Forum for Education Studies

The aim of this study is to examine the effect of smart schools on the development and speed of teaching-learning process. The study has been conducted through descriptive/survey method and data collection tools and methods include library resources, articles and valid scientific websites. For data collection, two researcher-made questionnaires have been used for teachers and students. 5 questions with 40 sub-questions for teachers and 5 questions with 38 sub-questions for students have been designed through 5-point Likert scale. The sample includes 170 students and 45 teachers of smart high schools in four districts of Karaj. The results suggest that a wider range of students’ senses becomes deeper in the teaching-learning process. In other words, in addition to increasing the efficiency of class and using various software tools due to the use of audio-visual senses, this system allows students to take steps beyond the curriculum and puts greater emphasis on the skills of thinking and students’ deep learning. Furthermore, the smartization of schools increases the interactions between students and teachers in smart schools.

In this study, a case study of a private school in the Benoni District of Gauteng Province, South Africa, was used to examine how family money affects learners’ academic performance and motivation. Semi-structured interviews were utilised to acquire insightful data on parents’ socioeconomic status. Nine participants—seven educators and two principals—made up the sample size for the interview, which served the goals and purposes of the research. The data were analysed using the qualitative content analysis method. The study’s goals were to investigate and ascertain whether a parent’s income level has any significant influence on a learner’s academic performance and willingness to pursue their education. Four themes, including parent-child relationships, communication issues, parental lack of engagement and support, and socioeconomic position, were identified through a thorough analysis of the study. The results also showed a connection between parents’ socioeconomic status and their capacity to assist and participate in their children’s academic pursuits. In order to work with families and students to achieve excellent academic results, especially within lower socioeconomic and educational backgrounds, this study recommends that additional and future research be conducted. This research should concentrate on useful techniques and various approaches that institutions can employ.

This paper focuses on topics from elementary number theory used by the author in the mathematical preparation of K-12 teacher candidates by juxtaposing concrete materials, digital technology, and formal reasoning. The topics include triangular numbers, their connection to trapezoidal numbers and extension to other figurate numbers. The paper shows how problem solving may be based on the integration of the modern-day approaches to mathematics supported by the creation of images, their numeric interpretation followed by algebraic generalization and computational verification of general statements in a symbolic form. Digital tools used in the paper include spreadsheets, Wolfram Alpha, and Maple. Solicited comments by teacher candidates about their use of the digital tools are shared.

This study investigates the impact of e-learning on students’ achievement in chemistry, guided by three research questions and one hypothesis. Using a quasi-experimental pretest-posttest design with a non-randomized control group, 21 Senior Secondary School Two (SS2) chemistry students from four coeducational schools in Nnewi North were randomly selected. Data collection involved a Chemistry Achievement Test (CAT) sourced from WAEC past questions, a Computer Assisted Instructional Package (CAIP), YouTube, and the Chemistry Performance Test (CHEMPET). Instrument reliability, verified through Cronbach alpha procedures, yielded a value of 0.83. Analysis of the data, employing mean, standard deviations, and a significance level of 0.05 in the t-test for the hypothesis, revealed that students using e-learning performed better on post-tests and knowledge retention exams. Notably, female students outperformed males in e-learning-supported teaching. The study underscores the significant difference in performance between male and female pupils exposed to e-learning. Recommendations emphasize the importance of supporting educational computer programs like e-learning for effective teaching and learning of chemistry, calling on curriculum designers, policymakers, and educators to integrate such practical approaches.

The conducted research offers a model and system of electronic support for training students of professional educational institutions with special needs to use computer technologies. The proposed model will help prepare future teachers for studying computer disciplines in general. To implement research tasks, we build a model of an object, determine its structure and relationships with other objects and systems, and highlight its features and characteristics. The model reflects the requirements for training students of professional educational institutions in the specialty “primary education”, the assessment of the levels of readiness to use it in inclusive education, and diagnostic tools for determining the level of competence in ICT. The proposed model consists of four main blocks, which we will discuss in more detail. Due to the lack of a comprehensive approach to solving the most important social problem—creating equal opportunities for people with disabilities in all spheres of society, including in the field of education—a number of problems have emerged related to ensuring accessibility to the physical, social, economic, and cultural environment. To solve them, we must provide a differentiated individual package of support for the learning process in an integrated environment, taking into account the educational opportunities and needs of a student with special needs. The analysis of the results of the study confirmed the effectiveness of pedagogical conditions for preparing students of professional educational institutions with special needs for the use of CT in the process of studying computer disciplines based on an electronic textbook.