Purpose: This research has objective 1. To study the factors affecting the development of brand image of the Lucky stones of west Side Klong Ta Ked elderly women group community enterprise 2. The components of brand image that affect consumer purchasing decisions of the Lucky stones of west Side Klong Ta Ked elderly women group community enterprise 3. To develop brand image of the Lucky stones of west Side Klong Ta Ked elderly women group community enterprise. Methodology: This research was mixed methodology by collected the data by questionnaire 384 sets and In-dept interview 6 expertise analysis applies descriptive statistics method to discover frequency rate, percentage rate, average rate, standard deviation. Moreover, this research employs the analysis of inferential statistics method by multiple regression analysis statistics. Findings: Age affects the brand image development of on competency and benefits aspect statistically significant at the 0.05 level. Occupation does not affect the brand image development but when considering each aspect, it was found that affect the brand image development of brand image on brand identity aspect, brand connection aspect, behavior, and attitude of the brand aspect, the competency, and benefits of the brand aspect statistically significant at the 0.05 level. The components of brand image that affect consumer purchasing decisions are brand competency and benefits aspect with a predictive weight of 33.2 percent follows with the aspect of brand behavior and attitude aspect with a predictive weight of 19.3 percent and brand personality aspect with a predictive weight of 3.5 percent statistically significant at the 0.05 level. The development of brand image must developing in the competency and benefits aspect of the brand, brand connection aspect and behavior and product attitude aspect must be integrated to fit in to the consumer groups both males and females aged 31-40 years, earning 20,001- 30,000 baht and having a personal business which a group B's consumer with a modern image, The brand image must be adjusted to be bright and youthful to belonging to the consumer.
This study examines the relationship between middle school students' success in understanding referential cohesion devices and their reading comprehension skills and the extent to which these skills differ according to various demographic variables. The study involved 198 6th, 7th, and 8th grade students. Data was collected using a Personal Information Form, a Reading Comprehension Achievement Test, and a Referential Cohesion Test. According to the findings, understanding referential cohesion devices significantly predicts reading comprehension achievement. Participants were more successful in interpreting anaphoric and exophoric references than cataphoric ones. Female students demonstrated higher reading comprehension achievement than their male counterparts. Reading comprehension achievement also increased with grade level, and students who read books regularly exhibited higher reading comprehension. However, success in understanding referential cohesion did not significantly vary by gender, grade level, or reading frequency. These findings highlight the necessity of designing instructional practices to enhance referential processing skills.
With recent advances in digital technologies and the ubiquitous use of mobile devices in daily life, effective oral practice outside the classroom is now a viable option for EFL learners. In line with Pegrum's (2019) three mobilities framework, the present study reports on a group of EFL students who used their mobile devices (i.e., smartphones and tablets) to improve their speaking fluency beyond the classroom settings. More specifically, forty-four EFL students were asked to record a minimum of a two-minute speech each week outside the classroom over the course of 28 weeks. The analysis of the speech data and students' perceptions of and experiences with the weekly speaking journal assignment carried out using mobile devices indicated that the EFL students achieved significant gains in fluency, which was measured by counting the number of words uttered per minute. Furthermore, students also acknowledged other advantages of this mobile oral practice in enhancing their self-confidence and decreasing speaking anxiety. The findings offer valuable implications for language learners and teachers, highlighting the fruitful effects of weekly mobile oral practice on the development of speaking fluency.
This study aims to examine the impact of parental attitudes on school achievement and obesity among 3rd and 4th-grade primary school students. The sample consisted of 541 students-312 girls and 229 boys-aged between 8 and 12 years, enrolled in 3rd and 4th grades at primary schools in the Sel & ccedil;uklu, Karatay, and Meram districts of Konya. To assess the students' obesity status, height and weight measurements were taken, and the body mass index (BMI) was calculated. Parental attitudes were analyzed across four sub-dimensions: democratic, protective, authoritarian, and permissive. The data were analyzed by Chi-square, Independent sample T-test, One-way Anova, Person Correlation, and Multiple regression analysis. As a result of the study, it was observed that overprotective parental attitudes decreased as parental education increased. In addition, it is seen that the risk of obesity in children whose fathers are obese increases significantly. As the father's weight increases, the likelihood of the child being obese also increases. As the democratic attitude scores of the parents increase, their perceptions of their children's success status increase, and as the authoritarian and permissive attitude scores increase, their perceptions of their children's success status decrease. A significant relationship was found between authoritarian attitude and obesity, and authoritarian attitude was found to be higher in families of obese children. As a result of regression analysis, it was found that an authoritarian attitude increased obesity and decreased school success, while a democratic attitude increased school success.
The Paris Conservatory was established in 1795 following the French Revolution with the aim of achieving excellence in music education and performance. As part of the artistic and cultural reconstruction of that era, the Conservatory quickly became one of France's most prestigious music education institutions and had a significant impact on shaping music education across Europe. Many of the classical music world's most prominent pianists and composers were educated at this institution, and some later taught there, continuing this tradition. The purpose of this study is to examine the music culture and tradition at the Paris Conservatory, the individuals who played important roles in this tradition, and the methods used in French piano performance. The study utilized a literature review and semi-structured interviews. The study concludes that the Paris Conservatory has been central to French classical music culture and tradition, and that French music has influenced French culture as much as it has been influenced by it.
This study aims to examine the basic philosophies, implementation processes and evaluation methods of these two programs by comparing the drama courses in the programs of the International Baccalaureate Organization (IBO) and the Ministry of National Education of Turkey (MONE).In the context of the impact of globalization on education, drama lessons are considered as an important educational tool that raises both artistic and cultural awareness. In the study, the skills provided by the two programs to students through drama education were compared and the effects of these courses on education systems were analyzed. Comparative research method and qualitative research design were used in the research. The data were collected by examining the drama curricula and related documents of IBO and MONE. In this study, which was conducted with the document analysis technique, the philosophical foundations, course duration, application processes and assessment-evaluation methods of the drama courses of both programs were analyzed in depth. The data were evaluated by descriptive analysis method and the strengths and weaknesses of both programs were revealed comparatively. The research findings show that the IBO Drama Program aims to enable students to gain creative thinking, critical perspective and global awareness. The program adopts a student-centered pedagogical model while offering students a comprehensive drama education with an interdisciplinary approach. MONE Drama Program emphasizes local cultural values, national identity development and social responsibility awareness. The MONE program aims to improve students' ability to address societal issues with a more structured and traditional approach.
This study explores the factors influencing English as a Foreign Language (EFL) teachers' Technological Pedagogical and Content Knowledge (TPACK) in higher education institutions in Guizhou, China, where teachers face challenges in integrating technology despite limited engagement in professional development. Six EFL teachers with varying TPACK levels were selected for qualitative semi-structured interviews. Braun and Clarke's six-step thematic analysis method was employed to analyze the data, identifying key factors influencing TPACK development. Five themes emerged: social environment, personal literacy, teaching practice, professional development, and motivation. The social environment, including university management systems and national policies, significantly impacts TPACK. Teachers' personal literacy, particularly English proficiency, and self-efficacy, also influences TPACK growth. Effective teaching practice and continuous professional development were essential in enhancing TPACK. Motivation played a critical role in teachers' engagement with technological integration. While this study offers valuable insights into the factors influencing EFL-TPACK, the findings are based on a small sample from a specific region, limiting generalizability. Future research should include larger samples across different regions to validate the findings. The study highlights the need for targeted professional development tailored to EFL teachers, emphasizing the integration of technology, pedagogy, and content knowledge. Educational institutions should also foster a supportive social environment and encourage teachers' intrinsic motivation to enhance their TPACK. This study provides an in-depth analysis of the multifaceted factors shaping EFL teachers' TPACK, contributing to the growing literature on educational technology in higher education. Identifying key themes offers practical recommendations for improving teacher training and institutional support to enhance technology integration in EFL teaching.
Translanguaging could be a valuable pedagogical tool for prospective teachers of English, enabling them to utilise their linguistic multi-competence repertoire in diverse contexts. In this line, this study examines the translanguaging tendencies of Turkish prospective teachers of English, with a focus on their self-reported inter-sentential, intra-sentential, and general language mixing practices. Data were collected from 76 participants using the Language Mixing Questionnaire and analysed quantitatively through descriptive statistics as well as within- and between-subject comparisons. Findings reveal a contextual preference, in which L1 Turkish dominates formal and informal communicative instances, whilst L2 English is largely restricted to formal settings like education. Proportional language use further underlines this divide, with Turkish comprising 74.8% and English 25.2% of interactions. A nuanced directional preference is observed for the within-subject comparison, as participants are more likely to borrow L2 English words when speaking L1 Turkish than vice versa, reflecting a cross-linguistic pattern shaped by translanguaging's dynamic and fluid nature. As for the between-subject comparison, there are no significant gender-specific differences in language mixing practices. Additionally, participants report various functional reasons for their language mixing practices, emphasising communicative and pedagogical dimensions of translanguaging as a cross-linguistic tool.
This research aims to examine the effectiveness of the studies conducted in educational institutions aimed at augmented reality. In general, the studies included in the study were included in "web of science" categories and published in journals with high impact size. This research was conducted on sixteen carefully selected studies. The total number of samples of these studies was three thousand two hundred and thirty-three and the data obtained formed the basis for a meta-analysis. First, a funnel plot diagram was drawn to check for publication bias. Then, statistics were calculated. As a result of these analyses, we found no publication bias in the studies. Then, we did a test for heterogeneity to choose a model. The results supported the meta-analysis's interpretation. It used the random effects model. A meta-analysis study has shown that research conducted in educational institutions related to augmented reality has greatly impacted overall. These results suggest that augmented reality has an important potential in education.
The individuals are in need of learning at least one foreign language as foreign language skills are very important for them. The methods approaches and techniques have been tried in language teaching and learning activities in order to reach goals in the quickest and most reliable way. It is denoted that task-based method is a reliable method in teaching and learning foreign languages. In task-based method, mental learning is transformed into observable behaviors and it is ensured that the learners does not memorize information, but rather they reinforce their mental structures in mind while practically performing the given task. On the other hand in the Web 2.0-based learning environment, it is important to design environments that highlight features such as problem solving, transferring what they have learned to the problem, and using time effectively by creating problem situations that learners can encounter in real life with a task-based method. The web was seen as a large knowledge bank where static structures were used to present information, but today it is seen as an unlimited environment that includes more dynamic and interactive processes. In this regard in order to determine the fourth grade students' perceptions about the use of web 2.0 tools in task-based language learning students of Karab & uuml;k University of Department of English Language and Literature. An interview was conducted with four learners who planned to be teachers of English in the future. At the end of the interview their responses classified and evaluated. They took part in interviews voluntarily.
In this study, the relationship between phonological awareness (PA) and reading fluency (RF) of students who are hard of hearing (SHH) was analyzed. Participants in the study were (26) SHH in the fourth to sixth grades in public elementary schools in Riyadh, Saudi Arabia. The PA and the RF scales were applied. Findings of the study indicated that there was a medium to strong relationship between the variables. Results also showed that SHH had low PA and RF skills. The study proposed topics for further research to enhance the linguistic and academic development of this group of students.
The investigation into students' attitudes and satisfaction concerning college facilities & equipment and the digital library constitutes a consequential research endeavor, with potential ramifications for fostering positive impacts on students' overall success within the college environment. This study aims to assess the attitudes and satisfaction levels of freshmen students enrolled in health sciences programs during the COVID-19 pandemic in a Saudi university that employs English as the medium of instruction. To execute this inquiry, a meticulously designed questionnaire was formulated and subsequently disseminated electronically to students across three distinct campuses and various colleges, accounting for both male and female cohorts. Statistical analyses were conducted utilizing the Kruskal-Wallis test within the R statistical software. The outcomes of this study reveal that the overall rating of students' satisfaction with facilities and the digital library slightly surpassed the average threshold. Notably, the digital library exhibited the lowest satisfaction levels among all students, with particular emphasis on aspects such as library training sessions, library databases, and the accessibility of databases. In the realm of facilities & equipment, significant disparities were discerned among campuses and colleges, although gender did not emerge as a differentiating factor. The study unveiled that college affiliation and gender functioned as significant predictors of student satisfaction in both the domains of facilities & equipment and the digital library. The findings of this investigation assume significance as they underscore the nuanced impact of campus, college, and gender affiliations on students' attitudes toward the digital library and the facilities & equipment within their educational milieu. This research endeavor contributes valuable insights into the multifaceted dynamics that influence student satisfaction in these crucial domains, thereby informing strategies for enhancing the educational experience and success of health sciences freshmen students, particularly within the distinctive context of the ongoing pandemic.
Contextual teaching and learning (CTL) has been widely recognized for its effectiveness in enhancing student learning by connecting academic content to real-world contexts. This study employed a descriptive-developmental and true-experimental research design to develop and evaluate the effectiveness of contextualized lessons in Science, Technology, and Society (STS) for first-year undergraduate students. 40 students enrolled in the Bachelor of Science in Elementary Education program at a public university in Masbate, Philippines, were randomly assigned to experimental and control groups, with each group consisting of 20 participants. The experimental group received the contextualized lessons, while the control group followed traditional teaching methods. Pretest and posttest assessments measured the students' conceptual understanding, science process skills, and attitudes toward science. Results showed that the developed contextualized learning materials were excellent (4.68) as rated by the jurors. Inter-rater reliability analysis (kappa = 0.61) demonstrated satisfactory agreement among evaluators. The paired t-test results revealed significant differences between pretest and posttest scores in the experimental group, with large effect sizes (d > 1.8) across all five lessons. Posttest scores in the experimental group were significantly higher than those in the control group, with substantial improvements in conceptual understanding (d = 2.75; p < 0.001), science process skills (d = 2.16; p < 0.001), and attitudes toward science (d = 2.52; p < 0.001). These findings indicate that the contextualized lessons were highly effective in enhancing student learning outcomes, even among non-science majors.
This research examines ChatGPT's content knowledge (mathematics) and pedagogical content knowledge on the concept of rational numbers. The study was conducted using a case study model within the framework of qualitative research methods. Data were collected by posing open-ended questions to ChatGPT-4 and ChatGPT-4.0 versions, based on the new curriculum objectives set by the Ministry of National Education of T & uuml;rkiye in 2024. The findings indicate that ChatGPT may be adequate for teaching rational numbers in line with the knowledge required in middle school courses; however, certain limitations in its pedagogical content knowledge were identified. Specifically, it was observed that ChatGPT's pedagogical responses were limited in concepts such as representing rational numbers on the number line and converting them to decimal forms. The research emphasizes that while ChatGPT may not replace teachers, it could play a supportive role in teaching processes, and its integration into education should be carefully considered.
In this study, musical hearing education was examined outside the traditional classroom environment and it was aimed to determine the problems experienced by the students and the solution suggestions of the instructors for these problems in line with the comments made on the videos on Youtube channels. A total of 405 comments and 167 responses from 317 videos from 7 Youtube channels were included in the study. Netnography method was used in the study and the data were analyzed by content analysis technique. MAXQDA 2020 package program was used for the content analysis process. It was observed that students encountered many problems in single tone, two tones (intervals), three tones, four tones, melody and rhythm repetition studies in musical hearing education. The category in which students made the most comments in musical hearing education studies was melody, followed by rhythm hearing. Students face many problems, especially melody and rhythm memory, such as inaccurate giving/not giving tones, not being able to evaluate themselves and realize their mistakes, and not knowing the working method. Although the instructors provide opinions, suggestions and recommendations for these problems, Youtube videos are insufficient for some problems that need to be solved face-to-face.
This study aims at investigating the methods utilised to teach four language skills (listening, reading, speaking and writing) in teaching Turkish as a foreign language at primary and secondary school levels in Turkey. The study was conducted using Phenomenological research design, a qualitative approach. The participants were composed of 20 volunter teachers who were selected via convenience sampling method. The data were analysed through content analysis. The results have revealed that the teachers apply variety of methods and strategies to teach language skills effectively. It is recommended that in order to teach the language skills more effectively, the teachers should make use of technology-supported materials and interactive methods such as group work and discussion simulations.
The purpose of this study is to explore the complexity of the lexical bundles and/or formulaic patterns in Law texts, create a corpus of authentic formulaic patterns of verb foms in law and propose a workable method for identifying and teaching the accumulate specialised registers of formulaic patterns of law, the types and function of law lexical and formulaic bundles in the academic writing classroom. The study adopts corpus linguistic approach to investigate the patterns in the Law students' texts. The study used 792,237 corpus size. The routine of the types and functions of formulaic patterns and the multiword in Law subject areas found on a virtual learning platform were analysed. This procedure revealed brief prevailing six-word lexical formulaic patterns from Law texts. The discussion from the outcome of this search for extensively used formulaic patterns in Law leads to a consideration of challenges in formulaic pattern or multiword patterns data into English for academic writing in the law discipline in tertiary institutions. The challenges lead to suggestions for the instructors in the law faculties to engage their students in working with word lists made up of formulaic categorisations in law. The study revises literature building on prior study to contribute to more understanding of law bundles. It introduces a novel approach using Sketch Engine to analyse multiword patterns in legal texts, offering theoretical and methodological insights that support specialised vocabulary development and future research in legal language registers. The study provideds formulaic patterns that are particularly useful for lecturers and Law students in the academic writing classroom in the Law faculties.
The aim of this research was to reveal the level of awareness of teachers regarding child abuse and neglect and understand the reasons of their awareness levels. To achieve this purpose, this research was designed in mixed methodology. The sample of the quantitative part of the study was 206 teachers working in schools affiliated with the Ministry of National Education of Turkey determined by the snowball sampling method, and 9 teachers for the qualitative part of the study. The Scale of Diagnosing the Signs and Risks of Child Abuse and Neglect developed by Uysal (1998), and semi-structured interview form were used as data collection tools. According to the findings, teachers' awareness levels of child abuse and neglect were medium or low. The reasons of this level stem from teachers themselves or schools' features. And according to some teachers, their awareness was not low, there are some reasons preventing them to report the cases.
The study aimed to identify the degree to which faculty members possess effective university teaching skills from the point of view of their students and the relationship of this to the variables of gender, type of academic subject, academic degree of the student, and academic level of the student. The descriptive approach was used in addition to the use of the questionnaire, which consisted of 41 items distributed over 4 areas. As a tool for the study, the study sample consisted of 3,000 male and female students from various Jordanian universities in the first semester of the academic year (2022-2023). The results of the study showed, after conducting appropriate statistical treatment, that the degree of possession of effective university teaching skills by university faculty members was moderate in all areas of the questionnaire as a whole, with an arithmetic mean of (3.36) and a standard deviation of (0.63). The results also showed that there were no significant differences. Statistics on the degree to which faculty members possess effective university teaching skills from the point of view of their students attributed to the variables of the study.
The objective of this study was to investigate the concepts of intellectual security within the pathways system of the Arabic curriculum (Linguistic Competencies 1-1 and 1-2) designed for the common first year of high school during the academic year 2023 in Saudi Arabia. A valid list of the intellectual security concepts that should be included in the Arabic curriculum was prepared. It included 27 concepts distributed among three main categories. The results revealed that the Arabic curriculum lacked adequate integration of life skills pertaining to security within its overarching framework. This deficiency hinders students' ability to coexist safely in their society and address intellectual challenges effectively. Therefore, there is a necessity to enhance and reinforce the presence of the concept of intellectual security in the Arabic language curriculum to ensure its broader acceptance and impact on students. Drawing from the outcomes, the study suggested that rectifying the deficiencies in the Arabic curriculum would not only improve the understanding of intellectual security among Arabic language learners but also contribute to bolstering security within their society and, by extension, in societies globally.
