DOES EDUCATIONAL BACKGROUND INFLUENCE STUDENTS’ PUBLIC SPEAKING SKILL? REALITY VS STUDENTS’ PERSPECTIVE

Aim. This descriptive study was conducted to determine and compare the emotional intelligence levels of senior students receiving education in different fields of Ataturk University.Methods. The population of the study consisted of senior students receiving education in different fields of Atatürk University. The sample group of study consisted of 305 senior students receiving education in different fields (health, social, and natural) and they were selected by using the simple random sampling method. Three faculties from three different fields were selected. Data of the study were obtained by using the personal information form, which was prepared by researchers in the light of the literature and involved sociodemographic characteristics and the “Emotional Intelligence Evaluation Scale.”Results. It was determined that while natural science students had the lowest total mean score of emotional intelligence scale, students of social sciences had the highest total mean score according to departments. Examining the difference between the mean scores of three different educational fields, it was determined that this difference was statistically significant.Conclusion. Consequently, the emotional intelligence level was determined to be lower in natural science students and moderate in students of health and social sciences.

This research aims to investigate the attitude of natural science and social science students toward their English class, as well as the evaluative language employed in expressing their opinions toward English class. The study employs Martin & White's (2005) appraisal framework to analyze the language used. The participants in the study consist of 60 high school students, with 30 students from the Natural Science major and 30 students from the Social Sciences major, who were selected using the purposive sampling method. The students were requested to write a narrative text outlining their experiences and perceptions of the English class they attended for one semester. The analysis result show that both science and social science students tend to give positive evaluations towards the English class they attend. However, science students are more inclined to give positive evaluations compared to social science students.

Online blogging is the act of creating and maintaining content such as ideas, opinions, essays, images, videos, etc. for a blog that is personally uploaded and shared to a website. In education, it is viewed as a novel and innovative teaching strategy to use for augmenting the writing skills of the students. To ascertain such contention, this study explores the effectiveness of online blogging in enhancing the writing skills of Senior High School’ Humanities and Social Sciences (HUMSS) students. The researcher employed quasi-experimental research design to examine the effectiveness of online blogging as compared to traditional writing. Grade 11 HUMSS students of Balite National High School (n=13 for experimental group, and n=13 for control group) for the 2nd semester of school year 2021-2022, comprised the respondents for this study.To collect the data, the researcher used an Assessment Writing Test in essay form as an instrument. There was a pre-test that was held before the researcher gave treatment to the experimental class and a post-test, which was held afterward. To make the data analysis, the researcher analyzed the data by using mean and independent t-test. The findings indicated that there was significant difference in the level of writing competencies as to focus and details, voice, and grammar and mechanics of the students but in other writing competencies such as organization and word choice there wasno significant difference in their pretest and posttest performance. Generally, the integration of online blogging was found better and more effective than the traditional method. Results suggested that the participants have positive perception and attitude towards online blogging, viewed this as a tool in improving their writing skills, and kept them motivated. Finally, this study recommends that online blogging should be part of the writing classes and be incorporated in lesson planning and designing curricula in senior high school.

Academic procrastination in university students of social and health sciences was compared according to socio-academic variables, such as: age, gender, occupation, area and year of study. The research was descriptive-comparative, quantitative, non-experimental; 1000 university social and health sciences students intentionally selected according to quotas participated. The information was collected with a duly validated instrument about academic procrastination. It was observed that: the majority of students perceive high academic procrastination (62%), low academic self-regulation (41%) and high procrastination of activities (74%). Concluding that the trend of academic procrastination is mostly present in students of social sciences, in male students, in the first years or academic cycles and in those who are studying while working. Therefore, most students who procrastinate avoid prioritizing the development of academic activities for others that are of particular interest such as: excessive use of technology, social networks, dependence on cell phones and work.

Students in both social and natural sciences often seek regression methods to explain the frequency of events, such as visits to a doctor, auto accidents, or new patents awarded. This book, now in its second edition, provides the most comprehensive and up-to-date account of models and methods to interpret such data. The authors combine theory and practice to make sophisticated methods of analysis accessible to researchers and practitioners working with widely different types of data and software in areas such as applied statistics, econometrics, marketing, operations research, actuarial studies, demography, biostatistics and quantitative social sciences. The new material includes new theoretical topics, an updated and expanded treatment of cross-section models, coverage of bootstrap-based and simulation-based inference, expanded treatment of time series, multivariate and panel data, expanded treatment of endogenous regressors, coverage of quantile count regression, and a new chapter on Bayesian methods.

Students in both social and natural sciences often seek regression methods to explain the frequency of events, such as visits to a doctor, auto accidents, or new patents awarded. This book, now in its second edition, provides the most comprehensive and up-to-date account of models and methods to interpret such data. The authors combine theory and practice to make sophisticated methods of analysis accessible to researchers and practitioners working with widely different types of data and software in areas such as applied statistics, econometrics, marketing, operations research, actuarial studies, demography, biostatistics and quantitative social sciences. The new material includes new theoretical topics, an updated and expanded treatment of cross-section models, coverage of bootstrap-based and simulation-based inference, expanded treatment of time series, multivariate and panel data, expanded treatment of endogenous regressors, coverage of quantile count regression, and a new chapter on Bayesian methods.

Students in both social and natural sciences often seek regression methods to explain the frequency of events, such as visits to a doctor, auto accidents, or new patents awarded. This book, now in its second edition, provides the most comprehensive and up-to-date account of models and methods to interpret such data. The authors combine theory and practice to make sophisticated methods of analysis accessible to researchers and practitioners working with widely different types of data and software in areas such as applied statistics, econometrics, marketing, operations research, actuarial studies, demography, biostatistics and quantitative social sciences. The new material includes new theoretical topics, an updated and expanded treatment of cross-section models, coverage of bootstrap-based and simulation-based inference, expanded treatment of time series, multivariate and panel data, expanded treatment of endogenous regressors, coverage of quantile count regression, and a new chapter on Bayesian methods.

Education is a crucial foundation for shaping a generation with strong character, faith, intelligence, and responsibility as mandated by Law Number 20 of 2003. In the 21st century, one of the most essential competencies to be developed is critical thinking, which can be effectively nurtured through Project Based Learning (PjBL). This approach actively engages students in planning, inquiry, problem-solving, and reflection within project-based tasks, making learning more meaningful. This study examines the effect of PjBL on the critical thinking skills of fifth-grade students in Natural and Social Sciences (IPAS) at SD Islam Istiqomah, Ungaran Barat, Semarang Regency. Employing a quantitative method with a quasi-experimental Nonequivalent Control Group Design, the study involved 76 students divided into experimental and control groups. Data were collected using a validated and reliable essay test on critical thinking skills. Results showed that the experimental group achieved a higher mean posttest score (84.16) than the control group (74.74). The point-biserial correlation was rpb = 0.676, and the t-test result (tcount 7.891 > ttable 1.993, p < 0.05) confirmed a significant difference. These findings demonstrate that PjBL substantially improves students’ critical thinking and emphasize its continued implementation to foster contextual and meaningful IPAS learning.

Purpose – This study aimed to develop and assess the effectiveness of Smart Apps Creator (SAC)-based interactive learning media to enhance critical thinking skills among fifth-grade students in Natural and Social Sciences (IPAS) learning.Methodology – Employing the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), the study employed a quasi-experimental design with purposive sampling for the needs analysis (20 teachers, 24 students) and random sampling for the trials (54 experimental and 57 control group students across four elementary schools). The experimental group engaged in six offline SAC-based learning sessions, while the control group used conventional methods (lectures, worksheets, static images). Data were collected through classroom observations, media feasibility questionnaires, and pre- and post-tests of critical thinking skills, and analyzed using descriptive statistics, paired t-tests, and N-Gain scores.Findings – The SAC-based media achieved high feasibility (expert validation: 82.3%-86.5%). They significantly improved critical thinking, with the experimental group recording an N-Gain of 0.75 (high) and a t-value of -30.556 (p = 0.000), outperforming the control group’s N-Gain of 0.42 (moderate) and a t-value of -18.070 (p = 0.000). Interactive elements, such as quizzes and animations, fostered student-centered learning, although challenges included limited hardware and teacher training needs. The offline SAC media effectively addressed connectivity constraints, enhancing analytical skills.Contribution – This study offers a scalable, offline educational technology solution for rural areas, promoting 21st-century skills such as critical thinking and suggesting the broader implementation and exploration of additional skills, including collaboration and communication.

The study aims to investigate the importance of infusing SSI (Socioscientific Issue) into STEM (Science, Technology, Engineering, Mathematics)-based Biotechnology learning by capturing the perceptions of students in Natural Science and Social Science. This is intended to make learning more effective because it helps students to achieve the comprehension of the material being taught. The research apply mix methods by capturing quantitative and qualitative data. The quantitative data are collected from the percentage of answers from 291 students who have filled out quizzes through online surveys. While qualitative data is collected from garnering students’ answers through unstructured interviews. The results showed that students of Natural Science discussed biotechnology more technically and normatively resulting in product effects, while students of Social Science focused more on the policy and risk aspects of biotech products. It is the difference in perception between the two majors that requires the SSI approach to be infused into the STEM approach. The benefits of such infusionare improved students' HOTS (Higher Order Thinking Skills), which is in line with the current learning trend of the Industrial Revolution 4.0.
 
 Keywords: SSI, Biotechnology, STEM education, HOTS

The article argues the choice of the interdisciplinary approach as an effective method for increasing the motivation and engagement of students in natural sciences – biology, chemistry, physics, as well as geography, by connecting knowledge from different general education disciplines into a single meaningful whole. The interdisciplinary approach is associated with the active participation of students in the process of discovering interrelationships between scientific, humanitarian and artistic knowledge. It is considered a key tool in modern education, which encourages critical thinking, creativity and a complex understanding of real problems. Its implementation unites different topics from the curriculum, in particular in natural sciences and geography. The main stages of the implementation of an interdisciplinary approach in combination with project-based learning are related to: formulating a current problem or topic; researching and creating a final product and presenting the results obtained. The article has a methodological nature, related to the development, specifics, implementation and application of the interdisciplinary approach in Bulgarian schools.

A qualidade da adaptação e sucesso no Ensino Superior está relacionada com características prévias dos estudantes, sendo que a literatura sugere diferenças de género, de tipos de estudos e de background familiar nos resultados dos estudantes. Além de variáveis socioculturais nesta determinação, variáveis mais sociocognitivas como as expetativas de resultado e a autoeficácia parecem influenciar as experiências adaptativas dos estudantes. Este estudo caracteriza as dificuldades antecipadas de adaptação de um grupo de 931 estudantes de uma universidade pública portuguesa, que acedem ao primeiro ano do Ensino Superior, uma semana antes do início das suas aulas. A análise das dificuldades antecipadas, avaliadas em três domínios – adaptação académica, integração social e autonomia -, é feita em função da área do curso frequentado, do sexo e do agrupamento em estudantes de primeira geração (pais sem frequência do Ensino Superior) ou estudantes de famílias com formação superior. Os resultados sugerem o impacto destas variáveis, sobretudo em termos da antecipação de dificuldades de integração social e autonomia, apontando para maiores dificuldades antecipadas nas mulheres, estudantes de primeira geração e estudantes de cursos de ciências sociais e humanas. Discutem-se implicações para a investigação e intervenção e contexto de Ensino Superior.

The fear of public speaking is a common anxiety among students, significantly impacting their self-esteem, focus, and confidence, ultimately hindering effective communication. This study aimed to assess the relationship between self-esteem and public speaking skills among Humanities and Social Sciences students. Using a descriptive-correlational design, 300 students participated in a questionnaire-based survey. The findings revealed a moderately significant positive correlation between self-esteem and public speaking skills. Students with higher self-esteem were more likely to manage nervousness and engage confidently with their audience during speeches and presentations. Based on these results, the study recommends fostering supportive learning environments and implementing structured practice sessions focused on anxiety management, verbal articulation, and effective body language to develop stronger public speaking abilities.

Senior High School (SMA) is a school that provides French language lessons to students majoring in natural sciences and social sciences. There are also high schools that open special French class for students and some schools put French as a lesson for extra-curricular activities. From the analysis of the textbooks used by high school teachers, it is concluded that the textbooks / instructional materials that they use are less up to date and some are using compilation (compilation of texts drawn from various sources). Language teaching materials in the European Union are already equipped with Portfolio Europeen des Langues (PEL) and of the literature found, PEL provides many benefits to learning foreign language. The benefit of PEL is not only for teachers but also for students. The above mentioned have been the reason to conduct this study, developing French teaching materials in high schools that integrate P ortfolio Europeen des langues (PEL) for French language learners in Indonesia. To initiate this study, the analysis of textbooks used by several high schools in Jakarta and surrounding areas had been conducted. Furthermore, it is then continued with the analysis of the needs of the PEL. To obtain the necessary data, this study uses interview questionnaire.The next step is to arrange French language teaching materials prototype for high school that integrates PEL. The prototype is reviewed by two experts in their field and have been revised, and then limited trials for high schools are conducted. How to Cite Ekowati, S. H., & Purbarini, A. (2016). Developing French Teaching Materials in Senior High School by Integrating Portofolio Europeen des Langues (PEL). International Journal of Active Learning, 1(1).

Differences in behavior, engagement and environmental knowledge on waste management for science and social students through the campus program