Changes In Student Attitudes Research Articles

METODA CLIL S VYUZITIM AKTIVIZUJUCICH VYUCOVACICH METOD NA HODINACH BIOLOGIE

The preliminary research explores the implementation of the CLIL (Content and Language Integrated Learning) method in seventh-grade Biology classes at two primary schools, employing activating teaching methods. This paper comprehensively describes the CLIL method, including its historical background, various forms, types, and objectives. We analyze the advantages and disadvantages of CLIL, along with clarifying the role of the Biology teacher within this pedagogical framework. The study involves preliminary research conducted in two different elementary school classes: one without a specific language focus and one where students have a higher language proficiency. The main objective of the study was to determine changes in student attitudes following the implementation of the CLIL method. Through data analysis in action research, pre- and post-questionnaire, the study aims to identify any shifts in student attitudes after lessons conducted using the CLIL approach with activating teaching methods. Additionally, the research includes an analysis and evaluation of student preferences regarding the instructional methods used and the challenges faced by educators in implementing this method.

Killer Corporations: Changing Student Attitudes on Corporate Crime Using an In-Class Exercise

The purpose of this paper is to share a teaching exercise on corporate deviance and an assessment of its effectiveness. A pre/posttest survey was utilized to investigate the impact of the exercise on student attitudes concerning corporate deviance. In particular, the project was intended to teach students about the serious nature of corporate crimes. While Americans think corporate crime is a serious issue, they tend to resist giving harsh penalties to corporate criminals. This exercise illustrated that even when corporations commit serial murder, they often get light punishments compared to those individuals who have committed similar crimes. Ultimately, the purpose of the exercise was to illustrate the disparity in punishment for similar crimes. The assessment of the exercise indicated support for our hypotheses. There was an increase in the percentage of students that think corporate deviance should be treated more similarly to street crime from the pre to the posttest.

Unpacking the nuances: an exploratory multilevel analysis on the operationalization of integrated STEM education and student attitudinal change

Integrated STEM education (iSTEM) is recognized for its potential to improve students’ scientific and mathematical knowledge, as well as to nurture positive attitudes toward STEM, which are essential for motivating students to consider STEM-related careers. While prior studies have examined the relationship between specific iSTEM activities or curricula and changes in student attitudes, research is lacking on how the aspects of iSTEM are operationalized and their influence on shifts in student attitudes towards STEM, especially when considering the role of demographic factors. Addressing this gap, our study applied multilevel modeling to analyze how different iSTEM aspects and demographic variables predict changes in student attitudes. Drawing on data from two five-year NSF-funded projects, we evaluated pre- and post-attitude survey responses from 948 students. Our analysis identified two key iSTEM aspects—relating content to students’ lives and engagement in engineering design—that significantly influence positive attitude change. The results highlight the importance of curriculum relevance and hands-on, problem-solving activities in shaping student attitudes. However, the impact of these instructional strategies varies across demographic groups. The study’s insights into the differential impact of iSTEM aspects on diverse student groups provide actionable guidance for educators, curriculum developers, and policymakers aiming to enhance STEM learning experiences and outcomes.

Impact of Improving Discipline of Vocational School Students Post Field Work Practice Program (PKL)

The lack of discipline of post-PKL students at vocational schools requires genuine efforts to maintain academic achievement and preparation for the world of work. This research aims to determine efforts to improve the discipline of vocational school students after the PKL program at SMK MUH 1 Sukoharjo—descriptive qualitative research using the Miles & Huberman method. Data was obtained through non-participant interviews, direct observation, and documentation studies of students, teachers, and SMK MUH 1 Sukoharjo staff. Data analysis includes data reduction, presentation, and conclusion to understand efforts to improve student discipline after PKL. The research found that the PKL program at SMK MUH 1 Sukoharjo was a strategic step in improving student discipline. This can be seen from an increased understanding of discipline application of disciplinary values, to positive changes in students' attitudes and behavior. This positive impact is not only felt in daily life at school but also leads to a significant increase in academic achievement. The PKL program at SMK MUH 1 Sukoharjo has succeeded in creating a learning environment that supports the holistic formation of student character and discipline. In conclusion, the PKL program at SMK MUH 1 Sukoharjo has succeeded in proving its effectiveness in improving student discipline, as seen by increasing understanding of the concept of discipline, application of values, to positive changes in student attitudes and behavior, as well as positive changes in student attitudes and behavior—significant increase in academic achievement.

In-person to virtual interprofessional education: Teamwork attitudes and skills among dental and dental hygiene students.

The interruption to clinical professions' instruction due to closures from the coronavirus disease 2019 pandemic posed a significant hurdle to clinical education and presented a necessity to shift how instruction was delivered to resume educational activities. This study sought to answer the research question: did the transition from in-person to virtual instruction for interprofessional education (IPE) have an impact on students' perceptions of team attitudes and skills to learn and work in interprofessional groups? All participating first-year dental and second-year dental hygiene students enrolled in the campus-wide IPE course were invited to complete the Team Skills Scale (TSS) assessment before and after the course for two academic years 2019-2020 and 2020-2021. Paired t-tests were utilized to assess the change in student attitudes and skills from pre- to post-course assessment, and t-tests were used to assess mean differences between student cohorts 2019-2020 and 2020-2021. Within the student cohort 2019-2020 students reported significant improvement in all TSS items. Within the student cohort, 2020-2021 students reported significant improvement in all but three TSS items. There were only significant differences in mean values for student reported improvement in attitudes and skills for two TSS items between the 2019-2020 and 2020-2021 cohorts. Dental and dental hygiene students report significant improvement in team attitudes and skills after participation in a campus-wide IPE course. The mode of administration of the course, in-person or virtual, did not have a significant impact on student-reported improvements.

Surveying the Perspectives of Middle and High School Educators Who Use Role-playing Games as Pedagogy

This qualitative study analyzes interviews from 11 educators who use TTRPGs as pedagogy to identify common perspectives about what benefits these games bring to their classrooms. Findings across settings include practitioner reports of increased engagement, new social connections, the development of affinity groups, and a lowering of perceived social stakes for students in the setting. Additionally, teachers described a change in student attitudes about success in the classroom from an individualistic to collectivist stance. These findings are then examined through Gary Alan Fine’s TTRPG Frame Theory. Also noted is the lack of connection between the current work of RPG scholars and the work of these practitioners.

Virtual reality and gamification in education: a systematic review

This study aims to analyze the use of virtual reality and gamification in education by examining the existing literature. In addition to virtual reality, this study focuses on gamified virtual reality learning environments which refer to virtual reality learning environments that integrate gamification elements and mechanisms. Based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review was carried out. No limitations were set regarding educational level, type of study, subject, and publication year. The related articles were retrieved from 5 databases (ERIC, Google Scholar, IEEE, SCOPUS, and Web of Science). A total of 112 articles were included, 16 research questions were explored, and a thematic analysis was conducted. To evaluate the quality of the articles included, the Mixed Methods Appraisal Tool (MMAT) was used. According to the findings, gamification and virtual reality support several pedagogical theories and approaches. Their adoption to and integration into education can enrich and transform traditional teaching and learning and were assessed positively by students and teachers. Gamification elements significantly affected students’ achievements. In comparison to traditional learning environments, gamified virtual reality learning environments were more motivating, engaging, and interactive and offered more opportunities for personalized and collaborative learning. Through the realistic and interactive experiences offered, students’ immersion and social presence can be enhanced, knowledge acquisition can be improved, and material comprehension can be facilitated. Positive changes in student attitude, behavior, and mentality as well as improved cognitive, physical, and social–emotional development were observed. When using learning environments that integrate both virtual reality and gamification, students’ learning outcomes, motivation, engagement, and self-efficacy were increased. Additionally, students’ academic performance, active involvement, and satisfaction were improved. Students’ curiosity, imagination, focus, and interest were enhanced and their skills and competences were developed. Finally, gamified virtual reality emerged as an effective educational tool that can improve learning at all educational levels, subjects, and contexts.

Educating Pharmacy Students with Museum Collections – A Case for Object-Based Learning

ABSTRACT The Object-Based Learning (OBL) program at the Chau Chak Wing Museum provides bespoke experiences supported by the Academic Engagement team. This paper explores OBL as a pedagogical approach to stimulating student interest in studying the history of pharmacy. OBL workshops were implemented for a cohort of 311 first-year undergraduate pharmacy students. The workshop was collaboratively designed by pharmacy academics and museum curators and facilitated by the latter in the museum. Students worked in small groups and handled relevant collection items, investigating an object’s design, function, and relationship to modern-day practice, whilst developing observation, analysis and communication skills. Changes in student attitudes toward learning about the history of pharmacy were captured in baseline and post-workshop surveys. Significant positive changes were observed in students’ self-rating of knowledge gain, ability to interrogate and interpret unfamiliar objects, verbally communicate new ideas to peers and perceived relevance of the history of pharmacy to their future careers.

Reformulation of The Post-Pandemic Learning System in Responding the Challenges of Lost Learning and Lost Generation

This study aims to reformulate the post-pandemic learning system at UIN Imam Bonjol and UIN Syekh Ali Hasan Ahmad Addari in responding to the challenges of lost learning and lost generation. This research used a qualitative approach with a multi-case study method. Participants in this study were selected by purposive sampling, namely institutional field, and academic leaders, LPM, lecturers and students. Data collection techniques using focus group discussions and interviews. The data analysis technique was carried out with individual and cross-case analyses. The research findings stated that the pandemic affected the learning system, for example, through changes in student attitudes, low motivation in learning, readiness of teaching materials, limited ability to use technology, and network disruption. Policies related to the implementation of distance learning bring challenges that must be faced by UIN Imam Bonjol and UIN Syahada, including determining learning goals, adapting the learning system, adjusting the characteristics of lecturers and students, as well as the need for learning facilities. UIN Imam Bonjol and UIN Syahada reformulated the learning system by implementing the hybrid learning system to anticipate the occurrence of lost learning. Lecturers and students responded positively to the new learning system policy, in line with the benefits obtained, for example, flexibility in learning, students are used to self-study, digital-based learning materials, still respect face-to-face learning, flipped learning innovation, curriculum appropriate to the industrial era 4.0, and the implementation of an independent curriculum.

Education for Sustainability: A Data-Driven Methodological Proposal for the Strengthening of Environmental Attitudes in University Students and Their Involvement in Policies and Decision-Making

Introduction: in the context of global environmental challenges, university education emerges as a fundamental pillar to cultivate proactive attitudes towards sustainability. This research not only seeks to influence individual perceptions, but also the ability of these students to contribute significantly to policies and decision-making processes related to the environment.Objective: implement a methodological proposal that uses educational events, artistic events and social responsibility projects to strengthen attitudes towards environmental sustainability in university students.Method: a quantitative approach and a pre-experimental design were used, applying pre-test and post-test to students from five majors at a public university. The intervention was based on four thematic axes: classification and selection of solid waste, rational use of water, efficient use of electrical energy and university safety.Results: the results revealed positive changes in student attitudes, with significant increases in solid waste classification (from 28 % to 72 %), university safety (from 32 % to 75 %), rational use of water (from 34 % % to 76 %) and energy efficiency (from 43 % to 82 %). In addition, a strengthening of continuous environmental knowledge was observed by 46 %, representing an increase of 81 %.Conclusions: these findings suggest that universities can play a crucial role in promoting environmental educational policies that train professionals committed to nature and future generations, thus contributing to the construction of a paradigm that integrates ethics and socio-environmental responsibility

Conservation in Science Learning: Study Implementation of Contextual Teaching and Learning in Madrasah Ibtidaiyah

This study aims to determine the application and influence of the conservation-based Contextual Teaching and Learning (CTL) learning model in science learning on student learning outcomes. Quantitative research here uses a quasy experimental design research method. The experimental class was treated using the conservation-based CTL learning model, and the control class using the CTL learning model. The research subjects were 45 grade 5 students of Madrasah Ibtidaiyah Ma’arif 1 Wadas. Data were collected through observation, tests, and documentation. This conservation-based CTL learning model is very effective in improving student learning outcomes in science subjects, as evidenced by students’ cognitive learning outcomes that increase and students’ affective learning outcomes also increase; for example, students become more concerned about the school environment. The calculated results of this study, namely, there is an effect of conservation-based CTL models on cognitive learning outcomes calculated with a significant level of α = 0.5, resulting in a count value of 2.354 greater than the t table 2.079 and completeness of 78%. There is an effect of conservation-based CTL models on affective learning outcomes, which is evidenced by the changing attitudes of students who become better towards the environment with a significant level of α = 0.5 count value of 2.235 greater than the t table 2.079. The conservation-based CTL model has a better effect on improving science learning outcomes than the CTL learning model. Thus, the CTL model is more effective in improving science subjects’ cognitive and affective learning outcomes. Elementary school teachers in the future can apply the conservation-based CTL model to all subjects or integrate it into appropriate issues so that student learning outcomes in cognitive and affective aspects, especially in caring for the environment, increase for further research further emphasize the conservation-based CTL learning model.

Socioemotional Education to Decrease Attitudes of School Violence

The research was carried out with the purpose of demonstrating that the implementation of the Socio-emotional Education Program contributes to reducing attitudes of School Violence in Superior Basic students at an Educational Institution in Ecuador during the year 2023. To achieve this objective, an applied methodology was adopted with a quantitative approach and a quasi-experimental design. The sample consisted of 76 students, evenly divided into a control group and an experimental group, to whom a pretest and a posttest of the school violence questionnaire were administered. The pretest results revealed that 27.6% (16 participants) of the control group and 40.8% (31 participants) of the experimental group had a high attitude towards school violence. In the posttest, the control group recorded a 25% high attitude, while the experimental group, after the implementation of the socio-emotional education program, evidenced that 42.1% showed a low attitude towards school violence. The analysis of significant differences yielded a p-value of 0.00, less than 0.05. These numerical results support the importance of the specific interventions of the implemented program, as they generate significant changes in student attitudes, promoting positive school coexistence.

APPLICATION OF THE MODEL PROBLEM BASED LEARNING TO IMPROVE LEARNING OUTCOMES IN MATHEMATICS SUBJECT ADDING AND SUBTRACTING WHOLE NUMBERS

<em>This research is a collaborative classroom action research designed with the aim of knowing the learning outcomes of class IV students at SDN Julang, Bogor City regarding the application of the model.problem based learning in mathematics subjects, the material is addition and subtraction of whole numbers up to 1,000. This type of research is collaborative classroom action research which consists of 2 cycles. The subjects of this research were class IVA students. The results of this research show an improvement in the learning process, changes in student behavior and learning outcomes. Cycle I learning process with a percentage of 96 % then cycle II increased with a percentage of 97%, changes in attitudes of students in cycle I with a percentage of 88%, then cycle II with a percentage of 94% and the learning completion results of cycle I students were 48% which were completed, then cycle II increased by 92% which were completed . All aspects studied increased from cycle I to cycle II. Thus, it can be concluded that the application of the P modelroblem Based Learning can improve the learning outcomes of class IVA students at SDN Julang, Bogor City.</em>

Clinical competency and associated factors among undergraduate nursing students studying in universities of Southern regional state of Ethiopia, 2021

BackgroundClinical practice is the means by which nursing students learn to apply the theory, facilitating integration of theoretical knowledge and practical skill in the clinical setting which becomes arts and science of profession. This correlation of theory and practice, and the building of meaningful experience, take place during clinical practice in the health care service. Even though, nursing students need to have clinical competency during practical setting, there were little available evidences regarding to their competency status in Ethiopia. Therefore, this study was aimed to assess magnitude of clinical competency and its predictors among undergraduate nursing students studying in universities of Southern regional state of Ethiopia in 2021 G C. MethodsMulti-centered institutional based cross-sectional study was conducted among 414 undergraduate nursing students studying in eight universities of Southern regional state of Ethiopia in 2021 academic year. Systematic random sampling technique after proportional allocation to each selected university was used to select the study participants. Data were collected using pretested structured questionnaire by face to face interview after written informed consent was obtained from each participant. Data were cleaned, coded and entered into Epidata version 3.01 and analyzed using statistical package for social science (SPSS) software version 26. Descriptive statistic for all variables and bi-variable and multi-variables logistic regression analysis to identify factors associated with clinical competency was computed and expressed in odds ratio. The result was presented in the form of text, tables and figures and those variables with P-value of <0.05 in multivariable analysis were declared as statistically significant. ResultFrom 423 total calculated sample sizes, 414 of them were participated in this study giving a response rate of 97.8%. From those participants, 248 (59.9%) of them has clinical competency [95% CI: (55.18%, 64.62%)]. In multivariable analysis, studying in post basic program [AOR: 5.58], conducive clinical learning environment [AOR: 4.10], good staff-student interaction [AOR: 7.44], satisfaction [AOR: 20.66] and positive attitude towards clinical practice [AOR: 2.49] were factors significantly associated with clinical competency. ConclusionIn this study, the overall magnitude of clinical competency was found to be unsatisfactory (59.9%). Studying in private program, non-conducive clinical learning environment, poor staff-student interaction, low satisfaction and negative attitude towards clinical practice were identified as factors associated with clinical incompetency. Policy makers, universities and teaching health facilities need to work collaboratively to create nurses with clinical competency by focusing on proper screening to select candidates for studying in private program, creating conducive clinical learning environment, integrating students with clinical staffs to facilitate learning and positive attitude change of students towards their profession to increase level of satisfaction.

Significant learning in principles of economics: A module on the minimum wage

The authors of this article make a case for using Fink’s (2013) taxonomy of significant learning in the economics classroom to improve standard-based economics education and to continue transforming the discipline to reduce social inequality along multiple dimensions, including gender, race, and class. Fink’s framework is defined by student engagement with six distinct kinds of learning. Changes in student attitudes, changes in what students know about themselves and others, and learning how to learn in different settings are learning outcomes that are incorporated explicitly alongside acquiring new discipline-specific knowledge and skills. The authors apply Fink’s taxonomy to a module on the minimum wage for principles of economics. They discuss potential activities and reflect on the benefits and challenges associated with using Fink’s taxonomy.

Do equity, diversity and inclusion (EDI) requirements change student political attitudes?

ABSTRACT Over the past few years, equity-diversity-inclusion (EDI) requirements have proliferated in higher learning institutions. What impact have they had on students? This paper leverages a unique opportunity to evaluate the effect of an EDI requirement at a large public university: taught by the same instructor over the course of four quarters in three years, the course administered short anonymous surveys to students at the beginning and at the end of each term. These surveys measured student political attitudes such as preferences toward refugee admissions and affirmative action. Repeated surveys and repeated quarters allow us to evaluate changes in student attitudes during each quarter and averaged over three years. Results indicate an increase in inclusionary attitudes driven largely by students at the lowest baseline levels. Further analyses allow us to rule out social desirability bias, and suggest one possible mechanism: participation in small-group peer discussions.

Strategi Pengembangan Keagamaan Siswa SMP Plus

This study aims to advise and foster SMP Plus Bina Insan Kamil students so that they can better understand how Islamic teachings should be used in their everyday lives both at school and outside of school. Duha prayer in congregation, reading Yaasin's letter after performing dhuha prayer, three language speech exercises (Indonesian, English, Arabic), Manaqiban activities, Tilawatil Al-Qur'an, activities Khataman Al-Qur'an, Mabit, and Islamic holiday activities are among the religious activities carried out by the Bina Insan Kamil Junior High School. This study employed a qualitative method with a descriptive approach. The study's data collection methods included observation, interviews, and documentation. While data reduction, data presentation, and drawing conclusions are all part of the analysis. According to the findings of this study, the growth of religious activities can generate motivation in terms of behaving or conducting activities in accordance with religious teachings. SMP Plus Bina Insan Kamil's method comprises habituation and demonstration by going through the steps of preparation, implementation, reflection, and evaluation. The existence of a plan for promoting religious activities is to create motivation in behaving according to religious teachings and Islamic religious law, as well as to motivate students to always read the Qur'an with Tajweed guidance in accordance with its norms. This can be demonstrated by observing changes in student attitudes during the learning process in the classroom. Collaboration among teachers, student interest, school norms, and adequate infrastructure are all supportive variables for this activity.

Pengaruh Edukasi Media Power Point dan Lagu Terhadap Pengetahuan Serta Sikap Konsumsi Sayur dan Buah Siswa

The prevalence of vegetable and fruit eating habits &lt;5 servings a day in children aged ≥ 5 years in Banten Province is 97%. This figure is greater than the national figure of 95.5% (Riskesdas, 2018). Lack of access to information in children can result in children's knowledge and attitudes are also not good towards vegetable and fruit consumption. This study aims to improve the knowledge and attitudes of students of SDN Cireundeu 01 about vegetable and fruit consumption using power point media and songs. This education is given to students aged 11-12 years, because at that age children are considered to be able to think abstractly according to Jean Piaget's Theory. Experimental research with sampling technique, namely Pusposive Sampling. The study used data analysis with the Paired T-test and Wilcoxon Test to determine the average difference in pre-test and post-test values. In the power point group, the knowledge level of p value 0.150 means that there is no significant difference, while the attitude of p value 0.538 means that there is no significant difference. In the song group, the knowledge level of p value 0.005 means that there is a significant difference, while the attitude of p value 0 means that there is a significant difference. Education with songs has a higher mean difference than education with a power point at the student's knowledge level of 7.38. In addition, education with songs also has a higher mean difference than education with a power point on the change in student attitudes by 0.295.

Preservation of The People's Story Of Mandailing Natal as a Learning Source for Developing Character Values of Students

This study aims to determine how the use of Mandailing Natal folklore as a learning resource for fostering the character values of students at SMP Muhammadiyah 29 Padangsidimpuan while preserving regional Mandailing Natal literature in the form of folklore. The research method used in this research is descriptive analytical method, which is a method that describes clearly the object under study, and describes the data as a whole, systematically, and accurately. Data collection in this study was carried out using observation, interviews, and documentation. Based on the results of this study, it can be concluded that the Mandailing Natal folklore can be used as a learning resource in developing students’ character values. After the use of the Mandailing Natal folklore as a source of learning Indonessian, it was evident that the students’ attitudes changed for the better. This can be seen from the percentage change in student attitudes after the use of the Mandailing Natal folklore to foster student character values in Indonesian language learning, namely good attitudes to very good, increased by 21% of the research sample, good attitudes remained good as much as 41%, attitude 24% good enough to be good, and 14% good enough attitude.&#x0D; Keywords: Character; student attitudes; mandailing Natal; Muhammadiyah

PARENTAL INVOLVEMENT AND ACADEMIC ACHIEVEMENT AMONG HIGH-SCHOOL CHILDREN IN BANGLADESH: A META-SYNTHESIS OF QUALITATIVE RESEARCH

It has been shown that more parental participation in their children's education is successful, even in underprivileged areas of industrialized nations. It demonstrates that this result may be applied to developing countries based on a study of randomized field trials, including frequent, in-person contact between instructors and parents in a rural Bangladesh environment. Parent-teacher conferences regularly encouraged parents to spend more time helping and supervising their kids' schoolwork. Therefore, this study aims to explore the influence of parental involvement on student's academic performance in Bangladeshi secondary schools. This led to changes in student attitudes and conduct, in addition to helping kids' test results. The treatment benefits were consistent regardless of parental, teacher, or school-level variables. Significant policy ramifications emerge from these results for underdeveloped nations where increased school enrollment levels often do not result in better educational outcomes: Parent-teacher engagement programs are affordable, simple to establish, and scalable.