Overcoming Challenges: Pacific students’ experiences of being resilient through tertiary education

<p>The issue of raising Pasifika achievement levels in New Zealand has been at the forefront of Pasifika research as early as 1996 in the AIMHI report from the Ministry of Education. Nearly, 20 years on and the goal remains the same as Pasifika still underperform in education. In the last 19 years, there has been countless research in understanding the issue, with numerous identified areas of concern. However, so many areas need addressing that is can serve the purpose of perpetuating the problem by making it too large to solve. The structural, systemic issues still remain, the lack of Pasifika teachers and teachers that understand Pasifika still remain, the gap between home and school life still exist, as well as the lack of real leaders and governance in schools that want to make a difference to the education realties of Pasifika (Chu et al., 2013). This frustration has led to the rise of “strength based” approached to Pasifika education research in pursuit of solutions. With a focus on appreciating what works for Pasifika and trying to foster that success and replicate it. However, a gap remains, there has been little to no platform for the empowered Pasifika voice on the issue. The Pasifika person that “bucks” the trend and despite the countless education issues were resilient and fought for their educational success. This thesis provides a platform for this voice. This thesis reveals the stories of eight Pasifika postgraduate students (PPGS) that were deemed academic failures at secondary school. It focuses on their internal and external factors that facilitated their academic progress and resilience. This qualitative study was underpinned by appreciative inquiry as the theoretical framework and a Pacific methodology and method Talanoa. The participants were selected via snowball sampling technique and one on one Talanoa discussions were used to explore their stories. The main finding from the research identified that as the participant’s self-concepts changed so did their academic performance. The identified historical and recent education barriers were still present in both their education failure and success. However, through transferable success experiences, deep reflection, visualisation, and goal setting, enabled the participants to see a positive academic result before it eventuated. This helped the participants develop positive self-concepts and attitudes that facilitated their progress and resilience to overcome existing barriers and become successful postgraduate students.</p>

Overcoming Challenges: Pacific students’ experiences of being resilient through tertiary education

<p>The issue of raising Pasifika achievement levels in New Zealand has been at the forefront of Pasifika research as early as 1996 in the AIMHI report from the Ministry of Education. Nearly, 20 years on and the goal remains the same as Pasifika still underperform in education. In the last 19 years, there has been countless research in understanding the issue, with numerous identified areas of concern. However, so many areas need addressing that is can serve the purpose of perpetuating the problem by making it too large to solve. The structural, systemic issues still remain, the lack of Pasifika teachers and teachers that understand Pasifika still remain, the gap between home and school life still exist, as well as the lack of real leaders and governance in schools that want to make a difference to the education realties of Pasifika (Chu et al., 2013). This frustration has led to the rise of “strength based” approached to Pasifika education research in pursuit of solutions. With a focus on appreciating what works for Pasifika and trying to foster that success and replicate it. However, a gap remains, there has been little to no platform for the empowered Pasifika voice on the issue. The Pasifika person that “bucks” the trend and despite the countless education issues were resilient and fought for their educational success. This thesis provides a platform for this voice. This thesis reveals the stories of eight Pasifika postgraduate students (PPGS) that were deemed academic failures at secondary school. It focuses on their internal and external factors that facilitated their academic progress and resilience. This qualitative study was underpinned by appreciative inquiry as the theoretical framework and a Pacific methodology and method Talanoa. The participants were selected via snowball sampling technique and one on one Talanoa discussions were used to explore their stories. The main finding from the research identified that as the participant’s self-concepts changed so did their academic performance. The identified historical and recent education barriers were still present in both their education failure and success. However, through transferable success experiences, deep reflection, visualisation, and goal setting, enabled the participants to see a positive academic result before it eventuated. This helped the participants develop positive self-concepts and attitudes that facilitated their progress and resilience to overcome existing barriers and become successful postgraduate students.</p>

IMPROVING STUDENTS PERFORMANCE PREDICTION USING MACHINE LEARNING AND SYNTHETIC MINORITY OVERSAMPLING TECHNIQUE

Classification under supervision is the most common job that performed by machine learning. However, most Educators were worried about the rising evidence of student academic failures in university education. So, this study presents a supervised classification strategy of machine learning algorithm using an actual dataset contains 44 students, fourteen attributes for three previous academic years. We have proposed features that show the relationship among three main subjects which are, calculus, mathematical analysis, and control system in the education course. The objective of this study is to identify the student’s failure in the control system subject and to enhance his performance by Multilayer Perceptron (MLP) algorithm. The dataset is unbalanced, which causes overfitting of the results. Synthetic Minority Oversampling Technique has applied to a dataset for obtaining balance dataset using Weka tool. Several standard metrics used to evaluate the classifier results. Therefore, the suitable results occurred after applying SMOTE with an accuracy of 76.9%.

PENERIMAAN DIRI DARI KEGAGALAN AKADEMIK PEREMPUAN PERFEKSIONISME

This research aims to describe how academic perfectionism women rise from failure. This research uses a qualitative method with a case study approach. The number of participants in this study was four people obtained by purposive sampling technique with the characteristics of middle-aged adult women, the type of perfection in completing academic tasks, had experienced academic failure, and were willing to become research participants. In-depth interviews and observations collect data. This study indicates that educated perfectionist women always try to achieve maximum results io doing academic work. They also always have high targets that must be completed in their academic life. When they experience academic failures, at first, they tend to be sad, but after that, they can get up quickly. That is because they have a good self-concept of achievement, emotional maturity, belief in God's destiny, and a sense of optimism in themselves, and they also get reinforced motivation through social support from close relatives.

Longitudinal association between autistic traits and affinity for hikikomori in Japanese university students

The affinity for hikikomori represents the desire to be withdrawn, as well as to entertain an empathetic attitude towards withdrawn individuals. It is composed of two subdimensions, the maladaptive desire for hikikomori, and empathy for others with hikikomori. This longitudinal study examined whether autistic traits predicted the affinity for hikikomori. At the baseline assessment, undergraduate and graduate students in Japan (N = 272) completed the Autism-Spectrum Quotient (AQ), the Affinity for Hikikomori Scale in University Students, and measures assessing academic failures and interpersonal conflicts. They also completed all measures excluding the AQ eight weeks later. Structural equation modeling indicated that difficulties in social interaction aspects of autistic traits were positively associated with academic failures at Time 2 even after controlling for academic failures at Time 1. In addition, difficulties in social interaction were positively related to the desire for hikikomori at Time 2 indirectly via academic failures at Time 2 after controlling for the desire for hikikomori at Time 1. Difficulties in social interaction were also directly associated with the increased desire for hikikomori at Time 2. These findings suggest that autistic traits, and especially difficulties in social interaction, are predictors of the maladaptive aspect of the affinity for hikikomori.

Collaborative Learning Strategy and Students' Academic Performance in Mathematics and Computer Programming

Humans are facing complex problems such as learning how to solve computational problems and academic failures. This research focused on the impact assessment of collaborative learning strategy on solving computational problems among students in Nigeria. A mixed research design was used and the population was 1600 senior secondary school students. A stratified random sampling method was used to select 240 SS III students for the study. The mathematics and computer programming performance tests instrument for data collection were validated by experts in educational measurement and evaluation. A reliability coefficient of 0.79 was obtained for the test instrument. The data collected were analysed using mean, standard deviations and multivariate analysis of covariance (MANCOVA) statistical tools. Findings revealed that the use of collaborative learning strategy was effective on student's academic performance in solving mathematical and programmatically based problems. Recommendations on students' learning activities were suggested for the enhancement of students' learning experiences.

TECHNOLOGY TO FORECAST EDUCATIONAL RESULTS (ON THE EXAMPLE OF “CHEMISTRY” STUDIED BY STUDENTS OF CONSTRUCTION AND ENGINEERING UNIVERSITY)

The purpose of this article is to develop a forecasting technology that makes it possible to predict the learning outcomes of civil engineers’ students studying “Chemistry” during the first weeks of study. The method of cluster analysis of k-means was chosen as a diagnostic tool. The participants were the students of 19 academic groups of full-time bachelor's degree program. For the experiment, the results of current control group (with an accuracy of 0.5 points) were collected from 298 first-year students that were asked to predict (on a 100-point scale) their score for the course being studied. The developed technology allows predicting learning grades with satisfactory accuracy equal to 86.24%. Eight hypotheses were tested; the results can be divided into three clusters of students: those who received a positive score; those who achieved a satisfactory result; students who are required to pass the exam to obtain a “satisfactory” grade. The study contributes to the development of computer pedagogy. It can be useful for teachers (for recommending to visit consultations to students who cannot achieve good results on their own, for a more efficient distribution of exam session’s time). The results can be useful for students (as a motivation to put more efforts into studying some disciplines), and for tutors and deputy deans for academic affairs (to search for “problem” students and decrease possible academic failures early).

Effects of Mycotoxins on Child Development

Background:: Mycotoxins are defined as fungi that have negative effects on human health. The immune system of the organism is affected by mycotoxins first, and developmental problems, systemic diseases and death can be observed. Although this damage is important for all individuals, due to immaturity of the developmental areas, weak immune system and vulnerability against external factors, it can seriously affect children both in the pre- and in the postpartum period. Objective:: It is aimed to examine the effects of mycotoxins on child development, which is also very important in the study, together with the studies conducted. Methods:: In the research, document analysis method was used to determine the effects of mycotoxins on children. The articles examining the effects of mycotoxins and mycotoxins on children were reached from Google Scholar between 2002 and 2020, accessible books were examined and the results of these studies were discussed as a whole. Conclusions:: As a result of the encounter of the fetus with mycotoxins in the womb, the rate of low birth weight babies increases. At the same time, growth retardation, congenital anomalies and neural tube defects are encountered in the fetus. In infancy, mycotoxins cause developmental retardation, damage to the immune system, health problems, especially gastrointestinal problems, and cognitive development problems. As a result of encountering mycotoxins in childhood and adolescence, developmental delays, cognitive and neurological problems, and academic failures can be seen.

The Total Literacy Campaign in Compulsory Schools of Ryazan during the Great Patriotic War (1941–1945) (Commemorating the 75th Anniversary of the Great Victory)

Изучение деятельности общеобразовательной школы в период Великой Отечественной войны является актуальным, так как каждый последующий этап в развитии отечественной школы вбирает в себя все лучшее, что было накоплено в предыдущие. Однако в научной литературе нет обобщающих исследований о деятельности городских школ Рязани, в частности по осуществлению всеобуча в годы Великой Отечественной войны. В ходе исследования применялись теоретические (анализ педагогических источников, архивных материалов) и статистические методы (количественный и качественный анализ). В статье обобщен архивный материал, сделаны выводы, в оборот введена новая историко-педагогическая информация, что свидетельствует о теоретической значимости и элементах научной новизны проведенного исследования. В данной статье показаны способы осуществления всеобуча, его сложности и достижения; вклад местных органов образования, педагогических коллективов и комсомольских организаций школ, родительской общественности, трудовых коллективов в решение этой проблемы. Выявлены причины отсева учащихся. Приведены качественные и количественные результаты. Исследование показало, что, несмотря на сложности военного времени, наблюдалась положительная динамика охвата всех детей школьного возраста обучением. Результаты исследования расширяют знание об особенностях осуществления всеобуча в городских школах Рязани в годы Великой Отечественной войны. Материал статьи может быть использован научными работниками, преподавателями, студентами при изучении истории педагогики и образования. The investigation of compulsory schooling during the Great Patriotic War is a relevant issue, for every stage of Russian School development incorporates all the best aspects of the previous stages. However, there is no generalizing research devoted to the investigation of Ryazan schools and their work during the Great Patriotic War, namely to the investigation of the total literacy campaign conducted by Ryazan schools during the period. The research employed theoretical (analysis of academic and archival sources) and statistical (quantity analysis and quality analysis) methods. The theoretical significance and the scientific novelty of the research are accounted for by the fact that the article summarizes and generalizes archival materials, makes conclusions, analyzes previously unanalyzed historical and pedagogical information. The article focuses on the total literacy campaign, treats some challenges associated with it and some achievements, assesses the way local educational institutions, pedagogical teams, Komsomol organizations, parents, and working teams contributed to the solution of the problems associated with the campaign. It analyzes the causes of academic failures, performs quantitative and qualitative assessments. The research shows that despite the complications inflicted by the wartime, the campaign managed to involve all school-age children. The results of the research enrich our knowledge of the total literacy campaign in Ryazan schools during the Great Patriotic War. The material of the article can be used by researchers, teachers and students interested in the history of pedagogy and education.

Fixed Intelligence Mindset Moderates the Impact of Adverse Academic Experiences on Students’ Self-Esteem

The present research, by using cross-sectional (Study 1, N = 413) and daily diary methods (Study 2, N = 95) aimed to investigate the way intelligence mindset influences students’ self-esteem and emotional experiences when they are confronting academic adversities (i.e., failures and difficulties). Although fixed intelligence mindset showed no association with students’ daily positive or negative emotions, results consistently indicated that fixed intelligence mindset moderated the effect of academic failures (Study 1) and daily difficulties (Study 2) on their self-esteem. Academic adversities reduced students’ self-esteem, and fixed intelligence mindset amplified this effect.