Yoxas/statistical_literacy huggingface dataset:
This research examines the nuanced challenges confronting Chinese university students within the dynamic milieu of Chinese education. The study comprehensively investigates factors encompassing educational progress, social development, cognitive focus, and Psychological Well-being (PWB), specifically emphasizing the role of sports participation. To scrutinize the moderation-mediation nexus between cultural context and social development, a distribution of 500 questionnaires was administered to Chinese university students, yielding 413 responses, corresponding to an 82.6% response rate. Methodologically, this study employed moderation and mediation analyses, incorporating statistical techniques such as a principal component matrix, factor analysis, and hierarchical regression. Prominent findings underscore the significant impact of age on educational progress, shaping the trajectory of academic advancement. Cumulative Grade Point Average (CGPA) emerges as a promising metric, establishing a link between academic performance and educational progress. Active involvement in sports and physical activities (PSPA) positively affects academic performance and study habits. Participation in sports teams and clubs (ISTC) enriches social development by nurturing interpersonal relationships, teamwork, and leadership skills. Sports activities (ESA) correlate with enhanced cognitive focus and improved psychological well-being. Significantly, the findings unveil a nuanced association between Perceived Social Development Through Sports (PSDTS) and educational progress. Cultural Context (CC) moderates PSDTS, Sport-induced Cognitive Focus (SICF), and PWB, influencing educational progress. This study emphasizes the need for enhanced support systems-academic guidance, awareness, sports programs, and cultural competence training-to advance student well-being and academic achievement in China, fostering an empowering educational environment for societal progress.
This research examines the ways in which higher education institutions (HEIs) across the tropEd Network for Education in International Health (tropEd) began to adapt their teaching and learning approaches in response to the COVID-19 pandemic in 2020. Already during this early phase of the pandemic HEIs' responses demonstrate global health approaches emphasising cooperation and communication, rather than national health driven strategies that emphasise quarantine and control. Key lessons learnt for multiple dimensions of teaching and learning in global health are thus identified, and challenges and opportunities discussed. Data collection includes a cross-sectional online survey among tropEd member institutions (n = 19) in mid-2020, and a complementary set of open-ended questions generating free-text responses (n = 9). Quantitative data were analysed using descriptive statistics, textual data were analysed using a Framework Analysis approach. While early on in the pandemic the focus was on a quick emergency switch to online teaching formats to ensure short-term continuity, and developing the administrative and didactic competence and confidence in digital teaching, there is already recognition among HEIs of the necessity for more fundamental quality and longer-term reforms in higher education in global health. Alongside practical concerns about the limitations of digital teaching, and declines in student numbers, there is a growing awareness of opportunities in terms of inclusivity, the necessity of cross-border cooperation, and a global health approach. The extent to which the lack of physical mobility impacts HEI programmes in global health is debated. The COVID-19 pandemic has brought about preventive measures that have had a considerable impact on various dimensions of academic teaching in global health. Going forward, international HEIs' experiences and response strategies can help generate important lessons for academic institutions across different settings worldwide.
This research explores the implementation of a child-centred, co-designed, community-embedded program called 'Young Doctors for Life' (YDFL). YDFL is designed to improve health and wellbeing outcomes for Aboriginal children in the middle childhood years. Focus is given in this paper to the processes of program adaptation of the YDFL to ensure local cultural relevance, drawing on the experiences and perspectives of children, parents, schoolteachers, and the implementation team. Two focus groups with program stakeholders were convened. The first group consisted of three members from the local Aboriginal implementation team, and the second group comprised two members of the program design team. Children (n = 22) and schoolteachers (n = 2) participated in semi-structured interviews. Parent survey data (n = 16) were also collected and included. The data was analysed, guided by the five elements of implementation as outlined in the Hexagon Implementation framework (Capacity; Fit; Need; Usability; Support; and Evidence), which served as a priori themes. YDFL provides a promising example of how programs can be adapted with and for Aboriginal communities to support child health. Successful adaptation and implementation of this program required a co-design approach engaging program designers and the local implementation team. Community collaboration was also essential to identifying and addressing local community goals and aligning new programs with local service and cultural contexts. Health programs to support positive child outcomes are more likely to be successful when they share their focus between the risks and challenges within a community, and the positive, protective factors that can be leveraged to support children to flourish. Stakeholder engagement and community leadership are necessary to achieve meaningful program adaptation and implementation in Aboriginal communities.
This research explores the mediating role of perceived usefulness and enjoyment of science, technology, engineering, and mathematics (STEM) teaching practice between secondary teachers' competencies and attitudes in the formal educational context. Also, the research aimed to examine if the relationships between model constructs differ by STEM teaching practice dimension (e.g., Inquiry-based learning (IBL) and Integration of STEM content (INT)). We synthesized the will, skill, tool model (WST), technology acceptance model (TAM) and flow theory (FLT) to develop a theoretical model predicting teacher attitude under the influence of Competencies, Perceived Usefulness and Perceived Enjoyment. Therefore, a mediated multigroup model with validated data from three hundred Romanian secondary teachers who completed questionnaires related to their competencies, perceived usefulness, enjoyment, and attitude toward STEM teaching practices was used. Two comparative teacher survey studies were carried out: one for IBL and one for INT. There are direct and positive relationships between Competencies and Attitude, Competencies and Enjoyment, Competencies and Usefulness, and Enjoyment and Attitude for both IBL and INT teaching practices. The partial least squares path modeling (PLS-SEM) results showed that the control variables had no significant impact on attitude. This research supports evidence for the belief that teachers' competency is a key predictor of attitude. Precisely, the positive strong direct effect of Competencies on Attitude is similar for IBL (β = 0.49, t = 7.46, p < 0.001; f 2 (Effect size) = 0.29) with for INT teaching practice (β = 0.46, t = 6.46, p < 0.001; f2 (Effect size) = 0.22). Interestingly, this research showed that the perceived Usefulness and Enjoyment partially mediated the association between Competencies and Attitude in both case studies. Understanding the mediating role of perceived usefulness and enjoyment for each STEM practice would help teachers successfully implement STEM education.
This research focuses on the Chinese learning strategies employed by learners from Central Asian countries, specifically examining the effects of gender, age, and learning duration. The study aims to identify and analyze the demographic factors that influence the learning approaches of these learners, providing insights for more effective teaching and learning of Chinese as a foreign language. Data are collected through questionnaires and interviews, and statistical analysis is conducted to explore the correlations between gender, age, learning duration, and learning strategies. The learning strategy model adopted in this study provides a comprehensive classification of language learning strategies. The results underscore the significance of incorporating these factors into language education programs, providing valuable insights into the unique needs and challenges encountered by learners from Central Asian countries. The findings indicate that students from Central Asian countries predominantly utilize social strategies, metacognitive strategies, and affective strategies in their Chinese language learning. These are followed by compensatory strategies, cognitive strategies, and memory strategies. While gender does not exert a significant impact on the utilization of Chinese learning strategies, there are discernible variations in memory and affective strategies between males and females. Age does not significantly affect overall learning strategies, but there are notable disparities in compensatory strategies among different age groups. Learning duration has a significant effect on compensation and metacognitive strategies. The correlation between learning duration and overall strategies is significant indicating that learners with different learning durations exhibit notable differences in compensation and metacognitive strategies.
This research investigated the effects of emotional intelligence, learning styles, and science and technology self-efficacy on academic performance. Ninety-one preservice science teachers enrolled in the Bachelor of Science degree programs (Science) in education at the University of Ghana for the academic year 2020-2021 participated in this research. The researchers collected data using grade point averages, the Science and Technology Self-Efficacy scale, and the Schutte Self Report Emotional Intelligence Test scale. Data were analyzed using mean, standard deviation, independent samples t-test, Pearson product moment correlation, and hierarchical multiple regression. The key findings in this research were that the study underscores the pivotal role of STEM field self-efficacy, especially for males, emphasizes the significance of nurturing confidence within the STEM field, and reveals a relationship between emotional intelligence and academic performance among preservice science teachers. This study adds to the literature examining factors influencing preservice science teachers' academic performance.
This research investigated the impact of planning time, working memory (WM), and cognitive styles on language learning outcomes within the framework of Task-Based Language Teaching (TBLT). Drawing on a diverse sample of language learners, the study employed a pretest-posttest control group quasi-experiment to examine the effects of providing pre-task planning time on language performance. Participants engaged in communicative tasks, with a focus on vocabulary acquisition and task complexity, while their cognitive processes were assessed through measures of WM and cognitive styles. The findings revealed significant interactions between planning time and cognitive styles, particularly field dependence, influencing language production and proficiency such that learners with planning time outperformed learners without planning time; high-WM learners outperformed their low-WM peers, and field independent learners outstripped their field-dependent counterparts. Moreover, the study contributes to the broader understanding of the nuanced relationship between planning time, WM, and cognitive styles in the context of TBLT. The implications of these findings for language teachers, materials developers, syllabus designers, curriculum developers, and policymakers are discussed, offering insights into the design of effective language learning environments. Despite certain limitations, the study provides a foundation for further research exploring cross-cultural variations, longitudinal effects, and the integration of technology in language education, with the aim of advancing pedagogical practices tailored to diverse learner profiles.
This research investigated the service quality of government secondary schools (GSS) in Bangladesh. A mixed methods research design combining quantitative and qualitative methods was applied for gathering and analyzing data. Quantitative data was collected from 601 randomly selected clients using a structured interview schedule developed based on the five-dimensional SERVQUAL instrument. Qualitative data was obtained through focus group discussions and interviews of students, teachers, headteachers, guardians, assistant school inspectors, and the deputy director of secondary and higher education working in the selected region. Quantitative data were analyzed using descriptive statistics and bivariate analysis, while qualitative data was transcribed and labeled into emerging themes. The study found that the quality of secondary education in the GSSs of the study area failed to meet the demand of the clients in terms of all the quality dimensions of SERVQUAL, where t-values revealed a significant gap between expectation and perception in Tangibles, Responsiveness, Reliability, Assurance and Empathy dimensions. Data from qualitative methods showed that all the stakeholders agreed with the gap in tangibles and empathy dimension claimed by the respondents in the quantitative survey. However, teachers and guardians showed differential opinions regarding the gaps in responsiveness, reliability, and assurance. It was also found that 40% of the respondents were either neutral or dissatisfied with the education service of GSSs. Logistic regression output shows that among the dimensions of SERVQUAL, tangibles, responsiveness, assurance, and empathy can significantly influence a respondent's overall satisfaction with GSS services. One-way ANOVA results show that schools from at least two districts differ significantly in terms of the mean score of overall satisfaction and the perceived mean score of tangibles, responsiveness, reliability, assurance, and empathy dimensions. The schools lack teaching, learning and recreational facilities such as laboratory, library, common room, and sports. The students did not receive individual need-based care for academic performance improvement and did not participate in lesson planning, preferring teaching methods and deciding assessment strategies. The teachers were not sufficiently skilled in delivering intelligible lectures and didn't give time to students outside of formal classes. A sizeable gap in the SERVQUAL dimensions indicates that a comprehensive all-out effort is necessary to improve the service quality of GSSs. Consequently, improving teaching learning facilities, student participation in the lesson plan and deciding on teaching methods, teachers' training in pedagogy, and school-specific quality improvement measures are imperative.
This research investigates trends pertaining to the prevalence of low fruit and vegetable consumption among the labor force population in China. The study considered data derived from four nationally representative cross-sectional surveys. The data under review for this study was derived from the China Chronic Disease and Risk Factor Surveillance (CCDRFS) carried out in 2010, 2013, 2015, and 2018, correspondingly. We utilized a food frequency questionnaire to evaluate the quantity and frequency of fruit and vegetable consumption. The estimated prevalence of low fruit and vegetable consumption was calculated for each survey, while considering factors such as sex, age, location, and socioeconomic status (SES). Participants' SES was ascertained via latent class analysis, serving to identify distinct classes based on criteria such as education, occupation, and household income per capita. Logistic regression was deployed to determine the statistical significance of trends. From 2010 to 2018, there was a notable increase in the average daily consumption of vegetables and fruits among the working population, rising from 418.6 g/day to 491.8 g/day (P<0.01 for trend). During the same period, the prevalence of low fruit and vegetable intake declined from 51.1% to 43.5% [P<0.001 for trend; -1.6% average annual percent change (AAPC)]. This downward trend was prevalent across genders, however, certain subgroups of adults (e.g., those living in rural areas or those of low SES) saw stable consumption levels throughout this period (P>0.05 for trend). Over the past nine years, there has been a notable decline in the prevalence of low fruit and vegetable consumption among the labor force population in China. Moreover, the comparatively deficient intake of fruits and vegetables evident among individuals of lower SES warrants further attention.
This research note was motivated by community speech-language pathologists (SLPs) who have expressed concerns about how to interpret the unexpected observation of higher performance on the Digit Span Backward task than the Digit Span Forward task on the Test of Integrated Language and Literacy Skills (TILLS). We therefore conducted an exploratory analysis to examine the pattern of digit span performance in children to help clinicians interpret their findings. We investigated performance on the Digit Span Forward and Digit Span Backward subtests using the TILLS normative sample (N = 1,262). Raw scores, standard scores, and percentile ranks were systematically compared. In addition, we were able to estimate span length (longest number of items that can be accurately recalled) for 69 participants and evaluated the relation between performance and span length. Our exploratory analyses revealed that "better" performance on the backward than forward task was rare. Instead, the pattern that SLPs are reporting can be explained by three factors: (a) a statistical phenomenon exacerbating small differences, (b) comparing standard scores or percentile ranks instead of raw scores or span length, and (c) better backward scores can still mean longer forward span length. It is likely that community SLPs tended to report cases of better backward than forward recall because it is the more remarkable and interesting finding, leading to the perception that the pattern is common, when it is not. Overall, we caution clinicians against overinterpreting their own client's performance on the digit span tests.
This research presented the ability of the Hilbert transformation of The Very Low Frequency-Electromagnetic (VLF-EM) data to investigate the presence of faults. VLF-EM data was collected in the Pinggirsari village area, Arjasari District, Bandung Regency, West Java, Indonesia. Through the Hilbert transformation, the VLF-EM data was converted into apparent resistivity data and then inverted into a resistivity cross-section. For comparison, qualitative interpretation was also conducted using both the Fraser and the Karous-Hjelt filters. Interpretation results using both the Fraser and Karous-Hjelt filters indicate the presence of faults through tilt-angle curve peaks and apparent current density anomalies. The resistivity cross-section resulting from the Occam inversion of the apparent resistivity data, derived from the Hilbert transformation, accurately delineated fault positions. Resistivity changes around 700-800 m indicated fault proximity to a depth of approximately 150 m, with a good match to the geological map. Within a distance of 0-700 m, low resistivity values were associated with the Malabar tuff, while >700 m, higher resistivity values were associated with the Waringin-Bedil andesite. The Hilbert transform helps in clarifying VLF data interpretation for precise fault detection through resistivity parameters.
This research sought to identify the association between sports participation and resilience in children and adolescents as a means to enhance mental health. A comprehensive survey was carried out, encompassing primary, middle, and high school students from chosen educational institutions. The analytical sample comprised 67,281 students of school age. Sports participation and resilience were evaluated using validated assessment tools, while relevant covariates, such as sex and school grade, were assessed through self-reported questionnaires. Generalized Linear Models were applied to ascertain the association between sports participation and resilience for the entire sample, and separately for subgroups divided by gender or school grade, after controlling for covariates. Among the 67,281 school students, males constituted 51.9% of the sample. Approximately 47.1% of the entire sample reported no sports participation, and the average resilience score was 24.7. The regression model analysis revealed that, in the entire sample, increased in sports participation was linked to higher resilience scores (odds ratio [OR] for 1-3 times per month: 1.20, 95%CI: 1.16-1.24; OR for 1-2 times per week: 1.38, 95%CI: 1.33-1.43; OR for 3 times or more per week: 1.72, 95%CI: 1.65-1.79). Analyses stratified by gender and school grade indicated that sports participation was consistently associated with greater resilience. This study provides cross-sectional evidence supporting the positive association between sports participation and the resilience of children and adolescents, underscoring the potential of encouraging sports participation as a strategy for promoting mental health resilience. The findings presented herein should be subject to further confirmation or refutation in future research endeavors.
This research utilizes data collected in Florida to examine the differentials in injury severities among single-vehicle drivers involved in work zone-related incidents, specifically focusing on the distinctions between rural and urban areas. The study encompasses a four-year period (2016-2019) of crash dataset. A likelihood ratio test was performed to examine model estimate's temporal consistency in datasets from rural and urban areas across several time periods throughout the year. Separate statistical models were estimated for both rural and urban datasets to understand different driver injury severity outcomes (no injury, minor injury, and severe injury) using a mixed logit approach with possible heterogeneity in mean and variance of random parameters. Out-of-sample simulations were conducted to see the effect of different parameter changes on injury severity probabilities in rural and urban work zone crashes. Over multiple years, various years in both rural and urban models have generated statistically significant random factors that effectively capture the presence of heterogeneity in means, accounting for unobservable variations within the data. Clear evidence of factors such as speed limits, work zone type, and traffic volume affecting the work zone injury severities were found to vary significantly between rural and urban work zone areas. However, despite this difference, rural and urban work zones share common safety problems and countermeasures such as driver education, improved signage, and appropriate traffic controls; combining ITS technologies and enhanced law enforcement can help mitigate crash severity in urban and rural work zone areas.