Search Results (197)

Advancements in data storage and data processing technologies has compelled higher education institutions to optimise the use of their data. Many universities globally have begun to implement learning analytics at their institutions to better understand and improve teaching and learning. African higher education institutions have been slow to implement learning analytics despite the continued accumulation of digital data. The research related to this study presents a dataset of Information Systems and Technology (IS&T) students from the University of KwaZulu-Natal, a South African university. The dataset comprises approximately 14,000 registered student records from 10 IS&T courses, primarily consisting of demographic data, academic performance (including past IS&T courses and school records), and Learning Management System (LMS) interaction data. The dataset exhibits an imbalance, characterised by a higher proportion of students who have successfully completed courses compared to those who have not. The dataset will be of interest to researchers engaged in learning analytics application studies, including early pass/fail prediction and grade classification, as well as those who want to test their techniques on a real-world dataset. Full article

Solving algebraic word problems is an essential component of the school mathematics curriculum; nonetheless, many students still make mistakes in solving them. Several studies have largely focused on categorizing errors in solving algebraic word problems. However, relatively little attention has been given to the underlying learning obstacles that shape these errors. Addressing this gap, this study explores students’ learning obstacles in solving algebraic word problems through a hermeneutic phenomenological approach. Data were collected from 138 Indonesian students and two Indonesian mathematics teachers using written tests, document studies, and interviews. Data analysis was conducted alongside thematic analysis and the interpretative phenomenological analysis framework. The findings revealed five main errors: misunderstanding the problem’s meaning, incorrectly forming mathematical equations from the narrative, failing to solve the constructed mathematical model, providing incomplete or contextually inappropriate final answers, and failing to apply the trial-and-error method. These errors were traced to three categories of learning obstacles. Ontogenic obstacles included weaknesses in prerequisite skills such as reading comprehension, arithmetic, and algebraic manipulation, as well as a limited ability to transition from arithmetic to algebraic thinking. Epistemological obstacles arose when students’ understanding was tied to narrow contexts and could not be applied flexibly to new problem situations. Didactical obstacles reflected instructional gaps, particularly the emphasis on procedural routines over interpretation, reflection, and representational flexibility. This study extends the application of learning obstacle theory to the context of algebraic word problems and offers practical implications for teachers in designing adaptive instructional strategies to minimize students’ learning obstacles. Full article

Early School Leaving (ESL), or Early Leaving from Education and Training (ELET), remains a critical challenge across Europe and globally, with profound implications encompassing economic disadvantages, social exclusion, and reduced life opportunities for individuals. This entry analyzes the authoritative definition of the phenomenon, explores the multifaceted causes that drive it, and outlines the severe professional, social, and psychological consequences of failing to attain a minimal credential. ESL is widely understood not as an abrupt event but as a complex, cumulative, long-term process of school disengagement that is influenced by a myriad of interconnected risk factors originating in childhood and early adolescence. Understanding the interplay between individual, family, and institutional factors is crucial for designing effective, coordinated policy responses. Full article

Objective: This study examines pathways for suicide ideation identification and suicidal behavior intervention among Chinese young adults. Methods: It used qualitative comparative analysis (QCA) to analyze the cases of 47 Chinese young people (aged 18–28) with suicidal experiences. The outcome variables are suicide ideation identification and suicidal behavior intervention, and condition variables include psychological disorders, suicidal history, suicidal communication, suicidal time, suicidal location, suicidal methods, family support, peer support, and school support. Results: There are two successful identification pathways and five effective intervention pathways, contrasted with four failed identification pathways and one failed intervention pattern. These results reveal that continuous supervision of individuals with psychological disorders and multi-group participation in intervention are important to decrease the suicide risk of Chinese young people. Meanwhile, a lack of proactive identification of individuals without warning signals, insufficient attention from families and communities to young people with psychological disorders, and inadequate physical limitations on fatal suicidal behaviors are major risk factors. Conclusions: This study highlights the measures of strengthening continuous attention to suicide signals among high-risk youth groups, limiting lethal suicide methods, promoting network monitoring and suicide risk warning, increasing psychological services in the community, and improving the collaborative synergy of peers, families, and schools. Full article

The changes in water flow caused by hydropower projects and river diversions have had a profound impact on aquatic ecosystems, especially due to artificial structures such as dams and bridge piers. This study investigates the swimming behavior differences between single and dual fish in the wake region behind a D-shaped obstacle, using Percocypris pingi as the experimental species. The results show that single fish efficiently utilize vortex energy through the Kármán gait, improving swimming efficiency, while the dual-fish group failed to maintain a stable Kármán gait, resulting in irregular swimming trajectories. However, the dual-fish group optimized wake utilization by maintaining a fore–aft linear alignment, improving swimming efficiency and resisting vortices. The conclusion indicates that mutual interference in group swimming affects swimming efficiency, with fish adjusting their swimming patterns to adapt to complex hydrodynamic conditions. By altering swimming formations, fish schools can adapt to the flow environment, offering new insights into the swimming behavior of fish and providing theoretical support for ecological conservation and hydropower project design. Full article

To meet the growing demands for competency-based and personalized instruction in high school English reading, this study investigates a quantitative approach to modeling learning pathways and progressions. Traditional assessments often fail to capture students’ fine-grained cognitive differences and provide limited guidance for individualized teaching. Based on cognitive diagnostic theory, this study analyzes large-scale empirical data to construct a progression framework reflecting both the sequencing of cognitive skill development and the hierarchical structure of reading abilities. A Q-matrix was calibrated through expert consensus. A hybrid cognitive diagnostic model was used to infer students’ knowledge states, followed by cluster analysis and item response theory to define progression levels, which were mapped to national curriculum standards. The findings reveal that students’ mastery of cognitive attributes follows a stepwise developmental pattern, with dominant learning trajectories. The constructed learning progression aligns well with curriculum-based academic quality levels, while uncovering potential misalignments in the positioning of some skill levels. Students with identical scores also showed significant variation in cognitive structures. The proposed model provides a data-informed foundation for adaptive instruction and offers new tools for personalized learning in English reading comprehension. Full article

The Russian empire’s displays of applied and decorative art at the Great Exhibition of 1851 and its immediate successors have long galvanised scholars for their semantic complexity. By contrast, Russia’s first selection of paintings for this fiercely competitive arena, shown at London’s International Exhibition of 1862, failed to ignite the public imagination and has largely evaded the historian’s gaze. While the three-dimensional artworks provided a recurrent source of wonderment for their superlative craftsmanship, stupendous materials, and often hyperbolic proportions, the paintings were apparently flat in every sense of the word: derivative, lacklustre, and incapable of capitalising on the opportunity that international exhibitions offered to present a national school. The dismissive comments they attracted set the tone for many later accounts, embedding the idea that Russian painting prior to the twentieth century was of limited consequence—a perception that would prove convenient to those asserting the originality of the avant-garde. Yet renewed consideration of Russia’s display of paintings in 1862 suggests that their critical reception speaks to concerns that went well beyond the pictures’ supposed obligation to represent a national school. Notably, a small but significant number of history and portrait paintings by academically trained and often well-travelled artists challenged notions of Russians as primitive and parochial. The technically adventurous of these parried the belief that Russian art was insufficiently mature to experiment in painterly effect. Most audacious of all, they broached unspoken national boundaries by daring to suggest that Imperial Russian artists could innovate in areas on which the success of British painting rested. The attitudes towards Russian painting in 1862 thus invite fresh scrutiny, revealing as they do a disruptive arena in which aesthetic rivalries and chauvinist sensibilities came to the fore. Full article

Background: Prolonged sedentary behavior and associated obesity are recognized risk factors for poor health across the lifespan. Globally, data show that many children and adolescents aged 5 to 17 significantly increased their sedentary behaviors during the COVID-19 pandemic, failing to meet recommended physical activity levels and reporting increased smartphone use. While mobile devices and video games have been traditionally linked to physical inactivity, formats like exergaming, which combine gameplay with gross motor activity, offer potential to promote physical activity. However, many digital health tools for children are developed without incorporating feedback from key stakeholders and end-users (e.g., children, teachers, and guardians). Therefore, this paper, within the Walk around the Earth (E-Walk) project, describes a prospective study that aims (1) to identify the most influential factors or characteristics affecting engagement with and usability of a mobile application promoting physical activity among primary school students; (2) to develop a mobile application for children based on the identified factors and characteristics. Methods: This project will use a group concept mapping approach to identify the most influential features/factors/characteristics affecting engagement with and usability of an app. By involving primary stakeholders (e.g., children, teachers, guardians, and physical activity experts), the project seeks to align the app’s features with primary end-user needs and motivations. Following the app’s development, its effectiveness in increasing physical activity levels and reducing sedentary behaviors will be evaluated through a mixed-method design, incorporating anthropometric data, validated physical activity questionnaires (Physical Activity Questionnaire for Older Children (PAQ-C) and International Physical Activity Questionnaire (IPAQ)), and engagement metrics. Conclusions: The E-Walk project integrates participatory design with educational content and activity-based challenges, representing a multidimensional strategy for promoting health and learning in primary school students. Ultimately, this study contributes to the development of user-informed digital interventions that support sustainable behavioral changes, in line with broader goals of child well-being and digital health promotion. Full article

Youth purpose is a critical developmental asset linked to well-being, academic engagement, and vocational success. However, traditional assessments often fail to capture its complexity. This study introduces an innovative qualitative approach that combines semi-structured interviews with visual mapping to help adolescent participants articulate their journey toward purpose development. Thirty-eight diverse high school students participated in creating visual maps to illustrate their personal paths toward finding purpose. Results revealed three salient themes: (1) chronology, with the road map serving as a way to depict purpose development across time, (2) the common shapes of purpose paths, revealing insights into the developmental experience of purpose, and (3) complementary enhancements, with the visual maps enriching the interviews. This approach offers a rich understanding of how meaningful relationships and formative experiences shape adolescents’ purpose development and highlights the potential of visual methods to capture these complex processes. We discuss practical applications for educational and counseling interventions aimed at cultivating youth purpose. Full article

This study examines the influence of vegetation on indoor daylight performance in school buildings located in the hot–humid climate of Chennai, India. With increasing urban development leading to the cutting or relocation of trees, their role in modulating interior daylight conditions has become critically relevant but remains underexplored in the literature. Recognizing a significant research gap in this area, this study employed a simulation-based approach using DesignBuilder 7.4 software. A government school in South Chennai, India, was chosen for this study. A total of 208 scenarios were generated by varying the window-to-wall ratio (WWR), facade orientation, floor level, and tree presence. Daylight performance was evaluated using spatial daylight autonomy (sDA), annual sunlight exposure (ASE), and useful daylight illuminance (UDI), based on IES LM-83-12 and LEED v4 standards. Simulation results showed that a 20% window-to-wall ratio (WWR) failed to meet daylight standards, while a 30–40% WWR with shading consistently performed well. Trees significantly improved daylight metrics, like sDA, UDI, and ASE, more so than orientation or floor level. This study urges regulatory mandates for climate-resilient schools, emphasizing fenestration and landscape integration. Full article

Plants are crucial for sustaining community livelihood and should be thoroughly integrated into education; however, students often suffer from Plant Awareness Disparity (PAD). This phenomenon causes students to fail to appreciate the value of plants, often because they fail to notice or value them in their surroundings. Although numerous interventions have been suggested to address PAD, we still lack a comprehensive instrument with which to measure the interconnectedness of plant awareness knowledge and the effectiveness of such interventions. To address this gap, this study developed and validated a new scale to measure plant awareness knowledge in elementary school students. We used the Nipa palm (Nypa fruticans Wurmb) as a specific case study within the Pak Phanang Basin of Nakhon Si Thammarat Province, Thailand. This study was conducted in two phases, following the standards for education and psychology testing. In the first phase, a systematic literature review based on the Plants, People, and Planet (PPP) concept was used to identify the dimensions and components of the scale. In the second phase, the scale was developed, and its construct validity was analyzed through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA and CFA provided evidence of a three-factor structure, confirming three distinct yet correlated dimensions of plant knowledge. The three subscales are as follows: Nature of Life, which focuses on students’ knowledge of the physical and biological characteristics of the plant; Interconnectedness of All Things, which measures knowledge of the plant’s relationship with its ecosystem and the community’s way of life; and Greatest Public Benefit, which assesses knowledge of the plant’s economic and cultural value to the community. The scale, comprising 13 items, demonstrated satisfactory internal consistency, with Cronbach’s alpha values above 0.75 across the three subscales. These findings provide educators with a valuable tool for assessing plant awareness and implementing interventions that foster ecological literacy and community sustainability. Full article

Background/Objectives: Poor dietary habits remain a significant public health concern, highlighting the need to promote healthy and sustainable eating patterns, especially in childhood and adolescence. This study assessed the eating habits of primary school children in the Tagus Lezíria region, focusing on adherence to the Mediterranean Diet (MD), recognized for its health and environmental benefits. Methods: The KIDMED index (Mediterranean Diet Quality Index for children and adolescents) was applied to 435 children, the vast majority (97.7%) aged 6–10 years. Results: The data showed that 64.6% of participants exhibited high adherence to the MD, 32.0% medium, and 3.5% low adherence. Despite these encouraging levels, several gaps were identified: 80% of the children did not meet the recommendation for regular nut consumption (≥2–3 times/week), 44% consumed legumes less than once a week, and 43% failed to eat vegetables more than once a day. Regarding demographic factors, no significant differences were observed in overall adherence categories; however, differences emerged in specific eating behaviours. For example, girls consumed more vegetables and cereals than boys, and children in rural areas consumed less dairy than those living in urban settings. Conclusions: These findings emphasize the importance of reinforcing targeted school-based educational interventions to promote healthier dietary behaviours, particularly increased consumption of fruits, vegetables, fish, pulses, and nuts. Strengthening children’s adherence to the MD from an early age may contribute to improving their health and fostering sustainable eating practices. Full article

Concussions significantly impact sleep quality among adolescents. Despite increasing recognition of these effects, the complex relationship between adolescent concussions and sleep disturbances is still not fully understood and presents mixed findings. Here, we conducted a systematic review and meta-analysis to assess how concussions affect sleep-related symptoms in adolescents. We included papers presenting Pittsburgh Sleep Quality Index (PSQI) differences following concussion in high school and collegiate patients, with sleep measures recorded following concussion. Animal studies, research on participants with conditions other than concussion, non-English articles and papers failing to present PSQI data were excluded. We searched MEDLINE^®, Embase^®, CINAHL, Web of Science™, PsycINFO^®, Google Scholar, and Cochrane Central Register of Controlled Trials databases until 23 August 2024. In addition, we performed hand-searching of relevant reference lists and conference proceedings to identify further studies. Risk of bias was assessed using the Newcastle–Ottawa scale. In total, we considered 4477 studies, with nine meeting the inclusion criteria. Our analysis involved 796 participants, 340 of whom had experienced a concussion. Analysis was carried out using the meta and metafor packages in R (version 4.0.0). We showed a deterioration in sleep quality post-concussion, as evidenced by increased PSQI (standardised mean difference 0.84; 95% CI 0.53–1.16; p < 0.0001). Subgroup and quality assessments confirmed the consistency of these findings. Since poor sleep quality impacts daytime activities, we analysed the relationship between concussion and daytime dysfunction. We showed that concussion is associated with a significant worsening of the daytime dysfunction score by 0.55 (95% CI 0.24–0.70; p = 0.006). We conclude that concussions impair both sleep quality and daytime functioning in adolescents. Our research underscores the need for systematic inclusion of sleep quality assessments in post-concussion protocols and calls for targeted interventions to manage sleep disturbances post-concussion to mitigate their broader impacts on daily functioning. Full article

Although trap-neuter-return (TNR) is a popular method for managing free-roaming domestic cat populations, a common criticism is that sterilization fails to mitigate the public health risks posed by free-roaming cats. One of these risks is the environmental contamination of Toxoplasma gondii, a parasite that can be spread in the feces of actively infected felids (both domestic and wild). In healthy humans, toxoplasmosis tends to be mild or asymptomatic; however, the disease can have severe consequences (e.g., for pregnant women) and even be fatal in immunocompromised individuals. Previous research has examined the extent to which free-roaming domestic cats might contaminate sites frequented by young children (e.g., schools and parks). However, the model used included several assumptions that are not reflective of sterilized cats in an urban setting (e.g., smaller home range). By properly accounting for several key factors (e.g., reproductive status, home range), our modeling revealed considerably lower rates of potential incursions by sterilized free-roaming cats than those reported previously. More importantly, our results show that sterilization contributes to a considerable reduction in the risk of environmental contamination; TNR therefore appears to be a valuable harm reduction strategy in mitigating the risks of T. gondii infection. Full article

Background: Cardiometabolic risk in adolescents represents a growing public health concern that is closely linked to modifiable factors such as physical fitness. Traditional statistical approaches often fail to capture complex, nonlinear relationships among anthropometric and fitness-related variables. Objective: To develop and evaluate supervised machine learning algorithms, including artificial neural networks and ensemble methods, for classifying cardiometabolic risk levels among Chilean adolescents based on standardized physical fitness assessments. Methods: A cross-sectional analysis was conducted using a large representative sample of school-aged adolescents. Field-based physical fitness tests, such as cardiorespiratory fitness (in terms of estimated maximal oxygen consumption [VO_2max]), muscular strength (push-ups), and explosive power (horizontal jump) testing, were used as input variables. A cardiometabolic risk index was derived using international criteria. Various supervised machine learning models were trained and compared regarding accuracy, F1 score, recall, and area under the receiver operating characteristic curve (AUC-ROC). Results: Among all the models tested, the gradient boosting classifier achieved the best overall performance, with an accuracy of 77.0%, an F1 score of 67.3%, and the highest AUC-ROC (0.601). These results indicate a strong balance between sensitivity and specificity in classifying adolescents at cardiometabolic risk. Horizontal jumps and push-ups emerged as the most influential predictive variables. Conclusions: Gradient boosting proved to be the most effective model for predicting cardiometabolic risk based on physical fitness data. This approach offers a practical, data-driven tool for early risk detection in adolescent populations and may support scalable screening efforts in educational and clinical settings. Full article