Encouraging Students Research Articles

FACTORS INFLUENCING THE ENTREPRENEURIAL INTENTIONS OF COLLEGES STUDENTS IN THE AREA OF CAN THO CITY

This article aims to analyze factors influencing the entrepreneurial intentions of colleges students in Can Tho City. The analysis is based on survey data collected from 350 final-year students in various colleges within the city. Analytical methods used in this study include: Method of testing the reliability of the scale using Cronbach's alpha coefficient, exploratory factor analysis method and multiple linear regression. The results reveal that factors affecting students' entrepreneurial intentions include Attitude, knowledge provided by the school, and External factors. Among these, Attitude emerges as the most influential factor shaping the entrepreneurial intentions of colleges students in Can Tho City. These findings provide a scientific foundation for educational institutions to develop strategies encouraging students to engage in entrepreneurship immediately after graduation.

ANALYSING THE EFFECT OF USING ASSURE LEARNING MODEL ON THE DEVELOPMENT OF STUDENTS' LEARNING MOTIVATION

Using learning models appropriately has a big impact on the implementation of learning. This research aims to analyze the influence of the Assure learning model on the development of student learning motivation. This research includes descriptive qualitative research conducted using a systematic review or literature study method to obtain research discussion data. Articles in the analysis were selected based on certain criteria according to the keywords determined in the research. The findings show that all the articles analyzed (6 articles) support that the use of the Assure learning model has a positive influence on the development of student learning motivation. There is an increase in student learning outcomes from implementing the Assure learning model because with this learning model a learning atmosphere will be created that encourages students' interest and interest in actively participating in learning. The results of this study can strengthen and summarize previous findings regarding the Assure learning model. The findings have implications for teachers, namely that they can be taken into consideration in choosing the right learning model to increase student motivation in learning and support the learning process effectively and efficiently, namely by implementing the Assure model.

Strategi Pembelajaran Everyone Is Teacher Here Untuk Membentuk Berpikir Kritis Pada Pembelajaran Pendidikan Agama Islam Siswa SMK Negeri 1 Wonosobo

The education sector requires innovation to prepare students to become competent individuals and to produce high-quality individuals in society by equipping them with various 21st-century skills to meet the demands of changing times. Through the everyone is teacher here learning strategy, it is hoped that students can develop critical thinking skills, which are highly essential in the current era of globalization.This research aims to explore how the everyone is teacher here learning strategy is implemented in SMKN 1 Wonosobo, its impact on fostering critical thinking, the factors influencing its implementation, and the outcomes after its execution. This study employs a descriptive qualitative research method. Data collection techniques include observation, interviews, and documentation, while data analysis involves triangulation.The findings reveal that the Islamic Education teachers at SMKN 1 Wonosobo have effectively implemented the everyone is teacher here learning strategy. The cultivation of students' critical thinking skills has started to progress well, although there are indicators that need reinforcement due to some students' lack of concentration in receiving new material. Supportive factors for the "everyone is teacher here" strategy are easily planned and implemented, encouraging students to actively engage in developing their thinking skills. Inhibiting factors include lack of concentration, reading interest, and self-confidence among some students. The implementation of the "everyone is teacher here" strategy has led to students' progress in critical thinking, increased self-confidence, self-expression, and greater responsibility.

Entrepreneurial Incentives Among University Students in Georgia and Portugal

Abstract The study of entrepreneurial incentives among students is a highly relevant issue because it is of utmost importance for the economic development of the country to cultivate generations of entrepreneurs who will create high-value technological startups and contribute to the transformation of Georgia into a technological hub, a goal that we have been calling a priority for years. In recent years, there has been a tendency among young adults to show entrepreneurial initiative, although this is modest compared to what could truly change the image of the country. Funds and angel investors have emerged in the country, ready to invest in interesting business projects with global potential. In this process, the role of universities could be invaluable. The primary obstacle that Georgia’s and Portugal’s education systems are still facing is incorporating entrepreneurial skills into formal and vocational education. Scant is the rundown of colleges that have coordinated this new test in their educational programs. The region is characterized by precarious and unsystematic skill-based professional schooling, reflecting inadequate funding initiatives lacking sustainability. The article studies the factors influencing students’ entrepreneurial incentives in Georgia and Portugal, identifies the interests and opportunities of Georgian and Portuguese university students in starting a business, and discusses the best foreign practices for encouraging students’ entrepreneurial activity. The article reports a study, based on a survey, which identified the main facilitating and hindering factors that influence students’ entrepreneurial incentives. The paper also analyzes the environment supporting students’ entrepreneurial activities in Georgia and Portugal, discusses the possibilities of finding financing, and identifies the main obstacles that students face when starting a business.

Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.

De-MA.ch: A Web Database for Electron and X-ray Microanalysis to Assist Electron Microscope Lab Managers and Users.

Lab managers and users of scanning electron microscope or electron probe microanalyzer facilities aiming for qualitative or quantitative X-ray analyses require comprehensive, yet flexible documentation structures for their daily work and available reference material, with a complete X-ray data library, a repository of energy- and wavelength-dispersive spectra, and an instrument scheduling mechanism. An online multilaboratory database system available at https://de-ma.ch is presented with the primary goals of providing information on microanalytical reference materials, analytical setups, characteristic X-ray data, and for managing reservation and training requests. This website is designed for multiuser facilities, where experience ranges from beginners to expert users. Registered users will find these tools useful in developing and maintaining high-quality, reproducible, and efficient analyses, whereas lab managers will keep records of their microanalytical reference material database and analytical protocols. The database also serves an educational purpose by (a) providing information on reference materials, (b) encouraging students to select appropriate X-ray lines to analyze, (c) providing analytical setups for point analysis or mapping, (d) identifying unknown X-ray lines, (e) displaying energy- or wavelength-dispersive spectra, and (f) recalculating mineral formula from quantitative wt% analysis results, based on a number of oxygen atoms or cations.

Practice and Thinking of Peer Assistance Class Mentorship System in Promoting Students’ Comprehensive Development

In the current vocational education environment, the comprehensive development of students has become an important goal of education reform, which, in addition to the cultivation of professional skills, also emphasizes the cultivation of students’ ways of thinking, creative abilities and sense of social responsibility. Educational reforms in vocational colleges and universities have focused on building an open and diversified learning environment, encouraging students to develop their personal hobbies and social interaction skills while learning professional skills, as well as increasing investment in humanities, arts and science education to cultivate critical thinking and the ability to solve complex problems, so as to enable students to adapt to the fast-changing labor market while taking into account both their personal development and the needs of society. As a result, the peer-help classroom guidance system has emerged, which forms an effective educational and growth support system that enhances students’ social skills and shapes leadership and teamwork through the driving and tutoring of junior students by their senior counterparts. This paper analyzes the factors affecting the overall development of students in vocational colleges and universities, and then deduces the advantages of the peer-help class guide system, revealing the positive impact of the facts of the system on the overall development of students.

A Study on the Application of Constructivist Theory in School Piano Teaching and Performance

This study investigates the application of constructivist theory in piano teaching at two music schools in China. The results reveal widespread utilization of constructivist teaching methods, such as activating prior knowledge, creating cognitive dissonance, and providing feedback. Piano teachers encountered challenges related to prior knowledge, dependency on rote learning, and inconsistent student engagement. Recommendations include encouraging students' independent exploration, promoting collaborative learning, employing multimodal strategies, and offering positive feedback. The application of constructivist theory in music education is expected to significantly transform the approach to nurturing the next generation of musical prodigies.

Strategi Pengelolaan Kelas dalam Meningkatkan Kedisiplinan dan Efektivitas Belajar Siswa pada Masa Covid-19

The COVID-19 pandemic is affecting the education sector, including in Indonesia. The government implemented social policies and distance education to prevent the virus. However, distance learning produces challenges for teachers and students, especially in terms of learning discipline and classroom management. This study aims to collect and analyze a number of different classroom management approaches that can be used during the COVID-19 pandemic to improve student discipline and increase learning efficiency. This study discusses how students can learn better, especially about environmental studies, with good classroom management. It also emphasizes the role of teachers in creating a good learning environment and encouraging students to learn independently. The study found that student learning outcomes are influenced by effective classroom management; to improve student behavior and engagement, classroom design and socialization should be improved. The COVID-19 pandemic shows the importance of engaging classroom management strategies.

LEVEL OF ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS OF ALEBTONG DISTRICT. A CROSS-SECTIONAL STUDY.

Background In Uganda, there is an overall concern over the generally poor academic performance of students learning in government-aided schools. The study aims to assess the level of academic performance of students in secondary schools of Alebtong District. Methodology A descriptive cross-sectional study was conducted and quantitative data collected from 115 respondents was obtained. Results The level of academic performance of students in secondary schools of Alebtong District was relatively low. The mean response of 2.6 suggested that students' performance in standardized exams, particularly UCE and UACE, is not very high. A mean response of 2.2 indicated that the pass rate of students in Alebtong District was not very high and only 25% of students obtained a second-grade result. The mean response was 1.8 indicating that a high percentage of students in lower secondary do not obtain a first-grade result. A mean response of 2.8 indicated that there might be some challenges regarding dropout rates and student retention in secondary schools. The mean response was 3.2 indicating that students in Alebtong District generally experience a relatively smooth transition and progression through their secondary education. Conclusion Generally, schools in Alebtong District have not yet archived their desired potential with the majority of the students unable to score a minimum of second-grade result. There is still a need for greater improvement in the level of academic performance of students in secondary schools in Alebtong District Recommendation Strategies should be implemented to enhance students' performance in standardized exams, increase the pass rate, improve grade distribution, reduce dropout rates, and ensure the smooth transition and completion of secondary education. Encouraging students' active involvement in extra-curricular activities could also be explored as a potential avenue for supporting academic excellence.

Modern trends in physics education in Ukraine: integration of technologies and methods to increase effectiveness

The importance of the development of physical education cannot be doubted, since it is the key to the health of the nation and the building of a harmonious society as a whole. Modern realities of life in Ukraine, unfortunately, require not only the appropriate level of education, but also the consideration of additional negative factors affecting a person, his opportunities and needs. The main problems concern the general decrease in the physical activity of education applicants, the forced distance learning format, the lack of conditions for full-time physical education and sports. Nevertheless, this should not affect the quality and efficiency of education, which has caused attention to innovative technologies and approaches in education. There is an urgent need to develop educational and methodological support that will take into account the conditions of obtaining education, possible health risks for their maximum prevention, the potential of innovative technologies when mastering the discipline, the modern domestic experience of introducing new methods of training and directed physical development. The purpose of the article is to systematize innovations in the field of physical education in Ukraine to increase its effectiveness. The following general features of the development of physical culture in Ukraine were determined: striving for a healthy lifestyle and self-improvement among young people; craving for non-traditional sports; the desire to get certain results in sports, that is, persistent internal motivation. All this must be taken into account when drawing up educational and training programs that can really contribute to the development of physical capabilities, the identification of interest in various sports and physical activities, depending on the preferences and level of training, the state of health of the applicants for education. Innovative practices in the field of physical education must take into account the conditions of obtaining education. Therefore, innovations with the use of modern communication technologies, which allow to study independently, while receiving full informational support and control of the teacher, additional motivation from his side, are relevant at the moment. The emphasis in the methodology of theoretical training has shifted towards taking into account the possible risks of injury when performing exercises. This is mainly due to the distance learning format. It is important to provide applicants with all the information about the technique of performing exercises, possible mistakes and their consequences, to foster a responsible attitude to the training process. The introduction of modern communicative practices will contribute to encouraging students to physical development, a healthy lifestyle, independent additional classes, will allow you to correctly choose an interesting, necessary and affordable physical activity for yourself. Further development of this topic can be a detailed study of the methods of organizing the educational process taking into account the peculiarities of the introduction of innovations. The practical development of the experience will be the implementation of the formed programs and the determination of their effectiveness.

Engaging Students to Learn Coding in the AI Era with Emphasis on the Process

Engaging Students to Learn Coding in the AI Era with Emphasis on the Process

A Study on Rural Entrepreneurial Behaviour and Strategies of College Students in the Context of Shared Prosperity

Rural entrepreneurship serves as a concrete manifestation of college students' active engagement in youth-building actions. Vigorously fostering a group of ambitious, dedicated, adaptable, and sustainable rural talents is not only a crucial initiative for advancing "mass entrepreneurship and innovation" but also an effective pathway for promoting the growth and success of university students, enabling them to realize their life values. Additionally, it provides substantial support for the achievement of shared prosperity. Therefore, while meeting the developmental needs of college students, attracting young individuals to actively participate in rural practices and transitioning from being "attracted" to "settling down" is an essential strategy for alleviating employment pressures and addressing the weaknesses in rural development. This study analyzes the challenges and influencing factors in the rural entrepreneurial journey of college students, delving into the behavioral logic and implementation pathways that lead to their engagement. It also proposes corresponding strategies for enhancing the "coupling degree" between college students and rural development, providing recommendations for the latter part of the discourse on college students' rural entrepreneurship. Rural areas should enhance their service capabilities, collaboratively empower and consolidate resources, and strive to provide efficient and high-quality service support for college students engaged in rural innovation and entrepreneurship. A comprehensive support system for college student rural entrepreneurship, consisting of a tripartite collaboration among the government, universities, and rural communities, and encompassing educational guidance, policy support, financial assistance, and service guarantees, should be constructed. This multi-faceted approach will foster a positive atmosphere encouraging college students to actively participate in rural innovation and entrepreneurship initiatives.

Enhancing self-learning skills and quality through formative actions and feedback within chemistry classes in the laboratory – A useful model

In here a novel method is described to improve student success rates in a first-year basic chemistry theoretical/practical hybrid course (n = 31 students) by implementing simple ways of formative assessment. This to reduce student dropout rates following the philosophy of encouraging students’ self-control. Essential is to train first-year bachelor students in their self-learning skills and to enhance their evaluative judgment. As a result, students are able to provide better quality of the assessment products at the end of the course. In practice the course is redesigned and intervention tools are integrated at multiple levels throughout the course. The lecturers’ role was adapted to a coaching role, thereby introducing low-effort personalized micro-interventions to meet the personalized needs of students. To clarify these learning needs for students, awareness of the quality desired for the final assessment products is important. Awareness was improved by providing examples of varying quality and introducing multiple peer- and self-assessment moments during the course. The final evaluation of the course examination products showed that the quality of the laboratory notebook was substantially higher after following this approach. Additionally students learned other important skills such as self-learning skills, collaborating in practical work and giving and receiving feedback. Unexpectedly, the high perceived lecturers’ workload decreased. The work presented here provides a novel approach in the form of a model and a practical blueprint with tools for a practical chemistry course design which develops students’ self-learning skills thereby substantially improving student success rates. In our example course, the ultimate student success rate increased form 83 % to 95 % after using this novel approach.

Developing Functional Thinking: from Concrete to Abstract Through an Embodied Design

AbstractIn addressing the challenge of fostering functional thinking (FT) in secondary school students, our research centered on the question of how an embodied design can enhance FT’s different aspects, including input–output, covariation, and correspondence views. Drawing from embodied cognition theory and focusing on an action- and perception-based task design that uses light ray contexts and different function representations, we developed a digital-embodied learning environment, using the nomogram as a central representation. Our pilot study involving four eighth-grade students provided insights into their physical interactions with these modules through a multi-touch digital interface. Analysis of video and audio recordings from the pilots, including students’ hand gestures and verbal expressions, was guided by comparing hypothetical learning activities with the actual learning activities. The results show that (1) a concrete light ray context enables students to ground the abstract mathematical function concept; (2) the bimanual coordinating motion tasks, incorporating the covariation aspect of FT, allow students to connect their bodily experience with function properties; and (3) our embodied and dragging tasks support insight in the conversion between nomograms and graphs of functions, encouraging students’ correspondence thinking by providing multiple perspectives to understand, reason about, and manipulate the function. In conclusion, our findings suggest the potential of digital-embodied tasks in fostering FT, evident in students’ diverse strategies and reasoning.

Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

IntroductionEngineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards.MethodsIn this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher.ResultsFrom a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience.DiscussionThe results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable.

Implementasi Active Learning Dalam Pembelajaran PAI Di SMK Negeri Tegalwaru Purwakarta

This research examines the implementation of the active learning model in Islamic Religious Education at Tegalwaru State Vocational School, Purwakarta. The aim is to increase students' interest in learning, participation and achievement of learning outcomes through active involvement in the learning process. This research uses a qualitative approach with descriptive methods. Data was collected through interviews, observation and document review. The research results show that the implementation of the active learning model is carried out through three main stages: planning, implementation and assessment. In the planning stage, the teacher prepares a Learning Implementation Plan (RPP), which includes objectives, materials, activity steps and appraisal. At the implementation stage, teachers apply active learning techniques such as group discussions, debates, games and presentations to increase student participation and interest in learning. Meanwhile, the assessment stage is carried out by considering cognitive, affective and psychomotor aspects and using Minimum Completeness Criteria (KKM) as the graduation standard. The active learning model has proven to be effective in creating an interactive, fun learning environment and encouraging students to be more proactive, creative and not quickly bored in the learning process. The school also pays special attention to extracurricular activities such as recitation and billing assignments to deepen students' understanding of Islamic Religious Education. This research contributes to efforts to improve the quality of Islamic religious education in Indonesia

Students Perception On The Use Of Tiktok For Learning Speaking English

In summary, the comprehensive analysis of students' responses to 11 distinct questions about the utilization of TikTok as a learning medium in English-speaking classes yields valuable insights. The unanimous agreement among the interviewed students underscores the overall advantage of TikTok as an effective and versatile learning tool. Firstly, TikTok proves to be a valuable supplementary resource, providing diverse content that aids in better understanding study materials. Students emphasize that the platform's content enhances their comprehension, offering additional learning material that is both engaging and accessible. Secondly, TikTok's interactive features, such as stitch videos and duets, emerge as pivotal components that inject an engaging and enjoyable dimension into the learning process. Students express a strong preference for these features, highlighting their positive impact on the learning experience. Thirdly, TikTok significantly contributes to bolstering students' confidence in speaking English. The students' responses emphasize that the platform acts as a transformative space where they overcome initial apprehensions about fluency. Through consistent speaking practice, students report feeling more motivated and self-assured when communicating in English. Additionally, the analysis reflects a positive correlation between TikTok usage and increased motivation to learn English. The platform's dynamic and interactive nature contributes to a more stimulating learning environment, encouraging students to actively engage with the language. Furthermore, students note that TikTok facilitates a deeper understanding of English materials. The visual and auditory elements in TikTok videos enhance their comprehension and retention of vocabulary and pronunciation. Despite these positive aspects, it's essential to acknowledge potential drawbacks. Some students express concerns about distractions on TikTok, which may divert their focus from the intended educational content. This highlights the need for effective time management and self-discipline when using TikTok as a learning tool. In conclusion, the data-driven analysis reveals a multifaceted perspective on the advantages and disadvantages of using TikTok as an English learning tool. While it significantly contributes to supplementary learning, interactivity, and confidence-building, students need to navigate potential distractions. Ultimately, TikTok emerges as a valuable and effective tool in language education, requiring a balanced approach to optimize its benefits for English learners.

경영학 교육에서 문제중심학습의 적용 사례: 노사관계론

In a society facing unpredictable changes, demand for individuals has shifted from emphasizing past individual excellence to the ability to apply and adapt one's skills to current and future changes. Flexible mindsets and problem-solving abilities, along with the capacity to collaborate with others to resolve diverse issues arising from change, are now essential qualities sought in individuals. A new approach to education is required to cultivate talent that can thrive in the face of societal change. Traditional educational methods, which have been teacher-centric and focused on rote memorization, have led to passive attitudes among students and a lack of analytical and applicative thinking skills. To nurture competitive talents, there is a need to move away from conventional teacher-centric education and embrace learner-centric self-directed learning (Lee, 2004). This entails encouraging students to accumulate knowledge and information through voluntary efforts to foster intellectual and character development. This paper examines the effectiveness of applying problem-based learning in the field of management, a discipline that integrates theory and practice. It specifically explores how utilizing self-directed learning, in which students autonomously identify and resolve labor management issues occurring in real organizational settings, can yield positive outcomes.

Investigating the Role of Volitional and Motivational Factors for Postgraduate Students’ Self-Regulated Learning in Academic Reading

Academic readings are meaningful and useful sources for academic writing. Both of them are inextricably intertwined. Postgraduate students need to read a lot of academic reading in order to get new insight and knowledge that will be useful for writing academic journals. In order to be successful in reading academic materials, postgraduate students need to apply metacognitive strategies. One of them is being self-regulated learners. There are many factors that promote good self-regulation. Two of them are motivation and volition. Using a mixed-methods explanatory framework, this research aimed to investigate how postgraduates self-regulate themselves in academic readings and to what extent motivational and volitional factors contribute to postgraduate students’ self-regulation in academic reading. The data was gathered through questionnaires completed by 31 postgraduate students and interviews with four chosen students. The findings found that most postgraduate students have motivational and volitional factors that influence their reading habits. It was shown that postgraduate students attributed self-regulated learning to their academic reading. Additionally, it was revealed that self-regulated learning showed a positive, significant, and moderate correlation with motivation (r=.355) as well as a positive, significant, and moderate correlation with volition (r=.456). The study found that academic reading requires postgraduate students to have strong self-regulated learning, motivation, and volitional strategies. Even though the results of the measurement were relatively positive, help from others was still needed, such as from the universities and master’s program lecturers, especially when it came to encouraging students to establish self-regulated learning habits. This study may be useful to the university and master’s program lecturers.