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In the competitive world of education, it’s essential to provide your child with the best possible support to help them succeed in their studies. If your child is struggling with their GCSE science subjects, it’s crucial to recognize the signs that they may need extra assistance. Here are 7 signs to look out for: 🔹 Consistently low grades 🔹 Frequent confusion with concepts 🔹 High anxiety about science exams 🔹 Low confidence in class participation 🔹 Struggles with homework 🔹 Falling behind in lessons 🔹 Lack of motivation By being proactive and attentive to your child’s academic performance and emotional well-being, you can provide them with the support and resources they need to thrive in their science subjects. Stay tuned for more related content! 📱 WhatsApp: https://wa.me/447860922753 🌐 www.go.maleducation.co.uk 📅 https://lnkd.in/eaSfEs9A #maleducation #gcsescience #gcsechemistry #gcsebiology #studytips #tutoringforsuccess #confidenceinscience #biology #gcseresultsday #studymotivation #chemistry #gcse

During my final year at the University of Cape Coast, Ghana, I consistently demonstrated strong academic performance. However, the university's eighty percent A grade nearly undermined my success and caused significant brokenness. At the end of level 300, my cumulative grade point average (GPA) was 2.98 thereabout. This placed me in the lower end of the second-class category. The reason for this was that I had had an E grade in the subsidiary mathematics, Maths 103 in level 100 and an E in farm power and machinery in level 200. The subject was taught as if one was in an English language lecture. It was a large sized course taken by students from other schools and departments. The course included students from the fields of physics, chemistry, economics, and other related subjects. The lecturer, whose name I recall as Henrietta, assumed that each of us had a background in mathematics. Some of us studied agricultural science at deprived schools. The combinations of the general agricultural science program was weird. The combinations were general agricultural science, chemistry, and crop husbandry and horticulture. These combinations did not include elective physics and elective mathematics. Though I had aggregate 14 in SSSCE from Prestea Secondary Technical School, I was unable to gain admission to university, regardless of the specific science program or subject I wanted to pursue. This presented a challenge for those with similar combinations to fully grasp the subsidiary mathematics 103 course. As a result, I stayed at home for three years, although I had completed secondary school in 2004. I entered the university in 2007. In 2006, I registered and took the physics exam privately. I enrolled in 2007 with the grade I received. Returning to the narrative, my cumulative grade point average (CGPA) was classified as lower second class before reaching level 400. I was like, no way! In level 400, I learnt so hard during the last two semesters. I scored almost all As at level 400, and scored a CGPA of 3.78 thereabout. I successfully ended up with a second-class upper division.

Practical chemistry activities are an essential part of an engaging, inspiring and relevant chemistry education. However, in our Science Teacher Survey 2023, teachers told us that they faced many barriers to running practical chemistry activities. Some of these were: ⏳ Insufficient time for practical work to be taught alongside theory (60%) 💸 Cost of consumables and chemicals (37%) and a lack of equipment (35%) 👩🔬 Understaffing of science technicians (27%)   We are committed to finding solutions to science teachers' biggest concerns and challenges and have developed recommendations to ensure practical activities remain a core part of the chemistry discipline through our policy work. Watch this space to find out what these are later this month.    Also, share your opinions with us on this topic by joining our upcoming discussion with current teachers & technicians, as we address the biggest barriers science teachers are facing later this month. https://lnkd.in/e_nxPyVA

The Faculty of Science and Technology (FOST) at University Of Central Punjab (UCP) has successfully conducted viva voce examinations for over 100 MS/M.Phil. students for spring session only from the Department of Basic & Applied Chemistry, Department of Biotechnology, Department of Food Science & Technology, Department of Mathematics, Department of Microbiology, and Department of Physics. Students first presented their thesis #synopsis in an open defense before beginning their research projects. This was followed by #Seminar 1 in Semester 3, #Seminar 2 in Semester 4, and finally, the #viva voce examination examined by internal, external and supervisor. This structured process strengthens #research, #critical thinking, and #presentation skills, enabling students to confidently articulate complex ideas and thrive in both #academic and #professional development. By engaging in this rigorous process, students are better prepared for higher education and enhanced #employability through strong #communication, public speaking, and #collaboration skills. FOST is dedicated to fostering innovation and academic excellence, preparing graduates for success in their future endeavors. #FOST #UCP #VivaVoce #MSMPhil #ResearchSkills #HigherEducation #Employability #AcademicExcellence

In this video, you will gain insights from Zaheda Satarakar ma'am, a dedicated educator at Imperials Sy P U College, as she discusses how CollegeDoors' TIPS platform and analysis reports have transformed her teaching journey. She highlights the remarkable quality and abundance of question content, the user-friendly process of generating question papers, the flexibility to choose questions from both the NCERT syllabus and non-NCERT syllabus, the convenience of scheduling tests for the required duration, and the valuable applications of the analysis report. https://lnkd.in/gPpDuqFk

96 days till the AP Bio exam—Are you an AP Biology teacher? 💪 Study smarter in the BioBuddy Portal. Designed to fit all learning styles, BioBuddy is perfect if you need more engaging material or want to study more efficiently. It's not just about grades—it's about truly understanding complex biology concepts faster. 👉 See the free learning portal: https://lnkd.in/grU3EQUH

Can teach any Science Subject

I'm sat outside an exam centre today waiting for my son to do his first Biology GCSE exam. All those years studying biology and it is distilled into 2 x 1hr 45 minute exams and a 45 minute practical! No coursework, no depth, just hoping that the topics he knows best come up. I can't overstate how much I loath exams. They don't reflect any element of work or life and reward those who have good working memories. If you have a neuro spicy child then they are often disadvantaged, straight out of the gate. Of all our myriad of courses at BLC Spain - Business and Language College Spain there is only a couple of exams. We have them because external accrediting bodies insist on them and they are only a tiny piece of a much bigger course. In our degrees and masters there are no exams because we want to see how our students can apply, consider context, adapt, reason, research and evaluate. They will have options on how to present so that they can shine and demonstrate what they know. For some that is a presentation, others a video and for others a report or essay. But for for now, and 13 more exams, I'll sit outside in a car park, worry and write some LinkedIn posts! What are your thoughts on exams v coursework?

[Online Political Science Courses Available in Nigeria] In Nigeria, political science education plays a pivotal role in shaping the nation's governance and societal dynamics. . . . https://lnkd.in/dXDJRddi

Background and Objective: Emotions have important role in academic activities and motivation to deal with challenges. This study aims to assess the relationship between academic emotions, academic motivation, and academic performance among undergraduate students in operating room technology during the COVID-19 pandemic. Materials & Methods: This descriptive-correlational study was conducted on 93 undergraduate students in operating room technology from Iran University of Medical Sciences during 2021-2022. Data were collected using Pekrun’s Academic Emotions Questionnaire, Vallerand’s Academic Motivation Scale, and students’ grade point averages. Descriptive statistics and statistical tests, including Spearman correlation test, Mann-Whitney U test, and Kruskal-Wallis test, were used to examine the relationships between variables. The significance level was set at 0.05. Results: The positive emotions (class-related enjoyment, hope, pride) and negative emotions (anger, anxiety, hopelessness, shame, boredom) had a significant relationship with students’ academic motivation (R=0.096, P<0.05). However, there was no significant correlation between these emotions and students’ academic performance (R=-0.174, P>0.05). Conclusion: Due to the change in the educational system during the pandemic, students' academic emotions, motivation and academic performance were affected and it is suggested that educational programs to increase motivation and positive academic emotions be included in their academic curriculum, which will greatly increase their academic performance.   #Emotions, #Motivation, #AcademicPerformance, #COVID19, #Students