This document summarizes an emotional intelligence module developed for mathematics undergraduates at the University of Salford. The module aimed to develop students' self-awareness, ability to manage stress and nerves, and employability skills. In the first year, qualitative feedback was positive and students showed increased self-awareness when asked "Who am I?" before and after. Changes were made in the second year to incorporate meditation, team projects with companies, and career talks. Anecdotally, students showed improved confidence, engagement, and ability to manage exam anxiety. The creators plan to further evaluate the module's impact on students and develop an advanced version for master's students.
Paper on Authentic Assessment of Creativity and Change Leadership. Unpacking of the cognitive and affective domains of creative problem solving process based on the thinking skills model, the mapping to how we design, implement and assess 21st century competencies may path new thinking in the way we envision learning.
Life Science Studentsâ Expectations on the Importance and Impact of Education...Adela Banciu
Â
The aim of the study was to determine the students' expectations before and after MSc and teachers' perception of the educational process from the perspective of developing
employment opportunities.
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Â
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with studentsâ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
Paper on Authentic Assessment of Creativity and Change Leadership. Unpacking of the cognitive and affective domains of creative problem solving process based on the thinking skills model, the mapping to how we design, implement and assess 21st century competencies may path new thinking in the way we envision learning.
Life Science Studentsâ Expectations on the Importance and Impact of Education...Adela Banciu
Â
The aim of the study was to determine the students' expectations before and after MSc and teachers' perception of the educational process from the perspective of developing
employment opportunities.
Psychology of learning entrepreneurship skills: Nurturing learning styles of ...Dr.Nasir Ahmad
Â
Objective: To investigate entrepreneurial skills of business students and their learning styles and to measure the relationship of entrepreneurial skills with studentsâ learning styles.
Methodology: Though co-relational survey and cluster random sampling techniques, 527 business schools students were selected from Khyber Pakhtunkhwa public sector universities. Entrepreneurial Skills Questionnaire (ESQ) and Neil Flaming VARK Learning Style Model (FSLSM) were used for data collection.
Results: The students did not develope entrepreneurial skills and majority of the students learned through auditory learning style. Positive relationship between entrepreneurial skills and tactile learning style was found (r = .239, .218, 206, .225 for which the p <.05).
Conclusion: Tactile learning style is prominent among business school students for which the schools did not provide ample opportunities.
Promoting the learning mobility of future workers: experiments with virtual p...eLearning Papers
Â
Authors: Cornelis Adrianus (Kees-Jan) van Dorp, Alfonso Herrero de Egaña Espinosa de los Monteros, Sirje Virkus, Angelique Lansu, Maria Kocsis Baån.
Virtual placements are learning arrangements, which generate new possibilities for accumulating professional (work-based) knowledge. Virtual placements are beneficial in many ways; they merit increased training opportunities, exposure to un-/never-thought-of occupations, integration of disadvantaged individuals, and preparation of, and blending with, physical placements.
Presentation at the HEA-funded workshop 'Employability and the sociological imagination'
The workshop examined the potential of using the âsociological imaginationâ to raise awareness of employability by engaging students in a reflective sociological critique of the concept. It considered how a pedagogic approach can be used to support personal development and career planning in a less-obviously vocational discipline.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1impOjY
For further details of the HEA's work on employability and global citizenship in the Social Sciences, please see: http://bit.ly/17n8Knj
The Teacher Trainersâ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
Â
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachersâ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
Â
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloomâs Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
Â
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
Â
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Collaborative Innovation-Based General Elementary School Teachers Traininginventionjournals
Â
Based on the analysis of necessity of all-disciplined primary teachers, this paper examines the connotation of the collaborative innovation, and then it introduces the collaborative innovation of general elementary school teachers. Finally, it discusses about the training based on collaborative innovation of primary school general teachers
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE IJITE
Â
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATUREIJITE
Â
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Â
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
NEW THEORIES AND STRATEGIES OF LEARNING, TEACHING AND RESEARCH FOR GREATER E...Dr. Raju M. Mathew
Â
Making Learning, Teaching and Research easy and effective and extending education to the Masses is the basic challnege of Education. We need New Models and Strategies for these tasks. They are discussed in this presentation.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individualsâ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from studentsâ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
Mathematics is the language of science and technology. It is the creation of the human mind. Its knowledge, skills, applications, and competence is required in the 21st century that is technologically-driven. However, studentsâ achievement and performance, and their ability to apply the little knowledge gained in the subject has continuously remained low. This has become a matter of concern to all stakeholders in the education industry, to the extent that urgent steps need to be taken to re-position the situation. Ale and Adetula (2010), Â reported that the demarcation between industrialized and wealthy (developed) nations and the non-industrialized and poor (undeveloped) nations is based on their level of mathematical attainment and ingenuity. This implies that without mathematics there is no science and without science there is no modern technology, and without modern technology there is no modern society. Therefore, mathematics remains the cognitive tool that can take any nation to its dream of scientific and technological developments.
Promoting the learning mobility of future workers: experiments with virtual p...eLearning Papers
Â
Authors: Cornelis Adrianus (Kees-Jan) van Dorp, Alfonso Herrero de Egaña Espinosa de los Monteros, Sirje Virkus, Angelique Lansu, Maria Kocsis Baån.
Virtual placements are learning arrangements, which generate new possibilities for accumulating professional (work-based) knowledge. Virtual placements are beneficial in many ways; they merit increased training opportunities, exposure to un-/never-thought-of occupations, integration of disadvantaged individuals, and preparation of, and blending with, physical placements.
Presentation at the HEA-funded workshop 'Employability and the sociological imagination'
The workshop examined the potential of using the âsociological imaginationâ to raise awareness of employability by engaging students in a reflective sociological critique of the concept. It considered how a pedagogic approach can be used to support personal development and career planning in a less-obviously vocational discipline.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1impOjY
For further details of the HEA's work on employability and global citizenship in the Social Sciences, please see: http://bit.ly/17n8Knj
The Teacher Trainersâ Perceptions of the Challenges in Achieving Technologica...IJMCERJournal
Â
ABSTRACT: The study examined the challenges in implementation of the Technological Pedagogical
Content Knowledge (TPCK) as a basis for 21st century learning and skills acquisition. The TPCK advocates for
adequate balance of content knowledge with pedagogy and technology. The study sampled one hundred and
twenty (120) teacher trainers whose status was senior lecturers and above in three Colleges of Education in Oyo
State, Nigeria to determine the problems of achieving TPCK in teacher education. An open ended questionnaire
which contained fifteen (15) statements on 4-point Likert scale was used as the only instrument. This allowed
the teacher trainers to freely express their opinions on the issues related to the implementation of TPCK in the
teacher education in Nigeria. The responses of the sampled teacher trainers were analysed using simple
percentage. The finding indicated that inadequacy in teacher preparation, teachersâ knowledge of application of
technology, inadequate technological facilities, mode of recruitment of teacher trainers, lack of teacher
motivation and irregular in-service training for the teacher trainers plague the implementation of TPCK in
Nigeria teacher education system. The study recommends adequate knowledge and application of technological
pedagogical content knowledge in teacher preparation, recruitment of teacher trainers, teacher motivation
through prompt payment salary, adequate provision of technological facilities and regular in-service training.
The study also suggested learning strategies that could be employed in teacher education to foster digital
literacy, critical thinking, problem solving and collaboration Keywords: Teacher education, pedagogical content
knowledge, technological pedagogical content knowledge, 21st century learning and skills
Teaching Higher Order Thinking in Schools for IR4.0 PreparationTimothy Wooi
Â
What Is Higher-Order Thinking?
HOT is appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative thinking.
This definition is consistent to how higher order thinking skills are learned and developed.
Introduction
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloomâs Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
An Evaluation of the Comprehensiveness of the BSc Honours in Psychology Degre...iosrjce
Â
No matter how well designed or filled with cogent material curricula are, they cannot adequately prepare an
early career professional for working with practical situations and puzzles. Of late, ZOU has an influx of undergraduates
who are straight from high school and these have limited exposure to field experiences. Hence even after graduation, the
practicality of their fields of study is elusive. This was an exploratory research whose findings will be used to evaluate the
psychology programme offered at ZOU. The study used a qualitative methodology and purposive sampling to select the
participants and data sources. Data was collected through depth interviews, document analysis and focus group discussions.
The research has a longitudinal element; hence the sample included 25 BSc. Honours in Psychology graduates from ZOU
within the past 5 years. Data were analysed using thematic content review. The findings revealed that, the students lacked
perceptual understanding of the fields of psychology and most of the practical concepts were imaginary in the absence of
practical exposure. From the participants, 100% were not practicing psychology, 100% were not registered and 92% were
not utilizing psychology qualification in their scope of work. The study recommends an evaluation of the 4 year Psychology
Programme in terms of development, efficiency, effectiveness and relevance
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
Â
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Collaborative Innovation-Based General Elementary School Teachers Traininginventionjournals
Â
Based on the analysis of necessity of all-disciplined primary teachers, this paper examines the connotation of the collaborative innovation, and then it introduces the collaborative innovation of general elementary school teachers. Finally, it discusses about the training based on collaborative innovation of primary school general teachers
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATURE IJITE
Â
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
TPACK + MATHEMATICS: A REVIEW OF CURRENT TPACK LITERATUREIJITE
Â
This paper will summarize a review of current literature on the Technology, Pedagogy and Content Knowledge (TPACK) framework, discuss innovative technology integration in teacher preparation and mathematics methods courses for teacher candidates studying elementary education. Themes that emerged in the review of current TPaCKliterature included the importance of understanding the TPACK framework, developing self efficacy, the vital role that modeling plays, how collaboration impacts and finally, just how powerful reflection can be in the application of TPACK. This paper will examine and explain these different themes and summarize the current literature as well as highlight trends on technology integration and TPACK.
Development of a collaborative learning with creative problem solving process...Panita Wannapiroon Kmutnb
Â
Sitthichai Laisema and Panita Wannapiroon, " Development of a Collaborative Learning with Creative Problem-Solving Process Model in Ubiquitous Learning Environment," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 102-106, 2013.
NEW THEORIES AND STRATEGIES OF LEARNING, TEACHING AND RESEARCH FOR GREATER E...Dr. Raju M. Mathew
Â
Making Learning, Teaching and Research easy and effective and extending education to the Masses is the basic challnege of Education. We need New Models and Strategies for these tasks. They are discussed in this presentation.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individualsâ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from studentsâ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
Mathematics is the language of science and technology. It is the creation of the human mind. Its knowledge, skills, applications, and competence is required in the 21st century that is technologically-driven. However, studentsâ achievement and performance, and their ability to apply the little knowledge gained in the subject has continuously remained low. This has become a matter of concern to all stakeholders in the education industry, to the extent that urgent steps need to be taken to re-position the situation. Ale and Adetula (2010), Â reported that the demarcation between industrialized and wealthy (developed) nations and the non-industrialized and poor (undeveloped) nations is based on their level of mathematical attainment and ingenuity. This implies that without mathematics there is no science and without science there is no modern technology, and without modern technology there is no modern society. Therefore, mathematics remains the cognitive tool that can take any nation to its dream of scientific and technological developments.
The study explores the effect of Smart class on the Academic Achievement of students. The sample consisted of 60 students (15 boys & 15 girls in each group) from two higher secondary schools of Bhilai city, Durg (C.G.). The samples were taken from class VIII students having academic achievement of 60% to 65% of scores in the formative assessments and first Summative assessment. An academic achievement test developed by both the subject teachers was used as data collection tool. The thirty students, fifteen boys and fifteen girls, from the first school formed the experimental group and same number of boys and girls from the second school was treated as control group. The experimental group was taught a topic from Science subject through smart class and the control group was taught the same topic through the traditional method of teaching. An achievement test was administered to both the groups after the completion of topic. Scores were analysed to find out which group fared better.
This presentation is linked to a workshop presented at the HEA Enhancement event âSuccessful students: enhancing employability through enterprise educationâ. The blog post that accompanies this presentation can be accessed via http://bit.ly/1E2ED7E
This presentation is linked to a workshop presented at the HEA Enhancement event âSuccessful students: enhancing employability through enterprise educationâ. The blog post that accompanies this presentation can be accessed via http://bit.ly/1wVOUxf
This presentation is linked to a workshop presented at the HEA Enhancement event âSuccessful students: enhancing employability through enterprise educationâ. The blog post that accompanies this presentation can be accessed via http://bit.ly/1xb3ins
This presentation is linked to a workshop presented at the HEA Enhancement event âSuccessful students: enhancing employability through enterprise educationâ. The blog post that accompanies this presentation can be accessed via http://bit.ly/1JIE3wh
University Undergraduatesâ ratings of 21st century transferable competences n...iosrjce
Â
The study investigated undergraduatesâ ratings of 21st century transferable competences necessary
for their career development as well as their current proficiency level in the competences. Three hundred and
forty-six final year students (2014/2015 session) drawn in clusters from Science, Technology, Engineering and
Mathematics (STEM) and Business/Management inclined disciplines in Michael Okpara University of
Agriculture Umudike and Abia State University Uturu were used for the study. The study adopted a descriptive
survey design. The Undergraduatesâ 21st Century Transferable Competences Scale (U21S) consisting of 18
Likert-type items was used for data collection. Four research questions and two hypotheses guided the survey.
Mean and Standard deviation were used to answer the research questions while t-test was used to test the
hypotheses. Results of the study showed that University undergraduates unanimously agree that they require
21st century competencies for their initial employment and that their proficiency level in several transferable
competences necessary for their career development is deficient. The result also showed that significant
differences did not exist between undergraduates of STEM-inclined and Business/Management-inclined
disciplines in their ratings of 21st century competences required for their initial employment as well as between
male and female undergraduates. Based on the findings of the study, it is recommended that universities update
their curriculum to include activities that will ensure their graduates are properly equipped with competences
needed for their career development.
DEVELOPMENT OF A CONCEPTUAL FRAMEWORK FOR MATHEMATICAL LEARNING SOFTWARE BASE...ijma
Â
ABSTRACT
Several studies have shown that motivation elements can motivate students in learning mathematics. Thus, this study was carried out to examine the impacts of the application of animation exaggeration principle, critical and creative thinking skill (CCTS), motivation elements on the development of learning software. This study used a literature survey method to help highlight the appropriate elements of CCTS, exaggeration principle, and the Attention, Relevance, Confidence and Satisfaction (ARCS) model deemed necessary for the learning of integers of Form One Mathematic. Findings showed that the exaggeration principle, CCTS and motivation elements could be effectively applied to squash and stretch and character design of a kangaroo character through its movements on a line number. Through this study, a conceptual framework was developed based on the amalgam of elements of ARCS model, CCTS, and exaggeration principle, to which educational software developers and practitioners could refer to produce efficacious learning application for mathematics.
Self Learning Activities in the Teaching of Senior High School SHS Discipline...ijtsrd
Â
This study used a quantitative method of descriptive research to assess the performance of the 56 grade 11 students in the identified Most Essential Learning Competencies MELCs for Discipline and Ideas in the Social Sciences DISS at Agsungot Integrated School, Proper Agsungot Cebu City during the school year 2020 2021 as basis for the proposed self learning activities SLAs . The school is integrated, which caters from kindergarten to Senior High School, offering Humanities and Social Studies strand. The students performances, perceptions, and actual experiences were the content of the input and the starting point of this research. The researcher used weighted mean, frequency, Pearson product correlation, and P Value to ensure the studys validity, accuracy, and reliability. The key findings show that students performance in the three competencies for the first quarter exceeded the expectations in terms of results and exhibited mastery in most activities in the DISS. Also, students perception garnered a total of agreed responses with a mean of 2. 89. It signifies that the student exhibits agreement regarding the content, layout and design, and visual presentation on DISS self learning activities. Lastly, the respondents ratings according to their satisfaction experience revealed that most respondents had actual good experiences using the self learning module SLM . Gerald A. Lechadores "Self-Learning Activities in the Teaching of Senior High School (SHS) Discipline and Ideas in the Social Sciences" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-6 , October 2022, URL: https://www.ijtsrd.com/papers/ijtsrd52144.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/52144/selflearning-activities-in-the-teaching-of-senior-high-school-shs-discipline-and-ideas-in-the-social-sciences/gerald-a-lechadores
1. 50 MSOR Connections 14(3) - journals.gre.ac.uk
CASE STUDY
ENISTEM: Using Emotional Nerve Intelligence in Science,
Technology, Engineering and Mathematics
Makhan Singh, Institute for Sustainable Futures, Enterprise Innovation and Business Engagement,
Birmingham City University, Birmingham, UK. makhan.singh@bcu.ac.uk
Edmund Chadwick, Mathematics, School of Computing, Science and Engineering, University of
Salford, Salford, UK. e.a.chadwick@salford.ac.uk
"The art of being myself is something only I can ever find outâ (Singh, 2000)
Abstract
An Emotional Nerve Intelligence module for second year mathematics undergraduates is presented.
This is a new concept that extends Emotional Intelligence by including psychotherapy practices used
to control nerves (anxiety and stress). This is delivered within a mathematics STEM setting with the
aim of releasing the undergraduates' potential. Results show development in self-awareness of the
students by capturing pre- and post-comments, and anecdotal observations indicating the success
in students developing their ability to think for themselves are also given.
Keywords: Emotional Intelligence, soft skills, curriculum innovation.
1. Introduction
What will the world look like in 2065? The global population is anticipated to exceed 10 billion, nearly
every person on the planet will be connected to the internet, a fifth of the worldâs population will be
over the age of 60; and energy, food and water will be a serious challenge â particularly as most of
us will be living in (smart) cities. The need for innovation is therefore of critical importance. The
Nomura Institute in Japan has gone one step further by stating that we are now living in the
Innovation age â the information era has been surpassed. Boosting innovation is therefore crucial
at regional, national and global levels â for the planet to survive we will need a new generation of
leaders that can innovate. More than ever before, Science, Technology, Engineering and
Mathematics (STEM) will play a key role in the 21st
century, and it is essential therefore that a new
breed of STEM graduates is âbornâ â graduates who are not only highly skilled in their STEM
discipline but who are also able to tap into their creative, innovative and more artistic sides.
The timing of this paper is perfectly synchronised with the recent Higher Education Green Paper,
Fulfilling our Potential: Teaching Excellence, Social Mobility and Student Choice, a consultative
review published on 6 November, 2015 by the Department for Business, Innovation and Skills
(DBIS). The Green Paper states the governmentâs vision for the future of higher education in
England, with a wide variety of proposals ranging from raising teaching standards to facilitating a
greater focus on graduate employability. Student fees, league tables, graduate destination data and
greater demand to develop employability skills â these are just some of the serious challenges facing
the University sector. It is therefore no surprise that HEIs (Higher Education Institutions) are
exploring various avenues and strategies that will not only increase academic achievement but will
also progress studentsâ learning experience to become employable on graduation. If we put
ourselves in the shoes of a typical student â we will be graduating with a debt in excess of ÂŁ30,000.
Employability skills include the soft skills based around communication, and this is of utmost
importance for employers to access the highly technical and specialised disciplines in the STEM
2. 51MSOR Connections 14(3) - journals.gre.ac.uk
(Science, Technology, Engineering, Mathematics) sector. This has been noted upon by Toland
(2011) who reflects on the importance of a T-shaped skills set, where the depth of the technical
knowledge is enhanced by the horizontal ability to apply knowledge, and this ability is increasingly
being seen as of critical importance for the STEM disciplines. This sentiment is also supported by
the UK Commission for Employment & Skills UKCES (2010), which highlights an existing and
anticipated future demand for the provision of higher level skills for managers and professionals.
Considerable strides have been made by HEIs to incorporate development of these soft skills into
their courses, with support from government initiatives such as the National HE STEM Programme
and also from the professional bodies, in the case of mathematics the IMA (Institute of Mathematics
and its Applications). For example, through this support Chadwick et al. (2011; 2012a) developed a
novel Business and Industrial Mathematics module for the undergraduate mathematics degree
programme at the University of Salford, which aims to develop and assess working practices for
mathematicians and tackle such issues as soft skills communication, careers and EI (Emotional
Intelligence). A booklet of good practice edited by Chadwick and Singh (2012) details HEI good
practice and how to implement it in the area of employability skills in the mathematical sciences, and
similarly a more academic study is given by Waldock and Rowlett (2012).
Savoley and Mayer (1990) describe EI as "the subset of social intelligence that involves the ability
to monitor one's own and others' feelings and emotions, to discriminate among them and to use this
information to guide one's thinking and actions". In recent years, studies have examined the role of
Emotional Intelligence in education. The results of these suggest that low Emotional Intelligence has
a relationship to a higher level of unauthorised absences and lateness in secondary school children
(Petrides et al., 2004). In both school and HEI students a relationship has been established between
academic achievement and ability and Emotional Intelligence by Qualter, Gardner and Whiteley
(2007). They further state that EI is essential in the development of students at their HEI through
their Personal Development Plan (PDP). Emotional intelligence is in essence the ability to
understand and manage emotions - it can be learnt and developed. Self-motivation, communicating
effectively, empathizing with others, overcoming challenges and defusing conflict are key attributes
of good emotional intelligence.
2. An Emotional Intelligence module for mathematics 2013/14
Although the incorporation of soft skills within the curriculum for HE STEM disciplines including
mathematics is well under way in the UK, and student ability in this area is generally being attributed
to good EI, there is little curriculum development on the use of EI in STEM courses. With this in mind,
and using his skills and experiences as a psychotherapist and from his time in industry as an
engineering manager, as well as working for the IMA, Singh developed an EI module specifically
aimed at Mathematics (and STEM) undergraduates for raising employability skills. In this module,
Singh emphasised those aspects of EI useful for mathematicians. These were identified from his
work in the HEI mathematics community over the past 6 years, and from the CBI report (2010),
where employers surveyed identified generic âemployability skillsâ as a non-discipline specific priority
for business when recruiting graduates and indicated that STEM graduates in particular were not
âdemonstratingâ these at recruitment. These generic skills as defined by the CBI include self-
management, team working, communication and literacy. At Salford, there is a dedicated module for
the development of these generic skills. Having a dedicated module enables the trailing of new
practices, which can then be developed and integrated into other modules. Examples include the
development of teamwork and modelling which were first trialled in this module and are now
integrated into many modules in the degree programme. Emotional Intelligence was trialled in a
component of this module in 2013/14 by Singh and Chadwick (2015) with particular emphasis on
the following module student outcomes:
3. 52 MSOR Connections 14(3) - journals.gre.ac.uk
ï· Develop a self-awareness of the inner self
ï· Learn to engage in self reflection
This component was run over one full day per week over a period of 3 weeks, and consisted of three
sessions of group work each lasting four hours, as well as coursework, further study and examination
making up 40 hours. The group sessions were held them in flat rooms, with the lecture room set up
with chairs in a circle for a class size of 20, creating a room more traditionally associated with
counselling studies.
The method of assessment for the EI component was structured around a 20 minute class test
(20%); one coursework assignment (40%) and a reflective journal (40%). The class test assignment
was themed around the students writing their own obituary â the purpose of which was to engage
the students to develop their self-awareness and self-reflection, as well as developing their ability to
articulate thoughts and ideas in a small period of time. The coursework assignment was titled
âConversation with Selfâ, where students were tasked with engaging with themselves through written
âself-conversationâ - this is a technique from Gestalt therapy given in Perls (1973), an
existential/experiential form of psychotherapy that emphasizes personal responsibility, and that
focuses upon the individual's experience in the present moment. The final assessment was a
reflective journal â designed to capture the learning process the student has been through over the
past three weeks; again developing the studentâs ability to engage in self-reflection. As Emotional
Intelligence is a soft (rather than hard) skill, the marking was more akin to arts rather than sciences
(i.e. no actual âcorrectâ answer).
2.1 Results and observations
Each week the attendance numbers increased â week one saw 12 students attending; week two
saw 14 students and the final week saw a full house of 20 students. The module evaluation feedback
had very positive feedback from the staff and students, although this evidence is qualitative.
However, a longitudinal study shall be attempted later to see the impact of this module to actual
student grades versus predicted grades â and to see if the module has had any major impact, as
well as looking in the future to student destination data. To give an indication of the feedback, one
positive and one negative comment is given below:
âThis was an excellent module â I would definitely choose to do this module if it were an option in
my final yearâ
âCanât understand why we had to do this module â I signed up for a maths degree â not feelings and
emotionsâ.
As the module was held over a short space of time, it is difficult to assess long term impact evaluation
- however Singh did devise an Emotional Shift Measurement ie pre-entry question and a post exit
question to assess what shift or change had occurred in the students in terms of developing
emotional intelligence. The students were asked at the beginning of the first lecture and again at
the very end of the module the following question:
"Who am I?"
Abstracts from the following selection student responses illustrate that there was a positive shift in
developing emotional intelligence:
4. 53MSOR Connections 14(3) - journals.gre.ac.uk
Student âAâ:
Who am I â statement written at first lecture: I am 20 years old. Currently in the second year of
my maths degree. I am a football enthusiast. I eat, sleep, drink and think football.
Who am I â statement written at end of module: I am a confident, motivated person. Iâm not afraid
to speak up when something affects my religious morals. I have realised that emotions are meant
to be controlled, not blocked out. I have a better understanding of my inner emotions and how to
cope with them.
Student âBâ:
Who am I â statement written at first lecture: Iâm (age), born and raised in (country). I speak
French. I have been living in Manchester for almost 4 years.
Who am I â statement written at end of module: I am easily distracted. I am a positive person, I
am a friendly person who enjoys meeting new people. I take my university studies seriously.
Student âCâ:
Who am I â statement written at first lecture: I am 21 years old. In the future I am wanting to be
a maths teacher. I enjoy drawing and baking cakes, but donât have much time to enjoy these
pleasures. I also enjoy doing exercise but only sport based.
Who am I â statement written at end of module: Kind of torn between where I want to be in a few
years, life is going too fast and Iâm not ready to grow up. The responsibility commitment is a scary
thought, but itâs going to happen regardless of how I feel about it. I have a short attention span so I
zone out a lot and try to get myself back in the room â especially in lectures.
Student âDâ:
Who am I â statement written at first lecture: Blue eyes. 6ft 1 in. Terribly dressed. Massive Man
City fan. Good friend.
Who am I â statement written at end of module: Confident â apparently cocky. Good listener.
Love football. Know what I want to do in life. Like giving compliments. Like watching other people
learn. Love family. Ambitious. Approachable.
The above abstracts do evidence a shift in maturity and emotional intelligence â each student
(statement) has shown a heightened level of self-awareness following the completion of the module,
highlighting both strengths and areas of self-improvement for themselves. Each student has
evidenced in their statements a deeper understanding of their inner self.
3. Emotional Nerve Intelligence (2014/15)
This is an on-going trial and based on the first year experiences and feedback, new changes were
made to the module in 2014/15. Singh developed this module as Emotional Nerve Intelligence, as
he believes that important attributes for student and workplace success not only require self-
awareness in emotional intelligence but also understanding and controlling exam nerves, anxiety
and stress. This development particularly focuses on learning outcomes:
ï· Learn to cope with stress
ï· Develop strategies to overcome challenges
ï· Learn to defuse conflict
5. 54 MSOR Connections 14(3) - journals.gre.ac.uk
The changes made for this academic year included three particular points discussed below.
1. Singhâs current research has led him to look at the links between emotional intelligence and
dealing with nerves, and how a human being can cultivate being in a state of optimal
performance. This current research led Singh to examine the module and incorporate some
body work and meditation within the teaching framework of the 2014/15 module. These new
interventions were very well received by the students, with several students commenting how
the body work interventions had empowered them to alleviate stress and anxiety.
The idea was that these initial Emotional Intelligence Nerve activities then help the students become
more responsive and take initiative in follow-on discipline focused activities which were:
2. A discipline focussed team project assessment was introduced which was centred on a real
life industrial mathematics topic. Students were tasked with identifying a company which uses
mathematics in its operations; to coordinate a company visit and to give a group presentation.
Student feedback was extremely positive and Chadwick observed a greater maturity
developing in his students following this project including the development of leadership and
teamwork skills.
3. Introducing more specific mathematics careers talks, using the maths careers website
(mathscareers, 2016). There was very positive feedback from the students, as this
intervention was an enabler for students to understand the wide variety of career choices
with a maths degree.
Anecdotally Chadwick has reported a personal change in a majority of students following the
completion of the module â of which some students have made significant steps forward in
conquering fears such as speaking with more confidence in lectures, being more engaged in
lectures, and students not being struck by exam anxiety.
3.1 Reflections and Future Developments
The student comments demonstrate clear Emotional Shift Measurement in self-awareness. In terms
of managing nerves, anecdotally a change is perceived. Also, the students responded well to the
follow-up activities. However, these are again anecdotal rather than evidential. So Chadwick and
Singh are now examining the evaluation tools to provide clearer evidence in assessing the shift of
studentsâ emotional nerve intelligence, before and after the module, and this is an on-going
development. This module is aimed at second and final year students, and the self-awareness,
reflection and stress-relief techniques developed in the initial assessments prepared them to take
on teamwork and self-motivation challenges in the latter discipline focussed industrial mathematics
assessments. The assessments move the students along the path towards thinking for themselves
and acting on their own initiative. The initial course content is generic, but then directs towards
discipline-focussed issues towards the end. Singh is currently developing a further âAdvanced
Emotional Nerve Intelligenceâ module aimed at MSc students with a further assessment that
develops and brings out the students' ability to innovate in an applied mathematics problem.
Teaching Emotional Intelligence in HEIs is still a fairly new area, particularly within the STEM
subjects. It is highly likely that this is the first time an Emotional Intelligence module has been
delivered within a taught Mathematics/STEM degree in the United Kingdom. This module impacts
on student experience, both in terms of raising student employability skills, but perhaps more
crucially, developing a skill set within students which will equip them for an increased quality of life
and self-confidence, which ever career they choose to follow. One particular area for future
7. 56 MSOR Connections 14(3) - journals.gre.ac.uk
UKCES, 2010. Skills for Jobs: Today and Tomorrow. London: UKCES. Available at:
https://www.gov.uk/government/publications/skills-for-jobs-today-and-tomorrow. [Accessed: 24
March 2016].
Waldock, J. and Rowlett, P. eds., 2012. Employer Engagement in Undergraduate Mathematics. [pdf]
Birmingham: The National HE STEM Programme. Available at:
http://www.mathcentre.ac.uk/resources/uploaded/EmployerEngagement.pdf [Accessed: 24 March
2016].