his study aims to determine whether the application of brain-friendly learning through whole brain teaching gives a positive effect on the creative character of students, to know the response of the students against the application of brain-friendly learning through whole brain teaching, and to find out if the student response against the application of brain-friendly learning through whole brain teaching correlates positively with the creative character of students in learning mathematics. The research method used that is quantitative. (...) The instruments used, namely the now student response related application of brain-friendly learning through whole brain teaching, and sheets of observation about the creativity of students in learning mathematics after implementing this method. The correlation analysis with the results of the study showed that the value of the larger significance of the alpha values (5%) which means accepting and rejecting H0 Ha which means student response against the application of brain-friendly learning through whole brain teaching not correlated positively with the creative character of students in learning mathematics. The average student response score against this method is found on very good i.e. amounted to 85%. As for the observations of the creative character of the students, after this method is applied, the average score of 68% is found quite creative. (shrink)

During their educational life, medical students encounter several challenges, the origins and causes of which vary. This paper explores and attempts to scrutinize two of these challenges, before eventually introducing the concept of responsibility. First, this paper describes the general characteristics of medical schools, medical students, and medical education. Second, two different ethical challenges that medical students confront are then delineated: the anxiety of continuously questioning ‘while being trained, do I cause patients to receive suboptimal health care?’ and occasionally feeling (...) obligated, consequently, to breach the ethical boundaries to practice procedures on patients. Finally, the faculty of responsibility and its components are introduced and discussed as a model that can overcome these ethical challenges. (shrink)

Software piracy is older than the PC and has been the subject of several studies, which have found it to be a widespread phenomenon in general, and among university students in particular. An earlier study by Cohen and Cornwell from a decade ago is replicated, adding questions about downloading music from the Internet. The survey includes responses from 224 students in entry-level courses at two schools, a nondenominational suburban university and a Catholic urban college with similar student profiles. The (...) study found that there has been few if any changes in student opinions regarding the unauthorized duplication of copy- righted materials. Students generally felt that copying commercial software and downloading music from the Internet was acceptable and found that there was no significant correlation between student attitudes and their school’s religious affiliation or lack thereof. Additionally, the study found that a small but significant percentage of respondents considered the other questionable behaviors as ethically acceptable. Finally, the reasons for these attitudes are discussed as well as what colleges can do to correct the situation. (shrink)

This paper investigates the differences in perceptions between business students and service-sector managers regarding the role that ethics and social responsibility serve in determining organizational effectiveness. An organizational effectiveness instrument containing business ethics and social responsibility items served as a questionnaire for a sample of 151 senior business undergraduates and 53 service-sector managers. The results indicated that while students acting as managers rate some social responsibility issues as more important than do managers, they also rate ethical conduct and a few (...) dimensions of social responsibility lower than do managers. The findings have direct implications for both business practitioners and educators. (shrink)

Disparities in educational outcomes between Māori and non-Māori students remain a pressing concern in New Zealand. Recent policy documents framed through notions of 'effectiveness' champion culturally responsive pedagogies (CRPs) to address the achievement gap in mainstream secondary schools. Here, I interrogate this claim through close analysis of the Te Kotahitanga project led by Russell Bishop which, despite extensive government support, including a $42 million investment to restart the initiative, has limited conceptual and empirical grounding. I then consider broader understandings of (...) effectiveness that might better capture the benefits of CRPs but argue, drawing on social realist criticism, that some practices may paradoxically lead to poorer educational experiences for many Māori students by restricting access to disciplinary knowledge. I conclude that CRPs have variable effectiveness and are unlikely – on their own, at least – to greatly improve educational outcomes for Māori. (shrink)

Attributions of what we shall call normative responsibilities play a central role in everyday moral thinking. It is commonly thought, for example, that parents are responsible for the wellbeing of their children, and that this has important normative consequences. Depending on context, it might mean that parents are morally required to bring their children to the doctor, feed them well, attend to their emotional needs, or to see to it that someone else does. Similarly, it is sometimes argued that countries (...) that emit most greenhouse gases are responsible for preventing catastrophic climate change. This responsibility might imply that these countries are morally required to take necessary steps individually and jointly to come to an agreement on and implement a workable plan, and to avoid steps that worsen the situation. More trivially, the grading of your student’s essays might be your responsibility, as might making sure there is wine at tomorrow’s picnic, and you might thus be required to see to it that essays are competently graded and suitable wine brought to the picnic. -/- Though attributions of normative responsibilities are legion, such responsibilities have received surprisingly little philosophical attention compared to its normative relatives, obligations and reasons, and compared to retrospective responsibility. This chapter hopes to improve on this situation by taking on two main tasks. The first, attempted in section 1, is to spell out the general structure of normative responsibility, in particular the relation between normative responsibilities and corresponding obligations and demands. We suggest that normative responsibilities are constituted by normative requirements that the responsible agents care appropriately about how well things go in certain regards, and that obligations generally can be seen as straightforward upshots of requirements to care. -/- The second task, taken on in section 2, is to provide an overview of prominent sources of normative responsibility and its distribution among agents. Why would the children’s wellbeing be the parents’ responsibility? Why not the neighbor’s, or the state’s, or everyone’s? Here we discuss a range of possible sources, including agents’ abilities, costs involved in taking on the responsibility in question, retrospective responsibility for the situation, promises or contracts, and certain social relationships. (shrink)

It is crucial for engineers to anticipate the socio-ethical impacts of emerging technologies. Such acts of anticipation are thoroughly normative and should be cultivated in engineering ethics education. In this paper we ask: ‘ how do we anticipate the socio-ethical implications of emerging technologies responsibly? ’ And ‘ how can such responsible anticipation be taught? ’ We o ff er a conceptual answer, building upon the framework of Responsible Innovation and its four core practices: anticipation, reflexivity, inclusion, and responsiveness. We (...) forge a more explicit link between the practices of anticipation, reflexivity, and inclusion, while also enriching them with insights from disability studies, STS, design theory, and philosophy. On this basis we present responsible anticipation as an activity of reflective problem framing grounded in epistemic humility. Via the RI-practice of responsiveness we present responsible anticipation as a creative approach to engineering ethics, offering engineering students a critical yet productive perspective on how ethics may inform innovation. (shrink)

Along with easing COVID-19 restrictions, schools are reopening and starting face-to-face classes. Intending in-person instruction after a relatively long period after off-campus and online learning requires exploration. This study determined the factors that predict students’ intention to attend in-person instruction among graduate students. The responses of 178 college of education graduate students were gathered electronically using valid and reliable survey instruments. Findings showed that graduate students are moderately to highly satisfied with online learning but also highly intend to attend in-person (...) instruction. The majority of graduate students think that it is unsafe and possible to spread COVID-19, and felt worried to less worried when school reopens. Multiple regression revealed that work status, perceived safety and worry about school reopening, and online learning satisfaction predicted intention to attend in-person instruction. School administrators should ensure the safety operation of schools should students return to campuses, especially when there are threats to their health and security. (shrink)

Schools worldwide have started opening doors to welcome back students who, for almost two years, have been stuck studying at home. This study looks at the standpoint of Filipino students on going back to regular face-to-face schooling. There were 2,274 students of different tiers of education (high school, collegiate, graduate) from different major island groups of the Philippines (Luzon, Visayas, Mindanao) who participated in the study. The study used a mixed-method of descriptive statistics to present the quantitative data gathered and (...) thematic analysis of qualitative responses from the subjects. The majority of all the respondents favored going back to the physical classroom, and little only favored staying using the distance mode. In the qualitative analysis, the recurring reasons of the students varied from personal, economic, and fear of getting the virus. It was concluded that Filipino students want to go back to schooling. Moreover, a sizeable amount preferred hybrid while a small number preferred to stay in online or distance mode. Educational institutions should always observe the covid 19 protocol when students go back. (shrink)

This study aimed to understand how secondary mathematics teachers engage with learners during the teaching and learning process. A sample of six participants was purposively selected from a population of ordinary level mathematics teachers in one urban setting in Zimbabwe. Field notes from lesson observations and audio-taped teachers’ narrations from interviews constituted data for the study to which thematic analysis technique was then applied to determine levels of mathematical intimacy and integrity displayed by the teachers as they interacted with the (...) students. The study revealed some inadequacies in the manner in which the teachers handled students’ responses as they strive to promote justification skills during problem solving, in particular teachers did not ask students to explain wrong answers. The teachers indicated that they did not have sufficient time to engage learners in authentic problem-solving activities since they would be rushing to complete syllabus for examination purposes. On the basis of these findings, we suggest teachers to appreciate the need to pay special attention to the kinds of responses given by learners during problem-solving in order to promote justification skills among learners. (shrink)

In France, some institutions seem to call for the engineer’s sense of social responsibility. However, this call is scarcely heard. Still, engineering students have been given the opportunity to gain a general education through courses in literature, law, economics, since the nineteenth century. But, such courses have long been offered only in the top ranked engineering schools. In this paper, we intend to show that the wish to increase engineering students’ social responsibility is an old concern. We also aim at (...) highlighting some macro social factors which shaped the answer to the call for social responsibility in the French engineering “Grandes Ecoles”. In the first part, we provide an overview of the scarce attention given to the engineering curriculum in the scholarly literature in France. In the second part, we analyse one century of discourses about the definition of the “complete engineer” and the consequent role of non technical education. In the third part, we focus on the characteristics of the corpus which has been institutionalized. Our main finding is that despite the many changes which occurred in engineering education during one century, the “other formation” remains grounded on a non academic “way of knowing”, and aims at increasing the reputation of the schools, more than enhancing engineering students’ social awareness. (shrink)

This research assesses the factors influencing students' decision-making when choosing a university. The study proposes eight factors, such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation, on students' university choices. A quantitative approach was employed, utilizing both secondary and primary data. A total of 330 students were sampled for this study. The data were analyzed using SPSS, employing descriptive statistics for data summarization and inferential statistics for analysis. (...) Descriptive tools such as frequency analysis were used to examine the distribution of responses, while regression analysis was conducted to test the predictive power of the factors. The findings of this study indicate that factors such as parental or guardian influence, high school teacher recommendations, graduate quality, colleague recommendations, location, school fees, learning environment, and university reputation are all significant considerations in students' decision-making process when choosing a university. These factors play an influential role in shaping students' preferences and choices. The results show that these factors significantly impact students' university choices. The study contributes to the existing literature by providing empirical evidence on the importance of these factors in the decision-making process. Understanding the influence of these factors can assist universities in developing targeted strategies to attract and meet the needs of prospective students. By recognizing the significance of parental involvement, fostering positive relationships with high school teachers, showcasing successful graduates, promoting positive word-of-mouth recommendations, providing a conducive learning environment, and building a solid reputation, universities can enhance their appeal and effectively compete in the higher education market. Further research in this area can explore additional factors and delve deeper into the mechanisms influencing students' decision-making when choosing a university. (shrink)

Collaborative learning emphasizes student-to-student interaction and the instructor’s role as a facilitator. Collaborative Online International Learning (COIL) was founded in 2005 by the State University of New York (SUNY) to help schools adapt their single classroom courses to an online, collaborative format and establish strong collaborations with professors with whom they would join classes and co-teach using SUNY COIL conferences and website, as well as pre-established partnerships between the institutions. However, as the globe becomes increasingly interconnected, educational challenges (...) aimed at cultivating intercultural competency become more important (Ceo-DiFrancesco & Bender-Slack, 2016). That is why this study aimed to (1) understand the lived experience of students who went under the COIL program in relation to SDG 12, (2) review the new knowledge students obtained when they took part in the COIL program in relation to SDG 12, and (3) discover the challenges students encountered while participating in the COIL program in relation to SDG 12. The researcher surveyed Filipino and Japanese students who participated in the COIL program concerning SDG12 from St. Patrick School of Quezon City, Kwansei Gakuin University, and Meiwa Senior High School. The study employed qualitative phenomenological research, and pertinent data were obtained through an open-ended survey questionnaire. The study was analyzed using Colaizzi’s descriptive phenomenological method. The results showed that the lived experiences of students who went under the COIL program in relation to SD12 have something to do with all their learnings and enjoyable experiences, intercultural and global interactions, and environmental discussions and action plans related to SDG 12. Moreover, students learned and understood better the negative impact of waste on the environment, environmental awareness and practices, the culture and norms in the Philippines and Japan, and the importance and benefits of collaboration. Lastly, the study also revealed the different challenges students encounter while participating in the COIL program in relation to SDG 12, such as cultural differences, language barriers, technical difficulties, and difficulties in experimentation. Thus, it was recommended to learn to adapt to everyone and adjust according to countries’ different cultures, practice and be proficient with the English language, have backup devices and platforms to use to ease technological problems, and improve implementations of experiments. (shrink)

Culturally responsive pedagogy is crucial in education, valuing diverse backgrounds to create inclusive learning environments. This paper synthesizes 32 literature sources systematically highlighting the importance of recognizing cultural backgrounds, building relationships, adapting instruction, and promoting critical consciousness. Recognition of students' backgrounds enhances academic achievement and engagement, while positive relationships foster belonging and well-being. Adapting instruction meets diverse needs and improves outcomes. Promoting critical consciousness empowers students to challenge stereotypes and address social injustices. Ongoing professional development and support are essential for (...) effective implementation. By addressing these areas, educational institutions can create equitable and inclusive environments. Further research is needed to explore effective strategies for recognizing cultural backgrounds, investigate the impact of inclusive communities, study strategies for diverse learning needs, and examine the outcomes of promoting critical consciousness. Addressing these gaps enhances understanding and informs evidence-based practices in culturally responsive teaching. -/- . (shrink)

Culturally Responsive Teaching (CRT) weaves together rigor and relevance while it improves student achievement and engagement. The Philippine Department of Education implemented Indigenous People’s education to respond to the demands for culturally responsive teaching. Teacher education graduates are expected to articulate the rootedness of education in sociocultural contexts in creating a learning environment that recognizes respect, connectedness, choice, personal relevance, challenges, engagement, authenticity, and effectiveness. Practice teachers need relevant exposure and immersion to fully develop their competence in CRT. This (...) scenario necessitates attention to assessing the competence of 191 practice teachers in CRT, correlating their competence across dimensions, and verifying the role of gender and degree programs in competence development. This investigation provides evidence on the role of gender in competence development toward culturally responsive teaching. Such competence is vital in practice teachers, especially because they are exposed to learners with diverse backgrounds during their teaching internship. This evidence informs supervising instructors in molding practice teachers. (shrink)

Speaking skill is one of the most important skills of the four language skills. It is believed as an indicator of competency in a language. Nazara (2011) considers speaking skill as an essential skill of the four language skills and suggests that EFL students have to master the speaking skill. Unfortunately, the majority of Afghan EFL undergraduates are facing issues in the speaking skill. Most of Afghan undergraduate EFL learners are good in reading and writing but they are not accurate (...) and fluent in oral communication (Zia and Sulan, 2015). Hence, this study was conducted to particularly investigate student-related factors that affect students’ speaking skill. A mixed-method approach was used for the study. Data was collected through questionnaires and interviews. The data collected through questionnaires was analyzed in SPSS whereas the data collected through interviews was thematically analysed. A total of 90 students were purposively selected and participated in the study. The findings show that psychological factors and weak background of English language in the part of students were some of the factors that impede students speaking skill. It is hoped that the findings of the current study will help teachers as well as educators to be attentive toward students-related responsibilities to reduce the factors that affect students' speaking skill. (shrink)

As schools publicly modernize in response to societal changes, additional teaching and learning methods are developed, observed, and used since learners have different learning styles that make it easier for them to grasp and retain the material. During the COVID-19 pandemic, teachers require different media to keep the classroom involved while presenting the lesson materials online, one of which is video tutorials. The purpose of this study was to analyze the extent of contextual effects of video tutorials used in (...) general chemistry, determine the relationship between video tutorial effectiveness and the respondents' academic performance, and analyze the significant difference between the four indicators of contextual effects of video tutorials and the respondents' profile. A descriptive-correlational quantitative research design was used in this study. The participants in this study were 144 Grade 12 STEM students from a private school in Sultan Kudarat, Philippines, who took their general chemistry course during the pandemic. The respondents were given a survey questionnaire created with Google Forms. The students agreed with all the assertions and rated them as effective in terms of their perceptions of general chemistry, implying that video tutorials are useful in teaching the subject. With p-values of .023, .046, and .010, respectively, the findings revealed a significant relationship between the overall mean of students' perceptions of the subject of General Chemistry, the concept and application of chemical knowledge and understanding, and their influence on students' academic performance. In terms of their perception, ideas, and application of chemical knowledge and comprehension, the results demonstrated that there is no statistically significant difference between the general mean of male and female students' responses. This basically means that by using video lectures, STEM students of all genders appreciate and understand General Chemistry as a subject. -/- . (shrink)

Universities seeking to provide modern education face a constant need to update their courses. This study was conducted to collect and analyze empirical data to help philosophy course designers consider the views of Ukrainian students about effective ways to learn this subject. A survey was conducted among 40 humanities students and 34 social science students to determine participants’ views on a number of key issues related to the organization of the learning process in the Philosophy course. Most of the students (...) surveyed said that of the types of skills and knowledge that can be acquired during the course, they will find critical thinking skills and the skills needed to build and argue their own positions on ethical, social and worldview issues most valuable in their future professional activities. The majority of respondents named traditional lectures and discussions of lecture videos as their preferred forms of learning philosophy. Their preferred forms of assessment of students’ knowledge and skills in philosophy were essays, as well as reports and participation in the discussion during practical lessons. The study also identified three significant differences in the responses of the surveyed humanities and social science students. First, socio-scientific students valued the opportunity to develop their communication skills in the framework of the Philosophy course significantly more than humanities students. Second, humanities students included thought experiments among the most desirable ways of learning philosophy, unlike social science students, who included case studies. Third, in contrast to humanities students, social science students considered quizzes to be one of the best forms of assessment for the course. In addition to the above, this study also compared the data on the opinions of social sciences and humanities students with the results of the previous survey of 60 STEM students about their thoughts on the course. The comparative analysis revealed five common features and two significant differences in the responses of students from these three fields of knowledge. The common belief among surveyed students in all three groups is that learning philosophy can provide them with the skills and knowledge they will need in their professional activities after graduation from university. Moreover, they prefer skills to knowledge. In all three groups of respondents, a large number of students named critical thinking and argumentation skills as the ultimate achievements in the learning of philosophy. Another finding was that surveyed students from all three groups do not give priority to learning the concepts of modern philosophers over learning the ideas of ancient philosophers. In addition, respondents from all three fields showed the least interest in those forms of knowledge and skills that are difficult to use outside of highly specialized philosophical activities. As for the differences, the study showed that STEM students are significantly less likely to believe that they will need the historico-philosophical components of the Philosophy course in their further professional activities than students in the humanities and social sciences. They are also more interested in developing communicative skills in the process of learning philosophy than the surveyed humanities students. (shrink)

ABSTRACT: This paper serves two purposes: (i) it can be used by students as an introduction to chapters 1-5 of book iii of the NE; (ii) it suggests an answer to the unresolved question what overall objective this section of the NE has. The paper focuses primarily on Aristotle’s theory of what makes us responsible for our actions and character. After some preliminary observations about praise, blame and responsibility (Section 2), it sets out in detail how all the key notions (...) of NE iii 1-5 are interrelated (Sections 3-9). The setting-out of these interconnections makes it then possible to provide a comprehensive interpretation of the purpose of the passage. Its primary purpose is to explain how agents are responsible for their actions not just insofar as they are actions of this kind or that, but also insofar as they are noble or base: agents are responsible for their actions qua noble or base, because, typically via choice, their character dispositions are a causal factor of those actions (Section 10). The paper illustrates the different ways in which agents can be causes of their actions by means of Aristotle’s four basic types of agents (Section 11). A secondary purpose of NE iii 1-5 is to explain how agents can be held responsible for consequences of their actions (Section 12), in particular for their character dispositions insofar as these are noble or base, i.e. virtues or vices (Section 13). These two goals are not the only ones Aristotle pursues in the passage. But they are the ones Aristotle himself indicates in its first sentence and summarizes in its last paragraph; and the ones that give the passage a systematic unity. The paper also briefly consider the issues of freedom-to-do-otherwise, free choice and free-will in the contexts in which they occur (i.e. in the final paragraphs of Sections 6, 7, 12, 13). (shrink)

Many students struggle to enter moral debates in a productive way because they automatically think of moral claims as ‘just opinions’ and not something one could productively argue about. Underlying this response are various versions of a muddled distinction between ‘facts’ and ‘opinions.’ This paper outlines a way to help students overcome their use of this distinction, thereby clearing an obstacle to true moral debate. It explains why the fact-opinion distinction should simply be scrapped, rather than merely sharpened. It (...) then proposes a different distinction well suited to replace it. Finally, it outlines an activity which can be used to teach the new distinction, as well as a number of benefits to attempting the whole replacement process. (shrink)

The goal of the study is to analyse the relation between students' digital learning and transversal skills, as well as between students' digital learning and virtues. In the correlative study, 73 teachers of Class 12 of general education institutions participated, filling out a questionnaire in the Google Docs environment. As a result of the theoretical analysis, the criteria for digital learning have been identified -access to digital technologies, cooperation, teachers’ digital competence and availability of activities in compliance with cognitive engagement (...) levels. The findings of the correlation analysis show that the availability of activities in compliance with cognitive engagement levels is the most important in the development of transversal skills,while in the inculcation of virtues -cooperation. The access to digital technologies has a statistically significant correlation with both transversal skills and virtues. The teachers’ digital competence promotes digital literacy and such virtues as responsibility and wisdom. The recommendations developed as part of the study include compilation and promotion of the positive experiences of digital learning at the state and local government level; continuous monitoring and feedback analysis of purposeful digital learning and educational quality at school and classroom level; the application of digital learning resources based on the offer of activities in compliance with the students' cognitive engagement levels at the personal level. Keywords:Digital technologies, cooperation, digital competence, cognitive engagement. (shrink)

Howard’s moral fortification theory of criminal punishment lends itself to justifying correction for children in schools that is supportive. There are good reasons to include other students in the learning opportunity occasioned by doing right in response to wrong, which need not exploit the wrongdoing student as a mere means. Care ethics can facilitate restorative and problem-solving approaches to correction. However, there are overriding reasons against doing so when this stigmatises the wrongdoing student, since this inhibits their (...) learning. Responses that avoidably stigmatise students impermissibly undermine both the developmental ethos of education, and students’ recognition and respect for each other as equals. (shrink)

Friendship between professors and students have the potential for hurting those involved and can be hurtful to the larger society in which they occur. This paper examines what sort of boundary lines can be drawn for appropriate faculty-student relationships by considering three arguments against faculty-student friendships. After rejecting these arguments on the grounds that they rely upon a flawed conceptualization of friendship, the paper, drawing on William Rawlins’s theory of friendship, argues that faculty-student relationships are neither desirable (...) nor undesirable per se. However, if such relationships do arise, it is possible that they can be conducted in an ethically responsible and professionally appropriate way. (shrink)

During the Winter of 2011 I visited SADAF and gave a series of talks based on the central chapters of my manuscript on the Yablo paradox. The following year, I visited again, and was pleased and honored to find out that Eduardo Barrio and six of his students had written ‘responses’ that addressed the claims and arguments found in the manuscript, as well as explored new directions in which to take the ideas and themes found there. These comments reflect my (...) thoughts on these responses (also collected in this issue), as well as my thoughts on further issues that arose during the symposium that was based on the papers and during the many hours I spent talking and working with Eduardo and his students. Durante el invierno de 2011, visité SADAF y dí una serie de conferencias sobre los capítulos centrales de mi manuscrito sobre la paradoja de Yablo. El año siguiente, visité Buenos aires nuevamente y tuve el placer y el honor de descubrir que Eduardo Barrio y seis de sus estudiantes habían escrito respuestas que abordan las afirmaciones y argumentos de mi manuscrito, además de explorar nuevas direcciones en las cuales considerar las ideas y temas encontrados allí. El presente trabajo refleja mis pensamientos sobre estas respuestas (también incluidas en este volumen), así como mis ideas sobre otras cuestiones que surgieron durante el simposio en el que se presentaron los artículos y en las muchas horas que nosotros discutimos y trabajamos con Eduardo y sus estudiantes. (shrink)

This study explored how self-efficacy affects the students’ engagement of English pre-service teachers in teacher education program in a local college of Davao del Norte, Philippines. The researchers used mixed-method approach, combining both quantitative and qualitative methods (Halcomb & Hickman, 2015). In quantitative phase the data was analyzed in Data Analytical technique: Mean, Standard Deviation, Pearson-r, and Coefficient of variation were used for analyzing the participants’ average response. And also, the qualitative phase engaged in in-depth interviews and focus group (...) discussion that qualitative data analysis, the researchers employed coding and thematic analysis. The following findings revealed significant correlation between self-efficacy and students’ engagement among pre-service teachers, as determined by the Mean, R-value, and P-value. The study’s results revealed different experiences, coping mechanisms, and insights regarding the impact of self-efficacy on students’ engagement. On the data integration, data found that both quantitative and qualitative are merging, hence, the nature of data integration of both phases is connecting and confirming. It can be concluded that self-efficacy does play an important role in boosting students’ engagement, contributing to their personal development and active participation in learning process. This research shows the English pre-service teachers have a significantly high of perceived self-efficacy in listening, reading writing, and speaking, high students’ engagement behavioral, cognitive, and emotional engagement. (shrink)

This is a mini-research regarding the use of mobile phones at ACTS Academy.

Tourism education plays a key role in shaping students’ engagement with sustainability by providing them with the knowledge and skills to address environmental challenges and encouraging them to promote sustainable practices in the industry. This study explores how four years of tourism education at Prince of Songkla University in Phuket, Thailand, influence students’ knowledge, attitudes, and intentions toward sustainability. Despite gaining theoretical knowledge of sustainability principles, the findings reveal a decline in students’ willingness to adopt environmental sustainability practices as their (...) years of education increase. This may reflect a disconnect between classroom lessons and practical application, potentially due to limited practical learning experiences and the prevalent “eco-deficit culture” within the tourism industry, which often prioritizes profit over environmental responsibility. As a result, students may filter out information regarding environmental sustainability despite their sustainability education at the university. To support long-term engagement in sustainability, the paper recommends revising curricula to include more experiential learning opportunities, interdisciplinary collaboration, and stronger partnerships with industry stakeholders. (shrink)

Holding students to high standards and assessing, measuring and evaluating their learning with challenging, authentic problems in the midterm and final exams is the goal of the professors who teach core signal processing concepts. However, the heavy reliance of these subjects on mathematics makes it difficult for students to genuinely grasp the concepts and relate to a conceptual framework. Specifically, analyzing the signals and the functionality of systems in Fourier domain; separating the system level analysis from signal level analysis; and (...) understanding how they are related in time domain and frequency domain are among the most challenging concepts. Students’ lower grades observed over past years in the introductory signal processing course exposed a potential disconnect between the actual level of learning and the high expectations set by the professors. In this paper, we present the active learning techniques that we implemented in one of the summer session offerings of this course in our department. The research explored Peer Instruction, pre-class reading quizzes and post-lecture quizzes. In addition to the mid and end of the quarter survey results, the comparison analysis of the grades students achieved in the active learning integrated course in the second summer session and the standard course offered in first summer session is discussed. According to our results, the developed techniques helped students in the active classroom perform significantly better than their peers participating in standard lectures when tested by challenging questions in their exams. (shrink)

Often in academia, women and minorities are held to a higher standard in how they present themselves (caring, empathetic) and how they manage the emotions of colleagues and students. The emotional labour that is expected of them is well documented. In this paper, I develop a new concept to address the emotional labour of diversity workers: Responsive Diversity Work. I summarize Carla Fehr’s view of the epistemic diversity worker, develop a theory of emotional labour, and explain how the responsive diversity (...) worker, in virtue of the unfair emotional labour expected of her, is at great risk of mental health issues. (shrink)

There have been numerous initiatives to increase access to higher education for those residing in marginalised locales in Wales. However, entrance in itself does not guarantee success and it is important for educators and policy makers to explore issues of retention. Classed and relational positionings often conflict with non-traditional students' education trajectories and sometimes contribute to their withdrawal from academia. In response to this challenge the current paper focuses on the accounts of non-traditional students in Communities First[1] areas who (...) took an undergraduate social science module with The Open University in Wales. Importantly, rather than reading these barriers to progression as students' individual difficulties, the paper considers how educational cultures can create and perpetuate disadvantage. Exploring students' accounts of pedagogy and administration, the paper focuses on online provision in distance learning and offers a range of strategies that could potentially improve the delivery of an Open University module and students' experiences in future presentations. (shrink)

Technologies cannot simply be understood as neutral tools or instruments; they embody the values of their creators and may unconsciously reinforce systematic patterns of inequality, discrimination, and oppression. -/- Technology Ethics shows how responsible innovation can be achieved. Demonstrating how design and philosophy converge, the book delves into the intricate narratives that shape our understanding of technology – from instrumentalist views to social constructivism. Yet, at its core, it champions interactionalism as the most promising and responsible narrative. Through compelling examples (...) and actionable tools, this book unravels the nuances of these philosophical positions tailored to foster responsible innovation and thoughtful design. As our everyday lives further intertwine with technology, understanding and implementing these design principles becomes not just beneficial, but essential. -/- This concise and accessible introduction is essential reading for students and scholars of philosophy of technology, engineering ethics, science and technology studies, human-machine communication, as well as policymakers. (shrink)

This book offers a defence of Wrightean epistemic entitlement, one of the most prominent approaches to hinge epistemology. It also systematically explores the connections between virtue epistemology and hinge epistemology. -/- According to hinge epistemology, any human belief set is built within and upon a framework of pre-evidential propositions – hinges – that cannot be justified. Epistemic entitlement argues that we are entitled to trust our hinges. But there remains a problem. Entitlement is inherently unconstrained and arbitrary: We can be (...) entitled to any hinge proposition under the right circumstances. In this book, the author argues that we need a non-arbitrariness clause that protects entitlement from defeat. This clause, he argues, is to require epistemic virtue. Virtuous cognitive dispositions provide the non-arbitrariness clause that protects entitlement from defeat. The epistemic character of the agent who holds a particular set of hinges tells us something about the hinges’ epistemic status. Conversely, epistemic virtues are cognitive dispositions and capacities that rely on hinge propositions – without trusting in some hinges, we would be unable to exercise our virtues. -/- Trust Responsibly will appeal to scholars and advanced students working on epistemology, Wittgenstein, and virtues. (shrink)

The purpose of the existing examination has changed to gain access to the "Ethiopian Higher Education Students' Status of Physical Education". The current study was conducted on 800 students (500 males and 300 females) between the ages of 20 and 26 years. The subjects were Ethiopian Higher Education Students, Addis Ababa, and Dire Dawa. Topics were Ethiopian Higher Education Students, Addis Ababa, and Dire Dawa. The responses collected from the given studies were converted into raw data with the help of (...) a frequency distribution method. The data were then sorted as a result of a percentage study method. (shrink)

This mixed methods case study employed Vygotsky’s theory to show how peer and teacher contingent support created individualized zones of proximal development for three students with learning differences in a high school makerspace class at a special education institution. Our results expand extant literature by highlighting the intra- and interpsychological potential of makerspace curricula, specifically for students with learning differences. We employ mixed methods analyses of self-reported responses related to emergent problem navigation, a narrative of class fieldnotes, and visuals of (...) whole class projects to describe full class and individual project-based learning activities. Aggregated results from three students showcase stability in design thinking perceptions through the course of weekly whole class design challenges involving TinkerCAD, Homestyler, and material fabrication techniques. A single student example articulates how similar self-reported perceptions were observed in the non-linear development of an individual project for an end-semester Arts Festival. (shrink)

The most urgent ethical task in the face of genocide is the demand to stop it. But how can the seeming moral clarity of opposition to genocide be reconciled with the failure of adequate political responses? I begin by problematizing the demand and response through the lens of the Save Darfur movement that mobilized millions of people against genocide in the 2000s, and which I suggest articulates the ethical and political challenges at the core of genocide research and its (...) goal of prevention. Within current models of anti-genocide activism, the response remains problematically restricted to the execution of international legal principles and attempts to persuade politicians in powerful countries to “do the right thing” and intervene. In this dissertation, I argue that the ethical demand to stop genocide calls us to imagine anti-genocide activism otherwise. To this end, I retrace the activist call of “never again” to its roots in the Shoah (Holocaust) through theories of witnessing that disturb the positionality of activists in the face of total destruction. The position of the witness clarifies the initial ethical and political challenges of anti-genocide activism as problems of responsibility or the possibility of response. I then conceptualize the gap between the demand and the response as the fault-line of responsibility, which splits open along the faces of ethics and politics. The phenomenological approaches of Emmanuel Levinas and Hannah Arendt make sensible the ethical and political dimensions of responsibility in the full depth of the fault. The tension I stress in the faultline thus resists totalizing narratives of salvation on the one hand, and dehumanizing instrumentalization of restrictive concepts on the other. In the gap of the faultline, questions of judgement and justice open up as situated, contingent, and pluralistic. Attending to the irreducible gap maintains the possibility of response without yielding answers; instead, the separation of the ethical call to respond from political action opens the space and time for a ritualized, collective movement that can take us from thinking to action and back again: praxis. The task at hand is to prepare anti-genocide activists for the restlessness of the questions. (shrink)

Since its inception, the trolley problem has sparked a rich debate both within and beyond moral philosophy. Often used as a primer for students to begin thinking about moral intuitions as well as how to distinguish between different forms of moral reasoning, the trolley problem is not without its uses in very practical, applied field like engineering. Often thought of as unrealistic by technically-oriented engineers, trolley cases in fact, help us to think about moral responsibility in a high tech world. (...) This chapter explores the usefulness of trolley-like thinking within the realm of responsible innovation and discusses how despite the inherent issues with trolley scenarios, they remain nonetheless an indispensable tool for helping us to explore ways to maximize our moral responsibility in innovation. (shrink)

Individuals with high self-concept will likely have high life satisfaction, they easily get adjusted to life, and they communicate their feeling more appropriately. However, it was not certain whether self-concept would decline or improve as individuals age, or whether self-concept would vary between genders and ethnic groups. To prove, a study was carried out to compare the self-concept of college students in an Asian context. The inquiry utilized the cross-sectional design in finding out significant differences in the self-concept of participants (...) in terms of age, gender, and ethnicity. A 22-item questionnaire was adapted and administered to 222 Bachelor of Public Administration and Bachelor of Science in Business Administration students from the satellite campus of Bukidnon State University in the Philippines. Initially, a sample was randomly drawn from the population. During the actual data collection, the researchers had difficulty getting the responses from the randomly selected individuals due to internet connection and it was done amidst a pandemic. Instead, it took all responses from those who were available, have access to the internet, and could accomplish the google forms. The data were analyzed using Mean, Standard Deviation, T-test for independent sample, ANOVA and Post Hoc test. The results revealed that college students at the locale have a high level of self-concept in self-fulfilment, emotional adjustment, and honesty. Yet, they only had a moderate level of self-concept in autonomy. Further, there were significant differences in college students’ autonomy and honesty in terms of age and gender. Furthermore, there were significant differences in their emotional adjustment and self-fulfilment as to their ethnicity. The results have implications for instruction, administration, guidance services, and future research. (shrink)

I critically examine the South African university student and worker protests of 2015/2016 in light of moral principles governing the use of force that are largely uncontested in both the contemporary Western and African philosophies of just war, violence and threats. Amongst these principles are: “discrimination”, according to which force should be directed not towards innocent bystanders but instead should target those particularly responsible for injustice; “likely success”, meaning that, instead of being counter-productive, the use of force must be (...) reasonably expected to advance a just cause; and “last resort”, which entails that only the least force necessary to rebut injustice should be employed. I invoke these and related principles to appraise a wide array of types of student/worker protests, noting which of them accorded with the principles and which did not. I also reply to defences that some South Africans have recently made of protesting with coercion and destruction. (shrink)

Background: Besides regulatory learning skills, learning also requires students to relate to their social context and negotiate it as they transition and adjust to medical training. As such, there is a need to consider and explore the role of social and cultural aspects in student learning, particularly in problem-based learning, where the learning paradigm differs from what most students have previously experienced. In this article, we report on the findings of a study exploring first-year medical students’ experiences during the (...) first semester of an undergraduate problem-based learning medical program at an African medical school. Method: We employed a qualitative case study approach using in-depth interviews with 23 first-year medical students. Participants ranged in age from 18 to 25 years. All students were bi/multilingual (some spoke three to five languages), with English as the learning language. We conducted an inductive thematic analysis to systematically identify and analyze patterns in the data using the Braun and Clarke framework. Results: Before medical school, students worked hard to compete for admission to medical school, were primarily taught using a teacher-centered approach, and preferred working alone. At the beginning of medical school, students found it challenging to understand the problem-based learning process, the role of the case, speaking and working effectively in a group, managing a heavy workload, and taking increased responsibility for their learning. By the end of the first semester, most students were handling the workload better, were more comfortable with their peers and facilitators, and appreciated the value of the problem-based learning approach. Conclusions: Our study highlights the importance of interrogating contextual sociocultural factors that could cause tension when implementing problem-based learning in non-western medical schools. Adjustment to problem-based learning requires a conceptual and pedagogic shift towards learner-centered practice, particularly concerning self direction, the role of the case, and collaborative learning. As such, there is a need to develop and implement research informed learning development programs that enable students to reflect on their sociocultural beliefs and practices, and enhance their regulatory learning competence to optimize meaningful and early engagement with the problem based learning process. (shrink)

The major objective of this study was to investigate whether visual impairments (VI) impact mental health literacy among first-generation university students (FGUS). A descriptive survey research method was used to examine the mental health literacy of 132 purposive sample of FGUS with and without VI from three federal universities in Southern Nigeria. A 35-item MHL Scale (MHLS) for university students (Crobach’s α=0.83) with 5-point response was used for data collection. Questionnaire distribution was achieved through the help of two research (...) assistants. Means, standard deviations, analysis of variance and regression plot were employed to analyze the research data. Participants’ mean age was 24.96±3.86 years. Results showed a higher level of mental health literacy across seven domains of the MHL Scale among students with VI compared to those without this disability. The students identified mental health literacy they possess including the ability to recognize specific disorders, the ability to seek mental health information, the ability to identify risk factors and causes, the ability to understand self-treatment options, the ability to access professional assistance, and positive behaviors that promote awareness and help-seeking. VI did not significantly impact the mental health literacy of FGUS with VI. VI explained only 6.31% of the variation in MHL among FGUS with VI. Accordingly, mental health literacy is an essential skill that should be acquired by everyone, including those who suffer from specific disorders and professionals who care for them. Further effort is required in order to improve the mental literacy of FGUS without VI in Nigerian universities. (shrink)

In response to the COVID-19 pandemic threat, the Department of Education (DepEd) established the Basic Education - Learning Continuity Plan (BE-LCP) to allow students to continue their education and teachers to conduct instruction in a safe working and learning environment. As a result, DepEd implemented the distance learning approach, including Modular Distance Learning (MDL), for the School Year 2020-2021. This paper investigated the practices, challenges, and coping mechanisms of teachers and students involved in the implementation of the MDL in (...) Schools Division of Laoag City. This qualitative research utilized semi-structured interview guide to collect data from 20 teachers and 20 learners from elementary, junior high and senior high schools. Using the phenomenological study, data were analyzed and organized into themes. The study's major themes revealed that teachers and students began familiarizing themselves with the features of MDL but encountered challenges such as printing, distribution, and retrieval of modules, as well as monitoring of student progress on the part of the teacher and answering overloaded activities on the part of the students. They claimed, however, that they have unique coping mechanisms in dealing with the identified challenges by resolving issues independently and seeking help from family and colleagues. Finally, the Modular Distance Learning Adoption Framework (MDLAF) was developed and validated for teachers and students to effectively adopt MDL. The researchers recommended that relevant scaffolding such as capacity building, counseling and instructional support be provided to both teachers and students to effectively adopt different learning modalities such as MDL. (shrink)

The COVID-19 outbreak had a profound impact on many facets of society, particularly on the educational system. Therefore, all educational content must be delivered to students online, and it is the student’s responsibility to adjust to this new norm. Hence, this study sought to investigate if there is a significant relationship between self-efficacy and resilience among senior high school students. This study utilized correlational research, with the 150 grade 12 senior high school students enrolled in 2022-2023 as respondents. Thus, (...) the researchers employed General Self-Efficacy and Resilience Scale. Finally, the statistical analysis reveals that the r coefficient of 0.53 indicates a moderate positive correlation between the variables. The p-value of 0.00, less than 0.05, leads to rejecting the null hypothesis. Hence, a significant relationship exists between self-efficacy and resilience among senior high school students. (shrink)

Lisa Hill’s response to my critique of compulsory voting, like similar responses in print or in discussion, remind me how much a child of the ‘70s I am, and how far my beliefs and intuitions about politics have been shaped by the electoral conflicts, social movements and violence of that period. -/- But my perceptions of politics have also been profoundly shaped by my teachers, and fellow graduate students, at MIT. Theda Skocpol famously urged political scientists to ‘bring the (...) state back in’ to their analyses, and to recognise that political identities, interests and coalitions cannot be read off straightforwardly from people’s socio-economic position. In their different ways, this was the lesson that Suzanne Berger, Charles Sabel and Joshua Cohen tried to teach us, emphasising the ways that political participation and conflict, themselves, can change people’s identities, their sense of what it is desirable and possible, and their ability to recognise, or oppose, the freedom and equality of others. -/- I do not therefore take it as self-evident that the poor and seemingly powerless should be politically apathetic, unwilling to vote, or incapable of imagining a political solution to at least some of the problems confronting them. Nor do I suppose that non-voters are all-of-a-piece, and that their shared interests are, inevitably, more significant, morally or politically, than those which divide them. Such assumptions seem mistaken in the case of voters, and I see no reason why they should be true of non-voters. The people we find in these categories are not predestined to be in one rather than the other; they do not always stay where they start off; and at an individual level, the reasons why people fall into one group, rather than another, are likely to be complex and sometimes unpredictable. -/- Above all I see nothing in a commitment to democratic government, understood realistically or in more idealistic terms, that requires us to treat raising turnout at national elections (once every four years or so) as of such moral or political importance that we should make it legally mandatory. Realistically, it is an open question how far the ballot box is, for most people, the path to empowerment – important though it is that people should have an equal right to vote and to stand as candidates at national elections. On a more idealistic view of democratic politics it is hard to avoid the thought that the importance of national elections to self-government, posited by proponents of compulsory voting, reflects an alienated and alienating view of democracy, in which the choice of our leaders becomes more important than the development and exercise of our own capacities to lead; and in which our awe at the power our leaders might wield is matched only by our inability to imagine less intimidating, distant and centralised forms of politics. -/- But before saying a little more about these points, and their significance for compulsory voting, I would like to dispel some misunderstandings or misrepresentations of my views in Hill’s essay. I do not believe socio-economic disparities in turnout are not worrying for democratic politics, nor do I believe that abstention is generally synonymous with consent. I do not assume that people have a right not to vote, but try to explain why moral and legal rights to abstain are an important part of democratic politics, including electoral politics. (shrink)

The guiding premise of this chapter is that we, as teachers in higher education, must consider how the content and form of our teaching can foster inclusivity through a responsiveness to neurodiverse learning styles. A narrow pedagogical focus on lectures, textual engagement, and essay-writing threatens to exclude neurodivergent students whose ways of learning and making sense of the world may not be best supported through these traditional forms of pedagogy. As we discuss in this chapter, we, as engineering ethics educators, (...) designed and implemented a new engineering ethics exercise with which we aimed to promote inclusivity at the levels of form and content. At the content level, students were invited to critically engage with inclusivity-undermining ableist assumptions in technology development. This took shape, at the form level, through a hands-on ‘material tinkering’ workshop in which students collaboratively and creatively altered (or ‘hacked’) artifacts used in contexts of disability and healthcare, so as to operationalize values of inclusivity and accessibility. Our hunch was that this hands-on tinkering workshop would simultaneously encourage a meaningful way of engagement with these ethical issues and values, while also enacting a more inclusive learning environment by enriching the range of pedagogical activities and learning formats available to our students.As we aim to show in this chapter, we believe this hunch largely panned out – though there are clear areas for future improvement pertaining to the pilot exercise itself and the research we conducted on the exercise. We begin by offering a description of our tinkering exercise. We discuss the exercise’s source of inspiration (Sect. 16.2.1) and its implementation (Sect. 16.2.2), which is visually captured via photographic documentation. We then discuss (Sect. 16.3) how we utilized a triangulated research method to assess the pedagogical value of the exercise. After we discuss our findings, we conclude by identifying areas for future improvement (Sect. 16.4). (shrink)

This study is done in order to find the factor of depression among the college student in Malaysia. Depression among the college student are increasing as it come from many factor. This study used behavioural theory as the foundations theories for the model development. The study involved 406 respondents, selected through google form responses involving all the university students around Malaysia. A structured questionnaire was used for data collection. All variables were measured through scales previously used by other (...) researchers. In behavioural theory, state that depression people precisely those who do not know how to cope with the fact that they are no longer receiving positive reinforcement like they before. Results shows the data analysis described that respondents having a financial problem where did not what how to differentiate between wants and need with the overall mean (M=2.51) and students always spend their money on uncertain things. (shrink)

Since 2004, it has been mandated by law that all Danish undergraduate university programmes have to include a compulsory course on the philosophy of science for that particular program. At the Faculty of Science and Technology, Aarhus University, the responsibility for designing and running such courses were given to the Centre for Science Studies, where a series of courses were developed aiming at the various bachelor educations of the Faculty. Since 2005, the Centre has been running a dozen different courses (...) ranging from mathematics, computer science, physics, chemistry over medical chemistry, biology, molecular biology to sports science, geology, molecular medicine, nano science, and engineering. -/- We have adopted a teaching philosophy of using historical and contemporary case studies to anchor broader philosophical discussions in the particular subject discipline under consideration. Thus, the courses are tailored to the interests of the students of the particular programme whilst aiming for broader and important philosophical themes as well as addressing the specific mandated requirements to integrate philosophy, some introductory ethics, and some institutional history. These are multiple and diverse purposes which cannot be met except by compromise. -/- In this short presentation, we discuss our ambitions for using case studies to discuss philosophical issues and the relation between the specific philosophical discussions in the disciplines and the broader themes of philosophy of science. We give examples of the cases chosen to discuss various issues of scientific knowledge, the role of experiments, the relations between mathematics and science, and the issues of responsibility and trust in scientific results. Finally, we address the issue of how and why science students can be interested in and benefit from mandatory courses in the philosophy of their subject. (shrink)

High school students are in the stage of Adolescence and it is the time for developing independence. Typically, adolescents exercise their independence by questioning and sometimes by breaking rules. Parents and teachers must play a major role in supporting & influencing the children positively by their ethical & appropriate approaches. Teachers in school as well as parent at home, often wonder how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some (...) children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or interact with them. It is also a great responsibility of the teacher in school to have positive approach towards students. If not there are possibilities in change of behaviour among students & leads to several problems. For example, frequent episodes of fighting, scholastic backwardness, substance abuse; antisocial or institutional activities, destructive behaviour and change in attitude in students are much more significant than isolated episodes of the same activities. Other warning signs include deterioration of performance at school and running away from home. This research paper’s aim is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its impact to bring positive as well as negative behaviour change in the students. The study has reported that students are often facing emotional problems by the negative approach of the teachers. It is recommended that to create awareness among teachers in the school for the smooth handling the children with the positive approaches. 50 high school students; 25 girls and 25 boys were taken and interview schedule is used. Both the primary and secondary methods are used and the study is descriptive in nature. (shrink)

This study developed an instrument that measures the attitude of Filipino high school students towards mathematics, with reliable predictors and factors. Using the responses of 300 high school students from Zamboanga Sibugay, the validity and reliability of the Mathematics Attitude Scale (MAS) was tested using Exploratory Factor Analysis (EFA) and reliability analyses. The EFA showed that four-factor structures of the instrument, regarding the mathematics attitude for high school students, explained 27.48% of the variance in the pattern of relationships among the (...) items. The Average Variance Extracted (AVE), Composite Reliability, and Cronbach’s Alpha coefficients were reported. They proved that the extracted constructs have obtained and satisfied convergent validity. Thirty-three items remained in the final questionnaire after deleting the twenty-seven items with factor loadings of less than 0.4 (Students’ Perceived Motivation and Support in Learning Mathematics: twelve items; Students’ Perceived Anxiety in Learning Mathematics: ten items; Students’ Perceived Self-Efficacy in Learning Mathematics: six items; and Teachers and Parents’ Influences to Students in Learning Mathematics: five items). This study has confirmed the four-factor structure of the MAS. Educators and researchers can use the MAS to better understand the attitudes of Filipino high school students towards mathematics. (shrink)

This research paper assesses the possible relationship between motivation and academic performance of student athletes and utilized a descriptive design as it investigated the association between two constructs (variables) of student athletes, namely their motivation and academic performance. The research is descriptive correlational research with sixty (60) student athlete respondents coming from the various varsity teams in a selected university in the city of Manila. The descriptive nature and design of the study would require that descriptive statistics (...) and measures of association be utilized to analyze the relationship between the two constructs of the study – motivation and academic performance. The (SAMSAQ) was chosen as the research instrument to collate the necessary descriptive data, upon which a correlation analysis through the Pearson was administered. After the statistical analysis, the following were the conclusion of the study: (1) That there was a perfect positive relationship between responses of the student – athletes in the thirty (30) SAMSAQ items and their GPA’s; (2) That the relationship between motivation and academic performance of respondents, as represented by their mean scores of responses and GPA’s respectively are not of the same strength and significance for negatively and positively – structured queries of the SAMSAQ; (3) That the mean scores of responses in negative and positive impact queries of respondents and its relationship with their GPA’s, representatives of the measures of motivation and academic performance are incomparable as the Likert scale is inverted for the negatively structured queries, where behavior adverse to academic performance is sought. (shrink)