Influence of Internet Usage on Academic Achievement of the Students of Dibrugarh University | Chapter 9 | Language, Literature and Education: Research Updates Vol. 9

 

Internet use has become an integral part of life for the majority of students in higher education all around the world. Students frequently use the internet for various academic purposes, such as preparing course assignments, studying notes, and conducting research projects.  While the use of the internet has a great impact on the academic life of the student, excessive usage may negatively affect their academic achievement. The present study was conducted to study the influence of internet usage on the academic achievement of the students of Dibrugarh University. Ex-post-facto research method was used to study the influence of Internet Usage on the Academic Achievement of the students of Dibrugarh University. The study adopted both purposive and incidental sampling techniques to select the sample for the study. In the present study, the descriptive survey method was used. The data were collected from the students of both liberal and professional programmes of study through a self-constructed Internet Usage Questionnaire. The collected data were analysed and interpreted using the Statistical Package for the Social Sciences. Findings of the study indicated that there is an influence of Internet Usage on the Academic Achievement of the students of Dibrugarh University. A significant difference in Academic Achievement was found between the students who had been using the internet daily for less than 3 hours and more than 7 hours; therefore, it was concluded that there was an influence of frequency of Internet Usage (per day) on Academic Achievement of the students of Dibrugarh University. Additionally, the frequency of internet use specifically for academic purposes was also found to influence students’ academic achievement. Therefore, the study concluded that there is an influence of Internet Usage on the Academic Achievement of the students of Dibrugarh University.

 

Author(s) Details

Ratna Das
Department of Education, Gargaon College, Sivasagar, Assam, India.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6416

Transforming STEM Education through Social-Emotional Learning and AI: Enhancing Engagement and Emotional Intelligence | Chapter 2 | Language, Literature and Education: Research Updates Vol. 7

 

Social-emotional learning (SEL) plays a pivotal role in fostering engaged learning by enhancing students' emotional intelligence, which is essential for deep conceptual understanding and effective collaboration in STEM education. SEL is known to improve student outcomes but is rarely combined with STEM. This review highlights the role of SEL in Promoting Engaged Learning and Deep Conceptual Understanding in STEM education. The incorporation of artificial intelligence (AI) alongside social-emotional learning (SEL) can enhance student engagement and foster a more inclusive learning environment in STEM education. Integrating AI with SEL strategies not only supports diverse learning needs but also promotes equity, allowing all students to thrive in STEM fields. Moreover, by leveraging AI tools that align with SEL principles, educators can create personalised learning experiences that cater to the emotional and academic needs of each student, thereby enhancing overall educational outcomes. This approach emphasises the importance of collaborative efforts among educators, policymakers, and technologists to ensure effective implementation and equitable access to AI-driven SEL strategies in STEM education. Addressing these challenges requires ongoing professional development for educators and a commitment to ethical practices that prioritise student well-being and equitable access to resources in AI-enhanced learning environments. This synergy of AI and SEL in STEM education underscores the need for comprehensive frameworks that prioritise both academic success and emotional well-being, ultimately preparing students for future challenges. Ultimately, a holistic approach that combines AI, SEL, and STEM education can significantly improve learning experiences and outcomes for all students, especially those from underrepresented backgrounds. This integration not only addresses the diverse needs of students but also helps bridge the achievement gaps prevalent in STEM education, especially for those with disabilities. This holistic strategy can empower students with disabilities, ensuring they receive the necessary support to excel in STEM fields and contribute to a more diverse workforce. Furthermore, it is essential to continuously evaluate the effectiveness of AI and SEL integration, adapting strategies based on feedback and emerging research to maximise their impact on student learning and inclusivity. This integration can lead to innovative teaching practices that not only enhance academic performance but also support the emotional development of students, fostering a more equitable educational landscape.

Author(s) Details

Bhavna Galhotra
Jagan Institute of Management Studies, Rohini, New Delhi, India.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v7/5850

Transforming Education in Gauteng: Impact Analysis of the Secondary School Improvement Programme | Chapter 7 | Language, Literature and Education: Research Updates Vol. 4

This chapter evaluates the effectiveness of the Secondary School Improvement Programme (SSIP) from its inception in 2010 through a systematic analysis of student outcomes and educational practices. Funded by the South African government, SSIP aims to improve pass rates and the quality of education in critical subjects like mathematics, physical sciences, and languages. This study reviews the SSIP program's design, implementation, and impact, utilising a logic theoretical framework and mixed-methods approach that includes qualitative insights from students' and teachers' experiences as well as quantitative data on pass rates and examination preparedness. Qualitative data were collected through face-to-face interviews, sampled through purposive sampling, and analysed through coding and thematic analysis. The quantitative data was collected through structured questionnaires, sampled through a random sampling approach to avoid bias and analysed through correlational analysis. The findings elucidate a marked improvement in matriculation results since the program's inception, with increasing statistics indicating higher pass rates and graduation qualifications among participants. The paper also identifies persistent challenges that hinder optimal outcomes, notably resource allocation, tutor training, and logistical issues. Despite these challenges, the study confirms that SSIP is a significant program aimed at ensuring equal access to educational resources. It is identified as one of the initiatives that helps to reduce the performance and achievement gap between independent and public schools, not only in Gauteng but across South Africa as a whole. The study recommends several strategic interventions to improve the delivery of the SSIP program and enhance efficacy, including, but not limited to, strategic resource management, continuous tutor support, and the establishment of clear performance indicators. The conclusion drawn is that, by emphasising these areas, SSIP can establish an educational environment that continues to foster academic excellence and effectively equips students for future opportunities. The main study limitation is that the SSIP program is only conducted within Gauteng Province and does not reflect the results of other provinces in South Africa.

 

Author (s) Details

Mfanelo Ntsobi
Sci-Bono Discovery Centre, Gauteng Department of Education, Da Vinci Institute for Technology Management, University of the Witwatersrand, South Africa.

 

Bongani June Mwale
Sci-Bono Discovery Centre, Gauteng Department of Education, Da Vinci Institute for Technology Management, University of the Witwatersrand, South Africa.

 

Blondel Nyamkure
Sci-Bono Discovery Centre, Gauteng Department of Education, Da Vinci Institute for Technology Management, University of the Witwatersrand, South Africa.

 

Vincent Zulu
Sci-Bono Discovery Centre, Gauteng Department of Education, Da Vinci Institute for Technology Management, University of the Witwatersrand, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v4/5270

Effect of Computer Animations on Senior High School Students’ Learning Outcomes in Chemistry: A Focus on Rate of Reactions | Chapter 3 | Language, Literature and Education: Research Updates Vol. 2

Understanding many concepts in chemistry is difficult for most students because of its abstract nature. Chemistry teachers, notwithstanding the difficulties encountered by students, are making frantic efforts to make the rate of reactions less difficult and interesting to learn. Applications of teaching strategies such as the use of ICT in computer-assisted modes of teaching, cartoons and other innovative and interactive approaches need to be applied by teachers in their lesson executions to increase the effectiveness of chemistry learning for students. The significance of computer animations in a senior high chemistry classroom is investigated in this chemistry education research study. This study investigated the effect of computer animations on the academic achievements of senior high school students in terms of the rate of reactions. The study was conducted in two public Senior High Schools in Ablekuma West Municipal in the Greater Accra Region of Ghana. This study was anchored on the positivist paradigm and adopted the quantitative approach as well as a quasi-experimental design to achieve its objectives. The study used purposive sampling to select 85 students for the study. Two intact classes were engaged in the study with 45 students in the experimental group and 40 students in the control group. The instrument used for the collection of data was the ‘Rate of Reaction Achievement Test’ (RoRAT), in the form of a pre-test and a post-test. The pre-test was used to check if the two groups were at the same level of achievement in the rate of reactions or not before the treatment. A post-test was administered after the treatment to find out whether the treatment activities assisted in enhancing students’ academic achievement in the rate of reactions or not. The t-test analysis of the pre-test scores showed that the p-value was 0.960 which was greater than the 0.005 alpha value (p > 0.05). This means there was no significant difference between the means of the pre-test scores of the experimental group and the control group before the treatment, indicating that the two groups were the same in terms of their understanding and achievements in the rate of reaction concepts. However, from the t-test analysis of the post-test scores, the p-value was found to be 0.000 which was less than the 0.05 alpha value (p < 0.05). This shows that there was a statistically significant difference between the means of the post-test scores of the experimental group and the control group after the treatment. The effect size in the post-test scores between the two groups was large which was seen in the calculated Cohen’s D value of 2.176. The study concluded that computer animations assisted senior high school students to better understand the rate of reactions resulting in enhanced academic achievement. This research contributes to chemistry education by providing teachers and curriculum developers with an alternative instructional strategy which is the use of computer animation for teaching rate of reactions.

 

Author (s) Details

Gloria Asiedu
Department of Science, St. Margaret Mary Senior High School, Accra, Ghana.

 

Boniface Yaayin
Department of Chemistry Education Department, University of Education, Winneba, Ghana.

Ruby Hanson
Department of Chemistry Education Department, University of Education, Winneba, Ghana.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v2/4463

Study about Parenting Styles and Academic Achievement: A Theoretical Perspectives | Chapter 5 | Research Aspects in Arts and Social Studies Vol. 9

The present study climaxes the most parents are undertaking authoritative create style compared to other styles. A create style is a method or strategy secondhand in the process of lifting children. This parenting style, that is a psychological construct, shows typical fatherly educational methods. Type of create styles were found to be influences their toddlers’s academic achievement. This study complicated 406 of form 5 students as respondents. The all-inclusive approach-using questionnaires secondhand meet the objectives of this study.  Results concerning this study found that parenting styles trained by parents in accordance with the students' perception is valid style followed by style authoritarian style, permissive, and already neglectful style.  Research form can also include concerning qualities not quantities component, i.e. interviews in order to get a more exhaustive about why persons practice different parenting styles.

Author(s) Details:

Ngu Leh Seng,
Universiti Utara Malaysia, Sintok, Kedah, Malaysia.

Zahyah Hanafi,
Universiti Utara Malaysia, Sintok, Kedah, Malaysia.

Muhajir Taslikhan,
Universiti Utara Malaysia, Sintok, Kedah, Malaysia.

Please see the link here: https://stm.bookpi.org/RAASS-V9/article/view/10254

Effect of Lecture versus Jigsaw Teaching Strategies on Maternity Nursing Students' Attitudes and Academic Achievement | Chapter 8 | Research Highlights in Disease and Health Research Vol. 4

 Introduction: The education-learning process is energetically engaged in by period of being pregnant with child nursing juniors through the cooperative learning design known as "cut learning." It more enables bureaucracy to interact and take part in maternity cherishing courses. The study's objective was to compare the att parenthood nursing juniors' attitudes and academic depiction in lecture and jigsaw education methods.Research Design: A almost-experimental study design was secondhand. Research Setting: The study was conducted at the Technical Institute of Nursing, Kafer El-Sheikh Governorate, Egypt, during the course named "Maternity Nursing." Sampling: A convenience sample of tending students in the 3rd level and 2nd age was recruited. Number = 160 was classification into two groups: control group (80) "lecture group" and students that study together (80) "jigsaw group". Tools: The dossier was gathered using four forms: 1. self-administered inquiry, 2. student’s knowledge appraisal tool (pre-posttest), 3. Likert stance scale to assess the student’s stance toward the teaching procedure, 4. Students' Opinion Sheet. Results:  There Both groups had a significant difference in the student’s realization (post and follow-up composed exams). The students' hypothetical achievement in period of being pregnant with child nursing lectures was taller in the study groups than in the control group on the post and follow-up exams. Students in the students that study together exhibited a more positive stance concerning the education strategy than the graduates who were in the control group. Conclusion: Maternity cherishing students' stances and performance all the while the course are improved by using the cut learning blueprint. Recommendations: Use the jigsaw education strategy as a education strategy entirely academic nursing courses.

Author(s) Details:

Randa Mohamed Abobaker,
Maternal and Child Health Nursing Department, Northern College of Nursing, Arar City, Kingdom Saudi Arabia.

Kamlah Ahmed AL-Olimat,
Maternal and Child Health Nursing Department, Northern College of Nursing, Arar City, Kingdom Saudi Arabia.

Amal Mohamed AlRuwaili,
Preparatory Year, Northern College of Nursing, Arar City, Saudi Arabia.

Magda Mubarak,
Nursing Department, College of Applied Medical Sciences -Hafr Al-Batin University, Saudi Arabia.

Please see the link here: https://stm.bookpi.org/RHDHR-V4/article/view/9941

Teachers’ Perception of Principals’ Management of Instructional Programs that Influence Learners’ Academic Achievement in Public Secondary Schools | Chapter 10 | Research Highlights in Language, Literature and Education Vol. 3

 The study wanted to establish scholars’ perception of how principals survive instructional programs honestly secondary schools. Survey research design was adopted that working mixed forms of inquiry in a concurrent process. A sample of 12 principals and their deputies, and 253 teachers in 48 public subordinate schools were engaged. A structured inquiry and unstructured interview guide were used to accumulate data. Descriptive and probable statistics were computed and qualitative dossier infused in the argument of the data. The study found out that principals matched, supervised and judged instruction; and monitored graduates’ progress in their schools. The management of teaching programs by principals did not considerably differ between Extra County and County subordinate schools (t (251) =.917, p>.05), nor did it disagree between high, average, and depressed performance public subordinate schools (F (2,250) = 1.524, p>.05). Even so, there was a statistically significant link (r (251) =.123**, p<.05) 'tween principals’ management of teaching programs and students’ academic achievement.

Author(s) Details:

Stephen Tomno Cheboi,
Mount Kenya University, Kenya.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9746

Psychological Factors Influencing Academic Achievement among Secondary School Students in Shamva District of Mashonaland Central Province in Zimbabwe: A Recent Study| Chapter 4 | Modern Perspectives in Language, Literature and Education Vol. 7

 In the Shamva district, the study looked into the psychological aspects that influence secondary school adolescents' academic achievement. The study's design is ex-post-facto. The present study sample is made up of 300 people who were chosen at random and on their own. Two standardised measures were used to collect data: the "Psychological Factors Assessment Questionnaire" and the "Economic Achievement Test." The dependability of the instruments was 0.91 and 0.86, respectively. Two hypotheses were developed for the inquiry. The acquired data was analysed using an independent t-test. The findings of the data analysis revealed that school fear has a genetic component. Achievement motivation, on the other hand, had no effect on children's academic development. Based on the findings of this study, the researchers recommended that teachers, parents, counsellors, and school authorities be made aware of the existing link between self-concept, anxiety, achievement motivation, and focus of control and academic accomplishment. This would enable them to provide secondary school students, teachers, parents, school officials, and the community with better, more useful, and relevant educational, vocational, personal, and social services, as well as recognise and appreciate the presence of individual differences among students and how to best reinforce them.

Author (S) Details

Dr. Rittah Kasowe
Educational Studies, Zimbabwe Open University 209 Hay road Bindura, Zimbabwe.

View Book :- https://stm.bookpi.org/MPLLE-V7/article/view/2869

Reporting a Case Study on Transitioning From Traditional Face-to Face Course Instruction to a Blended Format | Chapter 6 | New Horizons in Education and Social Studies Vol. 3

 This case study briefly describes the journey that one professor took in transitioning from face to-face

course instruction to a blended model at the graduate level. The blended lesson format was based on
the 14 Learner-Centered Psychological Principles developed [1] and revised by the American
Psychological Association Work Group of the Board of Educational Affairs [2]. The professor
developed a student survey specifically to evaluate the blended course in areas not included in the
university’s evaluation. After the first and second semesters, data from the professor’s course
evaluations as well as the student surveys were used to improve the blended course design and
implementation for the third semester. My challenge, as a new faculty member, was to combine best practices in a standards-based learnercentered curriculum and concepts of educational administration using the blended approach in the teaching of graduate students. To do so, an instructor needed a minimum level of technological skills and the belief that the new wave of the future for teaching and learning for all students, PreKindergarten through higher education including doctorial coursework, needed to include the use of technology. This was a tall order to accomplish with only three weeks to read the texts for the courses, develop the syllabus for each course, learn how use Moodle for interaction with the students, and get all the information for the courses into the blended technology format.

Author (s) Details

Dr. Darlene McDonough
Educational Leadership, School of Education, St. Bonaventure University St. Bonaventure, New York, USA.

View Book :- http://bp.bookpi.org/index.php/bpi/catalog/book/257