1761 papers
This study investigates the impact of instructional materials on university students' academic performance in Ghana, revealing that while these materials are crucial for success, a widespread shortage exists, prompting a recommendation for increased government funding to improve their availability.
This systematic review of 36 studies from 2005 to 2024 identifies key positive enablers, such as parental support and personal aspirations, and significant negative barriers, including cultural norms and inadequate facilities, that influence girls' transition from primary to secondary school to inform targeted interventions aligned with Sustainable Development Goals.
This systematic review of 32 studies (2005–2026) concludes that teacher quality is a multidimensional construct where instructional practices, subject-matter knowledge, and demonstrated effectiveness show more consistent positive relationships with K–12 student achievement than formal credentials alone, suggesting that policies should move beyond relying solely on certifications to improve learning outcomes.
This study of 200 urban adolescents in Pune, India, reveals that while perceived parental financial transparency does not directly influence basic financial knowledge or overall decision-making heuristics, it significantly predicts sophisticated financial literacy, which in turn partially mediates a positive indirect effect on behavioral decision-making heuristics.
This paper synthesizes academic leaders' cautious perspectives on Generative AI in higher education, revealing a tension between its transformative potential and ethical concerns that necessitates the development of institutional policies, faculty training, and curriculum redesign to ensure responsible adoption.
This cross-national study of Sub-Saharan Africa finds that while overall secondary school enrollment is not significantly linked to most social development indicators, higher enrollment and, more notably, greater gender parity in secondary education are strongly associated with reduced early marriage and improved youth literacy.
This systematic review of 20 studies reveals that while Universal Design for Learning (UDL) is gaining traction in African higher education, particularly in South Africa, its transformative potential is currently constrained by a significant theory-practice gap, geographic disparities, and systemic barriers such as inadequate infrastructure and limited faculty support.
This systematic review of 141 empirical studies reveals that while immersive virtual reality consistently enhances enjoyment and motivation, its impact on objective learning is mixed and highly dependent on design, with gamification and entertainment improving outcomes only when they serve as instructional feedback or manageable challenges rather than becoming sources of extraneous cognitive load.
This study utilizes latent profile analysis on 763 children to identify three distinct post-separation adjustment profiles—well-adjusted, internalized reactions, and adjustment difficulties—and reveals that specific family processes, such as inconsistent discipline and poor coparenting, along with individual characteristics like gender and age, predict a child's membership in these different groups.
This study employs frame analysis on qualitative data from 2020 to 2024 to demonstrate how Hong Kong diasporic organizations utilize integrated cultural strategies—including discourse, symbols, and performances—to construct collective action frames focused on community building, external advocacy, and counter-framing, thereby advancing social movement scholarship through a longitudinal and culturally enriched perspective.