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- Research in the past decades has repeatedly revealed that first year university students struggle to understand two-dimensional projectile motion concepts. In contrast to high school, projectile motion frequently makes use of components and it requires at least a basic understanding of trigonometry concepts. To follow the lessons and generate conceptual understanding in two-dimensional projectile motion, students need to connect the concepts developed in the last three years of high school. The present study compared the effects of two instructional approaches, i.e. projectile motion Physics Education Technology (PhET) simulation vs. phenomenon-based experiential learning, on students’ conceptual understanding of the integration of motion along two independent axes among first-year physics students. A purposive sample consisted of 154 first-year physics students at a public university in South Africa. The study adopted an experimental, mixed-method research design. A self-developed and piloted Projectile Motion Conceptual Test and semi-structured interviews with 12 students from across the performance spectrum were used for data collection. A reliability coefficient of 0.72 was established using the Kuderson–Richardson correlation moment coefficient. The results denoted that PhET simulation outperformed phenomenon-based experiential learning in improving students’ conceptual understanding of the integration of motion along independent axes in projectile motion. The ANOVA-test showed that the PhET groups achieved significantly higher scores on the post-test than phenomenon-based experiential learning groups. The findings of this study are diagnostic and they assist module designers in determining conceptual difficulties students face in projectile motion.
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- This study examined the impact of mental health promotion on coping mechanisms among grade 11 Physical sciences learners. A poor coping mechanism is associated with poor mental health and poor academic performance due to inadequate mental health resources and services. Participants selected using a purposive sampling technique from the accessible population, 08 physical sciences educators and 109 Grade 11 learners from eight targeted schools in the Nkandla Circuit of the Empangeni district made up the sample. The study used a mixed approach and a triangulation research design. The questionnaires and interviews were used to collect data. Quantitative data collected were analyzed using SPSS version 27 and thematic analysis was used for interviews. The findings revealed that Physical sciences learners with mental health issues underperform because their coping mechanisms are compromised by inadequate mental health resources and services. The findings of this study are diagnostic, and they assist the Department of Education in improving learner support provided by school social workers in schools. Most participants indicated that school social workers visit the school less frequently, making it difficult to monitor the coping mechanisms of learners with mental health issues. Since most schools lack school social workers, the Department of Basic Education should assign more school social workers to assist learners with mental health issues. Further study is required to determine more academic coping mechanisms used by learners who have mental health issues under the supervision of school social workers. This suggests that if the inadequate supply of mental health support services and medical care were addressed seriously, the high proportion of poor coping mechanisms among grade 11 physical sciences learners with mental health would decrease.
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- Stakeholders in education must understand the relationship between students’ mathematical performance and their mathematical skills in order to develop a more effective mathematics curriculum and education. It is on this basis that this study examined mathematical skills as a predictor of students’ performance in secondary school mathematics in Ogun State, Nigeria. The survey design used for this study was descriptive. The population of this study consisted of all Senior Secondary School Two (SSS2) students in Ogun State. Four hundred eighty (480) secondary school students from the SSS2 class comprised the study sample. In this study, simple random and purposeful sampling methods were used. Purposive sampling technique was used to select twelve (12) schools among secondary schools in OgunState,while the simple random sampling technique was used to select forty (40) respondents from each school. For this study, two research questions were used. The instruments used for data collection are: Mathematics Performance Test (r= 0.762); Numerical Skills Test (r = 0.86); Spatial Reasoning Test (r = 0.78); and Problem-solving Style Questionnaire (r = 0.82). The results showed a significant positive relationship between mathematical skills and students’ performance in mathematics. The correlation of independent variables in relation to the performance of students in mathematics is as follows: Numerical skills(r=0.122,p<0.05);Spatial skills(r=0.182,p<0.05);and Problem-solving skills (r=0.139,p<0.05) respectively. It was further revealed that mathematical skills relatively contributed to students’ academic performance in mathematics. It was then concluded that mathematical skills are an important factor that enhances students’ performance in mathematics.
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- The dynamics of Science, Technology, Engineering and Mathematics (STEM) teacher preparation has changed very dramatically in line with present-day realities and the demands of the emerging global environment. This work explores in detail the exigencies of global issues as they influence STEM education with specific attention given to 21st century skills, impact of technology, mathematics competencies, climate change, global competencies, and equity, diversity and inclusiveness. The article canvases for novel approaches to preparing STEM teachers who are skilled and knowledgeable practitioners, culturally aware, know about world events and global dynamics, literate for the 21st century, collaborative team members, effective users of technology and media, and responsible and ethical citizens. Recommendations on the knowledge, skills and attitudes that STEM teacher preparation should project were also given.
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