4th Semester Students Research Articles

English Learners Perception on Lecturers’ Corrective Feedback

The importance of written corrective feedback (CF) has been an issue of substantial debate in the literature and this controversial issue has led to a development in latest studies to draw on foreign language acquisition (FLA) research as a way to further comprehend the complexities of this issue particularly how students and teachers perceive the effectiveness of written corrective feedback. This research has largely focused on students’ perception on Lecturers’ corrective feedback, perceives the usefulness of different types of corrective feedback and the reasons they have for their preferences. Qualitative data was collected from 40 EFL students in 6th semester, by means of written questionnaires, interview and observation. Four feedback strategies were employed in this research and ranked each statement by using five-point Likert scale. Findings showed that almost all students 81.43 % want correction or feedback from lecturers for the mistakes on their writing. For the type of written corrective feedback, students prefer lecturers mark their mistakes and give comment on their work with the percentage as follows: 93% students found that giving clues or comment about how to fix errors can improve their writing ability, 76.69% of the students found that error identification is the most useful type of feedback, and 57.50% of students have a positive opinion for the provision of correction which is accompanied by comment. Those percentages of students perspective is supported by students’ explanation in an open ended question of questionnaire. Pedagogical implications of the study are also discussed.

THE IMPLEMENTATION OF ACTIVE LEARNING MODELS TO INCREASE PRE-SERVICE TEACHERS’ HIGH ORDER THINKING SKILLS

Teaching Practice is a compulsory subject that must be followed by the 6th semester students of Faculty of Teachers’ Training and Educational Sciences in Universitas Islam Nusantara, Bandung, Indonesia. The subject has 4 credits that consist of series activities in form of theory and teaching simulation. The objective of the subject is to establish pre-service teacher knowledge and skills by brushing up pre-service teacher knowledge and apply the theory into real class situation. However, based on observations and informal interviews, many students are not yet ready to do teaching practice and their High Order Thinking Skills (HOTS) are still low. The purpose of this study is to implement active learning models in preparing pre service’s teacher and increasing their HOTS. Moreover, the study also investigates the effectiveness of some active learning models. This study implemented Research and Development design. The first phase design is a preliminary study carried out by applying qualitative descriptive approach. The second phase is the development of model design and teaching materials, followed by limited scope trial by applying experimental method (Single One Shot Case Study). The limited trial shows that pre-service teacher’s HOTS mostly increase in “analysis” indicator. The limited trial also show that the average score of guided discovery learning model using role playing and making a direction are higher than four other learning models. Based on the finding it could be concluded that four guided discovery learning models implemented in this study improved pre-service teachers’ HOTS. However, the content of material and the design of learning activities still make the students confuse, as it needs some improvement.&nbsp

Enhancing Performance in Co-Curricular Activities Through Structured Approach in Minor Projects

This paper discusses the process of enhancing the student's performance through minor project. Minor projects are typically carried out in third year of four year engineering graduation. In this paper the rubrics based evaluation is defined to enhance the minor project experiences. Minor projects are one of the platform to showcase integrated learning experience. The defined rubrics are based on engineering design process. The experiment is done on 2012-2016 batch of 6th semester students. Performances of the students are show-cased through co-curricular activities and by participating in various competitions held across the country. With this practice achievement in co-curricular activity participation is increased from15% to 65%for previous year batch.

Students’ characteristics related to their performances in problem-based learning

Problem Based Learning (PBL) has been implemented as a major learning approach at the Faculty of Medicine, Universitas Indonesia (FMUI) since 2005. The learning environment and curriculum play an important role in students’ performance. The characteristics of students may influence the PBL tutorial process and students’ learning outcomes. This study aimed to examine the relationship between students’ characteristics and their performances. By knowing students’ characteristics, we can predict their future success, prevent their study delays and decrease student drop out numbers. The study population included all 2nd, 4th and 6th semester students (total = 539). Students’ performance in the PBL discussion process was assessed using a standard evaluation form. Data was collected using questionnaires of students’ characteristics and documents of students’ achievements. Data was analyzed statistically using SPSS version 11.5. The overall response rate was 69%, with response rates of 71.5%, 63.5% and 72.1% from 2nd, 4th and 6th semester students respectively. Students’ method of admission and level of education correlated with the performance (p<0.05). Discussion scores showed a moderate correlation with module scores (r= 0.398, p <0.001) and low correlation with GPA (r = 0.283, p <0.001). However, the module scores showed a strong correlation with GPA (r=0.725, p<0.001). Students’ admission and level of education affects students’ academic outcomes. Discussion’ and module scores can be utilized as a predictor of students’ GPA.

Assessment of Mathematical Competencies and Epistemic Cognition of Preservice Teachers

Assessment in higher education requires multifaceted instruments to capture competence structures and development. The construction of a competence model of preservice mathematics teachers’ mathematical abilities and epistemic beliefs allows for comparing different groups at different stages of their studies. We investigated 1st and 4th semester students with respect to their epistemic beliefs on the certainty of mathematical knowledge (assessed by both denotative and connotative judgments) and their mathematical abilities (defined as critical thinking with respect to mathematical problem situations). We show that students’ beliefs change during the first four semesters, and that the level of critical thinking does not depend on belief orientation but goes along with the level of sophistication of the epistemic judgments uttered by the students.

Assessing Medical Students Depressive Symptoms by Use of University Student Depression Inventory (USDI) in Sabzevar, Iran.

Background: Many studies suggest depression rate in medical students is higher in comparison to others. Such disorder can cause motivation loss and hopelessness. Therefore, the aim of this study was to evaluate the depression symptoms and their contributors amongst medical students who were studying the Early Clinical Exposure (ECE) in Sabzevar, Iran. Methods: This cross-sectional study evaluated the students of Sabzevar University of Medical Science by applying University Student Depression Inventory (USDI) questionnaire, which was comprised of categories including lethargy, cognitive/environmental and academic motivation groups. Results: Out of 75 students, 31 voluntarily completed the questionnaire. The mean total USDI score of participants was 60.71 ± 22.55. Although female students got higher USDI scores, data analysis did not show any significant association between USDI results and gender (p>0.05). Lethargy and academic motivation were significantly higher in 4th-semester students (p=0.04 and p=0.001 respectively) and Cognitive/emotional results were significantly higher in 7th semester (p=0.001). Conclusion: Based on the results, 4th-semester students were experiencing more lethargy and showed less motivation for their courses. Reprogramming the ECE courses and providing medical students with more clinical exposure may reduce their depressive symptoms. In addition, 7th-semester students seem to experience more emotional problems which could be due to their upcoming clinical courses in few weeks.

Socio-Economic Status and Undergraduate Success: A Case Study in Architectural Education

As architecture is related to a lot of disciplines, architects are expected to be versatile persons. At this point socio-economic status appears as an important factor. Thus, this study aims to investigate the influence of socio-economic status of the students of Architecture during their educational process. In this study, deep interviews were made with the students of 6th semester and their grade point averages (dependent variable) were compared with their socio-economic qualities (independent variable) with the chi-square test and correlational analysis. As a conclusion, it is determined that five independent variables effect the students’ educational process. These are the gender, the district where the students’ family live, the educational level of the students’ mothers, the average monthly incomes of the students’ families and the people who the students live with

Study of Knowledge and Practices of Self-Medication among Medical Students at Jammu

BACKGROUND: Self-medication is the treatment of common health problems with medicines that are taken an patient's own initiative or on advice of a pharmacist, without professional supervision. It is now becoming a common practice in many countries mainly due to lack of access to health care, easy availability of OTC drugs in market and poor drug regulatory practices.&#x0D; OBJECTIVE: To assess the knowledge and practices of self-medication among medical students.&#x0D; METHODS: A cross-sectional study was carried out among the students of GMC Jammu in August 2011, after faking approval from IEC. A 16-item, open-ended, pretested questionnaire was administered to students. Data was then analysed using SPSS version 12 and results expressed as counts and percentages.&#x0D; RESULTS: A total of 282 students participated in the study, among which 96 were from 1st semester, 88 from 3rd and 98 from 6th semester. Knowledge of self-medication was adequate in 68% of 1st semester, 81 % of 3rd and 87% of 6th semester students.85% of respondents from 1st semester, 79% from 3rd and 78% from 6th practised self-medication.&#x0D; CONCLUSION: Since seniors hod better knowledge of drugs , self medication was practised less as compared tb juniors. There is a need to review educational programs especially clinical pharmacology, focusing on rational use of drugs. JMS 2012;15(2):141-44

THE INTERNET?óÔé¼ÔäóS POTENTIAL IN MOTIVATING STUDENTS TO LEARN ENGLISH USING THE INTERNET RESOURCES THROUGH THE INTERNET-BASED LEARNING

This action research was mainly aimed at increasing students?óÔé¼Ôäó motivation to use theinternet resources in their English learning. The result of the research is intended to provideinformation concerning the issue. In this research, I applied the model of Internet-basedlearning in four classes of Economic Faculty at Muhammadiyah University of Surakarta. Thepopulation of this research consisted of 120 students in 4th semester that enroll the EnglishProgram in UMS Language Center. The sample was taken randomly using purposive randomsampling. Forty students were taken as the sample, especially those who had complete marksfor the whole cycle. The data of this research are in form of; (1) students?óÔé¼Ôäó self-completedquestionnaire, (2) observation and field note, and (3) students?óÔé¼Ôäó tasks. The data wereinterpreted descriptively. All the activities of this research were arranged purposively tomotivate/encourage students to be more active using the internet to enhance their Englishlearning. It was not the within the scope of this research to compare the use of technologywith the more traditional tool (i.e., textbook).Key words: students?óÔé¼Ôäó motivation, internet potential, internet-based learning

Student’s Accreditation of integrated Medical Education in Nepal

Objective: Course curriculum of medical sciences is made by learned professors of Universities, politicians and the government officers in education ministry without consulting the students for whom it is made. Student’s Accreditation of curriculum may be useful in further modification of teaching &amp; learning methods. In Nepal, Medical education is an experimental integrated teaching of four and half years for MBBS degree is going on for more than two decades, until now no Accreditation has been done as to what type of Doctors we are producing. The aim of the study was to find out whether integrated teaching or classical medical studies produce better doctors. Material &amp; Methods: The study was conducted from November 2009 to February 2010 at Manipal college of Medical Sciences, Pokhara, Nepal. The present study was done to asses the teaching/learning and evaluation procedures adopted by getting Accreditation from students of 2nd, 3rd and 4th semester A structured questionnaire was prepared and a pilot study consisting of 10 students from each batch (randomly selected) was done. Results were analyzed and discussed by the authors before undertaking the main study. Later in the main study accreditation of 186 medical students was collected by same multigraded questionnaire and analyzed for the benefit of further modification of medical education by universities and medical colleges in Nepal in particular and general elsewhere. Results: All the results of the study were discussed in detailed one by one in discussion .Out of them for example one of the result of the study was that subjects like Pathology, Microbiology &amp; Pharmacology should be reduced or not at all taught in first 2 semesters and should be continued till 7th semester like community medicine when the students attend clinical subjects for better understanding of medicine and producing better doctors. Conclusion: Overall the results were alarming &amp; may be taken up seriously by the policy makers. They can bring about amendments in course curriculum of universities in future. Key Words: Medical Education; Multigraded Questionnaire; Bachelor of Medicine &amp; Bachelor of Surgery DOI: 10.3126/ajms.v2i1.3592 Asian Journal of Medical Sciences 2 (2011) 49-52

ENSINO E APRENDIZAGEM DO EXAME FÍSICO: ANÁLISE DO PROCESSO PELO EXAME DAS PUPILAS

The goal of this study was to analyse the teaching-learning process of the pupil examination, in two aspects: the pupil diameter (DP), obtained by measurement and photomotor reflex (RFM), by subjective judgement. The sample was composed by 46 students of 4th semester in Nursing Undergraduate Course of University of São Paulo. The study was developed in two phases: the first was at nursing laboratory and the second, at clinical practice. The findings seemed to indicate that the learning was done because there was high level of agreement among students in their observation, development of an ability and a specific knowledge. The major difficulties was at clinical practice.

Measuring Empirical Properties of Psychomotor Skills in Different Psychological Environments

The role of decision-making and keystroking in the psychomotor activity of office typing tasks was assessed for 2nd-semester, 4th-semester, and terminal college students under three different work conditions: (1) prearranged, (2) unarranged without erasing errors, and (3) unarranged with erasing errors. All differences for main effects for speed and errors were significant ( p &lt; .01). When office tasks were done under wholly realistic conditions, planning and decision-making were one-half, keystroking was three-eighths, and erasing comprised one-eighth of the task. Mean completion time for one letter, one table, and one rough draft for 60 students was: prearranged without erasing, 8.94 min.; unarranged without erasing, 20.89 min.; and unarranged with erasing, 23.93 min. At low levels of skill, time consumed for keystroking was nearly as salient in contributing toward completion of product as time consumed for decision-making. As psychomotor skill increased, the perceptual skill of decision-making played an increasingly dominant role. The amount of time needed for decision-making took on increasing salience in producing office communications as difficulty of the task and amount of training were increased.