Saudi first-generation college students (FGCS) face challenges as they navigate their way into higher education. Educators have become concerned about the access and success of first-generation college students (FGCS) in higher education.
Interactive Mathematics
A pre-post-test design was used to measure learning gains of our students participating in the interactive mathematics. The knowledge increase is statistically significant as shown by Wilcoxon Signed Ranks Tests comparison of the difference per activity summarized in the following Table II.
Educational Social Network (ESN)
Drawing competitions also convey the message that mathematics is part of our daily lives in line with Realistic Mathematics Education. A noted advantage of this use of Facebook is that posts and page statistics provide easy evidence of timely completion of assignments and a place to store and access posts and comments for the educator and students consistently.
Student Success Laboratory (SSL)
The social constitution of universities in the GDR was more socially inclusive, certainly than that of their West. It requires that the needs and aspirations of the different social classes represented in the educational system be taken into account. In contrast, in the case of herbal spirits, consumers claim that they rely on their intuition and experience to determine dosage.
Ultimately, understanding the current youth market behaviors regarding beer consumption has larger implications for the survival of the industry in the near future. Family members with an immoral background can greatly affect a child's moral development as the family plays an active role in children's moral development (Carr, 2014). Havigerova, Haviger and Truhlarova, (2013) asserted that parenting style is one of the important factors in the child's socialization process.
The socio-demographic characteristics of the respondents were obtained from the respondents' information in the questionnaire. This question was answered by the data from the parents' perception of the moral development of teenagers in the questionnaire. This question was answered by data from respondents' information on the consequences of parental neglect on the moral development of adolescents in the questionnaire.
There is gender balance in the contribution of both father and mother in the moral development of their children. The consequences of parental negligence on the moral development of their children were lack of respect, violence and disorder in the community.
Introduction
IMPROVING GENDER EQUALITY AND STUDENT ACHIEVEMENT IN BASIC SCIENCES USING CONCEPT MAPPING AND MNEMONICS SKILLS. The study determined the effects of the learning strategy of concept mapping and mnemonic skills on the achievement of junior high school students in basic sciences. The population of the study consisted of 3200 students in Junior Secondary School Two (JSS2) and thirty BS teachers in JSS2, from which a sample of 96 students and six teachers of basic science subjects were selected.
The researcher's concern is this, how can gender equality and students. to increase achievements in basic science?. Is it possible to use the teaching strategy of concept mapping and . mnemonic skills increase gender equity in male and female student achievement in the basic sciences?. The main purpose of the study is to determine the effectiveness of the teaching strategy of concept mapping and mnemonic skills in increasing gender equality and student achievement in basic sciences.
The specific purposes are; to determine the mean achievement scores of male and female students in three experimental groups. There is no significant difference between the mean achievement scores of male and female students taught basic science using concept mapping instructional strategy combined with lecture method (CMIS). There is no significant difference between the mean achievement scores of male and female students taught basic science using mnemonics skills combined with lecture method (Mne-LM).
Method
To determine if there will be a significant difference between the average performance of male and female students in E1 and E2. Papers were marked and scored accordingly, mean scores and standard deviations were used to answer the research questions, while ANCOVA was used to test hypotheses at a significance level of 0.05. Four fragments of concept maps were used to teach them how to identify TS that required the use of CM.
In the same way, E2s had 80 minutes of lessons on the knowledge of the strategy of mnemonic skills and the principles of their use in learning. Four passages of mnemonics were used to teach them to recognize text structures (TS) that require the use of mnemonics in basic science. In the second week, students E1, E2¸ and E3 were taught the same topic from basic science subjects by different teachers.
Teachers who received training on CMIS prepared their lesson topic using CMIS combined with lecture method and used it to teach students in E1. Teachers who were not trained in any of the strategies prepared their lesson with lecture method and used it to teach students in E3. Thus, teachers exposed to CMIS learned E1, those exposed to mnemonic skill learned E2 and those who did not receive training on either strategy taught E3 using lecture method.
Results
This implies that there is no significant difference between the mean achievement score of males and females in experimental group 1. What is the mean achievement score of male and female students who are taught basic science using mnemonics skills combined with lecture method (E2) . Presented in Table 4 are the mean performance scores and standard deviations of male and female students exposed to the Mnemonic Skills combined with lecture method on the basic science posttest.
The difference between their standard deviations indicates that men's and women's scores spread around the mean. This means that there is no significant difference between the average achievement score of male and female students in E2. Regarding research question I and H01, it was found that male and female students who were taught basic science using the concept mapping teaching strategy combined with the lecture method (experimental group E1) performed well on the post-test.
There was found to be no significant difference between the mean performance scores of male and female students as shown in Table 3. With respect to research question 2 and hypothesis 2, the result of the study showed that male and female students in experimental group 2 taught basic science using of Mnemonic skills in combination with the teaching method performed well in the post-test. The result revealed that there is no significant difference between the average performance score of males and females in the post-test.
Recommendations
Management is derived from the metaphysical truth of the Hereafter or a religious belief, but Einstein said, "Science without religion is lame, and religion without science is blind." Einstein publicly rejected the anti-metaphysical concept of science, saying, "theories are always free creations of the human mind." The human mind, the creator of theories is unable to grasp the essence of nature and underlying reality. Einstein said, “No amount of experiment can ever prove me right; a single experiment can prove me wrong.” The composite concept Zikro viper is born in the human mind, derived from the metaphysical truth of the Hereafter, is not just speculation or illusion. Stephen Hawking said: “The greatest enemy of knowledge is not ignorance; it is the illusion of knowledge.”.
So this is the need of the hour to develop a composite concept of leadership and management. One of the well-known social scientists discovered a serious failure in the study of leadership and said,. The status of Ibrahim (pbuh) is accepted without doubt in the three main religions (Christianity, Judaism and Islam) of the world.
The worthy effect of the virtue of Dhikrâ al-Dâr is evident in the leadership of Muhammad (pbuh). In this way, Muhammad (pbuh) motivated and guided his followers with a vision of an eternal home (Paradise) in the hereafter, i.e. with the concept of Dhikrâ al-Dâr. Comparing the two moral obligations; one 'without belief in the afterlife', and the others stem from 'belief in the afterlife.' One (1) 'no faith in the Hereafter' does not include a sense of responsibility to the One Supreme Power in the Hereafter and this obligation arises from societies, nations, sects or groups, organizations, etc.
So all moral concepts — that is, all discriminations between right and wrong, or right and wrong — are inseparable from the concept of human sense of responsibility to a Supreme Power: in other words, without such sense of responsibility — whether conscious or subconscious — the concept of “morality” as such loses all meaning. Thus, it can be said that Dhikrâ al-Dâr is the basic universal concept of leadership that proved successful in the case of the Prophet (pbuh).
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