 430 valid samples were obtained through questionnaire surveys, and a structural equation model was used to analyze and verify the influencing factors and action paths of users' willingness to continue using online learning. The results show that the greatest influence on willingness to continue using online learning is ability, then motivation, and finally opportunity. Interests and hobbies among motivation factors, course quality, perceived cost, and social influence among opportunity factors, and learners' self-efficacy and meta-recognition among ability factors all have a significant impact on learners' continued willingness to learn online, knowledge needs, and achievements. Access, level quality, and interaction quality have no significant impact on continued use intention. to conclude, it is suggested that metacognition, strengthening self-efficacy, building curriculum resources, and exerting group effect are to be improved.