From experience to insight: Investigating first-year radiography students' experiences of the Amazing Radiography Race through the Gibbs reflective cycle.

Numerous methods of distance learning were introduced during the COVID-19 pandemic that critically impacted the medical education landscape. This study assessed the anatomy learning performance of first-year medical students in both theoretical and practical examinations before, during, and after COVID-19 lockdowns and surveyed their perceptions and experiences of online anatomy courses. Participants comprised 725 first-year medical students, with 435 from the Polish Division (PD) and 290 from the English Division (ED), and were initially organized into four cohorts according to the anatomy course completion year: 2019, 2020, 2021, and 2022. Looking into educators' and students' teaching and learning experiences during the pandemic, a major performance reduction was observed among students learning online, which lasted throughout the academic year following the resumption of in-person classes. The practical aspects of online examinations using digital images showed the most pronounced reduction in performance, whereas the change in theoretical examination scores was less marked. The shift to online learning exposed underlying curriculum shortcomings that persisted even after the return to in-person classes, highlighting the need for comprehensive curricular revisions to sustain improvements in anatomy education. This study contributes to the ongoing discussion on constantly improving the efficacy and quality of teaching and learning anatomy in the ever-changing medical education landscape.

The purpose of this study was to examine the levels of causal reasoning in pre-service elementary teachers’ scientific explanations of the evaporation phenomenon. A case study approach was adopted and a total of fourteen first-year university students enrolled in a primary teacher education program at a state university in Turkey. Individual interviews were conducted with students who volunteered, and each student was asked to explain why spilled water on a table dries up over time. Students’ explanations were analyzed deductively based on a coding framework adapted from Braaten and Windschitl. The results indicated that while students can identify and describe the observable aspects of evaporation, they struggle to articulate a comprehensive scientific explanation that addresses the underlying causal mechanisms at a molecular or theoretical level. The findings highlighted the need for instructional strategies at middle and high school levels that explicitly target the development of scientific reasoning skills, especially those that help students link macroscopic observations to molecular-level processes and integrate these with established scientific theories.

Practical laboratory training is a cornerstone of education in all chemistry-related disciplines at universities. The primary goal is to teach students the correct execution of fundamental laboratory practical, which serves as a foundation for more complex, specialized techniques that are crucial for their professional careers. Laboratory practice can be challenging to master, as it requires the seamless integration of theoretical knowledge with practical application. Students often struggle to comprehend these methods and to identify key information during their studies, which was the key issue that this study focused on. To address the main research question, it was necessary to produce highly effective instructional videos that identified critical steps, which students often overlook, leading to incorrect execution of fundamental laboratory practical. In the first part of the study, these critical steps were identified by instructors of laboratory practical in first-year university students for two basic techniques: filling a volumetric flask in a pH experiment and vacuum filtration using a Büchner funnel. The problematic steps were then incorporated into the creation, filming, editing, addition of effects, and voice-over commentary for the aforementioned techniques. These specially tailored videos were integrated into the curriculum and assessed for their effectiveness in addressing the identified critical steps. The results clearly indicate a significant improvement in the execution of both techniques, with students better recognizing the important steps, and previously incorrect steps being minimized. The incorporation of these customized videos into the curriculum was also supported by the students themselves. Our results suggest that the integration of theoretical knowledge and practical skills is the key factor for success in appropriate laboratory practice and the understanding of individual laboratory techniques. Multimedia materials can assist students in better comprehending the described steps through visualization, thereby reinforcing their theoretical knowledge.

Expressive suppression is defined as the inhibition of emotional display and has been consistently linked with poorer psychological health. However, little research has explored individual differences in individual-centered factors that may mitigate these negative health effects. The social-cognitive processing model (Lepore, 2001) suggests that restricting emotional expression leads to psychological maladjustment when individuals experience social constraints. Building on this theory, we contend that two individual-centered factors-low ambivalence over emotion expression (i.e., less internal conflict about expressing emotions) and high subjective authenticity (i.e., a strong sense of alignment with one's true self)-may buffer against the harmful effects of expressive suppression. As such, the present study examines (a) the main effects of expressive suppression on psychological health prospectively and (b) whether authenticity and ambivalence over emotional expression, respectively, moderate the prospective relationship between expressive suppression and psychological health. Four hundred eighty-three first-year college students (Mage = 17.89, SD = 0.58; 69.92% female) from a large private university in the Northeast United States completed two online surveys at the beginning (T1) of the Fall 2020 semester and at the end of the semester 14 weeks later (T2). Controlling for demographic factors, T1 expressive suppression predicted greater levels of T2 depressive and T2 anxiety symptoms and lower levels of T2 life satisfaction. Moreover, authenticity buffered the link between T1 expressive suppression and T2 psychological health outcomes such that the T1 expressive suppression only predicted poorer T2 psychological health among individuals with low authenticity but not among those with high authenticity. Similarly, ambivalence over emotion expression moderated the link between T1 expressive suppression and T2 life satisfaction such that T1 expressive suppression did not predict poorer T2 life satisfaction among individuals with low ambivalence over emotion expression. Our findings highlight the importance of considering individual differences in understanding when expressive suppression is more or less maladaptive. Specifically, internal social-cognitive factors, such as feeling conflicted about emotion expression and authenticity, serve as important moderators of expressive suppression effects. This underscores the importance of moving away from broad generalizations that expressive suppression is universally harmful across contexts and individuals. These insights have important clinical implications. (PsycInfo Database Record (c) 2026 APA, all rights reserved).

Abstract: Women's experiences in engineering are fraught with issues beyond their underrepresentation. Utilizing the concept of the double bind and intersectionality, this interpretive phenomenological study examined data from interviews with 32 first-year women undergraduate engineering students during their first few weeks of college to understand how women's early experiences inform the ways they position themselves in engineering. We were concerned with how women's self-understanding is inherently intertwined with how they make calculated moves based on contradictory messaging about their competence and suitability for engineering both prior to and early on in their college experience. We found that women engineering students of all races and ethnicities begin college already caught in a double bind that forces them to navigate conflicting social expectations, which are intensified and reified during their early college experiences as they face the entrenched gender expectations in engineering. For women of Color, the whiteness of the space uniquely heightened, differentiated, and situated their experiences. We conclude our discussion with implications that center equity in both experiences and outcomes

This study explores how integrating an approach to storytelling, called contextualized storytelling, into the laboratory classroom may be related to students’ self-efficacy, sense of belonging, classroom climate, and lab performance. Contextualized storytelling is designed to help students connect academic content to their lived experiences through personalized narratives. Depending on the course learning outcomes, students shared their stories in written and multimodal formats. Using a mixed-methods case study design, data were collected from 105 first-year students enrolled in General Chemistry I and II through pre- and post-course surveys, storytelling artifacts, and semi-structured interviews. Quantitative findings revealed that storytelling reflection, scientific accuracy, and effort were significantly associated with higher levels of self-efficacy, and all three dimensions positively correlated with both story-based and traditional lab grades. Storytelling creativity also showed a modest positive relationship with students’ perceived improvement in disciplinary belonging. A t -test revealed that women scored significantly higher than men in scientific accuracy and storytelling grades, suggesting gender-based differences in narrative engagement. In addition, while General Chemistry II students achieved higher academic outcomes overall, General Chemistry I students demonstrated stronger personal connections in their storytelling, pointing to distinct affective engagement across courses. Interview data identified effort, personal connection, and group sharing as the storytelling features students found most meaningful to their learning. Together, these results suggest that storytelling connects academic engagement, reflective thinking, and STEM identity development while contributing to inclusive and supportive learning environments. This research offers practical guidance for post-secondary instructors aiming to enhance assessment quality and student connection through narrative-based pedagogy.

Evaluating metaverse-based library orientation with Roblox for first-year students

Background: Evidence suggests that physical activity and fitness tend to decline during the transition to higher education, yet the influence of institutional environment on these variables remains unclear. Objectives: This study aimed to compare physical fitness and physical activity levels between first-year students from two higher education institutions within the same national context. Methods: Fifty-eight male university students (IPB (Instituto Politécnico de Bragança): n = 31; IPG (Instituto Politécnico da Guarda): n = 27; mean age IPB = 19.2 ± 1.8 years; IPG = 19.8 ± 5.5 years) were assessed for body composition, handgrip strength, mid-thigh pull, standing long jump, stork balance, flexibility, and estimated VO2max (StepTest4all). Physical activity levels were determined using the International Physical Activity Questionnaire (IPAQ) and were classified as low, moderate, or high. Between-group comparisons were performed using independent samples t-tests, with statistical significance set at p < 0.05. Results: Students from IPB presented significantly higher IPAQ scores (2.97 ± 0.18) compared with those from IPG (2.56 ± 0.64; t = 3.235, p = 0.003, d = 0.90), along with superior standing long jump performance (1.95 ± 0.15 m vs. 2.12 ± 0.24 m; t = −3.239, p = 0.002, d = 0.85). No significant differences were observed for body composition, strength, flexibility, balance, psychological well-being or VO2max (all p > 0.05), although small effects were noted for flexibility (d = 0.50) and VO2max (d = 0.48). The distribution of physical activity categories revealed that 96.8% of IPB students were classified as highly active, whereas IPG students were more evenly distributed across high (63.0%), moderate (28.6%), and low (7.4%) activity levels. Conclusions: These findings indicate that institutional environment and access to exercise opportunities may influence physical activity behavior and lower-limb power in university students. Promoting structured physical activity programs and recreational opportunities within higher education may help sustain adequate fitness and health in this population.

This study examines the role of psychological education in promoting academic development among first-year students at vocational colleges from the perspective of Self-Determination Theory (SDT). A questionnaire survey was administered to collect data from two cohorts of vocational students (n = 127) enrolled in E-commerce and Financial Services and Management programs. The study investigated their learning motivation, challenges, and coping strategies through qualitative analysis. The instrument assessed students' learning states, motivational fluctuations, perceived challenges, coping strategies, sources of external support, and career identity. Data analysis employed both quantitative coding and qualitative thematic analysis. Findings indicate that students exhibiting higher levels of autonomy, competence, and relatedness demonstrated greater engagement in academic development and adapted more effectively to the university environment. Conversely, a significant number of students expressed confusion, lack of motivation, or disengagement from learning, underscoring the necessity for targeted psychosocial interventions. Grounded in pragmatism, this study contributes to the understanding of how psychosocial education can addresses motivational deficits and promotes students' sustainable academic development.

This study aims to examine the online media literacy competencies of English as a Foreign Language (EFL) students in Turkey in the aftermath of COVID-19, with a particular focus on their ability to access, critically evaluate, and produce media content during remote learning. A quantitative research design was employed using a validated survey adapted from Hallaq (2016). Data were collected from 178 first-year EFL students via an online questionnaire. The instrument measured three dimensions of media literacy: access, awareness, and production. Descriptive statistics were used to analyze the data through SPSS 26. The findings show that students demonstrated relatively high competence in accessing English-language mass media and critical awareness of intercultural and linguistic content. However, their performance in media production—especially content creation—was notably lower. Students primarily relied on video content for language learning and preferred afternoon study times during remote learning. Media access and awareness skills were stronger than production skills. Video was the most preferred medium for language input. Students showed high awareness of intercultural messages in English media. Media literacy remains an essential but underdeveloped component in EFL instruction.

ABSTRACT Declining medical student attendance has been noted for decades, becoming particularly challenging in the years surrounding the COVID-19 pandemic. The reasons why medical students have not attended class in the years since the pandemic and the transition of USMLE Step 1 scores to Pass/Fail are not well established. This study evaluated why medical students did not attend a preclinical public health course. A secondary aim is to compare trends in self-reported attendance. Student course evaluations include self-reported attendance and free-text responses to ‘Why did you choose not to attend live sessions more often?’ Using inductive thematic analysis, faculty reviewers identified themes affecting attendance. The median self-reported attendance each year for first-year (MS1) and second-year (MS2) students was calculated and analyzed between 2018 and 2023. The overall evaluation response rate was 75.3% for MS1 and 59.3% for MS2. Five non-attendance themes emerged: academic schedule, learning style/delivery, content not valued, convenience/efficiency, and personal conflicts. MS2 attendance was significantly lower than MS1 attendance (p = 0.0227). Attendance varied significantly over time for both MS1 and MS2. MS1 had the highest percentage in 2018, which subsequently declined, with a nadir in 2021 (57.1%), before increasing again in 2022 (72.3%) and 2023 (75.9%) (p < 0.001). A similar pattern was observed for MS2 (p = 0.019), though with less rebound. Medical educators can adjust schedules and vary content delivery to impact some identified themes. Other themes, including convenience/efficiency and personal obligations, are more complex for educators to impact. Non-attendance is a multifaceted problem that escalated during the pandemic. MS2 visits rebounded less after the pandemic than for MS1. Step 1 grading changed during that time and may have played a role in attendance. This study adds to the sparse literature describing why MS1 and MS2 do not attend class. The identified themes provide a framework for further study. The effect of changing Step 1 scoring warrants further study.

Learning requires processes such as planning, application, regulation, and reflection, which are facets of metacognition. Studies have shown that metacognition is associated with problem-solving skills. These findings open the need to identify specific metacognitive problem-solving experiences (MPSE) related to mathematics performance. Thus, this study attempts to determine the prevalence and extent of students' metacognitive problem-solving experiences and hypothesize the relationship between these experiences and the mathematics problem-solving performance of 87 first-year college students. A descriptive-correlation method was employed, utilizing a 30-item multiple-choice problem-solving test and a grounded theory-based researchers-developed instrument called Divinagracia-Villanueva Metacognitive Problem-Solving Experiences (DVMPSE) Questionnaire with 78 items across seven metacognitive domains. The findings showed that all seven MPSE domains were used to a high extent; however, there was no significant correlation (ρ = 0.008, p = .944) between their use and students' problem-solving performance. This lack of correlation suggests that applying MPSE alone does not guarantee improved outcomes. The results of the study align with the systematic grounded theory on how metacognition facilitates mathematical problem-solving, which posits that effective problem-solving requires not only the use of metacognitive experiences but also a deep understanding of students' ability to select and adapt those experiences appropriately. The findings, therefore, imply that using these experiences may be ineffective without instructional alignment. The result of this study suggests and recommends further study integrating explicit metacognitive instruction and MPSE within mathematics curricula, emphasizing the need for teachers to foster metacognitive awareness and adaptability among students to improve problem-solving performance.

This study examined how the interactive workshop enhanced students' conceptual understanding of the molecular structure, highlighting the importance of tangible learning in terms of strengthening students' grasp of complex concepts. It delves into the knowledge of the students regarding molecular structure before and after the integration of the interactive workshop, along with their perception of the workshop. To comply with the objectives, the study employed a quasi-experimental research design where a non-randomized intact group was assigned into control and experimental group, with a sample of 36 first year Geodetic Engineering of Batangas State University. Data collection was carried out through pre- and post-tests, along with surveys administered during and after the interactive workshop.The findings revealed identical pretest scores for both groups, but there are slight but notable differences between the post-test results of control group and the experimental group. Students reported positive learning experience highlighting enjoyment and participation, learning effectiveness, and overall satisfaction with the integration of 3D molecular model to the interactive workshop

This study explored the use of a board game based learning approach to help improve the unit conversion skills of first year Geodetic Engineering students at Batangas State University. Unit conversion is a basic skill in science and engineering which students tend to have trouble with in practice. We aimed to see what the board game intervention did for the students’ performance in terms of accuracy, speed, and what they thought of the difficulty progression. This research, framed under the learning interaction and engagement model initially used to describe the experience of first-year Geodetic Engineering students in synchronous modalities, investigates the enhancement of unit conversion skills of students using a board game-based learning approach. Sixteen participants undertook a unit conversion test and a validated Likert-scale survey to determine improvements in accuracy, speed, and difficulty, and perceived efficacy and engagement. There was strong agreement that the board game improved accuracy, WM = 3.43; speed, WM = 3.56; and ability to manage difficulty, WM = 3.46. The pre-test score showed low initial mastery, while the post-test score significantly increased, with all students getting a score of 8 and above and more than half getting a perfect score, supported by a highly significant t-value, t = 10.03, p = 0.00000018. Students also strongly agreed that the board game was effective, WM = 3.65, and engaging, WM = 3.73. The results indicated that board game-based learning is an effective and motivating strategy for improving the unit conversion skill in Geodetic Engineering education

Enhancing students' academic performance in higher education is a primary goal, necessitating a systematic and adaptable approach. Traditional methods for analyzing student performance data often struggle with complexity and unpredictability, making them inadequate for handling intricate educational patterns. As a result, the development of fuzzy logic-based decision-making systems has become increasingly important&lt;b&gt;. &lt;/b&gt;This study aims to design an accurate fuzzy logic system for predicting first-year physics students' academic achievement at Dire Dawa University.&lt;b&gt; &lt;/b&gt;The model leverages the fuzzy library, defining membership functions for participation in experiments and discussions (categorized as low, medium, and high). It then establishes rules to map participation levels to predicted grades (poor, average, good, and excellent). The analysis involved applying the fuzzy logic system to a dataset and validating the predictions against actual grades. The findings revealed that the model accurately predicted grades for medium participation (e.g., 50.00 for 50% participation) but tended to overestimate high participation levels (e.g., predicting 85.00 when the actual score was 67.51).. This research contributes to educational technology by providing a flexible predictive tool that can be expanded to other STEM disciplines, enhancing data-driven decision-making in academic settings. These results demonstrate the effectiveness of fuzzy logic in managing educational uncertainties, though refinements are needed to address overestimation and incorporate additional variables such as study habits and prior knowledge.

This study examines how students collaborate to develop the concept of the “beautiful man”. It explores how gender and cultural context shape collective memories. Based on 66 infographics created by first-year English Literature students at a university in Surabaya, this study investigates how Indonesian students collaboratively construct the concept of “beautiful man” through collective memory. The research employs a qualitative, corpus-based approach using 66 student-created infographics, which were converted into text and analysed through Voyant Tools. The analysis focuses on four categories: similarity, difference, real-life examples, and slogans. This methodological design enables both quantitative text mining and qualitative interpretation. The study reveals that makeup and self-care serve as both boundary markers and shared practices, highlighting similarities and differences. This suggests that students are blending traditional views of masculinity with more inclusive ideas. Real-life examples illustrate how schools, friends, family, and society shape perceptions of acceptance, resistance, and stigma. These everyday settings reveal how people judge and challenge gendered appearances, making them essential spaces for testing and redefining ideas of masculinity and beauty. The slogan category highlights values such as “embrace,” “uniqueness,” and “diversity,” reflecting new ideas of masculinity. Overall, the findings show that students actively engage with and reshape the meanings of male beauty through group discussions and their work. They are not just accepting traditional views but are constantly renegotiating masculinity in their campus culture.

This research aims to enhance chemical bonding comprehension through visual aids among first-year Geodetic Engineering students at Batangas State University. Abstract concepts of chemistry, like ionic, covalent, and metallic bonding, are difficult to master for many students; hence, the need to try out instructional tools that will enhance understanding among learners. This research uses a quantitative-descriptive research design. The researchers prepared a survey questionnaire with validated questions and administered it to 50 students coming from Geodetic Engineering 1101 and Geodetic Engineering 1102. Three areas were measured by the study: difficulties of students learning chemical bonding, assessment of visual aid videos on explanation, usefulness, and engagement, and an overall effectiveness of these visual aids. Results showed that the students strongly agreed that the video visual aids had supported their learning immensely, improved retention, clarified several complex ideas, and bridged many gaps. It was noted that especially, visual explanations enhanced the connection between classroom instruction and independent learning. These results show that the use of visual aids is a very effective instructional tool to simplify abstract chemistry concepts and thereby enhance students' comprehension. This study recommends the further use of appropriately designed visual materials in every lesson in chemistry to enhance deeper understanding of concepts

This study, entitled Development of a Gamified Stoichiometry Learning Strategy to Improve the Academic Adjustment of Geodetic Engineering Students, aimed to design, implement, and evaluate a Scratch-based gamified learning strategy to help first-year Geodetic Engineering students adjust more effectively to the academic demands of college chemistry. The research focused on determining how the strategy influences students’ understanding of stoichiometric concepts, their retention of key formulas and procedures, their motivation to learn, and their overall academic adjustment. A quantitative research design was used, with participants randomly selected from first-year sections to ensure fairness and representativeness. Data were gathered through pre-tests, post-tests, and survey questionnaires, and were analyzed using descriptive statistics, Weighted Average Means, and a paired t-test to measure the significance of improvement following the intervention. All procedures followed strict ethical standards, ensuring voluntary participation, confidentiality, and secure handling of student information. Results showed that the gamified learning strategy produced substantial gains in conceptual understanding, strengthened long-term retention through repeated interactive tasks, and increased motivation through game-like features such as progress tracking and rewards. High WAM scores across both blocks and consistently positive responses supported these findings. The significant rise in post-test scores compared to pre-test results further confirmed the effectiveness of the intervention, demonstrating that the Scratch-based gamified Stoichiometry learning strategy successfully enhanced students’ learning performance and overall academic adjustment

ABSTRACT Background Cadaver dissection remains a foundational component of anatomy education in many medical curricula. While it provides irreplaceable hands-on learning, it may also elicit emotional distress, especially during initial exposures. This study aimed to assess the levels of emotional distress among medical students before and after their first full cadaver dissection using the Depression, Anxiety, and Stress Scale (DASS-21). Methods This quantitative, comparative, cross-sectional study explores emotional distress among first-year medical students Higher Diploma in Pre-Clinical Sciences program (HDPCS) at Gulf Medical University -Ajman, UAE. Participants completed the DASS-21 questionnaire immediately before and after their first exposure to full cadaver dissection. Changes in depression, anxiety, and stress scores were analyzed using statistical tests. Results A total of 80 students participated in the study. Pre-dissection scores indicated mild to moderate levels of anxiety and stress in a significant proportion of students. Post-dissection assessments showed a statistically significant reduction in anxiety scores (p < 0.05), while stress and depression scores showed marginal or no significant change. Conclusion The first encounter with a cadaver can provoke acute emotional responses in medical students, particularly anxiety. However, emotional adaptation appears to occur rapidly post-exposure. These findings underscore the importance of psychological preparedness, reflective practices, and institutional support to ensure student well-being during cadaveric dissection sessions.