Evaluation Studies in Social Sciences

The Relationship between Kindergarten Teachers' Use of Environmental Print and Four-Year-Old Children's Name Recognition

Nor Syazwanie Mohamad Zamal — 2024-04-30

Environmental print, or the text found in a child's environment, plays an important role in literacy development. However, few studies have looked at the role of environmental print in children's literacy development outside the classroom and how this might shape children's experiences in wider places. This study was conducted to (1) identify the level of practice of using environmental prints by teachers in nursery for four-year-old children, (2) identify the level of name recognition of four-year-old children and (3) identify the relationship between the use of environmental prints by kindergarten teachers with a level of name recognition. A survey research design was used involving a total of 123 nursery school teachers using a questionnaire through the Google Form application. The findings of the study show that the level of practice of using environment prints by nursery teachers is at a high level with a mean score value of 3.61 and a standard deviation of 0.77. The research findings for the level of children's name recognition are at a moderate level with a mean score of 3.38 and a standard deviation of 0.83. While the value of the correlation coefficient r between the practice of using environmental print in the nursery and four-year-old children's name recognition is r = .599. This result is supported by a modest r value. These findings give exposure to early childhood education teachers about the importance of using environmental prints among children to help improve the development of early literacy skills.

Breaking Barriers: Psychoeducation as a Viable Treatment for Psychological Distress in Low-Income Adolescent Population

Sylvester Ezechinyere Eze — 2024-04-30

The high occurrence of mental health issues among adolescents in low-income countries is a significant public health concern with limited evidence-based treatment documentation. The study evaluated the effectiveness of psychoeducation as a viable treatment for psychological distress among in-school adolescents in low-Income setting. Using quasi-experimental pre-test post-test control group design, data were collected using a standardized self-report questionnaire (DASS-21) from 240 students in four co-educational secondary schools in Oyo-East Area Council of Oyo State, Nigeria. Forty-eight participants with a mean age (13.02; SD±1.97), scoring above the mean (M=30.6) were gender-matched and randomly placed into intervention and control groups, each comprising 24 participants. Results revealed that psychoeducation effectively reduced psychological distress symptoms in the experimental group after six weeks of exposure (t (22) = 5.11, p < 0.001). A significant mean difference in psychological distress measures at pre-test (M= 49.5; SD = 21.4) and post-test (M=19.1; SD=13) was observed. One-month follow-up, the experimental group exhibited a significantly lower level of psychological distress (t (19) = 7.12, p < 0.001), while the control group's distress levels remained high (t (19) = 0.43, p > 0.05), with no significant difference in pre-test measures. Psychoeducation should be considered as a viable treatment for psychological distress symptoms, especially where trained experts may not be available to administer cognitive-behaviour therapy in low-income countries. The study concluded that psychoeducation is effective in alleviating psychological distress in adolescents. With this result, additional research is necessitated to establish psychoeducation as a viable treatment option.

Emotional Intelligence, Social Support and Academic Burnout Among University Students

Munif Norazan — 2024-04-30

The study conducted aimed to investigate the interplay between emotional intelligence, social support, and academic burnout among University of Malaya students enrolled in the Faculty of Education. Specifically, it sought to discern any notable disparities in emotional intelligence and burnout concerning gender, as well as differences in social support and academic burnout across various socioeconomic statuses. Additionally, the research endeavored to explore the correlations between emotional intelligence, social support, and burnout in university students. A quantitative survey design was employed, with convenience sampling chosen to enlist Bachelor's Degree students from three departments within the Faculty of Education, resulting in 257 participants, including 20 male and 237 female students. Descriptive analyses revealed a mean age of 1.50 among participants. Three main instruments were utilized: the Emotional Intelligence by Schutte, the Multidimensional Scale of Perceived Social Support (MSPSS), and the Burnout Inventory for University Students (BUIS). Data analysis was performed using descriptive statistics and inferential methods via JAMOVI and SPSS version 23 software. The findings indicated no significant gender-based differences in emotional intelligence and academic burnout. Similarly, socioeconomic status did not show a significant association with social support and academic burnout. However, there was a noteworthy moderate negative correlation between emotional intelligence and academic burnout (r = -0.442, n = 257, p < .001), as well as between social support and academic burnout, rho = -0.323, p = < .001). This study provides valuable insights for future academic endeavors concerning emotional intelligence, social support, and academic burnout.

Level of Student Acceptance towards Augmented Reality Technology and it’s Relationship to Attitudes in Learning Organic Chemistry

Irni Hafizan Ibrahim Bey — 2024-08-20

This study aims to identify the level of student acceptance of Augmented Reality (AR) applications and its relationship to attitudes in learning organic chemistry. Factors of usefulness and ease of use have been selected to study their relationship with students' attitudes towards using AR. A quantitative approach with a survey method using an online questionnaire instrument was conducted on the study sample. The research instrument is based on the Technology Acceptance Model (TAM). This study involved 62 respondents of sixth form students in the STEM stream. The selection of respondents is based on a simple random sampling method. Data were analyzed using descriptive and inferential statistical methods. Descriptive analysis was used to identify the level of AR acceptance among students while inferential analysis was used to measure the correlation between AR acceptance factors and organic chemistry learning attitudes among students. The results of the descriptive analysis show that the level of student acceptance is high for the factors of usefulness and ease of use. Correlation analysis between usefulness and student attitude gives a correlation coefficient value of r(60) = .65, p < .001 which shows a strong positive relationship. Meanwhile, between ease of use and students' attitudes, the correlation coefficient value r(60) = .83, p < .001 shows a strong positive relationship. The implications of the study show that STEM stream students positively accept the application of AR in learning organic chemistry. Accordingly, this study recommends the use of AR as one of the technology-assisted learning strategies in learning organic chemistry, especially for sixth form organic chemistry learning.

Psychosocial Stressors and Cardiovascular Disease Risk among Community Health Workers in Fika, Yobe State, Nigeria

Rotimi Jacob Akinniyi — 2024-08-20

Cardiovascular diseases (CVDs) pose a global public health concern, necessitating a comprehensive understanding of the interplay between psychosocial stressors and cardiovascular risk factors. This study aims to assess the prevalence of cardiovascular diseases and explore the relationship between psychosocial stressors and cardiovascular risk factors in community health workers in Fika, Yobe State, Nigeria. The cross-sectional survey study using a structured questionnaire was administered to community health workers in selected primary healthcare centers in Fika. Key variables, including demographic characteristics, health behaviors, and stressors, were analyzed quantitatively. The majority (99.2%) reported not diagnosed with CVD, but blood sugar-related symptoms and cardiovascular symptoms were prevalent. Notably, family-related stress and health-related stress demonstrated potential associations with moderate-risk categories. In the context of the high-risk category, family-related stress, health-related stress, and life stressors exhibited statistically significant associations. Specifically, family-related stress (OR = 4.616, p = .004), health-related stress (OR = 91.645, p < .001), and life stressors (OR = 46.269, p < .001) were identified as significant contributors to high cardiovascular risk. This study highlights the significance of recognizing and addressing psychosocial stressors in the cardiovascular health of community health workers. Insights into specific stressors contributing to higher cardiovascular risk inform targeted interventions, shaping preventive strategies tailored to this population.

Navigating Crisis: Understanding Undergraduates' Perceptions and Challenges During the Covid-19 PANDEMIC

Owolabi Paul Adelana — 2024-08-30

In light of the increased concerns regarding the impact of the COVID-19 pandemic on higher education and the United Nations' acknowledgment of the threat of future pandemics, this retrospective study explores undergraduate students' perceptions and challenges during emergency remote learning (ERL) imposed by the pandemic. The study sample comprised 262 second-year university students who participated in ERL. Data were analysed using descriptive statistics (Mean and Standard Deviations), t-tests, and One-Way ANOVA. Results indicate that although students generally held a positive perception of ERL (Mean = 2.51), they also encountered notable challenges (Mean = 3.91) during the COVID-19 lockdown. Additionally, a significant difference in perceptions of ERL was found based on gender (t-cal = 2.641, p = .009 < 0.05), while no significant difference was observed based on the course of study (F₂₆₁ = .122, p = .885 > 0.05). These findings underscore the necessity of improving online instructional methodologies to better prepare for future pandemics.

Self-Administered Behavior Modification to Reduce Smartphone Usage

Punithamalar Rajagopal — 2024-08-31

Habitual or undesirable behaviours are a common target for self-managed behaviour-modification programs. The current self-experiment used an Applied Behavior Analysis (ABA) reversal design to study the effects of the intervention on smartphone usage. The 56 days of study consisted of self-monitoring and differential reinforcement of other behaviours treatment. A visual Android application installed in the device allowed the observer to monitor and keep track of the treatment progress and outcomes and to ensure treatment integrity. Results provide the support that the overall treatment package was successful in decreasing the duration of smartphone usage. This study demonstrates that self-administered behaviour-modification techniques can be successfully designed and implemented to reduce undesirable behaviour with sufficient knowledge of behavioural principles.

A Case Report of Borderline Personality Disorder

Mei San Leong — 2024-09-30

This case report is about a 37-year-10-month female, AK, who presented with history of self-injurious behaviours, multiple overdose incidents, feelings of emptiness and anger, a lack of interest in all activities, and sleep disturbance. AK was initially referred for cognitive behavioural therapy by a psychiatrist. She reported symptoms consistent with borderline personality disorder. AK has not undergone a standardised psychological assessment previously. Due to the heterogeneity of borderline personality disorder and the potential of comorbidity, a thorough psychological assessment is needed for intervention planning. Psychological assessments (i.e. Beck’s Depression Inventory, Columbia-Suicide Severity Rating Scale, Borderline Symptom List 23, and Minnesota Multiphasic Personality Inventory-2) and mental state examination were conducted to better understand her psycho-social, personality, and daily functioning. Following the assessments, a provisional diagnosis of borderline personality disorder comorbid with major depressive disorder was given. Several recommendations were made to help AK improve her overall well-being based on her current problems. Challenges faced in deciding the final diagnosis were discussed. This case report illustrates the importance of applying evidence-based assessments and synthesizing assessment findings in diagnosing personality disorders.

Evaluating The Result of Work-Based Learning Teaching Model at RISE@UPSI

Kesavan Nallaluthan — 2024-09-30

This work-based learning has gained significant attention in the field of education as a way to bridge the gap between theoretical knowledge of Malcolm Knowles' Theory and practical application. This article provides an overview of the evaluation of work-based learning at the Research Management and Innovation Centre Universiti Pendidikan Sultan Idris (RMIC-UPSI) under the umbrella of the Research, Innovation, Society and Entrepreneurship unit (RISE). This evaluation aims to synthesize existing literature and studies, summarize relevant information, and analyze available evidence to determine the current state of work-based learning at RMIC-UPSI. The evaluation focuses on the integration of work-based learning within the postgraduate students enrolled in the Business Strategic Management course at UPSI. It explores the impact of work-based learning on students' abilities to integrate their academic and work-related experiences, as well as the development of skills and competencies required in the business management sector. The evaluation also examines the effectiveness of work-based learning interventions in terms of their impact on students' performance. Based on the review of 8 enrolled students, it is found that all of them show good performance in which studies demonstrate a positive impact. Overall, this evaluation of work-based learning at UPSI provides valuable insights into the integration and effectiveness of this learning approach. The evaluation of work-based learning at UPSI aims to determine the current state of integration and effectiveness of this learning approach. It emphasizes the need for further research and evaluation to fully understand the relationships among workplace learning environments, learning strategies, and learning outcomes in the TVET context at UPSI.