Semester Course Research Articles

Behind the Screens: Evaluating the Effectiveness of Zoom in EFL Learning and Teaching in Higher Education

This study examines the usage of Zoom platform features and functions in managing EFL classes from the perspectives of students and their instructors. The study used a mixed-method approach. Quantitively, a questionnaire was distributed to undergraduate EFL students enrolled in advanced English courses (B2) in the first semester of the academic year 2023/2024 in a Palestinian university. The questionnaire was complemented by interviewing nine EFL instructors who have utilized the Zoom platform in their EFL classes. The quantitative data were subjected to statistical analysis whereas the interview data were analyzed thematically to obtain qualitative insights. The findings of the study revealed that Zoom features and functions significantly boost the online language learning experience in the EFL classes according to the students’ views. The students highly appreciate the features of recording, raising hands, screen-sharing, mute/unmute controls, file-sharing, and chat box while learning the English language. The results also indicate that both male and female students have similar views on the efficiency of Zoom features and functions. The analysis of the qualitative data reveals that EFL instructors largely utilize Zoom features and functions in their EFL classes and appreciate the benefits of these tools. Nevertheless, the results demonstrate that the instructors encounter some challenges primarily related to technical issues. The findings provide valuable views to the field of language learning and teaching through building on the experiences of undergraduate students and instructors with the context of EFL.

Influence of Spatial Ability on Students' Mathematical Representation Ability in the Spatial Geometry Course

This research aims to 1) Determine the spatial mathematical abilities of students in the spatial geometry course, 2) Understand the mathematical representation ability of students in the spatial geometry course, and 3) determine the influence of spatial ability on students' mathematical representation ability in the spatial geometry course. The research method uses a quantitative method with a one-shot case study research design. The research population is all students of the Department of Mathematics of UIN Siber Syekh Nurjati Cirebon who take the spatial geometry course in the odd semester of the 2024/2025 Academic Year, which consists of 3 classes: A, B, and C. The research sample was selected from 30 students from the research population using a simple random sampling technique. The data collection technique uses tests to determine students' spatial mathematical ability and mathematical representation ability. The results of the study showed that: 1) the student's mathematical spatial ability in the spatial geometry course averaged 77.23, included in the strong category; 2) students' mathematical representation ability in the spatial geometry course averaged 82.77, included in the strong category; and 3) mathematical spatial ability has a significant effect on students' mathematical representation ability in the spatial geometry course. Mathematical spatial ability has a 67% influences on students' mathematical representation ability in spatial geometry courses.

Difficulties in Field Study of Education Students

This study aimed to identify the challenges faced by Education students during their Field Study (FS) courses in the second semester of the 2016-2017 academic year. Focusing on three specific FS courses—Field Study 2: “Experiencing the Teaching-Learning Process,” Field Study 5: “Learning Assessment Strategies,” and Field Study 6: “On Becoming a Teacher”—the research utilized a descriptive survey method, incorporating documentary analysis of grading sheets and workbooks. The findings highlighted three primary issues contributing to the difficulties experienced by students: challenges with resource teachers, learner behavior, and self-related issues among the FS students. To address these challenges, participants proposed several solutions, leading to the recommendation that both the Teacher Education Institution (TEI) and the Department of Education (DepEd) revisit their Memorandum of Agreement (MOA) prior to the commencement of Field Study courses, ideally through a formal ceremony.

Promoting sustainability literacy for students in Thai higher education institution: a case of Siam University

PurposeThe objectives of this study were (1) to explore and analyze sustainability literacy of undergraduate students and (2) to propose guidelines for promoting sustainability literacy of the undergraduate students at Siam University, Bangkok, Thailand.Design/methodology/approachA 5-point rating scale survey questionnaire was used to collect data from 235 students registered in General Education courses in Semester 2 of academic year 2022. The analyzed data was presented to a focus group discussion, conducted with 19 internal and external stakeholders, as a basis to propose guidelines for promoting sustainability literacy.FindingsThe students perceived that they had better knowledge about sustainable development and sustainable development goals (SDGs) and that their knowledge about and degree of participation in SDGs-related activities were at high level. Intrapersonal competence was rated as their highest sustainability competence, followed by futures-thinking, and systems-thinking. The focus-group suggested that competency-based GE curriculum should be used as a platform to enhance sustainability literacy. Guidelines concerning learning outcomes, learning content, learning culture, learning with technology, and learning assessment were then proposed.Research limitations/implicationsThe study’s methodological limitations include the use of purposive sample case of the Siam University and self-perceiving assessment survey instrument for the data collection that provide sufficient insights on the present state and problems concerning sustainability literacy of university students.Practical implicationsSustainability is one of the national pillars in Thailand 20 years strategy (2018–2037). Hence, the government encourages all educational institutions, including universities to transform themselves toward this goal. Siam University has used education program as a vehicle to meet this aspiration. Lesson learnt from the study will not only benefit the university per se but will be valuable for practices in other universities. In addition, findings and implications from the study will help accelerate the transformation of Thai higher education institutions toward sustainable universities.Social implicationsSustainability has been promoted in education and social context. Siam University is recognized as a leading university in promoting campus and community sustainability through our “living learning lab” approach. We have used social living labs for teaching and learning activities for years. Partnerships among academia, private and public sectors, as well as community members will benefit from this research.Originality/valueThe study explores the scholarly topic of significant social importance and implications in the Thai context. The present study on sustainability literacy opens a path for further research and cross-institutional and national comparative studies on the issue.

Metacognitive Reading Strategies and Their Impact on Comprehension: Insights from Rural EFL Learners

The need for more understanding and implementation regarding the importance of metacognitive reading strategies has constrained reading skills learning among EFL learners. While these strategies improve reading comprehension, learners must still utilize them effectively, reducing their performance in reading texts critically and independently. This study examines the influence of metacognitive awareness reading strategies on reading comprehension among rural EFL learners. This study exploited cross-sectional design, one of two major designs of survey methods. This study employed 114 EFL learners of the English Department in Indonesia. This study employed two instruments, namely a questionnaire to measure EFL learners’ metacognitive awareness reading strategies from MARSI-R by Mokhtari et al. (2018) and documentation obtained from the scores of the reading courses in the third semester. This study used quantitative statistical analysis, descriptive statistics to analyze the ability level of EFL learners to read comprehension, and inferential statistics to determine the influence of metacognitive awareness reading strategies on reading comprehension among EFL learners. The result of this study revealed that reading comprehension among EFL learners is at a moderate level. EFL learners are highly aware of metacognitive reading strategies, especially problem-solving strategies. These subscales also strongly correlate with each other and metacognitive awareness reading strategies for improving readers’ metacognitive ability to understand texts. Then, metacognitive reading strategies have a significant relationship but a weak impact on reading comprehension, explaining only slight variability. Regularly employing metacognitive strategies can improve reading performance and effectiveness, making learners more strategic and skilled in planning, monitoring, and evaluating their reading comprehension.

Students Attitude Towards Writing Communication Skills

This study aims to know students’ attitudes towards written communication skills in English learning, in the scope of cognitive, affective, and behavioral aspects. This research used descriptive quantitative in the form of the cross-sectional survey design using a questionnaire at one point in time. The population of this study was 200 students who had taken an English course in the second semester, and the sample was 135 students (67.5%), specified by the Slovin formula. The sample of this research was chosen by probability sampling with random. The data were analyzed descriptively using the data presentation method, cross-tabulation, drawing conclusions, and T-score with the SPSS program.Based on the research, the students’ attitudes regarding cognitive, affective dan behavioral aspects towards written communication skills in English learning showed that the students have a positive attitude in improving English writing skills. Many of them feel that English writing skills need to support their learning and quite relevant to the competence of education in agriculture and beneficial and valuable for them. Self-assignment for students that must be carried out outside of face-to-face hours is also the key to improve their writing skills. Therefore, the form and substance of self-assignment should be designed by lecturers in order to make students able to write English substance well. Students need to appreciate the fact that English is very beneficial for them, not only during their studies or when completing final assignments, but beyond that, it would also be valuable after they graduated from college. Keywords: Students, Attitudes

Factors Influencing Task-Based Learning Motivation in English for Presentation Course among Thai Undergraduates

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English for Presentation course in the second semester of the 2022 academic year at a university in Bangkok, Thailand, were purposively selected as the participants for the study. The research instrument was the minute paper that students were asked to write about their thoughts and feelings in response to the presented task, which required them to work independently, in pairs, and in groups. The study revealed that students' intrinsic motivation, English proficiency, task relevance, instructor support, and task variety were the factors that influenced their motivation in task-based learning in the English for Presentation course. The study found that the intrinsic motivation of the students was the most significant factor in the English for Presentation course after considering each factor. The findings of this study are valuable to all stakeholders in the learning and teaching process in order to create successful strategies, raise motivation, and promote positive attitudes about English learning and teaching in Thai context.

Investigating multimedia-aided teaching (MAT) in ESP class: A case study from Sharia Business Law course

Many studies have shown a gradually changed in teaching strategy from conventional to digital classrooms. However, little is about multimedia-aided teaching (MAT) enactment in teaching English for specific purposes (ESP) for Sharia Business Law students in understanding Sharia Business Law terms. This study aims to investigate the use of MAT to improve student's understanding of Sharia Business Law terms. This case study involved 48 students who took an English for Business Law course in the fifth semester at a university in East Java, Indonesia. Data were garnered through observation, questionnaires, and interviews. The quantitative data were analyzed using descriptive statistical analysis, while the qualitative data were analyzed using thematic analysis. The findings show that the students were more enthusiastic about learning ESP by using MAT, and the learning materials and visualization of multimedia (PPT and picture) are interesting. In addition, MAT is effective for teaching ESP in Sharia Business Law courses. This study implies how MAT is used to help the students improve their understanding of the terms of Sharia Business Law.

An Innovative Strategy in Learning English as A Foreign Language

The present study aimed to delve into the students’ EFL vocabulary and response to the discovery learning strategy. A pre-experimental research design was applied in this study. The population of this study was first-year Sulawesi Barat University students who enrolled in vocabulary courses in the first semester, and the researchers used a random sampling technique to choose 42 students. This study found that the discovery learning strategy elevated the students’ English vocabulary. It was found that there are critical contrasts between the mean scores of the pre-test and post-test. The students’ pre-test score was 63.42, and the understudies' post-test score was 89.09, which is higher than the pre-test score. It demonstrated a critical improvement in students' accomplishment after carrying out revelation learning in instructing English vocabulary. Another result revealed that the students provided positive responses toward applying the discovery learning strategy in learning vocabulary, stated 53% of students agreed and 33% strongly agreed with the strategy, however 10% neutral, 3% disagreed and 1% strongly disagreed. Based on positive responses, the most of the students perceived that the discovery learning strategy benefits them in learning English.

Pre-service Elementary Mathematics Teachers' Opinions on the School Experience Course Conducted through Distance Education

This study aims to examine the experiences of pre-service elementary mathematics teachers regarding the school experience course conducted through distance education due to the Covid-19 pandemic. The study was conducted with 64 volunteer participants, from students who took the School Experience course in the fall semester of the 2021-2022 academic year at a state university, which was determined by convenience sampling among the universities in Turkey. The data was gathered using Google form at the end of the fall semester, using a data collection tool including 4 open-ended questions. These questions were about general evaluation, contributions, faced problems, and suggestions about the school experience course process. The study is phenomenological research from qualitative research types, and the content analysis method was used to analyze the data. Based on the analysis of the collected data, the following codes were obtained: positive, neutral, and negative under the heading of general evaluation; no contribution, getting to know students, professional skills, and time under the heading of contributions; technological problems, lack of professional skills, professional satisfaction, and communication under the heading of faced problems; and active participation, changing the course content, educational support, face-to-face education, student participation, and technological support under the heading of suggestions.

Photovoice and community-based fieldwork of preservice geography teachers: a photovoice project exploring stakeholders’ positions on social and spatial issues

This study examines methods/measures by which instructors can understand students’ experiences and empirical achievements using photovoice. The participants in this study are preservice geography who took the “Geographical Fieldwork 2” course. During the semester course, a photovoice project to investigate the conflicts among stakeholders around the university over the construction of a mosque was conducted by participants. Thus, participants individualized geographical concepts and topics learned in the classroom (for example, discrimination and stereotypes, inclusion and exclusion, land price and redevelopment, racism, difference and diversity, and global citizenship and multicultural citizenship.) in an effective way using the photovoice project in their residents. The participants’ experiences assimilated or accommodated their schema. Thus, this study identified four positive benefits of using photovoice as a measure for geographical fieldwork.

Evaluation of Health Science Examination of Pharmacy Students Using Critical Thinking Ability

This research aims to find a link between how well pharmacy students did on the Health Science Examination (HSE) and how well they did on a task that tests their critical thinking skills (package insert). Pharmacy students in their first year were given the HSE as part of a spring term task to help them think critically. The box insert project was finished as part of a pharmacokinetics course in the same semester. The correlation analysis was used to check for a link between HSE scores and project grades. A weak but significant link existed between the learners' grades on the task and their overall HSE rating. Team-Based Learning (TBL) is a way of teaching that gets students to learn by doing and by getting them to think critically about how to solve problems. Given a weak but meaningful link with HSE scores, this study showed that a package insert task could be used to test pharmacy students' critical thinking skills.

The Impact of Group Psychological Counseling on Counseling Self-Efficacy: A Mixed-Methods Study

This study aims to examine the impact of group counseling practice conducted with undergraduate psychological counseling and guidance (PCG) students on their counseling self-efficacy levels. The study group consisted of 36 third-year students enrolled in the Group Counseling Principles and Techniques course in the spring semester of 2019 at the Department of PCG at Atatürk University. Since the course content was theoretical and students needed to have fundamental knowledge related to the course, it was taught theoretically for the first 7 weeks (until the midterm exam). After the midterm, group counseling practice was conducted with students divided into three groups for the remaining 7 weeks. The researcher led the sessions, and the students participated as group members. The Counselor Activity Self-Efficacy Scales was administered immediately before and one week after the practice. After the practice, students were also asked to fill out a semi-structured form to evaluate their group experiences. This study was designed using the explanatory sequential design, one of the mixed research methods. The quantitative aspect of the research was conducted as a single-group pretest-posttest design, one of the weak experimental designs. In analyzing the quantitative data, the Paired Samples t-Test was used for pretest-posttest comparisons. For the qualitative aspect, content analysis was performed on the forms filled out by the students. The study found that group counseling practice significantly increased the counseling self-efficacy of the counselor candidates, and the students’ qualitative responses supported this finding. Furthermore, students indicated that the practice contributed to their development in both professional skills and personal relationships. It is observed that individual counseling practices are generally emphasized in psychological counselor education. Considering the inadequacy of group counseling practices in counselor education and the lack of research addressing the contributions of these practices to the personal and professional development of psychological counselors, it is evaluated that the results of this research will contribute to the field.

Nursing student’s perceptions, satisfaction, and knowledge toward utilizing immersive virtual reality application in human anatomy course: quasi-experimental

BackgroundA paradigm shift in nursing education is required to prepare Z generation of nursing students through integrated innovative technologies as teaching strategies such as immersive virtual reality in several bioscience and main courses to facilitate and enhance learning process.Aim/objectiveExamine the effect of utilizing an immersive virtual reality application on students’ perceptions, knowledge, and satisfaction in an anatomy course.MethodsA quasi-experimental (pre-post test, one group) design was conducted among 1st year nursing students (N = 138) enrolled in an anatomy course in the spring semester of 2023–2024 in the nursing program in the health professions faculty at Al-Quds University. The technology acceptance model (TAM) was used for data collection.ResultsThe results showed that 96% of participants were satisfied with using the VR application, and it retains their knowledge in the human anatomy course. 92% of the total, were under the age of twenty, and 84% were females. 80.1% (2.99 ± 0.58) of those students had more positive perspectives of VR applications in the nursing courses. Additionally, there were significant differences in students’ satisfaction and knowledge toward using VR applications after the anatomy lecture (p = 0.029, p = 0.05, respectively).ConclusionVirtual reality is a supplemental innovative tool for promoting learning. Nursing students perceive immersive virtual reality technologies positively and prefer using three-dimensional images in their anatomy courses, which helps them recall their knowledge, understand concepts of educational content, identify learning objectives, and improve learning outcomes. This study found that virtual reality can improve nursing students’ understanding, satisfaction, and knowledge of anatomy.

Structured Intervention of Early Term Preclinical Veterinary Students Experiencing Academic Peril Improves Academic Performance.

Veterinary medical students experiencing curricular challenges naturally look to their institution for resources to facilitate improvement in academic productivity. Academic remediation programs tend to be institution-specific, and their impact on student success is uncommonly interrogated using rigorous objective assessment. This study investigated the deployment of an academic development program (ADP) in the second semester of the Doctor of Veterinary Medicine (DVM) Program. The research focused on the impact of the ADP on student attrition, mean semester course grade improvements, and performance on the Veterinary Educational Assessment (VEA) examination. Performance metrics were compared between the ADP group and a control group (CG) of students from one semester ahead who were determined to be demographically equivalent and in the same class (bottom) quartile as the ADP group but did not have any structured academic remediation. The findings indicate that students participating in the ADP had less attrition and gradual increases in end-of-semester grades, such that by the beginning of their 5th semester, ADP students' grades were indistinguishable from upper quartiles in their class. This trend was not observed in the CG class with significant differences still present between the lower quartiles (i.e., CG) grades and the remainder of the class (p = .0046). ADP enrollment had a positive effect on VEA scores with mean scale score increased by 4.83 points (p = .017). This study provided the framework for a successful institutional academic remediation program that could be modeled at other institutions striving to bolster student support services.

Learning approach and learning effect of undergraduates in blended learning of business courses: Evidence from China

Research on implementing blended learning in higher education has been extensive, but there is limited research on the relationship between students' entry characteristics, learning approaches, and learning effects, particularly in business education. This study was conducted during the COVID-19 pandemic in a blended teaching environment, surveying undergraduate students in Shanghai who were enrolled in business courses in the same semester. The study analyzed the connection between learning approaches and learning effects using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and students’ exam scores. The research findings revealed that students with deep learning approaches achieved higher average scores than those with surface learning approaches. Students' gender, age, academic year, academic background, and whether a course was mandatory or elective were found to have a significant relationship with their learning approaches. Furthermore, students' gender, age and academic year were significantly related to their final exam scores. However, there was no significant difference in the academic performance of students with different learning approaches, and certain exam formats and scopes may not influence quantitative learning effects. Based on these findings, curriculum developers in business education can consider offering general courses to underclassmen to help them gain a comprehensive understanding of their chosen field, encouraging upperclassmen to take cross-disciplinary courses, and urging instructors to utilize blended teaching methods to enhance teaching effectiveness.

Enhancing Students Critical Thinking Skills And Creativity In PJBL-Based Stem Approach To Biotechnology Online Practicum In Mipa Laboratory Iain Syekh Nurjati Cirebon

The aim of this research is to enhance students' creativity and critical thinking skills after using a STEM approach with an online project-based practicum model on conventional Biotechnology courses. The research method uses quasi experimentation with the design of the pretest-posttest control group. The samples were randomly taken by 50 students, which was divided into experimental groups and control groups. Data collection techniques use critical thinking skills tests, questionnaires, implementation observations, performance observations and documentation.Data analysis techniques use descriptive analysis and average different tests. The conclusions of the study are: (1) The results showed a significant average difference in critical thinking skills between experimental classes and control classes after the implementation of STEM approach based on the PjBL model with classes that did not use the STEM approach based on the PjBL model in biotechnology courses in tadris Biology Department Semester 6 IAIN student Sheikh Nurjati Cirebon as evidenced by a probability value (p) of 0.015 0.05. (2) Creativity of students in the experimental class of the highest indicators on flexibility and original, while the lowest indicators are on the smoothness indicator

ANALYSIS OF STUDENT NEEDS FOR DIGITAL-BASED TEACHING MATERIALS

This research aims to analyze the student needs for appropriate teaching materials for the Instructional Media and Technology course in the fourth semester of the Islamic Religious Education Department at STIT Ibnu Rusyd Tanah Grogot. The research method used is a qualitative method with a descriptive approach. The sample for this research was 29 students. The data collection technique was carried out by distributing questionnaires to 29 students. The analysis carried out is based on three indicators: the analysis of student conditions, the analysis of supporting capacity and campus conditions, and the analysis of the type of need for teaching materials. From the research results, it is known that as many as 52% of the digital teaching materials needed by students are web-based digital teaching materials. Apart from that, the research results found that there is a need for maximum campus support capacity so that digital-based learning can be implemented well, not only for certain subjects but also for a wider scope.

탐색, 표현, 감상의 통합적 아동미술 수업이 예비유아교사의 창의성과 미술감상능력 및 미술교수효능감에 미치는 효과 및 변화과정 탐색

Objectives This study was conducted to find out the effect of integrated children's art classes of exploration, expression, and appreciation on the creativity, art appreciation ability, and art teaching efficacy of pre-service childhood teachers. Methods Participants in the study were 21 students who took children's art courses in the second semester of 2023 among H University students located in D city. This class was held for a total of 45 hours, 3 hours per week. The collected data included pre- and post-survey questionnaires on creativity, art appreciation ability, and art teaching efficacy, art portfolio, and lecture evaluation forms during and at the end of the semester. The results of quantitative analysis (paired samples t test) and qualitative analysis (open coding method) were as follows. Results First, the integrated children's art class of exploration, expression, and appreciation was effective in enhancing creativity, and it was found that it was effective in alternative solutions and original flexibility among sub-areas. Specifically, imagination and creative thinking skills were developed through the exploration of aesthetic elements in life, and my own creative expression ability was developed through cooperative art activities and work appreciation. Second, this class was found to be effective in enhancing the ability of pre-service childhood teachers to appreciate art. Specifically, cognitive appreciation ability was developed through the expansion of art concepts and knowledge, and work appreciation experience centered on aesthetic elements. Third, this class was found to be effective in enhancing the efficacy of art teaching, and in particular, it was found that it was effective in enhancing the individual efficacy of art teaching. Specifically, teaching ability was developed through knowledge and understanding of early childhood art education and experience in art practice, and teaching efficacy was developed through direct and indirect teacher role experience. Conclusions Therefore, it can be seen that it is meaningful to apply an integrated art education class of exploration, expression, and appreciation to the pre-service teacher training course to improve creativity, art appreciation ability, and art teaching efficacy.

Birdwatching: A field-based unit or short course

I taught Birdwatching for the Indiana Academy’s 2023 May Term. The latitude and flexibility of a standalone course provided opportunities for creative student expression. The focus was on recreational observation of birds with a modest introduction to the science of ornithology. Students gained skills in bird identification, interpretation of behavioral observations, and ecological study design. The only textbook was a field guide. Students were instructed to install and use the free mobile app Merlin. We met each morning for a total of 10 class sessions, each 3-4 hours long. Topics included binocular use, bird identification by sight and sound, the eBird project, avian physiology, notetaking, bird behavior, study design, North American birds, distribution ranges, bird nests, habitat, and subspecies. We took field excursions every morning, usually on foot but with two trips by van to nearby birding hotspots. Students demonstrated their identification skills every morning in field quizzes. Each student kept a journal of field observations. Students worked in pairs to design a study on behavior and one on ecology. The instructor developed a list of questions of interest, and students collected data to answer them by observing birds in the field. Each student wrote two research reports presenting the results of these investigations. On the last day, students completed a final examination. Scores on these assessments indicated that the student learning outcomes were achieved by most students. This course could be adapted as a unit at the end of a spring semester course in biology or zoology.