European Journals of Education Studies
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BRIDGING THE GAP: EXAMINING THE ROLE OF FUNDING ADEQUACY IN STEM PROGRAMME COMPLETION IN UGANDAN PUBLIC UNIVERSITIES
Get PDFThe persistent under-enrolment of science, technology, engineering, and mathematics (STEM) graduates continues to impede Uganda’s socio-economic development and technological advancement. Despite increased access to the university through programmes like the Higher Education Students Financing Board (HESFB), it is difficult not to wonder whether funding such programmes is sufficient to guarantee timely completion in STEM-based programmes. The study examined the effects of adequate loan financing on programme completion among undergraduate students studying STEM programmes in universities in Uganda. Based on surveys of 430 students and interviews with 12 staff members from four public universities, this research presents the views of students and staff on loan sufficiency, the impact of loans on academic performance, and significant financial issues. It is exposed that although 61.1% of the participants used loans, only 29% agreed that tuition fees and other education expenses were adequately funded (M = 3.13, SD = 0.79), whereas 78.9% did not believe that the loans were enough to meet non-academic costs such as accommodation and food (M = 2.29, SD = 0.88). In addition, only 45.2% of the students perceived that the loans had facilitated finance for unforeseen financial emergencies (M = 2.87, SD = 0.74). Regional cost differences supported inadequacy perceptions (M = 3.01, SD = 0.71). Linear regression analysis also identified programme completion as the most significant predictor, with funding adequacy (β = 0.32, p < .001), accounting for 36% of the variance (Adjusted R² = 0.360). These findings add pressure to policy revision that would increase loan amounts, improve flexibility, and address imbalances in location. This research contributes to the educational equity policy discourse and demonstrates how insufficient funding continues to hinder Uganda’s efforts to build STEM capacity. Article visualizations
FACTORS AFFECTING THE EDUCATIONAL GROWTH OF PERSONS WITH DISABILITIES IN SPECIAL SCHOOLS IN OYO STATE, NIGERIA
Get PDFThis study investigated factors affecting the educational growth of persons with disabilities in special schools in Oyo State, Nigeria. It aimed to identify the educational challenges faced by persons with disabilities, explore their socio-economic factors, and assess the institutional support structures available in special schools. A total of 50 students were randomly selected from two special schools: Durbar Grammar School, Oyo and Federal College of Special Education, Oyo. A descriptive statistical technique was employed to analyze the data, with emphasis on peculiar features like their frequency, percentage, mean and standard deviation. Results of the study revealed that 76% respondents were denied access to learning materials and 74% had no access to assistive technology like screen readers that could improve their educational growth; family background and transportation impacted their educational growth, while 78% respondents affirmed great support from their teachers and the staff of the schools. Based on these results, it was recommended that there is an urgent need to increase the availability and accessibility of learning materials and assistive technologies to support students with diverse needs. Similarly, parents and guardians of persons with special needs should be encouraged to release their children and wards for enrolment in the special school to aid their learning experience. Article visualizations
UNVEILING THE EXPERIENCES OF LEARNERS WITH SOLO PARENTS
Get PDFThe purpose of this qualitative multiple case study was to explore the experiences of learners with solo parents at Surallah National High School. Using purposive sampling, five learners participated in individual in-depth interviews to share their challenges, feelings, views, and coping mechanisms. The transcribed and translated data revealed the following essential themes: Deepened Admiration, Prone to Emotional Battles, Resilience in Tough Times, Tendency to Reminisce the Past, Breakdown of Trust, Acceptance as the Only Option, Financial Strain, Longing for Parental Presence, Feeling of Emptiness, Need to Work for Survival, Affected by Varied Dilemmas, Developing a Sense of Empathy, Mutual Support System, Strength Amidst Adversity, Optimism, Valuing Family Assistance, Greater Appreciation for Life, and Perseverance. The study highlighted that learners with solo parents faced various emotional, financial, and social challenges. Based on the findings, educators are encouraged to foster empathy, resilience, and support systems to help these learners succeed both academically and emotionally. Article visualizations
IMPLEMENTING CANVA IN PRESCHOOL EDUCATION: AN EXPERIMENTAL STUDY ON DIGITAL VISUAL LEARNING / ИМПЛЕМЕНТИРАНЕ НА CANVA В ПРЕДУЧИЛИЩНОТО ОБРАЗОВАНИЕ: ЕКСПЕРИМЕНТАЛНО ИЗСЛЕДВАНЕ ВЪРХУ ДИГИТАЛНОТО ВИЗУАЛНО ОБУЧЕНИЕ
No full textThis research investigates the effects of incorporating Canva, a digital graphic design tool, into the preschool educational environment. The study was conducted at Kindergarten “Ralitsa” in Voyvodinovo, Bulgaria, during the 2024/2025 academic year, involving two cohorts of five children aged 6 to 7 years. The experimental cohort participated in learning activities enhanced with Canva-based visual tasks and interactive games, whereas the control cohort followed conventional teaching methods. Findings indicate that the experimental group exhibited significant advancements in cognitive abilities, verbal expression, creativity, attention regulation, independence, and social engagement. These results underscore the potential of digital visual platforms to foster comprehensive developmental outcomes in early childhood education. The paper discusses the implications of integrating Canva as an effective, engaging, and accessible educational resource for practitioners aiming to innovate pedagogical practices through digital technologies.Настоящото изследване разглежда ефектите от въвеждането на Canva – дигитален инструмент за графичен дизайн – в предучилищната образователна среда. Проучването е проведено в ДГ „Ралица“, с. Войводиново, България, през учебната 2024/2025 година и включва две групи по пет деца на възраст от 6 до 7 години. Експерименталната група участва в обучителни дейности, обогатени с визуални задачи и интерактивни игри, създадени с помощта на Canva, докато контролната група следваше традиционни методи на преподаване. Резултатите показват, че децата от експерименталната група демонстрират значителен напредък в когнитивните умения, вербалната изразителност, креативността, уменията за съсредоточаване, самостоятелността и социалното взаимодействие. Изводите подчертават потенциала на дигиталните визуални платформи да подпомагат цялостното развитие в ранното детство. Статията разглежда и възможностите за интегриране на Canva като ефективен, достъпен и ангажиращ образователен ресурс за педагози, стремящи се към иновации чрез дигитални технологии. Article visualizations
STUDENTS WITH GOOD EXERCISE HABITS HAVE BETTER STUDY HABITS AND ALSO SPEND MORE TIME WITH THEIR FAMILIES
Get PDFThe present paper is a quantitative, descriptive, synchronic, and comparative study, which investigated the exercise habits, the positive impacts of doing regular exercise, sports and other sports-related physical activities on senior high school and college students’ study habits and the time they spent with their families. For this purpose, a self-designed survey questionnaire consisting of 3 multiple-choice questions was distributed among 324 senior high school and college students from three different schools in New Taipei City, Taiwan. Results: First, in general in Taiwan, 29% of senior high school and college students did exercise and sports-related physical activities 3 times or above per week. The percentage, however, came down to 24% if those 21 student-athletes were excluded from the data analysis. Second, in general, 25% of students studied 3 times or more per week after school. Third, the physically active students had better study habits compared to the physically inactive students. Among the physically active students, 40% of them studied 3 times or more per week, compared to only 8% among the physically inactive students. Fourth, it was also found that physically active students spent more time with their families compared to physically inactive students. Among the physically active students, 45% of them spent 5 hours or more with their families per day, compared to only 16% among the physically inactive students. Discussion: The research findings clearly show that students who have good habits of doing regular exercise, sports and sports-related physical activities have better study habits, better academic performance, and spend more time with their families than those students who are not involved in such physical activities. Article visualizations
UNVEILING PEDAGOGICAL INSIGHTS: INVESTIGATING ENGLISH TEACHERS' WRITTEN CORRECTIVE FEEDBACK STRATEGIES
Get PDFThis qualitative phenomenological study explored the lived experiences of twelve English teachers in Davao del Sur, Philippines, concerning student essay correction. Employing purposive sampling, the research investigated the challenges faced, the written corrective feedback (WCF) strategies used, and teachers' perceptions of WCF efficacy. Using thematic analysis and content analysis, the themes were formulated. The teachers' experiences revealed navigating the complexities of balancing encouragement with critique, managing time, and addressing diverse writing issues through strategies like focused feedback and peer review. Their WCF strategies prioritize clarity via simple language and examples, encompassing metalinguistic explanations, direct correction, indirect guidance, and blended approaches. Post-feedback, teachers address clarifications and conduct discussions. Teachers perceived WCF as potentially enhancing engagement, writing improvement, and error correction, emphasizing clarity and contextual relevance. They noted the significant impact of student perceptions and emotions, stressing the need for constructive delivery to nurture a positive learning environment and meaningful writing development. SDG Indicator #4: (Quality Education) Article visualizations
LANGUAGE ATTITUDE AND L2 MOTIVATIONAL SELF-SYSTEM: THE MEDIATING EFFECT OF L2 GRIT
Get PDFThis study aimed to determine the relationship between the level of language attitude and L2 motivational self-system as mediated by L2 grit among College of Teacher Education (CTE) students at the University of Mindanao, Davao City, Philippines. This quantitative study utilized the descriptive-correlational design and stratified random sampling as its method. This study gathered a total of 313 respondents across year levels. The validated adapted questionnaires were used in gathering the data, with mean, standard deviation, Pearson r correlation, and mediation analysis as the statistical tools. Results revealed that the levels of language attitude, L2 motivational self-system, and L2 grit were all high. Also, the findings showed a significant relationship between language attitude and L2 motivational self-system, language attitude and L2 grit, and L2 motivational self-system and L2 grit. Mediation analysis further revealed that L2 grit partially mediated the relationship between language attitude and L2 motivational self-system, showing that learners’ persistence and sustained effort have an essential role in improving their motivation in language acquisition. These findings suggest that language learning should not only encourage positive learner attitudes but also promote grit and long-term commitment to strengthen motivation. Teachers and curriculum developers should integrate strategies like interactive, culturally enriched tasks, goal-setting interventions, and formative feedback to improve learners' emotional involvement, resilience, and self-regulated learning for better language achievement. Article visualizations
DISTANCE EDUCATION: THE PROVISION OF REMOTE PSYCHOLOGICAL SUPPORT IN HIGHER EDUCATION
Get PDFModern educational institutions of Higher Education implement various actions to improve the mental health of students, which are based on the use of ICT. Online counseling helps students express their experiences and opinions in both contemporary and asynchronous settings and is a viable solution for counseling adults. The study examines the effectiveness and students' perceptions of the distance psychological counseling service in tertiary institutions. The increasing need to provide mental health services in academic settings, particularly in distance education contexts, prompted this research to analyze the access, satisfaction, and overall impact of these services on student well-being. A quantitative research approach was adopted; data were collected using a set of structured questionnaires, and responses were analyzed using statistical tools such as t-tests and ANOVA to measure various dimensions of service effectiveness. Results suggest that remote counseling helps promote the availability of psychological help specifically for students living in remote or underserved areas, however, there are challenges of technology use and personal involvement that affect overall effectiveness. The research highlights the importance of continuous improvement in service provision and infrastructure development to meet the demands of such a large and diverse student body. Other research recommendations are the thorough study of the implementation of hybrid models of counseling and a more detailed examination of the long-term effects of remote psychological services. Article visualizations
CADRES ET PROCÉDURES POUR UN APPRENTISSAGE EFFICACE DES SCIENCES / FRAMEWORKS AND PROCEDURES FOR EFFECTIVE SCIENCE LEARNING
No full textCet article présente et discute les aspects les plus importants de la question de l'approche de la connaissance des sciences physiques et naturelles à travers des procédures basées sur la proposition et la résolution des problèmes. Les questions ouvertes d'un contexte qui exige une planification plus large des processus d'enseignement, de la préparation et des pratiques des enseignants, mais aussi de la position, de l'initiative et de la perspective de l'implication des étudiants sont abordées. Cela met en évidence les points critiques de cette gamme d'approches et, en particulier, les différences par rapport aux cadres traditionnels de l’enseignement et les convergences avec le constructivisme, qui est le courant dominant dans l'apprentissage et l'enseignement des sciences physiques et naturelles. This article presents and discusses the most important aspects of the issue of approaching knowledge of the physical and natural sciences through procedures based on the proposal and resolution of problems. The open questions of a context that requires broader planning of teaching processes, teacher preparation and practice, but also the position, initiative and perspective of student involvement are addressed. This highlights the critical points of this range of approaches and, in particular, the differences from traditional frameworks of teaching and the convergences with constructivism, which is the dominant current in the learning and teaching of the physical and natural sciences. Article visualizations
THE MEDIATING ROLE OF CHINESE JUNIOR HIGH SCHOOL STUDENTS’ LEARNING ATTITUDES AND PARENTAL EDUCATIONAL INVOLVEMENT BETWEEN CLASSROOM MANAGEMENT AND SELF-REGULATED LEARNING
Get PDFThe aim of this study is to explore the influence of classroom management on the self-regulated learning of Chinese junior high school students, using their attitude toward learning and their parents’ involvement in their education as mediators. Two urban and two rural junior high schools in China were chosen as samples using a stratified sampling method. 803 valid responses were collected from the 820 questionnaires distributed. The results indicate that female and urban school students significantly outperform their male and rural counterparts in terms of classroom management, self-regulated learning, learning attitudes, and parental involvement in education. Classroom management has a significant positive impact on self-regulated learning, and learning attitudes and parental involvement in education are partial mediators between classroom management and self-regulated learning. Article visualizations