University Classes Research Articles

Effect of morningness-eveningness chronotype on academic performance of undergraduate students

BackgroundCircadian rhythms are crucial for physiological functioning, and they vary among people. There are three distinct chronotypes: morning, evening, and neither type. Morning types experience their highest level of activation during the early part of the day and tend to be more conscientious and focused on achieving their goals. Evening types, on the other hand, reach their peak performance during the latter portion of the day and exhibit a higher level of intelligence. University class schedules may occasionally clash with evening-type individuals’ circadian preferences, potentially impacting their academic performance in comparison to their morning-type peers. Therefore, this study was done to investigate if morningness-eveningness can affect college students’ academic performance as sleeping late or sleep deprivation can lead to disease in the young population.Materials and methodsA sample of 100 collegiate students aged 18–30 years were recruited via convenience sampling from Jamia Hamdard, Delhi, and informed consent was obtained from the subjects. The morningness-eveningness questionnaire (MEQ) was used to assess students’ chronotype, and the mean of the last three academic years percentage was used to assess the academic performance of the students.ResultsThe total academic performance score was better in the morning category (75.53 ± 7.28) as compared to the evening (66.42 ± 10.08) and intermediate (73.72 ± 6.46) categories. There was a low degree of positive correlation between total academic performance and TMEQ (total morning-evening questionnaire) score (ρ = 0.204).ConclusionThe academic performance of morning chronotype students was better than that of evening chronotype students.

Socioemotional classroom environments mediating teacher expectation effects: A multilevel structural equation modeling approach

In higher education, the pathways through which teacher expectations could contribute to students’ academic achievement are an area of limited empirical investigation. In this study, we investigated the mediating role of the socioemotional classroom environment in the relations between university teachers’ early expectations and their students’ later achievement. The participants were 176 teachers and their 6,506 first-year undergraduate students from public universities in China. Data from teachers’ initial expectations, students’ prior and year-end achievement on standardized tests, and students’ perceptions of socioemotional factors within the classroom were collected. As students were nested in classes, multilevel structural equation modeling was employed for data analysis. The results showed that, at the individual level, with students’ prior achievement controlled, the extent of the teacher’s differential treatment, the quality of the teacher-student relationships, and the quality of the peer relationships in turn were statistically significantly related to the university teachers’ initial expectations, which ultimately was associated with the individual students’ year-end academic achievement. Further, the university teachers’ expectations for their individual students played a role in the quality of the peer relationships which subsequently contributed to students’ later academic achievements. Moreover, the university classes whose teachers tended on average to have higher expectations tended to achieve at higher levels. However, we did not identify mediating paths via socioemotional factors from university teacher expectations to student achievement at the class level.

Research on the Path of Enhancing the Quality and Effectiveness of Civics Classes in Private Colleges and Universities under the Environment of Melting Media

In the milieu of integrated media, elevating the teaching quality and efficacy of ideological and political theory courses in private colleges presents a challenging endeavor. Confronted with the novel demands that the era of new media imposes on education, private institutions of higher learning must align with the current of the times and undertake innovative reforms in their politico-ideological curricula. Presently, the pedagogy of such courses at private colleges is beset with various issues that necessitate refinement - ranging from content and methodology to assessment and the cultivation of the teaching cadre. This demands a multifaceted approach: refreshing the curricular content, revolutionizing teaching methodologies, renovating assessment techniques, and fortifying the instructor cohort, all in a bid to meet the developmental requisites of the new media age. This study aims to explore potential avenues for enhancing the quality and impact of ideological and political education in private colleges amidst this context, thereby fostering the healthy progression of the field.

Black Snake

We Are Water Protectors presents a complicated example of the role horror can play in children’s literature. This article looks at terrifying, yet powerful imagery in this book, with its implications for both children’s literature as a form of activism and a critical discussion of the topics brought up by Lindstrom and Goade. I argue that horror functions as a mediator capable of bringing topics such as ecocriticism, activism, climate emotions, and colonialism to fruitful discussions in both elementary and university literature classes.

Evaluation of the Effectiveness of MOOC-based Flipped Learning in College Mental Health Curriculum

Background and Aim: The flipped classroom redefines psychological health education by using technology for independent study before class and engaging in interactive and applied learning activities in class. Thus, two research objectives were proposed: (1) To compare the difference in the effectiveness of the new MOOC-based flipped learning on students' learning outcomes compared to traditional teaching in undergraduates’ mental health curriculum. (2) To explore students' attitudes to new MOOC-based flipped teaching methods. Materials and Methods: This study was designed as a pretest and posttest trial. The sample was 60 freshmen from two Sichuan University classes allocated to two groups using purposive samplings: group 1 for traditional learning, and group 2 for flipped learning. The performance test and semi-structured interview were employed in this study as research instruments. Both groups' pretest and posttest scores were obtained for learning outcome comparison. The students' attitudes to the new teaching methods were obtained through semi-structured interviews. Results: The mean pretest and posttest scores in group 1 were 58.87 and 82.17 respectively, while in group 2, they were 58.67 and 86.53 respectively. The mean improvement in knowledge score was significantly higher in group 2 (M=27.87, SD=3.14) compared to group 1 (M=23.30, SD=1.69). The level of statistical significance was P < .001. The results of the semi-structured interviews indicated that almost all participants had very positive opinions regarding flipped learning based on MOOCs. Conclusion: The research demonstrates that MOOC-based flipped learning increases the student learning effectiveness to obtain better score performance and make it worth promoting.

Cooperative Learning Type of Student Team Achievement Division on Learning Outcomes Writing Explanation Texts of Hufs Korea Students

This research aims to determine the effect of using student team achievement division type cooperative learning on the ability to write explanatory texts in Intermediate class students at Hankuk University of Foreign Studies, Korea. The method used is a Quasi Experimental type experimental method using two classes, namely the experimental class which is given treatment in the form of a cooperative learning method of the student team achievement division type and the control class which is not given treatment as a comparison class. The data collection technique uses essay writing tests and questionnaires to determine student responses to the student team achievement division type cooperative method. To analyze the data using the t test with a significance level of 0.05. The research population was all Intermediate class students, totaling 60 students. After being given cooperative method treatment, student team achievement division type, students' ability to write explanatory text increased. It can be concluded that accepting H1 rejects H0, thus it can be said that there is an influence of the use of cooperative learning methods of the student team achievement division type on the ability to write explanatory texts in the intermediate department class of Malay-Indonesia Hankuk University of Foreign Studies Korea.

ANALYSIS OF ACCOUNTING STUDENTS' UNDERSTANDING OF THE DEVELOPMENT OF BASIC ACCOUNTING CONCEPTS AND THEIR APPLICATION

This study examines the understanding of students majoring in Accounting related to the development of basic accounting concepts and their implementation in teaching at several universities in Bandar Lampung. S1 Accounting students from Bandar Lampung University, Technocrat University, and Darmajaya University class of 2020 became research subjects. Qualitative methods are used with data collection through questionnaires. The results showed differences in student understanding related to basic accounting concepts, influenced by teaching approaches, curricula, and learning methods at each university. Data analysis uses a descriptive approach with percentage-based score interpretation. The implications of this research can be used to improve teaching effectiveness and student understanding of basic accounting concepts. Further research recommendations include analysis of additional variables and company types to understand holistically the challenges of a dynamic and competitive work environment. These findings support the development of a responsive and relevant curriculum in meeting industry demands.

The challenges of the internationalisation of the curriculum: a pedagogical intervention to promote interculturality and plurilingualism in English-Medium Instruction

ABSTRACT Purpose This study presents the design, implementation and results of a pedagogical intervention aimed at Internationalising the Curriculum and developing Global Competence (GC) in an English-Medium Instruction (EMI) class in a Catalan university. The first goal is to unpack different pedagogical strategies which are considered relevant for the design of an internationalised EMI course. The second goal is to evaluate students’ reception and compliance/resistance to the intervention, and to assess the extent to which the proposed framework allowed for the development of interculturality and plurilingualism. Design The intervention was designed considering the guidelines of the Organisation for Economic Co-operation and Development for Higher Education (OECD 2018). 16 Primary Education teacher-trainees participated in it. The data included a questionnaire, video/audio recordings of the intervention sessions, one focus group with students, one interview with the lecturer, and classroom materials. Findings First, the results suggest that curricular interventions shall be based on the students’ attainment of local/global content and of the ability to communicate effectively within/across cultures, through critical metalinguistic reflection. Second, they show that, although students develop GC awareness of and proactively engage with a ‘cultural other’, after the intervention they reproduce ethnocentric frames concerning language and culture, constructing plurilingualism as an exception. Originality The paper contributes to a better understanding of the specific challenges and curricular dimensions in plurilingual EMI pedagogy which may be addressed for an effective Internationalisation of the Curriculum.

Studi Tentang Harga Diri pada Mahasiswa Yang Bekerja Paruh Waktu

This study aims to determine the level of self-esteem in students of the Guidance and Counseling Study Program of Sanata Dharma University Class of 2020-2021 who work part-time, as well as identify items measuring aspects of self-esteem in students of the Guidance and Counseling Study Program of Sanata Dharma University Class of 2020-2021 who work part-time, on the achievement of scores that are identified as poor or less than optimal. This type of research is quantitative descriptive research. The sample of this study was 40 students of the Sanata Dharma University Guidance and Counseling Study Program Class of 2020-2021 who worked part-time. Data collection techniques through surveys with google forms. The number of valid items on the self-esteem scale is 28 items and has a Cronbach Alpha reliability index of 0.961. The results showed that the level of self-esteem in students who work part-time is very high at 55%. The results of this study also show that there are 2 items with moderate score achievements on the self-esteem scale, so there are 2 proposed topics regarding time management and priorities and planning and priorities, which can be used as material for lecturer discussions with students.

Multiple object tracking training affects the executive function in basketball players: the role of instant feedback

BackgroundThe present study aims to investigate the potential impact of eight sessions of Multiple Object Tracking (MOT) training on the executive function in basketball players. The purpose of the study was primarily to observe the effects of MOT training with and without feedback on the executive function of basketball players.MethodsA sample of fifty-eight participants was selected from college students enrolled in a university basketball special selection class. The participants were divided into three equal groups. The first group received MOT training with instant feedback and was called feedback group, the second group received MOT training without instant feedback and was called no feedback group, and the third group did not receive any intervention and was called control group.ResultsAfter eight sessions of MOT training, feedback group demonstrated the best performance in the Go/No-go task and the 3-back task. After eight sessions of MOT training, there was no significant difference in test scores on the Stroop task between the feedback and no feedback groups. There was also no significant difference in test scores between the feedback and no feedback groups on the 2-back task after eight sessions of MOT training. The findings of this study suggest that MOT training can effectively enhance the executive function of basketball players.ConclusionsMOT training was found to enhance the executive function of basketball players, irrespective of whether they received instant feedback. However, the feedback group exhibited superior improvements in the Go/No-go task and the 3-back task.

Description of Skin Hydration Levels and Allergic Contact Dermatitis in Students Using Hand Sanitizer at the Faculty of Medicine, Tarumanagara University Class of 2021

Description of Skin Hydration Levels and Allergic Contact Dermatitis in Students Using Hand Sanitizer at the Faculty of Medicine, Tarumanagara University Class of 2021

A Blended Teaching Sequence for Introducing Eigentheory in a Large University Class

We present the design and implementation of a teaching sequence on eigentheory that aims at encouraging at facilitating students’ active participation in a class attended by a high number of students. We describe how the use of the online noticing board Padlet facilitates the implementation of activities in small groups during lectures. These activities are designed based on the results of a pilot study aimed at assessing students’ understanding of eigentheory notions. We analyze various types of data collected during and after the implementation, showing a positive response from both the course teacher and the students to this teaching and learning methodology.

A pedagogy for the end of the world: teaching environmental health and justice in a sacrifice zone

This article describes pedagogical changes that I have made to my Environmental Justice class at the University of the Pacific in response to increasingly crisis conditions with regard to both climate change and higher education. Over the past 15 years, my students are increasingly low-income, first generation, and from Stockton, a so-called “sacrifice zone” with abysmal environmental health outcomes in the heart of California’s Central Valley. My increasing focus on local environmental health disparities, combined with the intensification of the climate crisis, and my decision to prioritize support for student mental health in the midst of climate anxiety, have resulted in a class that feels both connected and immersive. Students are engaging with readings and other course materials, actively participating in discussion, and pushing us further with their own questions, passions, and lived experiences. In this “post”-covid world in which student engagement has become increasingly difficult, student mental health is increasingly tenuous, and climate anxieties plague students and faculty alike, this feels extraordinary and worth sharing. This essay is a chance to reflect on why this shift has occurred, and the potential for university classes to draw working class, diverse students into environmental and climate justice movements at a time when they are so desperately needed.

Keeping the academy queer: Lessons from the queer community for the future of public affairs education

ABSTRACT Academics are becoming more thoughtful on where they want to live as the culture war on queerness has entered higher education. Universities, in order to recruit the best and the brightest, need to consider how to create an environment that retains and attracts diverse talent. In this article, we examine how to recruit and support LGBTQIA+ faculty, acknowledging that universities are part of wider cultural and political forces. We use heteronormativities, creative class, and queer geographies to better understand the current state of the LGBTQIA+ community. We start by exploring the heteronormative and cisnormative assumptions about the community. We link university and creative class cultures and their impact on town-gown queer realities. Finally, we conclude with a look at the different steps a university can take to make their organization a more welcoming and inclusive place for LGBTQIA+ faculty and their families.

Methods for the formation of monologue speech in the Russian language classes in a non-linguistic university

In the article topical issues of teaching Russian as a foreign language in Kazakh language groups were considered. The authors focus on the topical problem of forming the skills of monological speech at the basic and academic levels. Based on the practical experience of working in the basic and academic level groups in a technical university the authors analyze the effectiveness of the very method of combining multilevel groups and working on the monological speech with the use of innovative methods. In this article on the example of particular classes such methods as “Tandem”, excursion, case-study, project were studied in the aspect of working out the skills of monological speech. The authors offer the plan of organizing classes at different levels of groups, defining the ratio of topics and the most adequate methods aimed at forming skills of monological speech in the course of studying these topic

COMMUNICATIVE TOLERANCE FORMATION AT UNIVERSITY: PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS

The study explores the establishment of communicative tolerance (CT) as a crucial pedagogical and psychological factor in shaping the communicative competence of prospective professionals. It draws on the examination of various studies conducted by scholars from both domestic and international backgrounds. Objective of the research. The primary goal of this paper is to elucidate the concept of "communicative tolerance" and to devise, validate and apply a pedagogical approach to cultivate CT among future psychologists in EFL university classes. The authors' research introduces a new aspect by defining the core principle of "communicative tolerance" and outlining its structural elements, as well as devising a method for cultivating CT. The experimental study identified three fundamental levels of CT at both the outset and conclusion of the project. The research introduces a novel concept of "communicative tolerance" and provides a clear definition of its structural components, along with the development of a technology for fostering CT. The study identified three levels of CT at both the initial and final stages of the experimental work. Materials and methods utilized in the research included theoretical approaches such as analysis, systematization and generalization of scientific literature, as well as a review of federal documents. Empirical methods like observation and testing, sociological methods such as surveys and questioning, and mathematical and statistical techniques for both quantitative and qualitative data processing were employed. The methodology was based on the General Communicative Tolerance questionnaire by V.V. Boyko, complemented by a series of psychological diagnostic tests. Research results. The study at Sevastopol State University included 35 fourth-year students. By applying educational methods, it was demonstrated that CT levels among students can rise by 14%. This research confirms the importance of continuously enhancing students' critical thinking in a university environment. The practical applications of these findings extend to enhancing the professional skills of educators through additional vocational training, job placement, and on-the-job training programs.

Investigating the Stressors among University Students in China

This research investigated the impact of stressors on stress levels among students in Shandong Province, China. Utilizing online and self-administered surveys, data was gathered from 384 respondents and was analyzed using SPSS. The findings revealed a positive correlation between relationships, personal factors, environmental factors, and students' stress levels. The study's theoretical implications, identification of research gaps in the literature, and culturally inclusive framework were highlighted. Moreover, the research suggested that Chinese painting therapy could promote mental peace, reduce stress levels, and enhance students' professional growth. By shedding light on stressors such as relationships, personal factors, and environmental factors, the study illustrated their influence on student stress levels. Given the increasing prevalence of stressors affecting students, the study recommended the implementation of Chinese painting experience classes in universities, which could alleviate stress and promote physical well-being. Furthermore, the research underscored the need for more studies examining how stressors contribute to heightened stress levels among students, emphasizing the significance of understanding the experiences of Chinese students in this context.

Pathways of Physical Education Core Literacy in Public Sports Classes in Colleges and Universities

Pathways of Physical Education Core Literacy in Public Sports Classes in Colleges and Universities

Overcoming the language barrier among students in the development of communicative competence in a foreign language

Importance. This study is devoted to the communicative aspect of learning foreign languages and one of the most acute problems on the way to mastering oral foreign language speech – language barriers. The relevance of this study lies in the fact that in recent decades communicative competence has often been displaced from foreign language classes in non-linguistic universities, even despite the current competence approach, giving way to grammar and vocabulary, as well as foreign language for specific purposes. As a result, students are experiencing more and more problems with oral communication, most of which are related to the language barrier. Despite many scientific papers on this topic, their authors touch upon the theoretical aspects of the problem and, as a rule, do not offer specific methods for developing communicative competence with overcoming the language barrier.Materials and Methods. The paper uses methods of analysis of both domestic and foreign studies, empirical methods of long-term observation, system analysis, survey and pedagogical experiment.Result and Discussion. The main difficulties faced by students in the development of communicative competence in learning a foreign language can be divided into three groups: linguistic, psychosocial and organizational. The proposed scheme for the development of communicative competencies "Presentation – Reproduction – (Semi)controlled tasks – Communication" allows to prevent the occurrence and overcome the language barrier among students at different stages of language learning.Conclusion. The principles underlying learning with overcoming the language barrier consist in the naturalness of communication within the framework of training sessions, the gradual complication and relevance for students of educational materials for the development of oral communication.

Gambaran Tingkat Aktivitas Fisik Dan Tingkat Kebiasaan Merokok Pada Mahasiswa Kedokteran Universitas Tarumanagara Angkatan 2021-2022

Smoking and lack of physical activity are major public health problems, especially among medical students. The aim of this research is to determine the level of physical activity and level of smoking habits among medical students at Tarumanagara University class of 2021-2022. This research is a descriptive observational type and the design used is cross-sectional. Sampling was carried out using non-random sampling, consecutive sampling type. Data collection regarding gender, age, weight, height, physical activity level and level of smoking habits was carried out by carrying out direct measurements and questionnaires to research subject respondents who met the inclusion criteria from the period February-March 2024. The questionnaire was used to measure activity levels physically using the International Physical Activity Questionnaire Short Form (IPAQ-SF). Measuring the level of smoking habits using the Brinkman index questionnaire. The research results showed that the age range of respondents in this study was 18-23 years with a mean of 20.03 years. Respondents who smoked were 38 (62.3%) students and 23 (37.7%) students who did not smoke. The description of the low level of physical activity of Tarumanagara University Medical students was 32 (52.5%) students, 20 (32.8%) students with moderate physical activity and 9 (14.8%) with high physical activity. The level of smoking habits among Tarumanagara University Medical students was low at 59 (96.7%) students and 2 (3.3%) had moderate levels of smoking.