Innovative Classroom Strategy: Impact on Students’ Mathematics Motivation, Anxiety and Achievement in Pre-University Studies

One aspect that influences mathematics achievement is students' mathematics motivation, which is closely related to their mathematics anxiety. This study aims to incorporate a classroom intervention strategy using a brain-based teaching approach (BBTA) with technological tools to improve students' mathematics performance in pre-university studies. BBTA was used in the classroom to increase students’ mathematics interest and minimise their mathematics anxiety to increase mathematics performance. Two hundred and six (206) pre-university students were exposed to both BBTA and conventional instructions during their Statistic lessons. Questionnaire comprises of motivation and anxiety-related questions as well as pre and post mathematics tests were administered to these students. Based on the findings, students with low anxiety appeared to have more self-confidence when studying mathematics, which simultaneously improved their examination results. These two elements are critical in students' learning of mathematics because students who have low levels of anxiety and high levels of motivation in learning mathematics attain high achievement in mathematics.

GENERAL LINGUISTIC DICTIONARY DESCRIPTIVE STUDY

The first antecedents in the service of the language of the Holy Qur'an were serious about learning, teaching and compilation. They exerted extraordinary efforts that reflected an organized mentality, sincerity and unparalleled dedication which impressed the whole world. These efforts included the linguistic part of the language, its morphology, phonetics and dictionary, and they have in each aspect fruitful studies and precedent and informed opinions. There are several aspects that have contributed to the admission of linguistics into modern Arab culture. Of these, sending Arab scholarships to western universities; conducting university studies and thesis by Arab students in European and American universities; establishing a special section in linguistics in some Arab universities; the emergence of linguistic writings known as modern linguistics; the emergence of Arabic translations of some linguistic articles; the organization of local and international scientific seminars and meetings in the field of linguistics; and the establishment of self-list specialties in general linguistics. However, it is no wonder that others add up to the achievements of the antecedents of theories that deal with linguistic studies, and extract meanings from beyond the linguistic text, all of which is related to the renaissance witnessed by other sciences in the modern era, and which linguists have benefited from in the linguistic field. Some linguists have collected the terms that have emerged from modern linguistic literature, who have varied in their approaches in arranging these terms. I have chosen five of these general linguistic dictionaries and addressed them in description and analysis, indicating the differences amongst them and what distinguishes each from others.

Shifting Tides: The Potential and Limitations of Critical Mass to Change Discipline Research Habits

As we consider the future of Pacific scholarship in Aotearoa–New Zealand it becomes vital to consider what we wish that future to look like and how to get there. Part of that talanoa involves considering what the possible levers of change are and whether they are capable of fulfilling our desires for change. This article outlines the different national interventions that are being made to increase Pacific engagement in Aotearoa–New Zealand’s universities, and then considers whether these interventions are fulfilling our vision for our communities. In order to deepen conversations in this space, this article also draws on critical university studies literature to help unpack the current situation and to provoke some questioning around our current trajectory.

Emotional states in times of pandemic; transformations of university education

The present houses situations that promote the unavoidable change in education, the economy, and society in general. The COVID-19 pandemic has triggered emotional contrasts, including depression, but also hostility. In this work, various academic materials are analyzed, which show the emotional impacts of the pandemic on society, which impact education and require a transformation of methodologies and processes with an ideal vision for new professional challenges.Emotions play a critical role in future job challenges. The results of this work reveal that the pandemic has broadly affected society, affective bonds have become more complex and university activities are the consequence of a set of reasons that motivate it to change form and substance. Keywords: emotional states, educational transformation, university studies. References [1]F. Suárez and L. Rosales, La ingeniería de las emociones humanas, Quito: AutanaBooks, 2021. [2]M. Tamayo, Z. Miraval and P. Mansilla, «Trastornos de las emociones a consecuencia del covid-19 y el confinamiento en universitarios de las diferentes escuelas de la universidad nacional Hermilio Valdizán. perú,» Rev. Comun Salud., vol. 10, nº 2, p. 343–354., 2020. [3]A. Cervio, «EN cuarentena, en casa. Prácticas y emociones durante el aislamiento social, preventivo y obligatorio por COVID-19 en hogares urbanos de Argentina, » CONICET, Buenos Aires-Argentina, 2020. [4]J. Salvador-Moreno, M. Torrens-Pérez, V. Vega-Falcón and D. Noroña-Salcedo, «Diseño y validación de instrumento para la inserción del salario emocional ante la COVID-19,» Revista de Ciencias de la Administración y Economía, vol. 11, nº 21, pp. 1390-8618, 2021. [5]A. M. Fernández, «Antropología de las emociones y teoría de los sentimientos,» Versión, vol. 26, pp. 1-24, 2011. [6]A. Fernández, «2020: Estudiantes, emociones, salud mental y pandemia,» Revista Andina de Educación, vol. 4, nº 1, pp. 23-29, 2021. [7]UNICEF, «El impacto del COVID-19 en la salud mental de adolescentes y jóvenes,» Septiembre 2020. [Online]. Available: https://www.unicef.org/lac/el-impacto-del-covid-19-en-la-salud-mental-de-adolescentes-y-j%C3%B3venes. [Last access: September 15, 2021]. [8]Statista, «Sentimientos de la población durante el aislamiento impuesto por la pandemia del coronavirus (COVID-19) en Perú en marzo de 2020,» 9 septiembre 2020. [Online]. Available: https://es.statista.com/estadisticas/1110475/peru-sentimientos-cuarentena-covid-19/. [Last access: September 15, 2021]. [9]B. Manrique-Losada, M. C. Gómez-Álvarez and L. González-Palacio, «Estrategia de transformación para la formación en informática: hacia el desarrollo de competencias en educación básica y media para la Industria 4.0 en Medellín – Colombia,» RISTI, vol. 39, nº 10, pp. 1-17, 2020. [10]GEINFOR, «¿Qué es la industria 4.0?,» [Online]. Available: https://geinfor.com/blog/industria-40/. [Last access: September 12, 2021] [11]J. Carvajal, «La Cuarta Revolución Industrial o Industria 4.0 y su Impacto en la Educación Superior en Ingeniería en Latinoamérica y el Caribe,» de 15thLACCEI International Multi-Conference for Engineering, Education, and Technology: “Global Partnerships for Development and Engineering Education”,, Bocaratón, Estados Unidos, 2017. [12]C. Jose, B. Rildo, A. Vilca, M. Blanca, G. Monzón and F. Ceballos, «Capítulo 2: Enunciado del problema y marco teórico en la investigación cuantitativa,» de Lainvestigación cuantitativa y algunas aplicaciones, Quito, AutanaBooks, 2020, pp. 88-105. [13]F. Suárez, L. Rosales and Á. Lezama, Computación inteligente y estados emocionales, Quito: AutanaBooks, 2020.

Teaching and Learning in the Scientific Hawza (Analytical Study)

Education and learning in the scholarly Hawza is an old one that dates back to the era of prophecy and the final message, and one of its most prominent features is its time extension, and the predominance of micro-education over the rest of the types of education, taking mosques as a place for it, then progressed and became in line with formal education in innovation, technology, and the diversity of the curriculum. It also collects the six official academic stages (elementary, intermediate, preparatory, elementary university studies, postgraduate university studies in its master's and doctoral levels) in three stages (introductions - surfaces - diligence). The researcher reviewed the methods and methods of seminary teaching and learning in its most famous cities, from Makkah and Madinah, through Baghdad and Najaf, to Isfahan and Khorasan, in addition to the curricula and schools that included males and females.

The View of Student Teachers on the Teacher’s Profession

Introduction: In recent years, teaching is no longer perceived only as a job, but as a profession. The study focuses on student’s view on the teacher’s profession, which is important in the context of becoming a teacher. During their university studies, student teachers are at the beginning of their professional careers. Their attitudes, values and principles are still evolving. Methods: Building on previous studies, qualitative methodology was applied. The main goals of the research were to describe the changing views of student teachers on the teacher’s profession, and to compare their views in the first and third years of study. Therefore, thematic writing was chosen. Results: The results show that the student teacher’s views change significantly during their university studies. While in the first year, student teachers focus more on the importance of childhood, their own practical experience and the teacher’s influence on a child’s life; in the last year of bachelor´s study, the emphasis is on the teacher’s personality, teaching professionalism and on the teacher as a learner can be observed. This paper can provide evidence that university education for kindergarten teachers is important and it most likely influences their future work. Discussion: The research findings show that it is appropriate to pay attention to how views about the teacher’s profession change. This could broaden the view of the development of the teacher profession concept and could also be a useful tool for modifying the content of future teachers’ education. Limitations: A certain limit of research can be sen in using one method. It would certainly be appropriate to supplement the research with interviews with participants. In my future research I will focus on this issue. Conclusion: 1. The student teachers’ views change significantly during their university studies, 2. The focus moves from their practical experience to the didactic theory. 3. There is a shift from focusing on personality of teachers to their abilities.

DEVELOPING THE PROJECT COMPETENCE OF FUTURE EDUCATORS IN THE SYSTEM OF UNIVERSITY EDUCATION

The article considers the development of the project competence of future teachers during the university studies. The authors describe the theoretical and practical blocks of the module “Project Competence of a Teacher” in the course “Pedagogy”, and the students’ mastery of the project activity logics. A set of tasks for students to perform their own pedagogical design is presented.

Vocational Value Profiles of Students with Preferential Vocational Interest in Sport and Their Relationship with Personal and Academic Wellbeing

In recent years there has been a significant increase in the number of students who choose to pursue university studies related to the field of sports. However, there are no studies that have investigated the existence of differentiated profiles within students whose preferred vocational area is sport. The main objective of this study was to establish the profiles of students in the second year of Spain Bachillerato whose preferred vocational interest is sport, according to the two representative vocational values: (a) “to have a fun professional activity”; and (b) “to have a professional activity whose schedule makes it possible to reconcile personal and professional life”. In addition, the resulting groups were compared according to their perception of general and academic wellbeing and their identification with the other vocational values. Two hundred and thirty participants (MAge = 17.47; DTAge = 0.669; N = 171; 74.3% male and N = 59; 25.7% female) completed some validated measures. Three clusters emerged which did not differ in terms of general and academic wellbeing. Differences were found though in terms of some vocational values such “to help people”, “to develop one’s entrepreneurial initiative” or “to be self-employed”. The findings invite us to rethink the differences in the specific profiles of vocational values and their impact on employability opportunities, and to consider these approaches in the orientation of students who have among their priority options to study sport sciences.