Fathers’Parenting Practices and the Children’s Approaches to Learning From Three Through Five Years;A Case of Mityana District,Uganda

The Approaches to Learning addresses how children learn-this includes children’s attitudes and interests in learning.This domain reflects behaviours and attitudes such as curiosity,problem-solving,maintaining attention and persistence.The research study focused on examining the fathers’parenting practices and the children’s approaches to learning from three through five years.The study used a cross sectional research design and data was generated using focal group discussions,interview guides and child behaviour rating scale on how fathers’parenting practices contribute to children’s approaches to learning.Results revealed that,Fathers’parenting practices and Children’s curiosity were found to have a very positive relationship(r=0.396,p<0.05).Fathers’parenting practices and children’s learning were found to have a significant positive relationship(r=0.420,p<0.05).Findings also indicated that fathers’parenting practices and children’s creativity were found to have an average positive relationship(r=0.379,p<0.05).Arising out of the findings,the study recommended that fathers’parenting programs be put in place to help them up bring the child in holistic manner.

Chilean University Students Digital Learning Technology Usage Patterns and Approachesto Learning

Purpose:This study aims to explore Chilean students'digital technology usage patterns andapproaches to learningDesignlApproach/Methods:We conducted this study in two stages We worked with onesemester learning management systems(LMS),library,and students records data in the firstone.We performed a k-means cluster analysis to identify groups with similar usage patterns.Inthe second stage,we invited students from emerging dusters to participate in group interviews.Thematic analysis was employed to analyze them.Findings:Three groups were identified:ID digital library users/high performers,who adopteddeeper approaches to learning obtained higher marks,and used learning resources to integratematerials and expand understanding 2)LMS and physical library userslmid-performers,whoadopted mainly strategicapproaches obtained marks dlose to average,and used learning resources for studying in an organized manner toget good marks and 3)lower users of LMS andlibrarylmidlow performers,who adopted mainly a surface approach,obtained mid-to-lower-than-averagemarks,and used learning resources for minimum content understanding Originality/Value:We demonstrated the importance of combining learning analytics data withqualitative methods to make sense of digital technology usage patternss approaches to learningare associated with learning resources use.Practical recommendations are presented.

Catering for Learner Diversity in Hong Kong Secondary Schools:Insights from the Relationships Between Students’Learning Styles and Approaches

Purpose:Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong.The present study addresses this issue through an investigation of the relationships between students’learning styles and approaches to learning in Hong Kong secondary schools.Design/Approach/Methods:A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments.A series of confirmatory factor analysis,two-way analysis of variance,and structural equation modeling analysis were conducted.Findings:The results identified three types of learning style among the students which are characterized by a cognitive orientation,a social orientation,and a methodological orientation.Some significant gender-and achievement-level differences were revealed.Compared with the socially oriented learning style,the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’approaches to learning,even though these students showed a greater preference for the socially oriented learning style.Originality/Value:It is unwise to blindly cater for students’learning styles in classroom teaching and curriculum design.Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.