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Research Article
Factors Influencing Undergraduate Chemistry Performance: A Study on Attitudes, Laboratory Use, and Teaching Methods at Somali National University
Issue:
Volume 10, Issue 1, February 2025
Pages:
1-7
Received:
18 November 2024
Accepted:
2 December 2024
Published:
7 January 2025
DOI:
10.11648/j.ijecs.20251001.11
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Abstract: The study was carried out to investigate Factors influencing Undergraduate Students’ Performance in Chemistry. The study had three objectives which are 1) To examine the relationship between students’ attitude and performance in chemistry. 2) To assess the impact of the utilization of science laboratories on performance in chemistry. 3) To evaluate the relationship between teachers’ teaching methods and performance in chemistry. The study adopted a descriptive correlation research design to examine factors influencing performance in chemistry. The researchers utilized descriptive, correlation, and regression analysis to attain the objective of the study and test three research hypotheses. 70 respondents were selected for the study using a stratified sampling technique. The target population of the study was undergraduate students in the Department of Education. The participants were distributed a closed-ended questionnaire with a Five-Likert scale that measured student attitude, teaching method, utilization of science laboratories, and chemistry performance. The questionnaire was answered by the chemistry students in Faculty of Education. Statistical package for social science (SPSS) software was utilized to analyze the collected data through descriptive statistics, correlation, and regression analyses. The noteworthy findings indicated that there is a strong positive relationship between student attitude toward chemistry and performance in chemistry (r=.766 and p<0.001). This means that Improving student attitudes toward chemistry is likely to enhance their performance. The study also found that there is a strong positive relationship between utilization of science laboratories and performance in chemistry (r=.939 and p<0.001). Finally, the result showed there is a strong positive relationship between teaching method and performance in chemistry (r=.882 and p<0.001). This study has found that student attitude toward chemistry, utilization of science laboratories, and teacher teaching methods have a positive relationship with performance in chemistry. Moreover, students with excellent performance in chemistry have a better attitude toward chemistry, utilization of science laboratories, and teacher teaching methods. Future research should consider large samples or additional science disciplines to extend these insights.
Abstract: The study was carried out to investigate Factors influencing Undergraduate Students’ Performance in Chemistry. The study had three objectives which are 1) To examine the relationship between students’ attitude and performance in chemistry. 2) To assess the impact of the utilization of science laboratories on performance in chemistry. 3) To evaluate...
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Report
Positioning Occupational Therapy to Better Support Students with Neurodevelopmental Disorders: A Position Paper on Addressing Policy and Practice Gaps
Issue:
Volume 10, Issue 1, February 2025
Pages:
8-12
Received:
20 December 2024
Accepted:
5 January 2025
Published:
22 January 2025
Abstract: The Individuals with Disabilities Education Act mandates that students with disabilities, including neurodevelopmental disorders, have access to a free and appropriate education in the least restrictive environment. Occupational therapy is vital in supporting the educational and developmental needs of these students by fostering engagement in both academic and non-academic settings. However, despite federal guidelines, occupational therapy service implementation remains inconsistent across schools, often reflecting varying degrees of awareness among school personnel regarding occupational therapy’s scope and objectives, particularly for students with neurodevelopmental disorders. This paper examines the delivery of school-based occupational therapy services for students with neurodevelopmental disorders and addresses challenges in achieving consistency and effectiveness in meeting these students' unique needs. The misconceptions about occupational therapy’s role, variability in state policies, and gaps in interprofessional collaboration contribute to these challenges. The importance of interprofessional collaboration defined roles, and the alignment of legislative frameworks with the practical application is highlighted to maximize occupational therapy's impact on supporting students with neurodevelopmental and other disabilities. This paper advocates for the enhancement of occupational therapy service delivery through the improvement of the integration and enhancement of multidisciplinary teams and a clearer legislative guideline that will ensure students receive the services they need. Occupational therapy practitioners are fully equipped to address the needs of students. Improvement of training and awareness with all school professionals and the understanding of occupational therapy services are discussed to maximize the impact of supporting our students.
Abstract: The Individuals with Disabilities Education Act mandates that students with disabilities, including neurodevelopmental disorders, have access to a free and appropriate education in the least restrictive environment. Occupational therapy is vital in supporting the educational and developmental needs of these students by fostering engagement in both ...
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Research Article
Analysis of Root Causes of Ethical Misconduct in Adolescent Internet Language and Educational Countermeasures
Issue:
Volume 10, Issue 1, February 2025
Pages:
13-22
Received:
23 December 2024
Accepted:
7 January 2025
Published:
24 January 2025
Abstract: This paper delves into the origins and development of internet language among Chinese adolescents born after the year 2000, a cohort commonly referred to as Generation Z or the "post-00s" generation. The study meticulously examines the multifaceted factors that shape their unique linguistic practices online. Research shows that social environment, mental exhaustion, educational deficiencies, and inter-generational “digital divides” contribute to ethical misconduct in their internet language. To address this, comprehensive countermeasures are proposed, including artificial intelligence (AI) monitoring, campus-based self-media for party history, embodied perception technology in education, and the “cultural feedback” mechanism. These measures collectively aim to purify the online environment, elevate adolescents' internet literacy, and promote standardized and ethical language use among the post-00s generation.
Abstract: This paper delves into the origins and development of internet language among Chinese adolescents born after the year 2000, a cohort commonly referred to as Generation Z or the "post-00s" generation. The study meticulously examines the multifaceted factors that shape their unique linguistic practices online. Research shows that social environment, ...
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Research Article
Unveiling Realization Events: An Event Integration Analysis of “V + Dào” Constructions in Mandarin
Lin Yu*
Issue:
Volume 10, Issue 1, February 2025
Pages:
23-40
Received:
31 December 2024
Accepted:
14 January 2025
Published:
10 February 2025
DOI:
10.11648/j.ijecs.20251001.14
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Abstract: This study explores the event integration patterns within Mandarin's "V + Dào" constructions, specifically focusing on realization events. The analysis reveals that internal event integration within the verb (IEI_V) can conflate two or three conceptual primitives, demonstrating flexibility in encoding event semantics. Similarly, internal event integration within "Dào" (IEI_D) consistently involves two conceptual primitives. At the constructional level, external event integration (EEI_VD) is composed of 11 distinct combinations of IEI_V and IEI_D, formulated as “2+2” or “3+2,” reflecting various ways in which conceptual primitives are integrated. By the method of correlation analysis and the framework of event integration, these constructions align with the verb-resultative structure (VRes), central to the realization event framework. Hierarchical analysis of the variables in both IEI_V and IEI_D indicates the prioritization of factors such as association function (AssoFun), action properties (ActiPro), and syntactic types. Additionally, the "V + Dào" construction (Chin_VD) shows weak correlations with several variables, suggesting its relative independence in the event structure. These findings point to a high degree of grammaticalization of the "V + Dào" construction in realization events, offering valuable insights into the structure of Mandarin's motion-event constructions. The study contributes to a deeper understanding of the syntactic and semantic interaction in Mandarin event structures and provides important implications for further research on similar Chinese resultative constructions.
Abstract: This study explores the event integration patterns within Mandarin's "V + Dào" constructions, specifically focusing on realization events. The analysis reveals that internal event integration within the verb (IEI_V) can conflate two or three conceptual primitives, demonstrating flexibility in encoding event semantics. Similarly, internal event inte...
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Research Article
Principals and External Stakeholders: The Influence of Personal, Organizational and Environmental Characteristics
Gali Yarden*
Issue:
Volume 10, Issue 1, February 2025
Pages:
41-62
Received:
18 December 2024
Accepted:
2 January 2025
Published:
10 February 2025
DOI:
10.11648/j.ijecs.20251001.15
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Views:
Abstract: This study investigates the relationships between school principals and external stakeholders in Israel's southern district, focusing on the impact of personal, organizational, and environmental characteristics on connections, assistance, satisfaction, and initiative. Israel’s educational landscape is marked by significant socioeconomic, cultural, and geographical diversity, presenting unique challenges and opportunities for school leaders in fostering stakeholder engagement. Using a quantitative research design, 80 principals from elementary and secondary schools participated in a two-part survey. The first section assessed personal, organizational, and environmental characteristics, while the second used four sub-questionnaires to evaluate interactions with 48 external stakeholders. These stakeholders were categorized into formal (e.g., school superintendents), informal (e.g., parents, community organizations), and business entities, and responses were rated on an 8-point Likert scale. Findings show that formal stakeholders, such as school superintendents, have the strongest connections with principals, followed by informal stakeholders and business entities. Female principals reported stronger formal connections, whereas male principals demonstrated greater initiative in engaging business stakeholders. Jewish principals showed stronger business connections than their Arab counterparts. Additionally, school size and socioeconomic status were positively associated with formal and business connections, with autonomous schools showing greater business engagement. Management training and socioeconomic status emerged as the most significant predictors of business initiative. The study highlights the need for targeted efforts to enhance stakeholder engagement in economically disadvantaged areas, particularly in strengthening business relationships and supporting Arab principals. Leadership development and organizational support are critical for fostering effective partnerships tailored to the diverse needs of schools in this region. While the findings provide valuable insights, the study is limited by its geographic focus on southern Israel and the reliance on self-reported data, which may introduce bias. Future research should include additional regions, such as central and northern Israel, and incorporate diverse methodologies to broaden understanding and improve generalizability. This research contributes to the limited literature on principal-stakeholder dynamics in Israel, offering insights into the interplay of personal, organizational, and environmental factors. It underscores the importance of tailored leadership strategies to address the challenges of stakeholder engagement in diverse and resource-constrained educational contexts.
Abstract: This study investigates the relationships between school principals and external stakeholders in Israel's southern district, focusing on the impact of personal, organizational, and environmental characteristics on connections, assistance, satisfaction, and initiative. Israel’s educational landscape is marked by significant socioeconomic, cultural, ...
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