This article presents the effectiveness of conservation education program on Azerbaijani students’ knowledge and skills on monitoring of rare vegetation and its threats within the “buffer zones” (areas between Industry Zone and non-industrial protected area in Gobustan National Park) and responsible environmental behaviour. There was a significant statistical difference between the overall pre and post test impacts on the level of environmental knowledge, behaviour, attitudes, and skills of the students from “experimental” and “control“ groups. In the post test result, the “experimental group” students scored significantly higher knowledge, attitudes, skills and behaviour than the students who were exposed to the traditional teaching methods with existing curriculum.

The study aimed to find out whether the use of collaborative learning would improve students’ performance in mechanics. The study made use of quasi-experimental design which is a non- equivalent control group pretest-posttest design. One hundred twenty participants were used as the subjects of the study. Mean and t-test were used as tools in the analysis of data. The result of the study showed that there was a significant difference in the pretest and posttest mean scores of experimental and control group in the topics work and energy. The experimental group registered a greater mean score than the control group. The experimental group achieved a better mean gain score than the control group. This revealed that the use of collaborative learning in the experimental group significantly improved the performance of the students. It can be concluded that the performance of students in the experimental group was greatly enhanced after the collaborative learning was employed in teaching the lesson. Therefore, collaborative learning was better and effective than traditional method in teaching topics in physics. Furthermore, it is recommended to adopt collaborative learning in teaching physics and other subjects.

This study investigates Mathematics Anxiety amongst adult learners by examining Teacher Influences and Learner Motivational Beliefs’ as predictive agents. It further investigates Mindfulness Training as a reduction mechanism for Mathematics Anxiety amongst teachers and adult learners. To address the hypotheses, various databases were searched for research materials using the University of Bolton electronic library, Discover@Bolton, PsychINFO, ProQuest Central, and Google Scholar. In-depth literature analyses revealed that Teacher Influences predict Mathematics Anxiety amongst learners, secondly, that Learner Motivational Beliefs predict Mathematics Anxiety. In addition, that Mindfulness Training reduces teachers’ anxiety, burnout, and stress, and enhances Learner Motivational Beliefs. Future recommendations were made considering limitations.