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Examining the Integration of Environmental Education into Curricula: An Empirical Study
This mixed-methods study evaluated the integration of environmental education (EE) into school curricula across 5 public schools in Arizona, USA, from June 2023 to May 2024. The research involved 500 students (grades 6-8), 20 teachers, and 5 administrators. Quantitative analysis revealed significant improvements in students' environmental attitudes and behaviors across all schools (p < 0.001), with large effect sizes (Cohen's d > 2.0). ANOVA showed significant differences in attitudes and behaviors across schools (F(4,495) = 3.87, p = 0.008 for attitudes; F(4,495) = 4.13, p = 0.004 for behaviors) and socio-economic backgrounds (F(2,495) = 4.75, p = 0.002 for attitudes; F(2,495) = 5.12, p = 0.001 for behaviors), but not across genders. Qualitative thematic analysis identified key factors contributing to program success, including student engagement, cultural sensitivity, and inclusivity. The study demonstrates the effectiveness of a comprehensive, adaptable approach to environmental education in enhancing students' environmental consciousness across diverse demographics.
Unveiling Perspectives: A Comprehensive Examination of Student Awareness and Understanding of India's National Education Policy (NEP) 2020
This study was conducted by the EdTech Research Association, Arizona (US) and co-author Kavita Roy, investigates the awareness, understanding, and perceptions of students at different academic levels regarding the National Education Policy (NEP) 2020 in India. Employing a mixed-methods approach, the research unveils nuanced insights into participants' comprehension of NEP 2020's key components and objectives. The findings highlight diverse perceptions, with K12 students displaying a varied understanding of major changes, while undergraduate students exhibit a clearer grasp of the multidisciplinary approach but struggle with specifics like academic credit transfer. Postgraduate students demonstrate heightened awareness of research-related reforms, while PhD scholars exhibit comprehensive knowledge of NEP 2020's key features. The study underscores the need for targeted communication strategies to bridge knowledge gaps and ensure the effective implementation of NEP 2020, offering valuable insights for future educational reforms.
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...
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 cha...
Who Needs Teachers?
This book would not have been possible without the invaluable support and contributions of many individuals and institutions. First and foremost, I would like to extend my heartfelt gratitude to Miss. Kavita Roy for her unwavering support and encouragement. Her dedication to advancing educational technology has been a constant source of inspiration throughout this project. I am also deeply grateful to the faculties and laboratory staff at EdTech Research Association, Arizona, US. Their expertise, guidance, and resources have been instrumental in the development of this book. Their commitment to research and innovation in education has provided a solid foundation upon which this work is built. Special thanks to the researchers, educators, and students who generously shared their insights and experiences. Your contributions have enriched this book in countless ways and have helped to shape its direction and depth. Lastly, I would like to acknowledge my family and friends for their unwavering support and understanding during the many hours spent writing and researching. Your encouragement and belief in this project have been a constant source of motivation.
MOTIVATIONS AND CAREER ASPIRATIONS OF PH.D. SCHOLARS IN INDIA: A COMPREHENSIVE MIXED-METHODS ANALYSIS
This study explores the motivations and career aspirations of Ph.D. scholars in India, providing a nuanced understanding of the factors influencing their academic pursuits and professional trajectories. A mixed-methods approach was employed, combining quantitative surveys with qualitative interviews. Data was collected from 1,240 Ph.D. scholars across 300 universities in India between January 2021 and December 2023. The findings revealed that 47% of scholars pursued a Ph.D. due to a passion for research, while 23% were driven by societal and familial expectations. Career aspirations varied, with 43% aiming for academia, 39% for government roles, and only 9% for industry. Challenges included balancing personal and academic life (35%), financial constraints (23%), and lack of institutional support (18%). Recommendations for future scholars emphasized the importance of mentorship (88%) and financial support (86%).
Assessing the Impact of Distance Education on Students in India during the COVID-19 Pandemic: A Mixed-Methods Study
Abstract— The COVID-19 pandemic disrupted traditional educational systems, necessitating a rapid transition to distance education. This mixed-methods study aimed to evaluate the experiences of 85,000 distance education students in India during the pandemic. The quantitative survey revealed that 63% of participants reported high satisfaction, with 57% rating their learning outcomes as good or excellent. The primary modes of distance education were recorded lectures (40%), live virtual classes (35%), and online assignments (12%). However, 47% occasionally faced technical issues, and challenges included understanding online content (29%), lack of interaction (41%), and frequent technical problems (20%). Qualitative interviews highlighted satisfaction with flexibility, self-management, and global interactions, but also revealed the impact of socio-economic factors on technology access and overall satisfaction. Despite challenges, the majority expressed high satisfaction with personalized learning and interactive platforms. The study provides valuable insights for optimizing online learning platforms, addressing digital divides, and fostering resilient educational practices.
Modern Perspectives on Montessori Philosophy: Adaptations and Applications in the 2020's
The Montessori philosophy has long stood as one of the most influential educational approaches in history, rooted in the fundamental belief that children learn best in an environment that fosters their natural curiosity, independence, and intrinsic motivation. Developed in the early 20th century by Dr. Maria Montessori, her vision of education has since transcended geographic, cultural, and socioeconomic barriers. As educators and scholars, we have witnessed its power to inspire children to reach their full potential. However, with the rapid evolution of society, technology, and educational theory in the 21st century, it is crucial to re-examine and re-interpret Montessori’s principles in ...
Exploring Communication Skills among Postgraduate Students in Diverse Academic Landscapes: A Comprehensive Study
ABSTRACT: This study systematically investigated the communication skills of postgraduate students in India across various universities and academic disciplines. A stratified random sampling strategy was employed to select a sample of N=2000 postgraduate students from three universities. Data were collected using a self-report questionnaire assessing communication proficiency, confidence, strengths, weaknesses, and skills improvement. Additionally, participants' performance was evaluated through oral presentations, group discussions, and written communication tasks. The self-report questionnaires revealed that the majority (65-75%) perceived their overall communication proficiency as average...
The Impact of Stress on Academic Performance and Memory Recall in K12 Students: A Controlled Laboratory Study
This study investigates the effects of stress on the academic performance and memory recall of K12 students at UIS Academy, Arizona. Utilizing a laboratory experimental design, 60 students were randomly assigned to either a stress-free or high-stress environment. The stress-free environment aimed to create a relaxed setting, while the high-stress environment emphasized high expectations and fear of failure. The State-Trait Anxiety Inventory (STAI) measured anxiety levels, and standardized academic tests assessed performance and memory recall. Results indicated that students in the stress-free environment performed significantly better, with a mean test score of 86.23 compared to 70.87 in the high-stress condition (p < 0.001). Memory recall was also higher in the stress-free group (M = 12.23) than the high-stress group (M = 6.33, p < 0.001). Anxiety levels decreased in the stress-free condition but increased in the high-stress condition. These findings suggest that stress management interventions could enhance academic outcomes for K12 students.
