Validity of instrument to measure primary school mathematics teachers’ acceptance of m-learning applications

Mobile learning (M-learning) is one of the proposed technology-based methods for teaching mathematics in today’s education 4.0 era. This method enables teachers to conduct instruction and learning without being bounded by walls, wires, and the need for specialized physical infrastructure and facilities. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ acceptance of M-learning applications in problem-solving teaching involving six variables. This research is quantitative and utilizes a questionnaire to collect data. This study involved a total of four experts and 120 participants. Cronbach’s alpha and Exploratory Factor Analysis were used to perform a descriptive analysis of the data. Cronbach’s alpha was determined to be 0.934, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 and a variance of ≥60%. The findings showed that this instrument contains six constructs and nineteen appropriate items. It also indicated that this instrument could be used to investigate perceptions of the primary school mathematics teachers’ acceptance of m-learning applications in problem-solving teaching instruments involving performance expectancy, effort expectancy, social influence, facilitating conditions, behavioral intention, and usage behavior (attitude)

Validity of instrument to measure mathematics teachers’ perceptions towards problem-based learning activities

Problem-based learning (PBL) is a proposed method for teaching mathematics in primary education in the education 4.0 era. This method enables teachers to conduct effective instruction by allowing students to explore alternative solutions to problems. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ perceptions of PBL activities. This research is quantitative, and a questionnaire was employed to collect data. The data obtained were analyzed descriptively utilizing Cronbach’s alpha and exploratory factor analysis (EFA). It is determined that Cronbach’s alpha is 0.885, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin (KMO) value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 or higher and a standard deviation of ≥60%. This study’s results indicated that this instrument can be used to investigate primary school mathematics teachers’ perceptions of PBL activities involving group division, generating ideas and learning issues, identifying problems, self-directed learning, synthesis and application, reflection, and assessment

Socratic as Mathematics Learning Application for Differential Equations Concept

Technological improvements in the era of the Industrial Revolution 4.0 can be applied to learning mathematics as a medium of improving teacher performance. In addition, a pandemic situation forces teachers and students to implement online learning. One of the learning media that can help teachers in learning mathematics online is Socratic. The Socratic system generally consists of four basic components: acting humanely, thinking humanely, thinking rationally and acting rationally. For example, the Socratic can provide alternative solutions to the differential equations problems. Mathematics problems can be recorded by the Socratic through three main features:1) home screen, which is used to take pictures of solving the problem needed; 2) search results, the image that has been recorded will be searched for a solution through Socratic's artificial intelligence in internet database, and 3) an explanation, the search results that have been obtained, have their own explanation. Teachers and students as users may find the best solution for each explanation by the Socratic. Meanwhile, this study uses four stages of the literature review process:1) search for relevant literature, 2) evaluation and source selection, 3) identification of themes, and 4) outline of the structure of the writing. This paper systematically investigates the use of the Socratic as a technology application that can assist mathematical problems

Validity of instrument to measure mathematics teachers’ perceptions towards 4C skills in problem solving

In the contemporary education 4.0 landscape, teachers are urged to prioritize the communication, collaboration, critical thinking, and creativity (4C) skills during teaching and learning, recognized as crucial skills for the 4.0 industrial revolution (I.R 4.0). This research aimed to develop and validate an instrument assessing mathematics teachers' perceptions of the 4C skills through problem-solving teaching method. Employing a quantitative research design, the study utilized a questionnaire for data collection, involving four experts and 120 participants. Descriptive analysis using Cronbach's alpha and exploratory factor analysis (EFA) revealed a high reliability (Cronbach's alpha=0.934) and factor eigenvalue exceeding 1. The KMO values (Kaiser–Meyer–Olkin) for each construct were 0.50, and Bartlett's Test was significant (<0.5). Additionally, each item demonstrated a factor loading value above 0.50 and a variance percentage of ≥60%. The instrument comprised 4 sub-constructs and 16 fitting items. In summary, the study affirms the utility of this instrument in investigating mathematics teachers' perceptions of 4C skills through problem-solving teaching methods

Impact of opioid-free analgesia on pain severity and patient satisfaction after discharge from surgery: multispecialty, prospective cohort study in 25 countries

Background: Balancing opioid stewardship and the need for adequate analgesia following discharge after surgery is challenging. This study aimed to compare the outcomes for patients discharged with opioid versus opioid-free analgesia after common surgical procedures.Methods: This international, multicentre, prospective cohort study collected data from patients undergoing common acute and elective general surgical, urological, gynaecological, and orthopaedic procedures. The primary outcomes were patient-reported time in severe pain measured on a numerical analogue scale from 0 to 100% and patient-reported satisfaction with pain relief during the first week following discharge. Data were collected by in-hospital chart review and patient telephone interview 1 week after discharge.Results: The study recruited 4273 patients from 144 centres in 25 countries; 1311 patients (30.7%) were prescribed opioid analgesia at discharge. Patients reported being in severe pain for 10 (i.q.r. 1-30)% of the first week after discharge and rated satisfaction with analgesia as 90 (i.q.r. 80-100) of 100. After adjustment for confounders, opioid analgesia on discharge was independently associated with increased pain severity (risk ratio 1.52, 95% c.i. 1.31 to 1.76; P < 0.001) and re-presentation to healthcare providers owing to side-effects of medication (OR 2.38, 95% c.i. 1.36 to 4.17; P = 0.004), but not with satisfaction with analgesia (beta coefficient 0.92, 95% c.i. -1.52 to 3.36; P = 0.468) compared with opioid-free analgesia. Although opioid prescribing varied greatly between high-income and low- and middle-income countries, patient-reported outcomes did not.Conclusion: Opioid analgesia prescription on surgical discharge is associated with a higher risk of re-presentation owing to side-effects of medication and increased patient-reported pain, but not with changes in patient-reported satisfaction. Opioid-free discharge analgesia should be adopted routinely

Combination of M-learning with Problem Based Learning: Teaching Activities for Mathematics Teachers

This study was conducted to identify elements (teaching activities) that teachers can engage with involving a combination of M-learning methods with Problem-Based Learning methods (M-PBL). This study was conducted using the Nominal Group Technique (NGT) involving 11 experts with various fields of expertise such as mathematics education, educational technology, M-learning, pedagogy and the curriculum as well as primary school mathematics education teachers. The analysis of the findings was carried out using descriptive statistics (percentages) to determine the priority and ranking for each teaching activity. The findings show that overall, there are 30 relevant M-PBL teaching activities that can be carried out by teachers. The findings also show that teachers sharing the learning objectives that the pupils need to achieve using learning applications that are available on mobile devices (98%) ranked first while the teacher classifying the information obtained from each group according to priority through learning applications available on mobile devices (75%) ranked last. In conclusion, this study shows that both methods can be combined to form a new teaching method in the current 4.0 education era

Outcomes from elective colorectal cancer surgery during the SARS‐CoV‐2 pandemic

Aim This study aimed to describe the change in surgical practice and the impact of SARS-CoV-2 on mortality after surgical resection of colorectal cancer during the initial phases of the SARS-CoV-2 pandemic. Method This was an international cohort study of patients undergoing elective resection of colon or rectal cancer without preoperative suspicion of SARS-CoV-2. Centres entered data from their first recorded case of COVID-19 until 19 April 2020. The primary outcome was 30-day mortality. Secondary outcomes included anastomotic leak, postoperative SARS-CoV-2 and a comparison with prepandemic European Society of Coloproctology cohort data. Results From 2073 patients in 40 countries, 1.3% (27/2073) had a defunctioning stoma and 3.0% (63/2073) had an end stoma instead of an anastomosis only. Thirty-day mortality was 1.8% (38/2073), the incidence of postoperative SARS-CoV-2 was 3.8% (78/2073) and the anastomotic leak rate was 4.9% (86/1738). Mortality was lowest in patients without a leak or SARS-CoV-2 (14/1601, 0.9%) and highest in patients with both a leak and SARS-CoV-2 (5/13, 38.5%). Mortality was independently associated with anastomotic leak (adjusted odds ratio 6.01, 95% confidence interval 2.58–14.06), postoperative SARS-CoV-2 (16.90, 7.86–36.38), male sex (2.46, 1.01–5.93), age >70 years (2.87, 1.32–6.20) and advanced cancer stage (3.43, 1.16–10.21). Compared with prepandemic data, there were fewer anastomotic leaks (4.9% versus 7.7%) and an overall shorter length of stay (6 versus 7 days) but higher mortality (1.7% versus 1.1%). Conclusion Surgeons need to further mitigate against both SARS-CoV-2 and anastomotic leak when offering surgery during current and future COVID-19 waves based on patient, operative and organizational risks