Better Understanding Of Students Research Articles

Evolving study strategies and support structures of introductory physics students

Students often struggle in the transition from high school to college. One component of this struggle is adjusting study habits to navigate new academic expectations. Another is establishing new relationships in college that can support their emotional well-being and academic success. We administered surveys consisting primarily of open-ended questions to students taking an introductory physics course in order to gain insight into students’ study habits and support structures and how they change from high school to college. We find that many students learn that they need to dedicate more time outside of class to studying in order to succeed in college. Many students trying to improve their performance report practicing more, but our results suggest that more practice alone is not sufficient; rather, students were able to increase their performance and satisfaction in the course by engaging more deeply with the material. Regarding support structures, we find that in high school, students find their teachers highly supportive and accessible, but they are less likely to approach their college professors for help. Meanwhile, many students find peers to be an important source of support in college as the amount of support they receive from their families diminishes with distance from home. Gaining a better understanding of students’ study habits, support structures, and how they conceptualize them can help us design course structures and messaging that can more effectively help students develop strong learning strategies and social networks. Published by the American Physical Society 2024

Familiarity, Use, and Perception of AI-PoweredTools in Higher Education

Purpose: AI-powered tools and the use of these tools for teaching and learning have grown exponentially. While there are several studies that examine students' use of AI tools for learning, the results are inconclusive. The purpose of this study is to gain a better understanding of students' familiarity and use of various AI-powered tools for learning, and to gain greater insight into students' perspectives on the benefits and risks of using AI-powered tools in educational settings. Study design/methodology/approach: The study deployed a survey to understand and compare the degree of familiarity and use of AI-powered tools among first and final-year university students. Additionally, several questions focused specifically on students' concerns regarding the use of AI in their studies. Findings: Results indicate that first-year students exhibited a higher level of familiarity with AI tools prior to the start of their studies, while final-year students demonstrated a deeper and more diverse usage of these technologies. Despite concerns raised, the study does not conclusively support negative impacts on student engagement or development of critical thinking skills. While the study indicated that students are well aware of the general limitations of AI use, they did feel not well supported nor informed as to how AI-powered tools can be used within their studies and have expressed the need for greater support and guidance from the university. Originality/value: Research findings have significant implications for educational institutions and policymakers as they strive to leverage AI effectively to enhance the learning experience while addressing concerns and preferences in this rapidly evolving educational environment.

Students’ Perceptions of Workplace Robots in the Republic of Serbia

Research Question: The key research question is what the key positive and negative perceptions of students from the Republic of Serbia regarding workplace robots are. Motivation: Academics, practitioners, and decision-makers are more and more interested in the impact of new technological solutions in the field of robotics on organizations and their functioning. Ongoing technological advancements have accelerated the adoption and use of robots in the workplace. As a result, organizations that plan to introduce robots should consider all effects on employees, both positive and negative. Idea: The main idea is to examine and analyse the perceptions and attitudes of students from the Republic of Serbia regarding robots at the workplace. The results of this study regarding students' perceptions and attitudes towards robots in the workplace are crucial for the future of work and job design. Data: Data were collected via online questionnaire consisting of five profile questions and 13 statements organized in two five-point Likert scales. From January to March 2023, the questionnaire was completed by 164 students from the Republic of Serbia. Tools: The collected answers were analysed using the Statistical Package for Social Sciences – SPSS, version 21.0. (Armonk, NY: IBM Corporation). The Cronbach's Alpha coefficient, Kolmogorov-Smirnov test, descriptive statistics, student t-test and one-way ANOVA test was used for data analysis. Findings: Research results showed that most respondents believe that robots can do dangerous jobs that humans cannot, that robots can free humans from routine and monotonous jobs, and that humans will have more time for creative tasks. Robots in the workplace, on the other hand, will have some negative consequences. Many respondents agree that working with robots without people would make them feel lonely; robots would not know how to react in some unexpected circumstances; and they are not as flexible and mobile as humans. Contribution: The findings of this study could make a significant contribution to a better understanding of students’ attitudes towards robots in the workplace and they may help decision makers, employers, leaders, and managers on how to increase workplace acceptance of robots.

Doctoral students’ perceptions of the English language proficiency completion criteria in Iran: making a case for English for General Academic Purposes (EGAP)

PurposeThis study set out to investigate PhD students’ perceptions of the criteria for showcasing English proficiency as part of the requirements for completing PhD programs in Iranian universities. The criteria included The Ministry of Science, Research, and Technology (MSRT) test, an English for Academic Purposes (EAP) program, achieving the minimum score on the English section of the doctoral entrance exam, and gaining approval from supervisors regarding students’ proficiency.Design/methodology/approachQualitative data were collected by conducting interviews with 19 PhD students as well as a corpus of 325 students’ commentaries posted on an online forum. The data were then analyzed using the constant comparison method (Creswell, 2013).FindingsStudents held mixed feelings in relation to the new completion requirements and in particular, the MSRT test. However, they advocated egalitarian, objective, and need-responsive measures, which were better mirrored in the EAP program.Research limitations/implicationsThe findings were discussed with reference to the predictive validity, authenticity, and construct relevance of the MSRT test and the EAP program. Despite the absence of quantitative data on the comparability of high-stakes tests and the EAP program, the study offers implications for testing agencies, academic institutions, and tertiary students.Originality/valueA multitude of PhD students and candidates are affected by the results of the new policy. Accordingly, gaining a better understanding of students’ perceptions may assist policymakers in reconsidering their policies, if necessary.

Undergraduates’ workplace learning in health sciences education: psychometric properties of single-item measures

BackgroundUndergraduates’ workplace learning is an important part of health sciences education. Educational psychology research considers many different aspects of self-regulated learning at the workplace, including cognition, motivation, emotions, and context. Multivariate longitudinal and diary studies in this field require fewer items than alternatives or even a single item per construct and can reveal the sub-processes of workplace learning and contribute to a better understanding of students’ learning. Short instruments are necessary for application in workplace settings, especially stressful ones, to mitigate survey fatigue. The present study aimed to assess the psychometric properties of single items measuring various aspects of workplace learning.MethodsTwenty-nine single items selected from the Workplace Learning Inventory in Health Sciences Education were analyzed for reliability, information reproduction, and relationships within the nomological network. The authors additionally analyzed four generally formulated single items’ relationships with the full Workplace Learning Inventory scales and external criteria within the nomological network. Participants were 214 ninth- or tenth-semester veterinary medicine students in Austria and Germany who were learning at varied workplaces during the winter semester of 2021/2022.ResultsOf the 29 single items selected from existing scales, 27 showed sufficient reliability, but mixed results were obtained regarding validity. Although the items’ relationships within the nomological network were similar to those of the full scales, information reproduction was insufficient for most items. The four general single items showed acceptable validity, but the reliability of these measures of states could not be assessed.ConclusionsThis paper reported findings on the psychometric properties of single items for undergraduates’ workplace learning in health science education. The findings are crucial for deciding whether to use scales versus single-item measures in future studies. By applying the findings, researchers can be more economical in their workplace learning data collection and can include more constructs.

Planning to Take More Mathematics Courses in High School: Who Does and Who Doesn't?

What are the most common motives invoked by 9th graders when asked about their plans to take (or not) more mathematics courses during high school? How do beliefs about math course-taking affect students’ actual planning? To what extent is planning of math course-taking associated with high school students’ socio-demographic backgrounds? The study employs data from the High School Longitudinal Survey of 2009 to examine the issue of persistence in math course-taking during high school. The study shows that almost two-thirds of 9th graders plan to do math during all their high school years, although intentions to persist in math vary across racial and especially socioeconomic backgrounds. The study also demonstrates the importance of belief constructs such as math identity, internal motivation toward math learning and math utility on math course-taking planning. A better understanding of students’ motives to engage in high school math may help develop classroom practices that emphasize the long-term benefits of math learning.

Unravelling Self-Efficacy in Online Discussion and Presentation: Insights from English Education Students in Kupang, Indonesia

The rapid growth of digital technology has revolutionized the educational landscape, with online learning becoming a prominent mode of instruction. This study explores students' self-efficacy in the context of online discussions and presentations in English language learning. The research involved English Education students in Kupang, East Nusa Tenggara, Indonesia. Quantitative and qualitative data were collected through questionnaires and focus group discussions (FGDs). The questionnaire assessed students' self-efficacy beliefs in their speaking abilities and handling challenging situations during online discussions and presentations. The FGD provided more profound insights into the factors influencing students' experiences with virtual classroom speaking. The findings revealed that many students demonstrated a positive self-efficacy in their speaking abilities during online discussions. They expressed confidence in their communication skills and ability to handle complex tasks. However, limited access to internet connectivity, lack of engagement and social loafing, lack of preparation, students’ English Proficiency, and fear of making mistakes were demotivating factors affecting self-efficacy. The study highlights the importance of fostering a supportive online learning environment to enhance students' self-efficacy. To gain a better understanding of students' self-efficacy in online discussion and presentation, future research could include a more diverse group of students from various institutions and academic levels.

Analysis of Student Reading Interest in UNSIKA Library with K-Means Algorithm

This study aims to analyze students' reading interest at the Singaperbangsa Karawang University Library using the K-Means algorithm. The K-Means method is used to group books based on borrowing patterns, so as to provide better insight into students' reading preferences and assist libraries in managing book collections. Book borrowing data was obtained from the university librarian database, while literature study was carried out by studying and looking for references in related journals and literature. After the data is clean and can be processed, the clustering process is carried out using the K-Means algorithm by determining the value of k. The clustering results are displayed in the form of a table showing the groups of books that are frequently borrowed, books with a moderate borrowing frequency, and books that are rarely borrowed by students. Cluster quality evaluation was carried out using the Davies Bouldin value. The findings of this study indicate that the K-Means algorithm is effective in classifying books based on borrowing patterns. With a better understanding of students' reading interest, libraries can optimize the placement of books, increase the availability of books of interest, and develop strategies to increase overall student reading interest. The results of this study make a significant contribution to the development of university libraries and provide useful guidelines for decision-making in library management.

The Synchronous Online Environment: Impact on Instructor’s Academic Empathy

The COVID -19 pandemic has ushered in a new era of pedagogical strategies and offered a unique window into students’ lives. Among the many challenges and advantages of the online environment, the daily exposure to students’ lives—magnified during synchronous online teaching—served to humanize them in the classroom. This research delves into a novel area, exploring whether this heightened exposure to students’ day-to-day environments outside of the physical classroom leads to academic empathy from their instructors and whether it results in a better understanding of students’ individual challenges and circumstances. The results showed that synchronous instruction increased faculty members’ empathy for students’ diverse personal experiences. A significant discovery, however, was the role of student camera usage in enriching the synchronous online experience. Ultimately, the study underscores the benefits of students having cameras on during synchronous online classes to create a more connected and empathetic classroom environment.

Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons

Nowadays, mathematics teachers in K–12 strive to promote their students‘ mathematical knowledge and computational thinking (CT) skills. There is an increasing need for effective CT-embedded mathematics learning material and a better understanding of students’ views toward them. In this work, we present the results of a research study, which included the design of a six-lesson learning activity aimed at fostering 16- to 17-year-old secondary students’ CT skills in calculus lessons using the dynamic mathematics software GeoGebra. Our goal was to investigate how students experienced the CT-embedded calculus lessons with GeoGebra and what challenges they faced during their interaction with the learning material and software. We collected and analyzed data from students’ code in GeoGebra, workbooks, semi-structured interviews, and questionnaires. Our findings suggest that most students mastered using CT concepts in calculus activities to a satisfactory degree and could reason about their computational solutions using GeoGebra and the generated graphs. Students’ understanding of the mathematical content knowledge introduced was essential to complete the lesson series successfully and unnoticed gaps in prior knowledge emerged. Our study shows that students appreciate the CT-embedded calculus lessons and GeoGebra’s exploratory approach to mathematics problems when provided with appropriate support. We conclude that an integrated approach to mathematics education and CT is viable and can contribute not only to fostering CT but also to increasing interest in mathematics.

Investigating Canadian Engineering Students’ Perceptions of Graduate Attributes: Frequency, Criticality, and Relative Importance

This study investigates the perceptions of Canadian engineering students regarding the frequency and criticality of the 12 graduate attributes (knowledge, skills, values, and behaviors that engineering students are expected to demonstrate upon graduation) outlined by the Canadian Engineering Accreditation Board (CEAB). This study aims to assist engineering educators in gaining a better understanding of students’ expectations regarding how engineering competencies will be demonstrated in practice. This information can guide the improvement of engineering curricula and help engineering programs meet accreditation requirements for continuous enhancement. Descriptive and test statistics were used to analyze a quantitative survey administered to 340 undergraduate engineering students at a large Canadian university. Findings suggest that the students perceived the frequency and criticality of most graduate attributes differently. Individual and teamwork, communication, professionalism, lifelong learning and engineering tools, were viewed as more frequent than critical, while ethics and equity, impact of engineering, investigation, and design were perceived as more critical than frequent. The study also found that communication, individual and teamwork, and problem analysis were perceived as the graduate attributes with the highest relative importance (frequency multiplied by criticality), which is consistent with the literature.

University students' access to mental health services: A qualitative study of the experiences of health service professionals through the lens of candidacy in England.

In order to develop a better understanding of students' access to mental health services, we explored the experiences of health care professionals interacting with university students with mental health problems. We interviewed 23 professionals working across university advice and counselling services, NHS general practice, crisis, and psychological services in North and East London between June 2022 and January 2023. Our approach drew on reflexive thematic analysis and the principles of abductive analysis. The notion of candidacy - that is, how different needs are deemed deserving of health service attention - was particularly helpful to our understanding of the ongoing phenomenon of interest in the data. Each student's access to mental health support was highly contingent on the student's dynamic social context and the pressures and organisation of the local health system. Professionals described how different students viewed different needs as deserving of health service attention. Which students reached the professional's service depended on the resources and relationships a student could draw upon, and the service's relative permeability. Once there, what action professionals took was strongly influenced by the professional's service expertise, resource constraints, the relationships the professional's service had with other organisations, the students' wishes, and whether students regarded treatment offers as acceptable. Candidacy offers a useful lens to view university students' access to mental health support. Access appears to be an increasingly intricate task for students, given the fragmented service landscape, surging demand for mental health care and challenges of emerging adulthood. Our findings suggest that policy goals to increase use of mental health services are unlikely to improve outcomes for students without policy makers and health systems giving holistic consideration of inter-service relationships and available resources.

The influence of adolescents' self-perception of social relationships on personality functioning in the context of inclusive education.

Adolescence is a special phase of life in which fundamentals of psychosocial functioning are formed. The present study investigates how adolescents' self-perception of social relationships in inclusive classes affect personality functioning. Furthermore, we examine whether the association between self-perceived social relationships and personality functioning is stronger for students with special educational needs in the domains of learning (SEN L) and social -emotional development (SED) than for students without SEN. At two measurement points questionnaire data was collected from 927 sixth- and seventh-graders from 20 primary and 20 comprehensive inclusive classes in Germany. Results of longitudinal multilevel analyses show partially different results for sixth- and seventh-graders. Overall, students' perceived social relatedness predicted personality functioning. Students who perceived their social relationships more positively showed healthier personality functioning. Further, SEN SED represents a potential risk factor for personality functioning. But, we observed that differences in personality functioning between seventh-graders with SEN L or SED and those without SEN decreased over time. Furthermore, SEN does not appear to reinforce the association between low self-perception of social relationships and risky personality functioning. The findings are discussed in the context of inclusive education and implications for future research as well as practice are given. Overall, our findings contribute to a better understanding of students' psychosocial development in inclusive learning environments.

Attachment, Resilience and Life Satisfaction of University Students in Cyprus after the Fourth Wave of COVID-19.

The COVID-19 pandemic has given rise to a large-scale crisis that has also impacted the well-being and, more specifically, the life satisfaction of university students. Factors such as attachment dimensions and psychological resilience can provide us with a better understanding of students' life satisfaction levels during the recent pandemic. While previous literature has revealed a significant association between attachment dimensions, resilience, and life satisfaction, very few studies have attempted to address a more complex relationship among all three variables for university students, and even fewer have explored this topic during the COVID-19 pandemic. Therefore, the aim of the current study was to investigate the impact of attachment dimensions on university students' life satisfaction after the fourth wave of COVID-19 in Cyprus, with a focus on the mediating role of psychological resilience. The sample comprised 780 university students, consisting of 323 men and 457 women, aged between 18 and 61 years. Participants were recruited electronically, and after being directed to Google Forms, they completed the ECR-R for their attachment dimensions, the RES for psychological resilience, and the SWLS for life satisfaction. The results indicated significant correlations between attachment dimensions, psychological resilience, and life satisfaction. Notably, psychological resilience was found to partially mediate the relationship between attachment anxiety, as well as attachment avoidance, and life satisfaction. Specifically, attachment anxiety and avoidance negatively affected life satisfaction, partially due to lower levels of psychological resilience. These findings are discussed in relation to the existing literature, and implications for practice are provided.

Developing an education support system for disaster management through an ethnoscience-based digital disaster learning module

Using evidence of the Mount Semeru eruption in 2021 shows the importance of community preparedness knowledge from an early age. This study aims to develop an ethnoscience-based digital module to improve the disaster preparedness of elementary school students around Mount Semeru. This is a development research using the stages of the ADDIE model. The procedure consists of five steps: Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The stages start from needs analysis, designing instruments and module concepts, developing and testing the feasibility of module, implementing and testing the effectiveness of modules, and the last stage is module dissemination. The application of ethnoscience to digital modules through material on the history of Mount Semeru based on location, hazard, eruptions history, areas affected by eruptions, and eruption disaster preparedness. The research subjects consisted of 100 fifth-grade students and 10 teachers in three schools directly affected by the eruption of Mount Semeru with a pre-test and post-test one-group design. Data collection used interviews, questionnaires, and tests with quantitative descriptive analysis. The simple independent test is carried out by comparing the data before and after the implementation of the module. Module effectiveness test used an independent sample t-test with a value 0.000 < 0.05. The results showed that the ethnoscience-based digital module of volcanic eruption is very feasible and effective in improving the preparedness of elementary school students. In addition, as a finding of this study, the ethnoscience-based digital module promotes an education support system that is appropriate through the habits of local communities facing disasters contained in the module, which can provide a better understanding of students' perspectives related to the Semeru volcano disaster. The implication of the ethnoscience-based digital module for current knowledge is increasing the childhood awareness knowledge related to volcanic disaster based on local everyday life.

Memahami Peserta Didik Melalui Prinsip-Prinsip Kepribadian

The purpose of this writing is to increase understanding of how the principles of student personality can be utilized in an educational context, using a descriptive qualitative approach. This approach involves collecting data from libraries or scientific journals to ensure the information obtained is in-depth and verified. The main focus of the research is to describe and analyze how teachers integrate a deep understanding of students' personalities in the teaching process. The findings of this research provide insight into the potential of applying personality principles as an effort to improve the overall learning experience and strengthen interpersonal relationships in educational environments. The results of this research can provide valuable guidance for educational practitioners who wish to optimize learning through better understanding of students.

Students’ perceptions of studying A-levels: factors facilitating and frustrating positive learning experiences

ABSTRACT To generate a better understanding of students’ experiences of studying A-levels, 136 A-level students in England were asked to provide three words or phrases to describe their experience of sixth form, and their reasons for choosing these terms, via an online survey. Data were analysed using content analysis and reflexive thematic analysis. The analyses highlight that, although studying A-levels is challenging and can be stressful and overwhelming, it can also help to prepare students for higher education and adulthood more broadly by presenting them with unique opportunities to exercise autonomy, study subjects of genuine interest to them and cultivate more meaningful relationships with their peers and teachers. Implications for educational practices aimed at promoting positive learning experiences and supporting basic psychological needs are discussed.

Online or remote education? Preferences of Colombian higher education students

While some students had experience receiving online education prior to the COVID-19 pandemic, the emergency remote modality offered a different experience given that higher education faculty had limited time for planning and, most of them, did not have any experience in online education. This research aims to identify the differences between undergraduate students’ perceptions and preferences on emergency remote and online education. Researchers identified a set of online education courses–that pre-existed COVID-19 times–and courses that were transformed into remote education courses–designed as a response of the COVID-19 emergency. Participants of this study are a group of students who, during the same academic semester, participated in both online and (emergency) remote courses. Researchers used a survey to understand students’ perceptions and preferences assessing their experiences in different dimensions (e.g., interaction and evaluation). Researchers used the add-on preferential groups model to identify which of the two modalities was preferred by the students for each dimension. The quantitative analysis was complemented using content analysis of responses to open-ended questions, seeking to gain a better understanding of students’ perceptions and preferences between online and emergency remote education. The results show that students have a positive view of the online and remote modalities; however, each of these modalities offers students advantages for specific dimensions. For example, the remote modality was preferred for having greater interaction among peers and with the instructor. On the other hand, online education provided more flexibility. Students suggested improving assessments’ approaches and instructors’ technological skills for both modalities.

Student and Teacher Perspectives on Equity in Clinical Feedback: A Qualitative Study Using a Critical Race Theory Lens.

The authors aimed to gain a better understanding of students' and teachers' perspectives about whether clinical clerkship feedback is provided equitably irrespective of a student's race/ethnicity. A secondary analysis of existing interview data was conducted, focusing on racial/ethnic disparities in clinical grading. Data had been acquired from 29 students and 30 teachers at 3 U.S. medical schools. The authors performed secondary coding on all 59 transcripts, writing memos focused on statements related to aspects of feedback equity and developing a template for coding students' and teachers' observations and descriptions specific to clinical feedback. Using the template, memos were coded, and thematic categories emerged describing perspectives on clinical feedback. Forty-eight (22 teachers and 26 students) participants' transcripts provided narratives about feedback. Both student and teacher narratives described how students who are racially/ethnically underrepresented in medicine may receive less helpful formative clinical feedback needed for professional development. Thematic analysis of narratives yielded 3 themes related to feedback inequities: 1) teachers' racial/ethnic biases influence the feedback they provide students, 2) teachers have limited skill sets to provide equitable feedback, and 3) racial/ethnic inequities in the clinical learning environment shape clinical and feedback experiences. Narratives indicated that both students and teachers perceived racial/ethnic inequities in clinical feedback. Teacher- and learning environment-related factors influenced these racial/ethnic inequities. These results can inform medical education's efforts to mitigate biases in the learning environment and provide equitable feedback to ensure every student has what they need to develop into the competent physician they aspire to be.

Edukasi Membangun Kesadaran Anti-Bullying di Sekolah pada Siswa SMP Muhammadiyah 2 Kalasan

Bullying connotes actions taken intentionally to give other people a feeling of discomfort by berating, demeaning, criticizing, nicknamed, kicking, pushing, depriving money, avoiding, and refusing to make friends is a real form of action. The purpose of this Community Empowerment Program (Podamat) is to provide knowledge about the factors that cause bullying that occurs at Muhammadiyah 2 Kalasan Middle School, provide knowledge about the impacts caused by bullying that occurs at Muhammadiyah 2 Kalasan Middle School, and provide education to students to build Anti-Bullying awareness at SMP Muhammadiyah 2 Kalasan. The results of the Prodamat activity (Community Empowerment Program) entitled "Education to Build Anti-Bullying Generations have had a positive impact, namely increasing insight and better understanding of students at SMP Muhammadiyah 2 Kalasan regarding bullying compared to before receiving this education. This increased understanding includes definitions, types, causal factors, characteristics of perpetrators, victims, witnesses, then knowing the harmful effects of bullying behavior.