Journal of Education and Learning (EduLearn)
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Empirical analysis of factors influencing innovation and entrepreneurship education in applied universities
Get PDFInnovation and entrepreneurship education is critical for fostering economic growth and societal advancement. In applied universities, the effectiveness of such education is influenced by various factors. Here we investigate the key elements affecting innovation and entrepreneurship education through an empirical study of Chinese applied universities, utilizing a structural equation model (SEM). We found that teacher quality (TQ) significantly impacts curriculum design (CD), practical platforms (PP), and policy support (PS). CD influences PP and PS, while PP affect TQ and CD. PS impacts TQ and CD, and student individual characteristics (SI) influence all four primary indicators. Compared to previous studies, our findings highlight the critical roles of TQ and CD in enhancing educational outcomes. By optimizing these factors, along with improving PP and strengthening PS, the effectiveness of innovation and entrepreneurship education can be significantly increased. This research provides vital theoretical and practical guidance for university administrators and educators, underscoring the need for targeted improvements in key areas to foster better educational results. Such insights contribute to the broader discourse on educational innovation, offering strategies that can be applied across various academic settings to promote innovation and entrepreneurship globally
Digital leadership in education: a systematic review
Get PDFDigital leadership in educational settings has gained substantial attention in recent years. However, still lacks of a comprehensive understanding of digital leadership. Therefore, this systematic review presents the analysis on three key areas: defining digital leadership, understanding its effect, and analyzing what factors influence digital leadership practice. It aims to reveal the overlooked aspects of digital leadership. Methods involved conducting a systematic review of studies from the Scopus, Web of Science, and EBSCO databases, complemented by searches of citing articles and reference lists. The data gathered were analyzed to identify patterns and gaps in the current literature. As a result, this review suggest that digital leadership should be defined dynamically, taking into account the evolving nature of technology and its integration into education. The effects of digital leadership should focus more on promoting lifelong learning and ensuring digital safety. Future research should delve deeper into the factors influencing digital leadership to provide a more nuanced understanding of its practice. This literature review contributes to a comprehensive understanding of digital leadership by uncovering previously overlooked dimensions and proposing directions for future research
The correlation between students' anxiety and speaking achievement
Get PDFThe purpose of this study is to measure communicative apprehension, fear of negative evaluation, and test anxiety as predictors of students' anxiety with speaking achievement. The second goal was to determine the relative importance of the three predictors in predicting speaking achievement in Department of Islamic Education, Sekolah Tinggi Ilmu Tarbiyah (STIT) Aqidah Usymuni Sumenep. The samples of this research were 30 from 64 second-semester students in the 2022-2023 academic year. The data analysis using multiple regression were done by using SPSS. It found that the correlation between communicative apprehension and speaking achievement was -0.333, fear of negative evaluation and speaking achievement was -0.379, and anxiety of test and speaking achievement was -0.128. It means the three indicators of Anxiety were correlated with speaking achievement. Furthermore, the result of the T-test correlation of fear of negative evaluation with speaking achievement could be inferred that the T-test significant 0.0050.05, anxiety of test with speaking achievement was T-test significant 0.780.05. The conclusion, fear of negative evaluation is the best predictor of speaking achievement. Fear of negative evaluation provides a negative contribution. The higher the fear of negative evaluation students have, the lower achievement they have
Museum visit as an academic engagement activity: teachers’ perspective
Get PDFThe educational value of museums are immense as they are the storehouse ofartifacts depicting history, culture, and science. Teachers must tap this resource to provide students the experiential learning. Bangalore is one of the metropolitan cities of India, hosting variety of museums where artifacts related to various school subjects such as history, geography, science, art, culture, technology, and music are found. Therefore, the present study aims to find out the teachers' perspective on museum visits as an academic engagement activity and a resource for experiential learning. The study employed a descriptive survey design to understand school teachers' perspectives on museum visits in Bangalore. A convenient sampling method yielded 200 complete responses from school teachers. The study revealed that despite knowing about the field trip to museum as a source of learning, teachers revealed several constraints in organization and implementation of such visits. Having understood teachers’ perspective, study suggests future research may delve into students' learning engagement on a field trip
20 years (2004-2024) exploring research trend in intellectual disabilities towards inclusion: a bibliometric study
Get PDFThis study presents a comprehensive bibliometric analysis of intellectual disabilities education towards inclusion research from 2004 to 2024. Using the Scopus database and VOSviewer software, we analyzed 1,562 articles to identify research trends, key contributors, and emerging themes. The results reveal a significant increase in publication output over the two decades, with the highest number of publications occurring in 2022. Major themes include inclusive practices, special education approaches, and social aspects of disability. Keyword analysis highlighted the field's multidisciplinary nature, integrating educational, psychological, and healthcare perspectives. Co-authorship networks showed strong collaboration among Western countries, indicating potential for expanded global partnerships. The study concludes that future research should focus on underrepresented areas such as assistive technology and rare disorders, while expanding international collaborations. This overview provides valuable insights for researchers and practitioners, emphasizing the need for diverse perspectives to enhance the global impact of intellectual disabilities education towards inclusion
Thinking without limits: developing and validating a transdisciplinary thinking scale for Filipino students
Get PDFTransdisciplinary thinking is crucial for addressing global challenges, yet standardized assessment tools for high school students are lacking. This study addresses this gap by developing and validating a transdisciplinary thinking scale (TTS) tailored for this demographic. Following established methodologies, the TTS was crafted through expert interviews, resulting in a 20-item scale. A pilot test with 402 senior high school students showed strong internal consistency (Cronbach’s Alpha=0.920) and a multidimensional structure: integrative thinking, inquiry skills, and collaborative problem-solving. The TTS supports existing models of transdisciplinary cognition, emphasizing it is multifaceted nature. This scale offers educators a reliable tool to assess and foster transdisciplinary thinking skills. Integrating TTS-informed pedagogies can better prepare students for the complexities of the 21st century, promoting integrative and collaborative problem-solving. Validating the TTS marks a significant advance in educational research, promoting integrative thinking essential for addressing contemporary challenge
Analyzing the impact of digital classrooms on mathematics calculation skills and learners’ motivation
Get PDFThis paper presents the findings of a comprehensive experimental study examining the impact of computer-assisted instruction (CAI) compared to traditional teaching methods on learner performance and motivation in mathematics education. The study, conducted with 80 first-year college learners from a primary school in Morocco, aimed to assess the effectiveness of CAI in enhancing learning outcomes and promoting learner engagement. Through pre- and post-intervention tests, the study evaluated mathematical calculation abilities, while questionnaires were utilized to measure changes in learner motivation. The results revealed significant improvements in both mathematical performance and motivation within the experimental group following the CAI intervention. In contrast, minimal changes were observed in the control group receiving traditional instruction. These findings underscore the potential of CAI to not only improve academic achievement but also foster greater motivation among learners in mathematics education. The study contributes valuable insights to the ongoing discourse on technology integration in education, emphasizing the importance of innovative instructional methodologies in optimizing learner learning experiences and outcomes
Students effective learning: are learning styles and corresponding teaching methods factors?
Get PDFThe study was conducted to ascertain if learning styles and corresponding teaching methods are factors that influence effective learning. The study employed a non-equivalent planned variation quasi-experimental design. The study’s sample comprised 362 chemistry students from six senior high schools in Delta State. The students were selected using a basic random selection technique. The instruments used for data collection were the chemistry achievement test (CAT) and the chemistry learning style questionnaire (CLSQ). The instruments were adequately validated, and reliability (R=0.81 and 0.79, respectively) was determined before usage. Data analysis involved the use of mean and independent sample t-tests. The findings showed: i) a significant difference in the performance of students instructed with the puzzle instructional strategy group with their learning styles and those instructed with the lecture method with their learning styles and ii) learning styles with teaching method and sex have no significant effect on students’ achievements. It was concluded that learning styles and corresponding teaching methods are factors influencing students’ achievement, and it was therefore recommended that teachers employ methods with similar characteristics to students’ learning styles
Local wisdom-infused experiential learning and its effects on reading literacy: a meta-analysis
Get PDFNumerous meta-analysis studies have been undertaken on the topic of culturally embedded learning. Insufficient study has been undertaken on culturally integrated learning as a means to enhance reading abilities. The objective of this study is to assess and evaluate the impact of learning enriched by local culture on reading proficiency. This research was conducted using meta-analysis. The document search conducted using Google Scholar yielded 14 document papers published between 2019 and 2023. The research design included a contrast group with random effects model, incorporating a corrected effect size. The investigation employed Jeffreys’s Amazing Statistics Program (JASP) software to compute means aggregate errors, generate forest plots, and assess publication bias. The research reported a statistically significant difference (SE=2.091) between the groups that used local knowledge and standard methods in the learning process. The findings also indicated that incorporating local culture has a significant and favorable impact (with a p value of less than 0.05, namely 0.001) on reading proficiency. This demonstrates that incorporating local culture into the learning process is successful in enhancing students' reading proficiency. Therefore, this study recommends that teachers incorporate local culture as a subject in their teaching to enhance students' reading proficiency
Understanding and addressing body dissatisfaction: communication challenges among technical college students
Get PDFThis paper aims to analyze the impact of body dissatisfaction on communication competencies among engineering college students and to put forth remedial strategies. As body dissatisfaction is still a grey area in research-related communication competencies, the researchers have focused on this arena. Sixty-one heterogeneous participants (male=30 and female=31) from one of the private engineering colleges in Tamil Nadu, India, participated during the summer semester. The judgment under the non-probability sampling technique was used. Moreover, rubrics were developed with four parameters: color complex, consciousness over their physique, shame and guilt, self-blaming, and lamentation. In addition, class observation techniques were used based on the aforementioned rubrics; the students accessed their classroom presentation using an evaluation sheet derived from the rubrics. The result revealed that around 70% of the participants suffered from body dissatisfaction, while the degree ranges from minimum to maximum levels. This hampers their effective communication and self-expression. With a holistic approach that combines mental health support, awareness-building workshops, peer mentorship, and communication skills training, the participants are mitigated by the impact of body dissatisfaction on communication within the student cohort