Academic Courses Research Articles

From knowledge acquired at academic mathematics courses to significant changes in instructional practices

This non-interventional study investigates the contribution of university mathematics to teaching high-school mathematics. Data sources included interviews with five teachers who taught high-school mathematics before, during, and after their academic mathematics studies. All teachers provided tangible examples of fundamental changes in instructional practices that they explicitly linked to new knowledge acquired in the academic mathematics courses. The domain of analysis in general, and the topics of integrals and derivatives in particular, were central in the teachers’ illustrations of changes they made in their teaching, although other mathematical topics and domains were also mentioned. The reported changes were mostly associated with emphasis on mathematical explanations, exposition of two key elements of the deductive structure of mathematics: definition and proof, an increased focus on formal mathematics, and portrayal of mathematics as a wide and varied discipline. The study results are discussed in light of the relevant literature.

Feedback-based learning from viewpoints of surgical nursing students: A mixed-method study.

Feedback-based learning (FBL) focuses on guiding the learning process according to educational objectives and the student's needs. This study aimed to investigate surgical nursing students' perceptions and explore their experiences of FBL. The present study used a mixed-methods sequential explanatory design that was conducted in the quantitative and qualitative phases. Surgical nursing students participated in the quantitative phase (n = 105). In the first phase, students completed two questionnaires about FBL and clinical feedback. Semi-structured face-to-face interviews were used to collect qualitative data in the second phase. Graneheim and Lundman's inductive approaches were used to analyse the qualitative data. The mean (SD) score for students' perception of FBL was 3.99 ± 0.70. The qualitative results were explored in two themes, "motivational support for improvement" and "unpleasant learning". In this study, the positive and negative aspects of FBL were explained. FBL is perceived as a motivational support mechanism to improve students' capabilities during their academic courses and also prepare them for future careers. Conversely, FBL may experience unpleasant learning due to negative feedback and negative emotions.

AI language models: A breach of academic integrity in online language learning?

This study elucidates considerations surrounding university students’ use of artificial intelligence (AI) in their coursework, and its impact on online language learning and assessment. This exploration is based on students’ personal experiences and perceptions. To investigate the students’ use of generative AI, an open-ended questionnaire, consisting of optional questions, was developed. A total of 54 students from diverse undergraduate fields of study, who were enrolled in online General English, English for Academic Purposes or Academic Writing courses, provided responses to the open-ended questions. The data were analysed inductively by two researchers using thematic analysis. The findings suggest that, despite offering numerous potential benefits to student learning, such as facilitating learning and supporting language proficiency, AI language models also raise a variety of challenges and concerns. These include issues related to plagiarism, cheating, assessment and over-reliance on AI.

Using Data Mining Applications to Analyze the Grades of Students in the Department of Construction and Civil Engineering: A Case Study at the Higher Institute of Science and Technology – Kufra

This study presents to analyze the grades of students in the department of construction and civil engineering in the department of construction and civil engineering, specializing in architectural drawing and surveying, from the Spring semester (2006-2007) until the Fall semester (2010-2011). The goal was to understand the factors influencing students' grades, as well as the lack of interest in the department due to the difficulty in obtaining grades of previous graduates. To address the issue of student data accumulation. The study also sought to explore various methods to achieve specific results and establish a digital repository of student data to support decision-makers in understanding student outcomes. The significance of the study lies in predicting and analyzing students' grades in the department of construction and civil engineering, as well as understanding students' lack of interest and identifying weaknesses in academic courses. The present study employed an analytical research methodology. The K-Means Clustering Algorithm was used for data mining to identify factors leading to academic underachievement. the study results showed that a repetition of subjects within the curriculum for architectural drawing and surveying for more than one academic semester or course. The study results also showed that the differences in students' grades between the architectural drawing and surveying branches, with the architectural drawing branch having higher grades at 6.65 compared to 5.56 for the surveying branch. Then the study recommended the necessity of building a database for the institute's students and conducting a balance between the subjects and courses for the students of the architectural drawing department, as well as conducting workshops to update the study materials.

Enhancing EMI learning through L1 use and ESP: A mixed-methods study in a Chinese transnational education context

This paper employs a mixed-methods design to investigate the supportive roles of the translanguaging practice, specifically the use of students' First Language (L1), and English for Specific Purposes (ESP) courses within the context of English Medium Instruction (EMI) in a Transnational Education (TNE) program in China. It involved collecting questionnaire responses from 268 undergraduate Chemical Engineering students and conducting 17 follow-up semi-structured interviews. The hierarchical multiple regression analysis revealed students' academic language-related challenges and ESP course performance were two statistically significant predictors of their EMI academic success; academic linguistic challenges and students' L1 use attitudes emerged as significant indicators of their EMI learning self-efficacy. Qualitative data analysis further uncovered students' positive beliefs regarding the bridging effects of L1 use on facilitating their EMI learning and the foundational role of ESP courses in linguistic preparation. These empirical findings lead to significant pedagogical implications, aiming to scaffold effective EMI learning in the investigated context.

Freedom and constraints: English learners’ investment in writing through digital multimodal composing

In the field of teaching English as an Additional Language (EAL), digital multimodal composing (DMC) has been increasingly used as a pedagogical approach to support students' writing. While literature highlights DMC has the potential to encourage EAL learners' investment in writing afforded by digital tools, few studies have explored what contextual factors may shape EAL learners' identities in DMC and how they can impact their investment in English writing. This article reports on a qualitative study that investigates the contextual factors that come into play in EAL students' social identity and investment in English writing through DMC in an academic literacy course in China. Through thematic analysis, this study identifies that students' investment in English writing through the DMC project interacted with two major forces in the literacy classroom setting contextualized in the Chinese education system: freedom and constraints. Under such influence, students took on two conflicting identities: free composers and disciplined language learners. Further, I argue that they experienced tensions in these identities. However, the negotiation of the tensions tended to be productive in terms of students’ investment in English writing, which ultimately fostered an enriched understanding of writing.

Gender differences on coping, stress, resilience and mindfulness within an academic course intervention with a mindfulness meditation component

Gender differences on coping, stress, resilience and mindfulness within an academic course intervention with a mindfulness meditation component

Integration of sustainable development goals in the field of process engineering through active learning methodologies

The purpose of this paper is to integrate the Sustainable Development Goals (SDGs) in the outlines of a Master's Degree in Industrial Engineering using active learning methodologies. The main objective of this integration is to favor sustainable human education and to increase students’ awareness and responsibility towards future generations from the chemical engineering point of view. Within the process engineering course, the students must design a chemical process using technical, economic, social and environmental criteria. Active learning methodologies were gradually introduced in different academic courses (Project-Based Learning, Collaborative Work and Flipped Classroom) and finally SDGs were implemented in the 2020–21 academic course. A synergetic effect with the active learning methodologies was observed, increasing the motivation of the students and the academics, and the complexity of the projects performed by students. The introduction of the SDGs improved academic results, which was reflected in the absence of failures and a decrease in the percentage of students passing with the lowest grade from 16 % to 10 %. Moreover, students report that this project significantly enhanced their knowledge of the SDGs related to energy and climate change; students having low or very low knowledge about SDGs were reduced to 7 % as compared to the initial 45 %.

UKRAINIAN PHD STUDENTS' ATTITUDES TOWARD AI LANGUAGE PROCESSING TOOLS IN THE CONTEXT OF ENGLISH FOR ACADEMIC PURPOSES

Mastering academic writing skills in English is essential for future researchers. At present, AI language processing tools provide high-quality, accessible, and fast assistance for translation, editing, and stylistic enhancement of scientific texts. However, their use within English for Academic Purposes (EAP) courses generates mixed reactions among educators and raises ethical concerns. Our study aimed to explore the predominant perceptions of AI language processing tools by PhD students of the National Academy of Sciences of Ukraine (NASU) from the viewpoint of their integration into the academic English course taught in the first year of their PhD studies. The study involved 52 PhD students from various NASU institutes. They completed a survey with both closed-ended and open-ended questions regarding their previous and expected use of online translators, writing enhancement tools, and ChatGPT for research writing purposes. The results of the survey show that NASU PhD students have extensive experience with online translators, but are less familiar with writing enhancement tools and less certain about their potential use in the future. Almost a third of the respondents expressed reservations about using ChatGPT for academic writing due to academic integrity concerns. Most of the respondents (66%) agree that the basics of ethical use of AI writing and editing tools should be incorporated into EAP courses. One subgroup of the participants (n = 11) took part in a small-scale additional intervention focused on writing enhancement tools. They were asked to apply Grammarly, QuillBot, and ChatGPT to edit their course projects (presentations of the current state of their dissertation research) and compare these tools according to various criteria. The feedback provided by this subgroup indicates that they were most satisfied with the quality of editing provided by ChatGPT but found Grammarly and QuillBot easier to use and more suitable for superficial grammar checks. We found out that the AI tools helped participants achieve improvements primarily in such aspects as the use of articles, punctuation, use of prepositions, and elimination of redundancy. The study has significant pedagogical implications, promoting the wider use of AI tools in the context of teaching English for Academic Purposes and addressing appropriate teaching techniques and methods.

Socio-demographic and work-related factors associated with mental health disparities among nurses working in public sector hospitals

ABSTRACT This study addresses the mental health disparities among nurses based on various socio-demographic and work-related factors. Recognizing the widespread issue of mental health in the nursing profession, the study investigates the differences in the mental health of nurses to various socio-demographic and work-related factors. The study focused on hospital status, shift timing, education level, working hours, marital status, gender, family income level, and family size. Using convenient sampling, data were collected from 310 nurses working in public sector hospitals in Punjab, Pakistan. Kruskal Wallis H test, Mann Whitney U test, and Dunn's pairwise tests were used. The study findings revealed significant differences in mental health across these factors except for family size. Key findings highlight mental health disparities based on hospital status, shift timing, education level, working hours, marital status, gender, and family income. The study concludes that tailored interventions and support systems are essential to address the specific challenges faced by diverse nursing subgroups. The study contributes to the development of a resilient and well-supported nursing workforce. These findings have broader implications for nursing professional development, academic courses, and the overall well-being of healthcare professionals.

Building ESP Corpus-driven Specialized Words in Vocational Education in Saudi Arabia

Both corpus revolution and advances in computer-based technologies have a remarkable impact on teaching and learning English as well as corpus studies. Nevertheless, Jablonkai (2020) observed that professional or occupational programs are less studied or researched compared to academic focus courses. Therefore, this paper is based on a replication study of Coxhead and Demecheleer (2018, cited in Jablonkai and Csomay, 2023) to develop ESP corpus-driven specialized words in vocational education. This process is tackled in three main phases: collection, computerization, and annotation of data. Data collection will be in mixed method from written and spoken ESP corpuses before using qualitative and quantitative analysis to measure frequency, key words and concordance comparing with other ESP corpora. The computerization phase will be based on lexical frame analysis (LFA) framework to convert a text to corpus, and this is quite labor-intensive part of creating the corpus. Finally, the annotation phase includes further lexical information covering semantic, pragmatic, and syntactic details. The first phase, data collection and analysis, will be reflected in Coxhead and Demecheleer's (2018) and the remaining two phases, annotating and computerizing data, will be elaborated through using LFA with two similar Business English corpora, PROLEX and PROCOMPARE, cited in Vincent (2009). The findings and conclusion of using three corpora could be effective in conducting this study as a preparation for creating a comprehensive technical corpus covering specialized words for all oil industry majors in my context. Further research could be conducted in the service of replication studies and expanding areas of ESP and vocabulary research using corpora.

Food waste awareness among Italian university students: results of an online survey.

Food waste (FW) represents a significant social and environmental problem, with 1.3 billion tons of food wasted yearly worldwide. Even if consumers are increasingly aware of the phenomenon, it remains relevant, and understanding the behaviors of specific target audience segments appears instrumental to the planning of effective interventions. To this end, we designed an observational study to investigate, throughout an online questionnaire, FW-related habits of university students in a Southern Italian region. A representative sample of 431 students from the University of Catanzaro Magna Graecia completed an online survey aimed at investigate FW related behaviors. A descriptive analysis was performed on the whole cohort, and a formal statistical analysis was carried out after excluding responders who had not correctly followed the survey instructions (n = 85). Differences were assessed by chi square (χ 2) tests. A food wasting score was generated, and differences in the score values were analyzed by Student T-test. Linear and multiple regression analyses were performed to identify factors contributing to the score. Overall, the results of our survey show a high prevalence of virtuous behaviors in the food purchasing phase; while, at home, less than 50% of respondents apply easy-to-implement waste prevention rules. The statistical analysis showed that the major determinants of FW were: no direct involvement in grocery shopping and male gender. Indeed, even if we observed several significant differences comparing subgroups based on established or putative determinants of FW behaviors, none survived matching for group size, gender and relevant food managing (shopping, storing, cooking) habits. The only exception was the more appropriate handling of "use by" products by respondents who received structured nutrition teaching, as opposed to students whose academic courses do not include this subject (adjusted p = 0.008). Our data suggest that young adults are trying to implement strategies to reduce FW, even if there is room for improvement, particularly in the storage phase. Extending nutrition education to all university programs may be helpful in reaching this goal.

Evaluating the Impact of AI-Personalized Learning Systems in Higher Education; Examining how They Affect Academic Performance across Different Age Groups at Kumasi Technical University

Revolutionizing education by introducing innovative methods to enhance student experiences has birthed Artificial Intelligence (AI). This article provided an in-depth overview of AI's educative and transformative influence, particularly concentrating on learning outcomes for students of all ages at Kumasi Technical University. AI amalgamation in education has enabled modified learning experiences tailored towards each learner's unique needs. The purpose of this study sought to investigate the effects of AI-personalized learning systems on academic performance across different age groups in higher education institution. The researcher employed a quantitative research design, using a face-content verified structured questionnaire to collect data from respondents, with expert consultation. Forty-five students from Kumasi Technical University's engineering and procurement departments were selected using the convenience sampling technique. The findings provided valuable insights into the use of AI-driven personalized learning platforms in higher education. The data revealed higher adoption rates among undergraduates compared to postgraduates, and a greater likelihood of use among men than women, highlighting gender disparities and potential areas for targeted support. The predominant use of AI tools by younger students demonstrated their comfort with emerging technology, while the low participation of older students suggested potential adoption barriers. Statistical analyses (Pearson correlation; (r (43) = 0.166, p = 0.265) and linear regression; (R^2 of 0.03), (F (1, 45) = 1.25, p = 0.265) indicated that age did not significantly correlate with academic success in the context of AI use, despite extensive integration of AI learning systems in academic courses. Contrary to expectations that younger students' engagement with AI tailored learning systems would positively impact their academic performance compared to those over thirty, no significant correlation between age and academic achievement was found. These findings underscore the need for further research into other factors that may influence the effectiveness of AI learning systems.

Fostering EFL Learners' Writing Competence through Problem-Based Learning

Problem-based learning approach’s popularity has grown tremendously in Academic Writing courses throughout the world. The rationale for this rise is that students are driven to pinpoint problematic situations, brainstorm, and find a lasting solution collaboratively, thereby sharpening 21st-century skills, such as writing literacy, problem solving, and critical thinking. Although a growing number of studies are prevalent on this promising approach globally, a gap in the literature has been noticed about its influence on increasing university students’ writing competence in Iraq. To this aim, this mixed method research design study was conducted on 50 freshman students at a private university in the even semester of the 2023–2024 academic year via cluster sampling method spanning 12 weeks. Control group students carried out their writing education as in the curriculum; however, experimental group students’ writing lessons were enriched with the principles of problem-based learning. Having analyzed the data by SPSS 29 and MAXQDA, fetched by writing exams and surveys, findings revealed that experimental group students outperformed control group students regarding enhanced writing performance, boosted motivation, and improved critical thinking with statistically proven data by adopting the distinguishing qualities of problem-based learning at the tertiary level in Iraq context. In other words, the post-test writing exam culminated in a 0.003 statistically significant p-value based on the t-test. Complementary surveys also unearthed a positive correlation between employing problem-based writing instruction and increasing motivation as well as critical thinking skills. The findings of this study may have certain implications for stakeholders who have sought ways to integrate problem-based learning into tasks in Academic Writing courses through a well-established plan and meticulously monitored writing process on a global scale.

Design and Implementation of Digital Collection of Past Questions Papers in Auchi Polytechnic Library

This paper presents an overview of the implementation and implications of an electronic repository of past question papers within a polytechnic library setting. The electronic repository represents a significant advancement in academic resource management, offering a streamlined and accessible platform for students and staff to access past question papers. Through intuitive interface design and robust search functionalities, users can efficiently navigate through vast collections of question papers spanning various academic disciplines, courses and semesters. The repository enhances accessibility by allowing users to retrieve materials remotely, thereby eliminating the constraints of physical visits to the library. Security measures ensure the integrity and confidentiality of question papers, while also promoting sustainability by reducing paper usage. The availability of a comprehensive repository of past question papers fosters a culture of academic excellence by empowering students to enhance their understanding of course material and improved examination preparation. Overall, the electronic repository of question papers signifies a transformative approach to information management within educational institutions, reflecting a commitment to innovation and efficiency in academic processes.

DEVELOPMENT OF AN ELECTRONIC EXAMINATION PLATFORM USING FACE RECOGNITION METHODS

Online systems face a major challenge in efficiently monitoring participants and students throughout lectures, particularly during exams. Establishing robust approaches and technologies is essential for identifying unjust, unethical, and illegal conduct in educational environments, particularly during academic courses and examinations. This study introduces a novel online proctoring system that employs deep learning to continuously supervise physical locations without requiring a human proctor. The system utilizes face detection and recognition algorithms to implement biometric procedures, including facial recognition. This work presents a novel approach for face recognition training, which involves an incremental training procedure. This eliminates the requirement for an additional step, resulting in reduced computation cost and time. In order to achieve high accuracy, the suggested model evaluated three distinct face detectors: HOG, MTCNN, and Yoloface. The assessment of the suggested model demonstrates that the HOG approach has surpassed the others. The proposed approach yields a significantly high accuracy rate.

The Tendency to Use Substances/Drugs and its Association with Interpersonal Dependence in Iranian Medical Students.

Personality traits or disorders are now attracting more attention as factors in the initiation and continuation of substance/drug use. However, few studies have been conducted on the association between interpersonal dependence and substance/drug use. The present study aimed to investigate the association between this form of psychological dependence and the tendency to use substances/drugs in medical students. The present study was based on an analytical cross-sectional design and conducted on 310 medical students selected by stratified sampling at Guilan University of Medical Sciences in 2021. The Interpersonal Dependency Inventory and the Iranian Addiction Potential Scale were employed to assess the two variables of interpersonal dependence and the tendency to use substances/drugs. The correlation matrix shows that the tendency to use substances/drugs has a significant negative correlation with interpersonal dependence (P=0.0001, r=-0.285) in general and emotional reliance on another person (P=-0.0001, r=-0.264) and lack of social self-confidence (LSSC) (P=0.0001, r=-0.297) in particular. Female (F=8.57, P=0.004) and married (F=5.14, P=0.024) students showed more tendency to use substances/drugs than male and single students, but no significant difference was observed regarding interpersonal dependence. Academic course, residence status, parents' occupation, number of family members, and birth order did not significantly affect the scores. Interpersonal dependence can have different functions, depending on its level. Although interpersonal dependence at maladaptive levels can act as a risk factor and make a person vulnerable to some behavioral problems, at adaptive levels, it acts as a protective factor and reduces those problems.

Webquest for Academic Purposes — a Strategy for Developing Students’ EAP Skills

The SARS-CoV-2 pandemic has profoundly affected the educational sector, prompting rapid and unforeseen changes that have significantly altered both the working environments of educators and students and the methodologies for knowledge dissemination and acquisition. In response, language educators have increasingly explored pedagogical strategies that actively involve students in content creation. Consequently, various tasks incorporating project-based learning and other student-engagement techniques have been integrated as standard components of language instruction. This article seeks to examine the potential benefits of implementing a WebQuest within an English for Academic Purposes (EAP) course. It presents an in-depth analysis of a study conducted with participants of an academic language course, focusing on the efficacy of WebQuests in enhancing specific EAP skills.

Evaluating the effect of using augmented reality (Metaverse) on improving the teaching and academic performance

This study aimed at evaluating the effect of employing the augmented reality (metaverse) on improving the process of teaching and academic performance. An electronic questionnaire containing five questions was distributed to the academic groups that received the lesson using augmented virtual reality (Metaverse). The aim of the questions was to evaluate their experience, and after they answered the questions, the answers were analyzed in the form of percentages and frequencies. The study sample consisted of (97) students from Al-Ain University enrolled in the programs of (special education, nutrition, and applied sociology), to whom the experiment was applied using augmented virtual reality in teaching during their academic course. The results revealed that (83%) of the respondents reported that the augmented virtual reality contributed to understanding the concepts of the lesson well, (79%) felt enjoyment in using this technique, (75%) suggested that the technique enhanced their involvement in the content well, (68%) suggested that augmented virtual reality could be a useful educational instrument in the future, and (77%) confirmed that the lesson's objectives were achieved by using metaverse technique in teaching. However, several challenges were faced by students, including the used language (only English) and the negative effects of bad quality of used glasses. Based on the findings, the study recommended addressing several key areas for optimizing the use of augmented virtual reality (AVR) in teaching. For example, diversifying language options for AVR content is crucial to accommodating the linguistic diversity among students, thereby enhancing accessibility and comprehension. Additionally, we should invest in high-quality equipment and implement regular maintenance protocols to enhance the quality of equipment, specifically addressing issues related to the negative effects of subpar AVR hardware.

An In-Depth Qualitative Exploration of Normale Lecture Classes (NLec) in Mathematics: Understanding Student Experiences and Pedagogical Implications

Normale Lectures is a delivery model of academic coursework designed as an innovative response to address the challenges of human and infrastructural limitations. To respond to these challenges, the Philippine Normal University has developed an academic course delivery model called PNU Normale Lectures, or NLec. Along this line, I was interested in exploring general education students' experiences in NLec mathematics class. With this, an open-ended questionnaire was administered to the eighty-three students of the Philippine Normal University, Visayas. Responses generated five essential themes about their challenges: a) classroom environment and distractions; b) teacher’s impact and teaching style; c) personal engagement and learning difficulties; d) classroom structure and size; and e) online learning and technology. Coping strategies, on the other hand, are (a) study materials and notes; (b) peer and teacher support; (c) online resources and technology; (d) positive attitude and motivation; (e) practice and review; and (f) active listening and notetaking. These findings underscore the complex nature of these challenges and emphasize the importance of educators and institutions addressing them for improved student outcomes. The study also identified coping strategies, highlighting the need for innovative approaches to enhance the mathematics education experience for these students.