Research shows that children's reading proficiency levels in the early grades positively correlate with students' future academic achievement. This study provides the first-ever analysis of reading achievement trajectories for a cohort of students in grades 3 to 5 in 2014–17 in Hawaii schools. Hawaii serves a diverse student population whose characteristics differ in ways often overlooked by standard US racial and ethnic classifications. Our analysis shows that Native Hawaiian and Pacific Islander students not only start at a lower reading proficiency than their peers in Grade 3, but the achievement gap widens as they move from Grade 3 to Grade 5. Moreover, we find a strong association between students' third-grade performance and reading achievement growth rate above and beyond all other factors in our longitudinal model. The difference in performance patterns between student subgroups across the elementary grades can serve as an accurate baseline for yearly monitoring. In light of our findings, we discuss implications for policy and practice.

Taiwan has been promoting its national health insurance (NHI), which provides people with appropriate medical resources; however, health insurance education is missing from schools, and teachers lack relevant teaching abilities. This study describes the development of the health insurance education empowerment program (HIEEP) to promote effective teaching on educators. A two-group parallel-controlled trial was conducted with health education teachers, in which participants learned to discuss its importance through demonstration and practice. The questionnaire measured their teaching effectiveness in HIEEP using a baseline measurement and a one-week follow-up measurement. Of 196 people that started the trial, 186 completed it. The intervention effects were evaluated using the Johnson-Neyman method. The results showed that in the experimental group, the program raised all teachers’ variable scores, which evaluated health insurance meaning, teaching competence, self-determination, and impact. The empowerment program can provide teachers will allow for more effective health insurance education.

Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.

The purpose of the study was to identify how the designed instructional model moderated the vocabulary-related anxieties in students when they communicated in the media internationally. The methodological approach used in the study was aimed at controlling and manipulating variables which were as follows: The level of vocabulary anxiety related to communication in the media, cultural intelligence, and English vocabulary level. The study relied on quantitative and qualitative methods to gather the experimental data and answer the research questions. Insufficient vocabulary was found to be one of the key factors of anxieties in students when they communicated in the media internationally. The major sub-factors of the vocabulary-related anxieties in the students when they communicated in the media internationally (as perceived by the respondents) were spontaneous interaction with the native speakers, guessing the meaning of the words from the context, and paraphrasing ideas using synonyms. The instructional-purpose use of the predesigned vocabulary lists, learning them using the Telegram bot, talking to the foreign speakers in the media, self-analysis, and analysis by peers were proven to be capable to moderate the vocabulary-related anxieties in students when they communicate in the media with the foreign speakers.

In this study, we aimed to determine the extent to which secondary school students practise environmental ethics. To this end, we used a questionnaire-based survey to accomplish the purpose of the study. The study’s variables included knowledge, value, care, and responsibility in environmental ethics. We selected a sample of 180 students using systematic random sampling from a population of 347 Form Four secondary school students studying geography in Papar, Sabah, Malaysia. The findings showed that all study variables, knowledge, value, care and responsibility were at high levels. Furthermore, a multiple regression analysis revealed that the value and care variable in environmental ethics influenced the responsibility variable which contributed 14.5% and 2.7%, respectively to student’s environmental ethics. Based on the findings, we concluded that students who incorporate environmental ethics into their daily lives will successfully fulfil their environmental ethics responsibilities. The study’s implications suggest that environmental education in schools exposes students to environmental ethics and helps them develop more ethical and disciplined attitudes towards the environment.

The study discussed in this paper is a systematic literature review related to the role of dual language programme (DLP) in mathematics education which has been published within the last 5 years. This study was conducted to identify the distribution of DLP studies in terms of year of publication, the study context covered in previous studies, the context of study areas used, focus and trends of past studies, research methods used in previous studies and the role of language in school mathematics education. This review study followed the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyzes (PRISMA) to analyze articles from Scopus and Web of Science. The findings of the study indicate that research trends in the implementation of the DLP on mathematics education for secondary school students showed an increase from 2017 to 2019. Most DLP-related articles are widely developed in the United States and Germany. The findings indicate that previous studies are more interested in studying the implementation of DLP in rural areas. Past studies have also preferred to use the design of either a qualitative study or a quantitative study to be implemented. Questionnaires, tests and interviews are among the research instruments that are often used for a study.

This study aimed to analyze the effect of game-based learning (GBL) through the use of Genially in English as a foreign language (EFL) online instruction. The participants were 61 EFL undergraduate students, who were distributed into an experimental group (32 students), and a control group (29 students). Their ages ranged from 22 to 56 years old, and their English proficiency level was B1, according to the Common European Framework of References (CEFR). The students were enrolled in two pre-intermediate courses that are part of an EFL Teaching program at a private university in southern Ecuador. The courses were delivered in an online remote learning environment due to the COVID-19 pandemic. The study followed a quasi-experimental approach and it took place over a sixteen-week period. The instruments included a diagnostic survey, a pre-test, a post-test, a students’ perceptions survey, and a semi-structured interview. The main findings revealed that Genially games have the potential to enhance EFL learners’ academic performance in online instruction, particularly in aspects related to students’ knowledge of grammar and vocabulary in context. Besides, it was found that according to students’ perceptions, the implementation of games based on their real learning needs increases their motivation, especially when feedback is effectively provided.  

The aim of this study is to capture and analyse perspectives on higher education from the views of five students through in-depth interviews. The students' statements are analyzed in order to gain an understanding of their experiences of developing academic literacies in their university studies. They are regularly visiting the university study workshop for help with their exam assignments. The following questions have been formulated to fulfil the aim of the study: (a) what aspects of studies in higher education do the students express as important, favorable, or unfavorable, for their development of academic literacies? and (b) in what way do the students value the study workshops as an educational tool? The analysis reveals three themes: the importance of explicit support structures, the importance of teachers’ feedback, and the importance of using the students’ pedagogical capital. The results also show that the students highly value the study workshop when they reflect upon the one-to-one feedback, but the support seems to be insufficient both in supporting them to be more independent in their studies and in developing academic literacies from a critical and epistemological point of view.

In some places of the world, disasters occur virtually every day. If disasters are not properly foreseen, they may result in many fatalities. This research aims to examine the growth and pattern of literature on natural disaster education in schools. This analytical strategy combines quantitative and statistical methods to discover trends, assess quality, and track development. A total of 216 documents were chosen from the 403 documents collected. Following 2015, there was a considerable increase in four-year publications. Authors from the United States contributed to 45 papers with 37% citations and ranked first, followed by authors from Japan (31 documents; 15% citations) and Indonesia (31 documents) with rankings citations below the top 10. Most publications were published in the International Journal of Disaster Risk Reduction (12 docs; Q1 Scimago Journal Rank 1.1 (SJR 1.1)). The Journal of Child Psychology and Psychiatry and Allied Disciplines had the most citations (100; Q1 SJR 3.6) and was ranked first in its discipline. The existing core literature on school education on natural disasters demonstrates that this topic is developing rapidly, but with insufficient international research collaboration. Research cooperation in this area must be strengthened to better the global response to natural disaster mitigation, which should begin in schools worldwide. There is a need to widen the scope of study in this field to include natural disaster preparedness education in the school curriculum, assessments, learning media, disaster response education, and instructional designs. Finally, disaster education in schools must be addressed as soon as possible to contribute to disaster preparedness.

The purpose of the study was to identify the - interventions that can be adopted for teaching chemistry disciplines to the graduates majoring in Pharmacy (Mpharm) in Ukraine. The study employed a systematic review methodology and a qualitative approach to synthesising the sources. The triangular assessment method was used to rate the short-listed instructional interventions for feasibility, transferability, and duplicability in the settings of teaching chemistry disciplines to pharmacy graduates in Ukraine. The review found seven eligible publications for the analysis. It was identified that the shortlisted instructional models were technology-mediated and positively affected students’ skills and occupational knowledge. Three out of seven instructional models used chatbots and AI to automate the process of management of students learning activity which suggested that automation of the process of educational content delivery was becoming an emerging trend in instructional design. Having performed the triangular assessment method (TAM) analysis, three instructional models were given preference in terms of their use in medical education settings in Ukraine. These models were as follows: a) PhET simulations-based model, b) the model based on automated delivery of the course using the Smart Sender platform and c) the model based on automation of the Moodle-driven e-course using Dialogflow chatbot.

The purpose of the study is to explore the ways of involving university stakeholders specifically in updating educational services. It combined exploratory and observational research methods which relied on qualitative or quantitative data gathered through the researcher-designed and validated tools which were the empirical and methodological contributions to the previous research. The five most frequent choices that might encourage the stakeholders to donate or invest in an educational institution were as follows: a portfolio of the use of donations, investments, or grants, having a stake in the educational services of more than 7%, having access to budgeting and cost reporting, having a share in the institutions’ profit and being one of the decision-makers. The factors that discouraged investors from investing in education were as follows: distrust of the activity of the educational institutions in terms of addressing the stakeholders’ needs or interests, lack of engagement or cooperation, institutional and government-imposed barriers between them and the institutions, uncertainty concerning the efficiency of the institutions and inefficient use of the resources by the institutions. The initiative was complimentarily perceived by stakeholders in terms of collaboration and investment opportunities. It was also found beneficial by the sampled students.

This study aims to develop a schoolpreneur model appropriate for Malaysia's secondary school environment. The current study surveyed students participating in the Program Tunas Commerce (PROTUNe) and the Young Entrepreneurs Association (PUM) in the states of Perak, Selangor, and Negeri Sembilan to accomplish these purposes. A survey-based technique was used to collect data, and 400 students participated. With a cross-sectional research design, this research uses a quantitative research methodology. This research employed exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) for statistical analysis. The study's findings show that six highlighted factors can be incorporated to develop a schoolpreneur model. These factors all significantly affect the schoolpreneur model. A significant correlation of the schoolpreneur model of more than 60% indicates the significance of talent skills, mentors, incubators, individual personality, role models, and family background in the development of the schoolpreneur model. As a result, secondary schools can conduct entrepreneurial activities better due to the development of the schoolpreneur model.

This study uses structural equation modeling (SEM) analysis techniques, with the aim of testing the structural effect of family support, entrepreneurial training, on entrepreneurial intentions, with self-efficacy and student achievement motivation as mediators. A total of 203 students participated in this study, through a questionnaire distributed online. The SEM analysis was performed using the Amos 24 App. The results showed that the family environment and entrepreneurship training had a direct and indirect effect on entrepreneurial intentions through self-efficacy and student achievement motivation. The model proposed and tested in this study can be a constructive guide for related parties in an effort to promote students' entrepreneurial intentions.

The purposes of this research are (a) to make an instrument to measure the achievement of project-based digitalpreneurship learning in students; (b) to describe the quality of the project-based digitalpreneurship learning achievement assessment instrument for vocational high school students; (c) to measure the competence and skills. This study employed to research and development as its methodology, using a combination procedure between Oriondo and Antonio and, Mardapi. The development procedure includes three stages: instrument design, instrument testing, and measurement. A total of 795 students who participated in the study at 5 vocational high schools in Yogyakarta's special region served as responders. Data analysis in this development uses the content validity of the formula Aiken V Index, confirmatory factor analysis establishes the construct's validity, and construct reliability. Measurement instrument development. Research findings that (a) the instrument is ready to be used in the measurement; (b) the quality of the project-based digitalpreneruship learning achievement assessment instrument for vocational high school students is well tested. This is evidenced by the validity test which has a high score >.8; The proof of construct validity in this study using CFA > .5; GOF chi-square value with a critical value of df = 289, X2 = 323, p-value with a critical value of .079, RMSEA with a critical value of RMSEA .019 (≤ .08), SMRM with a critical value of SRMR 0.030 (≤ .05), CFI with a critical value of CFI .990 (> .97), and an NFI with a critical value of NFI .989 ( > .90); (c) the measurement results are identified in the process that needs to be improved again regarding the digitalpreneurship skills of vocational high school students.

This paper describes an experience based on the use of an active method in which students of a basic physics course prepare multiple choice questions (MCQs) to prepare for exams in the subject. The objective of the research was to provide the students with a method that would enhance their desire to learn physics, and consequently lead to an improvement in their meaningful learning. The participants were 57 first-year students from various engineering degrees. The quasi-experimental design with pre- and post-tests and a control group is described. The results showed that students who use the method of generating MCQs to prepare exams sometimes improve their learning significantly in comparison with the control group. The method also provides a new way to detect students' misconceptions about the concepts covered in class, which thus allows the evolution of their knowledge to be evaluated. Finally, it should be noted that the students valued the method used positively.

Teacher knowledge is one of the main factors in the quality of mathematics learning. Many mathematics teachers have difficulty using proportional reasoning. Proportional reasoning is one of the essential aspects of the middle school mathematics curriculum to develop students' mathematical thinking. Teachers should realize that developing proportional reasoning is not an easy task. In this study, we investigated how teachers give proportional reasoning about the concept of proportional and non-proportional situations, especially in making sense of them. The research subjects were mathematics teachers who had taught proportional-related material. Data was collected using task-based interviews outside the teacher's working hours. Data analysis and interpretation were completed using a framework meaning-based approach. The results of the data analysis showed that the teacher is careful in understanding information, is aware of multiple meanings, and knows key information in understanding the contextual structure of proportional and non-proportional situations. Furthermore, they are also able to identify additive and multiplication relationships, have flexibility in understanding proportional and non-proportional situations separately or collectively, and understand problem-solving systematics in detail.

This study aims to investigate the perceptions of Generation Z students about ideal learning after the pandemic in Indonesia. This research uses a qualitative design with a phenomenological approach. There were 30 students from 6 different campuses in Serang City, Banten, Indonesia, who used a purposive sampling technique as research participants. Data collection was carried out using semi-structured interviews, which were then analyzed using thematic analysis techniques. The findings of this study state that there are four main themes regarding ideal post-pandemic learning, namely: (a) learning that is not monotonous, (b) equal portions of theory and practice, (c) ideal learning managed by an ideal lecturer, and (d) the need for the application of blended learning. This research contributes to the current literature on designing ideal learning on campus after the COVID-19 pandemic.

This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N ≥ 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p < 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that teacher efficacy has a strong influence on education quality.

This article aims to identify the psychological factors of students that correlate with the smart risk-taking behavior of high school students in Indonesia. The data in this study were distributed to 227 students from 3 (three) regions in Indonesia and evaluated using the Partial Least Square Structural Equation Modeling (PLS-SEM) analysis technique. This study found that students' self-confidence was the biggest factor influencing the increase in smart risk-taking behavior, followed by the intention to learn chemistry and teacher support responses. These three factors were found to positively and significantly influence smart risk-taking behavior. However, we found that the smart risk-taking behavior of high school students in Indonesia is still poor. Therefore, it is necessary to have a learning strategy to utilize information technology in chemistry learning. We made several contributions, such as (a) developing a conceptual framework of psychological factors that can increase students' smart risk-taking behavior in chemistry learning that has not been extensively researched and developed by previous researchers; and (b) mapping out how the three psychological factors of students can be maximized to increase smart risk-taking behavior. For this reason, this research is expected to provide practical and academic contributions that can be used as a reference for bank management and further research.

As the globe gradually entered the post-pandemic phase, electronic portfolio practises during the COVID-19 pandemic should be examined for future implementation. During the lockdown, electronic portfolio use was observed in higher education institutions by urging the provision of teaching and learning in a virtual mode. Under these conditions, the study analyses empirical e-portfolio practices and proposes a co-design model for effective e-portfolio implementation. This study is based on a systematic review, which included searching for and retrieving 221 papers from academic paper databases in English, Chinese, and Spanish; systematic screening using the Rayyan tool and the PRISMA model; and finally, extracting 12 publications, which were analysed by VOS Viewer and Nvivo, focusing on collaboration. The data collected allows for gathering several patterns of collaboration in e-portfolio practice. Based on the results obtained, a co-design strategy is suggested, which includes collaborative frameworks in e-portfolio implementation processes such as the community of inquiry (CoI) and community of practice (CoP). The co-design strategy provides the formulation of implementation recommendations related to collaborative e-portfolio. Conclusions reflect on utilising e-portfolios collaboratively in higher education settings by presenting a co-design strategy that is supported by the CoI and CoP frameworks.