Abstract There have been global efforts to achieve the sustainable development goals (SDGs) on quality education, gender equality, industry, innovation, and infrastructure development; however, in science, technology, engineering, and mathematics (STEM), men still dominate these fields at the highest levels, as boys dominate STEM subjects in schools. Thus, there is a need to improve female participation in these fields at all levels. Therefore, this systematic review examined the empirical evidence on the factors affecting girls' participation in STEM subjects. We conducted a comprehensive literature search using electronic databases such as Web of Science, Scopus, EBSCO‐host, and Google Scholar. An analysis of 165 scholarly publications was done using a systematic methodology. The study found that only 10% of the studies indicated that girls' poor participation in STEM could be attributed to personal factors and 61% to environmental factors. Additionally, behavioral factors accounted for 29% of the sampled studies, which found that negative attitudes, lack of career plans, lack of collaboration, interest, poor self‐concept, self‐efficacy, and low motivation were identified as factors that affect girls' participation in STEM subjects. The findings highlight a comprehensive overview of the current knowledge of girls in STEM, providing policymakers, educators, and practitioners with valuable insights into creating an enabling environment that supports more girls in STEM subjects. Furthermore, it contributes to the global efforts to achieve the SDGs 4, 5, and 9.
Long-Term Hydrologic Impact Assessment (L-THIA) model which is a distributed watershed model was applied to analyze the spatial distribution of surface runoff and nonpoint source pollutant loading from Imha watershed during 2001~2010. L-THIA CN Calibration Tool linked with SCE-UA was developed to calibrate surface runoff automatically. Calibration (2001~2005) and validation (2006~2010) of monthly surface runoff were represented as 'very good' model performance showing 0.91 for calibration and 0.89 for validation as Nash-Sutcliffe (NS) values. Average annual surface runoff from Imha watershed was 218.4 mm and Banbyun subwatershed was much more than other watersheds due to poor hydrologic condition. Average annual nonpoint source pollutant loading from Imha wateshed were 2,295 ton/year for $BOD_5$, 14,752 ton/year for SS, 358 ton/year for T-N, and 79 ton/year for T-P. Amount of pollutant loading and pollutant loading rates from Banbyun watershed were much higher than other watersheds. As results of analysis of loading rate from grid size ($30m{\times}30m$), most of high 10 % of loading rate were generated from upland. Therefore, major hot spot area to manage nonpoint source pollution in Imha watershed is the combination of upland and Banbyun subwatershed. L-THIA model is easy to use and prepare input file and useful tool to manage nonpoint source pollution at screening level.
Abstract This systematic literature review explores the impact of innovative teaching approaches on student motivation and academic achievement in online blended learning. A thorough search of five electronic databases for studies published between January 2009 and May 2023 yielded 1468 records. Following the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) and Population, Intervention, Comparison, Outcome and Study‐design (PICOS) frameworks as the basis for the eligibility criteria, 47 studies were eligible and reviewed. The findings revealed that the effects of motivation were influenced by various factors, such as the blended course design, instructor's support, learning environment and the student's characteristics. The common innovative teaching and learning techniques and tools which advanced better teaching and learning were found to be interactive lessons, the use of virtual reality technology, artificial intelligence, project‐based learning, inquiry‐based learning, jigsaw, cloud computing, flipped classroom, peer teaching, peer feedback, crossover teaching and personalised teaching. These techniques positively and significantly affected motivation and academic achievement. Furthermore, results also suggest that educators should carefully consider the needs and preferences of their students when designing their courses and curricula to motivate and support students to achieve their full potential. Based on these findings, instructor support through innovative teaching and learning is vital to sustaining meaningful, innovative interactions that motivate students and promote better academic achievements in innovative online blended learning. Therefore, this study proposed a framework that illustrates that when students are well motivated, they develop personal and academic qualities such as interest, confidence, belonging, cooperation and trust in the educational experiences, resulting in better academic achievement.
Abstract This study examined the opportunities and difficulties of online learning in Zambia's higher education system, emphasizing the effects of self-regulation as a mediator between student participation in the classroom and online interactions that teachers guide. Students and teachers frequently encounter significant challenges, such as low motivation, engagement, and self-regulation, despite the growing popularity of online learning. Data was gathered from an online survey of 1323 undergraduate students who took online courses in blended learning environments at four higher education institutions in Zambia. The results show a substantial mediating effect of self-regulation between student learning engagement and teacher-scaffolded online interactions. Findings underscore the need for comprehensive strategies to enhance online learning experiences, including constructive feedback, conducive learning environments, and continuous professional development programs for teachers. Further, it highlights the importance of activities to improve students’ learning management skills and promote self-discipline in online learning. It highlights the vital role of self-regulation, active learning engagement, and teacher-scaffolded online interactions in online learning. It calls on school administrators to develop innovative ways to make participating in online learning more smoothly.
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