The use of realia as an additional teaching material incorporated in the language classroom has long been documented. It is used in classroom instruction to enhance students’ real-life experiences. However, there often exists a gap between the content taught in the classroom and its association with the real-life given the dynamic and complexity of each discipline that could restrict demonstration of real-life examples in the class. Although realia are easily obtainable, not all classrooms are supposed to employ additional materials as such due to the stipulated syllabus or content appropriateness. Various types of educational and illustrative realia like virtual realia, magazines, pictures, and songs are employed in the classroom practices and they are proven effective and yielded encouraging implications. Given the importance and longstanding usage of realia in classroom practices, this review aimed to review the types, implications, and limitations of realia in the recent educational context, specifically in the language classroom. It was concluded that the extensive use of realia may enrich students’ learning experiences in various levels of language classroom as supported by the literature. The current review also provides practical implications to students, educators and stakeholders to gauge a more in-depth understanding about the use of realia in classroom practices.
The goal of the study is to see how parental participation affects the relationship between parenting styles and academic success in Malaysian primary school students. A quantitative technique was applied in this investigation. Private tuition centres in an urban area were used to recruit students. The information gathered for this investigation was numerically assessed and interpreted. Families are divided into four groups by the Parenting Style Index: authoritative, authoritarian, permissive, and indulgent. The relationship between parenting styles and academic success was studied using Pearson's correlation coefficient matrix. It was discovered that it completely mediates the relationship between authoritative and authoritarian parenting styles and student academic attainment. The study's findings show that understanding and receiving knowledge about how parenting styles and parental involvement affect children's academic achievement is crucial for parents.
The purpose of this study was to determine the relationship between self-esteem, loneliness, suicidality with social media addiction. University students (N = 198) were sampled by utilizing an online survey, using convenience sampling method. Five instruments were used, including the Social Media Addiction Scale (SMAS), Rosenberg Self-esteem Scale (RSE), University of California Los Angeles (UCLA) Loneliness Scale-3, and Yatt Suicide Attitude Scale (YSAS). In the multiple linear regression analysis, the regression model accounted for a significant 12.3% of the variance in social media addiction. Only self-esteem was a significant predictor of social media addiction. Lastly, loneliness and suicidality were not significantly associated with social media addiction. Treatment of social media addiction should take into consideration the evaluation and intervention of self-esteem issues among university students.
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