Different Groups Of Students Research Articles

Professional boundaries between faculty/staff and students in UK higher education: students’ levels of comfort with personal and sexualised interactions

ABSTRACT The concept of ‘professional boundaries’ – widely used in sectors where professional relationships between adults are regulated – has not commonly been drawn on in higher education (HE) to understand and denote appropriate relationships between faculty or staff and students. Nevertheless, in recent years the question of how to regulate sexual and romantic relationships between faculty/staff and students has been a developing policy concern within HE institutions internationally. In order to contribute to empirically-informed policy development in this area, this article explores students’ levels of comfort with different sexualised and non-sexualised behaviours from staff/faculty, drawing on data from 1492 students from a national survey carried out in the United Kingdom, initially published in the National Union of Students’ report Power in the Academy (2018). New analysis on this data is introduced, outlining scales of ‘personal’ and ‘sexualised’ interactions, which reveal the patterns of comfort and discomfort across different demographic groups of students, most notably women, LGBTQ+ students, and Black and Asian students. The analysis identifies areas of interaction with staff/faculty that are of concern to different groups of students, calling into question existing policy frameworks such as conflict of interest policies and varying levels of regulation for undergraduate and postgraduate students. In the light of these findings, the article makes two recommendations: first, that training on professional boundaries should be included in higher education teaching qualifications, and second, for the development of shared norms around professional boundaries within academic departments and professional societies.

Sociotechnical Undergraduate Education for the Future of Natural Resource Production

The greatest challenges for contemporary and future natural resource production are sociotechnical by nature, from public perceptions of mining to responsible mineral supply chains. The term sociotechnical signals that engineered systems have inherent social dimensions that require careful analysis. Sociotechnical thinking is a prerequisite for understanding and promoting social justice and sustainability through one’s professional practices. This article investigates whether and how two different projects enhanced sociotechnical learning in mining and petroleum engineering students. Assessment surveys suggest that most students ended the projects with greater appreciation for sociotechnical perspectives on the interconnection of engineering and corporate social responsibility (CSR). This suggests that undergraduate engineering education can be a generative place to prepare future professionals to see how engineering can promote social and environmental wellbeing. Comparing the different groups of students points to the power of authentic learning experiences with industry engineers and interdisciplinary teaching by faculty.

Narrowing awarding gaps: the contributory role of policy and assessment type

ABSTRACT Awarding gaps between various groups of students persist across the Higher Education sector, yet the responses designed to address the contributors remain localised. The sudden spread of COVID-19 led to various responses across the University sector creating an unprecedented natural experiment and offering the opportunity to compare outcomes from these measures with prior cohorts. This study seeks to investigate the effects of two COVID-19 interventions on students’ performance in the Business and Management discipline at a UK university. The specific COVID-19 measures considered here are the move to online assessments and the new grade policy to ensure the pandemic did not affect students’ outcomes adversely. We use a Kernel Propensity Score and a Quantile Difference in Differences models to estimate the treatment effect of the two COVID interventions on the treated group, namely term two students’ performances of the academic year 2019/20. Our results indicate that the effects of both COVID interventions supported the outcomes of international students, thereby narrowing the awarding gap. Findings suggest firstly that institutional policies adopted in crises should seek to address potential adverse effects on student outcomes for the period of disruption, indicating that significant care should be taken in their drafting. The policy, in this case, was found to have achieved its aim. Secondly, the move to new modes of assessment combined with detailed briefings from faculty may have served to uncover aspects of the hidden curriculum for this group, contributing to a narrowing of awarding gaps between different groups of students.

A Physical Geography Lab’s Online Transition: Student and Instructor Insights Using iGEO Video Games during the Pandemic

The COVID-19 pandemic forced educational institutions around the globe to close or move to a remote format. This article focuses on the transition of an in-person undergraduate physical geography lab to online synchronous learning during the Fall 2020 semester. Findings suggest the importance of abundant learning materials as well as showing similar experiences across different groups of students. In addition, we captured the experiences of lab instructors over time. Ultimately, even as education transitions post-pandemic, these findings highlight the usefulness of extensive/intensive learning, and course flexibility in a synchronous, online, active-learning physical geography lab course.

Peningkatan Keterampilan Menulis Puisi Bebas dengan Metode Experiential Learning pada Siswa Sekolah Dasar

The research aims to improve the free poetry writing skills of class III students of MIS Darul Ihya using the Experiential Learning model. The method used in this research is Classroom Action Research (CAR), which consists of two cycles. PTK was conducted to find out how much the experiential learning method can improve class V students' free poetry writing skills. This research was conducted in class III MIS Darul Ihya, Ciomas District, Bogor Regency. The subjects of this study were 29 students of class III MIS Darul Ihya from November 2021 - January 2022. Each intervention cycle included planning, implementing, observing, and reflecting. The planning stage involves preparing teaching materials, research instruments, and observer guides. At the implementation stage, the Experiential Learning model is applied in a structured learning process following the Learning Implementation Plan (RPP), which consists of initial, core, and final activities. The results showed a significant increase in students' poetry writing skills, with an average score increasing in the classical mastery of poetry writing skills before the action. I grew to 70.05 with an excellent category (70% -79%). In cycle II, it increased to 81.05 with a perfect type (80% -89%). These findings indicate that the Experiential Learning model is a practical approach to improving students' poetry writing skills and can be recommended for classroom settings. However, further research is needed to investigate the long-term effects of this approach and its suitability for different groups of students

Modified Cloze Test, Essay Test, Personal & Collaborative Writing Tasks in EFL Composition Class at Universitas Andalas

This retrospective study reports a quantitative analysis of two types of assignments and two test forms used to measure improvement of student’s writing skill in two composition classes at Universitas Andalas, West Sumatera, Indonesia. This project aims to identify the different roles of the two test forms used as well as the relationship and learning effects between the two test forms and weekly personal writing task or in-class group tasks. In this research, two EFL classes of Composition with two different groups of students in two successive academic years were observed. The classes’ activities, held through fourteen meetings for learning activities and two meetings for mid-term and end-of-term examinations, consisted of weekly assignments of composing paragraphs or short essays individually and collaboratively. The first composition class used an integrative test, i.e. cloze test, as the mid semester examination and a short essay test as the final semester examination. The second class used only essay test for both exams. The individual weekly writing task was assigned in both classes while the collaborative writing task was assigned only in the first class. The pearson r corelational analyses on scores of the assignments and the tests in both classes shows that the modified cloze test appeared to still correlately weakly with the essay test but, through t-test analyses, still significant in detecting the learning effect. Personal weekly writing assignments correlate strongly with essay test while the collaborative work appeared to have less significant learning effect on the student's writing competence.

Influence of Contemporary Educational Qualification on Self-Efficacy: A Study of Madrasa Students

This research is an endeavor to investigate the influence of contemporary educational qualification on self-efficacy among madrasa students. The nature of the research was quantitative. A survey design was applied to gather the data from participants. The population of the study were the students of madrasas in Punjab. 300 madrasa students of darja ʻAma level were selected out of 10 madrasas as a sample of the study. As an instrument, a questionnaire measuring the self-efficacy of students was used which contains 28 items. To ensure the reliability, a pilot study of the questionnaire with 70 madrasa students was conducted. The value of Cronbach’s α was 0.81. The data were analyzed using SPSS 26 in which descriptive and inferential statistics were incorporated. One way ANOVA test was applied for comparison. To further analyze the results of one-way ANOVA, post hoc test was run. Two-way ANOVA was also run to examine the main and interaction effects. Key findings of the research indicated a statistically significant difference in the self-efficacy of madrasa students in different groups with regard to contemporary educational qualification. The findings revealed that, the madrasa students with greater level of contemporary education demonstrated greater levels of self-efficacy in comparison to those with lower level of contemporary educational qualification. However, no significant difference was seen in comparison of graduation level madrasa students with the intermediate level madrassa students. The results of two way ANOVA suggested that there is an impact of contemporary educational qualification and madrassa types and has an interaction between interaction between contemporary educational qualification and madrassa types on self-efficacy.
 Based on findings, the researcher suggests that the contemporary subjects such as vocational, professional, technological and international languages should be included in the madrasa curriculum. Moreover, training and counselling workshops should be administered to assist madrasa students for overall development including their intellectual, social, emotion well-beings.

Pharmacist and child communication: A phenomenological multidisciplinary study from the perspectives of undergraduate students in pharmacy and child development

BackgroundThe present study is an interdisciplinary study about pharmacist-child communication exploring the perceptions and observations of students studying in two different but intersecting fields, which are pharmacy and child development. ObjectiveThe objective of the study is to illustrate the perceptions and observations of undergraduate pharmacy and child development students about pharmacist-child communication. MethodThe study is a phenomenological study and the phenomenon analyzed is “pharmacist-child communication”. Research study group was selected via criterion sampling method. The sample group consisted of 40 undergraduate pharmacy and child development students. “Demographic Information Form” was used as the data collection tool and “Focus Group Interview Guide” was prepared for focus group interview meetings. Ten open-ended questions aligned with the research objective were asked to the students in the focus group interview. The collected data were analyzed by descriptive analysis method and the experiences of these two different groups of students were explored. ResultsAt the end of the study, two main themes and five sub-themes were obtained. These themes and the sub-themes are as follows: adherence to drug therapy (Sub-themes: communication strategies relevant to the cognitive development at various ages of the child, rewarding children and reinforcement of good behavior, role of the parent in pharmacist-child communication) and physical characteristics of the pharmacy/pharmacist (Sub-themes: physical characteristics of the pharmacy, physical caharacteristics of the pharmacist). ConclusionsEach theme was illustrated in the study with comments of the students. The results showed that the observation and perceptions of the students studying in two different fields agreed with each other and those of other researchers. It is proposed that projects and practices can be developed by these two different disciplines, pharmacy and child development are two intersecting fields. As they complement each other, they could strengthen the pharmacist-child communication and as a result support the child's adherence to therapy.

Investigation of Secondary School Student's Value Perceptions and Attitudes Regarding to Physical Education and Sports Lesson

This research aimed to examine the value perceptions and attitudes of secondary school students towards physical education and sports lessons. The research, which was designed in a quasi-experimental model with a pretest-posttest control group, was conducted with 91 7th-grade students in the second semester of the 2020-2021 academic year. The students were divided into 4 groups according to the course content applied in the physical education lesson: “Sports Education Model (SEM)”, “Physical Activity Card (PAC)”, “Traditional Children's Games (TCG)” and “Control Group (CG)”. Physical education lessons were carried out with the groups for 10 weeks. The data were collected using the mixed method explanatory sequential design approach. "Physical Education and Sports Lesson Values Education Scale" and "Physical Education and Sports Attitude Scale" were used to collect quantitative data. In the analysis of the data, arithmetic means, correlation, Wilcoxon, Mann Whitney U, and Kruskal Wallis analyzes were performed. Qualitative data, on the other hand, were collected through lesson observations and focus group interviews and analyzed by content analysis. According to the research findings; there has been an increase in secondary school students' physical education lesson value perceptions and attitudes. The most developed value of the students was friendship, followed by self-control, helpfulness, justice, and responsibility, respectively. The students in the TCG and SEM groups showed more improvement in their helpfulness, friendship, and general value perception. Those in the TCG group improved more in responsibility and self-control than the CG and PAC groups. Physical education lesson attitudes of SEM, PAC, and TCG group students improved more than CG students. While there was a development in favor of males in self-control value, no significant difference was found in other values dimensions and course attitudes according to gender. A positive moderate relationship was found between students' value perceptions and course attitudes. In the focus group interview, the students in different groups interpreted the research findings in different ways. As a result of the research; TCG and SEM were at the forefront in the development of students' value perception, and PAC and TCG in the development of course attitudes. Based on these results, it is recommended that teachers teach lessons with different models, methods, and course materials.

Emerging adult romantic relationship narratives during COVID‐19: Understanding relational challenges and opportunities

AbstractThis cross‐sectional study sought to understand how emerging adult college students currently in relationships experienced and dealt with COVID‐19 stress during a key time for romantic relationship development. Using a relational turbulence theory (RTT) framework, we examined romantic relationship narratives in three different groups of students for indicators of uncertainty (break‐up anxiety [BUA]), interference (conflict and negative emotion), facilitation (support), and coping strategies. Of particular interest was whether these indicators would vary as a function of when the stress of the pandemic was assumed to be more compared to less disruptive to relationships (Group 1 Fall 2020 and Group 2 Spring 2021, off campus/unvaccinated; Group 3 Fall 2021, on campus/vaccinated). As expected, students interviewed during periods when pandemic stress was assumed to be higher showed more break‐up anxiety, increased conflict, and angry word use to describe conflict events. However, contrary to expectations, sad emotions and support did not vary as a function of when students were interviewed. Regardless of when students were interviewed, there were several strategies they used to cope with the stresses of COVID‐19. The most frequent strategies students described were using technology/media to stay connected and taking steps to keep themselves and their families healthy.

Podcasting: tool to develop and reinforce EFL learning

This research explored the application of podcasts in the English as a Foreign Language (EFL) teaching context, mainly focused on the development of speaking and listening skills. This could shed light on the impact of ‘Podcasting’ in teaching and learning the mentioned skills. As a really important point of start, it offered basic characteristics, types of podcasts, and the topics which might be used throughout the research, that is why three different groups of students with different language levels (A1, A2, B1), according to the Common European Framework of Reference for Languages (CEFRL), belonging to “Be Free English Academy”, participated in this study, each level has seven learners of different ages; who were evaluated throughout two different months as well as explored the impact ‘Podcasting’ might have on them. This research evaluated the advantages, disadvantages, and contributions of podcasts in EFL classrooms to the development of language skills mainly listening and speaking Also, it examined the effect on the students’ attitudes after the podcasting strategy was implemented. Research in this field helps to understand the outcomes that this “relatively” new technological tool has and its implications in the English learning process.

Research on methods of personalized English teaching promoted by Big Data teaching platform

In the reform and development of modern education, the integration and use of big data education platform to build and promote personalized English teaching system can not only reflect the teaching concept of individualized teaching, but also fully meet the learning needs of different groups of students at different stages. On the basis of understanding the development of big data technology and the research status of personalized English teaching, this paper uses fuzzy control centralized algorithm to improve the recommendation mechanism of English teaching system, so that students can choose suitable professional teachers according to their own needs. At the same time, after drawing students' learning portraits, the portrait technology is used to evaluate students' passing rate. This provides an effective basis for the practice of personalized English teaching guidance. The final experimental results prove that the design of the whole system meets the personalized needs of the student users, and in the future technology research and development, we should pay attention to the design of functional services from the perspective of professional teachers.

Percentages versus Rasch estimates: alternative methodological strategies for replication studies in mathematics education

ABSTRACT We present an external close replication of the 1985 Fischbein et al. study about intuitive models of multiplication and division. We administered two batteries of mathematics items developed in the original study, via a spiralling process, to a quota sample of 903 students attending grade 7. Compared with the analytic strategy based on the count of correct answers employed in the original research, our study goes a step further as we propose a methodological approach that guarantees measurement invariance, thus allowing for the direct comparison of different groups of students and/or items. The advantages of Rasch estimates compared to percentages of correct answers over the total are critically discussed to show why the former should be considered as more robust than the latter.

Heterogeneous effects of comprehensive vs. single-track academic schools: Evidence from admission lotteries

We use admission lotteries to study how enrollment in a single-track academic school instead of a comprehensive school affects achievement of students in Amsterdam. The two types of schools score differently on measures of school quality and enrollment in a single-track school instead of a comprehensive school implies exposure to better and richer peers. Yet, school resources and the school curriculum are very similar. Different groups of students are differentially affected by this treatment. Girls from lower-income neighborhoods benefit whereas boys from these neighborhoods are harmed. For students from higher-income neighborhoods, it does not matter which type of school they attend.

Physical home-learning environments of traditional and non-traditional students during the COVID pandemic: exploring the impact of learning space on students’ motivation, stress and well-being

When the COVID-19 pandemic forced higher education institutions to implement their programs in an online setting, different groups of students were influenced to different extents. In many cases, the main locus of learning moved to students' homes, and their learning experiences were suddenly contextualized in their residential situation and immediate physical learning environment. The present study consequently examines the role of physical learning environments on different factors influencing students’ learning when pursuing their study from at home. It contrasts the situation of traditional students in a higher education institution and non-traditional students in an academic continuing education institution, which address target groups with different living conditions and needs in learning support. Data were collected via an online survey sent to students enrolled in these two institutions, with a total of 353 students participating during a timeframe impacted by COVID-related lockdowns. We found that stress and well-being is strongly linked to the quality of the surrounding environment of the learning place, whereas perceived motivation is more strongly related to the quality of the learning place itself. How strongly students are affected by these factors is moderated by their overall socio-spatial context. Academic continuing education students are more resilient to sub-optimal physical learning environment than traditional students. Altering the design of the immediate learning environment consequently can help to mitigate factors that negatively impact students’ well-being and learning motivation, which is particularly important for traditional students, who primarily dedicate their time to pursuing their studies.

The Impact of Entrepreneurship Education Program on Entrepreneurial Intention: Case of Sidi Bennour Polydisciplinary Faculty

Abstract This research tries to examine the impact of entrepreneurship education on student’s entrepreneurial intention, by making a comparative analysis among different groups of students in Polydisciplinary Faculty of Sidi BENNOUR, Chouaib Doukkali University. The success of entrepreneurship education programs remains unanswered if it doesn't lead the student to entrepreneurship or at least to develop a profile validating entrepreneurial attitudes. This article attempts to discuss entrepreneurship education from the perspective of practical and theoretical implications and discusses its role in the context of national economy. A set of hypotheses was formulated according to demographics, disciplines, and education levels to understand their impact on entrepreneurial intentions and attitudes. These hypotheses were tested in a quantitative survey of two different population of students participating in an academic entrepreneurship education program. JEL classification numbers: L26. Keywords: Entrepreneurial intention, Entrepreneurship education, Students, Entrepreneurship, Chouaib Doukkali University.

Neural Syntonicity: A Constructionist Approach to the Development of Image Recognition Tools Used to Teach Students about Powerful Ideas in Artificial Intelligence

Although Artificial Intelligence (AI) is already being used in a variety of ways to support creativity and education, there are still limitations when it comes to understanding how AI becomes intelligent, its impacts and how to manipulate, tinker with and explore future uses. This work builds on the idea of “syntonicity” as a cognitive tool where learners benefit from their existing understanding of intelligence while learning about AI. This work presents a learning framework called “Neural Syntonicity” which describes the syntonic relationship between the student’s thoughts and reflections while learning how to use and train AI Image Recognition tools. In this project we: 1) developed a series of Machine Learning Image Recognition software tools that students can manipulate and tinker with, 2) developed a “microworld” of activities and learning materials that supports a conducive learning environment for students to learn about Image Recognition, and 3) developed scenarios that allow students to explore their own cognitive labels of visual Image Recognition while using these tools. The research also aims to help students uncover “Powerful Ideas” and learn technical knowledge in Artificial Intelligence like: prediction, data clustering, accuracy, data bias, training and societal impacts. Using a mixed methods approach of Design Based Research, we conducted studies with three different groups of students. Through the analysis, we found that all groups of students gained confidence with using AI, and learned new technical skills in AI. Students were also able to demonstrate through a variety of examples that bias is a factor that can be controlled in AI systems as well as in the human mind.

One year into online classes, a comparison with conventional classroom teaching – A survey in North Kerala

Background: In the early 2020, COVID was declared as a pandemic and then on all the educational institutions were forced to close down for regular classes. Almost all the previous studies were done comparing different groups of students or different academic year. However, our study was done on the same set of students and in the same academic year itself with the same teaching faculty, where students underwent 8 months of online classes followed by 2 months of classroom teaching. Aims and Objectives: This study was done to know the effectiveness of e-classes in comparison to conventional classroom teaching among professional students in north Kerala in terms of gaining knowledge, balance between the practical and theoretical experiences, and availability of e-resources. Materials and Methods: One thousand medical college students from three different medical colleges in north Kerala voluntarily participated in the study which was on an online questionnaire-based survey. The questionnaire was self-made and based on Likert five point scale. Results: The study included both boys and girls. In most of the fields such as effective communication, interaction, effective teaching methodology, and understanding the topic and providing feedback, students found classroom learning much better than online learning only advantage of online learning that they found was the convenience as it could be taken from home without having to travel and without facing the hostel-related adjustment issues. Conclusion: To make online methods more acceptable, we will have to bring in various changes and modifications in our way of teaching. More animations and smaller groups may be needed. Individual attention will be possible with smaller groups per class and feedbacks can be taken with ease. With these changes in teaching methods, online mode can be made more effective in reaching to students and making it acceptable by them.

Influence of previous motor experience on attitudes about service-learning among students

Service-Learning (SL) as a growing innovative pedagogical model, has recently become more popular in higher education area dedicated to physical activity. Since physical education (PE) students are oriented toward society, it is extremely important for them to develop a sense of connection and responsibility toward society during their studies. This research was carried out on a sample of 58 students of a PE study program, aged between 20 and 22. The first step of the research was to determine six different groups of students using the poly-structured interview about their previous motor experience while considering the type of activity, the length of time engaged in a certain activity and the level of motor skills. Six investigated groups were formed according to their dominant previous motor activity: artistic and aesthetic activities, society-oriented recreational activities, self-directed recreational activities, team sports, individual sports, and martial arts. In order to determine the students' perception of SL Benefits, the SELEB questionnaire was used. The original 27 items generated for the SELEB scale that measure the benefit categories were divided into six categories: civic responsibility, interpersonal skills, leadership ability, ability to apply knowledge, general life skills and critical thinking. One-way Analysis of Variance was used to analyse the differences in investigated groups defined by previous motor experience on SL attitudes among students. The results showed significant differences between groups in SL experience (F5,52 = 3,19; p=0,014). The highest value on the SELEB scale was recorded in the group with dominant artistic and aesthetic activities, and the lowest value on the SELEB scale was recorded in a group with dominant previous experience in individual sports. Significant differences were determined with the post-hoc Tukey HSD test between groups with minimal previous experience in individual sports and groups with dominant previous experience in society-oriented recreational activities, team sports, and artistic/aesthetic activities.

Navigating micro-credentials: An analysis of student needs, perceptions and skills development at a Slovenian university

In this paper, the author analysed the responses to a questionnaire about micro-credentials of several groups of students studying at the Faculty of Management, University of Primorska in Slovenia in order to see how familiar they were with the concept, their perceived value of micro-credentials and their willingness to participate in such short courses. The study showed, first, that only a small number of students were well-acquainted with the concept; second, that students would be willing to attend such courses; third, that there were substantial differences between different groups of students regarding what they thought they needed the most. Based on the research, the author saw the potential of micro-credentials not only for bridging the skills gap and catering for labour market need, but also for acquiring new skills, upskilling and – in the case of Slovenian undergraduate and postgraduate students – for timely completion of their studies.