European Journals of Education Studies
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THE EXERCISE DEPENDENCY AND DRIVE FOR MUSCULARITY OF INDIVIDUALS WHO EXERCISE REGULARLY
Get PDFThe purpose of this investigation is to reveal the drive for muscularity and exercise dependence of individuals who do physical activities for at least a year. 126 women and 214 men were recruited from gyms in Bolu. The ages of the participants ranged from 18 to 40. The Drive for Muscularity Scale was used, which was created by McCreary and Sasse in 2000 and translated to Turkish by Yıldız in 2015. To measure exercise dependency of individuals, the Exercise Dependency Scale developed by Tekkurşun et al., in 2018 was used. In the result of this survey, a positive, moderately significant relationship was noticed between the drive to be muscular and exercise dependence, additionally, gender, sports history, weekly exercise duration, age and type of exercise were also correlated to the desire for individuals who exercise to be muscular and exercise dependency. Likewise, a significant difference in exercise dependencies was determined. Furthermore, it was concluded that 14% to 24% of the factors related to exercise addiction may be explained by the desire to be muscular. At the exercise dependence scores in our study in general, we may say that individuals are evaluated as “normal” in all independent variables except for one sub-dimension. Article visualizations
TEACHING EXPERIENCE AND PEDAGOGICAL KNOWLEDGE AND APPLICATION OF THE CLASSROOM ENVIRONMENT AMONG EARLY CHILDHOOD TEACHERS IN GHANA
Get PDFThis study examined teachers' professional backgrounds, teaching experience, and understanding of classroom environmental principles and how they are applied in Early Childhood Education (ECE) settings in Ghana's Asuogyaman District. Vygotsky's Sociocultural Theory and Bronfenbrenner's Ecological Systems Theory were used to elicit environmental factors, teacher expertise, and contextual conditions that might be useful in influencing learners' attention. 122 ECE teachers completed a structured questionnaire as part of the study's quantitative descriptive survey design. Three hypotheses about the knowledge, professional qualifications, and classroom environment application of teachers were tested using descriptive statistics, Welch ANOVA, Kruskal-Wallis H test, and one-way ANOVA. The findings showed that although teachers' understanding of classroom environmental principles was generally between moderate and high, there were no statistically significant differences in knowledge or application based on teaching experience or professional qualification in areas like classroom layout, lighting, ventilation, learning centres, and teacher-learner interactions. These findings could imply that the district's classroom environmental practices are primarily shaped by systemic and infrastructure limitations rather than individual teacher-level factors. The study comes to the conclusion that systemic interventions, such as improved infrastructure, focused professional development, and resource support, are necessary to improve ECE classroom environments rather than depending only on teaching experience or academic credentials. Article visualizations
OPTIMIZING LEARNING WITH ARTIFICIAL INTELLIGENCE IN THE CLASSROOM: THE MEDIATING ROLE OF TIME MANAGEMENT SKILLS IN ENHANCING ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS IN KLANG VALLEY, MALAYSIA
Get PDFThis study investigated how Artificial Intelligence (AI) influences academic achievement among university students in Klang Valley, Malaysia, with time management skills as a mediating factor. Grounded in Zimmerman’s Self-Regulated Learning (SRL) model, it explored the relationships between the frequency, familiarity, and duration of AI use and students’ academic performance. A quantitative design was employed using 313 valid responses from three private universities. Data were collected through a structured questionnaire and analysed using SPSS version 30 with multiple regression and Hayes PROCESS MACRO mediation tests. The findings revealed that frequent, familiar, and prolonged AI use enhanced academic performance. Time management skill mediated the relationships between AI familiarity and duration with academic performance, but not between frequency and academic performance. The study bridges theoretical and practical gaps by showing that self-regulatory behaviours strengthen the educational value of AI. It recommends integrating AI literacy with structured time management skills to optimize learning outcomes. Article visualizations
A TEST OF THE MEDIATING EFFECT OF PERSONALITY PREDICTORS ON THE SEXTING ATTITUDE AND VICTIMIZATION OF ADOLESCENTS
Get PDFTechnology is positively aiding the world in its fast-paced thriving existence, but there is a negative side concerning technology, wherein malicious individuals are using it to draw emotions from others, including adolescents. The study intended to determine the mediating effect of personality predictors on the relationship between sexting attitude and victimization among adolescents. Adapted questionnaires were disseminated among the 500 adolescent respondents with consent from their respective parents. Data gathered was treated with statistical tools such as Mean, Pearson product-moment, Medgraph using the Sobel z-test, Regression, and Mediation Test Technique. The result of the study disclosed the following: The level of sexting attitude among adolescents is moderate; the level of victimization is low; while the level of personality predictors is high. There is also a significant relationship between the sexting attitude and personality predictors; there is no significant relationship between personality predictors and victimization; while there is a significant relationship between sexting attitude and victimization among adolescents. Results revealed no mediating effect of personality predictors on the relationship between sexting attitude and victimization among adolescents. This implies that personality predictors have nothing to do with victimization of adolescents, but sexting attitude does, which means the latter must be modified from among adolescents to prevent harm among the children. Article visualizations
FROM ABSTRACTION TO UNDERSTANDING: THE IMPACT OF COMPUTER SIMULATIONS ON GENETICS LEARNING AND STUDENT PERCEPTIONS IN NZEMA EAST MUNICIPALITY
Get PDFGenetics is a challenging area of senior high school biology due to its abstract molecular concepts, often difficult for students to grasp through conventional teaching. This study examined the effectiveness of computer simulation–based instruction in improving achievement and perceptions of genetics using a quasi-experimental one-group pretest–posttest design within a mixed-methods framework. The sample included 120 Form Three Biology students from three senior high schools in Nzema East Municipality. Data were collected using the Students’ Knowledge in Genetics Test (SKGT) and Students’ Achievement in Genetics Test (SAGT), both showing good reliability (α = 0.79 and 0.84; κ = 0.75 and 0.64). Wilcoxon Signed Rank Test results indicated significant improvement, with mean scores rising from 8.80 to 23.30 (z = 9.52, p = 0.001, r = 0.87). Interviews with 15 students revealed positive perceptions, including enhanced clarity, motivation, retention, engagement, and real-life application. The study concludes that computer simulations significantly enhance performance and attitudes, recommending curriculum integration and teacher training. Article visualizations
COMPONENT ELEMENTS AFFECTING THE ASSESSMENT OF LEVEL STRENGTH AND ACHIEVEMENTS OF THE PERFORMANCE OF VIETNAMESE EXCELLENT BASKETBALL MALE PLAYERS
Get PDFA basketball athlete's physical strength is a multi-component structure, but the impact of those component elements is not similar. The research results of the thesis have identified the influencing factors of component groups on the performance of excellent male basketball players in Vietnam. Article visualizations
THE EFFECT OF RATIONAL EMOTIVE BEHAVIOUR THERAPY ON POST-TRAUMATIC GROWTH IN ANTERIOR CRUCIATE LIGAMENT INJURED FOOTBALL PLAYERS
Get PDFSports injuries often lead to significant psychological distress, affecting athletes' mental well-being and future performance. This explored the impact of Rational Emotive Behaviour Therapy (REBT) on post-traumatic growth (PTG) in eight ACL-injured football players (aged 19–24). Data collected from SAIFIT Rehab and High-Performance Center showed significant improvements in PTG domains, highlighting REBT's effectiveness in fostering resilience and adaptive coping in sports injury rehabilitation. Participants underwent REBT intervention, and data were collected through the Post-Traumatic Growth Inventory (PTGI) to measure changes in PTG levels. A paired-samples t-test revealed significant improvements across multiple PTG domains, including personal strength (p = .002), new possibilities (p = .038), improved relationships (p = .014), and appreciation for life (p = .032). The overall PTG score showed a highly significant increase (p < .001), indicating the effectiveness of REBT in facilitating positive psychological adaptation post-injury. These preliminary findings suggest that REBT can play a crucial role in fostering PTG among injured athletes, emphasizing its potential integration into sports rehabilitation programs. Future research with larger sample sizes and longitudinal follow-ups is recommended to strengthen these findings and establish the long-term efficacy of REBT in sports injury recovery. Article visualizations
RESEARCH ON THE CONTENT AND CURRICULUM OF PHYSICAL EDUCATION IN SOME VIETNAM UNIVERSITIES
Get PDFThrough previous research works, surveying the course syllabus of a number of universities and through analysis and evaluation of research results, it is shown that: Universities in Vietnam today, when building the content and curriculum of physical education subjects, have based on the guidance of Circular 25/2015/TT-GD&DT, Vietnam and the actual conditions of the school such as: facilities, teaching staff, financial conditions, subjects of study, etc. Therefore, each school has different subject content (sports), program duration, score ratio and final subject assessment method. This has caused many difficulties for students who want to transfer, transfer schools or take a bridging course, etc. This is the basis for further research to find suitable solutions when building the curriculum. Article visualizations
EFFECT OF EIGHT-WEEK TRAINING WITH TITLE-FOCUSED INSTRUCTIONS ON STRUGGLING EFL SUMMARY WRITERS AT AKITA PREFECTURAL UNIVERSITY, JAPAN
Get PDFWhile source-based writing is considered crucial in academics, summary writing remains challenging for English as a foreign language (EFL) students. This study investigated how 27 writers with low English proficiency improved their summarization performance after receiving eight-week title-focused reading instructions for scientific expository texts. The reading and writing strategies that boosted students’ first language (L1) summary performance were statistically examined using paired sample t-tests. The findings revealed the most significant improvement in the main idea coverage of the source text, which boosted some reading and writing strategy use. Using keywords from the texts also enhanced the prediction of content meanings, promoting upper-level processing. The results imply that the simple title-focused instructions can increase beginner writers’ coverage of primary ideas, which leads to enhancing their total summarization performance. Article visualizations
AN ERROR ANALYSIS OF JUNIOR HIGH SCHOOL STUDENTS’ ACADEMIC ESSAYS
Get PDFThis study conducted an error analysis of 100 academic essays written by junior high school students at a private university in the Philippines, employing Corder’s (1967) Error Analysis Framework. Essays, at least three paragraphs long and on uniform topics, were examined for lexical, morphological, and syntactic errors categorized as substitution, omission, addition, permutation, and mechanics. A total of 1,208 errors were identified, with mechanics predominant (43.46%; n=525), followed by substitution (18.38%; n=222), omission (18.21%; n=220), addition (14.73%; n=178), and permutation (5.22%; n=63). Within mechanics, punctuation errors were most frequent (40.38%), driven by comma misuse; spelling (33.33%) and capitalization (26.29%) followed. Substitution errors were evenly distributed across lexical (36.47%), syntactic (35.15%), and morphological (28.38%) levels, often involving prepositions, articles, and subject-verb agreement. Omission was primarily syntactic (65.90%), notably missing articles; addition was led by syntactic redundancy (49.44%); and permutation was exclusively syntactic (100%), reflecting word-order confusion. Findings align with interlanguage theory, attributing errors to L1 interference, overgeneralization, and insufficient grammar mastery. The study underscores the analytical value of error analysis for junior high school ESL writing and recommends targeted grammar instruction, error-specific feedback, and iterative drafting with peer review to enhance proficiency. Article visualizations