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This editorial introduces a special section of the "Journal of Learning Analytics," for which Neil Selwyn's keynote address to LAK '18 has been written up as an article, "What's the problem with learning analytics?" His claims and arguments are engaged in commentaries from Alfred Essa, Rebecca Ferguson, Paul Prinsloo, and Carolyn Rosé, who provide diverse perspectives on Selwyn's proposals and arguments, from applause to refutation. Reflecting on the debate, I note some of the tensions to be resolved for learning analytics and social science critiques to engage productively, observing that central to the debate is how we understand the role of abstraction in the analysis of data about teaching and learning, and hence the opportunities and risks this entails.

This paper is a follow-up on our 2017 study of the effect of Age of Onset of learning English (AO) on the academic performance of University of Papua New Guinea (UPNG) students in the School of Humanities and Social Sciences (SHSS). It investigates the relationship between three factors in the students' Early Language Education {Age of Onset of learning English (AO), Age at Literacy (AGELIT), and Early Learning Language (ELL)} and the students' academic performance, measured by their current Grade Points Average (GPA). A survey of SHSS students registered in the second Semester of the 2018 academic year was conducted using purposive cross-sectional sampling method. A self-designed pretested questionnaire yielded data on the students' language education backgrounds (their AO, AGELIT and ELL). Linear regression and correlation analyses revealed a strong and statistically significant inverse correlation between students' AO/AGELIT and their GPAs. In addition, a strong positive link was observed between ELL English and the students' GPAs. Relatively lower GPAs were associated with ELL Vernacular, and a highly significant decrease in GPAs was observed in the presence of ELL Tok Pisin. These results corroborate the findings of all our earlier studies, which established a highly significant negative correlation between students' AO and their academic performance at UPNG, as well as in all six National High Schools of Papua New Guinea.

Universities play a remarkable role in the development of a country by producing skilled graduates for the country. Graduation rate is low as compared to the enrollment rate in the higher education institutions. Academic failure is main reason for non-degree completion. Students' retention and high academic performance are significant for students, academic and administrative staff of universities. In this paper, our objective is to Predict the chance of students being at risk (AR) or not 'Not at risk' (NAR) with respect to their degree. Population of study consisted of all students of social sciences studying in 4th semester and they enrolled in 2007 session of BS and MA/MSc program at University of Gujrat Hafiz Hayat Campus. By using stratified sampling with proportional allocation method, a sample of 300 students was selected. We have used Multilayer Perception Neural Network Model to predict the chance of students being at risk (AR) or not 'Not at risk' (NAR) with respect to their degree on the basis of CGPA at the end of 2nd semester, Study time. Previous degree marks, Home environment, Study habits Learning skills, Hardworking and Academic interaction. In classifying the students at risk/not at risk, we could achieve a rate of correct classification of over 95% in training sample and over 85% in holdout sample. The estimated models can be used to predict the students being at risk or not with respect to their degree.

In this paper, we report an exploratory investigation of the types of assessment in a variety of high school subjects that best predicted subsequent success at university in those subjects. In social sciences and the humanities, internal (school-based) assessment was a better predictor of university success than external, examination-based assessment, whereas the converse was true for mathematics and the sciences. A plausible interpretation of these findings, and one that warrants further research, is that approaches to assessment that recognize differences in the knowledge structures of disciplines at the point of university transition could be a significant factor in better preparing students for success at university. There are other plausible explanations, which we also explore. If further research validates our conjecture regarding the importance of aligning the disciplinary learning and assessment, we will have identified a potentially powerful mechanism to use the motivating force of assessment to enhance learning.

Purpose: This paper aims to examine the everyday practices of academic work in social science to understand better academics' learning. It also asks how academic work is enacted in relation to the discipline, department and university, taking temporality as its starting point. Design/methodology/approach: The study sought to trace academic activities in practice. Within three universities, 14 academics were work-shadowed; social, material, technological, pedagogic and symbolic actors were observed and where possible connections and interactions were traced (including beyond the institution). This paper reports on a subset of the study: the academic practices of four early-career academics in one discipline are analysed. Findings: Email emerges as a core academic practice and an important pedagogic actor for early career academics in relation to the department and university. Much academic work is "work about the work", both in and outside official work time. Other pedagogic actors include conferences, networks and external Web identities. Disciplinary work happens outside official work time for the most part and requires time to be available. Disciplinary learning is therefore only afforded to some, resulting in structural disadvantage. Originality/value: By tracing non-human and human actors, it has emerged that the department and university, rather than the discipline, are most important in composing everyday work practices. A sociomaterial approach enables researchers to better understand the "black box" of everyday academic practice. Such an approach holds the promise of better support for academics in negotiating the demands of discipline, department and university without overwork and systemic exploitation.

Computer-assisted instruction can change the way introductory statistics and quantitative methods courses are taught. Using a two-group pretest-posttest design, we conducted an experiment using an undergraduate social science student sample to investigate whether the introduction of statistical software to teaching quantitative methods would improve knowledge acquisition and attitudes toward quantitative methods courses. Our project confirmed that implementing computer-assisted instructional methods increased knowledge acquisition in quantitative methods courses compared with students' academic performance in other courses, measured by grade point average. We also found that student attitudes have weak and mostly nonsignificant influence on quantitative methods knowledge tests. Additionally, the paper suggests a curriculum-level approach to teaching quantitative methods to undergraduate students.

This paper forms the first part of research into the phenomenon of curriculum narrowing within Scotland's Curriculum for Excellence (CfE). It presents findings from a preliminary analysis of publicly available data -- Scottish Qualifications and school leavers' attainment data, aggregated by local authorities. Our findings show that the senior phase curriculum is becoming narrower. Fewer subjects are being taken in school year S4 for levels 4 and 5 National Qualifications. Yet, we found that the phenomenon of curriculum narrowing is more nuanced and complex than has been claimed. Attainment at SCQF levels 4-6 has risen since the introduction of the CfE and new national qualifications. The increase in the SCQF level 6 qualifications was particularly noticeable in more deprived local authorities. We acknowledge that the coarse grained nature of the available data makes our findings provisional; further phases of this research will address this through analysis of school level data.

Copyright of UNES: Universidad Escuela & Sociedad is the property of Departamento de Didactica de las Ciencias Sociales, Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A previous meta-analysis found that active learning has a positive impact on learning achievements for college students in STEM fields of study. However, no similar meta-analyses have been conducted in the humanities and social sciences. Because major dissimilarities may exist between different fields or domain of knowledge, there can be issues with transferring research findings or knowledge across fields. We therefore meta-analyzed 104 studies that used assessment scores to compare the learning achieved by college students in humanities and social science programs under active instruction versus traditional lecturing. Student performance on assessment scores was found to be higher by 0.489 standard deviations under active instruction (Z = 6.521, p < 0.001, k = 111, N = 15,896). The relative beneficial effect of active instruction was found to be higher for some course subject matters (i.e., Sociology, Psychology, Language, Education, and Economics), for smaller (≤ 20 students) rather than larger class or group sizes, and for upper level rather than introductory courses. Analyses further suggest that these findings are not affected by publication bias. [ABSTRACT FROM AUTHOR]

Copyright of Selçuk University Journal of Faculty of Letters is the property of Selcuk Universitesi Edebiyat Fakultesi Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mobile payment presently leads the fintech market as an alternative tool for daily transactions. Mobile payment research has remained limited to the field of technological research, but the need for research from a social science perspective has burgeoned. Therefore, it is paramount to suggest guidelines for future studies by identifying deficiencies that are yet to be discovered in the existing research. This paper first examines the research trends related to mobile payment by conducting an analysis of relevant literature from 2013 to 2023. Following that, it identifies the gap between the current state of academic research and the mobile payment research required by experts by using the analytic hierarchy process. The results indicate that current research on mobile payment tends to focus on the field of business and utilizes user surveys to provide industrial implications, whereas experts demand policy studies in the field of finance that utilize a more diversified research approach. The findings suggest valuable implications for academic researchers, industries, and governments with respect to mobile payment solutions. • Mobile payment leads the fintech market as an alternative tool for daily transactions. • The need for mobile payment research from a social science perspective has burgeoned. • This paper examines the research trends by conducting an analysis of relevant literature from 2013 to 2023. • Current research tends to focus on the field of business and utilizes user surveys to provide industrial implications. • Experts demand policy studies in the field of finance that utilize a more diversified research approach. [ABSTRACT FROM AUTHOR]

The loss of talented women from senior academic positions has partly resulted from a lower number of published papers and the accompanying reduced visibility of female compared to male scientists. The reasons for these gender-differences in authorship is unclear. One potential reason is a bias in the editorial and review process of scientific journals. We investigated whether patterns of authorship and editorial outcome were biased according to gender and geographic location in the Journal of Evolutionary Biology. Such potential bias may contribute to inequality in the field. We found patterns of gender differences in authorship, but this was unrelated to the editorial decision of whether to publish the manuscript. Female first-authors (the lead role) were six times less likely to be named as the corresponding author than male first-authors, and female first-authors were more likely to be displaced as corresponding authors by female co-authors than were male first-authors. We found an under-representation of female first- and last-authors compared to baseline populations of members of the European Society for Evolutionary Biology (which publishes the Journal of Evolutionary Biology) and of Evolutionary Biology faculty at the world top-10 universities for the Life Sciences. Also, manuscripts from Asia were five times more likely to be rejected on the final decision, independent of gender. Overall our results suggest that the peer review processes we investigated at the Journal of Evolutionary Biology are predominately gender-neutral, but not neutral to geographic location. Editorial gender-bias is thus unlikely to be a contributing factor to differences in authorship in this journal. [ABSTRACT FROM AUTHOR]

Copyright of ESPIRAL: Revista de Docencia e Investigación is the property of Universidad Santo Tomas, Bucaramanga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose The purpose of this study is to investigate social science academics’ use of social media for scholarly communication at Kuwait University.Design/methodology/approach Phase One data were collected through web-based and paper responses to questionnaires. Faculty members, teachers and teaching assistants in the social science faculty were invited to participate. Forty-six of the 100 invited participants responded. Phase Two comprised interviews with 10 respondents.Findings Social connection platforms, such as Twitter and Facebook, received the highest mean score for use (M = 4.35), followed by mobile apps, such as WhatsApp (M = 4.24), and multimedia platforms such as Instagram and YouTube (M = 3.59). Moderate to low use was recorded for academic social media. ResearchGate recorded the highest use (M = 3.09), followed by academia.edu (M = 2.93). “Keeping in touch” was the most frequently reported activity (M = 4.04). Two-thirds of respondents used social media for informal scholarly communication with people they knew. “Lack of university encouragement” received the highest score (M = 3.54) as a factor inhibiting use and almost half the respondents (47.2 per cent) cited “lack of time” as a barrier.Practical implications Improving academics’ understanding of the uses of social media might increase their visibility and improve their research and other scholarly activities. Study findings support the development of relevant training programs that include a focus on integrating social media into research activities and the dissemination of research findings.Originality/value This study contributes to the limited literature on this topic in Kuwait and the Arabian Gulf region. [ABSTRACT FROM AUTHOR]

Background: Britain is rich in longitudinal population cohort studies that posit valuable data resources for social science. However, education researchers currently underutilize these resources. Aims: The current paper (1) outlines the power and benefits of secondary data analyses for educational science and (2) provides a practical guide for education researchers on the characteristics, data, and accessibility of British population cohort studies. Methods: We identified eight British population cohort studies from the past 40 years that collected scholastic performance data during primary and secondary schooling, including (1) Avon Longitudinal Study of Parents And Children (ALSPAC), (2) Twins Early Development Study (TEDS), (3) Effective Pre‐School, Primary and Secondary Education Project (EPPSE), (4) Millennium Cohort Study (MCS), (5) Born in Bradford (BiB), (6) Next Steps (LYSPE1), (7) Understanding Society (US), and (8) Our Future (LYSPE2). Participants across these studies were born between 1989 and 2010, and followed up at least once and up to 68 times, over periods of 7 to 29 years. For each study, we summarize here the context and aims, review the assessed variables, and describe the process for accessing the data. Conclusions: We hope this article will encourage and support education researchers to widely utilize existing population cohort studies to further advance education science in Britain and elsewhere. [ABSTRACT FROM AUTHOR]

Intelligent tutoring systems (ITSs) can provide inner loop feedback about steps within tasks, and outer loop feedback about performance on multiple tasks. While research typically addresses these feedback types separately, many ITSs offer them simultaneously. This study evaluates the effects of providing combined inner and outer loop feedback on social sciences students' learning process and performance in a first‐year university statistics course. In a 2 x 2 factorial design (elaborate inner loop vs. minimal inner loop and outer loop vs. no outer loop feedback) with 521 participants, the effects of both feedback types and their combination were assessed through multiple linear regression models. Results showed mixed effects, depending on students' prior knowledge and experience, and no overall effects on course performance. Students tended to use outer loop feedback less when also receiving elaborate inner loop feedback. We therefore recommend introducing feedback types one by one and offering them for substantial periods of time. Lay Description: What is already known: Intelligent tutoring systems often provide feedback at the level of steps within tasks (inner loop) and at the level of multiple tasks (outer loop).Inner loop feedback may support learning by guiding students through the solution process of a single taskOuter loop feedback may support learning by advising or selecting appropriate tasks and study materialWhether both feedback types indeed support learning depends on many design choices and student characteristics. What this paper adds: Students who receive elaborate inner and outer loop feedback tend to use outer loop feedback less.In this implementation, inner and outer loop feedback did not influence each other's effects on course performance.Lower‐achieving students benefit more from outer loop feedback than higher‐achieving students.Students need time to familiarize themselves with elaborate inner loop feedback. Implications for practitioners: Providing both inner and outer loop feedback may increase the number of students receiving useful feedback.This study advises to implement feedback types one by one and allow sufficient familiarization time and guidance. [ABSTRACT FROM AUTHOR]

This paper investigated how vocabulary knowledge is an essential variable for academic achievement during the post-COVID-19 era in Grade 10 learners. Among many variables of poor performance in Grade 10 is inadequate vocabulary in First Additional Language. This paper is underpinned by Vygotsky’s socio-cultural theory which advocates that language learning occurs through interaction with more knowledgeable others. The present study is quantitative, in which a vocabulary size test (VST) and a productive vocabulary test (PVLT) were administered to 84 conveniently selected participants. This paper revealed that learners have very limited vocabulary knowledge and this affects academic achievement. In addition, COVID- 19 worsened the situation since social interactions were limited, thereby impeding language development. The authors argue that in order for post-COVID-19 learners to cope in the academic world, strengthening vocabulary knowledge is key to equipping these learners with the required skills to cope with virtual learning. Some of the essential skills for learners to learn online include reading, writing, listening and speaking skills. These skills would assist learners in communicating their needs, discussing solutions and expressing themselves when the need arises. This paper recommends using explicit vocabulary instruction to improve learners’ academic achievement in the post-COVID-19 era. The Department of Basic Education should train teachers on how to design fun vocabulary activities online. For instance, quizzes, the Frayer model and other virtual word activities.

The purpose of this paper is to find out what academics do when approaching retirement, and why; as well as to reflect on the process and consequences of reaching a retirement decision – for themselves, the university system, and the wider community. Our study concentrates on baby boomers, as this large cohort starts to retire or become eligible to do so. Employing a qualitative approach grounded in an interpretive paradigm, data collection took place during 2017–2018 using semi-structured interviews with 45 Social Science Business School academics who have worked in Anglo-Saxon and Latin European universities (the USA, the UK, Spain and France). The findings suggest four core clusters of late career trajectories, with the majority wishing, and planning, to continue work. Theoretical and practical implications are discussed and suggestions for further research outlined. [ABSTRACT FROM AUTHOR]

Many studies have demonstrated the existence of simple, unidimensional socioeconomic gradients in body mass index (BMI). However, in the present paper we move beyond such traditional analyses by simultaneously considering multiple demographic and socioeconomic dimensions. Using the Spanish National Health Survey 2011–2012, we apply intersectionality theory and multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) to analyze 14,190 adults nested within 108 intersectional strata defined by combining categories of gender, age, income, educational achievement and living situation. We develop two multilevel models to obtain information on stratum-specific BMI averages and the degree of clustering of BMI within strata expressed by the intra-class correlation coefficient (ICC). The first model is a simple variance components analysis that provides a detailed mapping of the BMI disparities in the population and measures the accuracy of stratum membership to predict individual BMI. The second model includes the variables used to define the intersectional strata as a way to identify stratum-specific interactions. The first model suggests moderate but meaningful clustering of individual BMI within the intersectional strata (ICC = 12.4%). Compared with the population average (BMI = 26.07 Kg/m2), the stratum of cohabiting 18-35-year-old females with medium income and high education presents the lowest BMI (-3.7 Kg/m2), while cohabiting 36-64-year-old females with low income and low education show the highest BMI (+2.6 Kg/m2). In the second model, the ICC falls to 1.9%, suggesting the existence of only very small stratum specific interaction effects. We confirm the existence of a socioeconomic gradient in BMI. Compared with traditional analyses, the intersectional MAIHDA approach provides a better mapping of socioeconomic and demographic inequalities in BMI. Because of the moderate clustering, public health policies aiming to reduce BMI in Spain should not solely focus on the intersectional strata with the highest BMI, but should also consider whole population polices. [ABSTRACT FROM AUTHOR]

The paper estimates the effect of students’ position in the classroom register on their academic performance. We use a unique dataset from Poland which contains information on the academic outcomes of students in the humanities, science and mathematics lower secondary school exams as well as the position students occupy in their classroom register. We find that students whose names are recorded near the end of the class list have lower performance than those students whose names are recorded near the beginning of the list. The effect appears to be larger for performance in the humanities exam, and for low-achieving boys who attend large classes. [ABSTRACT FROM AUTHOR]

Introduction: Concerns about reproducibility and impact of research urge improvement initiatives. Current university ranking systems evaluate and compare universities on measures of academic and research performance. Although often useful for marketing purposes, the value of ranking systems when examining quality and outcomes is unclear. The purpose of this study was to evaluate usefulness of ranking systems and identify opportunities to support research quality and performance improvement. Methods: A systematic review of university ranking systems was conducted to investigate research performance and academic quality measures. Eligibility requirements included: inclusion of at least 100 doctoral granting institutions, be currently produced on an ongoing basis and include both global and US universities, publish rank calculation methodology in English and independently calculate ranks. Ranking systems must also include some measures of research outcomes. Indicators were abstracted and contrasted with basic quality improvement requirements. Exploration of aggregation methods, validity of research and academic quality indicators, and suitability for quality improvement within ranking systems were also conducted. Results: A total of 24 ranking systems were identified and 13 eligible ranking systems were evaluated. Six of the 13 rankings are 100% focused on research performance. For those reporting weighting, 76% of the total ranks are attributed to research indicators, with 24% attributed to academic or teaching quality. Seven systems rely on reputation surveys and/or faculty and alumni awards. Rankings influence academic choice yet research performance measures are the most weighted indicators. There are no generally accepted academic quality indicators in ranking systems. Discussion: No single ranking system provides a comprehensive evaluation of research and academic quality. Utilizing a combined approach of the Leiden, Thomson Reuters Most Innovative Universities, and the SCImago ranking systems may provide institutions with a more effective feedback for research improvement. Rankings which extensively rely on subjective reputation and “luxury” indicators, such as award winning faculty or alumni who are high ranking executives, are not well suited for academic or research performance improvement initiatives. Future efforts should better explore measurement of the university research performance through comprehensive and standardized indicators. This paper could serve as a general literature citation when one or more of university ranking systems are used in efforts to improve academic prominence and research performance. [ABSTRACT FROM AUTHOR]

Abstract This paper goes beyond the most popular perspective of family social capital among existing research and examines the effect of peer social capital on adolescent academic achievement. Using the official data from a Chinese university and taking into account the endogeneity problems, this paper finds that peer academic performance has a significant effect on human capital accumulation among university students. We have different findings, however, from research abroad. First, peer social capital has an indirect rather than a direct effect. Second, the influence of initial randomly assigned peers tends to increase over time. However, this increase of influence is only present among peers from similar social class backgrounds. Among peers from different backgrounds, the influence remains almost unchanged. In addition to this, the influence of peer social capital is not significantly different among students from different social class backgrounds.

Purpose The purpose of this paper is to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance.Design/methodology/approach Students of an undergraduate business course of a British university took part in the survey. The survey questionnaire was distributed to students during the revision week of the course and a total of 61 valid responses were gathered from them. The linear regression analysis using statistical package for the social sciences was performed to analyse the data.Findings The results indicated the significant relationships for all six hypotheses. The model explains a variance of 43.2 per cent in learning performance, which indicates that independent constructs contribute significantly on the research model’s performance.Research limitations/implications First, the sample only provides the students’ views about the use of clickers in the classroom setting. Second, the sample size for the gathered data is small. Third, the variance explained by the research model is reasonably moderate and hence can be improved further.Originality/value This is the first study to explore the impact of factors such as attention, preparation, participation, feedback and engagement on the student learning performance in the UK educational setting. [ABSTRACT FROM AUTHOR]

Background: Socioeconomically deprived children are at increased risk of ill-health associated with sedentary behavior, malnutrition, and helminth infection. The resulting reduced physical fitness, growth retardation, and impaired cognitive abilities may impede children’s capacity to pay attention. The present study examines how socioeconomic status (SES), parasitic worm infections, stunting, food insecurity, and physical fitness are associated with selective attention and academic achievement in school-aged children. Methodology: The study cohort included 835 children, aged 8–12 years, from eight primary schools in socioeconomically disadvantaged neighborhoods of Port Elizabeth, South Africa. The d2-test was utilized to assess selective attention. This is a paper and pencil letter-cancellation test consisting of randomly mixed letters d and p with one to four single and/or double quotation marks either over and/or under each letter. Children were invited to mark only the letters d that have double quotation marks. Cardiorespiratory fitness was assessed via the 20 m shuttle run test and muscle strength using the grip strength test. The Kato-Katz thick smear technique was employed to detect helminth eggs in stool samples. SES and food insecurity were determined with a pre-tested questionnaire, while end of year school results were used as an indicator of academic achievement. Principal findings: Children infected with soil-transmitted helminths had lower selective attention, lower school grades (academic achievement scores), and lower grip strength (all p<0.05). In a multiple regression model, low selective attention was associated with soil-transmitted helminth infection (p<0.05) and low shuttle run performance (p<0.001), whereas higher academic achievement was observed in children without soil-transmitted helminth infection (p<0.001) and with higher shuttle run performance (p<0.05). Conclusions/Significance: Soil-transmitted helminth infections and low physical fitness appear to hamper children’s capacity to pay attention and thereby impede their academic performance. Poor academic achievement will make it difficult for children to realize their full potential, perpetuating a vicious cycle of poverty and poor health. Trial registration: ClinicalTrials.gov [ABSTRACT FROM AUTHOR]

In this paper we will focus on the effects of continuous and final assessment on students’ final grades. In particular, the aim is to quantify the degree of improvement that the qualification criteria of written tasks entails, and to ascertain whether continuous assessment is crucial for the final grade of students who have passed the continuous assessment process. The results suggest that the way in which the final grade is calculated is crucial for the results. The findings indicate that continuous assessment activities (practical activities in class and submission of written papers) are more relevant for the final grade than the completion of tests throughout the course. [ABSTRACT FROM AUTHOR]

Using the concepts of criticality, reflectivity and praxis, the paper presents an analysis of our reflections on participants’ responses to the assessment requirements for a course for lecturers on teaching. The context in which the course is being taught has changed considerably in the last few years in terms of the mode of delivery, as well as the number and diversity of participants. Our analysis has generated insights into ways in which the course is not meeting all the learning needs of the participants, nor preparing them adequately to demonstrate, in writing,their learning. Using insights gained, we suggest pedagogic processes and strategies for ensuring that the course focuses on both writing to learn and learning to write; and for assisting participants to acquire the practices to demonstrate their learning in written assessment tasks, using the requisite literacy including criticality, reflectivity and praxis. [ABSTRACT FROM PUBLISHER]

The modern apprenticeship system is an essential strategy for human resources development in China. It is the institutional carrier for training high-level technical and skilled talents. Based on the perspective of the Theory of Planned Behavior (TPB), a survey of 495 first-year college students' willingness and behavior to participate in modern apprenticeship in N vocational college in Jiangsu Province found that perceived benefits, prescriptive norms, exemplary norms, external conditions, and selfefficacy have significant positive effects on college students' willingness to participate in modern apprenticeship. Behavioral willingness and external conditions have a significant positive impact on college students' participation in modern apprenticeship. Situational factors have a significant positive moderating effect on college students' willingness and behavior to participate in modern apprenticeship. For this reason, the article proposes the following actions to push on modern apprenticeship. We should establish a high-quality employment security mechanism to enhance the inherent attraction of modern apprenticeship, attach importance to career planning education to improve students' self-cognition, pay attention to career cognition education to enhance students' career development awareness, improve the modern apprenticeship "1+X" certificate system to enhance college students' sense of academic achievement. [ABSTRACT FROM AUTHOR]

This article explores the history of digital testing technology. Using an organisation that pioneered the use of international large-scale assessments – the International Association for the Evaluation of Educational Achievement (IEA) – I discuss the role of computers, punched cards, answer cards and scanning machines as an example of transnational collaboration in the social sciences. In doing so, I particularly look into temporal and spatial dimensions of collaboration. The temporal dimension had to do with ideals of speed and durability, whereas the spatial dimension had to do with questions of where data processing should occur and how data could travel across boundaries. The analysis goes beyond simplistic assumptions where digital technology is seen merely as a tool that facilitates data processing. Instead, I stress the complexity of using computers and emphasize the materiality of digital technology, essential for understanding how data moved around in an era before the World Wide Web. [ABSTRACT FROM AUTHOR]

There is a poignant divide in contemporary research between qualitative and quantitative approaches, with relatively few disciplines employing the two concurrently and harmoniously. Qualitative methods are to be found almost exclusively in social sciences, and only a few disciplines in this field integrate them with quantitative approaches. The quantitative approach is especially developed in natural sciences, with exceptionally sophisticated methodology developed around hypothesis testing and inferential statistics. The obvious middle ground is represented by the historical approach, combining verbal description with descriptive statistics. The latter offers amazing options towards data visualisation, yet carries relatively little weight in terms of academic success. This paper presents an account of how descriptive statistics has fared historically, with an emphasis on disciplines in the natural sciences and geography-where the author can contribute a personal account. I argue that a more even spread of the three broad types of methodologies would benefit research across fields. Such a spread, if reflected in the school system, would be particularly helpful in facilitating the transition from secondary to tertiary education, and from there to entering research. [ABSTRACT FROM AUTHOR]

Copyright of Publicaciones s de la Facultad de Educacion y Humanidades del Campus de Melilla (Universidad de Granada, Espana) is the property of Universidad de Granada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anales de Psicología is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper sought to find out whether gender influences the use of emerging technologies among higher education students at the University of Cape Coast. A data set of 357 respondents was used. It was found that more than half of the respondents were accustomed to the use of emerging technologies which translated in the improvement of their understanding of unclear concepts in their learning. However, the study showed no statistically significant difference in students’ academic performance and their use of emerging technologies. The respondents indicated that they learn best when emerging technologies are available during the learning period (p = 0.017). Further, there was improvement in performance when respondents use emerging technologies to enhance learning. This study concludes that one should be circumspect when using emerging technologies in learning as they can contribute positively and negatively depending on the nature of usage.

Goal of this paper was to determine differences between deaf and hard of hearing (DHH) students in motivation for academic achievement and compared to hearing students. Sample was comprised of 94 students averaging 16.5 ± 1.34 years of age. Sample was divided into three groups (deaf, hard of hearing and hearing students). For examination, we used the following: Great Inventory of Achievement Motivation, measuring instrument for assessing students’ motivation for academic achievement, that is comprised of five subtests i.e. 13 areas of measurement (Suzic, 2006). For difference testing t-test was used along with analysis of variance (ANOVA). T-test determined statistically significant difference in areas of “self-efficacy “, “engagement”, “control” and “non-conformism”. Deaf and hard of hearing students displayed less motivation on these parameters than their hearing counterparts. In the area of “valuing academic achievements” DHH students together displayed, better motivation than their hearing counterparts and difference was statistically significant. With Analysis of Variance i.e. with additional Tukey test, we have determined that statistically significant difference is present only when comparing deaf and hearing students, but not when comparing hard of hearing and hearing students.

If a student’s goal is academic achievement and he/she makes an effort to achieve it, he/she will become involved in classroom activities because they are a means for him/her to achieve that goal. Motivation, as an influence that brings about, directs and sustains an activity, is very important for learning. The aim of this paper is to point out the relationship between motivation to learn and academic achievement of deaf and hard of hearing students and to emphasise the importance of appropriate involvement of parents and teachers in the teaching process and the development of motivation in these students. Variables that correlate with academic achievement are presented. Views of the author are stated, which are based on research results and practice, according to which it appears that deaf and hard of hearing students usually have poorer academic achievement than their hearing peers, as well as a lower level of motivation to learn. It can be concluded that the development of interest and motivation to learn is not paid sufficient attention by both deaf and hard of hearing students themselves and their environment (parents and teachers). Where parents and teachers have high expectations of students and take into account all their personal characteristics and other factors, and where parents and teachers are appropriately involved in the teaching process, deaf and hard of hearing students show high levels of interest and motivation to learn and attain better academic achievement.

We aimed basically, through this paper, to investigate the extent to which academic achievement may contribute to developing the students’ intercultural effectiveness. To attain such an aim, we selected the intercultural effectiveness scale as the research tool. It was addressed to sixty third year students of English in the Department of English at Constantine University, divided into two groups according to their high or low academic achievement in English for measuring particular capacities and skills viewed as indispensable components in a culturally diverse environment. The analysis of the data gathered has showed that students with high academic achievement are more interculturally effective than students with low academic achievement.

This study explores how Singapore social studies, geography and history teachers make meaning of the concept of meritocracy and its role in the education system. The findings indicate the participants simultaneously adopted and challenged the meritocratic values and beliefs promoted by the Singapore state. The teachers strongly believed that the principle of meritocracy helped promote educational and social equality, but they were also deeply concerned about the limitations of meritocracy and the impact of structural and institutional inequalities on educational equality. Even though most participants were able to identify and critique structural inequities and explain how this could affect students' academic achievement, their awareness of the limitations of the meritocratic system did not undermine their belief in the system of meritocracy and they could not envisage alternative systems for determining educational access and equality. [ABSTRACT FROM AUTHOR]

Abstract Education is a lasting process. Academic performance in primary education plays a crucial role in obtaining further educational opportunities. Thus, it is necessary to examine how family background affects children’s academic achievement at an early stage. Through analysis of data from the Chinese Family Panel Study in 2010(CFPS2010), this paper proposes two pathways through which family influences children’s academic performance. Firstly, parents compete for high-quality educational opportunities for their children and better educational opportunities lead to better academic performance. Secondly, parenting behavior and educational support for their children could cultivate children’s learning habits and affect academic performance. We also find urban students’ academic performance are more heavily affected by their families’ socioeconomic status compared with rural students. These findings bear important implications for how to reduce the class difference in students’ academic performance and promote educational equity in contemporary China.

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers' APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student‐perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student‐perceived teacher APT and student discursive engagement with classmates. Multi‐group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students' perspective and highlights the mediating role of student emotions in the relationship. [ABSTRACT FROM AUTHOR]