This paper discusses the development and validation of a concept inventory for interpreting kinematics graphs in the Tanzanian context. The study involved 61 participants comprising physics pre-service teachers, secondary school teachers, diploma college tutors, and a university lecturer from Tanzania. We developed 25 multiple-choice questions for interpreting kinematics graphs. The different steps in the development process used are selecting the topic, setting objectives, constructing questions, validating questions, and reliability testing. We carried out descriptive and inferential statistical analysis by using Statistical Package for Social Science (SPSS) version 22 followed by item analysis for pre-and post-piloting. Findings revealed normal distribution scores with a mean and standard deviation of 39.28±10.893 for pre-piloting and 40.16±8.08 for post-piloting. It also revealed no significant difference between pre-and post-piloting results with a p-value of 0.414.  In addition, correlation coefficients for test re-test reliability were .783 and .878 for single and average measures respectively. Moreover, item analysis in terms of difficulty index, discrimination index, and distractor efficiency agreed with the published standards. Based on these findings, the study recommends the use of developed and validated kinematics graphs concept inventory by physics educators in both research and classroom instructions in the Tanzanian context.

Many students have misconceptions about mathematics, so preservice teachers should be developing the skills to notice mathematical misconceptions. This qualitative study analyzed preservice teachers' skills in noticing student misconceptions about algebra, according to three aspects of noticing found in the literature: attending, interpreting and responding. Participants in this study were seven preservice teachers from one university in the capital of Aceh province, Indonesia, who were in their eighth semester and had participated in teaching practicums. Data was collected through questionnaires and interviews, which were analyzed descriptively. The results revealed the preservice teachers had varying levels of skill for the three aspects of noticing. Overall, the seven preservice teachers' noticing skills were fair, but many needed further development of their skills in interpreting and responding in particular. This university’s mathematics teacher education program should design appropriate assessment for preservice teachers’ noticing skills, as well as design and implement learning activities targeted at the varying needs of individual preservice teachers regarding noticing student misconceptions, in order to improve their overall teaching skills.

Logical-mathematical intelligence is highly needed to ease students’ understanding of mathematics concepts. Therefore, it is necessary to delivery an innovative teaching approach to enhance students’ logical-mathematical intelligence. This study aims to investigate the use of mathematics comics to increase the logical-mathematical intelligence of junior high school students in urban and rural schools. This study employed a quantitative approach with a pretest-posttest control group design. The population of this study were seventh-grade students from a junior high school in Banda Aceh (urban areas) and a junior high school in Aceh Besar (rural areas), Indonesia. The samples of this study were two classes (experimental and control) from each school which were selected randomly. To collect data, we used a logical-mathematical intelligence test and analyzed it by using t-test. This study shows that the use of mathematical comics in urban schools can improve mathematical logical intelligence. However, there was no improvement in students' mathematical logical intelligence in rural schools. Therefore, this study showed that using mathematics comics in different school conditions yield different results in logical-mathematical intelligence. The findings suggest that other learning innovations are required to improve students' logical-mathematical intelligence in rural areas.

The fundamental challenge in implementing inclusive schools is related to accepting students with special needs by other students. Lack of acceptance and respect for differences often trigger acts of bullying. There are insufficient studies describing that the perpetrator of bullying in school is a student with special needs. This study aims to measure the effectiveness of the educare program in improving students' pro-social attitudes to prevent bullying in inclusive schools. The Educare Program consisted of four lesson plan themes and became a treatment instrument. Single subject research (SSR) was used for the research method, implementing the baseline-intervention-maintenance (AB+M) phase with multiple baselines across subjects. Three students, including a student with a disability and a low pro-social attitude, were the subjects of this study. The data were collected through observation and analyzed through graphical visual inspection focusing on trend, level, latency, and percentage of all non-overlapping data (PAND). The results of the study presented in polygon graphs and PAND showed that the Educare Program is very effective in increasing students' pro-social attitudes. Almost all scores of pro-social attitudes obtained through trend with PAND reached 96.11%.

This article examines the influence of the university environment and learning programs on students' entrepreneurial intentions and attitudes, considering the moderating roles of entrepreneurial self-efficacy and locus of control. The empirical analysis employs a multilevel (hierarchical) linear model, utilizing responses from 713 students across 30 universities in Kazakhstan who participated in the GUESSS 2021 project survey. Our findings reveal that students' entrepreneurial intentions are directly influenced by entrepreneurial self-efficacy and locus of control. However, the locus of control is also indirectly influenced by the university environment and learning program. The learning program's effect on both entrepreneurial aspirations and attitudes is mediated by self-efficacy. Locus of control, conversely, negatively affects both entrepreneurial attitudes and intentions in program learning. The study's results underscore that student entrepreneurship is shaped by personal factors such as self-efficacy and locus of control, alongside the university context. Interestingly, the findings also indicate interdependencies between these factors, further influencing students' entrepreneurial intentions and attitudes.

Limited latest studies circulated in the 21st century of world university ranking reveal that well-designed mentoring programs will not increase mentees’ leadership development if mentors have not implemented effective roles in the mentoring programs. Although many studies have been done, the mediating effect of mentors’ roles is little known in the tertiary education mentoring research literature. This study is done to examine the correlation between mentors’ roles, mentees’ self-efficacy, and mentees’ leadership development. This study employed a cross-sectional research design. A purposive sampling plan was employed to collect 761 survey questionnaires from undergraduate students at non-research-based public universities in Sarawak. The survey data were analyzed by the SmartPLS package to determine the validity and reliability of the study instrument, and thus test hypotheses for the direct effects model and mediating model. The outcomes of the SmartPLS path model analysis showed that the majority of participants felt that the levels of information exchange, help, self-efficacy, and leadership development are high. This situation explains that the ability of mentors to appropriately implement information exchange and help in mentoring programs has strongly evoked mentees’ self-efficacy. Consequently, this self-efficacy can lead to higher leadership development. This finding can help practitioners to understand the diverse paradigms of mentees’ self-efficacy concept and plan the integration of academic and social-based approaches in formulating mentoring programs to prepare successful graduates in a time of rapid global change.

This study arises from the need to scientifically investigate how university students deal with their emotions in school situations. Therefore, the objective was to develop an instrument that measured university students' level of emotional regulation during academic activities and evaluate its validity and reliability. After a thorough literature review of the definitions of the constructs, the Emotional Regulation Scale in Academic Activities (ERAAS) was developed. The first version of ERAAS consisted of 18 Likert-type items. A total of 1975 university students in various departments responded to the instrument. Two groups of experts evaluated its content validity. Validity and reliability analysis was performed. According to the EFA, three factors were found: emotional regulation, psychologic inadequate emotional regulation, and physiological insufficient emotional regulation. The final version of the scale consisted of 11 items, the validity and reliability of which could be demonstrated for further research purposes.

Understanding graphs in the dynamics of market (DM) is a challenge to learners; its teaching demands a specific kind of teacher’s knowledge. This study aims to examine the topic-specific pedagogical content knowledge (TSPCK) of experienced economics teachers in teaching graphs in DM to enhance learners’ understanding of the topic. It reports using a qualitative approach underpinned by the TSPCK framework for teaching specific topics developed by Mavhunga. Data were collected through classroom observations and analyzed thematically using a case study of two economics teachers. The study revealed that adopting a step-by-step approach and the use of worked graphical examples promote an understanding of graphs in DM. It also established that active learning is preferable to the predominant chalk-and-talk (lecture) method of teaching graphs in DM. The study proposed a Dynamics of Market Graphical Framework (DMG-Framework) to enable teachers, particularly pre-service teachers in lesson delivery, to enhance learners’ understanding of graphs in DM. The result of this study will broaden the international view in the teaching of graphs in DM.

<p style="text-align:justify">This study aimed to assess the geometric knowledge of student teachers from a university in the Eastern Cape province of South Africa. The study used a sample of 225 first-year student teachers who completed school mathematics baseline assessments on a computer- aided mathematics instruction (CAMI) software. The study adopted a descriptive cross-sectional research design, using quantitative data to measure student teachers&rsquo; geometry achievement level, and qualitative data to explain the challenges encountered. The results show that student teachers exhibited a low level of understanding of school-level geometry. The low achievement levels were linked to various factors, such as insufficient grasp of geometry concepts in their secondary school education, difficulty in remembering what was done years ago, low self-confidence, and lack of Information and Communications Technology (ICT) skills along with the limited time for the baseline tests. These results suggest that appropriate measures should be taken to ensure that student teachers acquire the necessary subject-matter knowledge to teach effectively in their future classrooms.</p>