Anger is a topic that requires intervention from teachers, counsellors, psychologists, parents, and all communities. The expressions of anger are subjective and sometimes hard to identify. Thus, anger should be measured more objectively, while the expressions need to be examined closely. The purpose of this study is to provide valid confirmation for development of an online instrument to measure the types of anger expression among adolescents. Data were collected from 935 adolescents from nine schools in northern Malaysia and the theoretical literature search. The data were analysed to provide evidence of construct validity in terms of item factor analysis, reliability estimates, and correlation between the types of anger expressions. Findings were used to develop an online Adolescent Anger Instrument. It measures five types of anger expressions, namely, physical, verbal, intrinsic, extrinsic, and passive. The results showed that the instrument is internally consistent with high evidence of construct validity. Exploratory factor analysis, with varimax rotation, suggested the existence of five distinct types of anger as conceptualised. Meanwhile, the correlation between types of anger expressions indicates the strength of the relationship between them. Discussions on the findings are provided, while suggestions for future research are also described.

This study aims to investigate the relationship between the science learning skills of primary school teacher candidates and various variables. A correlational survey design was used in the study as a research methodology. With the correlational survey design, the relationships between the science learning skills of the primary school teacher candidates and some variables were examined and their effectiveness in predicting their science learning skills was determined. This study was conducted on 160 teacher candidates in the spring term of the 2019-2020 academic year. As a result of the study, a high level of correlation was found between the science learning skills of the primary school teacher candidates and their self-efficacy belief in science education. In addition, it was found that 38% of science learning skills were explained by attitudes and beliefs. In other words, it was seen that the affective characteristics of pre-service teachers about science significantly affected their science learning skills. In the light of these results, it is recommended to carry out studies in the education process to develop the necessary skills before considering the cognitive competencies of primary school teachers about science. They should also develop positive feelings towards science and gain the understanding that science is not a field of memorization, but a fun field necessary to make sense of the world.  

Online game addiction and psychological distress are two continuously developing problems in the Philippines, with Filipinos aged 18 to 24 being the second largest age group to overuse interactive online-related games. This sequential explanatory mixed method study aimed to assess the young adults’ gaming addiction and perceived psychological distress during the COVID-19 pandemic and identify the other factors contributing to the respondents’ frequent engagement in online interactive games, which served as a basis for a preventive intervention program. The researcher administered the survey questionnaires of the Gaming Addiction Scale and Depression Anxiety Stress Scale-21 to 399 young adults aged 18–24 and a semi-structured interview guide to 20 addicted and non-addicted gamers. Key results showed that a small percentage of the respondents experienced polythetic and serious monothetic addiction to interactive online games. In contrast, half of the respondents manifested mild to moderate symptoms of depression and anxiety during the COVID-19 pandemic. Major findings also found no significant gender differences in the level of online game addiction and psychological distress during the COVID-19 pandemic, and a moderate level of relationship substantiated the association. Further results revealed that the negative compensatory factors were associated with addicted gamers’ frequent engagement with online games, whereas non-addicted gamers were associated with positive, beneficial factors. This phenomenon has hardly ever been the focus of in-depth research, and the results of this study can be used to further refine the conceptualization of “internet gaming disorder” as a mental disorder and develop a more comprehensive treatment method.

Higher education institutions around the world had to implement an emergency remote education (ERE) modality due to the COVID-19 pandemic. This study aimed to determine the individual and relational factors that affect the perception of learning in engineering, education, and health students during emergency distance education. Through a quantitative, non-experimental, and correlational study, an online survey was administered to a sample of 929 higher education students regarding their ERE experience. They were surveyed regarding their perceived learning, empathy, classroom interaction, self-regulation of learning, positive agency, student engagement, learning approaches, and use of digital resources. Data was analyzed using quantitative methods, namely correlations, comparisons of means and a linear regression analysis. Education students showed a more positive perception of learning, used a deep learning approach, and rated more positively the empathy shown by their professors and the possibilities for class participation than other students. Engineering students had the lowest scores on perceived learning and on almost all other variables. In general, students with a better perception of learning presented a higher engagement in their studies and a lower use of surface learning approach.

Teachers face situations that are difficult to solve, which affect their practices in the classroom. Teachers´ ability to face problematic situations been related to educators' adaptive and metacognitive capacity. This study aimed to contrast the recent literature on classroom problems with reports from Chilean teachers regarding what they mean today as critical situations in the classroom. The major problems with the highest prevalence were categorized based on a literature review. Subsequently, teachers from three educational levels (pre-school, primary and secondary) were asked to relate situations in which they had experienced a crisis in their profession. After a filtering based on the relevance and textual richness present, the stories (n=145) were subjected to a thematic analysis and contrasted with the categories obtained from the reviewed literature. The results show a low proportion of problems associated with learning management in the classroom and, on the other hand, a high proportion of behavioral problems in students focused on situations of aggression towards the teacher. These conclusions are discussed to reconsider the concept of "classroom problem situations" and, based on this, questioning the role of teacher training in the development of skills for the management of authentic problem situations.

This research aims to examine the effect of coding education on the analytical thinking skills of gifted students. The participants are 18 students, 11 to 12 years old. An embedded experimental mixed design was used in the research. The data collection was carried out with the Analytical Thinking Skill Scale to determine the difference in the analytical thinking skills of the study group before and after the coding training; the Analytical Thinking Skill Observation Form to determine the analytical thinking skill levels during the implementation process; and the semi-structured interview form to get their opinions on the coding training. The data were analyzed with a pre-test-post-test quasi-experimental design, descriptive analysis, and content analysis. The results show that coding education developed the participants' analytical thinking skills. The difference in the analytical thinking skills of the study group was not statistically significant in terms of gender. According to the students' views on the coding education application process, there was an improvement in the sub-dimensions of sorting, classification, comparison, and evaluation in analytical thinking skills; coding education developed problem-solving and thinking skills, was useful, encouraged students to choose a profession, and was entertaining, as well as negative opinions such as being difficult, boring, and requiring a lack of time.

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.

The definition of creativity among professional mathematicians and the definition of mathematical creativity in the classroom context are significantly different. The purpose of this study was to investigate the relationship between students’ mathematical creativity (i.e., cognitive flexibility) and figure apprehension when solving geometric problems with novel auxiliary features such as straight lines and curved lines. In other words, this study determined if geometry knowledge influenced mathematical creativity (cognitive flexibility) in problem-solving. Grade-12 students participated in the intervention. The high school that is the research topic attempts to equip students with academic abilities and is, except for vocational schools, the most popular form of high school among all other types. Such a school was chosen for the study so that a significant proportion of students in Makassar could be represented. In this study, we discovered a relationship between cognitive flexibility and the geometric ability of pupils while solving problems involving auxiliary lines. This indicates that the usage of auxiliary lines as a reference for developing pupils’ creative thinking skills must be advocated. In addition, good geometric abilities (e.g., visual thinking, geometrical reasoning) will encourage pupils to generate various problem-solving concepts. This finding contributes significantly to future research by focusing on auxiliary lines.

The purpose of this study was to compile and statistically analyze the results of research studies that examined students' problem-solving skills in worksheets. The research method used was a meta-analysis. The study search was conducted from 2013 to 2022 in Google Scholar and the Garuda portal databases. The search yielded 40 studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. From the extracted results, 45 comparisons of data were examined. Microsoft Excel was used to calculate the effect size of the problem-solving worksheet. This study yielded a value of 1.281 for the entire study, indicating that the worksheet had a significant and positive impact on students' problem-solving skills. The results indicate the need to develop worksheets to improve students' problem-solving skills.

Interdisciplinary teaching and learning is an approach that synthesizes the curricular objectives and methods of two or more disciplines or subjects focusing on a specific topic or issue. While it is being increasingly implemented in universities, at lower levels of education there are still countries where science subjects are taught and learned fragmentarily. To assess the significance of the interdisciplinary approach in primary school biology teaching, the paper aims at an experimental verification of the effectiveness of this method in relation to the quality and retention of student knowledge, compared to the monodisciplinary approach to teaching and learning biology. The paper also describes a scenario for teaching a topic in which biological and geographical contents correlate. The study applied a pedagogical experiment with parallel groups. In total, 180 students attending two primary schools in the city of Novi Sad participated in the experiment and were divided into an experimental and a control group. The findings suggest that the interdisciplinary approach improved the quality and retention of student knowledge. The experimental group was more successful in completing tasks that required comprehension and practical application of knowledge. The study thus emphasizes the need for a professional curriculum development that would enhance the interdisciplinary correlation of various disciplines.

I use the disability studies framework and autoethnography method in this qualitative research to examine my lived experiences in education and their impact on the disability community. The qualitative research method focuses on obtaining data through open-ended and conversational communication. This method is about what people think and why they think so. Disability Studies is an interdisciplinary body of intellectual work that positions disability positively and complexly, interrogating rhetoric that disability is a deficit that experts should remedy. Autoethnography is a research method and methodology which uses the researcher’s personal experience as data to describe, analyze and understand cultural experience. I focus on my disability community membership, professional development, and ways I integrate social justice in teacher education to correct education systems into ones that value disabled people. Using the self-study technique, I review my education journey and identities and how they have shaped me into a teacher educator who believes education leverages us to question happenings and provide solutions. I, therefore, reflect on the entwinement of my scholarship and community outreach and how they are geared towards creating and advancing a local and global pluralistic society that values disabled people. My values of collaboration, innovation, integrity, excellence, access, diversity, equity, equality, and inclusion are best practices that dismantle educational barriers and empower educators and disabled people.  

Considering the fact that learning difficulties are mostly related to academic learning, and students first encounter tasks related with academic learning during the pre-school, it is critical for early intervention that the first symptoms of students with potential learning disability are detected by the pre-school teachers. The aim of this research is to examine knowledge levels of pre-school teachers about the characteristics of learning difficulties that 3–6 years old students, in the pre-school period, may show. With this aim in mind, the development of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” was completed with 471 pre-school teachers and pre-school teacher candidates of the last grade of pre-school education program. The research has been done in the survey model with a quantitative approach. The sample of the study consists of 291 pre-school teachers. The data have been collected by means of the “Test for identifying characteristics of learning disabilities in pre-school students (3-6 years)” and analyzed using descriptive statistics techniques. At the end of the research, it has been found that there are no statistically significant differences in knowledge levels of pre-school teachers regarding the cognitive, affective, social and motor characteristics of learning disabilities in terms of their gender, the program they have graduated from, having taken courses on special education, having taken courses on learning disabilities, the types of institutions they worked at, and their class sizes. It has been found that there are statistically significant differences in their knowledge levels about cognitive, affective, social and motor characteristics of learning disabilities according to the length of service, teaching students with learning disabilities, having inclusive students in their class, having a relative in need of special education, and teaching students with learning disabilities variables.

The implementation of learning activities in schools has not provided opportunities or encouragement for students in developing their procedural knowledge. This research aimed to test the effectiveness of developing Bloom’s Taxonomy revision-oriented learning activities to grade IV elementary learners’ procedural knowledge capabilities and learning outcomes. This research used quasi-experiment with a quasi-experimental design which consisted of a posttest-only control design. The population of this study was sixth-grade students of 9 schools with an overall number of 229 students. The sample in the study was 50 students, there were 26 students from the experimental class and 24 students from the control class. A test method with 10 question items was used as a data collection method. The data analysis methods and techniques used were quantitative descriptive analysis and inferential statistical analysis. Then the data were analyzed using the MANOVA test assisted by the IBM SPSS Statistics 21.0 program. The hypothesis test results showed a significance value of .000 (Sig<.05). It can be concluded in procedural capabilities and learning outcomes between groups of students there is a significant difference from following learning by implementing Bloom's Taxonomy Revision oriented learning activities with the experimental and control group.

This research analyzes the effects of restricting face-to-face classes during the lockdown and students' preparation for face-to-face instruction. During the academic year 2021-2022 break, it was conducted at Nueva Ecija University of Science and Technology (NEUST)-Gabaldon Campus's College of Education. This study employed a descriptive correlational and descriptive comparative research design. The 151 education students who participated in this study were chosen using a stratified sampling method. According to the study, students received satisfactory to very satisfactory grades during the lockdown. The study also showed that after the lockdown and after the Commission on Higher Education recommended face-to-face classes, the majority of respondents agree that they are academically, socio-emotionally, and physically prepared to go through a face-to-face mode of learning. The majority of them prefer face-to-face classes to any other form of distance learning. The general weighted average of a student is a predictor of academic readiness in face-to-face classes. In addition, students' general weighted averages have direct link to their socio-emotional readiness. Students' profiles, on the other hand, have no impact on their physical readiness. There is no significant difference in student preparation in face-to-face classes when students are grouped by gender, year and section, and civil status. There is no association between the student profile and their preferred mode of learning. The theoretical and practical ramifications of the research were also addressed.

This study focused on the development of teaching aids for the topic of Isometric Transformations for Form 2 students in Malaysia. The first objective was to determine the usability of teaching aids in the isometric transformations kit integrates game-based learning (GBL) Method (KitTI Method) and the second objective was to examine the effectiveness of using the KitTI Method on students’ achievement and motivation. This study was directed by the Design and Development Research (DDR) model with survey and quasi-experimental designs. The sample selection was conducted by cluster sampling involving Form 2 students from schools in the district of Muallim and Batang Padang in the state of Perak. The instruments used were KitTI Method Teaching Aids Usability Questionnaire (KMTAUQ), Isometric Transformations Topic Achievement Test (ITTAT), and KitTI Method Motivation Questionnaire (KMMQ). The findings showed that the mean score of KitTI Method‘s usability was high, the treatment group obtained significantly higher improvement in achievement compared to the control group while the mean scores of pre-test achievement as a covariate and students’ motivation in learning Isometric Transformations were high. Therefore, the KitTI Method is suitable to be implemented as a guide for mathematics teachers in designing dynamic teaching and learning and is able to improve students’ achievement and motivation.

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.

The purpose of this systematic literature review (SLR) is to identify: (a) the topic of the study, (b) the research methods used, and (c) the results of research on Mathematics education in Malaysia. This study discusses the use of teaching aid (TA) in the field of syllabus and geometry for Form 2 students. The use of TA is considered highly successful and relevant for educators to improve the quality of the teacher’s instructions and students’ understanding. Therefore, using the rules of optional reporting items for systematic review and meta-analysis (PRISMA), a review system was carried out to determine the appropriate strategies and variables for the field. Four stages constitute the PRISMA paradigm used in this study: identification, screening, qualification, and admission. Using criteria opted by researchers from multiple searches, including Google Scholar, ResearchGate, Scopus, and Emerald, over 20 papers were identified for additional investigation. The data were then analysed quantitatively to describe the research's findings. From the results, two main research themes were found, namely (a) learning to use TA; and (b) the field of measurement and geometry of Mathematics. The results of the article analysis indicate that Mathematics education in Malaysia is currently at a moderate level and is ineffective at fostering students' understanding and interest. These results are anticipated to serve as the foundation for teachers, students, schools, and the Ministry of Education to undertake more engaging and interactive learning, particularly in the subject areas of mathematics and geometry.

This study investigated college students’ career maturity as a mediator of the effect of professional identity on academic achievement. The researchers developed a structural equation model and a research hypothesis using the Chinese college students’ professional identity scale, career maturity scale, and academic achievement scale. After experts’ revision and confirmatory analysis, the 3 scales had sufficient reliability, validity, and fit. The researchers distributed electronic questionnaires to students in 4 universities in Jilin Province, China, and participants responded using 5-point Likert-type scales. The researchers collected 1,104 valid questionnaires. According to the analysis, college students’ professional identity is a positive predictor of their academic achievement, and career maturity partially mediates the influence of professional identity on academic achievement. Therefore, improving Chinese college students’ professional identity may improve their academic achievement, and professional identity can have a positive effect on academic achievement through career maturity. University administrators and teachers should enhance the career maturity of college students and promote their professional development.

The mathematical literacy ability of Indonesian pupils is still relatively low, as indicated by Indonesia's score of 379 for mathematical literacy in PISA 2018. Paying attention to the learning process such as the teaching materials used in learning, is one of ways to increase mathematical literacy skills. To strengthen students' mathematical literacy skills, it is great for building qualified mathematics teaching materials with the nuances of science, technology, engineering, and mathematics (STEM) which are supported by the information and communication technology (ICT)-assisted Preprospec (Prepare, Problem Solving, Presentation and Conclusion) Learning Model. The research method used in this study is research and development (R&D), with the main reference of 4D-model development by Thiagarajan, whose stages are limited to define, design, and develop. The results showed that the feasibility test on teaching materials obtained the total average percentage of validator I to validator V, respectively, 90.19, 95.45, 93.90, 91.95, and 97.95 with very eligible criteria. It is easy to understand by students with a readability score of ρ = .109 > α = .05 or Cochran's Q = 13.091, and it can improve students' mathematical literacy skills, as evidenced by the Wilcoxon test and a gain normalization result of 485.

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.