First-year Students Research Articles

The Impact of Peer-Led Learning Groups on First-Year Medical Students.

Active learning and peer instruction contribute to positive learning outcomes. We developed a 25-week, question-based program for first-year medical students (MS1). Senior students developed weekly question and answer sets. Second-year peer educators helped MS1s learn to collaboratively problem solve by working through the questions and answer explanations. Controlling for average MCAT 2015 score, attendance significantly correlated with improved academic performance in basic science coursework (beta = 0.196, p < .001) and one organ systems module (beta = 0.104, p = .033). Academic outcomes and an 83% sustained participation rate point to the benefits of peer-led, positive learning environments.

Emerging adults' journeys out of the shutdown: Longitudinal narrative patterns in a college career defined by COVID-19.

The COVID-19 pandemic has defined the college career for this generation of learners, threatening mental health, identity development, and college functioning. We began tracking the impacts of this pandemic for 633 first-year college students from four U.S. universities (Mage = 18.8 years) in Spring 2020 and followed students to Spring 2023. Students provided narratives about the impacts of COVID-19 and reports of mental health concerns, identity development, well-being. Students reported concerns for mental health, identity, and well-being during the first year of COVID-19 impacts. The return to in-person activities predicted broad increases in narrative growth and concomitant decreases in COVID-19 stressors, increases in identity exploration and commitment, and increases in psychological and academic well-being. Changes in COVID-19 stressors and narrative growth served as mediators between the return to in-person activities around campus and student outcomes. Findings expand insights of development and mental health across much of this generation-defining event. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Социальные и политические основания конструктивной девиации студенческой молодежи: анализ цифровых следов в региональных сетевых сообществах

Deviant behavior is a popular research topic. The article examines interdisciplinary approaches to its causes, types, and consequences in university students. Constructive deviation is a relatively new phenomenon, which requires systematization and formalization. The current socio-political changes encourage certain socially significant values and helping behavior practices, which makes it possible to develop social resources, as well as social, intellectual, and civic potential in young people. The authors studied internet activities of first-year university students to reveal the social and political prerequisites of constructive deviation. These foundations included the institutional conditions for the development and implementation of the state youth policy, youth initiatives, helping behavior practices, hypernormality, such socially significant values as patriotism and altruism, etc. The sociological interpretation of constructive deviation clarifies the challenges that are relevant for young people and directions for their social consolidation.

First-Year Design Projects and Student Perceptions of the Role of an Engineer

First-Year Design Projects and Student Perceptions of the Role of an Engineer

Enhancing Students' Conceptual Understanding of Newton Law with Conceptual Problem Solving Learning: An Experimental Study

This study aims to examine the effectiveness of Conceptual Problem Solving-based learning in improving student conceptual understanding of Newtonian mechanics. The quasi-experimental method with a nonrandomized control group pretest-posttest design was used to compare students conceptual in the experimental and control class. The subjects in this study were 69 first-year students of the Physics Education study program at one of the state universities in Yogyakarta. Force Concept inventories are used to assess students conceptual understanding of Newtonian mechanics. The findings revealed that there was significant difference in the increase in students conceptual understanding between the experimental and control groups. The increase in conceptual mismatch in experimental class students using CPS learning was higher (N-gain = 0.33) compared to control class students using direct instruction learning (N-gain = 0.11), although both groups experienced an increase. This study provides a real picture that the CPS technique can be used as a more successful strategy to improve the quality of physics learning, especially in improving knowledge of basic topics that are often difficult for students to understand, one of which is Newton's Law.

An examination of the relationship between burnout and grit in college athletes

Burnout symptoms are a detrimental concern many athletes have at some point throughout their athletic careers. In order to assist athletes with performing at their optimal level, there is a need to better understand the burnout phenomena and the ways it can interact with other performance variables, such as grit. Given that grit is a predictor of success in a variety of domains (e.g., Duckworth & Yeager, 2015; Eskreis-Winkler et al., 2014; Fernández-Martin et al., 2020), the purpose of the study was to examine the relationship between grit and burnout. It was hypothesized that there would be an inverse correlation between grit and burnout. Grit and burnout data was collected from Division I student-athletes (n = 241) towards the end of their competitive seasons. Further, the student-athletes year in college was considered as a potential moderator between grit and burnout. The results indicated that student-athletes who scored higher in grit, also scored higher in burnout, hence the hypothesis was not supported. Additionally, there was a stronger positive relationship between grit and burnout for first-year students and sophomores, when compared with juniors and seniors. It is plausible athletes who are grittier are more likely to persevere through stress and challenges, including burnout symptoms, especially during their first two years of college. Athletes higher in grit may also be investing more effort into their sport, which could be increasing symptoms of burnout, as well. The results of this study warrant further investigation to clarify the interaction between grit and athlete burnout.

Associations Between Psychological Stress and the Risk of First Onset of Major Depression Disorder: Results from a Longitudinal Study in 6,985 Chinese First-Year Students.

Youth and young adults have a high prevalence of major depressive disorder (MDD). Limited longitudinal research has explored the relationship between different dimensions of psychological stress and MDD. This study aimed to estimate the effect of psychological stress on the risk of first onset MDD in a sample of Chinese freshmen. Using a longitudinal design, 8079 Chinese first-year students were recruited at baseline, and 6985 were followed up one year later. The Psychological Stress Scale for College Students was utilized to evaluate the levels of psychological stress. MDD was evaluated using the Chinese version of the Composite International Diagnostic Interview (CIDI-3.0). Logistic regression modeling was utilized to estimate the associations between dimensions of psychological stress and the risk of MDD. Two dimensions of psychological stress, namely learning stress (OR=1.05, 95% CI:1.01-1.09, P=0.017) and economic stress (OR=1.11, 95% CI:1.04-1.19, P=0.001), were significantly associated with the risk of MDD. Other dimensions of psychological stress (specify family stress, interpersonal stress, intimate relationship stress, employment stress and appearance stress) were not associated with MDD. Psychological stress, especially learning and economic stresses, could increase the risk of MDD in university students. These factors should be incorporated into mental health prevention and intervention programs at universities to reduce the risks of MDD.

Network Analysis of Association Between Problematic Social Network Use and Alexithymia in Freshmen.

Exploring the core and bridge nodes in problematic social network use and alexithymia among freshmen to provide a basis for understanding the relationship and interventions. A total of 4057 first-year students from four universities in Shandong Province were chosen and surveyed with the Problematic Mobile Social Media Use Assessment Questionnaire and the Toronto Alexithymia Scale (TAS). Network analysis was performed using R to estimate the connections between nodes. Centrality and predictability indicators were used to identify key nodes, with accuracy and stability validation techniques applied. Gender and residence differences in the network structure were also examined. In the problematic social network use network, the nodes with the highest expected influence were P16 (excessive swiping) and P14 (lack of control over phone usage). In the problematic social network use-alexithymia network, cognitive failure had the highest strength (strength = 1.155) and centrality. Difficulty identifying feelings (bridgestrength = 0.32), externally oriented thoughts (bridgestrength = 0.24), and cognitive failure (bridgestrength = 0.19) were key bridge nodes. No significant differences were found in the network structure across gender and residence, though the network was tightly connected. Cognitive failure plays a central role in problematic social network use among freshmen. Difficulty identifying feelings, externally oriented thoughts, and cognitive failure are critical in linking problematic social network use with alexithymia.

The Effect of the (E.D.J.A) Model On Analytical Thinking Among First-Year Intermediate Students In Physics

The research aims to identify the effect of the [E.D.J.A] model on analytical thinking among first-year intermediate students in physics. The experimental design was adopted for the experimental and control groups with the post-test, where the sample size reached (70) students, distributed among (36) for the experimental group and (34) for the control group, and to achieve the goal of the research, the researchers built a test for analytical thinking skills consisting of (36) items with three alternatives, according to the three analytical thinking skills. After applying the test to the two research groups, the researchers analyzed the results. It became clear that the students of the experimental group outperformed the students. The control group was according to the (E.D.J.A) model in analytical thinking skills, and the size of the effect of the (E.D.J.A) model was large on analytical thinking skills. In light of this, the following conclusion was reached that teaching according to the (E.D.J.A) model contributed to improving the analytical thinking skills of the students in the class. The first is average in physics.

The Effect Of The Inside And Outside The Circle Strategy On The Achievement Of First-Year Intermediate Female Students In The Subject Of Biology And Deductive Thinking

The purpose of the study is to determine how first-year intermediate school biology students' deductive reasoning is impacted by the inside and outside the circle strategies. The research sample of first-intermediate female students at Al-Rifaa Girls' Secondary School was comprised of two sections (C and D) that were selected at random from nine middle and secondary schools in Babylon that are affiliated with the General Directorate of Education for the academic year 2023–2024. In terms of the factors (chronological age expressed in months, IQ exam, past accomplishment test, and deductive reasoning test), the researcher balanced the two groups in the present study. Seventy-one female students made up the research sample. They were split into two groups: thirty-four students in the experimental group, who will study using a strategy both inside and outside the circle, and thirty-six students in the control group, who will follow standard protocol. The first three units from the biology textbook were among the scientific materials that the researcher recommended should be taught. Following the establishment of parity between the two groups, the researcher created the application criteria for each group for the first intermediate grade. Following the experiment's completion, the researcher used her study instruments on the two groups to collect data and analyze it using a t-test. The results demonstrated the experimental group's advantage over the control group, which was examined using the inside-and-outside-the-circle deductive reasoning technique.

Social influence and information quality on Generative AI use among business students

Despite the increasing utilisation of generative artificial intelligence (AI) in educational settings, its influence on shaping students’ behaviour remains relatively under-researched. This study employs PLS-SEM to explore the relationships between social influence, information quality, and behavioural intentions regarding ChatGPT usage among business students. Drawing from data collected from 477 business students, the study unveils that both social influence and information quality significantly impact behavioural intentions. Moreover, information quality strengthens the influence of social influence on behavioural intentions. The multigroup analysis reveals that the effects of social influence and information quality on behavioural intentions differ between females and males. However, the moderating effect of information quality does not differ significantly between them. Furthermore, the effects observed in all hypothesised relationships do not differ significantly between first-year and second-year students. By empirically validating the proposed model for behavioural intentions regarding ChatGPT usage and identifying statistical differences among males and females, as well as between first-year and second-year students, this study contributes to filling existing knowledge gaps. Furthermore, the study offers potential avenues for future research and serves as a valuable resource for academics, professionals, and policymakers interested in understanding students' engagement with generative AI.

DEFINING THE ROLE OF EDUCATIONAL PLATFORMS IN MATHEMATICS IN THE EFFECTIVE TRAINING OF FUTURE MATHEMATICS TEACHERS

The present study analyzes the results of a survey of teachers and students designed to identify the preferences and needs of universities in using educational platforms in mathematics to study the subject «Elementary Mathematics». The aim of the study was to determine the preferred characteristics and functionality of mathematics learning platforms that can contribute to effectivelearning and increase interest in mathematics for future mathematics teachers. To achieve this goal, questionnaires were developed, which were distributed among mathematics teachers and first-year students in the specialty «Mathematics» when teaching the subject «Elementary Mathematics» and third and fourth-year students when teaching the subject «Methods of teaching mathematics». The questionnaires included questions about preferences in using educational platforms in mathematics, the level of comfort andperception of educational material when working with technologies, preferred learning formats and expected learning outcomes. The analysis of the obtained results allowed us to identify the key principles that should be taken into account when using educational platforms in mathematics to study the subject «Elementary Mathematics» at the university. Following these principles contributes to the use of educational platforms in mathematics, and as a result, to improving the quality of mathematical education at the university and improving the learning ability of future mathematics teachers.

미래 이슈에 대한 문제 해결력 함양을 위한 디자인픽션 활용 미술교육에 관한 연구

This study explores an art education program that uses design fiction to help adolescents develop problem-solving skills for future societal issues. Through a literature review, the concept of design fiction was clarified, and a design process was developed for educational settings. The process includes understanding and categorizing future issues, selecting key issues with the card sorting technique, encouraging creative thinking through “what-if” questions, and creating and presenting scenarios and prototypes. The program was tested with 42 first-year high school students, and 10 expert evaluations confirmed that the students demonstrated problem-solving skills related to future issues. This study suggests that using design fiction in education can creatively enhance students' understanding of the future and their problem-solving abilities, contributing to art education that prepares them for future challenges ultimately.

빅 히스토리를 활용한 AI 기반 융합질문 생성 교육용 서비스 ‘OASIS’ 개발

This study aims to design an AI-based educational service using Big History to enhance convergence competency in secondary school students and to evaluate the effectiveness and satisfaction of the designed service, OASIS(Online AI-based Service for Inquiry Studies). Through three stages of model improvement, the core model OASIS was developed. Convergence competency tests were conducted on 128 first-year high school students before and after using OASIS. Additionally, the effectiveness and user satisfaction were evaluated by a user satisfaction survey conducted with the same students and 15 educational experts. OASIS utilizes ChatGPT to provide multidisciplinary information on input keywords, thereby enhancing interdisciplinary understanding. The service is structured to foster convergence competency through the creation of convergence inquiries and interactive activities. The results of the convergence competency tendency test and user satisfaction survey indicated that the use of OASIS helped enhance students' convergence competency and showed high satisfaction regarding the usefulness of information. However, limitations such as the inaccuracy of information and slow loading speeds were noted. Addressing these limitations could improve the service’s applicability in secondary education for fostering convergence.

The Impact of an Instructional Package Based on a Virtual Lab on the Achievement of First-Grade Intermediate School Students in Chemistry

The current research aims to identify the impact of an instructional package based on a virtual lab on the achievement of first-year intermediate school students in chemistry. To achieve the research objective, the following null hypothesis was formulated: "There is no statistically significant difference at the 0.05 level of significance between the mean scores of the experimental group students who study according to an instructional package based on a virtual lab and the mean scores of the control group students who study according to the traditional method in chemistry achievement." The quasi-experimental design with partial control (an experimental group and a control group) with unequal numbers and a post-test in achievement was chosen. The sample consisted of 66 students from Al-Qadisiyah Intermediate School for Boys, selected randomly. The experimental group consisted of 34 students who studied according to the instructional package based on a virtual lab, and the control group consisted of 32 students who studied according to the traditional method. The experimental and control groups were equalized in terms of variables: age (in months), general average grades for the sixth grade, prior knowledge, and parental education level. A total of 24 daily teaching plans were prepared for both the experimental and control groups. The teaching plans for the experimental group were organized according to an instructional package based on a virtual lab, while the teaching plans for the control group were organized according to the traditional method. The data were statistically processed using the SPSS package for two independent samples with unequal numbers. The results showed that the experimental group, which studied according to the instructional package based on a virtual lab, outperformed their peers in the control group, who studied using the traditional method in the achievement test. Therefore, the current study recommends using an instructional package based on a virtual lab in teaching chemistry and suggests conducting further studies on different stages and subjects to identify its impact on various variables.

중학교 수학 교과의 협력적 문제해결을 위한 수업 모형 개발

The purpose of this study is to develop a teaching model of a school mathematics that utilizes meta-affect to help middle school students develop collaborative problem solving skills in mathematics. To this end, a collaborative mathematics learning program based on student-student interaction in mathematics, including a teaching and learning model, a mathematics diary for self-reporting on meta-affect and metacognition, and a letter: writing form for students to write to themselves and their teachers. As a developmental study, this study developed a mathematics teaching model so that mata-affect could be added to the metacognition that had been used for reflective thinking activities in existing research and conducted a case study of applying the CPS-M lesson program to 10 first-year middle school students in cities D and G to confirm its applicability in the field. Based on the analysis of class videos, students' math diaries, and teachers' observation evaluation etc., during the collaborative problem solving process, students used mata-affect to become aware of and control their emotions in the process of understanding and sharing the meaning of the problem and sharing problem solving strategies. In particular, as a result of the pre-post test on meta-affect, students' grades increased in awareness of affect and emotional control among the detailed factors of meta-affect.

Impact of Parent Interest in Mathematics and Students Mathematics Interest on Student Mathematics Achievement

A student's academic and cognitive development is greatly influenced by their mathematics education, and the importance of parental participation in promoting this interest cannot be estimated. The study aims to evaluate the impact of parental interest in mathematics and student’s mathematics interest on students’ mathematics achievement. The study employed quantitative research method with the used of structured questionnaire for collecting data. The sample of the study comprised of 200 first-year students from four selected senior high school in Ghana-Kumasi. The study findings revealed that, parent interest and student interest in mathematics had a statistically significant direct positive impact on students’ mathematics achievement. Moreover, there relationship between parental interest and students’ interest in mathematics had a positive effect and was statistically significant.

O princípio da inclusão-exclusão e o cálculo de permanentes

In this article we review the inclusion-exclusion principle (PIE) from set theoretical and algebraic points of view and discuss its application to the calculation of permanents, a subject that is not normally covered in undergraduate courses. The presentation is intended to be rigorous but elementary, accessible to first-year students in mathematics, science, and engineering programs, requiring only familiarity with set notation, arithmetic and matrix algebra. In dealing with the calculation of permanents, we present the Ryser algorithm, one of the most spectacular developments in the approach to difficult combinatorial problems, whose computational complexity we briefly discuss. The article contains examples, complementary notes, and a program in Python that implements Ryser's algorithm using Gray codes to calculate permanents, accompanied by its discussion.

“I think I speak without hesitation”: Learning-Oriented Assessment to Enhance English Oral Communication of Thai Pre-Service Teachers

Learning-oriented assessments have been implemented in the English language classroom to maximize students’ ability to acquire a language through their involvement in assessment processes. Nevertheless, empirical studies investigating the oral communication ability of students using learning-oriented assessments remain limited. This study aims to investigate the effects of a learning-oriented assessment on the English oral communication ability of Thai pre-service teachers and to explore their attitudes towards the model. Thus, the study employed a mixed-methods research design. The participants of the study were 60 first-year students divided into two groups: the control group (N = 30) and the experimental group (N = 30) were selected through convenience sampling. The data were collected for 10 weeks using an oral communication test, a questionnaire, and interview questions. The results of the test were analyzed using a paired sample t-test and an independent sample t-test. The results of the questionnaire were analyzed using descriptive statistics. In addition, the qualitative data were analyzed using content analysis. The quantitative results showed positively significant effects on the development of students’ oral communication ability in the aspects of range, accuracy, fluency, interaction, coherence, and pronunciation, with a medium effect size. Additionally, the students positively reported the benefits of learning-oriented assessments as being helpful in improving their oral communication ability. Therefore, this study shows that learning oriented assessments could serve as one of many alternative approaches to developing English oral communication ability.

Improving A2 Level Speaking Proficiency through Mobile-Assisted Language Learning: An Investigation of First-Year Students at ESPOCH-Sede Orellana

Improving A2 Level Speaking Proficiency through Mobile-Assisted Language Learning: An Investigation of First-Year Students at ESPOCH-Sede Orellana