Asian Journal of Education and Social Studies

Consumer confidence in financial goals is the degree of trust expressed by consumers through the activities of setting financial goals and subsequent realization. Utilizing data from the 2018 US National Financial Capability Study, in terms of the data characteristics of the dependent variable, this study utilizes the method of ordered logistic regression to explore the roles of education and financial knowledge in consumer confidence in financial goals. Moreover, this study also performs a robustness check, which suggests unchanged results. The results indicate that both education and financial knowledge positively contribute to consumer confidence in financial goals and consumers both with higher education levels and financial knowledge will be more confident in financial goals. Thus, policymakers are recommended to provide financial support for education and focus on mechanisms of improving financial knowledge through financial education programs and financial related courses.

Introduction: The lack of information can affect the level of knowledge, attitudes, and practices for dengue control. The purpose of this study was to measure knowledge, attitudes, and practices associated with the larvae density of Aedes sp.

Study Design: This study used a cross-sectional design by sampling as many as 250 households. Data measurements were carried out quantitatively using questionnaires and direct observation. Results: The variable knowledge, attitudes, practices, family income, and door-to-door health promotion associated with Aedes larvae density. People who eradicated mosquito breeding sites were mothers (74.4%), draining mosquito breeding sites routinely once a week (43%). The media favored direct counseling (53%), television as much as (34%). The preferred electronic media was interactive interviews (78.8%). The Aedes sp entomology survey results were house index (HI): 31.2%, container index (CI): 20.4%, and breteau index (BI): 103.6%.

Conclusion: The knowledge, attitude, practice, family income, and door-to-door health promotion variables were associated with the density of Aedes larvae. Education programs in the community could increase awareness of controlling dengue vectors.

Nowadays, the era that we live in can be described as the Information Age, sometimes even as the Knowledge Age. No matter what area of science and technology we look at, it is obvious that we are dealing with an ‘information overflow’ without precedent in the history of mankind. In this context, Educational Sciences are no exception, and recent advances in this field, considering Computer-Aided Training, would have been unthinkable, unmanageable, and unattainable without the support offered by modern information and communication technologies, in the sense of Learning Management Systems. In its turn, Computer-Aided Training via sustainability educational index is integrated into Knowledge Society, where it plays an important role, for educational data-dependent actors, in decision-making, problem-solving, analyzing trends, understanding their customers, and doing research, being closely linked with pedagogical requirements in decades. Through this paper we aim to show that, at the moment, it is appropriate not to rely only on classical training, or on the contrary to deviate too much from it, embracing only computer-assisted training. It is appropriate to be flexible and to choose to carry out the pedagogical act using both variants equally, by alternating them in a modular aspect.

This study used the descriptive developmental method utilizing the contextualized instructional materials. Respondents were composed of the school principals, master teachers and mathematics teachers who have been considered as experts in the scrutiny and critiquing of the instructional materials, grade 6 pupils who benefitted the developed instructional material were also included as respondents. The data were analyzed using frequency counts, percentage, mean, ranking a weighted mean. T-test was utilized to test the null hypothesis if there is a significant difference between the pre-test and posttest results of the pupils. The research instrument is a survey questionnaire. The assessment of the respondents were based on the different variables mentioned for the evaluation of an effective instructional materials. A five-point Likert’ Scale was used to indicate the assessment, these are: Very Acceptable (5), Acceptable (4), Moderately Acceptable (3), Less Acceptable (2), and Not acceptable (1). It can be depicted the variables included in the instructional material had an overall computed mean value of 4.20 and rated as very acceptable. This study found out that there is a significant difference of the pupils’ pretest and posttest after using the developed instructional materials. The result depicted that the computed t-value of 28.98 with the degrees of freedom of 49 is greater than the critical value of 1.645 at 0.05 level of significance which means there is a significant difference between the pre-test and post-test mean score of the pupils.

This paper analysed the effects of taxes and benefits on income inequality and poverty in Latin America. The study used an exploratory research design, with both linear and nonlinear regression models.  The paper found that both direct and indirect taxes have no direct influence on income inequality and poverty in a short-term.  Significantly, the social spending is found to reduce both poverty and inequality. The paper concluded that, taxes –benefits system in Latin America is   effective to eradicate income inequality and poverty, but it is ineffective to reduce the poverty rate and income inequality amongst the countries. The paper recommended that the countries in Latin America should set the policy priority on increasing the social spending in term of direct benefits, in-kind benefits and contributory pensions and subsidies as found to have a linear relationship with   the income inequality and poverty.

Technology has become an essential part of human life and it has significantly changed the behaviors of individuals. One of the popular applications of technology is the smartphone and it has an inseparable relationship with modern teenagers. With the improvement of technology, many teenagers use their mobile phones for playing games. Teenagers use these games for multiple purposes such as a hobby, for relaxation, to be adventurous, and for gambling. Most of the time it is started as a hobby but sometimes it becomes an addiction. The current study examined the impact of mobile phone game addiction on Sri Lankan teenagers. The main objectives were to identify how mobile phone game addiction affected their academic performance, aggression, self-identity, physical health, mental health, and family relationships. The study was conducted according to the qualitative research method. Six teenage participants were interviewed using semi-structured interviews and data were analyzed using thematic analysis. The results show that the influence of mobile phone game addiction differs according to the amount of time they play. From the participants’ point of view, mobile phone gaming is a major barrier for academics and physical health and it increased their aggression. Results show that it has no powerful effect on self-identity and mental well being. Its effect on family relationships is neutral. Most of the participants wanted to stop playing games but a few didn’t see anything wrong with playing mobile games. More research is needed to identify reasons as to why they are addicted to games and how to rescue them from mobile phone game addiction.

Computer and multimedia learning is still an active teaching method. Computer-assisted and computer-based training allows an education based on the intellectual profile of the student and beyond. It also puts the student in situations of interaction and rapid communication, made in a favorable environment that allows massive dissemination of the created content and time flexibility by combining synchronous and asynchronous means of communication. In the case of computer-assisted instruction, the interactivity is practically generalized, providing the learner with permanent feedback, as visible and immediate effects occur on the computer screen. Today, computer-assisted instruction involves efficient research of the student's work, supervised and guided by the teacher (even in the current conditions dictated by the pandemic), which helps him in performing technical operations, in identifying the links between information and documentation, leading him to a new form of knowledge (digital knowledge). Achieving the objectives of the educational process requires as necessary, in different stages of learning, the intuition of processes and phenomena of reality, either directly or through substitutes. At the same time, the formation of skills and abilities requires the presence of material supports for practicing actions. Through this paper, we aim to show that there is thus a diversity in education such as "pedagogical tools" called associated teaching aids in the field of computer-assisted training. They contribute to the efficient development of the didactic activity, being equally material resources of the educational process, selected from reality, modified, or made to reach the pedagogical objectives. The progress of technology has driven the diversification and improvement of these resources, so that, in the Information and Knowledge Society, it can be shown that computer-assisted training has become a variable of the modern educational process, which must take into account, more than ever, the profile of the individual and society.