Evaluating the Impact of a Guided Personalised Learning Framework for Undergraduate Engineering Education: A Data-Driven Empirical Study | Chapter 5 | Language, Literature and Education: Research Updates Vol. 10

 

The concept of personalised learning (PL) has evolved significantly in higher education, driven by the need to accommodate increasingly diverse student profiles and to promote more inclusive and effective learning environments. This study investigates the implementation and impact of the Guided Personalised Learning (GPL) model, a structured pedagogical framework designed to operationalise personalised and student-centred learning in STEM higher education. The GPL model integrates three interconnected components: a three-dimensional knowledge and skill grid, Interactive Learning Progress Assessments (ILPA), and an adaptive learning resource pool. These components were embedded into two undergraduate engineering modules, Network Engineering and Software Engineering, at a UK university. A mixed-method evaluation involving 741 students across two academic years, incorporating quantitative attainment analyses, qualitative student feedback, and both within-cohort and inter-cohort comparisons, was conducted. Statistical tests included F-tests, and Welch’s t-tests were conducted. Results show that students who engaged with GPL, particularly those who completed ILPA activities, achieved significant improvements, including higher mean grades, increased proportions of high achievers, and reduced failure rates. These findings demonstrate the GPL model’s effectiveness in supporting learner autonomy, formative assessment, and targeted feedback, while offering a scalable and evidence-based approach to integrating personalised learning into mainstream STEM curricula. This study is important for educators, curriculum designers, and institutions as it provides a practical framework for embedding personalisation into core teaching and learning processes. It recommends that staff development prioritise training in diagnostic assessment design, resource curation, and data-informed pedagogy, while strategic institutional investment should focus on interdisciplinary collaboration, technical integration, and continuous feedback mechanisms. Future studies should investigate the application of GPL in other disciplinary domains and at different academic levels, with longitudinal studies exploring the sustained impact of GPL on progression, retention, and academic identity formation.

 

 

Author(s) Details

Yue Chen
School of Electronic Engineering and Computer Science, Queen Mary University of London, London E1 4NS, UK.

 

Ling Ma
School of Electronic Engineering and Computer Science, Queen Mary University of London, London E1 4NS, UK.

 

Pireh Pirzad
School of Electronic Engineering and Computer Science, Queen Mary University of London, London E1 4NS, UK.

 

Kok Keong Chai
School of Electronic Engineering and Computer Science, Queen Mary University of London, London E1 4NS, UK.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v10/6794

 

Assessing the Effectiveness of Sci-Bono Discovery Centre: A Comparative Analysis with Other Science Centres in the SADC Region | Chapter 5 | New Advances in Business, Management and Economics Vol. 3

Science centres play a vital role in igniting scientific curiosity, fostering literacy, and promoting innovation across the Southern African Development Community's (SADC) region. This report benchmarks SADC science centres, focusing on their strengths, weaknesses, opportunities, and threats (SWOT analyses). It offers a comparative overview of existing facilities while identifying opportunities for collaboration and development to empower the region through science and technology.

South Africa leads with well-established centres like the Sci-Bono Discovery Centre, which provides interactive exhibits, science education programs, and public engagement initiatives in science, technology, engineering, and mathematics (STEM). Other SADC countries, while often emphasizing research through universities and institutes, show a growing interest in establishing dedicated science centres. The diverse landscape of scientific centres across the region underscores the need for collaborative efforts to drive innovation and capacity building in science and technology.

This analysis is based on desk research and includes recommendations for further direct engagement with science centres to obtain more comprehensive insights.

 

Author (s) Details

Mfanelo Ntsobi
World Conference on Qualitative Research (WCQR), Sci-Bono Discovery Centre, South Africa, Gautrain Management Agency, South Africa, Global Centre for Academic Research and South Valley University, Zambia and Davinci Business School, South Africa.

 

Blondel Nyamkure
Economic Research Southern Africa (ERSA), Wits Institute for Social & Economic Research (WISER), African Economic & Social Research Institute (AESR) and African Economic Research Consortium (AERC), South Africa.

 

Bongani June Mwale
Institute of Directors South Africa (IoDSA), Monitoring & Evaluation Working Group for the Presidential Climate Commission, South Africa, British Education Leadership, Management and Administrative Society (BELMAS), United Kingdom and The Professional Body for Supply Chain Management (SAPICS), South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/nabme/v3/4257

ePortfolios for High School Students: Application and Assessment | Chapter 8 | An Overview of Literature, Language and Education Research Vol. 2

 We proposed to introduce four-year ePortfolios for high school students, with teacher-certified content featuring the best of the student’s activities and accomplishments in each of her four high school years. Our focus is high school students following STEM learning paths. We argue for a new system replacing test-focused rote learning with deep reflective learning. Fortunately, new movements in education are supportive of this objective. Growing numbers of colleges and universities are reducing or even removing the evaluative weights placed on standardized tests such as the SAT and ACT. The huge evaluative weight college admissions systems place on standardized test scores carries unacceptable negatives, many with social justice attributes. First, the test-taking skill of the candidate is the top measure for surviving the first cut. We suggest replacing these tests with secure and vetted student electronic portfolios (ePortfolios) that feature many artifacts of a student’s high school achievements, especially those associated with Project-Based Learning (PBL), as well as the student’s personal written reflections recorded over four years of learning. This more personalized admissions process will provide evaluative information far richer than what is currently available. Biases connected to gender, race, community wealth, and family wealth should all be lessened by the suggested ePortfolio approach. These biases should also be lessened by standardized testing. A number of significant and integrated changes to our educational system are necessary for the successful implementation of ePortfolios on a large scale. These include college admissions offices decreasing the weights assigned to standardized tests; high schools filling the void with ePortfolio content, requiring students to create ePortfolios starting in their freshman year; process reorganization to provide students with quantitative project-based learning activities throughout high school; and the provision of methods and resources for high school teachers and college admissions offices to evaluate ePortfolio content.

 

Author (s) Details

 

Richard C. Larson
Institute for Data, Systems, and Society, Massachusetts Institute of Technology, Cambridge, Massachusetts, USA.

Soheil Sibdari
Decision & Information Sciences, University of Massachusetts, Dartmouth, Massachusetts, USA

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v2/982

Examining the Attainment Gap in Academic Performance of Minoritised Ethnic Groups for a STEM Related Subject, Discrete Mathematics | Chapter 5 | Recent Research Advances in Arts and Social Studies Vol. 7

This study addresses the attainment gap in academic performance for students of minoritised and non-minoritised ethnicity, studying Discrete Mathematics, an undergraduate university level module, whereby an investigation of the effect of an intervention in one of the assessments is undertaken and statistically analysed. Education that is inclusive is essential for the development of a more equitable society; a crucial component of education systems that seek to enhance educational quality and equity for all students.  There is a notable achievement difference in the educational system between students from minority ethnic backgrounds and their peers, and the attainment gap experienced by UK higher education students is cause for concern. The varied academic achievement of these groups is known as attainment, and the pupils from Black, Asian, and Minority Ethnic populations have all experienced setbacks due to institutional bias, financial disadvantage, and cultural barriers. However, there are obstacles to putting this strategy into practise, such as the need for suitable pedagogical techniques and assistance for students from different ethnic circumstances. Creating inclusive teaching methods in Science, Technology, Engineering and Mathematics (STEM) subjects that consider the linguistic and cultural diversity of the student is necessary to address these hindrances. Higher educational institutions can contribute to reducing the achievement gap for minoritised ethnic groups and fostering greater equity and social mobility by encouraging the teaching and study of modules in a responsive manner. Continuous analysis and study on the discrepancies faced by the students at their institutions should be performed to reduce this gap whilst promoting diversity. Moreover, a comparison over two academic years relative to the overall academic performance of students, considering the minoritised ethnic cohort, is accomplished so as to measure the approach’s validity. The results from the performance ratio, t-test, hypothesis testing, effect size, chi-squared test, categorical variable analysis and the Cronbach alpha measure, all feed into and confirm the reliability of the study hence validating the positive impact of the intervention. This study recognises that in order to pave the way forward and succeed in addressing fully the issue of the attainment gap, a post-racial approach must be taken, and a range of strategies must be considered at module, course and university level.

Author(s) Details:

Anastasia Sofroniou,
School of Computing and Engineering, University of West London, St. Mary’s Road, London W5 5RF, United Kingdom.

Bhairavi Premnath,
School of Computing and Engineering, University of West London, St. Mary’s Road, London W5 5RF, United Kingdom.

Please see the link here: https://stm.bookpi.org/RRAASS-V7/article/view/14022

An Analysis of STEM Gender Stereotypes in Higher Education: Using the United Kingdom as an Example | Chapter 3 | Anthropological Explorations of Gender, Identity, and Economics

Despite the fact that women gained the right to education over a hundred years ago, they still suffer from the negative effects of various gender stereotypes. This article aims to analyze the stereotypes encountered by female in higher education of STEM subjects. Firstly, it outlines the situation faced by women in STEM fields due to gender stereotypes and uses the United Kingdom as an example. Secondly, it introduces two kinds of mechanisms on how gender stereotypes work. Thirdly, it analyses other contributing factors that can be influenced by gender stereotypes. Finally, it gives a short conclusion about different gender STEM stereotypes and how they work.

Author(s) Details:

Qinhui Zheng,
Graduate Student in Anthropology at the School of Sociology and Anthropology of Xiamen University at Xiamen in the Fujian Province, P. R. China.

Please see the link here: https://stm.bookpi.org/AEGIE/article/view/13570

STEM Education in Nigeria: Development and Challenges | Chapter 06 | Current Research in Language, Literature and Education Vol. 3

 The chapter examines the history, present, and future of Science, Technology, Engineering, and Mathematics (STEM) education in Nigeria. In the past, STEM education in Nigeria has aided the country's progress in areas like as health, agriculture, and telecommunications, according to the script. STEM education, on the other hand, is currently confronting significant obstacles in Nigeria, which are impeding its progress. Inadequate funding, a lack of creativity and employability skills, insufficient research output, poor quality teachers, and other issues are among them. The chapter concludes that education stakeholders in Nigeria should focus on the employability of STEM education graduates.

Author(S) Details

Aina, Jacob Kola
School of Science, College of Education (T) Lafiagi, Kwara State, Nigeria.

View Book:- https://stm.bookpi.org/CRLLE-V3/article/view/5667

Determination of Surface Modified CVD Diamond/ Si(111) Film Post Implanted Ion Fe-B and NiFe-B Related to Magnetoresistance Properties | Chapter 9 | Recent Trends in Chemical and Material Sciences Vol. 3

 STEM has been used to investigate the nanostructure of Fe-B and NiFe-B after implantation on CVD diamond/Si(111) films, as well as their Magnetoresistance(MR) phenomena. Two samples were extensively examined: the first is a post NiFe-B sample with an E=70keV and a dose of 1015 ions/cm2; the second sample is a pre-NiFe-B sample with an E=70keV and a dose of 1015 ions/cm (denoted as A-E3D1). Second, at E=20 keV and a dosage of 1015 ions/cm2, is post FeB. (denoted as B-E1D1). The MR ratio in A-E3D1 sample is around 80 percent, while the MR ratio in B-E1D1 sample is 45 percent, based on FPP measurements at room temperature (RT) and Happlied=8 kOe. According to STEM-EDX research, there are two reasons why the MR ratio of A-E3D1 is larger than that of B-E1D1. To begin with, the surface nanostructure on the top of the A-E3D1 film is more grazing than the top of the B-E1D1 film. The formation of an amorphous carbon layer on top of the implanted diamond film with a thickness of roughly 100 nm was detected using a scanning transmission electron microscope (STEM) equipped with Electron Energy Loss Spectroscopy (EELS). Boron atoms were detected in a uniform distribution inside the carbon amorphous layer. Second, the oxygen level at the diamond film-silicon substrate interface in sample A-E3D1 was lower than in sample B-E1D1. As a result of this condition, the resistance value in A-E3D1 is lower than in B-E1D1. This result is consistent with Raman Spectroscopy data, implying that changes in the Raman spectrum due to implantation are related to Oxygen excitation from the B-E1D1 sample and magnetic film characteristics, respectively.

Author (S) Details 

Setyo Purwanto

Center for Science and Technology for Advanced Material -BATAN, Puspiptek Area, Tangerang-1314, Indonesia. 

R. Iskandar

Central Facility for Electron Microscopy, RWTH Aachen, Germany.

  A. Dimyati

Center for Science and Technology for Advanced Material -BATAN, Puspiptek Area, Tangerang-1314, Indonesia.

M. Salim

Center for Science and Technology for Advanced Material -BATAN, Puspiptek Area, Tangerang-1314, Indonesia.

A. A. Wisnu

Center for Science and Technology for Advanced Material -BATAN, Puspiptek Area, Tangerang-1314, Indonesia.

View Book :- https://stm.bookpi.org/RTCAMS-V3/article/view/4133

Investigating the Phytochemical Screening and Antifungal Activity of Stem of Argyreia speciosa Linn. F | Chapter 2 | Technological Innovation in Pharmaceutical Research Vol. 10

 Argyreia speciosa is a highly powerful medicinal herb in Indian medicine. It has long been used to treat a wide range of human illnesses and problems. This study looked at the antifungal activity of aqueous, ethanolic, chloroform, and petroleum ether extracts of A. speciosa against Candila albicans. The ethanolic extract and petroleum ether extract had high activity against the fungal strain tested, whereas the aqueous extract had very little activity and the chloroform extract had none. When compared to other extracts, ethanolic extract demonstrated robust antifungal action, and the Zone of Inhibition of the test drug was compared to the standard.

Author (S) Details

Bharti Khichi
Ujjain Institute of Pharmaceutical Sciences, Ujjain, (M.P.), India.

Ravindra Sunaniya
Ujjain Institute of Pharmaceutical Sciences, Ujjain, (M.P.), India.

Prachi Mehta
Ujjain Institute of Pharmaceutical Sciences, Ujjain, (M.P.), India.

Hemant Joshi
Ujjain Institute of Pharmaceutical Sciences, Ujjain, (M.P.), India.

View Book :- https://stm.bookpi.org/TIPR-V10/article/view/2839

Enhancing the Elementary School’s Students’ Analytic Thinking and Decision-making Abilities through AI-assisted Program in the GM5 Game Playing Activities: Recent Development | Chapter 5 | Modern Perspectives in Language, Literature and Education Vol. 6

 The GM5 game is intended to assist children in overcoming computational thinking and decision-making difficulties. Through step-by-step examination, pupils' thinking, calculating, and identifying solutions to avoid defeat by opponents can be deeply systemically designed in their minds. Selecting cards, analysing card combinations' risk vectors, appraising opponents, planning allocations, and deceiving opponents are the five time-limited processes in this game. The game's logic analysis, mathematical processes, and strategic/tactical moves form a sophisticated chain reaction. As a result, this game has the potential to increase the player's analytical strategic thinking and decision-making skills dramatically. To reach more significant educational goals, however, a structured learning plan and support aids are required.

As a result, this study creates an AI software to help students reflexively rethink and improve their game strategies, as well as a 5-E learning cycle enabling students to gain systemic game-playing abilities, experiences, and mindsets. This will be an excellent teaching strategy for teachers who wish to prepare kids to learn independently.

Author (s) Details

Wu Pei-Yu
Taipei Municipal Kuanfu Primary School, Taipei, Taiwan.

Chen Chien-Chi
Taipei Municipal Kuanfu Primary School, Taipei, Taiwan.

Lai Ah-Fur
University of Taipei, Taipei, Taiwan.

View Book :- https://stm.bookpi.org/MPLLE-V6/article/view/2308

Anatomical Studies on the Stem and Leaf of Vernonia amygdalina Del, Cyanthillium cinereum (L.) H. Rob and Brenandendron donianum (DC.) H.Rob. in Southern Nigeria: Recent development | Chapter 12 | Recent Research Advances in Biology Vol. 6

 A light microscope was used to establish the taxonomic relationships of three species: Vernonia amygdalina Del. (Bitter leaf and Non-bitter leaf varieties), Cyanthillium cinereum (L.) H.Rob., and Brenandendron donianum (DC.) H.Rob. Anatomical evidence has recently led to plant species being separated from their families or genera and placed under a different taxon. In all of the taxa studied, the stem anatomy revealed a single layer of epidermis, 2-3 layers of collenchyma cells in V. amygdalina, and 4-5 layers in C. cinereum and B. donianum. In V. amygdalina and C. cinereum, the vascular bundles are organised in a concentric pattern, while in B. donianum, they are dispersed. The monocotyledonous plant's dispersed vascular bundles and lack of pith, which is a distinguishing feature, are unusual in B. donianum and could be used for taxonomic purposes. The presence of bicollateral vascular bundles in B. donianum and open collateral in the other taxa investigated may be diagnostic. In all of the taxa studied, the anatomy of the midrib revealed a single layer of epidermis normally covered by a cuticle. In all of the taxa studied, the midrib has an oblong shape. A cap of 1-3 layers of thick-walled sclerenchyma in B. donianum and thin-walled parenchyma in C. cinereum and the two different taxa of V. amygdalina makes up the bundle sheath. V. amygdalina has 2–3 layers of collenchyma cells, while C. cinereum and B. donianum have 4-5 layers. In B. donianum, the vascular bundle is bicollateral, while in the other taxa studied, it is collateral. Variation in the form and organisation of vascular bundles in the midrib has taxonomic significance as well. The stem and leaf morphology of V. amygdalina (bitter leaf) and V. amygdalina (non bitter leaf) are identical, implying that the two taxa are the same species.

Author (s) Details

C. I. Kemka-Evans
Department of Biology, Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria.

B. Okoli
University of Port Harcourt, Rivers State, Nigeria.

C. U. Nwachukwu
Department of Biology, Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria.

M. Ikeanumba
Department of Biology, Alvan Ikoku Federal College of Education, Owerri, Imo State, Nigeria.

View Book :- https://stm.bookpi.org/RRAB-V6/article/view/817

Discussion on Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM| Chapter 2 | Modern Perspectives in Language, Literature and Education Vol. 2

 In the science, technology, engineering and math (STEM pipeline among college students, Gateway courses act as the initial barrier to persistence. First-year students entering college to obtain a STEM degree continue to face obstacles across the STEM pipeline (Chen, 2013; Leu, 2017). In this case study, researchers investigate the influence of a utilitarian scientific literacy-based academic intervention on the retention of first-year students in STEM using a mixed method approach. These introductory courses are important for STEM majors because they act as the first experience for coursework relevant to the major. In a credit utilitarian science literacy course, a sample (n = 116) of first-year students classified as at-risk of not persisting in STEM were enrolled. The semester long course participants were then compared with a control group of first-year students classified as a risk of STEM persistence. A two-proportion z test was conducted to measure the mean differences between students and a survey to gauge student impressions was given to participants of the course. Quantitative findings (φ 0.34, p < 0.05) suggest that the utilitarian science literacy course had a statistically important effect on the retention of STEM persistence among first-year students at risk. For all students looking for STEM degrees and careers, higher education institutions must take care of shifting the narrative. In addition, qualitative evidence from participant responses identify internal and external development as positive intervention-related outcomes.

Author(s) Details

Brittany Chambers
School of Education, Clark Atlanta University, 223 James P. Brawley Dr., Atlanta, GA 30314, USA.

Amy Salter
Morehouse College, 830 Westview Drive SW, Atlanta, GA 30314, USA.

Lycurgus Muldrow
Morehouse College, 830 Westview Drive SW, Atlanta, GA 30314, USA.

View Book :- https://bp.bookpi.org/index.php/bpi/catalog/book/334