Differences In Attitudes Of Students Research Articles

Online Support for International Students’ Engagement in Learning: A Case Study on Padlet Usage at a University in Korea

The number of international students in South Korea, which dropped sharply during the COVID-19 pandemic, reached its highest level in 2023. It is predicted that the number of international students will continue to increase with the active growth in international exchange and due to diverse government support. This study introduces Padlet’s canvas layout in a class for international students to organize the course and boost engagement and interactions among the students and with the instructors. A survey and interviews with 22 undergraduate students from eight different countries, studying in Korea, were conducted to comprehend how they benefited from using the Padlet platform and their experience with it. The results indicate that Padlet enhances the students’ sense of belonging, expands their thinking processes through collaborative interactions and feedback from professors and colleagues, and increases their knowledge, leading to positive effects on class participation. Moreover, the use of Padlet accommodates diversity among different cultures and has a positive impact on cooperative learning in an international context. Based on these findings, several strategies for the implementation of Padlet in an educational setting can be suggested. To stimulate the participation of international students in learning, professors should consider offering the option of staying anonymous versus using real names when posting on Padlet. To improve the effectiveness of feedback, instructors should visualize their feedback. In addition, it is critical to institute guidelines to evaluate the relevance of the information in order to provide information that meets the students’ level of understanding and to establish a healthy level of information exchange. However, due to the limited sample size, the findings from this study cannot be generalized. Thus, we recommend expanding the sample in future studies to enable the use of inferential statistics, such as investigating differences in student attitudes by demographics.

The impact of multidisciplinary program requirements on student attitudes toward sustainability and education for sustainability

PurposeThis paper aims to investigate the role of multidisciplinary course requirements in shaping student attitudes toward sustainability and education for sustainable development. Previous research indicates that students conceptualize sustainability based on their academic discipline; thus, this research investigates whether there is a difference in student attitudes toward sustainability at Grenfell Campus, Memorial University of Newfoundland, where students are encouraged to cross the borders of their academic disciplines.Design/methodology/approachThis research reports on the findings from a mixed-methods study to assess the impact of program requirements on student attitudes toward sustainability and education for sustainable development at Grenfell Campus, Memorial University of Newfoundland. In phase one, an anonymous survey was administered to students regarding their perceptions and attitudes toward sustainability and education for sustainable development. The survey yielded 100 usable responses. Phase 2 consisted of a series of 10 semi-structured expert interviews with key faculty and staff at Grenfell Campus and a representative from the City of Corner Brook, which gave further insights regarding sustainability programming and campus culture.FindingsContrary to previous research, the results of this research indicate that the School of Study does not have a statistically significant impact on student attitudes toward sustainability. This may be attributed to Grenfell Campus’s Breadth of Knowledge requirement within the School of Arts and Social Science and the School of Science and the Environment, which requires that students take elective courses from a broad range of subject matter to develop their holistic awareness of social, cultural, scientific and political issues.Practical implicationsThe results of this research indicate that students who are exposed to broad multidisciplinary requirements may be more likely to have positive attitudes toward sustainability than students who focus on a single discipline.Originality/valueA limited number of studies investigate the impact of core program requirements on student attitudes toward sustainability. This paper promotes an effective way of raising sustainability-literate young people/citizens in a Canadian higher education context.

KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MELALUI BUDAYA LITERASI DAN NUMERASI SISWA

This study identified several issues such as the lack of variation in literacy and numeracy teaching methods by teachers, the low enthusiasm of students in learning activities, low mathematical communication skills of students, inadequate application of literacy and numeracy culture by teachers, and as a result, the teaching and learning process is perceived as uninteresting by the students. The aim of this study is to identify the mathematical communication skills of students at UPTD SD Negeri 122377 Pematang Siantar through the application of literacy and numeracy culture. This study used Quasi Experiment which is one of the experimental methods. The research design used a Two Group Randomized Posttest-Only Control Design. Prior to the teaching, pre-tests were conducted on both classes. Then, both classes were taught mathematics with the topic of fractional calculation, but with different treatments. In the experimental class, teaching was carried out with the application of literacy and numeracy culture, while in the control class, the conventional teaching method was used. Literacy in this study was defined as the ability to utilize and understand various activities such as reading, listening, writing, counting, and speaking intelligently. The study population consisted of fifth-grade students in three classes with a total of 92 students. The research sample was taken from two classes with a total of 60 students using purposive sampling technique. The data collection techniques used in this study were observation, test, and documentation. After the teaching process was completed, a posttest was conducted. Based on the research analysis, the following findings were obtained: 1) The mathematical communication skills of students who applied literacy and numeracy culture were better than those who used conventional methods; 2) There were differences in the improvement of mathematical communication skills between students who applied literacy and numeracy culture and those who used conventional methods; and 3) There were differences in student attitudes towards teaching using literacy and numeracy culture compared to conventional methods.

Attitudes of physical education students towards people with disabilities: a pilot study

The purpose of the study was to identify differences in attitudes of students of universities of physical education towards people with disabilities taking into account emotional, cognitive, and behavioral factors. The study involved 126 students of tourism and recreation, physical education, and physiotherapy at two physical education universities in Poland. Respondents’ attitudes were measured using the Polish version of the Multidimensional Attitudes Scale Toward Persons with Disabilities (MAS). The mean score on the MAS-PL scale was 98.47 (SD ± 12.15). No statistically significant correlations were found between scores obtained on the behavioral and cognitive subscales. There was a positive correlation between individual subscales (affective, cognitive, behavioral) and between individual subscales and the total score. Sociodemographic factors (sex, age, place of residence, major subject, and year of study) did not significantly differentiate between students’ attitudes towards people with disabilities. Taking into account results of other studies on this topic, it can be concluded that attitudes of physical education students who participated in the study exhibit towards people with disabilities are more negative than those exhibited by students of social sciences and humanities or medical and health sciences majors.

QUANTITATIVE ANALYSIS OF STUDENTS' ATTITUDES TOWARD SELF-LEARNING AT THE COLLEGE OF EDUCATION, KING FAISAL UNIVERSITY

This study deals with self-learning. It is an appropriate educational process to prepare learners for lifelong learning and keep them updated with developments in their field of specialization and all aspects of their lives. It is also closely linked to the goals of sustainable professional development. Therefore, this study aimed to identify the attitudes toward self-learning among the students at the College of Education, King Faisal University. The study analyzed differences in the students' attitudes toward self-learning based on grade point average (GPA), specialization, and educational level. This study used a descriptive survey method to achieve its objectives. The study sample consisted of (336) female students during the second semester of the year 1442/1443 AH, with a rate of (42.59%) of the study population. They were selected using the simple random sampling technique. The arabized Self-Directed Learning Readiness Scale was used in this study. This study verified the scale's validity and reliability. Data analysis used descriptive statistics. The results showed the degree of attitudes toward self-learning among female students to have a high value, with a mean of 4.03 and a standard deviation of 0.580. There were statistically significant differences at (p-value=0.05) between the students’ attitudes toward self-learning and their GPA in favor of students with high averages. Factors such as specialization and educational level did not result in statistically significant differences in student attitudes. This study highlights the necessity of increasing the activities and assignments that contribute to developing positive attitudes toward self-learning and its associated skills among female students. Additionally, it is necessary to train faculty members to promote the trend toward self-learning and its skills. Keywords: Attitude, Self-Learning, Self-Learning Scale, Higher Education DOI： https://doi.org/10.35741/issn.0258-2724.58.1.24

Role Playing with Digital Comics in Preventing Bullying and Cyberbullying Behavior in Elementary School

Education is a process that makes a humane benchmark for educators and devotees to achieve common educational goals. The process proceeds in a specific environment and uses a variety of actions. Lack of attention of teachers in the use of various methods and models to prevent bullying. This study aims to analyses the differences in student attitudes and students’ knowledge about the impact of bullying before and after applying role playing models with digital comic media. The participants of this study were 12 teachers. The method used was quantitative method with experiments. The sample taken was 20 four grader students in elementary school. The data collection method used in this study were observation pretests and post tests, and questionnaire. The data analyses ued in this study were normality test, homogeneity test, knowledge hypothesis test, and attitude hypothesis test. The results of the research showed that there was a significant influence of the use of role playing model and digital comic media in preventing bullying behavior in elementary school. This implementation allows teachers to use a model with media to attract students’ attention so that they can understand the lesson in the learning process easily.

Students’ expert-like attitudes in calculus and introductory computer science courses with active-learning pedagogy

ABSTRACT Background and Context Computer Science has traditionally had poor student retention, especially among women. Prior work has found that student attitudes are a key factor to retention, especially with “weedout” courses such as Calculus. Objective To determine how student attitudes towards CS 1 and Calculus change over active-learning courses with explicit real-world connections, and the implications for at-risk groups in CS, including women and students without prior experience in CS. Methods We use two validated instruments, the Computer Attitudes Survey (CAS) and the Mathematics Attitudes and Perceptions Survey (MAPS), both of which derive from the Colorado Learning Attitudes about Science Survey (CLASS), to compare student attitudes in Calculus I and CS 1. Our analysis includes 109 students for the CAS and 73 for the MAPS. Findings CS 1 students began the course with CAS scores higher than observed in prior work, and post-course CAS scores were even higher overall. Calculus students started the course with MAPS scores in line with prior work, but unlike prior work we find that overall MAPS scores did not decline during the semester. Women’s reported interest in math increased significantly during the semester. Students with prior computer science experience began CS 1 with higher overall CAS scores, while students with prior calculus experience began Calculus with similar overall MAPS scores but much higher reported interest. Implications Difference in student attitudes between the courses may show why Calculus acts a “weedout” course for Computer Science. This highlights the importance of instructors demonstrating the usefulness of Calculus.

Is science really for me? Gender differences in student attitudes toward science

AbstractThe question of whether single‐sex or co‐ed schooling has any impact on students' attitudes toward science is highly contested and warrants research from all corners of the world. This study adds to our current knowledge by investigating different attitudinal indices of Grade 9 science students (N = 356, Mage = 14.5 years) in single‐sex and co‐ed schools in terms of involvement in science instruction, enjoyment of science, value of science, engagement in practical work, influences of family, teachers, peers, and friends, interest in, and confidence for future participation in science. A total of 356 questionnaires was completed using a 43 Likert‐type attitude questionnaire, and these served as the basis for data analysis in the study. The analyses indicated a relationship between gender and school type on students' attitudes toward science across all seven attitudinal dimensions examined. The findings revealed that: (a) attitudes toward science among students from co‐ed schools were significantly lower than those of single‐sex schools (p < 0.001) and (b) compared to boys in co‐ed schools, girls in single‐sex schools had a similar attitude toward science in terms of enjoyment, confidence, and future participation in science, and they were more engaged in science activities such as displaying experiments or doing small group activities. The findings also show that, in addition to students' personalities, gender, and other factors, there is a school factor involved in shaping their attitude toward science.

Gender Analysis From a Review of Middle School Students' Attitudes and Self-efficacy

The purpose of this study was to find out the differences and the relationship between attitudes and self-efficacy of science students. This study uses quantitative methods with associative and comparative types. Based on the results of this study, the attitude t test of class VIIA students with a value of sig (2-tailed) 0.698 <0.05 and VIIB of sig (2-tailed) 0.230 <0.05 was obtained. For the self-efficacy T test of class VII A students of sig (2-tailed) 0.400 > 0.05 and class VII B of 0.440> 0.05. And the correlation test value for class VIIA is sig (2-failed) 0.022 < 0.05 for female students and sig (2-failed) 0.013 < 0.05 for male students. For class VIIB correlation test scores are sig (2-failed) 0.012 < 0.05 for female students and sig (2-failed) 0.003 < 0.05 for male students. With this it can be concluded that there are significant differences in student attitudes between classes and there is a relationship between attitudes and student self-efficacy.

Gender Analysis in terms of Attitudes and Self-Efficacy of Science Subjects for Junior High School Students

The purpose of this study was to determine the comparison of students' attitudes and self-efficacy based on gender, and to determine the relationship between students' attitudes and self-efficacy towards science subjects. This research uses quantitative research with survey method. The sample in this study was 74 students from SMPN 1 Muaro Jambi in Muaro Jambi district. The sampling technique used is purposive sampling. There are two instruments in this study, namely attitudes towards science and self-efficacy. The results of the T-test of student attitudes towards science subjects obtained were sig. (2-tailed) < 0.05, so there were differences in student attitudes towards science subjects, both female and male students in class VIII A and class VIII B. The results of the T-test of students' self-efficacy on science subjects obtained a value of sig.(2-tailed) < 0.05, so there are differences in student self-efficacy on science subjects, both female students and male students in class VIII A and class VIII B. While the results of the correlation test between attitudes and students' self-efficacy towards science subjects class VIII A and VIII B showed a value of sig. (2-tailed) < 0.05, then there was a relationship between students' attitudes and self-efficacy towards subjects’ science lessons, both female students and male students in class VIII A and class VIII B.

Comparing and Contrasting Differences in the Educational Systems of China and the United States

Since the educational quality of China is still not developed enough nowadays, it would be better for China to learn from the United State especially its advanced educational system. From this perspective, it would be necessity to analyse differences in their educational system so as to develop some recommendations to future educational development of China. The research aim is to compare and contrast differences in educational systems between China and the United State. There are three main research objectives, the first is to analyze differences of teaching methods in their educational systems. The second is to analyze differences of educational policies and learning curriculum in their educational systems. The last is to analyze effects of attitudes of students on leading to differences in their educational system. The research method is to take the qualitative research. Researchers would review 5 papers that are of high impact and representative of the larger literature. These five papers would be selected to use further. In terms of results of findings, the first is difference in educational approaches. The American students embrace more freedom to select their curriculum based on their preferences due to cultural difference. The United States follow the individualism which emphasizing the democracy and freedom. By contrast, China follow the collectivism, which emphasizing the family bonds. So, there are more democracy and freedom for American students compared with that of Chinese students in their learning. The second is differences in the educational system. The American education pays more attention to the all-round development, but, the Chinese education emphases the intelligent development due to the Confucian culture. The third is differences in attitudes of students on studying. The Chinese students would like to achieve higher scores in their studying, but, the American students emphasize the innovation in their studying. Besides, the American students are allowed to freely express their thoughts and ideas in their studying, but, Chinese students are afraid about expressing their ideas in studying. This research contributes to putting forward to some insights and recommendations on improving educational quality in China by comparing and contrasting advantages and disadvantages of educations between China and the United State. Firstly, Chinese teachers could encourage students to actively and freely express their thoughts and ideas on learning so as to stimulate their interests and enthusiasms in studying. Besides, it would be better to enable Chinese students to embrace more autonomous rights on what curriculums they would like to learn in the future.

Gender Differences in Attitudes of Students Attending Non-Inclusive School Towards Inclusive Physical Education

Summary The objective of the study was to determine and compare the attitudes of high school students of the non-inclusive school towards inclusive physical education according to gender. This study deepened the knowledge about the students’ attitudes toward the inclusion of students with physical and intellectual disabilities. The research sample comprised a total of 181 able-bodied high school students (56 boys and 125 girls) attending one non-inclusive high school in Bratislava, Slovakia. Modified Czech version of the CAIPE (Children’s Attitude toward Inclusive Physical Education) questionnaire was used as a primary research method. Girls presented higher levels of positive attitudes towards inclusive physical education (IPE) in goal achievement, motivation, and motor skills learning. Boys showed a higher level of positive attitudes in the self-confidence of students with disabilities through IPE. In the goal achievement, girls expressed a significantly higher positive attitude towards IPE in students with intellectual disabilities inclusion (U = 2817, p = 0.029, r = 0.168). The highest level of a positive attitude toward IPE declared both genders by society inclusion and the lowest level of positive attitude by motor skills acquisition. Slovak students of a non-inclusive high school showed a positive attitude toward IPE for the inclusion of pupils with physical as well as intellectual disabilities.

Five-year cohort study of White-British male student-athletes’ attitudes toward gay men

ABSTRACT While sport has traditionally been a hostile environment for gay men, attitudes toward homosexuality among youth in the West have changed significantly in recent years. This research uses Herek’s Attitudes Toward Lesbians and Gay Men Scale, Revised Version (ATLG-R) scale to investigate attitudes toward homosexuality among 243 undergraduate male students in the UK. Results revealed no significant differences in student attitudes toward gay men in the first two years, but significantly more positive attitudes onward from the third. Overall, incoming attitudinal dispositions of homophobia among young male student-athletes were minimal. Anderson’s Inclusive Masculinity Theory (IMT) is used to explain these findings, with the results supporting existing literature concerning positive attitudes toward homosexuality among young, sporting men in the UK.

Evaluation of the Results of Attitudes and Self-Efficacy of Middle School Students in Science Subjects

Good attitudes and self-efficacy in each student's personality are very important to have in order to maximize the activities and learning outcomes of each student. The urgency of this research as a reference to the educators in conducting teaching to find out the significant and continuous impact on the success of student achievement in science subjects and student performance on the variables of self-efficacy and attitude in learning. This study aims to determine the differences and the relationship between attitudes and self-efficacy of students in science subjects. The type of research is comparative quantitative. The number of respondents as a sample is 74 students. The data collection technique used simple random sampling. The results of the study using the T test, which is a significant difference in student attitudes in science lessons, both female and male students in class VII A and class VII B. From the results of the T test for self-efficacy, there are differences in student self-efficacy in lessons Science both students and male students in class VII A and class VII B. The results of the correlation test between students' attitudes and self-efficacy towards science subjects in class VII A and VII B showed that attitudes and self-efficacy were related. This study has limitations including researchers only measuring the attitudes and self-efficacy of students in class VII. Recommendations for further researchers can research or measure students' interests and motivations or make generalizations about this research.

Health profession readiness for interprofessional education in the Central Appalachia: a cross-sectional study

Background: This study on interprofessional relationships took place in Eastern Kentucky analyzing optometry, medical and nursing students at the University of Pikeville. The Readiness for Interprofessional Learning Scale (RIPLS), regarding all three healthcare professional schools, was used to measure and determine students' views on working with one another. The purpose of the study was to examine similarities and differences in student attitudes across the three health professional programs within the same university. Methods: Second year University of Pikeville (UPIKE) nursing, optometry, and medical students were given survey questions that followed the validated 19-item Readiness for Interprofessional Learning Scale (RIPLS). Results: While the optometry and medical students demonstrated statistically similar attitudes, key statistical findings included that nursing students were more likely than medical students to believe that clinical problem solving can only be learned effectively with students/professionals from their own school/organization (p = 0.015); nursing students were more likely than medical students to welcome the opportunity to work on small group projects with other health and social care students/professionals (p = 0.018); and nursing students were more likely than both optometry and medical students to not be sure what their professional role will be/is (p=.005). Conclusions: At the UPIKE, there is an observable difference between the attitudes toward IPE. Nursing students appeared to have a more positive attitude toward IPE than medical and optometry students, with the medical and optometry students having similar attitudes.

Student attitudes and perceptions of teacher responses to bullying: An experimental vignette study

ABSTRACT Although teachers are key in bullying intervention, little is known about their responses to bullying and how students perceive them. This study investigated whether experimentally manipulated teacher responses in vignettes (i.e., non‐response, comforting victim, correcting bully, both comforting victim and correcting bully) predict differences in student attitudes and perceptions (i.e., students’ bullying attitudes, empathy towards victims, perception of teacher bullying attitudes, response evaluations). Fourth‐to‐sixth graders (N = 251, 44.2% boys, M age = 10.86) read a bullying incident vignette that differed regarding the teacher’s response, before completing questionnaires. Analyses of variance demonstrated no differences in students’ bullying attitudes and empathy between conditions. The multiple response was evaluated as more appropriate than the single active responses. Correcting bully was perceived as the most appropriate single response and was associated with more perceived teacher anti-bullying attitudes, indicating that students deduced beliefs from teacher behaviour. Non-response was associated with the most negative student perceptions.

Запрос на психологическую помощь студентов педагогического вуза

There is an international consensus regarding the need to develop psychological services in education institutions, including tertiary education. This study evaluates pedagogical university students’ readiness to apply for professional psychological counselling and describes the reasons to seek psychological help among this population. The sample included 1,343 students of Herzen State Pedagogical University of Russia (Saint Petersburg). Students have relatively little experience of getting professional psychological assistance: 32.5% have received it once, while 13.7% have received it within the last year. The majority of students (75.4%), however, would consider visiting a psychologist in the future. The study demonstrated pronounced gender differences in student attitudes to psychological help-seeking. Though both male and female students had similar rates of previous use of psychological services, male students show a less positive attitude towards using them in the future. When seeking psychological assistance, respondents had the following requests: normalisation of the mental/emotional state — 54.8%; normalisation of interpersonal relations — 16.6%; assistance in self-development — 11.6%; assistance in self-exploration — 10.6%; information — 10.0%; transformation — 8.0%. Despite the general positive attitude towards seeking psychological help, not all students are a priori positive about the idea of seeking help particularly from the university service. Future research should be focused on the source of such a discrepancy. Research such as ours facilitates planning university psychological assistance programs’ capacity and design, as informed by the potential clients’ needs and preferences.

Completing College Writing Assignments on Mobile Phones: Comparing Students’ Attitudes and Engagement Across Disciplines and Age

Large variations in mobile users, mobile devices, and course content make generalizations about mobile learning difficult. Prior to the international pandemic that forced more virtual and mobile instruction, this exploratory study measured how students in one journalism and one English composition course at two universities responded to completing writing assignments using only their phones. Although pre and post differences in student attitudes and engagement between the writing courses were insignificant, further analyses of age differences (freshman vs seniors) revealed significant variance. These results suggest only a 3-year time span could determine how much students embrace mobile assignments.

The Effect of Coral Reef Comic Media Implementation on Students’ Environmental Care Attitude in Indonesia

The purpose of this study was to analyze students’ environmental care attitudes towards coral reef ecosystems through the implementation of coral reef comic media in West Nusa Tenggara. This research was a quasi-experimental study that adopted and modified separate sample pretest-postest designs. Two pilot schools originating from Sumbawa Regency, namely SMAN 1 Alas and SMA Muhammadiyah Alas were randomly selected with a total of 50 students. Attitudes of students’ environmental care is collected through a questionnaire. Scores on the questionnaire were then converted into percentages then analyzed by using paired sample t test to see differences in students’ attitudes before and after treatment at each school, and independent sample t-test to see differences in student attitudes between observational schools. The results showed that (1) there were differences in the attitudes of students before and after being treated using the coral reef comics media in each observation school (p <.05), and (2) there were differences in the attitudes of students’ environmental care between the two observation schools (p <.05). Based on the results of the study it can be concluded that (1) the implementation of coral reef comic media can increase students’ positive attitudes about the environment especially the coral reef ecosystem, (2) students at schools that are geographically close to the coast tend to have a higher caring attitude than students at schools whose geographical location is far from the coast.

THE EFFECT OF LCDS-BASED INTERACTIVE E-SCHOOLBOOK (ESB) AGAINST HOTS AND SCIENTIFIC ATTITUDE OF STUDENTS

This study was aimed to determine the effect of the use of LCDS-based interactive electronic schoolbook (ESB) on atomic nuclei material with a scientific approach to Higher Order Thinking Skill (HOTS) and scientific attitudes of students and to investigate the average HOTS value of students after both using interactive and non-interactive ESB. The research design was a Non-equivalent Control Group Design, involving students as the research subjects from one of the State High Schools in Kotabumi, with XII IPA 5 as an experimental class and XII IPA 4 as a control class. Data processing techniques were performed by T-test. The results of the HOTS pretest-posttest students in the experimental class revealed that the Sig. (2-Tailed) value was smaller than 0.05, which was equal to 0,000, indicating that there was an effect of the use of LCDS-based interactive ESB with a scientific approach to the material of the atomic nuclei on HOTS students. The test results of the differences in scientific attitudes of students between the two classes enclosed that the Sig. (2-Tailed) value of 0.001 was smaller than 0.05. This implied the great influence of the use of LCDS-based interactive ESB on the scientific attitude of students. HOTS results of students in both classes also obtained the Sig. (2-Tailed) value of 0,000, stating that there was a significant difference in the average N-gain HOTS value of students who learned with LCDS-based interactive ESB against the non-interactive model.