1,359 research outputs found
Fear, Stress, Resilience and Coping Strategies during COVIDâ19 in Spanish University Students
COVIDâ19 (2019 coronavirus pandemic) and the resulting confinement has had an impact
on mental health and the educational environment, affecting the stress, concerns, fear, and life
quality of the university population. This study aimed to examine the correlation between fear of
COVIDâ19, stress with COVIDâ19, and technological stress in university students, and their
resilience, selfâesteem, and coping strategies. The final sample comprised 180 Spanish university
students, with an average age of 20.76 years (SD = 4.59). The aboveâmentioned effects were
administered a series of selfâreport scales. We found statistically significant associations between
fear of COVIDâ19 and stress with COVIDâ19, technological stress (total score), overload, and
complexity (subdimensions of technological stress). Likewise, we found inverse relationships
between the studentsâ fear of COVIDâ19 and the use of the coping strategy, cognitive restructuring.
Ascertaining the factors that influence the coping strategies of undergraduate university students
and their fears, psychological stress, and resilience provides valuable information for the
development of educational interventions. This research has relevant implications for the diagnosis,
orientation, and design of psychoâeducational and clinical interventions that can improve studentsâ
wellâbeing and training for effective coping strategies for daily stress and this pandemic situation
Effects of integrating a brain-based teaching approach with GeoGebra on problem-solving abilities
B-Geo Module is a module that has been developed using the brain-based teaching approach (BBTA) integrated with GeoGebra Software (B-Geo Module) is expected to help studentsâ problem-solving abilities of the topic of Differentiation. The BBTA is a strategy that uses brain-based learning techniques. It was created to be consistent with the individual brain's tendencies and ideal functions in order to ensure that pupils can learn efficiently. Therefore, the proposed of this study is to explore the possible effects of the B-Geo Module on problem-solving abilities for the Topic of Differentiation. A quasi-design of pre-test and post-test experiments was utilized in this study, which included 118 form 4 pupils from rural secondary schools. For school selection, the researchers employed cluster sampling approaches, and for sample selection, they used an intact group. The schools were separated into two groups: experimental and control. The experimental group used the B-Geo Module, while the control group used traditional ICT modules. The instrument used was the Problem-Solving Test of Differentiation. The results of the data analysis showed the effectiveness of the B-Geo Module in the problem-solving abilities in the topic of Differentiation among rural secondary school pupils. The multimedia such as GeoGebra can be the tools for BBTA to facilitate Additional Mathematics teachers in secondary schools to help students solve problem and improved their learning in the topic of Differentiation
Review of research and evaluation on improving adult literacy and numeracy skills
The purposes of this literature review are threefold. First, this review summarises findings of the research from the last decade in six fields identified by the Department for Business, Innovation and Skills (BIS) as critical to its forward planning: (1) the economic, personal and social returns to learning; (2) the quality and effectiveness of provision; (3) the number of learning hours needed for skills gain; (4) learner persistence; (5) the retention and loss of skills over time; (6) the literacy and numeracy skills that are needed. Second, this review assesses this evidence base in terms of its quality and robustness, identifying gaps and recommending ways in which the evidence base can be extended and improved. Thirdly, this review attempts to interpret the evidence base to suggest, where possible, how returns to ALN learning for individuals, employers and wider society might be increased through effective and cost-effective interventions
Examples of Games for Learning in Erasmus+
[EN]This article focuses on the review of specific examples of European educational projects, within the framework of Erasmus+, that use educational games or platforms as the main axis of action. It is assumed that games are a great tool to engage students in the teaching-learning process and the fact of being able to observe projects that have been considered good practice in this field can contribute not only to the use of resources developed, but also to inspire the realization of new projects in this line of work. In this publication, one or two example projects are reviewed for different educational sectors (school, vocational education and training, and youth), in total five projects. Most of them are projects that have been selected and analysedwithin the framework of the research âMethodological guide for the successful use of digital technologies in education: Improving learning through European educational projectsâ. They have worked on the development of iOS or Android games and all have the label of good practice. As their main result they have proven to be useful for the educational community in general and especially for teachers because all of them have helped to solve a need in education
How Did COVID-19 Affect Education and What Can Be Learned Moving Forward?
Abstract: The COVID-19 pandemic drastically impacted the educational sector on a global front. A plethora of research has been conducted to better understand the effects that the pandemic had on education as a whole, including investigations into different topics (e.g., school closures, e-teaching and learning, mental and physical health), populations (e.g., students, teachers), and levels of education (e.g., school, higher education). To summarize the available literature on education during the pandemic both qualitatively and quantitatively, many systematic reviews and meta-analyses have begun to emerge. With the present systematic meta-review, we aimed to synthesize and combine this existing database to derive broader and more comprehensive insights that can aid educational stakeholders. We summarize and evaluate 43 systematic reviews, four meta-analyses, and eight combined systematic reviews and meta-analyses published until November 2022 to provide a comprehensive narrative of how this crisis affected education and what can be learned moving forward
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