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The Profile of Children Diagnosed with ADHD in Bihor County. Descriptive Data
98-111Views:452Although the topic of the profile of children with Attention Deficit Hyperactive Disorder (ADHD) is important for those involved in therapy or teaching, we found very few studies focusing on Romanian populations, and those targeting the North-Western region (Bihor County) are even fewer. ADHD is the most common childhood disorder (Aman et al., 1998), and it is important not only to know and understand the symptoms, but also to pay attention to the cultural specificity of the ADHD diagnosis, if it is possible. We conducted a documentary analysis, aiming to identify the profile of children diagnosed with ADHD in Bihor County and in this regard, we analyzed 196 files registered at the Municipal Hospital from Oradea in 2015. We focused on the demographic data, the symptoms, the comorbid disorders, the treatments, the school environment and type. Our findings confirmed that boys diagnosed with ADHD are more numerous than girls, and we also found significant differences between children depending on their ADHD core symptoms.
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The role of digital background factors in academic achievement. A comparative study of students from three countries based on the PISA 2022 database
115–128Views:147This study investigates the impact of students’ digital background factors on mathematical achievement using data from the 2022 PISA assessment. The analysis focuses on 15-year-old students from Austria, Estonia, and Hungary with particular attention given to the interplay between home financial conditions, ICT availability and usage, digital attitudes, and mathematics performance. Drawing on student questionnaire responses, we constructed composite indices and factor scores representing digital access, usage frequency, and digital competence at both home and school settings. Descriptive statistics, ANOVA, and linear regression models were applied to explore the relationships between digital background variables and students' mathematics proficiency scores. The results reveal that home financial status consistently predicts higher achievement across all three countries, whereas the frequency of school-based ICT use shows a negative correlation with performance. Conversely, home-based ICT usage and positive attitudes towards online platforms correlate with higher mathematics outcomes. The Estonian data challenge the initial hypothesis of a country-specific positive effect of ICT usage in schools, suggesting instead that the quality and context of digital integration matter more than frequency. The findings also highlight the importance of learning orientation and student motivation in shaping mathematics performance. Despite some methodological limitations – such as the cross-sectional nature of the data and reliance on self-reported measures – the study offers reliable insights into how digital background factors influence academic outcomes. The results underscore the need for more effective integration of ICT tools in classrooms, informed by students' learning habits and preferences.
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Primary School Extracurricular Music Activities in Covasna and Harghita Counties
36-46Views:662Arts education, including music teaching (Dohány, 2010) in elementary schools is getting less and less importance in our present day education system, accordingly we find quite relevant to investigate the situation of music teaching in Romania among the Hungarian minority educationís elementary classes. This present study would like to map the extracurricular fields of music teaching in Covasna and Harghita counties in Hungarian classes through a questionnaire research made among teachers. Our objective is to investigate extracurricular musical education in elementary classes, where we would like to find out what kind of musical activities exist in this area and how intensively do pupils take part in these activities. The self-made questionnaire was sent out online in Covasna and Harghita counties, based on the teachers ‘database at the end of January in 2020. 78 elementary school teachers took part in this research. All the collected data was processed with the help of a statistical data analysing software, examining the descriptive statistical indicators. The analysis shows that few elementary class students take part in extracurricular activities.
Romanian music pedagogy research do not extend to Hungarian minority classes, thus we see it important to investigate the extracurricular activities in counties where Hungarian minorities live. -
Evaluating the impact of a retail management programme on graduates’ industry readiness at a selected South African university
101–114Views:89This study explored the effectiveness of a Retail Management Programme in preparing students for employment in the retail industry. In South Africa, there is growing concern about the disconnect between university education and the labour market's expectations. The primary aim of this study was to assess whether the programme provides students with the relevant skills and knowledge necessary for the workplace. A quantitative research method was employed, and data was collected through questionnaires completed by 40 retail management students. The responses were analysed using descriptive and inferential statistics with the Statistical Package for Social Sciences (SPSS). The findings indicate that most students felt well-prepared for customer service, digital work tools, and retail operations. However, some students expressed uncertainty about their readiness, particularly in areas such as data analysis and decision-making. Students were primarily motivated to enroll in the programme to acquire transferable skills and enhance their employment prospects. They also valued training that mirrored real work environments. The study recommends incorporating more input from industry professionals, utilising greater practical learning methods, and placing a stronger emphasis on soft skills, including communication, teamwork, and problem-solving. Additionally, curriculum updates and improvements to career support services are suggested to facilitate a smoother transition for students into the job market.
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Exploring the ethical awareness of using artificial intelligence in Algerian tertiary education: Case of undergraduate and graduate EFL students at Souk-Ahras University
71–86Views:117Ethical awareness is a pivotal component of English as a Foreign Language (EFL) students’ identity in that it allows them to scrutinize their approach to learning which ensures their autonomy. Therefore, this study explores the ethical awareness of EFL students at Souk-Ahras University, Algeria. This study focuses on the use of Artificial Intelligence by students for their learning. It investigates their variating perceptions on and reactions towards AI for study and whether those views fit into the universal ethical code of conduct. This study employed a quantitative research approach with a descriptive research design. The sample studied consisted of 62 EFL students, selected through a random sampling technique. The collection of relevant data was done through a comprehensive survey. Data analysis was done using statistical analysis. The findings showed that students utilize AI tools for multiple learning purposes while being cognizant of its ethical drawbacks. However, students expressed a shallow approach to ethical reflection and did not rely on an authentic ethical framework upon which their decisions should be made. The study suggests that the development and employment of such a framework should start with teachers, by not merely disseminating charters but also delivering ethical scrutiny through their teaching and counselling.
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Emerging successes and persistent challenges in Hungarian minority education in Romania
48–60Views:57This study examines the early impacts of recent curriculum and examination reforms in Romanian minority education, focusing on the introduction of the “Romanian as a non-native language” curriculum for Hungarian-speaking students. Using aggregated national assessment and baccalaureate data from 2020–2025, the research analyzes trends in Romanian language performance among minority students, compares results across regions and school types, and uses mathematics performance as a comparative indicator to contextualize language-specific achievement patterns. Descriptive, cohort-comparative, and proportion-difference analyses, complemented by hypothetical “what-if” calculations, reveal that while a persistent 1.3–1.5 point gap remains between minority and majority students in Romanian language performance at the 8th-grade level, mathematics scores are nearly equivalent, indicating that the gap is linguistic rather than cognitive. In the 2025 baccalaureate – the first year of full curriculum implementation – pass rates improved notably in high-minority regions (e.g., Harghita +5.3 pp, Covasna +1.6 pp), alongside a significant reduction in failure rates, particularly in vocational and technical schools. The findings suggest that aligning examination content with a differentiated curriculum may be associated with more favorable educational outcomes among minority students, though effectiveness varies by region and school type. Sustainable gains require targeted teacher training, adequate resources, and systematic monitoring to address persistent structural and contextual disparities.
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The Implementation of Music in Teaching Persian Heritage Speaking Students in International Schools: The Case of Persian Students in Dubai
Views:225It is widely acknowledged that music plays an important role in education as a powerful tool for identity formation. Within the educational sphere, there is limited empirical evidence to show how heritage language learners do engage with music as a resource for learning and to maintain linguistic knowledge. This research is a step towards achieving a deeper understanding of how Persian students residing in the United Arab Emirates connect with their mother tongue in the multicultural society of the country. The aim is to investigate whether integration of music into the Persian literature classroom of the International Baccalaureate Diploma Programme can enhance the students’ comprehension and cultural understanding among Persian students. Therefore, the study addresses three central questions: (1) Does using music in the classroom improve students’ understanding of classic Persian literature? (2) How does using music affect their motivation and emotional engagement if used in the classroom? (3) What impact does using music have on students staying connected to their heritage language and culture? This study was conducted in 2023 in the UAE and using a two-phase within-subject design. There were twelve IBDP students between 16 to 19 years old participating in the research answering questionnaires after reading ghazals by Rumi and again after listening to the musical adaptations of the same poems. A Google Form was used to analyse the data through descriptive statistics and thematic coding. Findings show that listening to music significantly improved understanding Persian poetry and detecting literary devices and comprehension was easier.
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Secondary School Biology Teachers’ Knowledge and Practices of Formative Assessment in Tanzania
10-19Views:418Using formative assessment (FA) practices in teaching and learning is essential to understanding students’ learning and making informed decisions about students’ academic performance. This study examined secondary school biology teachers’ knowledge and practices of FA in Tanzania. Using a mixed-methods research approach and convergent mixed-methods research design, the study employed simple random and purposive sampling techniques to select the study area and teachers, respectively. A questionnaire and observation checklist used to collect data from 55 teachers in secondary schools. The Statistical Packages for Social Sciences (SPSS) version 26.0 was used to compute descriptive statistics. Findings revealed that though teachers had theoretical knowledge of FA practices, they failed to implement them, particularly Socratic questioning, portfolios, and constructive feedback. This study concludes that teachers did not implement FA practices in the surveyed schools. Thus, there is a need of regular in-service training to develop teachers’ practical competences in FA practices to enhance classroom teaching and students’ learning in biology.