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Effect of Two Instructional (Project And Inquiry ) Strategies on Students’ Achievement in Selected Biological Abstract Concepts
33-43Views:214The purpose of this study was to ascertain how two instructional strategies—project and inquiry—affect students' mastery of particular abstract biological concepts. The study used a quasi-experimental pretest-posttest control group design. 120 SS II Biology students were chosen at random from six coeducational schools located in two Local Government Areas (LGAs) in the state of Kwara. Treatment groups were assigned to participants at random. The Biology Student Achievement Test (r=0.88) and the Teachers' Instructional Guide on Project and Inquiry Strategies were the instruments utilised. Two theories were developed and put to the test at the significance level of 0.05. The intervention had a significant main effect on students' achievement on a subset of selected biological abstract concepts (F(2, 107) =12.061; p<0.05, partial η2 = 0.184), according to an analysis of covariance conducted on the gathered data. The students in the Conventional Strategy (CS) control group have the lowest adjusted mean achievement values (x ̅ = 17.20), whereas the students in the Project Strategy (PS) treatment group 1 have the highest adjusted mean achievement values (x ̅ = 23.21). It is indicated that PS > IS > CS is the order. The mean growth in accomplishment values for male students was higher at 21.94, compared to 17.13 for female students. Project and inquiry methodologies should be implemented in order to raise students' accomplishment in biology's abstract concepts, according to the findings.
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Reasons for increased risk of special education student dropout in Northern Hungary (utilizing cluster analyses)
33-43Views:36In the study examine the causes of school dropout among students with special educational needs (SEN) in the upper grades (grades 5–8) in public elementary schools in the Northern region of Hungay, based on the perceptions of teachers from 126 institutions.The aims of the research was twofold: firstly, to examine the factors that influence how teachers interpret the phenomenon of student dropout, and secondly, to identify the structured patterns into which these interpretations can be organized.. The findings of the present study indicate that teachers primarily attribute significance to individual factors, particularly learning difficulties, a decline in motivation, and a lack of success, while the role of institutional and structural dimensions is deemed less consequential. The cluster analysis identified four distinct interpretive patterns (multidimensionality, low achievement, ineffectiveness, and disinterest), which reflect different frameworks for understanding the problem, ranging from an individual deficitfocused approach to a complex, multifactorial interpretation. The study also reveals a significant correlation between teachers’ perceptions and institutions’ dropout rates, as institutions with higher dropout rates tend to place great emphasis on attributions based on student and family factors. The findings underscore the need for a complex, systemic understanding of school dropout, as well as the importance of shaping teachers’ attitudes and strengthening inclusive pedagogical approaches.
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WINDMILL FIGHT? THE SITUATION OF BESD STUDENTS AND THEIR PARENTS AND TEACHERS IN THE VIEW OF INTERVIEWS WITH DEVELOPMENT TEACHERS
113-124Views:778Nowadays, there is a strong focus on students with learning and behavioural difficulties, both internationally and nationally. Their growing number year by year is challenging teachers to develop their skills and to learn new methods to alleviate or eliminate the problems these students are struggling with. Numerous studies have focused on the underlying causes of the achievement of the average student, while relatively little research has examined the individuals and factors that influence the achievement of students with BESD. This study analyses one interview with a focus group and five semi-structured interviews with teachers of development. The current exploratory interview study focuses on the role that developmental teachers and teachers play in the educational lives of students with these difficulties, and whether the parents of these students are more involved in their school education than parents of average students.
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Grades of Students with Learning Disorder and Preference of their Subjects
19-29Views:593In the study, based on the 2017 6th grade National Competence Measurement (NCM), we examine the average of the end-of-semester and end-of-the-year subject marks, as well as the diligence and behavior marks of children with learning disorder. In the research, we also discuss how children like different subjects depending on the existence of each learning disorders. In the research, we created seven categories (dyslexia, dysgraphia, dyscalculia, dyslexia-dysgraphia, dyslexia-dyscalculia, dysgraphia-dyscalculia, and all three together) depending on how much and what kind of learning disorder the child suffers from. Based on our results depending on the learning disorders, there is indeed a difference in the child's subject performance as well as in his/her liking of the subject, so treating the learning disorders themselves in this way in a uniform manner based on the above-mentioned is not necessarily lucky. In relation to subject preferences, the majority of children do not like those subjects in which the particular learning disorder causes problems for them.
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Mathematics Attitudes, Mathematics Anxiety, Achievement and Change Management
19-31Views:47The aim of the study is to provide a comprehensive picture of the relationship between mathematical attitudes, mathematical anxiety and performance, their development and the possibilities for changing them by outlining and critically analyzing the relevant literature and theoretical frameworks. Attitudes related to mathematics, such as interest, self-efficacy, perceived usefulness and anxiety, play a decisive role in student performance, school participation and career choices. Our study examines the development of mathematical attitudes and the possibilities for their development by taking into account international research results and the specificities of the Hungarian public education environment. We review the relationship between mathematical anxiety and performance, as well as the motivational and affective theories that interpret the formation of students' attitudes towards mathematics. In addition, we focus on areas of development such as autonomy and competence support, formative assessment, interventions to help with emotion regulation, as well as teachers' professional learning and institutional implementation. We use classic models of change management (Lewin, Kotter, Guskey) as an analytical framework to help embed educational innovations. We conclude that lasting improvement in mathematical attitudes can only be achieved through coordinated, evidence-based development of individual, interactional and systemic factors. The paper provides an overview of the limitations of the model, reveals hidden mechanisms of action, and proposes a methodological framework for future research.
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Juggling for Effective Learning - Methods to Encourage the Acquisition of New Skills in an Optional Course at Óbuda University
91-101Views:371Play and learn, or learn while having fun. Unfortunately, in today's achievement-oriented society, education is all about getting a student to complete a predetermined task on time. This pressure can be very stressful for students, especially if they themselves are perfectionists and want to do their best, and fear failure (repeating a term) and the feeling of underachievement when compared to the abilities of their peers. The "Juggling for Effective Learning" course has already been offered six times to students at Óbuda University. The primary reason for the course was to help students who have a disability, primarily a learning disability (dyslexia or dysgraphia). However, students who are curious about the course are also welcome to attend.