Ability Of Students Research Articles

Effect of stress on study skills self-efficacy in Nursing students: the chain mediating role of general self-efficacy and self-directed learning.

The purpose of the study is to explore the current level of nursing students' study skills self-efficacy, and whether general self-efficacy and self-directed learning ability mediate the relationship between perceived stress (including positive stress and negative stress) and study skills self-efficacy. The survey was conducted among 1,289 nursing students including 795 students from Jinzhou Medical University and 494 students from Dalian University. Participants completed a self-designed questionnaire, which included the Study Skills Self-Efficacy Scale, Perceived Stress Scale, General Self-Efficacy Scale, Self-Directed Learning Instrument, gender, age, academic year, and other demographic characteristics. Descriptive analysis, independent-samples t-test, one-way analysis of variance, Pearson correlation analyses, and the bootstrap method were used for data analysis. Positive stress significantly positively predicted students' study skills self-efficacy, with an effect size of 0.686. Moreover, general self-efficacy and self-directed learning mediate the relationship between positive stress and study skills self-efficacy in nursing students, with effect sizes of 0.235 and 0.245, respectively. The direct effect of negative pressure on students' study skills self-efficacy is not statistically significant, but it has a significant negative predictive effect on study skills self-efficacy under the mediation of general self-efficacy and self-directed learning, with effect sizes of -0.337 and -0.238, respectively. This study explains how stress affects students' study skills self-efficacy, and the results have certain enlightenment significance for improving the stress management ability and study skills self-efficacy of college students in the future.

Upaya Meningkatkan Kemampuan Membaca Dengan Media Big Book pada Pembelajaran Bahasa Indonesia di Kelas 1 SDIT Ar-Ridha Desa Pantai Cermin

This research aims to improve the reading ability of grade I elementary school students through the use of Big Book media. The approach used in this research is Classroom Action Research (PTK) with a cycle model consisting of four stages: planning, implementation, observation and reflection. The subjects of this research were first grade elementary school students who had difficulty recognizing letters, reading words and simple sentences. Big Book media was chosen because of its large size and attractive illustrations, which are expected to motivate students in the process of learning to read. The research results show that the use of the Big Book significantly increases students' reading interest and ability. This can be seen from the increase in students' reading test scores in each cycle. The use of the Big Book also encourages active involvement of students and makes it easier for them to understand reading. Based on these results, Big Book media is effectively used as a means of learning to read for grade I elementary school students.

Establishment of Physical Strength Evaluation Findings on Slim School Age Children: Analysis of Fifth Grade Primary School Students

Hypotheses on physical strength and athletic ability in people with slim body types have yet to be clearly proven. Certainly, several studies have been reported, but none have gone beyond the realm of speculation. This is due to the fact that an amount of data needed to statistically ensure conclusions on the slim body type have not been established. In this study we carefully the examined physique, physical strength and athletic ability over time obtained in a large-scale study conducted over seven years (2013 to 2019) in the Kansai region of Japan, and obtained measurement results for fifth grade elementary school students and second year junior high school students. Specifically, we applied the wavelet interpolation model to the trends over time in mean values and standard deviations for height, physical strength, and athletic ability (grip strength, repeated side jumps, sit and reach, sit-ups, 50 m run, standing long jump, 20 m shuttle run, and softball throw) in fifth grade boys and girls. We then constructed span evaluation charts. The height, physical strength, and athletic ability of fifth grade boys and girls judged from an aging span evaluation chart for BMI devised by Fujii [1] was then applied to this evaluation chart. The result was that the evaluation of physical strength and athletic ability in slim fifth grade elementary school students derived in this study clearly indicated that these students somewhat below average in grip strength and softball throw, which has not been reported from previous estimates. We submit that a physical strength and athletic ability evaluation in fifth grade boys and girls in elementary school with a slim body type has been established in this study

Research on Big Data Platform Deployment and Maintenance Course Practical Teaching based on "Job-Curriculum-Competition-Certification + Ideological and Political Integration"

With the rapid development of the big data industry, the demand for big data technical talents has increased sharply. The big data technology major in higher vocational colleges aims to cultivate high-quality skilled talents with capabilities in data collection, processing, operation and maintenance, and technical services. The major integrates the core skills of big data implementation and operation and maintenance positions into professional courses and conducts teaching practice based on the "Job-Curriculum-Competition- Certification + Ideological and Political Integration" model. By constructing an education system that integrates knowledge imparting, ability cultivation, and value shaping, ideological and political education is integrated into course teaching, achieving an organic combination of professional teaching and ideological and political education content. At the same time, a blended teaching mode is adopted, focusing on the comprehensive cultivation of students' knowledge, abilities, and qualities, using competitions to promote learning and training, and improving the quality of talent cultivation.

Enhancing performance factor analysis through skill profile and item similarity integration via an attention mechanism of artificial intelligence

IntroductionFrequent formative assessment is essential for accurately evaluating student learning, enhancing engagement, and providing personalized feedback. In STEM education, understanding the relationship between skills that students have internalized (mastered) and those they are developing (emergent) is crucial. Traditional models, including item response and cognitive diagnosis models, primarily focus on emergent skills, often overlooking internalized skills. Moreover, new tools like large language models lack a complete approach for tracking knowledge and capturing complex skill relationships.MethodsThis study incorporates artificial intelligence, specifically attention mechanisms, into educational assessment to evaluate both emergent and internalized skills. We propose a modified version of Performance Factor Analysis (PFA), which assesses student abilities by analyzing past responses and comparing them with peer performance on the same items, using parameters from a sigmoid function. This model leverages attention mechanisms to capture item order-based similarity and decay principles, providing a nuanced view of student skill profiles.ResultsThe Modified Performance Factor Analysis model significantly improved discriminative power, accuracy, precision, recall, and F1 scores across various skill areas compared to traditional PFA models.DiscussionThese results indicate that the Modified Performance Factor Analysis model allows for a more accurate and comprehensive evaluation of student performance, effectively identifying both emergent and internalized skills. By integrating AI into assessment, educators gain deeper insights, enabling them to refine teaching strategies and better support students' mastery of both types of skills.

Unveiling Critical Thinking Pedagogy: Classroom-Based Assessment Strategies in Higher Education

Promoting critical thinking (CT) skills has largely attracted the concern of numerous relevant stakeholders, including teachers, students, and policymakers, with the assumption that CT is a vitally learned skill needed by graduates. This study explores the extent of classroom-based assessment strategies used to promote the CT ability of undergraduate students in Vietnam. Qualitative research approaches were employed through in-depth interviews, classroom observations, and assignment analysis with a curriculum review of the Global Citizens Program at Swinburne Vietnam Alliance Program with FPT Education. The findings show that teachers have widely applied a couple of assessment techniques to increase the CT capability of students, including peer review, reflective writing, case study analysis and evaluation, teamwork projects, research-type assessments, and problem-solving. Furthermore, lecturers who are more aware of the importance of CT and those who are more flexible and skilled in testing self-developing techniques have more strategies for incorporating CT into their assessments. The study reveals that if CT is explicitly stated in the program learning outcomes and incorporated into the course outlines, it is more likely to be implemented.

Enhancing Analytical and Critical Thinking Skills through Reflective and Collaborative Learning: A Quasi-Experimental Study

In the context of contemporary higher education, cultivating students' analytical and critical thinking capabilities is essential for their achievement in both academic and professional arenas. Conventional pedagogical approaches frequently fail to adequately support the advancement of these sophisticated cognitive competencies. Recent studies suggest that reflective and collaborative learning methodologies can significantly strengthen these skills. Nevertheless, there remains a paucity of research concerning the overall effects of these educational strategies on university students. This initial investigation seeks to fill this void by assessing a blended instructional model that combines reflective and collaborative learning techniques to enhance the analytical and critical thinking abilities of students at Yunnan University of Traditional Chinese Medicine. The results indicate that this holistic approach not only improves cognitive skills but also fosters a more engaging and effective educational atmosphere. This research provides empirical validation for the incorporation of reflective and collaborative learning, offering valuable insights for curriculum design and instructional practices within higher education.

AN ANALYSIS OF TEACHING AND LEARNING ENGLISH SECOND LANGUAGE (CASE STUDY ON NONFORMAL EDUCATION INSTITUTION)

This research aims to analyze the English language learning process at nonformal education namely Kumon Citraland Puri Serang. The objectives of this research are 1) to examine how the strategy used by Kumon citraland on teaching English. 2) to investigate what is the media used by Kumon Citraland Puri Serang to teach English. 3) to analyze the material used by Kumon Citraland Puri Serang on teaching English. 4) to analyze how to evaluate students. This study is descriptive qualitative research that used interviews, observation and documentation to collect data. Based on the research results, it shows that Kumon Citraland Puri Serang has its own learning strategy which is different from other courses, where Kumon Citraland uses a placement test to determine the starting point/basic level that will be taught according to the student's abilities. Kumon Citraland Serang also uses several learning media including audio and CD players, text books, practice sheets, the My Kumon application, and Kumon Konek. The material taught at Kumon is very diverse, starting from the lowest level, namely level 7A, to the highest level, namely level O. Each student will move up a level when they have completed the material at one level, namely 200 practice sheets. As evaluation material, Kumon Citralan Puri also provides several summary questions from each level to find out how far students understand the material that has been taught. These questions consist of listening, writing, reading comprehension and speaking skills.

Early scientific research training links to the innovation ability of medical undergraduates and postgraduates

Scientific research training (SRT) is crucial for fostering skills and innovation in college students. However, the status of SRT in medical undergraduates and postgraduates, as well as the impact of early SRT on students’ innovation abilities, remain largely unknown. This study assessed the role of SRT in culturing innovation abilities among medical students. The results revealed that undergraduates exhibited a greater understanding of scientific research compared to postgraduates. Notably, undergraduates demonstrated a higher level of understanding of SRT in contrast to postgraduates (81.26% vs. 56.97%). A significant proportion (>70%) of undergraduates had engaged in research activities early in their academic journey, with an average participation duration exceeding 1 year. Moreover, undergraduates initiated their involvement in SRT during the first- and second- year of undergraduates, which was earlier than postgraduates. Personal interest emerged as a primary motivator for engaging in SRT, with postgraduates exhibiting higher research aspirations and achieving greater research outcomes. Postgraduates also received more substantial guidance from advisors, leading to enhanced academic performance compared to undergraduates (90.7% vs. 67.59%). Interestingly, students expressed satisfaction with laboratory conditions and attributed their academic success to personal efforts. These findings underscore the importance of early SRT in cultivating the innovation abilities of medical students.

TEACHERS’ AND STUDENTS’ PERCEPTIONS TOWARDS THE USE OF CHATGPT TO IMPROVE WRITING IN THE MALAYSIAN SECONDARY SCHOOL CONTEXT

The use of artificial intelligence in education has gained traction among teachers as well as students in recent years. Artificial intelligence (AI)-powered language models such as ChatGPT have been widely used for various purposes, including to produce improved writing. This study sought to investigate the perceptions of secondary school students and English teachers in Malaysian public schools on the use of ChatGPT to enhance students’ English writing. Alongside that, this study also investigated how ChatGPT was used by both students and teachers and factors that influenced their use of ChatGPT. This study employed a qualitative research design. The participants in this study hail from six schools around Sabah: SMK Tansau, Penampang; SM St. Michael, Penampang; SMK Shan Tao, Kota Kinabalu; SMK Bongawan II; SMK Umas-Umas, Tawau; and SMK Desa Kencana, Lahad Datu. A total of 20 participants participated in this study. 12 of them were students, and the rest were English teachers. Data for this study was collected using an open-ended questionnaire designed based on the Technology Acceptance Model (TAM). The data were analyzed thematically. The findings of the study showed that both students and teachers generally believe ChatGPT to be an effective tool to enhance students’ English writing proficiency. Among the features of ChatGPT that were lauded by the participants were its ability to provide personalized feedback and perform tasks that are useful for writing, such as proofreading and idea generation. Several challenges were also pointed out, such as difficulties using ChatGPT due to lack of resources and digital literacy. The participants also expressed their concern about the possibility of overdependency on ChatGPT, which can hamper the development of the students ability to write independently. The findings of this study contributed to the current knowledge of the perceptions of the use of ChatGPT among secondary school students and English teachers in Malaysian public secondary schools. This knowledge can guide educators and policymakers on matters related to the integration of AI into English writing instruction.

Information Training and Media Education: a Method of Solving Students' Educational and Cognitive Problems in an Integrated Information Environment

Discusses the method of solving students' educational and cognitive problems in an integrated information environment. The purpose of the study is to determine effective forms and methods of information training and media education to ensure universal access to education throughout life. The source of the study was the works of scientists who consider issues of media education and information training as an important component of the educational and cognitive tasks of students in the context of an integrated information environment. A set of pedagogical research methods, both theoretical and practical, was used. According to experts, in the field of educational resources, the total volume of knowledge doubles every year, while the degree of satisfaction of the information needs of users in the absence of an appropriate level of skill in working with information does not improve. Computer science is today defined as one of the fundamental areas of scientific knowledge that forms a system-information approach to the analysis of the surrounding world, the study of information processes, methods and means of obtaining, transforming, transmitting, storing and using information, a rapidly developing and constantly expanding area of human practical activity associated with the use of educational resources. In this regard, media education and information training of students are considered as an important part of the professional and educational skills and abilities of students in the context of an integrated information environment. The results of the study can serve as a basis for solving educational and cognitive problems of continuous education, since today no serious economic, social, technical problem can be successfully solved without processing significant amounts of information.

The association between students' confidence and ability to modulate spinal manipulation force-time characteristics of specific target forces: a cross-sectional study.

Spinal manipulative therapy (SMT) is a guideline-recommended care for musculoskeletal pain taught in various undergraduate programs. Visual feedback through force-sensing tables can improve modulation of SMT force-time characteristics and, potentially, students' confidence, both factors important for clinical competence and patient outcomes. However, it is unclear if a link exists between students' confidence and ability in SMT force-time modulation. We aim to investigate this relationship and whether it was moderated by experience. This cross-sectional study recruited first- to third-year Canadian Memorial Chiropractic College students. Participants provided information about their confidence in performing SMT using different impulse forces of 200N, 400N, and 800N with a pre-established pre-load and a time-to-peak force < 150ms. SMT impulse forces of 200N, 400N, and 800N were targeted on a Human Analogue Mannequin positioned prone on a force-sensing table. We described the confidence levels and SMT force-time characteristics and assessed their association using linear mixed models. We re-ran the models interacting with SMT experience. The order of the three SMT impulse forces was randomly performed. Participants and outcome assessors were blinded to force-time characteristics recordings. One-hundred-and-forty-nine participants provided usable data. Participants were confident in delivering 200N and 400N impulse forces. However, confidence decreased for 800N forces. Accordingly, participants performed impulse forces close to the 200N and 400N but had difficulty accurately modulating to 800N forces. A positive association was found between confidence and the ability to modulate their force-time characteristics, especially keeping the same pre-load force, keeping the time to peak force < 150ms, and providing the 800N impulse force. This association was not moderated by experience. Students were more confident in their abilities to perform lower SMT forces but lacked confidence in their abilities to perform higher (800N) forces. This aligned with their skills, as many struggled to apply 800N force. However, students who had higher confidence levels generally performed better overall. There was substantial variability in SMT force-time characteristics, which may have implications for adverse events and patient satisfaction. Some of this variability could be attributed to students' confidence. Thus, further investigations are necessary in undergraduate settings to implement and optimize these findings. https://osf.io/6f7d5.

Development of a New Media Marketing and Planning Course Based on Project-Based Learning combined with Outcome-Based Education Concept to enhance Problem-Solving Ability in Advertising at Xi'an University

Background and aim: At present, the phenomenon of insufficient problem-solving ability of college students in China is more prominent. The project-based learning（PBL) combined with the outcome-based education (OBE) concept provides new ideas and methods for addressing the problem of insufficient problem-solving ability among college students. The PBL combined with OBE teaching offers effective ways and means to enhance problem-solving ability. Outcome-based education concept (OBE) emphasizes student learning outcomes and focuses on the ability and qualities students acquire during the learning process. While project-based learning (PBL) enables students to participate in solving actual projects, clarifying their learning goals and outcomes, and enhancing their learning motivation and enthusiasm. This teaching model emphasizes practical ability. It focuses on cultivating students' practical ability by having them apply learned knowledge and ability in actual projects, thus improving their problem-solving and practical operation ability, which aligns with the requirements for practical ability in the advertising field. It promotes cooperation and innovation. PBL usually requires students to complete projects in groups, helping to cultivate their cooperation ability and team spirit. At the same time, during the project implementation process, students need to continuously propose innovative solutions, which also helps cultivate their innovation consciousness and innovation ability. This study aims to develop and evaluate the effectiveness of a new media marketing and planning course based on PBL combined with OBE teaching to enhance problem-solving ability in advertising students. Materials and approaches: The study employed a three-phase research design involving phase 1 was studying the background information through reviewing documents and interviewing experts and students, phase 2 was constructing and verifying the developed course by 5 experts, and phase 3 was implementing the course with the sample of 40 junior Advertising students at Xi'an University which were derived by cluster random sampling. The research instruments used to collect data in this phase were as follows:1) scoring rubric of students' problem-solving ability with reliability of 0.84. 2) questionnaire for students' satisfaction with the reliability of 0.75. Data collection was relevant to test papers and scales, and data were analyzed by using statistics including; means, standard deviations, t-test for dependent samples, and one sample t-test. Results: After implementation of a new media marketing and planning course based on project-based learning combined with outcome-based education concept, it revealed that 1) posttest scores of students' problem-solving ability is greater than pretest at.01 levels of statistical significance (t39= 16.01, p = 0.001). 2) students' satisfaction after implementing the course was statistically greater than the criterion of 70% at a.01 level of statistical significance (t39 =19.51, p = 0.001). Conclusion: The PBL combined with OBE teaching provides effective ways and methods for improving college students' problem-solving abilities. By clarifying learning outcomes, emphasizing practical ability, and promoting cooperation and innovation, the PBL teaching methods model can better meet the requirements for problem-solving ability in modern education and the advertising field.

Numeracy Literacy Capability of Junior High School Students at Inamosol District

It is important for students to master numeracy literacy as part of the minimum competency assessment, in order to have the thinking skills needed in the 21st century. This research aims to describe the numeracy literacy abilities of junior high school students in mountainous areas. This research uses a mixed method. The data collected is quantitative in the form of numeracy literacy test results and qualitative data in the form of interview results to describe students’ weaknesses in numeracy literacy. The research results showed that student’s literacy skills still remain at levels 1 and 2. Less than 20% of students were at level 3, and there were no students at levels 5 and 6. The category of students is that intervention and basic literacy skills are needed. The qualitative analysis concluded that the cause of low literacy was low communication, mathematization, and representation skills. In terms of indicators of mathematical ability, there are various basic concepts that students have not mastered so they experience difficulty in solving mathematical problems. Apart from that the reasoning that occurs is still imitation in nature, students still tend to memorize and use standard and imperfect procedures. The strategy used only imitates the teacher’s strategy, while students have not used new strategies which causes literacy to still be at a lower level. Keywords: numeracy, literacy, numeracy literacy level, mountains areas

Enhancing Reading Ability Through the Cooperative Integrated Reading and Composition (CIRC) Model: A Study with Fifth-Grade Elementary School Students

Reading comprehension is a vital aspect of language proficiency that elementary school students must master. Proficient reading skills enable students to actively acquire diverse information efficiently. The cooperative integrated reading and composition (CIRC), is a teaching model designed to enhance students’ reading comprehension skills through collaborative learning activities. This research aims to investigate the impact of the CIRC model on the reading comprehension abilities of fifth-grade students at SD Negeri 1 Kairatu. Employing an experimental design with a one-group pretest and post-test setup, the study involved 41 students. The CIRC model served as an independent variable, while reading comprehension ability constituted the dependent variable. The research instrument utilized was a reading comprehension test. Data analysis was conducted via a paired sample t-test, revealing a significant difference in students’ reading comprehension abilities before and after learning with the CIRC model (p = 0.00, &lt; 0.05). These findings underscore the effectiveness of the CIRC model in improving students’ reading proficiency. The study’s results underscore the importance of prioritizing reading skills development to enhance elementary students’ literacy levels. It recommends the widespread adoption and continuous practice of the CIRC model in elementary schools to cultivate students’ interest and competence in reading. This research contributes to the ongoing efforts to enhance reading education methodologies and promote literacy among elementary school students. Keywords: CIRC model, reading comprehension, reading literacy, elementary school students

Project -Based Steam Learning Based on Sound of Green: Empowering Students Creative Thinking

This research aims to investigate the ability of teachers in designing sound of green-based PjBL STEAM learning to empower creative thinking skills and to determine the differences in creative thinking abilities in junior high school students. This study emphasizes the assessment of the effectiveness of project-based STEAM learning based on sound of green in empowering students' creative thinking in natural resource processing, involving 162 students in schools in music tourism attraction villages in Ambon city. The study reports that the respondents' results and creativity levels, including fluency, flexibility, originality, and elaboration among students, were excellent. Overall research results indicate that the majority of students are at a good level after being taught with the sound of green-based PjBL STEAM model. The increase in students' creativity with guidance and direction from teachers, especially in the technical, art, and mathematics stages in STEAM, is evident. Initially, many students lacked fluency, flexibility, originality, and elaboration dimensions in detail, resulting in an inability to generate more ideas and provide answers. Consequently, their originality decreased, and they lacked ideas to further elaborate on the given answers. However, findings from several meetings show a significant improvement among students. This is because implementing project-oriented learning models that empower the environment around students enhances every domain of creativity in science subjects. Additionally, the researcher suggests conducting further research on students' creative thinking processes based on the unique advantages of each school's geographical location. Teachers are expected to better understand students' cognitive, affective, and psychomotor abilities, improving students' creative thinking skills in every dimension of creativity according to the geographical conditions of the learners' environment. Keywords: sound of green STEAM, project learning, creative thinking

Action research plan: a methodology to examine the impact of artificial intelligence (AI) on the cognitive abilities of university students

Action research plan: a methodology to examine the impact of artificial intelligence (AI) on the cognitive abilities of university students

Elementary School Students' Literal Thinking Ability in Solving Flat Figure Problems Seen from the Adversity Question

This research aims to analyze students' literal thinking ability in solving plane problems in terms of the adversity quotient (AQ). This type of research is quasi-experimental and involves 55 elementary school students in Central Maluku Regency, Maluku Province, Indonesia. The data obtained was analyzed using non-parametric statistical tests with the Kruskal Wallis test type. The results of the research show that there are differences in students' literal thinking abilities in solving flat - shape problems in terms of AQ. By using the Post-Hoc test, it was found that the literal thinking ability of AQ-Cb students was significantly different from AQ-Q and AQ-Cp, while AQ-Q and AQ-Cp level students had no significant difference. This difference is because AQ-Cb level students are more thorough and work harder in solving flat shape problems compared to AQ-Q and AQ-Cp level students. Students with high AQ are generally more skilled at understanding information, interpreting problems, and being able to make solutions correctly. Keywords: lateral thinking, adversity quotient (AQ), mathematical problem solving

Development of Critical Thinking Test Instruments for Elementary School Students in Ambon City

The ability to think critically is a skill that must be possessed by elementary school students in the era of globalization. This ability enables learners to analyze information, solve problems, and make informed decisions. This study aimed to develop a valid and reliable critical thinking test instrument to measure the critical thinking ability of elementary school students in Ambon City. This study is a type of research and development with the stages: needs analysis, instrument development, instrument validation, and instrument testing. The subject of the study is a 5

JUNIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF PROBLEM BASED LEARNING MODEL IN SCIENCE LEARNING

Problem Based Learning (PBL) is a learning approach that is often used in education in recent years. The purpose of this article is to find out how junior high school students perceive PBL model in science class and the benefits of PBL model in science learning. To find data related to junior high school students' perceptions of problem-based learning models in science classes, the researcher conducted a systematic review of several relevant sources with a period from 2014 to 2023, following the principles of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Based on the research results, it is known that the problem solving ability of students who learn using the PBL model is better than students who learn with conventional models. The results of this study prove PBL as an effective learning method for science compared to conventional teaching methods. PBL method is perceived to improve students' knowledge and communication skills. Based on several research results that have been conducted, it can be concluded that the PBL model has a positive impact on learning.