Student Acquisition Research Articles

Exploration of Clinical Learning Challenges among Moroccan Undergraduate Nursing Students

Background Clinical learning is an essential component of nursing education. It strongly contributes to the acquisition of students’ clinical skills and enables them to link theory to practice. However, clinical learning is considered a challenging experience for undergraduate nursing students. Objective The study aimed to provide an in-depth understanding of the challenges experienced by undergraduate nursing students during their training in different clinical settings. Methods This study utilized a phenomenological qualitative design with data collected through semi-structured interviews. Thirty-four nursing students from the second and third years were interviewed between March and July 2023. The qualitative data were analyzed using thematic analysis following Braun and Clarke's six-step model. Results and Discussion The findings of the study revealed that all participants had experienced several challenges during their clinical learning, which had a negative impact on their skill development. As a result, four main themes emerged regarding the challenges associated with clinical learning, including the theory-practice gap, the unsupportive clinical environment, the lack of supervision and support, and the inappropriate scheduling of internships. Ultimately, all participants recognized the need for changes to be made to enhance learning in clinical settings. Conclusion The present study has concluded that Moroccan nursing students face numerous challenges when learning in clinical settings. This study contributes to the existing literature by providing guidelines for Moroccan nursing educators to effectively guide and support their students in clinical areas. Therefore, based on the findings of this study, further discussions regarding potential changes and future research can be conducted.

The role of digitalization in knowledge exchange and sources of knowledge acquisition for students’ well-being

ABSTRACT The purpose of this study is to evaluate the psychological well-being of university students in the context of the impact made by knowledge exchange in online learning. The research includes case analysis and collects feedback from students and teachers on tasks in digital format. The study involved 219 students from two Russian universities, who formed experimental and control groups. Before the cluster training program, both groups took the “Psychological Well-being Test” method at the start of the educational process. After completing the digital knowledge exchange program, students took the test again. The results showed a significant correlation between the experimental and control groups. There was a significant improvement in the effectiveness of students in the experimental group in terms of interpersonal interaction during the preparation of reports (p = 4.187). Practically, this study confirms the effectiveness of digital knowledge exchange in the context of improving the well-being of students.

The Influence of English Interdisciplinary Teaching to the Results of English Study in Primary School

Nowadays, the demand for comprehensive talents is more and more urgent in recent society, while traditional subject teaching narrows the way to cultivate multiple talents. Separate subject teaching ignores the integrity of knowledge, making students learn scattered knowledge and not think from different points. One subject teaching, which means teachers only master the knowledge and skills in his or her subject field, is not conducive to the complete development of students. This study takes 500 fourth-grade primary school students in Linyi Dongxing Experimental School as the research objects, conducts a case study through a questionnaire method to explore the relevance between English interdisciplinary teaching and the results of English study as well as how the implementation of English interdisciplinary subject teaching influences English learning outcomes in the process of second language acquisition for fourth-grade primary school students. Descriptive analysis and Chi-square test are involved in this study to collect the data. The research shows that interdisciplinary English teaching in primary schools has a positive influence on English learning outcomes. Students improve their different English abilities during the implementation of interdisciplinary English teaching, such as abilities in reading, speaking, listening and writing as well as other abilities, such as painting, music, etc. This study is conducive to the development and implementation of English interdisciplinary teaching in primary school education and the improvement of students' core literacy and can provide other authors with some help and suggestions to promote the future development of this field.

The Effectiveness of Teaching Using Lingokids on the English Vocabulary Acquisition of First Year Primary Students

The Effectiveness of Teaching Using Lingokids on the English Vocabulary Acquisition of First Year Primary Students

The Impact of Infographic Technology on Knowledge Acquisition and Performance Level of Second-Year Female Students in Field Competitions

The Impact of Infographic Technology on Knowledge Acquisition and Performance Level of Second-Year Female Students in Field Competitions

Examining Ways of Social Science Curricula on Students' Life Skill Acquisition in Secondary Schools of Mbeya Region

This study examined ways through which social science curricula implementation can be employed in enhancing students' acquisition of life skills in community secondary schools of Mbeya region in Tanzania. The study was guided by an objective that aimed to examine ways in which the implementation of social science curricula can enhance students' acquisition of life skills. The study employed an interpretivism research philosophy, interpretivist qualitative research approach and a case study research design. This study had 50 participants in total, including 10 heads of community secondary schools, 20 social science subject teachers and 20 head prefects from selected community secondary schools. Data were gathered using observation and focus group discussion. The study findings were analysed through transcribing field results as acquired by equipment, sorting and synthesizing data into categories and developing themes. The study results found theoretical implementation of social science curricula which does not match with the students' acquisition of life skills. The study concludes that the social science implementation is done through stakeholders like Ministry of education, Science and Technology, teachers, students, parents, education officers and school quality assurance officers to mention a few. The implementation is lacking students' acquisition of life skills. The curricula implementation was found to have no relationship between social science curricula and students acquisition of life skills.

What matters the most, the assessment method or individual skills in marketing research learning?

PurposeThe purpose of this study is to generate knowledge about assessment methods in blended business education, which have become increasingly important to establish sustainable assessment practices that support knowledge acquisition for undergraduate students in business administration at a Colombian university.Design/methodology/approachFor the analysis, a two groups comparison was performed using a nonequivalent control group design with a sample of 420 students. As this study wants to find insights to improve the knowledge on assessment topics in marketing research (MR) education, it was focused on the students from the business administration program. This study also uses individual scores from the state test as prior cognitive scores and the high school classification provided by the National Ministry of Education in Colombia (2012).FindingsIt was found that the variables that best predict performance on the MR course examinations were the mathematics skills and reading comprehension scores on the state test. The study also showed a better performance of female students on both assessment methods. There were no significant differences between the assessment methods or among the high school levels.Research limitations/implicationsOne of the limitations of this study is the limited number of items on the tests. Additionally, the authors recommend conducting an analysis of the differences between the testing items to provide a detailed explanation of students’ performance when comparing computer-based testing and paper-and-pencil testing.Practical implicationsFurther design of teaching material and assessments online and offline, based on local and regional marketing problems, is suggested. As the current text and readings are more oriented to the English-speaking contexts, most of the problems presented are oriented to multinational companies and brands.Social implicationsInsights into the skills required for future jobs provide valuable guidance (World Economic Forum, 2020). Essential skills for emerging roles, like data scientists, can find robust support within the MR course. To further enrich in-class and online exercises with Excel and SPSS, Colombian educators can leverage data sets obtained from sources like the national statistics office and international market intelligence databases available through the university’s library, including Passport and Statista. Engaging with authentic data sets provides students with a more profound understanding of practical applications in MR.Originality/valueThis approach facilitates the identification of key variables, such as assessment and cognitive abilities in math and reading, which predict students’ knowledge acquisition in MR. It not only offers insights into the relevant factors influencing learning in MR but also provides valuable feedback. Additionally, it suggests potential avenues for future research in this field.

Excellence for All? University Honors Programs and Human Capital Formation

Can public university Honors programs deliver the benefits of selective undergraduate education within otherwise nonselective institutions? We evaluate the impact of admission to the Honors College at Oregon State University, a large nonselective public university. Admission to the Honors College depends heavily on a numerical application score. Nonlinearities in admissions probabilities as a function of this score allow us to compare applicants with similar scores, but different admissions outcomes, via a fuzzy regression kink design. The first stage is strong, with take-up of Honors College programming closely following nonlinearities in admissions probabilities. To estimate the causal effect of Honors College admission on human capital formation, we use these nonlinearities in the admissions function as instruments, combined with course-section fixed effects to account for strategic course selection. Honors College admission increases course grades by 0.10 grade points on the 0 to 4 scale, or 0.14 standard deviations. Effects are concentrated at the top of the course grade distribution. However, course grades of first-generation students decrease in response to Honors admission, driven by low performance in natural science courses. Results suggest that selective Honors programs can accelerate skill acquisition for high-achieving students at public universities, but not all students benefit from Honors admission.

How enjoyment affects English acquisition and anxiety for university students: An analytical study

One of the main aims of foreign language (FL) teaching is to prepare students to speak the target language. Therefore, teachers need to help students develop communication skills. However, this ability only sometimes leads to theforeign language anxiety (FLA). The study aims to analyze the counter-effect of enjoyment of a foreign language (FLE) on the relationship between anxiety and the acquisition of English as a foreign language among university students. A quantitative research method is used to identify the relationship between foreign languages and anxiety. The expected results shown negative impact of enjoyment of a foreign language on anxiety, a negative impact of acquiring a foreign language(AFL) on anxiety, and a positive relationship between FLE and efficiency. The expected findings posited that anxiety is a negative emotion in psychology as it destroys students’ mental health to learn a foreign language. On the other hand, positive emotions contribute to student well-being and increase student motivation and the learning language process.

Motivational interviewing skills practice enhanced with artificial intelligence: ReadMI

BackgroundFinding time in the medical curriculum to focus on motivational interviewing (MI) training is a challenge in many medical schools. We developed a software-based training tool, “Real-time Assessment of Dialogue in Motivational Interviewing” (ReadMI), that aims to advance the skill acquisition of medical students as they learn the MI approach. This human-artificial intelligence teaming may help reduce the cognitive load on a training facilitator.MethodsDuring their Family Medicine clerkship, 125 third-year medical students were scheduled in pairs to participate in a 90-minute MI training session, with each student doing two role-plays as the physician. Intervention group students received both facilitator feedback and ReadMI metrics after their first role-play, while control group students received only facilitator feedback.ResultsWhile students in both conditions improved their MI approach from the first to the second role-play, those in the intervention condition used significantly more open-ended questions, fewer closed-ended questions, and had a higher ratio of open to closed questions.ConclusionMI skills practice can be gained with a relatively small investment of student time, and artificial intelligence can be utilized both for the measurement of MI skill acquisition and as an instructional aid.

The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review

Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.

Pre-class mode "flipped" again: Making videos instead of just watching them

"Flipped classroom" has subverted the traditional classroom teaching model and is believed to have a positive impact on knowledge acquisition and skill training for higher education students. The pre-class learning phase is considered a key factor in the success of flipped classrooms. However, currently, the pre-class learning phase of flipped classrooms mainly relies on video watching, which makes students passive receivers. Teachers need to invest a lot of time and resources in developing online videos, which greatly increases students' learning time and tasks. This also hinders the promotion of this teaching model. This study designs a pre-active learning strategy based on student participation in video production and a flipped classroom teaching model, and uses questionnaire surveys and interviews to observe students' reactions, explore its impact on students' satisfaction, and empirically analyze the path it affects students' satisfaction. We found that in the pre-class phase, the greater the ease of use and usefulness perceived by students in video production, the higher the students' satisfaction. Perceived enjoyment and perceived value are important intermediary paths. In addition, based on the research results, this study proposes suggestions for a flipped classroom teaching model based on video production. The results of this study will provide important references for the pre-class learning phase of flipped classrooms.

Study on the sense of gain in high level physical education in primary school--taking Shaoxing University Affiliated Primary School as an example

The level of students' sense of gain is a standard to measure the effectiveness of physical education carried out in schools and is valued by schools. Therefore, it is necessary to investigate students' sense of gain in sports education. In this paper, 202 students in the fifth and sixth grades of the Affiliated Primary School of Shaoxing University are selected as subjects, and the questionnaire method is also used to investigate the current status of their sense of acquisition in physical culture. The revised Primary School High Level Physical Activity Sense Scale is utilized in this survey for independent samples T-tests and correlation analyses. It finds that (1) The sense of gain of sports in the Affiliated Primary School is extremely strong, and 98% of students are satisfied with sports. (2) There are differences between genders and grades in the sense of sports acquisition of senior students in primary schools. This study suggests that we should appropriately improve the quality of sports in physical education classes for senior students in primary schools and cultivate their interest in sports, giving them more ways to be involved in physical activities.

Mental imagery scaffolding: The effects of detail richness and text load on geography learning

The growing importance of 3D animations in current teaching approaches becomes increasingly apparent, offering an effective way to visualize complex spatial concepts and processes in geography learning through outstanding visual representation and details. However, the effects of detail richness and text load of 3D animation on learning about processes remain unclear. Addressing this research gap, the present study adopts a quasi-experimental design involving four classes (n = 106) in the context of a geography lesson and evaluates four conditions in a 2 × 2 between-subjects design consisting of detail richness (high vs. low) and text load (high vs. low). The lessons on the rotation and revolution of the Earth were delivered by the same instructor across all conditions. Knowledge acquisition, cognitive load, learning experience, and emotions of students were measured. The results revealed that students were significantly better able to acquire knowledge immediately when exposed to the high detailed visuals but low text load condition. Low detail richness and high text load independently resulted in increased cognitive load. We also observed a significant effect of detail richness on the dimensions of pleasure and arousal, with higher levels of details associated with larger values in these dimensions. This research suggests that when the learning objective necessitates the engagement of mental imagery, incorporating detailed visuals can facilitate learning. The findings contribute to our understanding of how detailed imagery is linked to learning objectives about processes and expand our knowledge regarding the design of detail richness and text of 3D animation in the context of geography learning.

THE MULTIDIMENSIONAL ROLE OF THE ENGLISH FOR SPECIFIC PURPOSES PRACTITIONER IN TODAY’S CHANGING SOCIETIES: VOICES FROM AROUND THE GLOBE

English is one of the most widely taught languages not only in Europe but across the globe, being the language of international communication, science and technology. It is nowadays an integral part of Higher Education curricula in many countries, as English for Specific Purposes (ESP) is considered essential for the acquisition and development of students’ employability skills. Simultaneously, the economic, political, social and technological developments occurring during the last decades have made the role of the ESP practitioner more complex and important at the same time. Nevertheless, issues related to the role, needs and duties of the ESP practitioners have not been adequately explored by researchers in the field. This paper focuses on the multifaceted role of the ESP practitioner stemming from the specialised needs of learners and the multiple duties they are expected to perform. More specifically, the paper reports on the results of a Technical Action Research study conducted with 24 English language educators across the globe, who wished to receive education on issues pertaining to ESP teaching methodology or update their knowledge on the latest development in ESP teaching practices. Data were collected through an online questionnaire, field notes, reflective journals, comments on an online platform and focus groups/interviews. The results shed light on the profiles of ESP practitioners, their duties and teaching contexts, the challenges they face, and their need to receive education on ESP issues.

La integración de conocimientos teórico-prácticos desde la experiencia de profesionales del Trabajo Social en la formación del estudiantado a través de metodologías activas y participativas

In undergraduate studies in social work, a series of competency objectives related to the theoretical, methodological and attitudinal knowledge contemplated in the discipline’s educational curriculum are established, as set out in the White Paper on the Degree in Social Work. The incorporation of active and participative methodologies in the teaching-learning processes favours student acquisition of these contents. Likewise, in the teaching-learning processes, the use of didactic resources that connect theoretical knowledge with the exercise of professional practice favours student understanding of the curricular subjects. This study aims to analyse the impact that theory has on social intervention for active social workers in order to create theoretical-practical content for the subject of Introduction to Social Work Models at the University of Granada. The methodology applied incorporates documentary work and the development of three discussion groups, in which 18 active social work professionals participated. The analysis of the speeches generated in these groups has served as a resource for the development of a flipped-classroom with students taking the Introduction to Social Work Models course at the University of Granada. The analysis has been conducted around three categories: the value of theory in professional practice; roles, purposes and theoretical models underlying social work; and the social work of the future. The results show how social work professionals attach great importance to theory as a guide in their professional practice, preferably approaching it from systemic and humanist theoretical models and opting for the recovery of community and critical-transformative theoretical approaches.

Towards 5.0 skills acquisition for students in industrial engineering: the role of learning factories

In recent years, there has been an increasing transition towards the Industry 5.0 paradigm, which focuses on technology and sustainability but also on the resilience and human-centricity of the production and logistics processes. These changes require investment in equipment, process change, and new skills. To avoid the mismatch between the skills required by industry and the skills offered by university courses, recently, learning factories (LFs) have been spread worldwide, aiming at promoting hand-on learning approaches to manufacturing, logistics and technological processes. This paper illustrates how LFs can support the development of contents and competencies useful in the transition to Industry 5.0 in the industrial engineering courses. Starting from the description of a LF installed in Italy, this study presents a systematisation of the contents that can be addressed by adopting LF in the design of learning modules specifically facing the requirements and skills of the different Industry 5.0 areas.

PEDAGOGICAL AND CURRICULUM ISSUES IN TEACHING CHILDREN WITH SPECIAL NEEDS IN REGULAR CLASSROOMS: CLASSROOM PRACTICES, MANAGEMENT AND ASSESSMENT

The implementation of inclusive education has gained importance as a means of enhancing the quality and accessibility of education for children with special educational needs (SEN). These children frequently face social and physical barriers that impede their ability to enter the workforce and receive an education, which can be detrimental to the social and economic advancement of a nation. There exists various pedagogical approaches to guarantee education for children with special educational needs. However, the inclusive approach sets itself apart from the rest by advocating for equal participation of SEN students in mainstream schools, where they sit in the same classes with their other, and non-SEN counterparts. The inclusive approach states that so as to lessen or completely remove the social, academic, and physical barriers that SEN student’s encounter in ordinary classrooms, governments and educational institutions must offer the necessary resources, both human and material. In order to improve the human capital acquisition of students with special education needs, inclusive education strives for social cohesiveness and a less biased educational approach. The assumption that children with special needs are as fundamentally competent as students without impairments underpins both the classroom and the school system. Therefore, instruction is provided to students in the least restrictive setting possible. For all learners, general education is the top choice for placement, meaning that they are as much as possible alongside their peers who do not have disabilities. Respecting, recognizing, and addressing the diversity and individuality of students is the cornerstone of effective inclusive education. The needs of every student must therefore be taken into account by education systems.

Pembelajaran Nahwu Dengan Menggunakan Kitab Al- Fushul Al- Fikriyah Karya Syeikh Abdullah Basya Fikri

This study aims to determine a series of processes and results in implementing nahwu learning in class 4 Ibtida' Al-Amien Islamic Boarding School, Kediri City using the book al-fushul al-fikriyah. The approach used in this study is a qualitative descriptive research type, and the data analysis used in this study is the Miles and Huberman version of the analytical model. In collecting data, researchers used observation, interviews, and documentation related to learning the book al-fusul al-fikriyah at the cottage. The results of the research show that the learning begins with a lesson plan that is prepared and prepared by the ustadz and the students so that learning runs more effectively. Furthermore, the implementation of learning through the deductive method is accompanied by several supporting activities such as reasoning, deliberation, rote deposition, practice reading and analyzing pronunciation in books. Evaluation of learning consists of oral tests, written tests and assignments. The learning outcomes can be said to be effective and optimal. This is evidenced by the acquisition of students' scores that reach even more than the average value that has been determined, and an increase in students' understanding and mastery of nahwu science after studying the book.

THE EFFECT OF IMPLEMENTING CASE STUDY APPROACH ON STUDENTS LEARNING OUTCOMES IN TEACHING KAZAKH LEGAL DISCOURSE

This study explores case study not as research method, but as a teaching method in teaching legal discourse pre-service law students. The purpose of this study was to explore the role of case study method in teaching Kazakh legal discourse and its effect on learning outcomes in the Kazakh language acquisition of law students. Thirty-five pre-service law students enrolled at the Department of History and Law at Sh.Ualikhanov Kokshetau University participated in this study. The present study was done during the academic year 2021/2022 at the Department of Philology and Pedagogy, Kokshetau University (KU) at Professional Kazakh language course (PKL). The present study applied mixed methods to identify the effect of case study approach on pre-service law students' performance and learning outcome. The data collection was done through questionnaires and interviews. The data were analysed descriptively using frequency and percentage gained from the questionnaire and interpretation of interview results. The research results have shown that the use of the case study method has a positive effect on students’ learning outcomes and developing language and soft skills. Many students noted the significance of case study approach as it combines theory and practice to facilitate students’ skills of working with diverse sources of information. Analysis of the participant's responses illustrates that among language skills best of all students managed to enhance their speaking skills and listening skills. Furthermore, besides language skills, PKL course learners indicated that the case study approach had a great impact on developing their soft skills such as problem-solving and decision-making skills, critical and analytical thinking skills, negotiation, and presentation skills, teambuilding skills, interpersonal skills, anticipating skills in problem identification and solving.