Tags:education
EXAMINING THE IMPACT OF A MINDFULNESS-BASED STRESS REDUCTION PROGRAM ON STUDENT WELL-BEING AND ACADEMIC PERFORMANCE: A MIXED-METHODS STUDY
This study investigated the impact of a 12-week Mindfulness-Based Stress Reduction (MBSR) program on undergraduate students' stress levels, anxiety, overall well-being, and academic performance. A mixed-methods approach was employed, including quantitative assessments using standardized questionnaires and qualitative interviews. The study was conducted at a local university in Arizona, United States, utilizing a randomized controlled trial (RCT) design with 100 participants. Results from the Perceived Stress Scale (PSS-10) and Generalized Anxiety Disorder 7-Item Scale (GAD-7) demonstrated significant reductions in stress and anxiety levels among MBSR participants at the post-intervention assessment. Furthermore, improvements in overall well-being were evident based on the WHO-5 Well-being Index. Analysis of Grade Point Average (GPA) scores revealed statistically significant improvements in both the experimental and control groups, with slightly higher gains observed in the experimental group. Qualitative insights from interviews highlighted positive experiences with the MBSR program, including enhanced stress and anxiety management and positive impacts on academic performance. These findings contribute to a broader understanding of mindfulness interventions in educational settings, emphasizing their potential to support student well-being and academic success.
Parental Pressure on Academic Achievement Questionnaire (PPAAQ)
This document outlines the detailed ethical and administrative guidelines for the use, administration, handling, and analysis of the Parental Pressure on Academic Achievement Questionnaire (PPAAQ), a research instrument developed by KHRITISH SWARGIARY and the Department of Research and Development, EdTech Research Association (ERA), headquartered at 15205 East North Lane, Scottsdale, Arizona, USA. The PPAAQ assesses the dynamic relationship between parental expectations and academic achievement in secondary school students. This protocol is designed to ensure that ethical standards are upheld, the integrity of the research is maintained, and participants’ welfare is protected at all stages of the study.
The Impact of Flipped Classroom Methodology on Academic Performance and Engagement: A Comprehensive Study of Grade 6 Students in Arizona
This study investigated the effects of flipped classroom methodology compared to traditional teaching methods on academic performance and engagement among grade 6 students in Arizona. A sample of 60 students was equally divided into flipped classroom (n=30) and traditional (n=30) groups. Pre-test and post-test scores revealed significantly higher academic improvement in the flipped classroom group (M = 21.14%, SD = 1.83%) compared to the traditional group (M = 11.97%, SD = 0.86%), t(58) = 24.91, p < .001, Cohen's d = 6.44. The flipped classroom group also demonstrated significantly higher engagement levels across all measured variables, including on-task behavior (84.23% vs. 64.07%, d = 9.61), homework completion (92.07% vs. 75.30%, d = 7.00), and interest in the subject (M = 8.17 vs. M = 6.10, d = 3.21). Engagement in specific activities showed marked differences, with the flipped classroom group outperforming in group discussions (86.50% vs. 76.50%, d = 1.40), problem- solving tasks (81.50% vs. 67.33%, d = 1.88), and collaborative projects (76.17% vs. 62.50%, d = 1.82). Longitudinal data collected after three months showed sustained benefits in the flipped classroom group, particularly in interest in the subject (M = 8.24 vs. M = 5.73, d = 18.82) and class participation (M = 8.53 vs. M = 6.60, d = 11.63). However, material retention was similar between groups (70.00% vs. 66.67%, χ²(1, N = 60) = 0.08, p = .777). While both groups faced some challenges, including initial adaptation difficulties for the flipped classroom group, the overall results strongly support the effectiveness of the flipped classroom model in improving academic performance and sustaining student engagement in grade 6 education. Keywords: Flipped classroom, Student engagement, Academic performance, Active learning, Longitudinal effects
Artificial General and Super Intelligence in Education
This book, Artificial General and Super Intelligence in Education: Theoretical Foundations, Practical Applications, and Future Implications, is an endeavor to explore the possibilities, opportunities, and challenges that AGI and ASI may bring to the educational sector. It delves into the intricate details of what AGI and ASI entail, highlighting how these advanced forms of intelligence might one day emulate or surpass human intelligence. By considering both the technological frameworks and the educational implications of AGI and ASI, this book aims to provide a holistic examination of how these technologies could fundamentally alter the roles of educators, the experiences of learners, and the structure of educational institutions.
Expanding Horizons: A Comprehensive Guide to Extension Education
Expanding Horizons: A Comprehensive Guide to Extension Education
The Quantum Leap: Exploring the Power and Potential of Q-Star AI in Academia and Beyond
In the ever-evolving landscape of artificial intelligence, we find ourselves at the brink of a new era marked by unprecedented technological advancements. Quantum-driven AI, specifically Q-Star AI, represents one of the most transformative innovations in this field. This book, "The Quantum Leap: Exploring the Power and Potential of Q-Star AI in Academia and Beyond," is a comprehensive examination of this groundbreaking technology, focusing on its applications within academia and its potential to shape the future of education, research, and industry. The journey to create this book began with a fascination for the possibilities of quantum computing and its application to artificial intelligence. As quantum mechanics entered the AI domain, opening doors to unparalleled computational power, I realized the profound implications for academic fields that rely heavily on data processing, modeling, and complex problem-solving. Q-Star AI stands as a unique milestone that combines the depth of quantum mechanics with the versatility of AI, capable of enhancing both scientific and social research. However, for academics, educators, and students to fully embrace and utilize Q-Star AI, a clear understanding of its capabilities, applications, and ethical implications is essential. This book aims to be more than an introduction; it is a guide that provides readers with practical tools, real-world applications, and critical perspectives on Q-Star AI. In exploring its academic applications, we delve into how Q-Star AI optimizes research methodologies across disciplines and reshapes teaching practices, learning outcomes, and data analysis. The book also addresses ethical considerations, acknowledging the need for responsible use of this technology in educational contexts.
AI: Not the Human Touch
Welcome to "AI: Not the Human Touch". This book explores the evolving intersection of artificial intelligence (AI) and education, focusing on how AI can enhance educational practices while acknowledging the enduring importance of human educators. In recent years, AI has become a transformative force in various sectors, including education. It promises to revolutionize classrooms by offering personalized learning experiences, automating administrative tasks, and providing valuable insights into student performance. However, amidst these advancements, there arises a critical question: can AI truly replace the irreplaceable— the human touch in education? The purpose of this book is not to pit AI against human educators but to delve into the complementary roles they can play. AI has undeniable strengths in processing data, delivering personalized content, and facilitating efficient administrative tasks. Yet, it lacks the emotional intelligence, empathy, and moral guidance that human teachers naturally provide. Teachers are not just instructors but mentors, motivators, and role models who nurture students' intellectual and emotional growth. Through insightful chapters, we explore AI's capabilities and limitations in education. From enhancing administrative efficiency to fostering collaborative learning environments, AI offers tremendous potential. Concurrently, we examine the essential roles of human educators—interpreting student needs, building connections, and imparting values—that cannot be replicated by technology alone.
A Critical Analysis of the National Education Policy 2020 in India: Perspectives from PhD Scholars
Abstract: This study explores the perspectives of PhD scholars in India regarding the National Education Policy (NEP) 2020. Using a qualitative approach, semi-structured interviews were conducted with 40 scholars from diverse academic disciplines to assess their awareness, perceived opportunities, challenges, and expectations concerning NEP 2020. The results indicate a significant gender disparity in awareness levels, with 35% of male participants reporting high awareness compared to 25% of females, while 40% of female scholars expressed a lack of awareness. Participants identified opportunities such as the promotion of research culture and interdisciplinary studies, but also highlighted challenges including lack of implementation strategies and inadequate research infrastructure. The study found that NEP 2020 is anticipated to positively impact research culture, inter-institutional collaborations, and research output, though concerns about inclusiveness and accessibility remain, particularly regarding gender equality. Recommendations for effective implementation include strengthening policy monitoring, enhancing faculty development programs, and bridging the gap between policy and practice. The insights from this study contribute to the existing literature and provide valuable guidance for policymakers to support the successful realization of NEP 2020's objectives, ultimately enhancing the quality and relevance of higher education in India.
Naturalism Philosophy in the 21st Century
Naturalism is a philosophical doctrine that maintains that everything arises from natural properties and causes, and supernatural or spiritual explanations are either excluded or discounted. This viewpoint has been pivotal in shaping modern scientific thought and philosophical inquiry. As a worldview, naturalism posits that the universe is a closed system where every event can be explained by natural causes and laws, without resorting to supernatural or metaphysical explanations. The resurgence and adaptation of naturalism in the 21st century reflect its continued relevance in various fields, including science, philosophy, and ethics.
EXPLORING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON VISUAL ARTS: TECHNOLOGICAL ADVANCEMENTS, MARKET DYNAMICS, ETHICAL CONSIDERATIONS, AND HUMAN CREATIVITY
This research investigates the multifaceted impact of artificial intelligence (AI) on visual arts, drawing upon data collected from 18 respondents from the School of the Art Institute of Chicago (SAIC) and 16 respondents from the Royal College of Art (RCA). Employing a mixed-methods approach, including qualitative and quantitative analyses, the study examines the implications of AI-generated art for artistic practice, market valuation, ethical dilemmas, and collaborative creativity. Through interviews, focus groups, surveys, and observational studies conducted across art institutes, galleries, and AI research labs, the research identifies key themes such as the integration of AI technologies like GANs and transformer models in artistic processes, market acceptance, and valuation of AI-generated artworks. Findings reveal concerns about authorship, authenticity, and the displacement of human artists, with a mean rating of 8.0 for concerns about authorship in AI-generated art among SAIC respondents and 8.2 among RCA respondents. Additionally, the study highlights the collaborative potential of AI in enhancing human creativity. Overall, a balanced approach is essential to responsibly integrate AI in the art world, respecting ethical considerations while preserving the essence of human creativity amidst technological advancements.
Philosophy of Education in the 22nd Century
As the 22nd century approaches, the philosophy of education is undergoing significant transformations influenced by rapid technological advancements, evolving societal demands, and an increased focus on equitable and innovative learning environments. The need to prepare students for an unpredictable future requires a rethinking of traditional educational paradigms and the development of new frameworks that emphasize adaptability, critical thinking, and lifelong learning.