Parental Education and its Impact on Children's School Adjustment and Mathematical Reasoning

The purpose of this research is to analyze the economic self-management strategies used by students of the Faculty of Business Sciences of the Technical University of Machala during their academic training; Interest in this study arose from the need to understand how students face economic difficulties that arise in their training. A mixed approach was applied and a survey was used on a representative sample of 367 students, identifying the main source of income for a part of the student population, evidencing alternatives to sustain their expenses and reduce their economic dependence. The most used strategies were observed when they go through difficult situations and if the income is sufficient to cover their expenses, reflecting the existence of limitations and conditioning the way of organizing their resources and decision making. Likewise, it was identified that students usually perceive an impact. in their academic performance. The results allowed us to understand the economic dynamics experienced by university students and provide information for the design of institutional strategies that contribute to strengthening permanence, well-being and academic success.

ABSTRACT This study examined differences in sixth-grade students’ conceptual understanding and critical thinking between Problem-Based Learning (PBL) supported by an Augmented Reality (AR)-Based Book and conventional instruction in Solar System learning. A quantitative quasi-experimental study employing a nonequivalent pretest–posttest control group design involved 35 students from two elementary schools in Blora, Indonesia, comprising 17 experimental and 18 control participants. The intervention was implemented across three instructional sessions. Data were collected using validated essay-based assessments and analyzed through analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA), controlling for pretest performance. The experimental group achieved higher posttest means in conceptual understanding (86.71 vs. 72.67) and critical thinking (85.82 vs. 70.17). ANCOVA revealed significant adjusted between-group differences in conceptual understanding (mean difference = 13.87, 95% CI [11.45, 16.29], p < .001) and critical thinking (mean difference = 15.38, 95% CI [12.19, 18.57], p < .001). MANCOVA confirmed a significant multivariate difference (Pillai’s Trace = .862, F(2, 30) = 95.34, p < .001). These findings suggest that integrating AR-supported visualization within structured problem-based inquiry may support conceptual learning and evidence-based reasoning. Nevertheless, the small sample, nonrandom allocation, and school- and teacher-level confounding preclude definitive causal conclusions. Larger multisite and factorial studies are recommended.

Developing students’ economic competence and creativity is essential to preparing them for economic challenges and changing societal demands. However, school entrepreneurship programs do not necessarily develop economic understanding and creativity equally, making evaluation of their implementation and learning outcomes necessary. This study aims to analyze the implementation, supporting and inhibiting factors, and effectiveness of an entrepreneurship-based school program in developing students’ economic competence and creativity at SMP Negeri 2 Tuhemberua. A qualitative descriptive approach was employed. Data were collected through interviews, documentation, and observations involving the school principal, supervising teacher, and five participating students. Data were analyzed through data reduction, data presentation, and conclusion drawing, with credibility examined through source and method triangulation. The findings indicate that the Cultivation and MSME Business Project supports students’ understanding of production, capital, costs, sales, and profit while encouraging product innovation, problem-solving, responsibility, and cooperation. Nevertheless, program effectiveness remains limited by insufficient time, inadequate facilities, difficulties in financial recordkeeping, and restricted marketing reach. Therefore, the program is effective as a practical learning experience but requires stronger structured reflection, financial literacy activities, and continuous evaluation to improve students’ economic competence and creativity. ABSTRAK Pengembangan kompetensi ekonomi dan kreativitas siswa penting untuk mempersiapkan mereka menghadapi tantangan ekonomi dan perubahan zaman. Namun, pelaksanaan program kewirausahaan di sekolah belum tentu menghasilkan penguasaan konsep ekonomi dan kreativitas secara seimbang sehingga perlu dievaluasi berdasarkan proses dan capaian pembelajarannya. Penelitian ini bertujuan menganalisis pelaksanaan, faktor pendukung dan penghambat, serta efektivitas program sekolah berbasis kewirausahaan dalam mengembangkan kompetensi ekonomi dan kreativitas siswa SMP Negeri 2 Tuhemberua. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data dikumpulkan melalui wawancara, dokumentasi, dan pengamatan terhadap kepala sekolah, guru pembimbing, serta lima siswa peserta program. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan diperiksa melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa program Proyek Budidaya dan Usaha UMKM mendukung pemahaman siswa tentang produksi, modal, biaya, penjualan, dan keuntungan, sekaligus mendorong inovasi produk, pemecahan masalah, tanggung jawab, dan kerja sama. Efektivitas program belum optimal karena keterbatasan waktu, sarana, pencatatan keuangan, dan jangkauan pemasaran. Dengan demikian, program efektif sebagai pengalaman belajar praktis, tetapi memerlukan penguatan refleksi, literasi keuangan, dan evaluasi berkelanjutan.

This mixed-methods study examined whether first-year teachers could improve relationships with students through Positive Behavioral Interventions and Supports (PBIS). Fifty novice teachers implemented one of three PBIS strategies: daily one-on-one conversation, verbal praise, or immediate rewards with 192 selected students over a two-week period. Teacher-student relationships were measured using the Student-Teacher Relationship Scale (STRS) before and after the intervention. Results showed significant reductions in conflict (t(191) = 7.14, p < .001, d = 0.98) and moderate increases in closeness (t(191) = –7.11, p < .001, d = 0.67). No significant differences emerged across grade levels, teacher and student gender, or PBIS strategy type. Thematic analysis of teacher reflections highlighted improvements in engagement, cooperation, emotional regulation, and relational trust. Although the study was limited by its two-week duration and reliance on teacher self-reports, the findings demonstrate that even brief PBIS interventions can yield measurable relational benefits. Implications are discussed for teacher preparation programs and school-based practice. Keywords: teacher-student relationships, Positive Behavioral Interventions and Supports (PBIS), teacher preparation programs, first-year/novice teachers, school climate.

Achieving Sustainable Development Goal 4 (SDG 4) requires elementary science instruction that develops not only conceptual understanding but also students’ learning independence. However, previous studies have predominantly examined Outdoor Study and Problem-Based Learning as separate instructional approaches, leaving limited empirical evidence on their integrated application in elementary science education. This study aimed to examine the effectiveness of integrating Outdoor Study with Problem-Based Learning in supporting conceptual understanding and learning independence. A quasi-experimental pretest–posttest control group design was conducted at SD Negeri 3 Nglengkir (n = 19) and SD Negeri 2 Nglengkir (n = 17), Blora Regency, Indonesia. Data were collected using a conceptual understanding test and a learning independence questionnaire, analyzed using paired-samples t-tests, independent-samples t-tests, and MANOVA. The experimental group demonstrated significantly higher conceptual understanding and learning independence scores than the control group (p < .001). MANOVA also revealed a significant simultaneous difference between groups, Wilks' Λ = .241, F(2; 33) = 52.061, p < .001, partial η² = .759. These findings indicate that the integration of Outdoor Study and Problem-Based Learning offers a promising approach for strengthening science learning outcomes and learner autonomy. The study contributes empirical evidence for competency-oriented elementary science instruction aligned with SDG 4.