The Supervised Learning Model for Analyzing the Sportsperson Training Efficiency

The driving concept of students’ sports training involves a unique activity that is often tightly correlated to students’ efficiency and varies with the momentum of sports training. Supervised learning is one of the smart methods with positive results in the fields of classification techniques. Due to the excessive currency unit associated with sports, sports forecasting is a growing area that must be well predicted. Therefore, in this paper, sports training based on the supervised learning (STSLM) model has been proposed to evaluate and predict student sports efficiency. STSLM models are based on various variables, such as traditional student ratings, performance, and efficiency. The emphasis is on the efficiency of students predicting sports outcomes. STSLM defines evaluation methods, information sources, effective models for testing students’ sports training, and unique challenges to forecast sports outcomes. The experimental results have been performed. The suggested STSLM model enhances the efficiency ratio of 96.3%, injury prevention level of 98.2%, fitness level of 95.5%, evaluation ratio of 98.8%, and training optimization ratio of 97.2% compared to other existing approaches.

Co-Creation, Reflection, and Transformation. The Social Impact of a Service-Learning Course at the University of Szeged

This paper highlights three aspirations, which are shared by the diverse concepts and practices of responsible research and innovation (RRI): co-creation, reflexivity, and transformation. The authors analyse a service-learning (SL) initiative at the University of Szeged, Hungary, based on the model by Chupp and Joseph (2010). This provides a typology of SL practices and identifies four main approaches to the social impact of SL: traditional, critical, social justice oriented, and institutional change-focused approach. The authors also use this model to analyse the effects of their initiative with regard to the RRI principles of co-creation, reflexivity, and transformation. They provide evidence that their SL course may reach beyond its traditional (student-learning-based) effects in the Hungarian context, and embrace social justice and critical approaches. While the authors also found certain instances of institutionalisation, embedding critical SL into a Hungarian university and inducing significant institutional transformation seems to be a long way away.

Les effets des programmes d’été de littératie: Les théories sur les opportunités d’apprentissage et les élèves « non traditionnels » dans les écoles de langue française en Ontario

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the “non-traditional” student in Ontario French language schools.

Les effets des programmes d’été de littératie: Les théories sur les opportunités d’apprentissage et les élèves « non traditionnels » dans les écoles de langue française en Ontario

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the “non-traditional” student in Ontario French language schools.

The Need for Equitable Scholarship Criteria for Part-Time Students

Current policies and interventions to enhance student success and retention are often tied to full-time enrollment, which are substantiated by studies associating part-time enrollment with lower retention and poorer academic outcomes. However, these findings are limited to studies of first-time college students and do not represent today’s nontraditional undergraduate who may be transfer, online, and working adult students. To enhance retention of on-campus and hybrid online 2 + 2 transfer students in a STEM undergraduate program, need-based scholarships are awarded to students enrolled full-time as stipulated by the federal granting agency. Although the scholarship has helped >80 students to date, over 40% of eligible transfer students are excluded only because they are enrolled part-time, disproportionately affecting students in the hybrid online track who are more likely to be women and underrepresented minorities. Using quantitative and qualitative methods, this study explores enrollment behavior of transfer students (online and on-campus), its relationship with student characteristics and academic outcomes, and implications for scholarship eligibility. Full-time enrollment is a significant challenge for transfer students. While scholarship requirements are a key factor influencing full-time enrollment, online transfer students additionally cite work and family obligations as drivers of enrollment behavior. Thus, online 2 + 2 transfer students face different challenges than on-campus peers and are more likely to enroll part-time out of necessity, yet still have comparable GPA and graduation rates. These findings support a growing awareness of barriers nontraditional students face questioning the relevance of policies driven by “traditional” student outcomes, which perpetuate inequity in higher education.

Differences in Instructor, Presenter, and Audience Ratings of PechaKucha and Traditional Student Presentations

Background: Recent evidence suggests PechaKucha—a presentation style utilizing simplified visuals, narration, and rigid time constraints—may promote various learning outcomes and instructor goals better than traditional PowerPoint presentations. Objective: The purpose of this study was to test the effectiveness of students’ PechaKucha compared to traditional presentations from multiple perspectives (instructor, presenter, and audience member) using a between-subjects design. Method: Instructors rated students’ PechaKucha ( n = 48) or traditional presentations ( n = 25), and students completed surveys on their experiences as presenters and audience members, as well as their immediate and delayed retention. Results: PechaKucha required significantly less class time, and received higher instructor ratings of appearance, creativity, and overall presentation quality. PechaKucha presenters displayed higher immediate retention of content from their own presentations than did presenters of traditional presentations, but there were no differences in delayed retention or presenter learning outcomes. PechaKucha audience members reported better understanding, as well as higher delayed retention. PechaKucha benefits were shown even when presentations were conducted remotely due to COVID-19. Conclusion: These findings further point to the utility of PechaKucha for promoting student learning outcomes and instructor goals from multiple perspectives. Teaching Implications: Instructors should consider assigning PechaKucha instead of traditional presentations.

Emotional Performance of a Low-Cost Eco-Friendly Project Based Learning Methodology for Science Education: An Approach in Prospective Teachers

Enhancing the emotional dimension of prospective teachers in science subjects—which has become increasingly important in recent decades—is a responsibility of higher education institutions. The implementation of active methodologies has the potential to modify the traditional student-teacher roles that are encouraged by the educational policies implemented in the Bologna Process. Simultaneously, it is possible to promote knowledge of sustainability, as well as the attitudes and behaviors required by UNESCO. The main aim of this work is to describe a project-based learning methodology with a transversal sustainability approach (low-cost and eco-friendly) and to introduce this as a potential resource for the emotional and cognitive improvement of 19 prospective primary teachers enrolled in scientific subjects. This is a qualitative study in the context of a research line focused on higher education for sustainable development. A questionnaire was designed and filled in by students at two different stages, before and after implementation of the activity. The initial feedback from students was surprisingly enthusiastic due to the fact that they were working with rockets, despite this not being considered a common emotion expressed by students in science lessons. The results show the emotional improvement of prospective teachers after implementation of the activity. It is concluded that a good science education, with implementation of sustainable approaches is necessary during the training of teachers, taking into account their emotional dimensions and social repercussions as a consequence of future transmission.

A Qualitative Description Investigation of U.S. Higher Education Quantitative Datasets

Currently, the U.S. system of higher education is almost exclusively evaluated by quantitative data based on traditional student trajectories and university structured programs. This could be problematic for community colleges and post-traditional students, who are a growing population at all institutions. Therefore, we conducted a pilot, qualitative description analysis of three U.S. quantitative national datasets to assess their accuracy and identify factors that influence classifications. We interviewed individuals (n=13) who would qualitatively be considered success stories, specifically individuals who attended community colleges during their undergraduate studies and ultimately high ranking graduate programs, to gather information about their educational timelines. In some cases, the datasets would classify these individuals as completers but not always. Participants would be classified as non-completers for two major reasons: transfer prior to Associate degree completion and limitations with prescribed timelines. The latter is complicated by the perceived freedom of the open door policy at community colleges. The results from this study indicate a need to modify existing quantitative metrics to purposefully incorporate community colleges and their students, and the findings reinforce the importance of qualitative research in higher education.