Journal of Advanced Education and Sciences

Training in agriculture as predictor of agripreneurial intentions of agricultural students in Kenyan TVET Institutions

Josphat K. Kabutiei, Dr. Stephen Maina, Dr. Milcah Mutuku — Thu, 02 Oct 2025 00:00:00 +0000

Agricultural education and training have been found to enhance agripreneurial intentions. Favorable agripreneurial intentions, in turn, indicate level of readiness(intention) to engage in agripreneurship. Consequently, agrarian economies, Kenya included, are using agricultural education and training to prepare youth for agripreneurship. However, there are scanty empirical findings on how agricultural education and training at TVET level is preparing Kenyan youth in readiness for agripreneurship. The purpose of this study, thus, was to examine the influence of agricultural education and training at TVET level on students’ agripreneurial intentions. The study was guided by the Theory of Planned Behaviour and utilized a correlational research design. Simple and stratified sampling procedures gave 356 respondents from an accessible population of 3190 final year agricultural students. Data was collected using closed-ended and open-ended questionnaires. Piloting and use of inter-item consistency technique yielded a Cronbach alpha reliability coefficient of .928 and .844 for agripreneurial intentions and training in agriculture respectively. The study hypothesis was tested using simple linear regression analysis at .05 level of significance. Statistical Package for Social Sciences version 28 aided data analysis. Qualitative data was analyzed thematically. Findings revealed that the students had high and favorable agripreneurial intentions (M=80.27%) with agricultural education and training predicting agripreneurial intentions (r=.423, R²=.179, F (1,314) =66.981, p=.000) with 17.9% variance. The study concluded that agricultural education and training at TVET level contributes to agripreneurial intentions formation of final year students studying agricultural courses. It is recommended that educators and policy makers and curriculum planners in TVET institutions promote and strengthen agricultural education and training to enhance students’ agripreneurial intentions.

School Education in Rajasthan: Policy Reforms, Statistical Insights, and Equity Challenges

Dr. Amrat Lal Meena — Mon, 06 Oct 2025 00:00:00 +0000

This study examines the trajectory of school education in Rajasthan from 1950 to 2024, focusing on policy reforms, statistical trends, and persistent equity challenges. Drawing upon Census data, Unified District Information System for Education Plus (UDISE+) statistics, and secondary literature, the analysis is organized in two phases: Phase I (1950–2017), which traces long-term expansion and reforms, and Phase II (2018–2024), which provides a detailed account of recent consolidation and digitalization. Findings show that Rajasthan has made significant progress in expanding access, improving literacy, and reducing gender gaps, particularly through state-specific innovations such as the Shiksha Karmi Project, Lok Jumbish, and Adarsh Yojana, alongside national interventions like Sarva Shiksha Abhiyan, the Right to Education Act, and Samagra Shiksha. Despite these achievements, persistent inequities remain across gender, social groups, and rural–urban divides. SC and ST girls in rural areas continue to rely disproportionately on government schools, which face challenges of weak infrastructure and low learning outcomes, while OBC and General urban families increasingly opt for private schooling. Comparative analysis of primary, upper primary, secondary, and higher secondary levels reveal that although higher secondary education has witnessed the greatest progress, secondary schooling remains the weakest link, with high dropout rates and declining government infrastructure. The study concludes that sustained investments in quality, retention, and equity are critical to ensuring inclusive educational development in Rajasthan.

Exploring factors affecting experiential activities and career guidance based on competency-based approaches for high school students in Ho Chi Minh City

Tam Bui Minh — Thu, 09 Oct 2025 00:00:00 +0000

In the context of fundamental and comprehensive innovation of general education in Vietnam towards developing students' qualities and competencies, experiential activities and career guidance have become an indispensable element to help students form early career orientations, suitable to their abilities and personal conditions. This article aims to explore factors affecting the effectiveness of organizing experiential activities and career guidance based on competency-based approaches at high schools in Ho Chi Minh City. Using a mixed method, combining a quantitative survey of 121 managers, teachers and parents at 12 high schools with in-depth interviews with representatives of leaders and professional groups, the study identified four main groups of factors affecting experiential activities and career guidance: (i) the capacity and awareness of the teaching staff; (ii) orientation and support from the school management mechanism; (iii) school environment and coordination among stakeholders; and (iv) psychology and intrinsic motivation from students. The results of statistical analysis and qualitative data show the interrelationship between these factors in improving the quality of program implementation. On that basis, the article proposes some specific recommendations to improve the effectiveness of experiential activities and career guidance towards developing learners' capacity in the modern context.

Stress-coping skills of lower secondary school students - a practical study at lower secondary schools in Que Vo Town, Bac Ninh Province, Vietnam

Hoang Trung Thang, Nguyen Thị Thanh Huyen, Nguyen Thi Hoa — Tue, 14 Oct 2025 00:00:00 +0000

This study focuses on analyzing the current situation of stress and coping skills among lower secondary school students in Que Vo Town, Bac Ninh Province. The survey results of 600 students, 180 teachers, and 22 administrators reveal that school-related stress is a common phenomenon, mainly stemming from academic pressure, family expectations, and changes in the learning environment. Students self-assessed their stress levels as relatively high (M = 2.96/4), while their stress-coping skills remained limited (M = 1.68/4). Most students are only capable of recognizing stressors and symptoms but lack the ability to identify and implement effective coping strategies. The study highlights the crucial role of schools and families in providing psychological support and life skills education for students. Based on the findings, the authors propose several solutions to enhance students’ stress-coping skills, contributing to the development of a healthy, friendly, and sustainable learning environment.

Development of an offline problem-based learning electronic student worksheet (E-LKPD) to enhance students’ scientific literacy

Fri, 17 Oct 2025 00:00:00 +0000

This study developed and validated an offline electronic student worksheet (E-LKPD) grounded in the Problem-Based Learning (PBL) model to enhance science literacy among eighth-grade students in the science subject at SMP Negeri 1 Siau Timur Selatan. Employing a Research and Development design supported by the ADDIE model, the study proceeded through stages of needs analysis, design, development, implementation, and formative evaluation. Data were collected through interviews, expert-validation questionnaires for material and media components, and product testing with teachers and students. The material expert provided a final validity score of 94%, while the media expert assigned a final score of 97%, both classified as “excellent,” indicating that the product is feasible for classroom use. Teacher evaluation yielded a score of 95% (“excellent”), demonstrating strong acceptance of the E-LKPD as a learning resource. Student responses in small-scale and large-scale trials resulted in scores of 93% and 92%, respectively, both within the “excellent” category, signifying high usability and positive learning experiences. These findings confirm that the offline PBL-based E-LKPD is valid, practical, and appropriate for supporting science learning in limited-Internet contexts, and it effectively promotes students’ science literacy development.

The impact of Artificial Intelligence (AI) on high school students’ learning autonomy (a case study of high schools in Thai Nguyen Province)

Dang Nguyen Ha Anh, Nguyen Thi Bao Chau, Nguyen Thi Thanh Huyen — Thu, 23 Oct 2025 00:00:00 +0000

The article “The Impact of Artificial Intelligence (AI) on the Learning Autonomy of High School Students” examines the dual role of AI technologies in the educational context of Thai Nguyen. The study acknowledges that AI-through widely used tools such as ChatGPT and Canva Magic Studio-serves as a powerful assistant that enables students to access knowledge more rapidly and expand their creative capabilities. However, it also highlights a major concern: excessive reliance on AI may weaken students’ autonomy, independent thinking, and sense of responsibility in learning. In this study, learning autonomy is defined as the learners’ capacity to self-direct, self-regulate, and self-evaluate their entire learning process. The research identifies six specific components of learning autonomy in the context of AI use, including the ability to set personal goals, select appropriate AI tools, and apply AI creatively. Survey findings reveal that students’ overall level of learning autonomy is rated at a Moderately Good level (mean scores ranging from 2.35 to 2.70). The most notable weakness lies in the component “Self-monitoring and self-evaluating AI-assisted learning outcomes,” which received the lowest ratings from both students and teachers. This result indicates that many students still lack critical thinking skills and the ability to verify information effectively. In conclusion, the study argues that fostering learning autonomy is essential to ensuring that students can use AI responsibly and creatively while maintaining their own independent thinking in the era of rapid technological advancement.

Comparative study of first permanent molar emergence in children

Aisha Areibi, Khadejah S Buzaribah, Mabroukah Imbarak — Fri, 24 Oct 2025 00:00:00 +0000

Tooth eruption is a genetically regulated and dynamic component of odontogenesis, involving the transition of a tooth from its bony crypt to the occlusal plane, where it begins to function and contributes to the establishment of occlusion and caries risk assessment. This cross-sectional study investigated the eruption timing of the first permanent molars (FPM) in Benghazi children aged 5–7 years. A total of 381 children were included in this cross-sectional study. The mean age was 6.30 ± 0.69 years, with a nearly equal gender distribution of 197 (51.7%) males and 184 (48.3%) females were randomly selected from various primary schools, with parental informed consent. Clinical assessment classified the eruption status of FPM as partially erupted, fully erupted, or un-erupted. The Wilcoxon signed-rank test was applied to compare eruption timing between mandibular and maxillary teeth as well as right and left sides, while the Mann–Whitney test was used to examine gender differences. Results indicated that mandibular molars erupted significantly earlier than maxillary molars, with no notable difference between right and left sides. Additionally, females demonstrated earlier eruption compared to male. In summary, Libyan children exhibit a global eruption pattern of first permanent molars, characterized by earlier eruption of mandibular teeth relative to maxillary teeth and earlier eruption in females compared to males. These findings highlight the importance of early monitoring and preventive care, while also providing region-specific insights that enrich the global understanding of dental development.

Home factors and completion of programme of English undergraduate students in affiliated colleges of education in North Central Zone of Nigeria

Isah Bala Masuga — Tue, 28 Oct 2025 00:00:00 +0000

This study investigated the influence of home factors on the completion of English undergraduate programmes in affiliated Colleges of Education within the North Central Zone of Nigeria. The research was motivated by persistent cases of delayed graduation and dropout among students despite government efforts to improve higher education outcomes. A correlational survey design was adopted to examine the relationships between parental education, socio-economic status, home learning environment, parental support, and family structure as predictors of programme completion. The population comprised 2,460 English undergraduate students across affiliated Colleges of Education in the zone, from which a sample of 400 final-year students was selected using multistage sampling techniques. Data were collected through a validated questionnaire titled Home Factors and Programme Completion Questionnaire (HFPCQ), which yielded a Cronbach Alpha reliability coefficient of 0.83. Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression at a 0.05 significance level. Findings revealed significant positive relationships between all five home factors and programme completion. Parental support (β = .34, p < .001) emerged as the strongest predictor, followed by socio-economic status (β = .23, p < .001) and parental education (β = .16, p < .001). The regression model explained 48% of the variance in programme completion. The study concluded that favourable home conditions significantly enhance academic persistence and timely graduation. It recommended parental sensitization, financial aid, improved home learning environments, and counselling interventions to support students from disadvantaged backgrounds.