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Using Genre Analysis to Detect AI-Generated Academic Texts

Mimoun Melliti — 2024-11-14

This study investigates the distinguishing characteristics between human-written and AI-generated abstracts through genre analysis techniques. The research examined mini-memoir abstracts authored by MA2 students at Faculty of Arts and Humanities, University of Kairouan, Tunisia and compared them to AI-generated abstracts created specifically for this study using ChatGPT. The analysis focused on text function recurrence, specifically the frequency and quality of elements such as purpose statements, methodology, results, and contextualization. Findings revealed that human-written abstracts exhibit a more comprehensive and detailed presentation, emphasizing contextualization and thorough results, while AI-generated abstracts tend to prioritize clear and explicit purpose statements with less depth in results and contextual information. The study highlights the need for targeted teacher training and rigorous assessment criteria to uphold academic integrity and address the challenges posed by AI in scholarly writing.

Leadership Styles of Headteachers, Teacher Commitment and Academic Performance within Ejisu Municipality

Samuel Aboagye — 2024-11-14

This was a survey study aimed at finding out the relationship between leadership styles, teacher commitment, and academic performance within the Ejisu Municipality. The researchers selected 50 headteachers purposively and 210 teachers, using the sample size calculator by Raosoft. A set of closed-ended questionnaires was used, and this comprised 67 items for the respondents. The data was analyzed, using descriptive statistics, t-tests, and correlation analysis. The study discovered, among other things, that leadership styles such as democratic, transactional, autocratic, situational, and laissez-faire significantly influenced teacher commitment in the schools selected for the study. However, laissez-faire leadership style had a negative influence on teacher commitment. It was also revealed that democratic and transactional leadership styles had a positive effect on academic performance and it was statistically significant. The study, therefore, recommended that the Municipal Education Directorate should organise seminars on leadership styles, teacher commitment, and academic performance for headteachers, their assistants, and all heads of department so they to know not only the influence these leadership styles have on teacher commitment, and academic performance but also the positive relationships between these concepts in the management of any school system in terms of positive academic performance.

Models of Scientific Popularization and Universal Access to Knowledge: a Systematic Review

Marco Antonio Esquivel-Hernández — 2024-11-14

The National Council of Humanities, Sciences and Technologies (CONAHCYT) of Mexico has recently requested members of the National System of Researchers (SNII), which is also regulated by this council, to carry out activities of Universal Access to Knowledge (AUC) to have the right to enter, maintain or be promoted in this national system. However, there is no precise definition of what AUC is. This lack of definition has caused uncertainty among the members of the SNII, who continue to disseminate science, without knowing whether this is the same as AUC. A systematic review of the specialized literature on science popularization models was carried out to know the most relevant current models. Research articles were reviewed in four scientific databases. The findings suggest that a model of science popularization that contributes to the definition of the term Universal Access to Knowledge can be proposed.

Innovative Didactics to Enhance Learning in the Industrial Engineering Program

César Augusto Palma Alvarado — 2024-11-14

The importance of innovation is of interest not only to the business world but also to universities, which are responsible for providing training aligned with an innovative professional profile. It is from this perspective that this research investigates teaching practices that may or may not contribute to the development of innovative students. The research is qualitative with an intensive sample, which includes six industrial engineering teachers. The technique used for data collection is classroom observation. A template was designed to record teaching performance from a didactic approach suitable for engineering. It was found that teachers present opportunities for improvement in applying elements that contribute to the development of innovation competencies in students. This scientific article is derived from doctoral thesis research on the state of innovation competency formation in the industrial engineering program at Universidad Don Bosco.

Distance Education and Innovation at UDB

Eduardo Menjívar Valencia — 2024-11-14

According to UNESCO (2020), more than 190 countries closed their educational institutions as a result of the pandemic caused by COVID 19. The vast majority of these countries opted for the continuity of the teaching-learning process through distance education, virtual education, remote education, online education, connected education, among other options that emerged at that time. However, the vast majority of teaching centers worldwide did not have the tools and adequate digital infrastructure to face scenarios that depended exclusively on technological resources. Without a doubt, this situation further exacerbated the digital gaps that already existed in different countries before the health crisis that the world experienced.