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This paper focuses on ‘Activity Based Learning’ (ABL) that helps students acquire the interview skills at graduation level. The main aim of this quantitative study was to see how Activity Based Learning (ABL) helped low and high achievers in Bachelors of Technology (B. Tech.) course to improve their interview skills. For the research, 40 students were chosen at random from III B. Tech. classes and were divided into experimental and control groups (20 students + 20 students). To measure the extent of interview performance among the participants an achievement test was devised and was given twice, once as a pre-test and once as a post-test. Primarily, the pre-test was used to show that with respect to pervious knowledge of interview skills, both the groups were similar. Later, Activity Based Language Teaching method of instruction to the experimental group and traditional language teaching method of instruction to the controlled group were adopted. The post-test was given at the conclusion to assess the students’ progress. The researchers employed the independent sample t-test to see if mean scores’ difference between the groups was significant at the 0.05 level. In the post test, the experimental group outscored the control group demonstrating that ABL is an effective approach in improving students’ interview skills. The results suggest that the ABL method significantly develops and improves the interview skills of students when used in the classroom.

Introduction: This study investigated the effect of ingesting a sodium bicarbonate drink on specific physiological indicators following high-intensity exercise in advanced basketball players. Objective: The research aimed to assess the drink's impact on the fatigue index, anaerobic capacity, and blood lactate levels after intensive exercise. Methodology: The sample comprised sixteen players aged 19 to 27 years, divided into two groups. The experimental group received the sodium bicarbonate drink, whilst the control group received a placebo. All participants underwent standard pre- and post-tests for the measured variables. Results: The results demonstrated a notable improvement in the fatigue index and anaerobic capacity, alongside a significant decrease in lactate levels within the experimental group compared to the control group. Discussion: These findings align with several previous studies which indicated the potential role of external alkalising agents in enhancing high-intensity exercise performance by improving acid-base balance. Conclusions: The study concluded that a sodium bicarbonate drink reduces anaerobic fatigue and improves energy utilisation efficiency in athletes. Future research should focus on determining optimal dosages and timing for consumption. Introducción: Este estudio investigó el efecto de la ingestión de una bebida de bicarbonato de sodio sobre indicadores fisiológicos específicos tras ejercicios de alta intensidad en jugadores de baloncesto de nivel avanzado. Objetivo: La investigación tuvo como objetivo evaluar el impacto de la bebida en el índice de fatiga, la capacidad anaeróbica y los niveles de lactato en sangre tras el esfuerzo intenso. Metodología: La muestra estuvo compuesta por dieciséis jugadores de 19 a 27 años, divididos en dos grupos. El grupo experimental recibió la bebida de bicarbonato de sodio, mientras que el grupo de control recibió un placebo. Todos los participantes se sometieron a pruebas estándar previas y posteriores para las variables medidas. Resultados: Los resultados demostraron una mejora notable en el índice de fatiga y la capacidad anaeróbica, junto con una disminución significativa de los niveles de lactato en el grupo experimental en comparación con el grupo de control. Discusión: Estos hallazgos concuerdan con varios estudios previos que indicaron el papel potencial de los agentes alcalinizantes externos para mejorar el rendimiento en ejercicios de alta intensidad mediante la mejora del equilibrio ácido-base. Conclusiones: El estudio concluyó que una bebida de bicarbonato de sodio reduce la fatiga anaeróbica y mejora la eficiencia en la utilización de energía en atletas. Investigaciones futuras deberían centrarse en determinar las dosis y el momento óptimo de consumo. Introdução: Este estudo investigou o efeito da ingestão de uma bebida de bicarbonato de sódio nos indicadores fisiológicos específicos do exercício de alta intensidade em jogadores de balão de nível avançado. Objectivo: A investigação tem como objectivo avaliar o impacto da bebida no índice de fadiga, a capacidade anaeróbia e os níveis de lactato no sangue para além do esforço intenso. Metodologia: A mostra foi composta por dieciséis jogadores dos 19 aos 27 anos, divididos em dois grupos. O grupo experimental recebeu uma bebida de bicarbonato de sódio, enquanto o grupo de controlo recebeu um placebo. Todos os participantes foram testados em visualizações padrão e posteriores para medidas variáveis. Resultados: Os resultados demonstraram uma melhoria notável no índice de fadiga e na capacidade anaeróbia, juntamente com uma diminuição significativa dos níveis de lactato no Grupo experimental em comparação com o Grupo de controlo. Discussão: Estes hallazgos concordam com vários estudos anteriores que indicam o potencial papel dos agentes alcalinizantes externos para melhorar o rendimento em exercícios de alta intensidade através da melhoria do equilíbrio ácido-base. Conclusões: O estudo concluiu que uma bebida de bicarbonato de sódio reduz a fadiga anaeróbia e melhora a eficiência na utilização de energia em atletas. As investigações futuras deverão focar-se na determinação da dosagem e do momento ideal de consumo.

Flipped learning has emerged as a method that can facilitate practical learning supported by technology. This study analyzes the impact of the flipped approach on students’ learning of prevention guidelines and socio-health regulations related to the COVID-19 pandemic. A total of 585 Spanish secondary education students participated, and three validated instruments were used to obtain information about their self-regulation, social competence, and decision-making. The results showed that the average scores achieved by all groups, both in the pre-test and the post-test measures, were similar, except those achieved by the experimental post-test group, where the average scores were higher than the rest. The study concludes that both traditional and flipped learning pedagogical applications for training students in the measures to prevent COVID-19 generate knowledge and improved skills. Theoretical and practical implications are discussed, including the insight that active teaching methods promote greater improvement in student learning than traditional, expository methods.

Introduction: The effect of Post-Activation Performance Enhancement (PAPE) has been investigated using various strength exercises and training equipment. Objective: This study aimed to assess the effect of dynamic strength exercises on unstable platforms on jump ability and linear speed in jumping athletes and university sprinters. Methodology: A randomized controlled crossover design was implemented with fifteen athletes from the University of Antioquia. All participants had at least six weeks of training experience, though variability in training years was considered a potential factor influencing results. The study lasted three weeks, with two randomized interventions. Participants initially completed three familiarization of strength exercises on unstable platforms. Pre-tests measuring 20-meter sprint and countermovement jump were then conducted. Two groups were formed: Group A performed a standard warm-up, while Group B completed three sets of eight repetitions of strength exercises on Bosu with two minutes of recovery. Post-tests were administered at 0, 5, 9, and 12 minutes after intervention. Following a seven-day washout period, groups switched protocols, and tests were repeated. A blinded statistical analyst used repeated measures ANOVA and post-hoc Tukey tests for comparisons, with graphical analysis conducted in R Studio. Results: Both protocols significantly improved countermovement jump and sprint performance (p < 0.001). However, the experimental group exhibited immediate sprint potentiation, whereas the control group experienced it at minute 9 (p < 0.001). Conclusions: Strength warm-ups on unstable platforms produce similar Post-Activation Performance Enhancement effects to stable dynamic warm-ups on neuromuscular variables such as countermovement jump and sprint.

The question of how generative AI tools, such as large language models and chatbots, can be leveraged ethically and effectively in education is ongoing. Given the critical role that writing plays in learning and assessment within educational institutions, it is of growing importance for educators to make thoughtful and informed decisions as to how and in what capacity generative AI tools should be leveraged to assist in the development of students’ writing skills. This paper reports on two longitudinal studies. Study 1 examined learning outcomes of 48 university English as a new language (ENL) learners in a six-week long repeated measures quasi experimental design where the experimental group received writing feedback generated from ChatGPT (GPT-4) and the control group received feedback from their human tutor. Study 2 analyzed the perceptions of a different group of 43 ENLs who received feedback from both ChatGPT and their tutor. Results of study 1 showed no difference in learning outcomes between the two groups. Study 2 results revealed a near even split in preference for AI-generated or human-generated feedback, with clear advantages to both forms of feedback apparent from the data. The main implication of these studies is that the use of AI-generated feedback can likely be incorporated into ENL essay evaluation without affecting learning outcomes, although we recommend a blended approach that utilizes the strengths of both forms of feedback. The main contribution of this paper is in addressing generative AI as an automatic essay evaluator while incorporating learner perspectives.

This study examined the impact of specific anaerobic exercises on the development of kinetic performance speed (\"movement speed\") and the skill level of volleyball players in executing the backcourt smash (from position 6). The researchers employed an experimental methodology using a single experimental group with pre- and post-tests. The sample included 12 players from the Abu Risha Volleyball Club participating in the premier league. Over eight weeks, the players underwent three training sessions per week, with three training sessions per week. The practical part of the training sessions began with the main section, each lasting 15 minutes dedicated to anaerobic exercises. The post-test results were statistically analyzed and discussed scientifically, supported by relevant academic sources. The researchers concluded that the specific anaerobic exercises significantly enhanced both the straight and diagonal kinetic performance speeds and skill levels of the backcourt smash from position 6, particularly towards positions 1 and 5. The researchers recommend adopting these exercises when aiming to develop the kinetic performance speed or skill level of volleyball players, to achieve high-level performance in the game.

The study was conducted to compare the performance of students working in chemistry laboratory with those working in chemistry laboratory supplemented with simulations at secondary school level.  The focus of the study was to find out the effectiveness of laboratory work supplemented with simulation on the performance of students. The study was experimental in nature and posttest only control group design was used.  Qualitative data is collected by means of interview of chemistry teachers. Quantitative data was also collected and analyzed. The sample comprised of 118 (60 males and 58 female) students and (02) Chemistry teachers of class IX of Public schools of Peshawar. The control group worked in the Chemistry laboratory under normal condition whereas experimental group performed practicals with the help of simulated software. At the end of the treatment practical examination was conducted on the pattern of Peshawar Board of Intermediate and Secondary Education (PBISE). The scores of both control and experimental groups were compared in three main areas i.e. written, viva voce and notebook. For the sake of comparison of control group and experimental group independent sample t-test was used. The result of t-test indicates that there is a significant difference between the performance of control and experimental groups with large effect size. The qualitative data was collected by means of interview which indicated that both the interviewees were motivated and showed keen interest in the simulated software. Both the respondents confirmed that the use of simulated software results in better understanding of concepts in students but at the same time both interviewees reported that it seems difficult to apply the simulated software in our system of Education.  The performance of the students of experimental groups showed improvement, results in the rejection of hypotheses that there is no significant difference between the performance of students taught by conventional demonstration in laboratory and laboratory work facilitated with simulation. If proper physical facilities were available simulated software is the solutions of many problems faced by students and teachers in Chemistry laboratories.

Review strategies after learning new knowledge are essential for students to consolidate the key points, understand the subject content, analyze aspects of the learning topics, and summarize the knowledge content of learning while mastering new knowledge. However, educators have found that students generally have difficulties seeking help when they encounter learning problems. This could significantly affect their after-class review performances. To cope with this problem, an after-class review approach with an AI (Artificial Intelligence)-based chatbot is proposed in this study to provide students with immediate and quality feedback during the learning process. Moreover, a quasi-experiment was conducted to explore students’ learning motivation, attitude, and academic performance when using the AI-based chatbot. Participants were two classes of students from a university in Taiwan. One class with 18 students was the experimental group and the other with 20 students was the control group. The experimental group used the AI-based chatbot in the after-class review, while the control group used the conventional after-class review approach. Research results showed that the application of AI-based chatbots in the review process of public health courses could improve students’ academic performance, self-efficacy, learning attitude, and motivation. In other words, chatbots could help students become more active in the learning process. It is noted that after students asked questions, providing them with sufficient feedback during the review process could make them feel recognized and help to establish a relaxing and friendly interaction, thereby improving their academic performance.

Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs' underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.

This review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment of test and instructional objectives is a critical determinant of evaluation results. The review also describes findings from two groups of evaluations that did not meet all of the selection requirements for the meta-analysis: six evaluations with nonconventional control groups and four with flawed implementations of intelligent tutoring systems. Intelligent tutoring effects in these evaluations were small, suggesting that evaluation results are also affected by the nature of control treatments and the adequacy of program implementations.