Reflection of Problem Solving Skill in Life and Mathematics Education through Modeling and Applying
An Examination of Parent Mediated Strategies during a Joint Routine
Internet Communication as a Springboard for Establishing High-Quality Communication among Teenagers: Opportunity vs. Risk
Design and Development of a Questionnaire to Study the Effect of Various Influencing Factors on Performance of Engineering Students
Emotional Maturity and Metacognition of High School Teachers
A Study of Mental Health among Undergraduate Students in Salem District
The Standing of Hands-On Learning in Education
A study of the relationship between self-concept and adjustment of secondary school students
Effect of Academic Stress on Achievement Motivation among College Students
Academic Achievement of High School Students In Relation to Their Anxiety, Emotional Maturity and Social Maturity
Emotional Intelligence of Self Regulated Learners
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
Problems are part of our lives. It causes stress, tension, emotional instability, and physical strain to us. It is very essential to deal with our problems before they deal with our happiness. Problem solving skill is an irreplaceable life skill and it is cognitive or thinking activity essential to our day-to-day lives. In order to lead a satisfied life, the skill of problem solving is essential. The problem solving skill requires some abstract thinking to arrive at a clear solution. This skill is not only a math skill, but also a skill used in every subject and in all aspects of life. Problem-solving skill is very crucial one whether in the field of teaching mathematics or in the daily life of any individual. This competency reflects two main categories of activities namely modelling and applying, the transition from reality to mathematics, and the transition back from mathematics to reality. This study aims at investigating that how problem solving skill in mathematics can be applied to real life and problem solving skill in reality can be modelled in mathematics. Thus, the significance of the current study lies in that it attempts to reveal how problem solving ability helps individuals or group to meet their challenges in mathematics learning environment and their real life situations. This paper explores how mathematics education is able to solve problem in real life. Also there is a need for teachers to establish a proper teaching plan involving problem solving ability suitable for students' learning process. Thus it addresses problems in mathematics education and real life and helps to foster problem-solving skills in the context of mathematics leaning and real-life.
Children with speech and language delays are at a high risk for future reading difficulties (Al Otaiba & Smartt, 2003). Hence, it is vital to identify effective language interventions for children with language delays that can be embedded in their daily routines. This study examined the effects parental use of language strategies (i.e., praise, expansions, pause, and open-ended questions) on the language skills of children with language delays during a natural routine. The primary purpose of the study was to examine parental acquisition and use of praise, comments, expansions, pauses, and openended questions in the context of joint television viewing. The secondary purpose was to evaluate the effects of the strategies on the child's initiations, responses, vocabulary, and mean length of utterance. Further, parental satisfaction with the intervention strategies was examined. The results indicated that parental use of strategies increased after the intervention and both children increased their (a) initiations, (b) responses to parental comments and questions, (c) vocabulary, and (d) mean length of utterance. Further, both parents perceived that the strategies were useful and effective in promoting their child's language. The results of the study and contributions to the literature are discussed.
The social networks present a dual potential: on one hand, the possibility of bringing about better interpersonal communication than in the past, and on the other, its deterioration so that it ends up in a bad place. The study is a narrative-qualitative study. The study was conducted in high school among 45 Israeli adolescents, aged 14-17. The study presents the complex in the social networking age, through the story of teenagers. Numerous studies have shown that many children block channels of communication and collaboration with their parents and other adults, and at the same time they blur the boundaries between privacy and sharing with other children in matters that cause harm to themselves and others. In many conversations with children of different ages, they talk about events that had affected them, but did not mention any adult figure they approached: no parent, or teacher, or mentor. Efforts should be made to resolve the issue of shaming among teenagers, and to explain the importance of preserving human dignity and privacy. The combination of positive communication, and acceptance can lead to the empowerment of children and teenagers, and to the consolidation of clear ethical rules, principles, and boundaries for high-quality interpersonal communication.
The previous research shows that there are so many factors like students’ personal characteristics, learning habits, previous academic background, family background, college environment etc. which influence directly or indirectly the students’ performance in their university examination. In this paper a questionnaire has been designed and developed on the basis of number of various influencing factors which were identified by studying the previous work carried out by different researchers in different geographical areas and boundaries of the world and also included some other relevant factors which were explored by taking the opinions of the students and teaching faculties. Overall 75 factors were shortlisted from the previous research and factors suggested by the students and faculties in consultation with the experts. A preliminary survey was conducted to know the importance of these factors in pass/fail of students in university examination. Descriptive analysis, independent t-test and one way ANOVA techniques were used for analysis purposes. Finally 22 influencing factors were identified as important influencing factors by analyzing the results of statistical methods and discussions with experts. These identified factors were further used to design and develop a questionnaire to correlate the performance of engineering students in their university examination
The paper emphasis on the teaching learning process by evaluating the Emotional Maturity and Metacognition of high st school teachers. Metacognitive strategies are essential for the teachers of 21 century. This may enable teachers to successfully cope with and handle new situations. For this they should be able to regulate their thinking. So, it is the main duty of a teacher to impart knowledge and also they should make the students to think and to think over their thinking and to act accordingly. The metacognitive knowledge is encompassed with all the information about a proposed task that is available to a teacher. The emotional maturity of teachers should find expression in all domains, whether it is teaching, talking, playing, or walking. Emotionally mature teachers are likely to produce emotionally balanced learners and this transfer of maturity enables a teacher to manage or control his class irrespective of the conditions it has. If the teachers are emotionally matured, they can manage the situations effectively. When the teachers think, plan, and be aware of their classroom activities, they would be emotionally balanced and stable. The research was a survey type, which consists of random sampling of 800 high school teachers in Dindigul and Madurai districts. The investigator has constructed and validated the Metacognition Scale and Emotional Maturity Scale by self under the guidance of his research guide. Personal data sheet was prepared by the investigator. The interpretation of data was done with statistical methods in percentage analysis, mean, standard deviation, and 't'-test and correlation. The result showed that there is significant relationship between the Emotional Maturity and Metacognition of high school teachers.
According to the World Health Organization, mental health is a state of well-being in which the individual realizes his/ her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his/her community. Academic institutions fail to observe students' mental health even now and it extremely relevant issue for today's educator. The present study aimed to investigate the mental health of undergraduate students in the affiliated colleges of Periyar University, Salem, Tamil Nadu, India. In this regard, 314 (n=314) students have been selected randomly as the sample for the survey. A Mental health inventory has been administered to them. Results showed that between the gender, locale, and nature of family of undergraduate students were significant.