This paper studies the relationship of mathematics with different components of attitude across genders. The objective is to study the relationship between the different components of attitude toward mathematics across the gender in higher secondary school. The hypothesis of the study is that there is no significant relationship between different components of attitudes and mathematics gender wise (male and female) in higher secondary school. The population of the study consists of class XII students enrolled in higher secondary schools in Ri-Bhoi District, Meghalaya. Simple random sampling technique was used to select the sample from two schools, from each school a total of 50 students from class XII were randomly selected for the study, making a total sample of 100 students. The tools used was, Attitude towards Mathematics Scale, developed by Dr. S.C. Gakhar & Dr. Rajni in 2012. The findings showed that there is no significant correlation between the different components of attitude and mathematics with respect to gender. But there is significant relation in the two components i.e. development of skills and universal outlook.
This quantitative and qualitative research study aimed to examine the attitudes of Arab college students towards the program of English for Academic Purposes (EAP) from three perspectives: cognitive-belief, evaluative, and behavioral, and the relations between their attitudes and their field of study (major), year of study, their experience in learning EAP courses, scores, and the possibility of pursuing a master’s degree. Forty-four subjects from a pool of 150 returned the questionnaire, and eleven were interviewed. Results show a strong correlation between those who have a positive experience in learning English and their attitudes, achieve high scores and their aspirations for pursuing a master’s degree. There is a need for understanding the needs of members of minority groups for learning English, the reasons for their low achievement and attitudes to match the reading materials and pedagogy to their specific needs to help them succeed in the EAP courses.
This study investigates trust conceptualization among Spanish school leaders and teachers, comparing findings with U.S. research. Interviews with 19 participants from four diverse K-12 institutions revealed four themes: trust demonstration, enactment of five trust facets, emphasis on benevolence, and adherence to workplace expectations. Results show similarities with U.S. findings, but with notable variations. Spanish educators emphasized benevolence over honesty, and confidence in trust emerged as a significant topic. Participants consistently reported trust as essential for school stability, requiring substantial time to develop. The study suggests that school leaders and researchers in global contexts should be attentive to nuances in trust conceptualization to foster stronger relationships and promote educational success.
The paper investigates the implementation of the innovative “4+2” pedagogical practice model at the Faculty of Mathematics, Karakalpak State University. This model combines four days of school practice with two days of academic study per week. The findings show that this approach significantly enhances students’ academic performance compared to traditional frameworks. It fosters deeper understanding of theoretical knowledge, its practical application, and increased motivation. A comparison of academic results between students under traditional and “4+2” models reveals notable improvements. Despite some limitations, the model has been adopted by other faculties, highlighting its effectiveness in integrating theory and practice.
Parenting children with ADHD is known to lead to maternal stress that requires coping resources, one of which is a secure attachment orientation. This study examines the effect of an amelioration in ADHD symptoms, executive functions, and self-esteem in children benefiting from a therapeutic horseback riding program on maternal stress and attachment orientation. To test the hypotheses, 123 mothers of children with ADHD filled out pre-, post-, and 12-week follow-up questionnaires assessing their maternal stress and dispositional attachment orientation, which were analyzed using a series of latent growth models and a multi-path mediation model. The results indicated that improvement in children’s executive functions and ADHD symptoms reduced maternal stress and maternal attachment anxiety. By contrast, higher children’s self-esteem did not impact the mothers’ maternal stress or attachment anxiety. Ultimately, the findings demonstrate that the amelioration of children’s ADHD symptoms and executive functions can effectively lower maternal stress and their attachment anxiety.
