Algebraic knowledge transfer is considered an important skill in problem-solving. Using algebraic knowledge transfer, students can connect concepts using common procedural similarities. This quasi-experimental study investigates the influence of algebraic knowledge in solving problems in a chemistry context by using analogical transformations. The impact of structured steps that students need to take during the process of solving stoichiometric problems was explicitly analyzed. A total of 108 eighth-grade students participated in the study. Of the overall number of students, half of them were included in the experimental classes, whereas the other half were part of the control classes. Before and after the intervention, contextual problems were administered twice to all the student participants. The study results indicate that the students of the experimental classes exposed to structured steps in solving algebraic problems and the procedural transformations scored better results in solving problems in mathematics for chemistry compared to their peers who did not receive such instruction. Nevertheless, the result shows that although the intervention was carried out in mathematics classes, its effect was more significant on students' achievements in chemistry. The findings and their practical implications are discussed at the end of the study.

The main objective of this research was to study the effects of instructional management models and nominal variables on the development of students’ creative thinking. The researchers used the research synthesis of 400 studies on the development of students' creative thinking by a meta-analysis of research according to Cohen. The meta-analysis results revealed that the average effect size of the instructional management model (d = 3.43; [3.10, 3.17]) was positive and had a very high effect size with statistical significance. The most significant influence on the creative thinking development model was creative development theory (d = 4.217; [3.32, 5.11]). In addition, effect sizes varied with the attribute variables of the research, particularly the attribute variable of the research on instruction with the highest effect consisted of research with the focus on language, at the primary level, applied Torrance's creativity theory, designed between one to six lesson plans. Moreover, there was less than one hour per plan, the instructional period including the experiment conducted more than 31 hours and there were four weeks of instruction. In addition, there were six steps for instruction, there had quiz as an assessment tool, number of exams varied between 30 and 39 questions, and knowledge sheets were used as instructional materials. In the context of the meta-analysis, the findings indicated that the teachers should apply creative development theory in developing the students’ creative thinking for more effective instructional management.

School placement plays a critical and complex role in student teacher development as well as in their professional dispositions and career attitudes. It is where theory and practice meet, teaching skills are developed, professional relationships formed and future careers envisioned. This mixed methods study explores student teachers’ experiences with and perspectives about new models of extended school placements developed in Ireland following significant policy and programme reform. Data was collected through interviews and questionnaires with one of the first cohorts to experience a reconceptualised initial teacher education programme, including extended school placement periods in a variety of school settings. This paper will explore student teachers’ perspectives regarding the value of the extended placement and factors influencing their professional learning, agency and sense of belonging. Overall, our findings confirm the pedagogical benefits of the extended placement in two different school settings for student teachers’ professional learning. However, they also highlight how a number of factors, including the existence (or absence) of school support structures, school culture, peer networks, paid or unpaid additional workload and financial pressures impacted on student teachers’ capabilities to develop their skills and professional agency, their sense of belonging and, in some cases, their physical and mental health.

This paper investigates the viewpoints and perspectives of 179 undergraduate students engaged in a co-creation project regarding their anticipated progress, exploring, simultaneously, the affecting factors. The students attended the physics course in the Department of Industrial Design and Production Engineering at the University of West Attica, Greece. The investigation is implemented through a questionnaire that appraises the students' co-creation expectations in association with collected demographic data via twenty-two close-ended questions (Q1-Q22). Several statistical data sets are presented, including descriptive and correlation statistics and principal component and exploratory factor analyses. The majority of the replies are provided by male participants in their first year of study, with an average age of between 18 and 19. The correlation coefficient between the questions ranges from -.04 to.73, with the maximum occurring between the questions Q19 and Q20. Factor analysis justified by KMO (.862) and Bartlett’s sphericity (1749.843, p= .000) tests indicates five principal components within the following factors determining the undergraduate co-creation activities: responsible behaviour, feedback, helping, tolerance, and personal interaction. The above findings may contribute to the implementation of students’ co-creation as they are valuable tools for the design and pre-requisites for a successful implementation.

The research emphasized three main objectives: 1) to analyze the propensity score of the research effect size for developing students’ creative thinking, 2) to study the attribute variables effect of the research on the effect size of creative thinking before and after the propensity score adjustments, and 3) to compare the effect size between instructional methods to develop creative thinking before and after the propensity score adjustments. The data were obtained from 400 research studies on creative thinking development in Thailand. The research instrument for data collection included the research attribute record form. They were analyzed by calculating effect size, propensity score matching analysis, and fixed effect and random effect meta-regression analysis. The results indicated two research groups with propensity scores that develop students' creative thinking: the low effect size group of 256 research ( =1.345) and the high effect size group of 144 research ( =7.284) using 26 attribute variables of creative thinking development research. Moreover, the instructional methods with the creative activities had the highest effect size ( =3.88). After the analysis of propensity score matching, the effect of 12 research attribute variables was eliminated as follows: manufacturing research institutions, year of publication, educational institutions, curriculum, creative thinking indicators, instructional materials, types of research, research objectives, research groups, research protocols, statistics used in research, quality of research and it was found that integrated instructional model of knowledge using media and technology had the highest effect size ( =0.41).

This study examined students’ calibration of performance in a sport skill in relation to their performance in an executive functions test. A total of 265 students in the fourth, fifth, and sixth grades participated in the study. The students took an executive functions test, and then they were tested on a basketball shooting test, after having provided a personal estimation regarding their performance. Based on students’ actual and estimated performance, the bias index was calculated to classify students into three categories; accurates, underestimators and overestimators, while the accuracy index (absolute values of the bias index) was also calculated. The results showed a positive but small magnitude relation between students’ scores in the executive functions test and their performance calibration, while accurate scored higher on the executive function test compared to over estimators and under estimators. These results are similar to those of previous studies with elementary school children that employed cognitive tasks and were discussed with reference to theoretical and empirical implications.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.

Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disciplinary cultures might exist when thinking about how to best support pre-service teachers' professional development. In this article, we report the results of an exploratory mind map study to investigate which classical mechanics topics are regarded essential for physics teacher education according to N = 29 experts from different physics disciplines. The participants’ mind maps were analyzed using a category system and frequency analysis was applied. The results hint at similarities and differences in terms of key topics to be addressed in physics teacher education on classical mechanics according to experts from different physics disciplines, e.g., in terms of the depth of mathematics considered relevant for physics teacher education.

This study seeks to investigate the relationship between dropout intent, the weekly work duration of student employees, and university social capital by analysing empirical evidence from three European countries, including Estonia, Lithuania, and Poland. This exploratory study utilised Eurostudent-VII survey data and employed cross-tabulation and exhaustive Chi-square Automatic Interaction Detection (CHAID) to achieve its objectives. Findings indicate that student employees who believe they get along well with their teachers and have more connections with fellow students to discuss subject-related issues are less likely to intend to drop out of university. In addition, the results show that students’ likelihood of abandoning their higher education increases in the presence of difficulties caused by an inapt academic programme. Regarding employment duration, for the Estonian and Lithuanian markets, there is no difference between working more than 20 hours per week or less than that with the intention of dropping out of university. In Poland, however, the disparity in working hours interacts with other factors related to social capital to explain dropout intent. These findings provide novel insights into the dropout literature by refreshing thoughts on the role of teacher-student and peer relations in the dropout intentions of student employees. In addition to reviving the relevance of university social capital, which has received too little attention lately, they have also sparked a recent debate on whether or not combining work and university actually affects the intention to drop out.

The peer tutoring approach is a student-cantered teaching method in which students learn in pairs with teacher supervision. The study discussed in this paper is a systematic literature review related to the effectiveness of peer tutoring approaches which has been published within the last 5 years. A complete text analysis was conducted using 20 research papers stating the impact of the peer mentoring approach for this writing. Among the things obtained from previous studies are the variety of ways to implement peer tutoring approach, the impact on 3 aspects in students which are mathematical achievement, social skills and cognitive skills and the teaching theories used. The findings of the study indicate that most past studies used quantitative research methods with the concept of age peer approach. Then, constructivism theory was the most frequently applied with a sample of high school students. In conclusion, this systematic literature review shows that the peer tutoring approach in mathematics education has many benefits in various aspects and needs to be extended to improve the quality of education.

Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.

This meta-analysis study investigates the effect of computer-based tests on motivation. The random effect model is the basis for calculating the summary effect, and it is found that the 30 articles obtained through the PRISMA method, which consist of four parts, namely identification, screening, eligibility, and included, can be generalized. Data analysis was performed using R studio and OpenMEE. Based on the research results, the p-value <.05 was obtained, so it was concluded that using a computer-based test significantly affected motivation. In the moderator analysis, it was found that computer-based tests were most effective for intrinsic motivation for the motivation variable, university students for the participants variable, and the country of Iran for the region variable. Evaluation of publication bias using the funnel plot and regression method shows no publication bias, proving that the 30 articles analyzed represent all existing studies on computer-based tests.

This study examined the impact of teaching biology using interactive multimedia on the students’ academic performance in biology at Community Day Secondary Schools (CDSS). This study was conducted in three secondary schools in the Dedza district, in the central region of Malawi. A pretest-posttest quasi-experimental approach was used in this investigation. A total number of 189 Form Four students were selected from the three schools. The schools were categorized into three groups, namely: (a) urban, (b) rural, and (c) control. The control group received instruction using a teacher-centered approach, while the experimental groups received instruction using interactive multimedia resources. The pretest was conducted for three weeks, after which the posttest was administered. One-way ANOVA in IBM-SPSS software was used to analyse the data. Our findings showed that multimedia instruction packages had a significant impact on student performance (F (2, 188) = 126.557, p < .001). Furthermore, after the intervention, the scores of the rural group and the urban group significantly varied (p < .001). Gender had a significant influence on the performance of students in biology (F (1, 188) = 8.78, p = .003). Therefore, the study concludes that the use of multimedia instructional packages helps learners understand abstract concepts in biology, and the study further recommends that multimedia instructional packages be used to teach hard-to-grasp concepts in biology in CDSS.

The central focus of this study is exploring the potential of Artificial Intelligence (AI) Chatbots in enhancing digital dialogue for students. The study investigates the key attributes of Chatbots that can contribute to the feasibility of facilitating digital dialogue to improve students' communication skills through discussions and dialogues. The study employed a descriptive method using a questionnaire to gather the perspectives of 35 educational experts on the use of AI Chatbots in digital dialogue skills. This study revealed that using AI Chatbots plays a crucial role in enhancing digital dialogue skills and can be effectively integrated into instructional practices to facilitate meaningful dialogue among students. Finally, the study recommends that educational technology specialists leverage new technologies, such as Al Chatbots to help improve student performance and facilitate digital dialogue in education.

Although central governments, particularly in Latin America and the Caribbean, have defined reducing school dropout rates as a priority, and drawn policies accordingly, there are still young people who do not finish secondary education, and numbers are still alarming. Therefore, it is necessary to observe educational communities and analyze how they interpret and implement guidelines issued by the central government. The following study sought to describe the institutional and teaching practices deployed by four high schools in Valparaíso (Chile) in order to achieve student retention. A qualitative approach was employed. The management team, support professionals, teachers, students, and their families were interviewed. The information gathered was analyzed using the Grounded Theory. As a main finding, establishments use practices such as monitoring attendance, providing support to students facing problematic situations, and encouraging them during class, through a series of strategies. It is recommended that researchers implement this type of methodology for other study objectives, and that the central government consider these results to provide feedback on its policies.

This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.

The Attraction-Selection-Attrition (ASA) model is a prominent framework for supporting employee retention, stating that organisations attract, select, and retain people who share their values. However, the ASA model only extends to the end of the recruitment stage and lacks clarity on how to assist newcomers in the assimilation process when they first join the organisation. This research proposed a refinement of the ASA paradigm by incorporating the assimilation process of new hires into the new school culture and environment. This study employed a qualitative research approach by interviewing ten participants about the retention process from high teacher retention international schools in Malaysia. Thematic data analysis revealed a new paradigm, 'Attraction-Selection-Onboarding-Retention (ASOR), ' designed to increase teacher retention in international schools. The ASOR model could assist school administrators and human resource managers working in a related setting in properly engaging the workforce to increase teacher retention. This would benefit school sustainability, performance and the local community's economy.

Compliance with any policies, laws and regulations, including university compliance with quality assurance mechanisms globally, depends on the practicability of those mechanisms. Like other countries, Tanzania has quality assurance mechanisms that require universities to comply. However, the existing audit reports have shown non-compliance cases to such mechanisms. This study sought to explore the practicability of the existing quality assurance mechanisms in promoting universities’ compliance in Tanzania. The documentary reviews, interviews, and focus group discussions were used to collect data from the 4 universities and 46 students, academics, and quality assurance directors and officers as a sample size selected purposively. The data were analysed through content analysis. The findings revealed that the existing quality assurance mechanisms are generally practicable; however, there are quality assurance requirements with practicability challenges due to contextual factors. Such requirements include senior academics in administrative duties, academics’ promotion, academics’ recruitment, inclusive and participatory teaching approaches, requirements with extra financial costs, examination scripts’ marking, and invigilation restrictions. This study concludes that the practicability challenges of some quality assurance mechanisms are one reason for non-compliance cases at some Tanzanian universities. It recommends that key stakeholders be involved in establishing mechanisms, and all contextual factors must be addressed to enhance practicability.

<p style="text-align:justify">Teacher flourishing encompasses a broad range of well-being, encompassing hedonic (pleasure-based) and eudaimonic (meaning-based) satisfactions. In the context of the literature review, a concise overview is provided, consisting of definitions, predictors, mediators, and outcomes. Conforming to the PRISMA protocol, the present review progresses through four stages: identification, screening, eligibility assessment, and including relevant studies. Furthermore, the search strategy focused on flourishing, well-being, and measuring tools, leveraging databases such as EBSCO Host, Proquest, Science Direct, and DOAJ. In line with the PRISMA statement, systematic review methodology guides the final analysis, incorporating twenty-seven studies published between 2017 and 2023. Despite being studied in numerous theoretical frameworks, teacher flourishing needs a more widely accepted definition and operational framework in studying the concept. The results show that multiple factors impact teacher flourishing, including individual, relational, and organizational elements. Additionally, the evaluation considers direct and indirect predictors, mediators, and outcomes. The new model is related to global well-being, including emotional, psychological, social, and spiritual aspects, stating the connections of these elements. The implications of the results can be effectively applied within educational settings by teachers, policymakers, and scholars specializing in education.</p>