Learning Of First-year Students Research Articles

Enhancing Chinese Vocabulary Memorization Skills Through Blooket Games Combined with Active Learning for First-Year Students in the Chinese Language Teaching Program at Rajabhat Mahasarakham University

This study investigates the effects of combining blooket games with active learning to improve Chinese vocabulary memorization in first-year Chinese Language Teaching students at Rajabhat Mahasarakham University. This approach aimed to make learning more engaging for Thai students. The intervention involved 26 participants and vocabulary improvement was measured from a pre-test to a post-test. The results showed a significant improvement from a mean of 13.42 ± 2.73 to 18.15 ± 1.26, which was statistically significant at the .05 level. This study suggests that integrating blooket games with active learning can effectively improve Chinese vocabulary acquisition and recommends further investigation in different learning environments.

Chicken or egg? On the relation between course performance and first-year students’ well-being and self-efficacy

ABSTRACT Prior studies suggest associations between course performance and well-being and self-efficacy, although what comes first in this effect remains unclear. This study contributes to the research on noncognitive aspects of learning of first-year students, and examines the bidirectional relation between, on the one hand, students’ well-being and self-efficacy, and on the other hand, their course performance in an accounting course. The study investigates first-year undergraduate students and their performance in an accounting course, measured as the grade and ensuing pass/fail mark. Longitudinal survey data were collected at three data collection moments during two consecutive semesters. The results lead to three main findings. First, well-being a few weeks before the examination moment affects course performance (grade) in accounting, while self-efficacy does not. Second, students who passed the course had higher well-being and self-efficacy in the next semester than those who failed. Third, students who passed, reported a higher increase in well-being and self-efficacy after the examination moment, than those who failed. Analyses controlled for students’ age, gender, and high school performance. The empirical results provide valuable longitudinal insights into the important role of well-being and self-efficacy in relation to course performance, and vice versa. Implications for theory and practice are provided.

Profile of Self-Regulated Learning on First-Year Students at Science Education Department in Online Learning

<p dir="ltr"><span>Online learning requires students to study independently and manage lectures according to the time set. Researchers need to know the criteria for self-regulated learning of first-year students at the Physics Education Department. This paper aims to determine self-regulated learning during online learning. The study used a quantitative research approach with a survey method. The Online Self-Regulated Learning Questionnaire (OLSQ) collected the data, a 20-item scale with a 5-point Likert-type response format. The sample of this study was 131 students of physics and chemistry education study programs. Each was randomly selected to see how their respective study programs implemented independent learning activities during online learning. The results showed that each indicator of independent learning in online learning received a positive response through the OLSQ instrument that had been distributed. The disciplined behavior indicator has a higher percentage, followed by the exercise self-control indicator. Generally, the pre-service students have self-regulated learning with high criteria. This result can provide a good contribution and open for further research. The implication of this research can be a reference for lecturers to improve online and self-regulated learning quality.</span></p><div><span><br /></span></div>

Robotics and computational thinking in the learning of first year students

Robotics and computational thinking in the learning of first year students

Robotics and computational thinking in the learning of first year students

Robotics and computational thinking in the learning of first year students

Enhancing learning interesting for students: influencing factors and proposed solutions

Interesting in learning is a special attitude of learners toward learning objects associated with their learning activities. For first-year students, who have just graduated from high school, and transferred to a university environment, increasing their interest in learning is a very necessary and important issue, creating pleasure and stopping. encourage learners to actively acquire knowledge. To properly assess the current situation and determine the factors affecting the learning interest of first-year students; this study conducted a survey of 153 first-year students; 22 lecturers and 12 educational administrators in some universities. From the results of that study, it was measured to measure the influence of factors affecting the interest in learning of first-year students. Research results show that eight factors affect the interest in learning of first-year students. Along with assessing the current situation and identifying influencing factors, this study proposes solutions to further enhance the learning interest of first-year students.

Impact of the COVID-19 Pandemic on Liberal Arts Education: An Empirical Study in Hong Kong

The COVID-19 pandemic has instigated considerable unprecedented challenges to tertiary education in the aftermath of the mass shutdown of universities across Hong Kong since early 2020. Accordingly, shifting the traditional modalities to the online model has been opted for as the only reasonable alternative in the breakout period. It is, then, essential for educators to perceive the extent to which students’ learning attainments and experiences have been negatively impacted by these educational changes in the post-pandemic era. With the aim of examining the abrupt changes which the freshmen students’ e-learning experiences and their learning environment have undergone before and after the pandemic, the present quantitative study was conducted at a Liberal Arts Institution in Hong Kong, whose data was collected via the web-based questionnaire FYSLES, or “first-year student learning experience survey”. Quantitative analysis of responses indicated that students’ impressions and experience of liberal arts education, and students’ personalities and skills development, presented a U-shaped trend during the COVID-19 pandemic. The underlying rationale of this study is addressed to higher education policymakers to orient and add value to their safety measures, pertinent recommendations, as well as in context strategies that could be established in view of the pandemic’s detrimental effects.

Self-regulated learning of first-year students at physics education department, FKIP – Universitas Syiah Kuala

This study examines the problem of how the criteria for self-regulated learning of first-year students at the Physics Education Department and aims to determine the self-regulated learning of freshman year students in the department. Quantitative research methods and descriptive approaches used in this study. A total of 61 students in 2017 became research subjects and obtained 83.60% of students believed in their abilities (criteria; very independent), 75.40% of students were satisfied with their effort (criteria; independent), 70.50% of students were able to make decisions and have learning initiatives (criteria; independent), and 62.30% of students are responsible for their studies (criteria; independent). That shows the Physics Education Department, FKIP Unsyiah class of 2018 has the self-regulated learning with independent to very independent criteria. The results of the study become a reference for the preparation and improvement of the curriculum.

Effects of augmented reality technology in a mobile touring system on university students’ learning performance and interest

In this study, we proposed an augmented reality- (AR-) based mobile touring system for an authentic learning activity, which enables students to observe and learn key information regarding cultural heritage sites. To evaluate the effectiveness of the proposed system, we conducted an experiment in a cultural heritage course at a Taiwanese university. A total of 72 students were divided into two groups and randomly assigned to an experimental group who learned with the AR-based mobile touring system and a control group who learned with a conventional mobile touring system. The experimental results show that the AR-based mobile touring system significantly improved the students’ memorising dimension of learning achievement, as compared with a conventional mobile touring system. Moreover, the positive impact of the proposed system on students’ actualised interest and task-based interest factors provide a particularly encouraging result for outdoor experiences. These experimental results also suggest the potential of AR technology to increase students’ learning interest and improve their learning achievements in outdoor settings. Therefore, we suggest that, when applying an AR-based mobile touring system in authentic learning activities, AR virtual objects should be designed appropriately, in order that the content recall performance and learning interest are enhanced.
 Implications for practice or policy:
 
 Teachers may need to consider using an AR-based mobile touring system for outdoor learning activities.
 First-year student learning achievements and interest can be improved by an AR-based mobile touring system.
 First-year student learning performance and interest can be improved by AR technology.
 The usefulness of AR technology can be proved through a comparison of experimental designs.

The discipline anatomy in the new teaching environment during the epidemic COVID-2019

Due to the high epidemiological risk of the spread of a new coronavirus infection in March 2020 in the Russian Federation and in particular in the city of Saint Petersburg all educational institutions in the city, including medical ones, have switched to distance learning. Our article summarizes the experience of conducting practical classes in such a specific discipline as Anatomy in the conditions of distance learning for first-year students of medical higher educational institutions. The goal that should be achieved at the end of our anatomy course is to form students stable anatomical knowledge, and most importantly, a holistic view of the structure and function of the human body. Based on this, the main tasks that determine the direction of the pedagogical process are given, and the methods of pedagogical work used to increase the level of students assimilation of knowledge on human anatomy in distance learning are described. The Department of human anatomy of the Saint Petersburg state pediatric medical University uses the Discord platform, adapted by an initiative group of employees and students of the University for distance learning. At the same time, the staff of the Department believes that no matter how good the distance learning platform is, no matter how hard teachers and students try, it can not be a full-fledged substitute for normal full-time training.

Применение Google приложений в организации самостоятельной работы студентов

Problem and rationale. Despite the spread of information technology in various areas of the modern society, the possibilities of cloud technology are not used much in the practice of university education. The article substantiates the effectiveness of the use of Google applications in the process of organizing student’s self-learning. Methodology. While researching the problem, we have used the analysis of theoretical and methodological literature, study of best practices in teaching mathematics and computer science using information technology, analysis of the advantages and disadvantages of using cloud technology in training, conduct of computer science courses using Google applications, as well as the management of independent learning of first-year students of Osh State University using cloud technology. Results. The capabilities of the specialized services of Google.docs, Google.tables, Google.presentation and Google.forms for creating a document, presentation, spreadsheet, online questionnaires and online tests have been defined. The use of Google services in the practice of training leads to the formation of student’s training in the skills of working with cloud technologies, meanwhile students demonstrate three levels of knowledge of cloud technologies: high, medium and low. Conclusions. Working with cloud technologies, it is possible for students to build ICT skills, skills of self-organization. Using Google applications, it is potential to monitor the implementation of self-learning, student projects, both in the process of completing assignments and achieving final results, the outcome of which is the improvement of teacher’s work process and saving time.

AN EMPIRICAL STUDY ON GAMIFICATION FOR LEARNING PROGRAMMING LANGUAGE WEBSITE

Computer science novice students find it hard to learn and master programming language subjects. In previous work, an investigation was done to confirm this assumption. The finding showed that students experienced ineffective learning, lacked interest towards this course, and lacked motivation. Previous studies have shown that applying Gamification elements in websites engages users. Gamification refers to the use of game elements in a non-game context in order to increase engagement between human and computer. In priory, a gamification-based learning website for programming language course was developed. This study aimed to measure the effectiveness and motivation level of using a Gamification website for programming language learning for first year students. Quantitative research approach was used. The effectiveness of the gamification website was tested using Quasi experiment. Student motivation was measured using ARCS motivation model. The findings showed that there were significant differences in the overall results of student performance (effectiveness and motivation) between the experimental and control groups.

Principles of Organizing Self-directed Learning of First-year Students within the Flipped Classroom Technology

The quality of professional education depends on the effectiveness of educational technologies. The Flipped Classroom technology is being successfully tested at the Russian Language Department of Vladivostok State University of Economics and Service within the “Russian Language and Culture of Speech” course. The article analyzes the experience of teaching with the use of the Flipped Classroom technology; it discusses the special features of teaching first-year students, and the principles for organization of self-directed learning process. In flipped learning, self- directed learning is the dominating type of educational activity. Teachers must prepare their students for self-directed learning in the Moodle electronic educational environment, they must motivate them to independently master the theoretical material and to do the practical and controlling assignments and tests. In mixed education, self-directed learning helps to intensify the educational process; forms first-year students’ self-education skills; develops such important personal qualities as independence, activity, consciousness and responsibility. When organizing self-directed learning of students, special attention should be given to the development of practical assignments for testing and control. In teaching the “Russian Language and Culture of Speech” course, the following interactive and electronic tasks are used to form skills and abilities in a reproductive, reconstructive, and creative performance: essays, glossary, mutual reviews, business games, projects, etc. Active methods of control and an electronic survey at the end of the course facilitate the optimization of the self-directed learning process. Considering the special features of mixed education of first-year students, the author defines the main principles for organizing self-directed learning. They are continuity and systematicity; regularity and rhythm; intensity and optimality of workload; interactivity, individualization, feedback and control; effectiveness of activity; development of self-educational skills and such personal qualities as independence, activity, consciousness and responsibility.

Fostering first-year student learning through research integration into teaching: Student perceptions, beliefs about the value of research and student achievement

ABSTRACTResearch should be explicated in undergraduate teaching in a way that stimulates student learning. Previous studies in higher education have shown that student perceptions of research integrated into teaching could promote student learning, but have also indicated that it can be difficult to confront first-year undergraduates with research during courses. In this study, we describe relationships between first-year medical student perceptions of research, learning outcomes and beliefs about the value of research. The Student Perception of Research Integration Questionnaire was filled out by 261 students. Answers were related to student achievement. The findings suggest that student motivation for research is strongly related to merging current research into teaching. Students rather recognised an emphasis on research methodologies than research engagement. Particularly student beliefs about research are related to achievement. It is suggested that to foster positive beliefs about research, teachers should familiarise students with current research and create enthusiasm for research.

A Curricular Intervention for Teaching and Learning: Measurement of Gains of First-Year Student Learning

There is continued debate about the changing and varied nature of first year courses in American higher education institutions. Therefore more current research is needed to inform faculty and institutions as to the important areas of focus for teaching and learning in first year courses. This study is one possible approach to easily determine student “gains” as described by measured improvements in the selected areas. The purpose of this paper was to examine the observed gains of first year experience course students as measured by the College Student Success Factor Index (CSFI). The CSFI pretest and posttest was administered in the summer 2013 and summer 2014 semesters. The ten success indices of the CSFI were measured and gains were observed. The summer 2013 course taught as it had always been taught without focus on targeted factors of success. A curricular intervention was introduced into the summer 2014 course that includes the ten indices in the course learning assignments and outcomes. Possible differences or “gains” in learning will be described and includes implications for first year teaching and program design in colleges and universities.

PENERAPAN MODEL PEMBELAJARAN CTL (CONTEXTUAL TEACHING AND LEARNING) UNTUK MENINGKATKAN MINAT DAN PARTISIPASI BELAJAR MAHASISWA

<em>This research is a Classroom Action Research (CAR) which is meant to understand whether or not the implementation of CTL Model can improve student’s interest and participation in learning of First year students of Calculus 1 class in their first semester of IKIP PGRI Bojonegoro in academic year of 2015/2016. The result shows that the application of CTL model can improve student’s interest and participation in learning of first year students in Calculus 1class in IKIP PGRI Bojonegoro in academic year of 2015/2016.</em>

Using a Capability Maturity Model to build on the generational approach to student engagement practices

The generational approach to conceptualising first-year student learning behaviour has made a useful contribution to understanding student engagement. It has an explicit focus on student behaviour and we suggest that a Capability Maturity Model interpretation may provide a complementary extension of that understanding as it builds on the generational approach by allowing an assessment of institutional capability to initiate, plan, manage, evaluate and review institutional student engagement practices. The development of a Student Engagement, Success and Retention Maturity Model is discussed along with its application in an Australian higher education institution. In this case study, the model identified first-, second- and third-generation approaches and, in addition, achieved a ‘complementary extension’ of the generational approach, building on it by identifying additional practices not normally considered within the generational concept and indicating the capability of the institution to provide and implement the practices.

The Power of Stories and Images in Law School Teaching

Through the use of empirical studies informed by theories of memory and brain functioning cognitive scientists have made impressive gains in understanding how stories and images help student learning. Law professors have laid an important foundation for bringing the usefulness of stories and images to light but have not empirically determined whether and in what circumstances stories and images improve law student learning. This Article fills the gap by discussing three studies conducted by the author. The results are quite dramatic. For first-year students supplementation of classroom material with images is 30% better at improving law student understanding than supplementation with text-based material. For upper-level students the improvement is even larger — images are 50% better than text. Stories are 9% better than exposition at improving first-year student learning with one type of story outperforming the improvement seen by any other medium by 53%. For upper-level students the results are flipped on their head (empirically demonstrating that upper-level students learn differently than first-year students). Exposition improves performance 8% more than stories with flowcharts outperforming the next best medium by 12%. These results, and others discussed in the Article, provide a firm empirical basis for adding stories and images into the law school teaching mix.

Early assessment: using a university-wide student support initiative to effect real change

This paper describes the implementation of a university-wide initiative aimed at providing a holistic view of a student's academic standing by conducting early, formative assessment for all first-year students. It tracks the Early Assessment System as a student support intervention at Stellenbosch University and suggests that the system has been instrumental in effecting change across the entire university. The early focus on student success and the establishment of dedicated structures to facilitate such focus have served as catalysts for dialogue around issues of teaching and learning. The coordination of resources across the university to support faculty activities around first-year student learning has set-up powerful collaborations with the potential to influence thinking across the campus. Using Hersey, Blanchard, and Johnson's (2001) ‘participative change cycle’ as base, and drawing on the associated work of Pennington (2003), the successes and ongoing challenges of implementing an initiative of this nature are explored.

Towards an integrated learning laboratory environment for first-year computer science students

This paper describes an evolving attempt to provide an integrated learning laboratory environment (ILLE) to enhance the learning goals and strategies for first-year computer science students using Java as a first language. The proposed ILLE models a real computer-learning laboratory in which instructors walk around watching and helping students on request. In essence, the system consists of a Java development environment centered round a live communicator with a facility for an instructor to focus and work on the desk top of a particular student. The system is written in 4000 lines of Java and runs in exactly the same way on Windows, UNIX and MacOS. The ILLE gathers usage information that is being used to improve the learning for first year students. It has been used twice with large first year classes. Examples show how extracts from dialogue files enhanced the ILLE.