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A pesquisa em dinâmica de afetos estuda como as emoções dos alunos se desenvolvem e se manifestam durante a aprendizagem. Trabalhos recentes mostraram que essa dinâmica não é universal e que depende do contexto dos alunos, principalmente seu país de origem. Identificamos que nenhuma pesquisa desenvolveu um modelo de dinâmica de afetos validado no contexto brasileiro. Ainda, pesquisas na área de dinâmica de afetos não consideram as características de cada estudante. Este trabalho apresenta o primeiro modelo de dinâmica de afetos utilizando dados de alunos brasileiros aprendendo com um Sistema Tutor Inteligente de matemática baseado em passos. Este modelo possibilitou a descoberta de transições significativas entre as emoções acadêmicas confusão, frustração, tédio e engajamento. Além disso, este trabalho apresenta uma análise da dinâmica de afetos considerando o sexo dos alunos. Por meio desta análise, foi possível identificar que existem transições significativas dependentes do sexo do aluno, como a transição de tédio para engajamento que só é significativa para alunos do sexo feminino. Affect dynamics research studies how students' emotions develop and manifest during the use of computer-based learning environments. Recent research has shown that the affect dynamics is not universal and depends on the students' context, mainly their country. When analyzing the Brazilian research literature, we have not found previous work on affect dynamics that developed a statistically validated model in the Brazilian context. Still, research in the area of affect dynamics has not taken into account the characteristics of each student, such as gender. This paper presents the first affect dynamics model, with statistical validity, using data from Brazilian students learning with a step-based ITS for math. This model enabled the discovery of significant transitions between the academic emotions of confusion, frustration, boredom, and engagement. In addition, this work presents an analysis of the affective dynamics considering the students' gender. Through this analysis, it was possible to identify that there are significant transitions depending on the student's gender, such as the transition from boredom to engagement that is only significant for female students. [ABSTRACT FROM AUTHOR]

The purpose of the research was to explore the development of social skills among elementary school children and identify similarities and differences based on socio-demographic characteristics. The research was conducted in 2017. This study used a sample of 1639 fifth and eighth-grade students from 17 primary schools in the area of the Central Bosnia Canton. The obtained findings provided significant results. The high level of self-assessment of social competence was determined. The results also showed that there is a statistically significant difference between the respondents in the assessment of social competence with regard to the gender and grade of the students. The correlation between social competence and students’ school performance was determined. These findings will have their practical application in teaching process, and help teachers and students in the development of social competence through teaching process.

The poor performance of students in Biology is a concern of every teacher and has evoked research interests into learning strategies that can be used to improve the performance of students in Biology curriculum and other field of sciences. One of the fundamental qualities of a curriculum is dynamism, therefore there is need to investigate the activities that could promote Biology teaching in the secondary schools. Therefore, this study aims to examine the effects of learning together strategy on students' academic achievement in photosynthesis and students' gender. The study employs quasi-experimental design with control group for the collection of data. The population for the study composed of SSI students from Offa Local Government Area of Kwara State. The sample consisted of one hundred and seven-three students (173) that were purposely selected from four secondary schools. Data was collected through Biology Achievement Test on Photosynthesis. The researcher designed lesson plan and learning modules serves as guide for both the teachers and the students. The dependent samples t-test was used to analyze the data collected. The findings of the study revealed that learning together form of cooperative learning strategy enhanced better performance of students in Biology than the students taught using conventional method of teaching. In addition, learners expressed an increased interest, motivation and self-efficacy after exposure to learning together strategy. The study concluded that learning together form of cooperative learning strategy enhanced better performance of students in Biology. One of the recommendations therefore, is that students should be taught using learning together teaching strategy. [ABSTRACT FROM AUTHOR]

The purpose of the research was to explore the development of social skills among elementary school children and identify similarities and differences based on socio-demographic characteristics. The research was conducted in 2017. This study used a sample of 1639 fifth and eighth-grade students from 17 primary schools in the area of the Central Bosnia Canton. The obtained findings provided significant results. The high level of self-assessment of social competence was determined. The results also showed that there is a statistically significant difference between the respondents in the assessment of social competence with regard to the gender and grade of the students. The correlation between social competence and students' school performance was determined. These findings will have their practical application in teaching process, and help teachers and students in the development of social competence through teaching process. [ABSTRACT FROM AUTHOR]

Critical literacy instruction in Egypt remains under-explored. This study combined questionnaire and semi-structured interview data to explore Egyptian university EFL teachers' critical literacy perspectives and practices. The results indicate that most participant teachers are unwilling to teach critical literacy and prefer to focus on core curricular components only. The few teachers with a positive attitude to critical literacy instruction reported integrating it into reading, literature, writing and speaking courses. Their narratives, however, indicate implementing a weak version of critical literacy instruction. This has been mainly caused by the lack of emphasis on critical literacy in the curriculum, students' limited experiences, socio-cultural considerations, and teacher ideological bias. The teachers also reported that female and male students are interested in different types of critical literacy topics. It is concluded that critical literacy practices in the Egyptian university context could be fostered through training teachers, reforming curricula, and coordinating institutional efforts. • The study investigated Egyptian university teachers' critical literacy perspectives and practices. • It drew its data from an open-ended questionnaire and semi-structured interviews. • Most participant teachers are unwilling to integrate critical literacy in their instruction. • A few teachers reported integrating critical literacy instruction into reading, literature, writing and conversation courses. • The teachers' narratives indicate they implement a weak version of critical literacy instruction. [ABSTRACT FROM AUTHOR]

The principle aim of the study is to comparatively investigate the levels of learning motivation of the students of the Faculty of Medicine (FoM) at the University of Jordan (UJ). The study sample consists of (240) students of the (FoM) at the (UJ). They are distributed into (148) female and (92) male students, of three academic levels or years: 1st, 3rd and 5th year. Their academic achievement ranges from low to medium and high. Data have been processed and the study questions have been answered. The study shows that there are no significant differences at the level (∝ ⩽ 0.05) in the degree of cognitive motivational learning, which can be attributed to the academic level. However, the results indicate that there are significant differences (∝ ⩽ 0.05) which are attributed to two variables, academic achievement and students' gender. The study gives recommendations based upon these findings. [ABSTRACT FROM AUTHOR]