Academic Year Research Articles

Making Human Learning Visible in a World of Invisible Generative AI

The growth of Generative Artificial Intelligence (GenAI) in Higher Education (HE) challenges us to think differently and creatively about learning and assessment in order to prepare graduates for their futures (Dawson, 2023) This presentation will argue that the very strength of GenAI is also its Achilles’ heel. Anyone can access, garner and generate data rapidly, but human beings have never had a greater need for scrutiny and evaluation of this output. Our graduates will need to have a transparent understanding of how they are learning in terms of the critical choices they make, the information or knowledge they engage with, and where machine learning ends and theirs begins (Okolie et al, 2022). The future of assessment in HE must go beyond simply measuring knowledge acquisition and instead focus on capturing and evidencing students’ capacity for critical thinking. We will highlight some preliminary findings and early impacts of work underway at the University of Bath (UK) and University of Stellenbosch (South Africa), who are working collaboratively to ensure students develop holistically, excel in critical thinking, and gain the confidence and skills to use GenAI effectively to advance their ideas and learning (Osborne, 2024). This will be structured in three parts: Part one (Reviewing): We will outline work during academic year 23/24 by academic staff to review all their assessments against a three-fold categorisation model of permitted GenAI usage. From September 2024, all assessments clearly signal to students the extent to which GenAI is permitted in each assignment. Part two (Guidance): We will showcase resources that support staff to rethink assessment design that embeds GenAI in ways that are authentic, valid and robust (Upsher et al, 2024). We will also present resources that support students to consider how they might use GenAI ethically, and to develop their AI literacy skills and critical thinking. Part three (Examples): We will present initial findings from an internal project that is engaging with national and international employers, in-house world-leading AI researchers and our own students that highlight creative approaches to harnessing GenAI as a tool to reinforce and support (rather than replace) human learning. We conclude by suggesting that HE has always promoted critical thinking and the rigorous investigation and examination of the production of knowledge. We need graduates who can critically engage with their learning, and assessments that capture and evidence this. The only way to do this effectively is to put people at the start, middle and end of our assessment journey.

Development of Learning Activities Using Layered Teaching Methods and Taekwondo Abilities of First-year Students at Luzhou Vocational and Technical College

Background and Aims: Taekwondo is a martial art that originated on the Korean Peninsula and has since spread across the country as a movement that emphasizes moral development and physical fitness. The "Healthy China 2030 Planning Outline" intends to support youth sports, guaranteeing young people's daily physical activity and competency in a variety of sports. Thus, this paper aims (1) To develop learning activities and the layered teaching method for the Taekwondo course. (2) To compare Taekwondo abilities using a layered teaching method between the pre-test and the post-test. And (3) To study the students’ satisfaction with the layered teaching method for the Taekwondo course. The sample group is 45 first-year students at Luzhou Vocational and Technical College. Methodology: The population is 3 classrooms of students, totaling 180 students with similar knowledge and abilities, and the first-year students at Luzhou Vocational and Technical College in the first semester of the academic year 2023. The sample group is 45 first-year students at Luzhou Vocational and Technical College, in the first semester of the academic year 2023, obtained from the cluster sampling technique. Results: The results of the study were as follows;1) The development of layered teaching methods for the Taekwondo course has an average suitability value for all plans equal to 4.23, which is at a high level. (2) Students who studied using the layered teaching method for the Taekwondo course had higher Taekwondo abilities post-test than pre-test at a statistical significance of.05, and (3) Students who learned using the layered teaching method for the Taekwondo course had overall satisfaction at a very high level. Conclusion: The Taekwondo course's layered teaching approach proved to be very effective, greatly enhancing students' post-test performance and resulting in extremely high levels of overall student satisfaction. This technique successfully raises student engagement in Taekwondo as well as skill acquisition.

Development of Database System Principles and Applications Course based on Task-based Learning and Team-based Learning to Enhance Database Design Abilities of Second Year Students in Fujian University of Technology

Background and Aim: The undergraduate database system principles and applications course grapples with issues such as the gap between theory and practice, outdated content, and limited teaching methods. Addressing these challenges necessitates a comprehensive reform to enhance students' practical skills and adaptability to technological advancements. This study aimed to：1) study the background information focusing on course components of Database system principle and application course to enhance students’ database design ability, 2) develop a Database system principle and application course based on Task-based learning and Team-based learning to enhance students’ database design ability, and 3) determine the effectiveness of implementing the database system principle and application course based on Task-based learning and Team-based learning. Materials and Methods: The sample was second-year students majoring in Internet of Things engineering in the academic year 2023-2024 of Fujian University of Technology, the People’s Republic of China was 30 students from 1 classroom derived by cluster random sampling. The experimental design adopted in this study is a group Post-test-only design. The research instruments from each Phase of the study were as follows: Phase I: Interview forms for teachers and students on course-related questions. Phase II: 1) Database system principles and applications course based on Task-based learning and Team-based learning with a very high level of appropriateness. 2) Eight lesson plans based on Task-based learning and Team-based learning with a very high level of appropriateness. 3) An evaluation form of database design ability includes knowledge and skills. 4) a learning achievement test and 5) a student satisfaction questionnaire with a reliability of 0.897. The data were analyzed by using mean, standard deviation, and the one-sample t-test. Results: The results of the study were as follows: 1) The researchers reviewed the literature about the Database System Principles and Applications course and interviewed four teachers and 20 students for problems of the Database System Principles and Applications course, and the information gathered was used to develop the course. The database system principles and applications course in undergraduate education faces problems such as the disconnection between theory and practice, the lag in updating course content, and the single teaching method. These challenges emphasize the urgent need for comprehensive reform of the course content, teaching methods, and assessment system to enhance students' practical skills and their ability to adapt to the rapidly changing technological environment. 2) The Database System Principles and Applications Course based on Task-based Learning and Team-based Learning consisted of the principle, objective, content, instructional strategy, materials, and evaluation. 3) After implementing through Database system principles and applications course based on Task-based learning and Team-based learning, the students’ database design ability (Knowledge) was higher than the determined criterion of 70% at a significance level of .05 (M = 31.33, SD = 3.76, t = 4.825, p = .000) and the students’ database design ability (Skills) was higher than the determined criterion of 70% at a significance level of .05 (M = 45.12, SD = 2.89, t = 5.913, p = .000). 4) The students’ satisfaction was statistically higher than the determined criterion of 70% at a .05 level of statistical significance. Conclusion: To development of a task-based learning and team-based learning database system principles and applications course is significantly effective in enhancing students' database design ability.

The Relationships between the Resilience Quotient of Undergraduate Students in the Educational Psychology and Guidance for Teachers Course and Their Achievement of the Course Learning Outcomes: A Qualitative Study

The purpose of this qualitative research was to examine the relationships between the resilience quotient (RQ) of undergraduate students in the Educational Psychology and Guidance for Teachers course and their achievement of the course learning outcomes. The sample comprised 38 second-year students from the Faculty of Education of Kasetsart University enrolled in the course during the second semester of the 2023 academic year. The data were collected through in-depth structured interviews consisting of seven open-ended questions and analyzed using a content analysis approach. It was found that the subjects employed various RO-related strategies to achieve the learning goals according to the course learning outcomes, including adopting relaxation techniques, engaging in enjoyable activities and hobbies, and sustaining self-management by prioritizing tasks and making decisions carefully. When faced with academic challenges, especially when the learning outcomes were not met, the subjects mindfully analyzed the problems, set goals for dealing with them, planned accordingly, and took corrective actions. They also sought guidance from instructors and used the feedback in the problem-solving process while maintaining resilience. From the subjects’ perspectives, the skills in maintaining RQ during a scholastic journey involved accepting reality, reviewing and addressing problems, and continuously improving oneself. The present study underlines the importance of psychological well-being and effective guidance in students’ academic success and personal development.

Implementation of Contextual Learning Improves the Lighting Installation Learning Outcomes of Students of SMKN 1 Tomohon

This study is expected to improve learning outcomes. Electrical lighting installation for grade XII students using a contextual learning model during the 2022–2023 academic year. The study was conducted in two cycles, with planning, implementation, action, observation/evaluation, and reflection as components of each cycle. This study involved 30 grade XII TITL students. The collected data were analyzed through test techniques. It was analyzed using qualitative descriptive techniques. The results of the study showed that the average student learning outcomes in cycle 1 in the electrical lighting installation component were 67.4% in the moderate category, which in cycle 2 increased to 80% in the high category, indicating an increase of 85.66%. Thus, the contextual learning model has been proven to improve the learning outcomes of grade XII TITL students at SMKN 1 Tomohon in the 2022–2023 academic year.

UPAYA MENINGKATKAN HASIL BELAJAR IPAS MELALUI MODEL PROBLEM-BASED LEARNING MATERI WUJUD ZAT DAN PERUBAHANNYA

The purpose of this study was to evaluate the development of student learning outcomes, teacher and student activities, the teacher's ability to direct learning and student responses to the application of problem-based learning (PBL) in the learning process. This type of research is Classroom Action Research (CAR). The subjects of this study were class IV students of SD Negeri 02 Gejlig for the academic year 2022/2023, which consisted of 5 students. In this study, observation sheets, tests and questionnaires were used as data collection tools which were analyzed using descriptive statistics. The results showed that (1) the percentage of individual total perfection increased from Cycle I to Cycle II, namely 60% to 100%, as well as the percentage of total classical perfection increased from 50% to 100%. (2) The activity of teachers and students increases during the learning process. (3) the teacher's learning management skills increased from the adequate category to the good category. (4) Student responses were generally positive, with 100% of students saying they enjoyed learning using this constructive problem-based learning (PBL) model. From this study it can be concluded that the application of the Problem-based Learning (PBL) learning model can improve the science learning outcomes of fourth grade students at SD Negeri Bagi 01 regarding the material form of matter and its changes.

Design, Implementation, and Evaluation of a Training Package for Violence Prevention in Adolescents: Its Effect on Self-control and Social Skills

Background: Adolescence is a period marked by significant changes, during which individuals face major emotional, cognitive, and behavioral challenges. Violence remains a significant global concern, and factors such as self-control and social skills play a crucial role in reducing and managing adolescent violence. Objectives: This study aimed to design, implement, and evaluate a training package for violence prevention (TPVP) in adolescents and assess its impact on self-control and social skills among students in Isfahan. Methods: This study was conducted on sixty 13 - 15-year-old female students in Isfahan, Iran, during the 2022 - 2023 academic year. First, the TPVP was developed after reviewing relevant theories and existing training packages, then it was evaluated by a panel of faculty members from the Department of Social Medicine, psychiatrists, and clinical psychologists. The students were randomly divided into two groups: (1) an intervention group, and (2) a control group, with 30 students in each group. The intervention group received the TPVP and attended five training sessions. To assess social skills and self-control, the Inderbitzen and Foster Social Skills Questionnaire and the Tangney Self-control Questionnaire were administered to both groups before and three months after the intervention. Results: Sixty female students aged 13 - 15 participated in this study. The mean self-control score in the intervention group was significantly higher than in the control group after the intervention (46.33 ± 6.488 vs. 40.44 ± 7.307, P = 0.002). Prior to the training, there was no significant difference in social skills scores between the two groups. However, following the intervention, the mean social skills score in the intervention group was significantly higher than in the control group (118.38.726 vs. 102.913.468, P < 0.0001). Conclusion: The violence prevention training package was effective in improving self-control and social skills among students. The study demonstrated that the implementation of a structured TPVP can enhance both self-control and social skills in adolescents.

О государственном регулировании развития инклюзивного образования и создания специальных условий для обучения детей с ограниченными возможностями здоровья в Российской Федерации

<p>The article summarizes the results of the implementation of measures to ensure the educational rights of students with disabilities and special educational needs. We present the results of the implementation of interdepartmental comprehensive plans (for 2015, 2016-2017, 2018-2020) approved by the Government of the Russian Federation . It was revealed that over 10 years, more than 8 thousand kindergartens and more than 10 thousand schools participated in the special events to create accessibility in educational organizations. It was a part of the state program “Accessible Environment.” In accordance with the federal statistical observation form OO-1, in the 2023/24 academic year, psychological and pedagogical support for students with disabilities in general educational organizations was provided by 32466 educational psychologists, 21703 speech therapists, 9530 special education teachers, and 8888 tutors. show that there were 3123 educational psychologist vacancies, 2378 speech therapist vacancies, 1740 special education teacher vacancies, and 1389 tutor vacancies in 2023 in the constituent entities of the Russian Federation. The article highlights th importance of the Complex of measures for the modernization of defectological education in the Russian Federation through 2030 (dated February 7, 2024, No. SK-1/07vn), and the all-Russian competition <em>The Best Inclusive School in Russia</em>. This article reflects the results of scientific research conducted by the Institute of Correctional Pedagogics, Moscow State University of Psychology and Education, Moscow State Pedagogical University, Russian State Pedagogical University named after A.I. Herzen. Based on the provisions of the Plan of the Main Events held within the framework of the Decade of Childhood for the period up to 2027, the main tool is a study of the subjective well-being of adolescents, including those with disabilities and special needs. We emphasize the high importance of the Interdepartmental Comprehensive Action Plan for the Development of Inclusive General and Additional Education, Children's Recreation, and the Creation of Special Conditions for Students with Disabilities and Limited Health Opportunities up to 2030. In this article we define the directions of the Russian methodology of inclusive education as the main basis for ensuring the rights and opportunities of any child.</p>

Development and validation of a questionnaire to measure educational agility: a psychometric assessment using exploratory factor analysis

BackgroundTo effectively navigate the growing complexities and rapid changes in today’s environment, universities must cultivate agility among their members. Over the past decade, students have encountered a variety of experiences related to E-Learning and the provision of educational services through electronic platforms. This study aimed to develop and validate a Questionnaire of Educational Agility (QEdu-Agility) to assess the capacity of educational institutions to adapt to these evolving demands.MethodThis survey research aimed to validate QEdu-Agility. The statistical sample consisted of 372 students from Shiraz University of Medical Sciences in Iran, who had completed at least one academic year online during the COVID-19 pandemic in 2022. Participants were selected using the Cochran formula. The initial questionnaire was based on three standard instruments related to organizational agility and adapted for educational contexts. After establishing face and content validity, the preliminary version was validated by a focus group of five educational experts, comprising 30 items across five dimensions: responsiveness, adequacy, flexibility, speed, and integrity, measured on a 5-point Likert scale. To confirm the construct validity, the questionnaire was randomly distributed to students via email. Data analysis was conducted using Exploratory Factor Analysis (EFA) with varimax rotation, employing SPSS 24 software.ResultsThe content validity was confirmed with Content Validity Ratio (CVR) = 0.847, Content Validity Index (CVI) = 0.877, and the reliability with internal consistency was confirmed with R = 0.944. The CVI sub-components for relevance, clarity, and simplicity were obtained as 0.867, 0.853, and 0.847, respectively. According to EFA, the sample adequacy was confirmed with Kaiser-Meyer-Olkin (KMO) index = 0.928 and significant Bartlett’s test (P < 0.001). The total variance explained of the QEdu-Agility was about 60%. The first component of responsiveness accounted for 38.79% of the variance, followed by adequacy (7.99%), flexibility (5.17%), speed (3.91%), and integrity (3.57%) in subsequent components.ConclusionThe findings of the construct validity indicated a good fit of the QEdu-Agility. Given that the concept of agility is highly contingent on the context, this tool could be retested for measuring educational agility in educational organizations, such as universities.

Knowledge of antibiotics and antibiotic resistance, antibiotic use and eHealth literacy among nursing students in Thailand: a cross-sectional study

ObjectivesAntibiotic resistance poses a major global public health threat. However, research on this issue is limited, especially among nursing students. This study aims to examine knowledge of antibiotics and antibiotic...

“My Anxiety Has Been Heightened”: Black Mothers’ Concerns Regarding Children’s Return to In-person Learning Following COVID-19-Related Remote Learning

Black mothers experienced heightened concern about their children returning to in-person learning following COVID-19 related remote learning. Guided by critical race theory and racial protectionism, we sought to deepen our understanding of Black mothers’ concerns and experiences related to their preschoolers’ return to in-person learning during the 2021 to 2022 academic school year. We conducted five focus groups. Eighteen Black mothers (mean age = 32.90 years) of children enrolled in prekindergarten in the recently ended school year participated in a focus group with an average of 4 participants per focus group. Using reflexive thematic analysis, researchers generated the following themes: children contracting COVID-19, classroom closures and instructional concerns, bullying from other students, and school shootings. Study findings provide insight into Black mothers’ protectionism and concerns about educational systems, emphasizing the need to address health and physical safety concerns in early childhood settings to reduce educational disparities.

Delving into the Critical Thinking Skills of Pre-Service Mathematics Teachers with Their Metacognitive Awareness

Metacognitive awareness (MA) and critical thinking (CT) are crucial higher-order thinking skills in mathematics education. MA and CT skills of pre-service teachers are considered important predictors of their future teaching practices in the teaching and learning of mathematics. In this context, the study examines the potential effects of socio-demographic (e.g., gender) and academic variables (e.g., academic year and academic achievement) on MA and CT skills of pre-service mathematics teachers (PSTs). Additionally, the aim of this study is to explore the relationship between the MA and CT skills of PSTs. Employing a quantitative research methodology, the study was structured around a correlational model. It involved 218 PSTs, using the “MA Inventory” and “CT Standards Scale” for data collection. The data were analyzed through independent sample t-test, one-way analysis of variance, correlation analysis, and simple linear regression analysis. The findings indicate that PSTs possess a high level of MA and CT skills. Significant differences in MAs of PSTs were observed with respect to academic year and academic achievement, while the CT skills of PSTs showed significant differences concerning gender and academic achievement. A strong, positive, and significant correlation was found between MA and CT skills of PSTs. Furthermore, the MAs of PSTs were identified as a significant predictor of their CT skills, explaining 38% of the variance in CT skills.

Common Mistakes in Pronunciation among Students in The English for Specific Purposes Department, Hanoi University

When learning English as a second language in a nation with a wide variety of races and cultures, the influence of the native tongue is nearly inevitable. Both the performance and communicative competence of learners can be negatively impacted by this influence. This paper is written for students in the English for Specific Purposes Department (ESPD), Hanoi University, who want to improve their learning of English Pronunciation. This mixed-methods study combine quantitative and qualitative methodologies. It focuses on some common pronunciation errors that EPSD students made when speaking English by analysing 120 recordings for the students’ mid-term test from their second semester in the academic year 2023-2024. Some common pronunciation errors are found, including consonant endings and vowel sounds. The study also shares some strategies for learners to improve their English pronunciation. It will be a helpful reference source for not only lecturers and learners at ESPD, Hanoi University, but other educational institutions across Vietnam.

Undergraduate health science students’ knowledge, attitudes, practices, and perceived barriers towards research at Kuwait university: a cross-sectional study

Abstract Introduction Research is the most reliable strategy to advance scientific understanding and enhance multiple healthcare services1. Integrating undergraduate health science students into research at an early stage is an important step towards improving critical thinking and problem-based solving, which in return enhances patient health outcomes2. Aim The aim of this study was to assess undergraduate health science students’ knowledge, attitudes, practices and perceived barriers towards research at Kuwait University. Methods A cross-sectional study was conducted among undergraduate health science students from the Colleges of Pharmacy, Medicine, Allied Health, Dentistry, and Public Health at Kuwait University. A self-administered online questionnaire consisting of five sections was used. The first section included questions to assess the demographic characteristics. The second section aimed to assess the knowledge of undergraduate students regarding basic research (score = low ≤3, moderate 4-5, high &amp;gt;5). The third section assessed attitude toward research by a five-point Likert scale (score = negative 31-75, neutral 76-110, positive 111-155). The fourth section of the questionnaire aimed to assess the perception of the barriers toward research practice (score = low 0-50, moderate 51-75, high 76-100). Finally, a section with eight questions on research practices. The questionnaire was distributed through online educational and social media platforms, such as WhatsApp and Microsoft Teams. Students from any academic year and who were enrolled as health science students at the time of the study were eligible to participate. The questionnaire was pilot tested prior to distribution. The recommended sample size was calculated using Raosoft (344 students)3. Ethical approval was received from The Health Sciences Ethical Committee, Kuwait University (reference: VDR/EC-393). Results A total of 364 undergraduate medicine, dentistry, pharmacy, allied health and public health students participated in the study. The participants were from different academic stages, ranging from first-year to seventh-year. The results showed that the students possessed moderate knowledge levels, with a median of 3 out of 8 according to the scoring system of the study. Most students had neutral attitudes (N=253; 69.5%) and moderate levels of perceived barriers (N=200; 54.9%). Medical and pharmacy students had significantly higher knowledge levels compared to the others (p&amp;lt;0.001; Kruskal-Wallis). The majority of students agreed that the lack of time is a barrier towards conducting research (N=237; 65.1%). Almost one half of the study participants took part in research projects (N=175; 48.1%) and a promising number of students had publications or poster presentations (N=67; 18.4%). Discussion/Conclusion The results suggest that undergraduate health science students at Kuwait University possess moderate research knowledge and have neutral attitudes towards research. Time constraints were the most frequently reported barrier to participation. While nearly half of the students participated in research projects, implementing mandatory research projects and providing research methodology workshops could significantly enhance student knowledge, attitudes, and future research engagement. A key limitation in this study is that observed relationships may not reflect long-term shifts in knowledge, attitudes, or practices. The study was also conducted in one university (Kuwait University), therefore the findings and results cannot be generalized to other undergraduate students.

The Degree of Importance of Employing Artificial Intelligence Applications in the Educational Process from the Point of View of Vocational Education Teachers in Jordan

The study aimed to identify vocational education teachers’ point of view on the importance of employing artificial intelligence applications in the educational process. Its relationship to the variables of gender, teaching experience, and academic qualification to achieve the objectives of the study, in which the descriptive approach was used, In addition to using the questionnaire as a study tool, it was applied to 582 male and female teachers in the second semester of the academic year (2023-2024). Results have been reached in the study until the degree of importance of employing artificial intelligence applications in the educational process from the perspective of vocational education teachers. It came with a degree (a task) with an arithmetic average. It reached 3.44 with a standard deviation of 0.62. The study also found that there were no statistically significant differences attributable to all of the study variables (gender, experience, and educational qualification).

Fostering Tech Integration: Teachers' Attitudes Mediating Lifelong Learning and Technology Integration Self-Efficacy

What matters in education now is teaching and learning in a transformational era. It is primarily about what we demand from education and how we acquire information. To manage the dynamism of learning and teaching, it is crucial to research the teachers’ integration of technology in the context of lifelong education. This study investigates how teachers’ perspectives of lifelong learning and technology attitudes influence technology integration self-efficacy. A structural equation model was constructed to represent the causal relationships between variables. In the 2021-2022 academic year, 386 teachers from various high schools in Eskişehir, Türkiye, were selected using the stratified sampling method. Descriptive analysis and simple linear regression analysis were used to analyze the data, and exploratory and confirmatory factor analysis determined the structural validity of the scales. The validity of the structural equation model was tested by means of path analysis and the model was found to be acceptable. Results show that teacher attitudes mediate between lifelong learning and technology integration self-efficacy, thereby influencing successful technology integration in the classroom. Examining the relationship between teachers’ perceptions of lifelong learning and their level of competence in adapting to technological advances is expected to contribute to relevant studies in this area.

A comparative study on the use of spatiotemporal maps for teaching data visualization in a hybrid learning context

ABSTRACT Data visualization is a complex matter and so is teaching it in the context of engineering and data science. Even more challenging is teaching in a midst of once in a century pandemic. In this paper, we show the results of a workshop conducted with second-year students on a university degree in data science, which took place in the context of pandemic restrictions in a hybrid learning environment. About half of the students were in the classroom and the other half at home. They learned to use STMaps, a tool developed in the scope of the SILKNOW project. We transferred research outcomes to the classroom; similarly, the results of evaluating the tool were transferred to the project. But more importantly, we found insights that the learning process of students that were online was not the same quality as of those that were physically in the classroom. While both groups performed well in terms of correctly fulfilling the tasks proposed during the workshop, the students at home were less motivated and perceived the tasks more cumbersome to achieve. From a research perspective, this activity was perceived as very useful, and similar activities are being planned for each academic year.

COMPARATIVE STUDY OF PREVALENCE OF DEPRESSION, ANXIETY, AND STRESS AMONG UNDERGRADUATE MEDICAL STUDENTS IN LONGITUDINAL CURRICULUM OF MEDICAL COLLEGE

Objective: Medical education is long and stressful due to academic demands, frequent examinations, excessive workload, chronic exposure to human suffering and death and vast extensive syllabus, and increased psychological pressure due to multiple reasons, all of which can cause burnout, leading to mental disorders such as depression and anxiety. The aim of the study is to estimate the prevalence of depression, anxiety, and stress among undergraduate medical students of Rama Medical College, Kanpur, and its correlation with year of medical education. Methods: A cross-sectional study was conducted by providing self-administered questionnaire containing sociodemographic datasheet and depression, anxiety, and stress scale (DASS 42). Descriptive statistics were used to analyze participants’ sociodemographic characteristics and the prevalence of academic burnout using SPSS. The association of academic burnout with academic year was determined using the Pearson correlation coefficient. The data were also analyzed using analysis of variance. Results: Using DASS 42, it was found that 11.8%, 16.8%, and 19% experienced mild, moderate, and severe depression, respectively. 32.5% had mild and 16.6% had moderate anxiety. 17.9%, 22.1%, 9.0%, and 2.0% of students experienced mild, moderate, severe, and extremely severe stress, respectively. The percentages of students experiencing depression, anxiety, and stress increased as the academic year progressed. Conclusion: High prevalence of depression, anxiety, and stress was found among undergraduate medical students. One out of every three students is found to be depressed and about half of the students were reported experiencing anxiety and stress. A clear progression of depression, anxiety, stress, and burnout was observed as the academic year progressed.

The Implementation of ClassPoint to Improve the Students’ Grammar Competence to the Freshmen Students Universitas PGRI Ronggolawe Tuban Academic Year 2024

The Implementation of ClassPoint to Improve the Students’ Grammar Competence to the Freshmen Students Universitas PGRI Ronggolawe Tuban Academic Year 2024

Prevalence of Adult Attention Deficit Hyperactivity Disorder among Medical Students, King Faisal University

Background: The neurobehavioral disorder known as attention-deficit/hyperactivity disorder (ADHD) is typified by impulsivity, hyperactivity, and difficulty in maintaining focus. According to recent research, it can last into adulthood. Regarding identifying adult ADHD, the fifth edition of the "Diagnostic and Statistical Manual of Mental Disorders" has undergone major alteration. As far as we are aware, few research has been done in the Gulf region on adult ADHD among medical students.Method: A cross-sectional study was carried out on students of medicine from all academic years in King Faisal University, Hofuf, from December 2023 until June 2024. 279 medical students participated in the study. Self-reported English questionnaires with two sections—a sociodemographic section and a screening scale for adult ADHD based on the DSM5 version—were utilized for the investigation. Outcomes: (14. %) of pupils mentioned having signs of ADHD. Results: Of the sample, 14% of students exhibited ADHD symptoms, a rate higher than the global prevalence. Female students (13.1%) and first-year students (18.9%) showed significant ADHD symptoms. Psychological comorbidities were present in 28.6% of ADHD-affected students compared to 11.4% of non-affected students. The ADHD group demonstrated mild but notable challenges in concentration, relaxation, and impulsive behavior, with implications for academic performance and stress management.Conclusion: Our study shows a higher prevalence compared with a worldwide prevalence of i.e., 14%. This difference could be due to community interaction and way of living life style factors. Those individuals may have difficulty in communication and learning which can disturb students’ academic efficiency, lengthen their study, and even disturb their development.