Within the context of Self-Regulated Learning (SRL), a process of directing oneself to facilitate individual learning more effectively, the SRL instrument development is deemed necessary to measure students’ self-reliance in learning mathematics in the science, technology, engineering, and mathematics (STEM) framework. The research aims to develop and test the validity and reliability of an SRL instrument, namely a 14-item SRL questionnaire accommodating four aspects, namely planning, self-monitoring, self-controlling, and evaluation. The study involved 420 junior high school students in East Java, Central Java, and Yogyakarta Special Region. The results show that the questionnaire was developed as planned and that planning, monitoring, controlling, and evaluating aspects can reflect the SRL variable in a valid, reliable, and significant way supported by each aspect's behavior indicator. The SRL variable theoretical model corresponds (good fit) with the empirical data, and all of the items are likely valid and reliable to assess student's mathematics SRL in the STEM framework. The SRL questionnaire was also found suitable for use by teachers to measure junior high school students’ self-reliance in SRL.

This research presents an analysis of the value given to the game as an educational resource on social networks. The purpose of this study is to analyze the discourse on Twitter of the different educational agents (teachers and other educational professionals) to know the value given to the use of this tool and how the social network is an educational form of communication and interaction. From a qualitative methodology, a descriptive-interpretative study of the information on didactic/play strategies present in social networks is approached. The analysis is performed by the Nvivo12 software through matrices and content analysis. The results show that the game is mentioned within the speech on Twitter where it is alluded to its importance, value, application, etc. From an educational perspective, working in the classroom with the use of social networks provides some significant advantages; these networks offer interactive and effective teaching and learning tools. In addition, the integration of tools and applications. It is concluded that Twitter is an educational and formative way and where the value attributed to the game as a didactic resource is significant.

The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple–group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =.435 and r = .457, P < .01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.

Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.

The purposes of this study were to explore factors and indicators of life and career skills and to develop a life and career skills in the 21st century test for undergraduate students. This research employed a mixed-method study adopting an exploratory design: instrument development model to generate research tools. This study was divided into two phases; Phase 1 was to explore factors and indicators of life and career skills in 21st century, by using a qualitative method to analyze relevant documents; Phase 2 was the development of a life and career skills in 21st century test by adopting a quantitative method to collect data from students studying in 12 universities of the north-eastern region of Thailand via the test. In the second phase, the data were analyzed by descriptive statistics and Confirmatory Factor Analysis (CFA) Results revealed that the skills consisted of 6 factors and 35 indicators, and the test comprised 105 items. The quality of the test has been examined by five expertise, the reliability of all test items is acceptable, and all 6 factors demonstrated good construct validity. Factor loadings of six factors were 0.7940 -1.7816. This study can be implemented to measure the life and career skills of undergraduate students in any university to obtain data for establishing a policy and plans for maximizing students’ potential to achieve their careers and a happy living in 21st century after their graduation.

The performance in biology at the secondary level has not been as good as expected. This has been a matter of concern. Thus, there has been a continuous focus on exploring newer innovative learner-centered and friendly instructional strategies to enhance understanding and retention in biology. This study, therefore, determined the effects of Concept Mapping (CM) and Cooperative Mastery Learning (CML) on fostering retention in photosynthesis among secondary schools in Nyamagabe district, Rwanda. A pre-test and post-test non-equivalent control group quasi-experimental design was used. Data were obtained from 151 students taught with CM, 144 students taught with CML, and 154 students taught with Conventional Teaching Methods (CTM). The Photosynthesis Retention Test (KR-21= 0.82) was used for data collection. The data were mainly analyze d using mean and Analysis of Covariance (ANCOVA). The results showed that the CM and CML treatment groups outperformed the CTM group in retention in photosynthesis. There was a statistically significant difference in favor of the CM between the two experimental groups. The male and female students taught using CM retained equally in photosynthesis while gender difference was revealed in the mean retention scores of the students exposed to the CML, with females retained significantly higher than males. The study concluded that the CM and CML strategies were more effective than CTM. It was suggested, among other things, that teachers should be encouraged to apply CM and CML strategies when teaching biology.

This study aimed to describe the creative thinking process of students with active learning styles in proposing and solving problems on geometry material. The research instruments were Honey and Mumford's Learning Style Questionnaire (LSQ), problem-solving and submission test sheets, and interview guidelines. The LSQ questionnaire was distributed to students majoring in mathematics education at a university in Malang, Indonesia, with a total of 200 students. Students who have an active learning style and meet the specified criteria will be selected as research subjects. Based on research on creative thinking processes in proposing and solving problems in students with active learning styles, it was found that there were differences in behaviour between subject 1 and subject 2 at each stage of creative thinking. However, based on the researcher's observations of the behaviour of the two subjects at each stage of their thinking, there are similarities in behaviour, namely, they tend to be in a hurry to do something, prefer trial and error, and get ideas based on daily experience.

Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.

The response of most universities to the Coronavirus disease (COVID-19) pandemic was Online Distance Teaching (ODT), which was a new experience for many educators and students. The aim of the study was to investigate the response of university teachers to ODT. A questionnaire was sent to all university teachers (N = 914). We received 290 usable responses. To create a Continuance Intention Model of Forced Online Distance Teaching (CIMoFODT), Confirmatory Factorial Analysis (CFA) and Structural Equation Modelling (SEM) were used in addition to descriptive and inferential statistics. The main findings were as follows: (i) during the closure, use of the videoconferencing system MS Teams was the only item that increased significantly, owing to mandatory use; (ii) the increase in the use of other applications (e.g., Moodle, email) was minimal; (iii) after the reopening of the university, email, Moodle, and supplementary online materials will be used for ODT; MS Teams will be used for small group teaching and individual consultations; (iv) CIMoFODT can be applied to explain the intention to continue ODT. The main conclusion is that teachers will return to traditional teaching when classrooms reopen.

This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.

Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.

The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite.

Student dropout, defined as the temporary or definitive suspension of the exercise of the right to education, is attributable to multiple variables classified into individual, academic, institutional, and socioeconomic determinants which may be exacerbated in the context of the Coronavirus disease (COVID-19) pandemic. Consequently, this work aims to synthesize, from the available evidence, the behaviour and influence of the explanatory variables of school dropout in infant school, primary school and, high school in Colombia for the period 2014-2019 compared to the period 2020-2021 under the COVID-19 pandemic conditions. The research methodology consisted of a systematic review of 125 indexed articles for 2014-2019 and 32 reports related to dropout in Colombian Basic education for the 2020-2021 period. The systematic review of the 157 articles revealed that dropout was studied and explained in both time periods, mainly from the academic determinant whose most cited explanatory variables were: ‘teachers’, ‘curriculum’ and ‘methodologies used’. Moreover, it could be perceived that in the period 2014-2019, the socioeconomic variable was the second dropout determinant, considering ‘family income” as the most important indicator, while in 2020-2021 the “infrastructure” and the ‘political environment’ remained as the most dominant. Lastly, in 2020-2021, the variable ‘teachers’ was highly cited showing that their practice made students maintain their interest despite the physical distance.

This study is an endeavour to explicate the dissonance of the linguistic quality outcome of study abroad (SA) experiences by exploring the second language (L2) motivation of six academic sojourners in Manchester. A person-in-context approach revealed that developing intimate relationships with ‘native-speakers’, providing L2-mediated interaction opportunities with international students, and social approval were key determinants of the extent to which SA students were invested in social practices. Such social engagements were found to stem from second language motivation that is part of identity construction process. In addition, the thematic analysis of the narrative inquiries suggests that the global status of the English language defies the traditional conceptualisations of L2 motivation as most participants’ motivations were formed despite their negative or neutral attitudes towards the English community. The findings also endorse the role of the other as a robust motivational source by which learners can replenish their motivation stream, leading to social identity investment to construct their ideological selves. The paper concludes with a recommendation to re-interpret the conceptualisation of the Ideal L2 Self system because ‘native-speakers’ are rarely the closest parallels to L2 learners, and it should incorporate explicit intrinsic orientations. Furthermore, language institutions in SA contexts should direct their focus on establishing conversation clubs and hosting social events for SA students to provide a safe space for their identities to be developed, enacted and reconstructed.

Higher education plays an important role in providing students with knowledge and skills to enter the labor market. The quality of higher education, the satisfaction of the quality of higher education has been concerned by many individuals and organizations. The study aims to explore the factors affecting student satisfaction with the quality of higher education services in Vietnam. Research data was collected from survey results by questionnaires from 396 students of An Giang University, Vietnam National University Ho Chi Minh City, Vietnam. SPSS 20, AMOS 24 software is used for analysis and evaluation of scales through Cronbach's Alpha reliability coefficient; exploratory factor analysis EFA; CFA confirmatory factor; SEM linear regression analysis to test the hypotheses. The results of the SEM model study show that there are six factors affecting student satisfaction with the quality of higher education services in Vietnam, including teaching staff; facilities and teaching facilities; ability to serve; educational activities; student support activities; education programs. From the research results, discussions on educational administration are proposed to improve student satisfaction with the quality of higher education services in Vietnam.

The outbreak of Coronavirus disease (COVID-19) has shaken the world, forcing countries to implement a state of emergency, including the education system. Students have been forced to remain in hostels or houses since they cannot get to university campuses. As a result of this predicament, university authorities have no option but to implement an online learning environment. Specifically, Saudi universities have faced numerous difficulties in bringing the online learning systems to continue the educational process. On the other hand, students faced difficulties to cope with such circumstances (complete online learning) without any preparation or backup plan. According to the findings of the literature research, students experienced difficulties that were difficult to overcome. The aim of this study was to determine the challenges that first-year students of the University faced. The present research got a total of 234 valid responses from the participants. The findings indicate that respondents were not fully prepared in this situation in terms of physical, environmental, and psychological readiness, with some variances in viewpoints depending on their gender and age. Respondents expressed concern about the effect of lockdown on their ability to perform well academically. In this study, the researchers found that switching suddenly to an all-online alternative cause significant obstacles for students. It was determined that the present blended learning model, which utilizes online learning to support face-to-face instruction, has encountered a critical challenge when it comes towards replacing it, particularly with underprepared learners.

Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age

The following article is a qualitative study that analyses the perception of parents and high school students regarding teaching in times of Coronavirus disease COVID-19, with the idea of recognizing the facilitators and barriers for the teaching-learning process in the pandemic. The above, in the understanding that due to the sudden appearance of SARS-CoV-2, educational systems around the world had to adapt to virtual teaching, as a result of the confinement to which the population has been subjected during the year 2020 and a good part of the year 2021. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which considered the realization of four focus groups with students and four focus groups with secondary school parents, from two public high schools located in the province of Talca, Maule region, Chile. The findings of the study are related to the adverse effects of the pandemic on student learning, as a result of connectivity difficulties, and the emotional impact on the quality of life of young people and their families. On the other hand, learning at home is related to limited pedagogical strategies and evaluative aspects that do not allow verifying the real learning of the students.

Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.

Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching (ERT) became available. However, the data sets were harvested early, as many countries began implementing ERT in response to the pandemic in March 2020. Many recent studies have failed to distinguish between the challenges faced by students enrolled in the laboratory and non-laboratory courses. There is still a dearth of literature on the difficulties encountered by students enrolled in non-laboratory courses following the first year of ERT implementation. The purpose of this paper was to examine the various challenges faced by tertiary students enrolled in non-laboratory courses following the conclusion of the first year of ERT implementation. Contextualized in two state-owned higher education institutions in northern Luzon, this study employed a fundamental qualitative approach, with focus group discussions (FGDs) serving as the primary data collection technique. Five major themes emerged from the FGDs with 42 purposively selected tertiary students. These themes presented in the spider web illustration include (1) student-focused challenges, (2) instructional material-related challenges, (3) instructor-emanating challenges, (4) technology-related challenges, and (5) student support-related challenges. This article concludes that these issues must be dealt with immediately to facilitate the implementation of ERT in non-laboratory courses. These difficulties may also be dimensions of concerns about distance education, particularly in non-urban areas of the Philippines. The themes also provide some actual pictures of the student challenges in the initial year of ERT in college. This paper highlighted some implications for pedagogy and educational management, as well as future research directions.