Cross-domain Motivation: Exploring Means of Learner Engagement in ESL Classrooms |Chapter 4 | Language, Literature and Education: Research Updates Vol. 10

 

The concept of human intelligence as a monolithic phenomenon was replaced in the last part of the previous century by the theory of multiple intelligences. Intelligence(s) and motivation are inseparable aspects of learning something new. In the absence of the former, learning does not proceed beyond the level of bits and pieces of information, nor do those fragments get assimilated into knowledge. This is the case with the process of learning. Lack of motivation, perhaps, gets reflected more in the product, namely, the learning outcomes. This paper is an inquiry into the possibility of getting motivation from one field of learning, such as art or kinesthesis, into another desirable one, namely, studies. If a child displays intelligence in one field, it presupposes the presence of self-motivation behind that display. If part of that self-motivation can be manoeuvred skilfully into the desired area, the learning outcome is likely to be enhanced. The paper presents this argument against the backdrop of learning and teaching English as a second language.

 

 

Author(s) Details

P Bhaskaran Nair
Formerly of Pondicherry Central University, India.

 

Please see the link:- https://doi.org/10.9734/bpi/lleru/v10/6564

Diagnosing Cognitive-Emotional Appraisals of 13-year-old Students during Classroom Learning| Chapter 2 | Language, Literature and Education: Research Updates Vol. 8

 

The present study adopted the fundamental principles of appraisal theories of emotions in order to investigate students' appraisals based on their perceptions about teaching and communication during the lessons. The cognitive appraisals of students were evaluated in the context of three subject matters: Bulgarian language, history and biology. The data were collected from 202 pupils in the 6th grade of a Bulgarian comprehensive school. The application of statistical procedures in the data analysis demonstrated elevated levels of reliability and validity of the questionnaire. The questionnaire design enables the monitoring of fluctuations in cognitive-emotional appraisals by subject matter and by phase of the lesson. Two predominant trends emerged in the students' appraisals: the activity and extraversion of their behaviour are contingent on the phase of the lesson and the subject matter; fear has low levels.

 

 

Author(s) Details

Nina Gerdzhikova
 Paisii Hilendarski University, Bulgaria.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v8/6150

Cognitive-emotional Sensitivity Across Academic Subjects: A Study of Sixth-Grade Students in Bulgaria | Chapter 9 | Language, Literature and Education: Research Updates Vol. 7

 

The creation of a supportive classroom environment has emerged as a significant area of pedagogical inquiry in the contemporary school. It is therefore important to establish how cognitive-emotional appraisals function in real learning settings. This article presents a tool for diagnosing the momentary cognitive-emotional sensitivity of 13-year-old students to learning in four subjects: Bulgarian language, mathematics, history, and biology. The questionnaire comprises seven scales, namely activity, concentration, tiredness, extraversion, introversion, fear and self-confidence. The Cronbach alpha coefficients serve to demonstrate the reliability of the scales. The results of the factor analysis indicated that the questionnaire could be shortened, thereby facilitating its use in the classroom. The calculations demonstrate a good value for the goodness-of-fit statistic in the sample of 296 students. The data obtained from the empirical research demonstrate the general trajectory of cognitive-emotional sensitivity development among 13-year-old students. The subjects exhibit a range of cognitive-emotional experiences, which enable them to interpret these experiences in a sufficiently concrete manner. The chi-square test yielded statistically significant results for the activity, concentration, tiredness, extraversion, and fear scales, thereby confirming the null hypothesis. With 54 degrees of freedom, the critical value is 76.154. It is of significant importance for students to engage in cognitive activities and to maintain an emotionally open disposition toward the learning processes that occur within the classroom setting. In light of the fact that they prompt the formation of a shared internal disposition towards emotional experiences, it would be beneficial to consider how teaching might evolve in order to foster a more diverse range of perceptions.

 

 

Author(s) Details

 

Nina Gerdzhikova
University of Plovdiv, Tzar Assen Street 24, Postal Code 4000, Bulgaria.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v7/6149

Mastering Academic Writing Skills: A Handbook for University Students | Book Publisher International

 

Effective writing is crucial for career advancement as well as for obtaining professional certifications. Academic writing is essential to transforming a research candidate into a full-fledged researcher, despite the fact that it is occasionally taken for granted. Academic writing does have some variations depending on its purposes. Knowing the differences and using academic writing effectively could be the difference between a successful professional career and one that is marred by constant anxiety due to the publish-or-perish mentality. The purpose of this guide is twofold: to aid graduate students in understanding academic writing and to provide professionals with a resource for maintaining and improving their skills in constructing academic discourse. To accomplish these objectives, information concerning academic writing is presented. Specific problems university students and professionals may encounter in constructing meaningful essays and publishable works are also identified and explained. The tips and techniques presented have been gleaned from numerous sources and represent the most common problems and pitfalls in producing well-written papers, articles, monographs, and books.

 

Author(s) Details

Modebelu Melody
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Makuvire Claretah

Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Dziva Daimond
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Mudavanhu Young
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Mhishi Misheck

Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Pinias Chikuvadze
Faculty of Science Education, Bindura University of Science Education, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-81-991363-7-3

 

Bullying in Learning Institutions in Kenya: Knowledge and Interventional Measures | Chapter 4 | New Ideas Concerning Arts and Social Studies Vol. 4

 

Bullying in most learning institutions is a ‘silent epidemic’ since the victims are usually threatened not to reveal it to authorities, or they can suffer the consequences. In most cases, learners who are seen as weak in personality and from a humble background can be bullied by others in school. Previous research has shown a lack of effective interventions; hence, this Chapter fills that gap by highlighting possible interventions that can restore dignity to victims and prevent bullying in the future. This chapter, therefore, highlights possible interventions that can be provided to the victims of bullying to restore their dignity and prevent future forms of bullying in schools. This Chapter is anchored on Bronfenbrenner's Ecological System Theory, which emphasises the risks and factors associated with bullying within the school environment during childhood and adolescence stages of learners. This Chapter has significant importance to the scientific community as it addresses the issue of bullying, which is a “silent epidemic” in global educational institutions, including Kenya. The Chapter also emphasises a multifaceted approach to interventions, which are important for school administrators and policymakers to prioritise for equity and psychological satisfaction of all students.

 

Author(s) Details

Emily C. Sitienei
University of Eldoret, P.O. Box 1125-30100, Eldoret, Kenya.

Hoseah Kiplagat
University of Eldoret, P.O. Box 1125-30100, Eldoret, Kenya.

 

Esther Nyabuto
University of Eldoret, P.O. Box 1125-30100, Eldoret, Kenya.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v4/5871

Case Studies in Community Medicine | Book Publisher International

Case studies in Community Medicine delve into the practical aspects of community medicine through a series of detailed case studies, including scenarios on non-communicable diseases and mosquito-borne illnesses. The book is structured to guide readers through the identification, analysis, and resolution of health issues within a community context, utilizing a multidisciplinary approach that integrates perspectives from epidemiology, social sciences, and healthcare management.

 

Each case is accompanied by background information, discussion questions, and interactive elements such as online resources, enabling readers to engage actively with the material. The book emphasizes critical thinking, evidence-based decision-making, and the importance of understanding cultural competence and socioeconomic determinants of health. Additionally, it includes a global health perspective, addressing how international contexts can inform community medicine practices.

 

Feedback from early readers highlights the book's practical relevance and its alignment with educational standards set by the National Medical Commission, making it a valuable resource for students and practitioners looking to improve their skills in community medicine.

 

Author (s) Details

Dr. V. Pragadeesh Raja
Department of Community Medicine, Father Muller Medical College, Mangalore, Karnataka-575002, India.

Dr. R. Sindhuri
Department of Community Medicine, PSP Medical College Hospital and Research Institute, Kancheepuram District, Tamil Nadu, India.

 

Dr. Sahaya Sona Thresa
Department of Community Medicine, Sri Sathya Sai Medical College and Research Institute, (Sri Balaji Vidyapeeth, Deemed to be University, Puducherry) Chengalpet District, Tamil Nadu, India.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/mono/978-93-48119-67-4

Online Education Versus On-Site Education in the Pandemic Period | Chapter 10 | An Overview of Literature, Language and Education Research Vol. 5

Online education during the pandemic has led to changes in the education process. Teachers had to change their teaching methods. The students felt the effects of this change. The purpose of this study is to find out the opinion of students from a university in Romania regarding these changes. A total of 79 respondents participated in this study: 26 students of the Faculty of Letters and Science and 53 students of the Faculty of Economic Sciences at Petroleum and Gas University of Ploiesti, Romania. The aim of the study is to compare the students' opinions from the humanities specialization (Managerial and Administrative Assistance) and students from the economic specialization (Accounting and Business Informatics). The students answered questions focused on the educational and social sides. In order to answer some questions, students had to make an analysis of online learning versus traditional learning. The questions highlighted the need for students' IT knowledge for the optimal development of online education. From the answers, it is clear that it is necessary for students to have digital skills.

The SWOT analysis shows the following aspects:

Strengths: Participations (81% of respondents indicated that they attended courses more during this period); time (an advantage of online learning presented by 24 % of respondents and 16 % replied that they no longer have to commute, which involves financial benefits); motivation (44% of students responded that time allocated to the individual study was higher).

Weaknesses: Social interaction (28% of students presented this as a disadvantage of online learning); lack of interest (12% replied that they could not concentrate on teachers' instructions if they were not in the classrooms).

Opportunities: Technical advantages (62% replied that their Internet browsing knowledge was useful, and 52% replied that their PC operating knowledge was useful; getting a job during school placement is presented as an online learning advantage for 15 % of them).

Threats: Technical difficulties (15% responded that a weak Internet connection represents one disadvantage).

 

Author (s) Details

Ana-Maria Teodorescu
Petroleum and Gas University of Ploiesti, Romania.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v5/2654

ChatGPT and GeoGebra to Support the Learning of First-Order Linear Differential Equations in Engineering Students | Chapter 4 | Mathematics and Computer Science: Research Updates Vol. 5

 

In the teaching of mathematics, and particularly of differential equations, students often face multiple difficulties in understanding abstract concepts. To address these challenges, two powerful tools, GeoGebra and ChatGPT, have been integrated to enrich the learning of engineering students at the University of Antofagasta, Chile. GeoGebra, recognised for its dynamic and interactive potential, allows the construction of graphical and animated representations that make visible the behaviour of the solutions of first-order linear differential equations, while ChatGPT acts as a guide for students in the interpretation of concepts and the resolution of doubts. This combination of interactive visualisation and conversational support allows students not only to access a mix of innovative technological resources but also to reinforce their learning and strengthen their mathematical competencies through a methodology that is accessible and adapted to their needs.

 

Author (s) Details

Jorge Olivares
Department of Mathematics, Universidad de Antofagasta, Antofagasta, Chile.

 

Melissa Sanchez
Department of Mathematics, Universidad de Antofagasta, Antofagasta, Chile.

 

Pablo Martín
Department of Mathematics, Universidad de Antofagasta, Antofagasta, Chile.

 

 

Please see the book here:- https://doi.org/10.9734/bpi/mcsru/v5/5176

Meaningful Strategies that can Reform the Lives of Street Children | Chapter 3 | New Ideas Concerning Arts and Social Studies Vol. 3

Street children are habitually depicted in a purely negative manner, often described as indigent, penurious, and impecunious individuals who roam the streets in search of a livelihood. Many street children are denied basic human rights, including proper access to social and health services, the need for education, and protection against exploitation. Their world is demoralising, disheartening, disenchanting, and their future appears formidable and arduous as they are frequently rejected, scorned and despised by society. However, it's important to recognise that they are normal human beings who, due to challenging circumstances, find themselves homeless. Identifying a singular reason for their homelessness is complex. On the other hand, the majority of educators firmly believe that fostering inclusive education is obligatory. This review mainly focuses on analysing the strategies that can reform the lives of Street Children. This paper does not cast aspersions but seeks to ascertain whether some of these children can be rehabilitated through inclusive education. Inclusion entails all children studying in the same classrooms and being provided with learning opportunities to enhance their abilities. All the information was obtained through current studies, methodical review, and meta-analysis, supplemented by secondary sources from the internet spanning from September 2023 to January 2024. This non-empirical research employed careful investigation and analysis techniques, including text criticism, critical examination of biographical studies, and narrative analysis. Street children are often stigmatized, labelled, and discriminated against, which severely hinders the rehabilitation process. Although inclusion is a lifelong and challenging process, it is instructional and edifying, and it may potentially rehabilitate street children. This research reveals that rehabilitating street children is extremely complex and seemingly impossible. Nevertheless, some children may desire a different lifestyle, offering hope and optimism for rehabilitation efforts. Therefore, concrete, holistic, and meaningful efforts must be made to properly confront homelessness, affording these children ample care, protection, education, and opportunities          for a better future. Government institutions, stakeholders, non-governmental organisations, and all individuals committed to the well-being of children should actively engage in meaningful and consistent dialogue to promote collaborative, effective, and sustainable support systems.

 

 

Author (s) Details

 

Gabriel Julien

Department of Educational Leadership and Management, Faculty of Education, The University of the West Indies, St. Augustine, Global Campus, Trinidad and Tobago.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v3/5367

The Feasibility of a Problem-solving Model in a Grade 4 Mathematics Classroom | Chapter 1 | An Overview of Literature, Language and Education Research Vol. 1

The development of a problem-solving model was investigated in a Grade 4 mathematics classroom. The learners completed a questionnaire with respect to their knowledge of problem-solving, their attitudes towards problem-solving, as well as their experiences in solving mathematical problems. Learners’ responses revealed overall negative beliefs regarding problem-solving as well as a lack of knowledge about what problem-solving in mathematics is all about. The teacher then involved the learners in a structured learning programme where they worked in cooperative groups of six on different kinds of mathematical problems. The groups regularly engaged in discussions about the different strategies they were using to solve a specific problem and eventually succeeded in formulating a generic problem-solving model they could call their own. The model was then effectively used by learners to solve various mathematical problems, reflecting their levels of cognitive development to a certain extent.

 

Author(s)details:-

 

Susan Nieuwoudt
Faculty of Educational Sciences, North-West University, Potchefstroom Campus, South Africa.

 

Please See the book here :- https://doi.org/10.9734/bpi/aoller/v1/2577G

Effects of Classroom Atmosphere on the Quality of Learning (QoL) for Students Learning | Chapter 4 | Progress in Language, Literature and Education Research Vol. 6

Learning is the most important issue in teaching and regarding class atmosphere is one of the main issues that has special place in partial quality of learning. Teacher creates attractive class by applying proper management skills that makes positive and active relationships between him/her and his pupils. This study was performed to investigate the relationship of Atmosphere on the Quality of Learning (QoL). This study was done in Guilan University of Guilan that about 0.5 of students were selected through cluster sampling method with regard to the size of population (7200 students) and through systematic random sampling. 360 persons were selected and 357 questionnaires were filled and returned among 360 distributed questionnaires in various disciplines. Also 35 academic staffs (about 0.1) were participated in this research for conducting interview. Instruments for collecting the information of questionnaire have been researcher-made and interview. Interview with dear faculty members was about the impact of mental state of on quality of learning. Descriptive- analytic method has been used in this research. In all cases null hypotheses rejected and research hypotheses were confirmed. Also in analysis of interview with academic staffs that questions were related to research main hypotheses, much emphasis has been put on the effect of factors influencing on class atmosphere and quality of teaching and learning. It should be stated that there is a positive and direct relation- ship between class atmosphere and its factors (order and organization in class, clear- ness of rules in class academic staff control over the class, academic staffs and student mutual respect) and quality of learning. Clearness of rules of class results in relaxation in professor and student and in fact helps both of them to move toward goals of class and qualitative improvement of learning.

Author(s) Details:

Nader Ofoghi,
University of Guilan, Rasht, Iran.

Abbas Sadeghi,
University of Guilan, Rasht, Iran.

Maryam Babaei,
University of Guilan, Rasht, Iran.

Please see the link here: https://stm.bookpi.org/PLLER-V6/article/view/13599

Students' Experiences with Mobile Devices for Chemistry Learning: A Case Study | Chapter 10 | Progress in Language, Literature and Education Research Vol. 4

STEM education is a teaching and learning discipline where Science, Technology, Engineering, and Mathematics are taught in an integrated manner so that students are able to apply the knowledge, skills and values of these subjects to solve real-world problems. This chapter aims to identify the Malaysian matriculation students' learning experiences utilising mobile devices for chemistry learning. The study used a qualitative case study approach and was conducted at a matriculation institution in Malaysia. Initially, 84 students used an online diary to reflect on their learning path, whereas 17 students who were active in mobile learning were purposefully chosen for the interview. The conclusion that can be drawn from this research is the students have both positive and negative experiences with using mobile devices to learn chemistry. They thought that utilising a mobile device to learn chemistry encouraged knowledge construction, visualisation of abstract concepts, self-control in learning, and intellectual discourse. The issue of learning resource quality, on the other hand, posed a challenge to their cognitive capacity for studying chemistry. This study provided educators with insights into the significance of incorporating mobile devices for chemistry learning. Mobile devices have been used as an emerging learning tool to promote chemistry learning in the 21st century. The impact of digital technologies enabled by mobile devices can improve students' knowledge of abstract chemistry concepts. Educators can create appropriate chemistry instructional strategies based on the student's learning needs.

Author(s) Details:

Wai Foong Lok,
Department of Education, Teacher Education Institute (Ipoh Campus), Malaysia.

Mahizer Hamzah,
Department of Educational Studies, Faculty of Human Development, Universiti Pendidikan Sultan Idris, Malaysia.

Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13152

Localization a New Tool for Assessing Nursing Students Clinical Learning Environment in Iran | Chapter 1 | Progress in Language, Literature and Education Research Vol. 2

 This affiliate aims to evaluate the validity and dependability of the CLECS questionnaire (a inquiry for assessing the clinical knowledge environment) in nursing undergraduates. Continuous evaluations of dispassionate education and learning in suckling require the use of valid and trustworthy instruments. Dispassionate education is a vital part of pre-enrollment nursing education programs, giving reason for up to half of the milking student training event.This was a psychometric cross-sectional study of 116 nursing juniors. The developer allowed permission to translate, substantiate, and utilize the CLECS by email ideas with the matching author. The CLECS was translated into Persian. Subsequently performing the translation and enlightening adaptation steps, the psychometric process was carried out. The reliability was judged using Cronbach's alpha. Through union, discriminant, and confirmatory determinant analysis, the instrument lawfulness was evaluated.The verdicts of the confirmatory factor reasoning revealed that the current questionnaire was 6-spatial and confirmed the fit of the conclusive model. The majority of the survey's questions lacked powerful differential validity. The acting as a nurse process and the holism aspects had the maximal and lowest means, individually.On the basis of the results of this study, CLECS has powerful validity and dependability and, with the exception of discriminant validity, maybe used to assess the learning atmosphere of undergraduate tending students.

Author(s) Details:

Shirin Riahi,
Education Development Center, Alborz University of Medical Sciences, Karaj, Iran.

Mina Abolfazlie,
Education Development Center, Alborz University of Medical Sciences, Karaj, Iran.

Mohsen Arabi,
Education Development Center, Alborz University of Medical Sciences, Karaj, Iran.

Please see the link here: https://stm.bookpi.org/PLLER-V2/article/view/12653

Iraqi EFL College Students' Performance in Using Frequency Adverbs | Chapter 12 | Current Research in Education and Social Studies Vol. 4

 Aims: To consider the performance of Iraqi EFL academy students in utilizing frequency modifiers by form and function and finding out the field of trouble in this regard and suggesting restorative work for the relief of these difficulties.Study Design: A demonstrative test was used in this place study.Place and Duration of Study: The practical facet represented in a demonstrative test applied to a sample grabbed at random of (50) undergraduates taken from the one of four equal parts level in the Department of English, College of Education for Human Sciences, University of Babylon during the period the academic year (2013-2014).Methodology: In this study, the scientist constructing a test to designate the errors fashioned in the use of adverbs of repetitiveness; classify wrongs; analyze results statically; and draw judgments.Results: The current study determined that the poor conduct of the learners can be assign to the following strategies: Interlingual transfer, interalingual transfer, circumstances of learning and ideas strategies.Conclusion: These results signify that the students face trouble in using repetitiveness modifiers in English and these results confirm the theory of the study. This study recommends further studies about English alphabet for EFL Learners.

Author(s) Details:

Sabeeha Hamza Dehham,
Department of English, Faculty of Basic Education, University of Babylon, Hilla, Iraq

Please see the link here: http://bp.bookpi.org/index.php/bpi/catalog/book/150

Could Artificial Neurons Create a Neural Plasticity of Their Own? | Chapter 8 | Advanced Research in Biological Science Vol. 2

This stage explores the tenants of organic neurons and their plasticity. It before proceeds with an study of artificial neurons and the potential for pretended neural plasticity. Artificial affecting animate nerve organs plasticity is before placed within the circumstances of strategic thinking. A conceptual foundation is then tried. Neural plasticity is the brain’s ability to restructure allure performance and function along organic, chemical, and material lines. It is the source of structural changes in intelligence functions and performance. It could be working but it could also be fundamental. The process is driven by three forces: learning, knowledge and memory or on account of trauma. It is created all the while different chapters of an individuals’ life opportunity. Early childhood designs a core and subsequent growth phases enhance and complement this gist. Current work on machine intelligence attempts, more frequently than not, to simulate human intelligence process. Those include affecting animate nerve organs plasticity. And the question could stand: could an affected neurons system or group of systems expand their own neural plasticity?  And by what method and for what purpose?The item could provide a progress in the question whether AI commit progress to the so called “self-awareness” development. Self-awareness adopts a measure of neural plasticity, a fundamental measure of a fully developed AI.

Author(s) Details:

M. S. S. El Namaki,
VU School of Management, Switzerland.

Please see the link here: https://stm.bookpi.org/ARBS-V2/article/view/11639

Children with Dyslexia that are Learning to Read and How the Neuropsychological Process Influence on it | Chapter 2 | Research Developments in Medicine and Medical Science Vol. 9

 The study aim concerning this article search out describe how the neuropsychological processes influence the knowledge of reading in kids with dyslexia, from a composition review on the subject. We used the methodology of a orderly bibliographical review, based on the study of academic texts on dyslexia and neuropsychology. Along this route, various determinants related to particular reading troubles are examined, containing the educational structure, the social-offspring context, orthography (grapheme and phoneme), attention and thought, and the orthography (phoneme and grapheme).  Thus, this article aims to donate academically to the understanding of the disorder, showing by virtue of what biological, cognitive and friendly aspects intervene in the dyslexia process and emphasizing by virtue of what a good understanding of this disorder and a cautious and multidimensional judgment can be meaningful for a satisfactory and effective attack.

Author(s) Details:

Beatriz Costa Campos,
Infinity Clinical Psychology, Contagem, Brazil.

Gabriel Santos Vieira,
Human Resources of Localiza & Co, Brazil.

Leidianny Kelly da Costa,
Céreus Terapias Clinical Psychology , Contagem, Brazil.

Rosemary Pereira Costa e Barbosa,
Federal Institute of Education, Science and Technology of Minas Gerais, Brazil.

Please see the link here: https://stm.bookpi.org/RDMMS-V9/article/view/10350

On Learner-Based Teaching in Modern Educational Contexts | Chapter 7 | Research Highlights in Language, Literature and Education Vol. 4

 The idea of learner-located teaching has been acquire popularity in current years as a way to join students in their own knowledge process and to promote alive learning. It is of great importance to explore on trainee-based education in China to promote lifelong knowledge. In this paper, we explain what beginner-based teaching is, the benefits of learner-located teaching, by means of what to introduce learner-located teaching into your school room, what the potential of learner and the potential problems are. It proper to address these points in the paper and raise other questions. It boosts you to ask yourself few more questions, to think about how you once use the potential of your learners, how you keep use it more, and explore by what method learner-based education can be executed in the classroom. It hopes to cast some awareness on further research in this field.

Author(s) Details:

Linli Chen,
School of Cultural Tourism and International Exchange, Yunnan Open University, 113 Xuefu Road, Kunming 650223, P. R. China.

Please see the link here: https://stm.bookpi.org/RHLLE-V4/article/view/10164

Study of Knowledge, Motivation and Preference on Chemistry Learning among Gifted and Talented Students’ | Chapter 12 | Research Highlights in Language, Literature and Education Vol. 3

 STEM instruction is an area of excellent interest in Malaysia. However, learning STEM subject, focusing on allure at a younger age is a challenge between most of secondary school juniors. Thus, this study aims to investigate gifted and gifted students’ information and motivation toward knowledge chemistry, besides their favorite choice of learning. A total of 71 gifted and gifted students attractive chemistry at the age of 12 to 13 age old at a high school, were complicated in this study. In this study, a survey inquiry was used, in addition to the Attitude toward Chemistry Lesson Scale and Glynn's Motivation Model. Statistical Package for Social Science (SPSS) version 21 was used to analyze the calm data, that included explanatory and inferential enumerations. The findings revealed that undergraduates perceived allure to be main in many aspects of daily history. There was no substantial distinctness in the mean of male and female students' information and motivation toward chemistry knowledge scores. The study's findings likewise show a moderately certain correlation betwixt students' knowledge and course motivation, accompanying the highest equating value. This paper can help educators improve their scholars' knowledge and ambition for chemistry knowledge. As a result, educators' roles in bringing about changes in information and motivation toward allure teaching and knowledge processes are critical.

Author(s) Details:

Suganty A/P Kanapathy,
Pusat GENIUS@pintar Negara, University Kebangsaan Malaysia, Bangi-43600, Selangor, Malaysia.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9747

Study of Knowledge, Motivation and Preference on Chemistry Learning among Gifted and Talented Students’ | Chapter 11 | Research Highlights in Language, Literature and Education Vol. 3

 STEM education is an area of great interest in Malaysia. However, learning STEM subject, focusing on chemistry at a younger age is a challenge among most of secondary school students. Thus, this study aims to investigate gifted and talented students’ knowledge and motivation toward learning chemistry, besides their preferred choice of learning. A total of 71 gifted and talented students taking chemistry at the age of 12 to 13 years old at a high school, were involved in this study. In this study, a survey questionnaire was used, as well as the Attitude toward Chemistry Lesson Scale and Glynn's Motivation Model. Statistical Package for Social Science (SPSS) version 21 was used to analyze the collected data, which included descriptive and inferential statistics. The findings revealed that students perceived chemistry to be important in many aspects of daily life. There was no substantial difference in the mean of male and female students' knowledge and motivation toward chemistry learning scores. The study's findings also show a moderately positive correlation between students' knowledge and career motivation, with the highest correlation value. This paper can help educators improve their students' knowledge and motivation for chemistry learning. As a result, educators' roles in bringing about changes in knowledge and motivation toward chemistry teaching and learning processes are critical.

Author(s) Details:

Suganty A/P Kanapathy,
Pusat GENIUS@pintar Negara, University Kebangsaan Malaysia, Bangi-43600, Selangor, Malaysia.

Please see the link here: https://stm.bookpi.org/RHLLE-V3/article/view/9747

Inclusive Language, Pedagogy, and Motivation in Early Childhood Education| Chapter 9 | Current Research in Language, Literature and Education Vol. 5

We examine language usage in early childhood education settings, highlight the effects of non-inclusive language, and propose ways to improve the use of inclusive language in teaching and learning in this chapter. To gain rich meanings of non-inclusive language, we utilised a classic extract from an observation research as the basis for a creative content and textual analysis. Inclusive language is essential for developing inclusiveness, belonging, and worth in children. Inclusive language is used in early childhood education settings to clarify teaching and create realistic expectations for all children. Instructors' non-inclusive language, on the other hand, can be a disincentive, restricting how openly youngsters learn and cooperate with classmates and teachers in schools. The language used by instructors is examined in this study, and it is discovered that non-inclusive language can have a negative impact on children's learning, socialisation, emotional well-being, and motivation to learn. We observed that strong inclusiveness training and professional development programmes may assist teachers in gaining the knowledge and skills necessary to use inclusive language in the classroom, particularly as a pedagogical and motivating tool in early childhood education. Instead of employing non-inclusive language, the study suggests that instructors be made aware of the importance of inclusive language and its accompanying advantages for educating children. There are also some practical ramifications for utilising inclusive language.

Author(s) Details:

Francis R. Ackah-Jnr,
Griffith College & Griffith University, Gold Coast, Australia and Department of Basic Education, University of Cape Coast, Cape Coast, Ghana.

John Appiah,
Department of Basic Education, University of Cape Coast, Cape Coast, Ghana and  Department of EFLT, College of Education, Auburn University, Alabama, USA.

Alex Kwao,
Department of Basic Education, University of Cape Coast, Cape Coast, Ghana.

Please see the link here: https://stm.bookpi.org/CRLLE-V5/article/view/6725