Diverse Group Of Students Research Articles

Bridging Visual-Spatial Ability and Skill Performance: The Impact of Perceived Quality of a Practical Seminar in Interventional Radiology Education.

Medical education integrates skills training and simulation to prepare students for clinical tasks. A seminar on interventional radiology was restructured to include specific practical training utilizing a 3D-catheter model. We aimed to investigate the complex interplay between student evaluations, their visual-spatial ability and practical performance. The seminar comprised a short plenary introduction followed by 3 practical training units. Students were tested for their visual-spatial ability and their catheter insertion performance. Students rated the seminar and their interest in the subject. Data were subjected to descriptive, factorial, regression, and moderating analysis. A total of 141 medical students enrolled in the seminar. They attributed a high didactic and practical quality and expressed great interest in the subject. Male students outperformed females in the cube perspective test. In the practical examination, males needed significantly less time on average (57.9 s) compared to females (73.1 s). However, there were no significant differences in the performance score, with a maximum of 5 attainable points: males 4.61 and females 4.51. The seminar evaluation explained a large portion of the variance (48.6%) in students' interest in the subject. There was a moderating role of practical quality (β = 0.12, P < .05) on the link between the cube perspective test and the practical examination: rated high practical quality could partly compensate for low cube perspective scores, enhancing performance in the practical examination. Well-designed practical courses and a perceived high teaching quality may assist students with deficits in visual-spatial ability to acquire clinical-practical skills. Such initiatives not only enhance learning outcomes across diverse student groups but also stimulate interest in specialized fields like interventional radiology, thereby potentially guiding future career paths in medicine.

Effectiveness of Strategic Intervention Material (Ang Pananalapi Ni Peni) in Elevating the Performance Level of Araling Panlipunan 9th Grade

This action research evaluates the effectiveness of the Strategic Intervention Material (SIM) titled “Ang Pananalapi ni Peni” in improving Grade 9 students’ understanding of monetary policy in Araling Panlipunan. Conducted at Lupigue Integrated School in January 2023, the study included all Grade 9 Artemis learners using universal sampling. A one-group pre-test-post-test design was employed to rigorously assess the impact of the SIM on student learning outcomes. The data collection instrument comprised a competency-based test administered before the intervention and repeated after the implementation of the SIM. To enhance the reliability of the findings, the researcher cross-referenced the test results with class records. This approach ensured a comprehensive evaluation of the students’ progress and provided additional validation for the test scores. Data analysis involved a detailed comparison of pre-test and post-test scores, which revealed a significant improvement in student performance following the use of the SIM. The results suggest that the SIM effectively enhances learners’ comprehension of monetary policy, demonstrating its potential as a valuable educational tool. Based on these findings, the study recommends integrating the SIM into the regular Araling Panlipunan curriculum. Further research is suggested to evaluate the effectiveness of the SIM across different subjects and diverse student groups. Additionally, the research highlights the importance of employing targeted intervention materials to address specific learning gaps. This approach ensures that students gain a deeper understanding of complex topics, such as monetary policy, thereby improving their overall academic performance.

Examining the impact of dance/movement therapy on empathy, peer relationships, and cultural self-efficacy in middle school: A mixed methods study

Despite efforts to promote inclusivity in schools, ethnic bullying is a pervasive issue. Recent studies have highlighted the potential of empathy and cultural self efficacy within cross-cultural friendships to mitigate ethnic bullying. Violence prevention programs in the United States rely on didactic approaches and few include embodied approaches. Our goal was to examine the impact of dance/movement therapy (DMT) on empathy, peer relationships, and cultural self-efficacy among racially/ethnically diverse groups of middle school students using a mixed methods research design. Quantitative data did not demonstrate significant change in empathy, peer relationships, and cultural self-efficacy. Qualitative data described an increase in participants’ emotional intelligence including empathy, cultural self-efficacy, and positive cross-cultural relationships. Additional research is needed to determine the definitive impact of DMT on these outcomes.

Fostering inclusive learning: customized kits in chemistry education and their influence on self-efficacy, attitudes and achievements

Inclusion of a diverse group of students, both regular learners and learners with special needs in chemistry classrooms is an important goal of chemistry educators. However, alternative conceptions in chemistry among high-school students can be a barrier for completing the learning process in the classroom, especially in a heterogeneous class. This study aimed to examine differentiated instruction (DI) in a chemistry classroom. We evaluated how customized pedagogical kits (CPKs) for DI, which aim to overcome alternative conceptions found during chemistry instruction, affected students and teachers. This paper presents the findings of a mixed-method study that was conducted with 9 high-school chemistry teachers, and 551 chemistry students. We used a pre-post questionnaire to investigate the impact of CPKs on teachers’ and students’ self-efficacy beliefs and attitudes towards chemistry and differentiated instruction, in addition to students’ achievements. The findings indicated the significantly higher averages of self-efficacy beliefs and attitudes towards DI in chemistry among teachers and high-school students, in addition to the significantly higher performance of students in chemistry tasks after implementing CPKs in classrooms. Being aware of the limitations of DI, we discussed customized pedagogical kits as a means that can support better inclusion in chemistry education.

Development and Validation of a Cultural and Linguistic Diversity Scale to Measure Pre-service EFL Teachers’ Self-Efficacy Beliefs

The study aims to develop and validate an affordable and generalizable survey design tool to measure pre-service EFL teachers’ self-efficacy beliefs about cultural and linguistic diversity. It is significant as there are relatively low number of studies aiming to measure such beliefs in today’s changing demographic conditions which are beyond its limits especially in some countries due to the massive flow of migrants. Most of these studies are qualitative which are not cost-effective and flexible. In this study, exploratory sequential mixed method was conducted. Initially, qualitative research design was employed. Findings were used to develop a valid and reliable survey design tool in a second quantitative phase in which data was gathered quantitatively to reduce the number of the variables to a few values representing self-efficacy beliefs and determine the latent components in the scale. Final version of the scale included 20 items across five factors after Exploratory Factor Analysis through principal axis factoring and Confirmatory Factor Analysis through maximum likelihood analysis. Findings supported that a set of 20 items in the final scale form was statistically valid and reliable in measuring pre-service EFL teachers’ self-efficacy beliefs about teaching in culturally and linguistically diverse student groups.

Exploring The Impact of Entrepreneurship Education: A Study on Entrepreneurial Intentions in Turkish Universities

Objectives: Entrepreneurship education serves as a key driver within the entrepreneurial ecosystem, equipping individuals with the essential knowledge, skills, and resources to fuel job creation and economic expansion. Recognizing this vital role, this study aims to delve into the intricate relationship between entrepreneurship education and the cultivation of entrepreneurial intentions within the context of Turkish universities. Specifically, it focuses on the distinct yet interrelated functions of lecturers, course content, and university policies in shaping students' aspirations for entrepreneurship.&#x0D; &#x0D; Design/methodology/approach: The foundation of this study is rooted in Resource-Based Theory, which emphasizes the pivotal significance of resources, skills, and capabilities in fostering competitive advantage. Building upon this theoretical framework, this study takes on human capital as a resource and adopts a quantitative approach to unravel the multifaceted dynamics between entrepreneurship education and students' entrepreneurial intentions. An extensive online survey is conducted among a diverse group of students from various Turkish universities. Hierarchical regression analysis is employed to unveil the individual roles of lecturers, course content, and university policies in nurturing students' entrepreneurial intentions.&#x0D; &#x0D; Results: Empirical evidence highlights the substantial influence of entrepreneurship education on students' entrepreneurial intentions. The outcomes indicate the significance of entrepreneurship lecturers, course content, and university policies as influential determinants of entrepreneurial intentions. Notably, among these factors, the influence of university policies emerges as the utmost driving force behind entrepreneurial intentions. This finding underscores the pivotal role of well-designed institutional policies in fostering an environment conducive to effective entrepreneurship education and subsequently nurturing and cultivating entrepreneurial intentions.&#x0D; &#x0D; Practical implications: This study provides practical insights for institutions and policymakers, urging institutions to craft strategies to foster an atmosphere that drives students toward entrepreneurial activities. By understanding how entrepreneurship education, particularly concerning lecturers, content, and policies, influences entrepreneurial intentions, institutions can tailor their curricula and support systems to not only promote entrepreneurship but also foster a culture of entrepreneurial intent.&#x0D; &#x0D; Originality/value: This study pushes the boundaries of existing knowledge by illuminating the relatively unexplored yet crucially important crossroads of entrepreneurship education and entrepreneurial intentions with respect to Turkish universities. Moreover, the study adds an important perspective by focusing on analyzing the viewpoint of students, an area that has been relatively under-researched. This endeavor recognizes students as the primary beneficiaries of entrepreneurial education and consequently, a deeper exploration of their experiences and perceptions holds immense promise for enriching our understanding of the educational process's impact. By investigating the roles of lecturers, course content, and university policies, this research unravels the intricate mechanisms through which entrepreneurship education molds entrepreneurial intentions. Notably, given the limited scope of prior research on the influence of policies in Turkish universities, the distinct emphasis placed on policy impact in this study stands out as a noteworthy contribution.

Integrating diversity into the medical curriculum

In the field of medical education, diversity refers to the presence and representation of persons from a diversified range of personal backgrounds, experiences, and characteristics across the student community, faculty members, and employees in the institution. The scope of diversity in medical education is immense and it plays a vital role in creating an effective learning environment. Once students are exposed to a group of diverse students and patients during their undergraduate training, there is a significant improvement in cultural competence, which becomes crucial in our mission to deliver patient-centered care. Considering the merits of diversity in the medical curriculum for medical students, there is an indispensable need to take specific measures to ensure that diversity is integrated in the curriculum, as it will also ensure the delivery of equitable and culturally competent medical care. As important is to ensure the integration of diversity into medical curriculum, equal importance has to be given to the measurement of various initiatives that have been taken to promote diversity in medical education. In conclusion, diversity in medical education is the need of the hour to create a fruitful learning environment for medical students. This calls for the need to take measures for the integration of diversity into the medical curriculum and subsequently identify strategies and indicators to measure and monitor the progress of diversity initiatives in medical institutions.

Action Research as a Path to Change in the Teaching/Learning Process

Objectives of the research: The aim of this article is to present the action research method and the methodology for its implementation, using the example of a framework report of research conducted by the author. The research presented herein was designed to capture the changes in the teaching/learning process in a selected classroom following the implementation of the Universal Design for Learning (UDL) approach.&#x0D; Research methods: The method used in the research was the action research method.&#x0D; A short description of the context of the issue: In a rapidly changing world, education researchers face the challenge of how to study and analyze the educational process, which is (and must remain) changeable in order to keep up with the changing reality. Action research is an interesting methodological proposal. Three cycles of research are presented; for each cycle, the planning process (including research questions), actions taken, data collection methods, and results were specified separately.&#x0D; Research findings: The analysis shows that the research and innovative activities resulted in the development of students’ skills in planning, organizing, and managing their learning, as well as the development of their independence, responsibility, creativity, and problem-solving skills. Their willingness to cooperate also increased. As a result, they became more active (self‑)learners. At the same time, the teachers shifted from their traditional, central role of teaching others to that of facilitators, creating learning conditions for a diverse group of students.&#x0D; Conclusions and recommendations: It was demonstrated that action research is a valuable way of bringing about reflective change in the teaching/learning process. Action research is worth promoting to teacher-practitioners, as it is an effective way to introduce bottom-up changes that optimize the educational process.

QUIZIZZ PAPER MODE IS NEW : STUDENTS’ PERCEPTION OF USING E-TOOL OF LANGUAGE ASSESSMENT IN EFL CLASS

In recent years, educational technology has played a substantial part in revolutionizing teaching and learning practices. Quizizz has gained prominence for interactive features. Quizizz launched Quizizz Paper Mode as a new featur. This study focused on students’ perception of using Quizizz Paper Mode as a tool of language assessment in EFL Class. This study aimed to unveil the unique insights and experiences of students regarding Quizizz Paper Mode as a tool for language assessment. This study employed a qualitative approach through descriptive analysis. The data collected by semi structured interview given to gather data from a diverse group of students. A varied group of students set out to gather a wide variety of data samples. The study's scope was enhanced by their diverse activeness and motivation during learning English. From the data caught that the students perceive Quizizz Paper Mode as a interesting tool of language assessment, encourage their confidence, increasing their motivation and enhancing reading ability. In conclusion, this article shed light on the potential of Quizizz Paper Mode as a tool for engaging language assessment in EFL Class. The findings offered valuable insights for educators seeking innovative approaches to language assessment in the digital era.

The Necessity of Cybersecurity for Community Safety The Proposal of the Safe Family Program for Educating the Gulf Arab Community on Information Security for Both Students and Parents

The contemporary landscape of electronic communication technologies is marked by rapid advancement, diverse modalities, and intuitive interfaces, rendering them widely accessible across demographic strata. Notably, the youth cohort, including school students, exhibits a discernible proclivity towards the utilization of social media networks. Regrettably, this escalating adoptionlacks the concomitant implementation of requisite competencies for judicious technological engagement. Furthermore, a perceptible dearth of cognizance is observed among students regarding the gravity of information security and the attendant repercussions of its neglect. This lacuna has precipitated a proliferation of cybersecurity issues, including hacking and electronic coercion. Despite instances of adept technological acumen among some students, they remain susceptible to exploitation by cyber adversaries. This discourse underscores the imperative for comprehensive educational initiatives aimed at fostering responsible and secure digital practices among the burgeoning generation of technology users. This study conducted a survey among diverse groups of male and female students in the Kingdom of Saudi Arabia to identify the primary issues leading to their vulnerability to cyber intrusions. The objective was to derive necessary recommendations for their protection while engaging in social network activities. The study elucidated the importance of educating students about the ramifications of unsafe technology use, emphasizing the preservation of their electronic privacy. Furthermore, this study addressed the exploration of the role of parents in safeguarding their offspring from the perils of cyber intrusion and extortion. The study conducted a comparative analysis between numerous families wherein parents and children had the opportunity for appropriate training in the use of these technologies and those families lacking such training. This comparative approach aimed to elucidate the role of parents in shielding their children from electronic intrusions. The findings of the study underscored a critically significant role for parents in protecting their children from electronic threats, even in cases where the offspring possessed a sufficient educational background in handling these new technologies. The researcher proposed an educational initiative aimed at preserving electronic privacy forstudents, encompassing all categories of public and private education. In addition, a program for parental education was introduced, targeting both mothers and fathers. The objective of this program is to contribute to the elevation of societal security awareness and the protection of children from the imminent dangers posed by electronic threats.

Проблема рекрутинга и студенческого контингента

Recruitment and retention of diverse student groups contributes to achieving the goals of fairness and efficiency in public administration. Recruiting is also important because it will keep many departments afloat, i.e. be viable academic units in their home universities and serve the needs of local governments and non-profit organizations in local communities to create a future qualified employee. This article examines the importance of student recruitment and details four strategies that will help higher school administrators in their recruitment efforts. There are also problems that foreign students face while studying in another country, as well as moments. Which allow them to gain a foothold and stay in the host university. &#x0D; The state of recruiting in the Republic of Belarus will be slightly sanctified.

Teaching Russian in a Multilingual Educational Context

In this article the author refers to her own extensive experience of teaching Russian as a foreign language in an academic multilingual environment. When teaching Russian in multilingual academic contexts, especially with beginners, the problem inevitably arises of finding correlations between the students’ established language structures and the new imparted knowledge. In conditions where the entire educational process at university takes place in three official languages, Russian is offered as an optional course. The teacher is then faced with a series of tasks involving the organization of work within a diverse group of students with different language and cultural backgrounds, as well as the need to choose a metalanguage. The methods of observation and analysis allow conclusions to be drawn about the significant influence exerted by various linguistic characteristics of the second language, including its phonetical, lexical, and grammatical aspects, on the process of learning Russian as a foreign language. The process of teaching Russian not as a “second” language but rather within a “third” language paradigm in a multilingual context inevitably implies taking into account the previous experience of students, which serves as both a catalyst and a delaying mechanism. In the article the author describes how teaching Russian as a foreign language in a bilingual German and Italian academic context stimulates the students’ mechanisms of reflection and awareness of the peculiarities of their own languages. This includes the opportunity offered to students to distance themselves from their native language and, through the prism of the second language with which they are already familiar, examine their own native language as well as the new language being studied. The experience of teaching in a multilingual environment allows conclusions to be drawn about the effectiveness of the principles of intercultural communication, including when the students’ native languages are different. As a rule, research carried out on such principles has shown their effectiveness within groups of speakers of close languages.

The Role of Virtual Reality in Science and Technology Education

In recent years, the integration of Virtual Reality (VR) into educational environments has marked a significant shift in pedagogical approaches, particularly in the realms of science and technology education. This study delves into the transformative potential of VR in enhancing interactive learning experiences. Our primary objective is to assess the impact of VR on student engagement, comprehension, and retention of complex scientific and technological concepts. Employing a qualitative research methodology, the study involved a diverse group of educators and students from various educational institutions. We conducted in-depth interviews, classroom observations, and thematic analysis of the data gathered from these interactions. The findings reveal that VR significantly enriches the learning experience by providing immersive, interactive environments that facilitate a deeper understanding of abstract concepts. This immersive technology enables students to visualize and manipulate scientific models and technological systems in ways that traditional teaching methods cannot. The results underscore the importance of VR as a tool for educators, offering a new paradigm in science and technology education that fosters a more engaging, interactive, and effective learning experience. The study concludes by highlighting the need for further research into the long-term effects of VR in educational settings and its potential to revolutionize traditional teaching methodologies.

Culturally- and Linguistically-Responsive Online Teacher Learning Professional Development

This literature review explores the landscape of online teacher learning and professional development (PD) that is responsive to cultural and linguistic differences. The researchers, a diverse group of doctoral students, instructors, and teacher educators, are motivated by the need to address racial inequities and disparities exacerbated by the recent pandemic. The review aims to understand the theories and conceptual models used in responsive online teacher preparation and PD, the utilization of technology and its affordances, and the intentional targeting of specific groups for responsive teacher preparation and PD. The study followed a systematic approach, resulting in the selection of 27 articles that met the inclusion criteria. The findings highlighted the significance of socioculturally inspired theories, frameworks, and practical models in addressing inclusivity. They, in turn, influenced various tools used to reduce barriers, create online communities, enhance accessibility, and promote engagement. Accordingly, the review also revealed that to foster inclusivity, intentional efforts were required to involve teachers from minority, majority, and international communities. The implications emphasized the importance of teacher preparation and PD in establishing responsiveness, refuting deficit thinking, and capitalizing on cultural and linguistic assets. They also underscored the need for equity in the design of online teacher training and professional development. Finally, the review concluded with the various ways AI could be looped into the process.

Equity and Inclusion for Nurse Aide Students: Removing Barriers to Empower Academic Excellence

The global COVID-19 pandemic attributed to a mass exodus of nurse aides in the field leaving skilled nursing facilities crippled and desperately begging for qualified individuals to care for residents. This study examines the impact of a program designed to meet a shortage of nurse aids in Minnesota. The Next Generation Nursing Assistant (NGNA) initiative addressed barriers that had been preventing historically marginalized students from entering a nurse aide program. These barriers were related to program admission criteria, finances, and academic success. Utilizing strategies to address equity and empowerment, this program was successful in training a diverse group of students to enter the workforce to solve a real-world problem.

The use of a regional component in the multilingual training of future biology teachers

Relevance. In modern Kazakhstan, the issue of multilingual education is more relevant than ever before in the educational system. Effective training of future teachers who are able to work with diverse linguistic and cultural groups of students is a key task to ensure quality education.Purpose. The purpose of the study is to find out the current level of motivation of students to acquire multilingual competencies, and to identify problems that hinder the development of the integration of the regional component into the multilingual training programme for future biology teachers in Kazakhstan.Methodology. For this purpose, a survey was conducted among second-year students of the Faculty of Biology of A. Baitursynov Kostanay Regional University in the academic year 2023-2024.Results. According to the results of a survey conducted among second-year students, it was possible to see that, in general, students assess their multilingual competence at an average level and are motivated to develop it. Comparative analysis showed that the level of motivation of students in this matter has not changed since the previous academic year. In order to achieve positive dynamics, it is worth considering the successful experience of Serbia in the issue of teacher training, and emphasising the more urgent problems that remain unresolved, in particular access to methodological materials in different languages and insufficient funding of projects in this area.Conclusions. The study will help in the future to build successful methods and strategies that can be adapted for use in Kazakhstan. The recommendations can be used to improve teaching methods and enrich educational programmes. This contributes to the creation of a more inclusive and adapted educational environment that considers the diversity of languages and cultures in Kazakhstan, which will contribute to improving the quality of education and preserving multilingual heritage.

What does 'belongingness' mean in relation to diverse medical student groups?

Kitchuk comments on ways in which identity threats and identity safety impact ‘belongingness’ for diverse students, highlighting that there remains need to further explore what is meant by belonging and the effects this has on students.

Using Autoethnography in e-Tandems for Fostering Glocal Cultural Awareness: An Irish-German Virtual Exchange

Autoethnography, the narrative exploration of one’s own cultural context and experience, has been proposed as a pedagogical method of tapping the knowledge of diverse groups of students for mutual cultural learning (Kumaravadivelu, 2008). With this in mind, we set up a virtual exchange (VE) between second-year students from the University of Galway, Ireland, preparing for their Erasmus year in Germany, and students studying Irish literature and culture in their final year at a northern German grammar school. In this exchange the students themselves were to complete an autoethnographic task. The VE showed that autoethnography can serve as an instrument to address some of the problems that O’Dowd (2006) identified while using ethnographic methods in telecollaboration: the emergence of an asymmetrical relationship with conflicting roles and communicative styles, overgeneralisation, and the inability to suspend judgement. Furthermore, autoethnography as a dialogic form appears to be moreappropriate than traditional ethnographic methods for Global Education, which, in contrast to Intercultural Learning, does not mainly aim at understanding other cultures distinct from one’s own, but at preparing students for “effective interactions across cultures” (OECD, 2018, p. 10, our emphasis) in a highly connected, endangered global society. By moving between the individual and the cultural, students can become aware of different but also interdependent local, national, transnational, and global cultural structures in which they live, partly connecting them to and partly distinguishing them from each other.

Designing for community engagement: user-friendly refugee wellness center planning process and concept, a health design case study

BackgroundRefugee and immigrant populations have diverse cultural factors that affect their access to health care and must be considered when building a new clinical space. Health design thinking can help a clinical team evaluate and consolidate these factors while maintaining close contact with architects, patients’ community leaders, and hospital or institutional leadership. A diverse group of clinicians, medical students, community leaders and architects planned a clinic devoted to refugee and immigrant health, a first-of-its-kind for South Philadelphia.MethodsThe planning process and concept design of this wellness center is presented as a design case study to demonstrate how principles and methods of human-centered design were used to create a community clinic. Design thinking begins with empathizing with the end users’ experiences before moving to ideation and prototyping of a solution. These steps were accomplished through focus groups, a design workshop, and iterations of the center’s plan.ResultsFocus groups were thematically analyzed and generated two themes of access and resources and seven subthemes that informed the design workshop. A final floor plan of the wellness center was selected, incorporating priorities of all stakeholders and addressing issues of disease prevention, social determinants of health, and lifestyle-related illness that were relevant to the patient population.ConclusionsDesign thinking methods are useful for health care organizations that must adapt to the needs of diverse stakeholders and especially populations that are underserved or displaced. While much has been written on the theory and stages of design thinking, this study is novel in describing this methodology from the beginning to the end of the process of planning a clinical space with input from the patient population. This study thus serves as a proof of concept of the application of design thinking in planning clinical spaces.

Exploring ways in which identity shapes postgraduate student learning in an English university classroom

ABSTRACT This article adopts identity as a theoretical frame through which to explore the reported experiences of a diverse group of postgraduate students studying in one university in England. We examine what they say about their identities and how they make sense of their interactions with their peers in the higher education space, as well as how they experience these interactions within discussion group activities in the postgraduate multicultural classroom. Our data is collected through focus groups and one-to-one interviews, a large proportion of which were conducted with non-UK/EU students. We found that all students interviewed value the social dimension of learning both within the classroom context and outside. We found there can be intercultural misunderstandings that could be addressed directly in a structured and safe environment. The article concludes with some suggestions for pedagogy and practice in postgraduate teaching, with a focus on diversifying practice to make room for greater inclusion of all students.