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Emerging Science Journal
Published by Ital Publication
ISSN : 26109182     EISSN : -     DOI : -
Core Subject : Social,
Environmental Science
Emerging Science Journal is not limited to a specific aspect of science and engineering but is instead devoted to a wide range of subfields in the engineering and sciences. While it encourages a broad spectrum of contribution in the engineering and sciences. Articles of interdisciplinary nature are particularly welcome.
Arjuna Subject : -
Articles 26 Documents
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Search results for , issue "Vol 8 (2024): Special Issue " : 26 Documents clear
Beyond COVID-19 Lockdowns: Rethinking Mathematics Education from a Student Perspective Almarashdi, Hanan Shaher
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-010

Abstract

The COVID-19 pandemic has recently reshaped education and life around the world. Undoubtedly, the return to face-to-face learning has been affected after two years of distance learning. However, research that focuses on post-COVID-19 is still limited. Therefore, this study investigates how students perceive the experience of returning to face-to-face learning after distance learning within the context of the United Arab Emirates (UAE). It emphasizes the possibilities and challenges that could be faced in improving face-to-face mathematics education. This study applied an exploratory sequential mixed-method approach, which involved collecting qualitative data from 13 students through a focus group, and then quantitative data was collected from 243 Cycle 2 and 3 students. The qualitative data were coded and analyzed thematically, while descriptive analysis was used to analyze the quantitative data. The qualitative and quantitative results revealed consensus on the main challenges that students experience as they return to face-to-face learning. On top of these challenges are students' lack of study skills, excessive use of technology, and high levels of math test anxiety. Research findings showed students’ preference for face-to-face learning while adding some aspects of distance learning. The results of this study are also expected to be a reference in the development of a new sustainable paradigm of face-to-face learning and as study material for subsequent research related to rethinking math education after COVID-19. Doi: 10.28991/ESJ-2024-SIED1-010 Full Text: PDF
Gender Differences and Stereotypes in Teacher Resilience Research Barnová, Silvia; Vochozka, Marek; Krásna, Slávka; Gabrhelová, Gabriela; Barna, Denis
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-011

Abstract

In the present study, the issues of teacher resilience and the persistent gender stereotypes in the field are discussed. The main objective of the conducted research study was to examine the presence of gender-stereotype-confirming behavior in coping with adversity in vocational school teachers. The Connor-Davidson Resilience Scale CDRISC-25SLOVAKwas selected as the most suitable research instrument, by means of which gender differences in the participants’ (N=474) responses in its subscales were studied. The results obtained confirmed the hypothesis presuming the existence of gender differences in the achieved scores in five of the seven dimensions of the scale, and also stereotype-confirming behaviors—according to which men are rational problem solvers while women tend to apply emotion-focused coping strategies—were reported. This knowledge can be the first step towards introducing measures with the aim to provide individuals of all genders with opportunities to broaden their scale of coping strategies and promote resilience in them. Since vocational school teachers are on the periphery of researchers’ interest and no available extensive study has been focused on gender differences in teacher resilience, the research findings aim to fill the gap in the existing knowledge, provide unique data for policymakers, and create a basis for further resilience research. Doi: 10.28991/ESJ-2024-SIED1-011 Full Text: PDF
Assessing the State of Modern Physics Education: Pre-test Findings and Influencing Factors Tene, Talia; Bodero-Poveda, Elba; Vique López, Diego; Vacacela Gomez, Cristian; Bellucci, Stefano
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-01

Abstract

Technology and our conceptions of reality have both been significantly impacted by modern physics. However, due to a variety of issues, such as disparities in educational resources, differing emphasis on science education, cultural attitudes, and language obstacles, students in Latin America, including Ecuador, have a limited understanding of modern physics. The present work exposes a pre-test methodology to evaluate students' knowledge and pinpoint their areas of weakness. The analysis of the results indicates that most students received lower grades, while a smaller proportion obtained higher scores. Our findings reveal significant knowledge gaps, misconceptions, and uncertainty among the participants regarding various topics related to the constituent and stability of the nucleus, quantum behavior, nuclear models, radioactive decay, and natural radioactive sources. Additionally, it was statistically demonstrated (Kruskal-Wallis H test) that misconceptions, uncertainties, and knowledge gaps are not significantly related to learning styles. The type of college substantially impacts academics, with private university students typically receiving higher grades. These results offer insightful information about student performance, how learning styles and college types affect academic achievement in modern physics, and the effects of living area and academic level. Doi: 10.28991/ESJ-2024-SIED1-01 Full Text: PDF
Examining the Role of Technostress Creators and Inhibitors on Academics Burnout Hashim, Kamarul Faizal; Tan, Felix B.; Rashid, Ammar; Mohd Yusof, Shafiz A.
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-012

Abstract

Recent studies have focused on examining the impact of technostress (TS) on academics and students. However, there remains a paucity of studies examining the influence of TS on burnout among academics. This study aims to explore the influence of TS on academics' feelings of burnout and to examine the mitigating role of TS inhibitors on burnout among academics when using online learning technology. A web-based survey was designed and used to collect data from 115 academics in Malaysian universities. The data were analyzed using the Partial Least Squares Structural Equation Modeling (PLS-SEM) technique. The research findings reveal that academic burnout is significantly influenced by technology insecurity, technology invasion, and technology uncertainty. However, the impact of technology overload is only partially significant, while technology complexity does not exert a significant influence on academic burnout. Moderation tests reveal that literacy and involvement facilitation significantly moderate the relationship between technology uncertainty and insecurity, reducing burnout feelings. This study extends existing literature by providing empirical evidence to explain the relationship between TS and the academic burnout construct. Furthermore, it demonstrates the mitigating role of TS inhibitors on the burnout construct. Additionally, it offers potential strategies for alleviating burnout among academics, particularly in Malaysian university contexts. Doi: 10.28991/ESJ-2024-SIED1-012 Full Text: PDF
The Impact of Motivation on MOOC Retention Rates: A Systematic Review Alj, Zakaria; Bouayad, Anas
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-08

Abstract

This systematic review investigates the effectiveness of motivational strategies on learner engagement and retention rates in Massive Open Online Courses (MOOCs). Adhering to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, we analyzed 140 studies published between 2014 and 2023 from key academic databases. The objective was to identify and evaluate motivational strategies that significantly reduce MOOC dropout rates. Our findings reveal that personalized learning, interactive content, and peer collaboration are strongly correlated with increased learner engagement and persistence. These strategies align well with learners' intrinsic goals, enhancing their educational experience and adherence to courses. The review also identifies gaps, such as the need for longitudinal studies and culturally tailored motivational strategies, offering a refined agenda for future research in MOOC education. This study contributes to the field by systematically synthesizing existing research, providing new insights into effective educational strategies, and highlighting areas for improvement in MOOC design and implementation. Doi: 10.28991/ESJ-2024-SIED1-08 Full Text: PDF
M-Learning and Experiential Learning in Vocational Education Luptáková, Iveta D.; Hanuliaková, Jana; Žido, Lukáš; Bartoš, Pavel
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-017

Abstract

The aim of our research was to investigate the impact of the use of mobile devices in mobile technology (MT)-enabled experiential learning (EL). Methods/Analysis: The basis of the research was an experiment. Quantitative data included pretest and post-test results of two groups of students (ELs and regular education students). Qualitative data consisted of individual analysis of a final questionnaire composed of 37 items, some of which were open-ended. A 5-point Likert scale was used for evaluation, and some questions were open-ended. Findings: The results showed that the average knowledge gained in the EL group's post-test increased compared to the regular class. We found that after the photographing/note-taking phase, students with the ability to use mobile devices generally lost interest in further observation. We also found that both groups had great difficulty in the question design and comparison sections, in finding answers to the prepared questions. Novelty/Improvement:it became apparent that the teaching process needed to be modified. The photo-taking phase should be done after close observation so that the sensory experience is not replaced by mobile devices. The comparison phase did not show a significant result in any of the observed viewpoints and can be omitted. The sensory experience, sound recording, requires some modifications, more effectively applied in the classroom environment, as ambient noise was a problem in the teaching process. Doi: 10.28991/ESJ-2024-SIED1-017 Full Text: PDF
New Model of Inclusive Higher Education Practices in Megacities’ Universities Lantsova, Irina; Kutsuri, Georgiy; Shcherbatykh, Lyudmila; Gladysheva, Marina; Grebennikova, Veronica; Morán, Próspero; Kosov, Mikhail; Singer, Nermeen; Muda, Iskandar; Dudnik, Olesya
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-03

Abstract

This study analyzes the problem of higher professional education for people with disabilities in multinational megacities from different countries. The aim of this paper is to investigate the emerging changes and perspectives of educational inclusion in the universities of Moscow, Jakarta, Barcelona, and Cairo and to develop a new model of inclusive educational practice for universities based on an inclusive ideology of understanding the position of people with disabilities in the education system and society overall. To perform this study and verify the new model proposed by the authors, participants were selected from ten universities that indicated parameters such as accessibility, participation, quality, students’ education results, and government funding. The survey aimed to collect participants’ perspectives and experiences from diverse elements of the higher education community in the aforementioned locations. 751 participants were selected for the survey with a balanced gender distribution: 48.6% men and 51.4% women. Age distribution was rather diverse: the age group of 18–24 years was 25,7%, the age group of 25–34 years was 27,3%, the age group of 35–44 years was 25,6%, and the age group of 45 years 21,4%. Another distribution was people without disabilities (N=250) and with disabilities (N=551). The reliability of the research was achieved using several methods, including ANOVA. The results of this research show similarities and differences in implementing inclusive education practices across selected locations, providing a detailed picture of the current state and future perspectives of higher inclusive education. The scientific novelty of this research lies in the theoretical-methodological rationale of the new model of inclusive higher education practices in universities of major megacities and in forming the propositions on this model’s implementation in higher education institutions. Doi: 10.28991/ESJ-2024-SIED1-03 Full Text: PDF
Optimizing STEM Education via e-Learning: Addressing Challenges and Strategic Planning for Graduate Employment Outcomes Al Shamsi, Ibrahim Rashid
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-014

Abstract

This study fills a significant vacuum in the literature and offers insightful information, especially pertinent to the Arabic and Gulf areas. In support of the socioeconomic development and diversification initiatives in these areas, it encourages the creation of educational policies and practices that can improve student job chances. Educators and policymakers play a crucial role in implementing these recommendations, ensuring that effective STEM education equips future generations with the knowledge and skills to navigate and secure digital environments, mitigating risks posed by cyber threats. By preparing students to excel in STEM disciplines, they ensure that the future workforce is ready to contribute to and shape a safer, more innovative future. Today's STEM workforce requires continuous education to stay abreast of advancements in STEM fields. Online delivery of STEM courses enables higher education institutions to collaborate effectively with industry partners, minimizing disruptions to productivity. This study aims to evaluate the enhancement of students' STEM knowledge and skills through e-learning platforms using Structural Equation Modeling (SEM). The dataset comprises 212 participants and 15 indicators, analyzed using measurement and structural models. Results indicate significant findings supporting hypotheses: E-Learning (E.L.) improving Student employment opportunities (SEO) (B=0.539, t=8.884, p=0.000) and E.L. improving STEM (B=0.465, t=8.849, p=0.000), validating H1 and H2, respectively. H3 explores how possessing STEM knowledge mediates E-Learning's impact on SEO, revealing a notable indirect relationship (B=0.082, t=2.303, p=0.021). Integrating E-Learning with STEM fosters a robust digital infrastructure, addressing talent shortages and improving human resource management amidst global technological advances. Online STEM courses are increasingly recognized as a viable solution to national STEM challenges, overcoming traditional adoption barriers. Doi: 10.28991/ESJ-2024-SIED1-014 Full Text: PDF
Gender Differences in Academic Staff Performance: An Advanced Analysis Using PLS-SEM in Higher Education Taufiq Hail, Ghilan Al-Madhagy; Yusof, Shafiz Affendi Mohd; Shakir, Mohanaad; Al Farsi, Maryam Juma; Al-Shamsi, Ibrahim R.; Sarea, Adel
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-09

Abstract

This study aims to comprehensively explore the intricate dynamics among positive and negative emotions, self-efficacy, and task performance within the unique context of the Covid-19 pandemic in Bahrain, specifically placing emphasis on potential gender-related distinctions within the proposed relationships. The ongoing pandemic accentuates the need to investigate the interplay between emotional states, self-efficacy beliefs, and task performance in academic and teaching domains, especially considering potential gender variations within the framework of a society promoting gender equality. Employing a quantitative survey instrument and rigorous statistical techniques, the study validates its proposed model through indicators such as the coefficient of determination (R²) and predictive relevance (Q²). The diverse sample comprises academic and teaching staff of both genders from Bahrain. Advanced statistical methodologies, including Measurement Invariance (MICOM) and Multigroup Analysis (MGA) facilitated by SmartPLS PLS-SEM, provide deeper insights into gender disparities. Significantly contributing to existing knowledge, this paper elucidates the complex relationships among emotions, self-efficacy, and task performance amid a crisis, with a distinctive focus on meticulously investigating gender differences. The study underscores the consistent positive impact of positive emotions on task performance across genders in Bahrain. Recommendations advocate for prioritizing support for academic and teaching staff during crises, emphasizing the positive impact on academic outcomes. Future research should explore demographic intricacies and potential mediating or moderating factors, deepening the comprehension of these complex dynamics. Highlighting the cascading impact of prioritizing the well-being and morale of academic and teaching staff, the study envisions a positive transformation resonating across various facets of society, extending beyond the confines of academia. Doi: 10.28991/ESJ-2024-SIED1-09 Full Text: PDF
Organizational Climate Management in the Context of Initial Mathematics Teacher Education Sagredo-Lillo, Emilio; Zapata, Jorge L.; Parra-Urrea, Yocelyn; Llanos-Lagos, Exequiel
Emerging Science Journal Vol 8 (2024): Special Issue "Current Issues, Trends, and New Ideas in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2024-SIED1-018

Abstract

Objective: This study aims to analyze the impact of organizational management on motivation, satisfaction and commitment in teacher training in the context of Chilean quality assurance policies that emphasize a positive school climate and good coexistence. Methods: Using a Likert scale with a Cronbach’s alpha of 0.957, we surveyed 62 students in a mathematics teacher education program. A multiple linear regression analysis was conducted to examine how motivation, satisfaction, and engagement were related to organizational management and climate. Findings: The results show that motivation and satisfaction are significant predictors, explaining 61.5% of the variance in organizational management, while commitment also influences climate, but to a lesser extent. These results underscore the importance of motivation and satisfaction for effective organizational management and suggest that these factors may be more important than commitment in shaping a positive organizational climate. Novelty/Improvement:This study contributes to the literature by highlighting the need for management models that are tailored to specific educational contexts and calls for future research to examine additional variables that influence organizational climate in higher education to improve our understanding of the factors that influence educational environments. Doi: 10.28991/ESJ-2024-SIED1-018 Full Text: PDF

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