Students Face Research Articles

Classroom Management Problems Faced by English Education Students at Faculty of Teacher Training and Education University of Mataram Undertaking the Campus Teaching Program

This study addresses the challenges English Education students face in developing relationships, motivation, and engaging instruction in English classes. The research design is descriptive qualitative research, and the data collection methods include observation sheets, interviews, and document analysis. The study participants are five students who participated in the Kampus Mengajar or Campus Teaching (KM) program at University of Mataram and seek to identify the problems they encounter in classroom management, how they solve them, and how well they manage their classrooms. The result of both observation and interview founded that there are included six problems faced by KM-5 students during teaching practice i.e., (1) Naughty students, (2) Underestimate the teacher, (3) Hyper active students, (4) Passive students in learning activities, (5) Crowded classes and (6) Bored students. The efforts given by the KM students in dealing with the problems are building good teacher-student relationships, making the lesson more attractive, giving a small gift to catch students' attention, giving word motivation, changing students' seat positions, and making some games related to the topic discussion. The results highlight the need for further support and development opportunities for student teachers to enhance their classroom management skills and teaching practice.

INGLIZ TILIDAGI FRAZEOLOGIZMLARNI O‘QITISH TEXNOLOGIYALARI

English language learners spend a lot of time learning vocabulary. In particular, there is little information in textbooks on the study of phraseology, and students face difficulties in using learned phraseological units in real situations. The article analyzes the methods used in working with phraseological units.

Development of Multiplechoice Test Instruments to Improve Scientific Literacy in Madrasah Aliyah (MA)

The ability to analyze and interpret scientific information is very important in the era of advanced technology. For Madrasah Aliyah (MA) students, scientific literacy is crucial for academic and future achievements, including understanding scientific concepts, interpreting data, making decisions, and communicating scientific ideas. Although scientific literacy is important, many MA students face challenges due to traditional teaching methods and inappropriate assessment. This research aims to develop and measure a multiplechoice test instrument for MA students' scientific literacy, empirically validated to improve science education and prepare students to face the modern world. Research and development (research and development) with 3D models (Define, Design, Development). Focus on scientific literacy questions with PISA indicators. Overall, it shows that the instruments used are very good and valid, and provide a positive picture of students' scientific literacy abilities, although there are still certain areas that need to be improved. Questions with poor power differences need to be repaired or replaced, and questions with sufficient power differences need to be revised. Low scores in explaining scientific phenomena require additional guidance. Regular monitoring and revision is important to maintain the quality of the instrument. This instrument is valid and reliable, but continuous improvement is needed.

Study of the impact of introducing a multimedia learning tool in podiatric medical courses

AbstractBackgroundMedical students face the challenge of learning vast amounts of complex information. Existing research suggests improved learning outcomes using multimedia resources but reports on their impact on podiatric education are scarce. To explore the potential of multimedia‐based learning tools in enriching medical education, this study examined the impact of Osmosis, a platform featuring interactive videos, flashcards, and self‐assessment quizzes on podiatric medical student outcomes.MethodsThis quasi‐experimental study examined the impact of Osmosis, a multimedia learning platform with videos, flashcards, and quizzes, on podiatric medical students' learning outcomes. Two cohorts (T = Osmosis access, N = 86; C = no access, N = 87) took Pharmacology and Podiatric Medicine courses consecutively. Final exam scores, final course grades, platform usage metrics (median weekly videos watched, flashcards, and quizzes), and student experience surveys were analyzed.ResultsAnalyses revealed no statistically significant differences in final exam scores between the groups in Pharmacology and Podiatric Medicine. While the treatment group exhibited a slight upward trend, further research is required for conclusive evidence. Student perceptions of Osmosis were overwhelmingly positive, with 90.2% of students agreeing that it facilitated concept learning and understanding compared to 54.9% for the textbook. Similarly, 80.4% of the treatment group felt that Osmosis enhanced their test performance, exceeding the 54.9% recorded for the textbook. Correlation analysis indicates a plausible connection between platform usage and academic success, as reflected by moderate positive correlations (r = [0.14, 0.28]) with final grades. Logistic regression analysis revealed that students with Osmosis access were 2.88 times more likely to score 90% or higher on the Pharmacology final exam (p < 0.05) and exhibited increased odds of achieving high (90%+) final course grades in Podiatric Medicine (OR = 2.71).ConclusionsThese findings suggest that Osmosis holds promise as a tool to support podiatric medical student learning. While the lack of statistically significant differences in final exam scores warrants further investigation, the positive student perceptions, high engagement rates, and increased odds of high scores in specific areas indicate the potential for Osmosis to positively impact academic outcomes. Therefore, a multimedia‐based resource like Osmosis appears to show promise as a tool to support podiatric medical education. The limitations inherent in the quasi‐experimental design necessitate further studies to confirm its effectiveness and long‐term impact on podiatric medical education.

Processes Empowering Disabled Students in the Co-Production of Inclusive Higher Education

Although education is supposed to be an empowering process, some students experience the opposite. Disabled university students face multiple discriminating mechanisms during their studies, indicating that they are out of place. This study explores a participatory action research (PAR) study where 11 disabled students collaborated with university staff in planning and implementing measures to promote inclusion at a Norwegian university. The study aims to contribute knowledge of the processes empowering disabled students during co-production of inclusive higher education. Qualitative data were collected during the PAR study from January 2021 to March 2022 including audio recordings from workshops, reflection meetings and a group discussion, field notes from observing students in action as well as the students’ reflections notes and notes from shared analysis and shared writing. A reflexive thematic analysis resulted in the generation of four processes that were believed to support student empowerment: being united with inclusive faculty allies, belonging in a student fellowship, identifying an injustice, and experiencing meaning and change. This study indicates ways to strengthen the universities’ capacities to work towards inclusion, social change, and justice.

The Mental Health Issues EFL Undergraduate Students Face in Learning the English

The Mental Health Issues EFL Undergraduate Students Face in Learning the English

A Chatbot-Delivered Stress Management Coaching for Students (MISHA App): Pilot Randomized Controlled Trial.

Globally, students face increasing mental health challenges, including elevated stress levels and declining well-being, leading to academic performance issues and mental health disorders. However, due to stigma and symptom underestimation, students rarely seek effective stress management solutions. Conversational agents in the health sector have shown promise in reducing stress, depression, and anxiety. Nevertheless, research on their effectiveness for students with stress remains limited. This study aims to develop a conversational agent-delivered stress management coaching intervention for students called MISHA and to evaluate its effectiveness, engagement, and acceptance. In an unblinded randomized controlled trial, Swiss students experiencing stress were recruited on the web. Using a 1:1 randomization ratio, participants (N=140) were allocated to either the intervention or waitlist control group. Treatment effectiveness on changes in the primary outcome, that is, perceived stress, and secondary outcomes, including depression, anxiety, psychosomatic symptoms, and active coping, were self-assessed and evaluated using ANOVA for repeated measure and general estimating equations. The per-protocol analysis revealed evidence for improvement of stress, depression, and somatic symptoms with medium effect sizes (Cohen d=-0.36 to Cohen d=-0.60), while anxiety and active coping did not change (Cohen d=-0.29 and Cohen d=0.13). In the intention-to-treat analysis, similar results were found, indicating reduced stress (β estimate=-0.13, 95% CI -0.20 to -0.05; P<.001), depressive symptoms (β estimate=-0.23, 95% CI -0.38 to -0.08; P=.003), and psychosomatic symptoms (β estimate=-0.16, 95% CI -0.27 to -0.06; P=.003), while anxiety and active coping did not change. Overall, 60% (42/70) of the participants in the intervention group completed the coaching by completing the postintervention survey. They particularly appreciated the quality, quantity, credibility, and visual representation of information. While individual customization was rated the lowest, the target group fitting was perceived as high. Findings indicate that MISHA is feasible, acceptable, and effective in reducing perceived stress among students in Switzerland. Future research is needed with different populations, for example, in students with high stress levels or compared to active controls. German Clinical Trials Register DRKS 00030004; https://drks.de/search/en/trial/DRKS00030004.

The Effect of Using Edugame Wordwall on Students' Mathematical Representation Ability

The difficulty students face in comprehending problems presented through diagrams and mathematical models, coupled with the monotony experienced during mathematics lessons, has resulted in low mathematical representation skills among students. While studies indicate that Wordwall can enhance student engagement, the specific factors influencing this engagement when utilizing Wordwall remain under-explored. This study aims to assess the impact of Wordwall media on students' mathematical representation abilities and determine the extent of this influence. Adopting a quantitative research approach with experimental methods, the researchers employed a post-test-only design using cluster random sampling. Class VII-A was designated as the experimental group, while Class VII-B was the control group. Data were gathered through a post-test essay examination. Analytical techniques involved prerequisite tests (normality and homogeneity) and hypothesis testing (t-test and effect size). Results indicated a significance level of 0.008 in the t-test and an effect size of 0.685, suggesting that using Wordwall media has a moderate yet significant positive effect on students' mathematical concept representation skills. The findings reveal that incorporating Wordwall edugames in classroom instruction can enhance students' mathematical representation capabilities, foster an interactive learning environment, and improve students' self-expression. Consequently, Wordwall has been proven to elevate student engagement in learning and can effectively supplement traditional classroom instruction.

Analisis Kesulitan Belajar Matematika Materi Aljabar, Persamaan Linier, Perbandingan Senilai dan Tak Senilai, Bangun Datar, dan Bangun Ruang Siswa Kelas VII UPT SMPN 35 Medan

This research aims to understand and analyze the mathematics learning difficulties faced by class VII students at SMPN 35 Medan. Through a qualitative descriptive approach, this research explores the factors that cause learning difficulties and provides solutions that can be implemented. The research method involves written tests and interviews with students and teachers. The results of the research reveal that students face challenges in understanding basic concepts such as algebra, linear equations, equivalent and non-equivalent comparisons, as well as plane figures and spatial figures. Internal and external factors, such as students’ cognitive abilities and less effective teaching methods, influence their mathematics performance. This research suggests a more interactive learning approach, training for teachers, collaboration between schools and parents, and regular evaluation to improve students’ mathematical understanding and performance in the future. Thus, this research makes a significant contribution to efforts to improve the quality of mathematics learning in schools.

Concerns, Perceptions, and Career Considerations of Female Medical Students Interested in Neurosurgery: A Qualitative Case Study

Neurosurgery exhibits notably lower representation of Black, Hispanic, and female surgeons compared to various other medical and surgical specialties. Existing research focuses on medical students' views on surgeons, factors influencing female medical students' preferences in surgical fields, and the perceived interests and concerns of students contemplating a career in neurosurgery. However, there is a significant gap in understanding the unique concerns and perspectives of female medical students interested in neurosurgery. Semistructured interviews with female medical students were recruited from medical schools in the District of Columbia area. Interview questions were based on Lent and Brown's Social Cognitive Career Theory. Transcripts were analyzed thematically into codes. In total, 8 female medical students from our institution participated. We identified 3 major themes that influenced medical students decision-making: sense of belonging (diversity, mentorship, and passionate), self-efficacy (ambitious/"gunner," intense/competitive), and outcome expectations (innovation/research, immediate impact, procedural/surgical aspect, salary, and work-life balance). Female medical students face distinct challenges and factors to consider when choosing a career in neurological surgery. The biggest concern for female students was a sense of belonging. It is imperative to enhance the diversity within the neurosurgical specialty and boost the representation of female neurosurgeons. Early interventions designed to tackle and alleviate their specific concerns are pivotal in achieving this goal.

Nutritional, anthropometric and behavioral aspects of nutrition students that consume alcoholic beverages

Upon entering university, students face changes in their lifestyle that can alter the type of food they eat and lead to addictions, such as alcohol consumption. The aim of this study was to assess the eating habits and behavioral profile associated with alcohol consumption among university students. Anamnesis, anthropometric indices and data from alcohol consumption (AUDIT) and food consumption frequency questionnaires were collected. A moderate rate of overweight people was observed (22%) and only the oils food group showed a difference between the underweight, eutrophic, overweight and obese categories. In addition, body mass index showed a significant positive linear correlation with waist circumference. With regard to alcohol intake, 46% of the total sample was in the high-risk zone. There is an abnormal distribution in the consumption of foods from all food groups and there are indications that students have been consuming all types of food without stipulating an adequate and balanced diet, in parallel with a relatively high consumption of alcohol.

Unveiling CPR training challenges in nursing education: Pedagogical strategies for success

AimThis study explored the challenges nursing students face while learning CPR and identified experiential learning strategies to address these challenges. BackgroundNursing students often experience challenges and anxiety during clinical learning, including CPR training. Given the experimental nature of CPR training, experiential learning models like mARC can significantly enhance the learning experience by addressing these prevalent challenges. DesignThis study adopts an interpretivist approach within a qualitative methodology and uses a phenomenological design. MethodSemi-structured interviews and the Delphi method were used to gather firsthand experiences from 37 educational supervisors, nursing professors and nursing students undergoing CPR clinical training at five public medical universities. ResultsFour main challenges and eighteen sub-challenges of CPR training were identified, elaborated and modeled. Additionally, thirteen experiential learning strategies, based on the mARC experiential learning model (more Authentic, Reflective, Collaborative), were mapped to address these challenges. ConclusionsAmong the four main challenges of CPR training identified by this study, the lack of pedagogy appears to be the underlying cause of the other three. This underscores the significance of integrating effective pedagogical approaches into nurse education strategies and initiatives.

Comparison of face to face and online delivery of a dementia-specific experiential learning activity

ABSTRACT During the COVID-19 pandemic, healthcare professions shifted from face to face(F2F) to online educational delivery methods. Research evaluating the effectiveness of online educational delivery is mixed.The purpose of this study was to compare the effectiveness of a dementia-specific experiential learning activity(ELA) delivered to Doctor of Physical Therapy(DPT) students face to face(F2F) versus online. Participants included a sample of DPT students (n = 171) from four consecutive cohorts. In this quasi-experimental, single-site two-factor design study, students participated in either a F2F(n = 84) or online version (n = 87) of an ELA. They completed a dementia survey pre-(T1) and post-ELA(T2). Pre- and post-survey analysis demonstrated significant improvements between T1 and T2 for both groups. The interaction of group by time F(1,169) = 287.61, p < 0.01 indicates a main effect for groups over time. Analysis did not demonstrate significance between versions for T1 or T2. The interaction of time by group F(1,169) = 1.08, p = 0.30 indicates there was not an interaction of time by group.This study provided strong evidence that students benefitted from the dementia-specific ELA regardless of delivery method. Both methods proved equally effective, as there was no statistically significant difference between them. Programs may consider online experiences to increase schedule flexibility and content accessibility.

Factors in Students’ Errors in English Writing Proficiency

English is the sole medium of instruction in Namibian higher education institutions. The fact that more than 90% of Namibian students do not speak English as their home language has often been indicated as the cause of students’ poor performance in English. This study investigates the English proficiency of first-year education students at the University of Namibia's Khomasdal Campus with a focus on students’ written works. This study aims to identify and explain the factors that cause students’ poor writing proficiency in English. Based on qualitative research perspectives, the results show that Namibian students face a range of challenges regarding written communication.

The Cost of Being a Medical Student

In the face of what many are calling the mostchallenging economic climate in decades, therepercussions of soaring inflation rates arereverberating throughout the nation. Manypublic sector workers have taken to thestreets in protest, with the well-documentedjunior doctor strikes serving as a poignantexample. However, amidst the headlines, thefinancial struggles of a vital group have gonerelatively unnoticed: medical students.A recent financial survey conducted by theBritish Medical Association (BMA) has shedlight on the alarming impact on medicalstudents nationwide. The majority of over athousand respondents reported having tomake sacrifices in basic necessities such asfood and heating, while over 40% disclosedrunning out of funds before the end of theterm. Furthermore, more than half of therespondents revealed having to juggle parttime work to finance their studies, but asignificant majority felt this compromiseadversely affected their academicperformance.These findings are not in isolation. A recentpoll commissioned by The Office forStudents (OfS) found similar rates offinancial hardship amongst students inhigher education. In addition to this, almost20% of students had considered droppingout of their course due to financialdifficulties. In 2022, an article published inThe British Medical Journal (thebmj)assessed the current plight of final yearstudents balancing jobs on top of clinicalplacements as well as the staggering amountof debt students encounter upon graduating. In a time when the NHS is facingunprecedented challenges with recruitmentand retention, it seems the lack of financialsupport for medical students may furthercompound these issues.This year, the SURGO team are committed tounderstanding the true extent of the costof-living crisis medical students face duringthe 2023/24 academic term. We are reachingout to the medical student community inGlasgow with a short, anonymous surveydesigned to capture your experiences. Thedata gathered will be carefully analysed andcompiled into a comprehensive report,which will be featured in our next edition.Our goal with this survey is to unravel thefinancial challenges entwined with pursuinga medical degree in 2023/24 and advocate forenhanced support from the medical schoolto alleviate these burdens during youruniversity journey. Join us to spotlight therealities faced by medical students. Scan theQR code or check the link on our Instagrampage to share your insights

The Implementation of Numbered Heads Together (NHT) Technique in Teaching Speaking Skill at IX Grade of SMPN 7 Bukitinggi

This research was conducted based on problems found by researchers in the learning process about speaking skills using the Numbered Heads Together (NHT) technique. Numbered Heads Together (NHT) is cooperative learning that focuses on influencing communication to help students face a problem by discussing their best ideas about the problem. NHT is a technique that teachers have implemented in the classroom to teach students speaking skills. Teachers must be clever in choosing learning methods or techniques that will be used in teaching because learning techniques are fundamental forms or concrete ways of implementing learning during the learning process to achieve learning goals. This research aims to determine how teachers implement the Numbered Heads Together (NHT) technique in teaching students' speaking skills, whether it is in accordance with theory or not. The method used in this research is descriptive qualitative research, which aims to describe how teachers implement the Numbered Heads Together (NHT) technique in teaching speaking skills. Then, the instrument used in this research was an observation sheet. The teacher teaches Present Continuous 'What are you doing?' and asks students to sit in small groups using NHT to discuss assignments given by the teacher. The results of this research show that teachers do not fully implement the steps of the Numbered Heads Together (NHT) technique in teaching speaking skills because the teacher has limited the time. Keywords: Implementation, Numbered Heads Together, Speaking skill.

Tantangan Manajemen Waktu Pada Mahasiswa Paruh Waktu Dalam Memenuhi Prestasi Akademik

This research explores the time management challenges of part-time students in meeting academic achievements. This research uses a qualitative method with an in-depth interview approach. The population in this study were students who were working or had previously worked. The results of this research identify the factors that motivate students to work part-time, including financial need, career path, study alignment, accessibility, and desire to gain experience. Although there are students who prioritize academics above their work, others view both responsibilities as equally important. These findings highlight the challenges part-time students face in managing work schedules, academic commitments, and personal well-being.

Advancing Inclusivity, Equity, and Diversity in English Language Education: Empowering Underrepresented Students in Africa

This study investigates the effects of English Medium Instruction (EMI) on African educational systems, focusing on the barriers to education that students encounter due to limited English proficiency in countries where English is not the native language. The authors employed a mixed methods approach, uncovering students' systemic challenges, particularly the high English proficiency requirements for university admissions, which risk excluding those with lower English fluency. By addressing the complex challenges that African students face with EMI, this study advocates for an educational system that respects and aids students from various linguistic backgrounds. The research emphasizes the critical role of English language skills in students’ academic success across all subjects, given the exclusive use of English for teaching. Drawing from a dataset of 36 participants, the study offers a range of pedagogical and policy recommendations to advance inclusivity, equity, and diversity in EMI settings. These recommendations include recognizing student diversity, implementing fluency-centered teaching methods, differentiated instruction, task-based and flipped classroom approaches, cultural exchange activities, the integration of bridge English courses into higher education, parental involvement, curriculum reform, focused teacher training, professional development, equitable resource allocation, bilingual education programs, controlled translanguaging adoption, and gradual policy implementation. These recommendations will help educational systems accommodate diverse linguistic backgrounds, provide essential language support, and promote a supportive academic environment. This paper contributes to the broader discussion on inclusion, equity, and diversity in second-language education, offering valuable insights and recommendations for policymakers, educators, and researchers.

Computer Vision for E-learning Student Face Reaction Detection for Improving Learning Rate

In the advent of e-learning, understanding student engagement and reaction is crucial for improving the quality of education and enhancing the learning rate. With the advancement of computer vision technologies, there is a significant opportunity to analyze and interpret student reactions in a non-intrusive manner. This study proposes a novel framework employing Faster R-CNN integrated with DenseNet architecture for real-time detection of student facial reactions during e-learning sessions. The proposed method leverages the strengths of Faster R-CNN in generating high-quality region proposals for object detection tasks, coupled with the DenseNet’s efficiency in feature propagation and reduction in the number of parameters, which is well-suited for processing the intricate patterns in facial expressions. Our approach begins with the application of Faster R-CNN to extract potential facial regions with high accuracy and reduced computational cost. The integration of DenseNet as a backbone for feature extraction within Faster R-CNN capitalizes on its densely connected convolutional networks, ensuring maximum information flow between layers in the network. By doing so, the system becomes exceptionally adept at recognizing subtle changes in facial features that indicate various student reactions, such as confusion, engagement, or boredom. We conducted a series of experiments using a diverse dataset of e-learning interactions, collected under various lighting conditions and involving multiple ethnicities to ensure robustness and generalizability. The model was trained and validated on this dataset, and the results demonstrate a significant improvement in detection rates of student reactions compared to existing methods.

Does Trait Rumination Moderate the Path From Chronic Stress Adversity Exposure to Internalizing Symptoms in First-Generation and Continuing-Generation College Students?

ABSTRACT First-generation college students face greater life adversity and demonstrate higher internalized distress versus their continuing-generation peers. In 598 undergraduate students, this study tests: links between life adversity and internalized distress, moderation by trait rumination, and whether effects differ for first-generation versus continuing-generation students. Four of six latent moderated structural equation models supported the hypothesis that trait rumination (the tendency to engage in negative, self-focused thought) moderates the effects of family and financial chronic stress to predict depression and anxiety. Effects were similar in first-generation and continuing-generation students. Implications include offering trait rumination interventions especially to those with high chronic stress.