First-year College Research Articles

Non-Newtonian fluids, viscosity and fractal dimensions

The aim of the paper is to propose a laboratory task for high school students, which would enable them to investigate the properties of non-Newtonian fluids. The key problem is that the concept of viscosity which is important to characterize non-Newtonian fluids, is not part of the high school curricula. Basic information about the idea of viscosity is presented. Viscosity was measured using the Höppler viscometer. The following liquids were measured: flower honey, shower gel, soap, paint color, engine oil, propylene glycol, oil, and solution propylene glycol. The outcomes of our measurement of viscosity and the creation of fractals in a Hele-Shaw cell are described. The fractal dimensions of the shapes in the Hele-Shaw cell are determined using the “Box counting” method and the software Fractalyse. The process of finding the dependence of the fractal dimension on the viscosity ratio of the given liquids is discussed. The findings are presented in tables and figures. The activity is suitable for high school learners and first-year university students. The necessary experimental equipment is a viscometer, Hele-Shaw cell, liquids, syringes, and computer. The needed software is free to download.

A Multi-Year Study of First-Year Engineering Student Well-being at a Large Canadian University

A five-year study into student well-being at a large Canadian university is presented. Through weekly surveys tracking student well-being with the Short Warwick Edinburgh Mental Wellbeing Scale (WEBMWS), a gradual but persistent drop in student well-being over the academic year is consistently observed. Average well-being on WEBMWS over the five years corresponds to students feeling optimistic, useful, relaxed, etc. “some of the time,” and is consistent from year to year. Student rankings of key stressors each week reveal academics (high grades, workload, competitive program entry, and passing) dominate concerns, while stressors related to transitioning to first-year university are an order of magnitude less prevalent. Clear and statistically significant differences are noted between different student groups, with men tending to report better well-being than both women and non-binary students, with international students reporting slightly better well-being than Canadian students, and students with a mental disability reporting lower well-being than those without.

Communication Skills Challenges Experienced by First-year University Students: A Systematic Review

This article isbased on a comprehensive analysis of 20 peer-reviewed research papers published between 2013 and 2023. The study offers a thorough summary of typical communication obstacles faced by first-year students. The purpose of this systematic review paper is to highlight the vital role that communication plays in academic performance and social integration among university students. The review synthesizes findings of research carried out on the communication difficulties particularly experienced by first-year university students. Some scholars contend that effective communication skills are essential in order for university students to successfully complete challenging academic assignments, form bonds with others, and participate actively in their academic and social activities. Among the main obstacles noted are nervousness related to public speaking, problems with academic writing, difficulties taking notes and actively listening, and difficulties participating in group projects. These obstacles have been demonstrated to seriously impair students' social integration, academic performance, and participation in class activities, all of which can have a negative impact on their retention and general well-being. It has further been observed that students who struggle with academic writing and public speaking anxiety are less able to participate fully in class discussions and create high-quality written work, both of which are fundamental for academic exploits. Additionally, difficulties in taking notes and actively listening hinder students' ability to fully comprehend lectures. This systematic review also indicates a number of variables that contribute to these difficulties, including a lack of exposure to academic communication skills at the university level, cultural and linguistic barriers, and poor high school preparation. In addition, the paper emphasizes the need for early intervention and assistance to, first-year students, in order to help them overcome the perceived communication obstacles. The article concludes by providing helpful suggestions to improve communication skills, such as include seminars on communication skills in the curriculum, peer mentorship programs, and extra support services like writing centers and academic advice. The review's conclusions highlight how important it is for universities to emphasize communication skills in their first-year experience programs in order to foster social integration, student engagement, and academic achievement.

UNVEILING HIDDEN MISCONCEPTIONS: A NEW PERSPECTIVE ON FIRST-YEAR STUDENTS' ALGEBRAIC UNDERSTANDING

This study aims to uncover and analyze hidden misconceptions in algebraic understanding among first-year students in the Mathematics Education Department at a private university in Malang. Conducted from January to March 2024, the research involves two first-year students as subjects. The first subject exhibits the misconception known as "illegal canceling," while the second subject demonstrates the "assumption of distributivity of exponents." Utilizing a qualitative research methodology, diagnostic interviews and problem-solving tasks were employed to identify and understand these misconceptions. Our findings indicate that these hidden misconceptions significantly hinder the students' ability to correctly solve algebraic problems and understand underlying concepts. For the first subject, the error in illegal canceling often led to incorrect simplifications, while the second subject's erroneous application of exponent rules resulted in fundamentally flawed solutions. By systematically categorizing these misconceptions, the study offers tailored instructional strategies to effectively address and correct them.This research highlights the critical need for early detection and targeted intervention in mathematical education. By providing a deeper insight into specific algebraic misunderstandings, the study suggests practical approaches for educators to enhance their teaching methodologies, ultimately improving students' overall algebra comprehension. The novelty of this research lies in its detailed focus on hidden misconceptions and the provision of actionable solutions, offering a fresh perspective on improving algebra education for first-year university students.

Paragraphing Strategies in Academic Writing: A Systematic Review of Structured Approaches

The purpose of this paper is to investigate the application and effectiveness of five structured paragraphing models in various academic contexts: SOFT (Statement, Opinion, Fact, Tie), CARS (Claim, Argument, Reasoning, Summary), TEEL (Main Topic, Explanation, Evidence, Link), PEEL (Point, Evidence, Explanation, Link), and PIE (Point, Illustration, Explanation). Through the analysis of 35 peer-reviewed journal publications published between 2000 and 2023, chosen based on strict inclusion and exclusion criteria, the study explores the applications of these models across a range of topic areas. A comprehensive literature review was the research approach, and both qualitative and quantitative techniques were used to assess the models' applicability, prevalence, and efficacy. Data about each model's use in various academic fields was extracted, with an emphasis on how it affects writing argumentation, coherence, and clarity. To evaluate the models' performance on academic writing assignments, the study used content analysis as a methodology. The findings showed notable variations in how these models were used across fields and academic levels. While more complicated models like PEEL and CARS were more frequently used in disciplines like political science, law, and the humanities where well-structured argumentation is essential, basic models like PIE were mostly utilised in high school and first-year university courses. The study also found that TEEL was preferred in undergraduate and graduate expository and analytical writing, whereas the SOFT model was more common in technical, business, and economics topics since it placed a strong focus on presenting factual facts. The study found that every model had unique benefits and drawbacks. The PIE model is praised for its simplicity, yet it is shallow for complex reasoning. Even while PEEL's formulaic format has drawn criticism, its explicit link between argument and evidence has earned it respect. CARS is a good way to create research space. The study suggests that teachers use structured paragraphing in a methodical manner, beginning with straightforward models such as PIE and working their way up to more intricate models like PEEL and CARS.

IONIC HAIR PROFILES OF STUDENTS FROM THE MIDDLE EAST AND MOSCOW REGION

Introduction. In previous years, RUDN University conducted a comparative analysis of the ionomic profiles of first-year students from Africa, Central Asia, Latin America, the Middle East, China and others, but a comparison of the elemental status of first-year RUDN University students from the Middle East and the Moscow region has not been described in the literature. The purpose of the study is to study the relationship between the ionomic profile of hair of first-year RUDN University students from the Middle East and the Moscow region with the natural and climatic conditions of the living environment. Material and methods. In the period from September 1, 2022 to January 1, 2023, a study of the elemental composition of hair was carried out using inductively coupled plasma mass spectrometry in 180 first-year RUDN University students who previously lived in the ME countries (60 people) and in the MR (120 people) aged 18–26 years. The average age of the subjects was 22.7 ± 4 years. Gender differences in the comparison groups were not taken into account. Results. It was found that in the ionic profile of the hair of students who arrived from the Moscow region, the predominant macroelements are calci-um, magnesium, essential microelements manganese, cobalt, iron, toxic microelement mercury, and potentially toxic microelement tin. In the ionic profile of the hair of students who arrived from the Middle East, the predominant elements are sodium, essential microelements molybdenum, silicon, toxic microelements thallium, cesium, antimony, tungsten, beryllium, conditionally essential and potentially toxic microelements arsenic, rubidium, nickel. Conclusions. The article presents the results of a comparative analysis of the content of 22 elements in the hair of first-year RUDN students from the Middle East and the Moscow region during the adaptation period to study in 2023. The features of the elemental profiles of students were established, it was shown that the hair of the subjects reflects the territorial climatic and geographical features of the region of residence of the subject.

Lifting the lid on mathematics grinds at secondary level in Ireland: graduates’ perceptions of the impact of private supplementary tutoring

ABSTRACT In Ireland, ‘grinds’ is the term used for private supplementary tutoring (PT) outside of school, where a tutor teaches a particular subject in exchange for a financial gain. This practice has seen a global and national increase in recent years, mirroring trends in East Asia, particularly in the subject of mathematics. From an Irish perspective, despite its growing popularity, there is little evidence from the voice of the student and their experiences in relation to PT. This study explores the impact of grinds on secondary mathematics education from the viewpoint of Irish students who have finished school and progressed to higher education. An online survey conducted among first-year university students in three higher education institutions yielded 686 responses. The findings highlight the central position that mathematics grinds now occupy in Ireland, especially in the final year of secondary education. The research revealed mixed views regarding PT, with both positive and negative impacts identified. The secondary graduates appreciated the one-to-one support and improved confidence and grades that grinds could offer. Yet, they also criticized grinds for being costly, time-intensive, and contributing to educational disparities.

A Retrospective Analysis of Interactive Videos and Skill Development in First-Year Seminars at a Higher Education Institution

Interactive videos can be a powerful tool in higher education. Soft skills are crucial indicators of success during the first year of university. Consequently, many universities have integrated first-year seminar courses into their programs to equip students with essential skills for academic success. This retrospective quantitative study investigates the impact of using interactive videos to enhance skills in first-year seminars. It analyses a sample of 538 female students from various colleges in Qatar University who took a first-year seminar course in the Fall 2022, Spring 2022, or Spring 2023 semesters. Across 19 classes, these students were provided with six interactive videos covering the following skills: transferable skills, time management, critical thinking, problem-solving, growth mindset, learned optimism, and academic integrity. Students were retrospectively divided into three groups based on how many interactive videos they watched: 0, 1–5, or 6. Controlling for students’ high school grade-point averages, we compared scores on the final exam between groups using ANCOVA. Scores differed significantly among the three groups (p < 0.05). Specifically, those who viewed all interactive videos had the highest scores in the skill application scenarios in the final exam. In conclusion, this study is the first to report that interactive videos might benefit specific higher education students who need to further develop their skills but are unmotivated to do the extra work and learn from the additional resources provided interactively.

Sociocultural experiences of first year students: A case study of a selected university in South Africa

The transition into higher education institutions is a perilous life stage for every first-year university student around the world. The aim of the study is to explore the sociocultural and lived experiences of first year students in one of the universities in South Africa. This study adopted qualitative approach which involved the use of focus group discussion and questionnaire for data triangulation. The diffusion of innovation theory of learning was used to frame the study. Convenient and purposive sampling were employed to select the sample population of 93 students who are coming from different provinces of South Africa, and registered for the first time at selected university to pursue their Bachelor Degrees in the faculty of Education. Findings revealed positive and negative experiences, and the study suggests the construction of knowledge through active engagement and involvement of these students as to help them to embrace both learning opportunities and challenges while studying at the university.

Relación entre consumo de riesgo de alcohol y síntomas depresivos en estudiantes universitarios de México

Introduction: alcohol is a legal drug in most parts of the world, it is mostly accepted among different cultures. Therefore, alcohol consumption typically does not carry the same stigma associated with the use of other drugs, such as marijuana or methamphetamines. Previous research in Mexico, the United States, Ecuador, and England has shown a positive and significant association between alcohol consumption and depressive symptoms among university students. Objective: to determine the magnitude of the relationship between alcohol consumption and depressive symptoms, and whether this relationship is independent of sex, age, and socioeconomic status in first-year university students. Method: the sample consisted of 2,377 students aged 18 to 25 years (M = 18.82, SD = 1.30), 66.5% of whom were women. Results: multiple logistic regression analyses demonstrated a relationship between risk alcohol consumption and depressive symptoms, independent of sex, age, and socioeconomic status (adjusted OR = 1.88 [1.14, 3.10] with a percentage of correct classification of the 67.2% and a R2 Nagelkerke = .07). Discussion and Conclusions: the evidence of the relationship between alcohol consumption and depressive symptoms emphasizes that limiting or reducing alcohol consumption among young people could prevent the onset of depressive symptoms and their consequences.

Exam Experiences, Motivational Beliefs, and Belonging in First-Year University Physics Students: Insights from the COVID-19 Pandemic

The COVID-19 pandemic provided an opportunity to better understand the transition from secondary school to higher education regarding students’ assessment and written-exam experiences. We used mixed methods to investigate students’ experiences of first-year university physics exams and cancelled secondary school exams, regarding their motivational beliefs (regarding themes such as self-efficacy and test anxiety) and sense of belonging. Questionnaire findings from 78 physics students suggest those who felt more negatively impacted by cancelled school exams felt less prepared, less self-efficacious, and more anxious in their university exams than students who felt more positively impacted. Follow-up focus groups with five students revealed they felt out of practice sitting high-stakes university exams and unprepared for the new open-book format, contributing to their test anxiety. Cancelled school exams also provided short-term relief, but belongingness uncertainty; students felt unable to prove themselves and questioned whether they had earned their place in higher education. Our findings suggest that the exam experience is central to both creating a sense of belonging for students and building mastery experiences in terms of self-efficacy and test anxiety.

Evaluating Anatomy Learning of First-year University Students: A Pilot Study

Many students find anatomy concepts overwhelming and difficult to grasp, therefore, understanding how anatomy is learned, and the influences thereon is important to ensure academic performance. To evaluate student diversity and anatomy learning, this study presents a pilot study on how first-year students at the University of the Western Cape (South Africa) learn anatomy. A mixed-methods approach was implemented using a Google Form questionnaire. Data was obtained from 20 first-year anatomy undergraduate students in 2022. The findings revealed participants preferred face-to-face practicals (60%) and specimens (55%). Face-to-face practicals, teaching slides and 3D models were identified as effective learning measures, with 3D models showing significant differences across academic degrees. Students perceived greater benefits from face-to-face practicals, 3D models and specimens. Students strongly preferred the visual modality and spaced practice strategy. Differences in aural and writing modalities were observed across degrees, where BSc in Medical Bioscience and BSc in Sports and Exercise Science had higher scores, respectively. Learning barriers included content overload, loadshedding, and less student-lecturer interaction. Overall, face-to-face teaching with teaching slides remains important, with online methods playing a supplementary role. Further research on anatomy learning in different degrees and the impact thereof on academic performance is needed.

Validation of the self-regulation of learning instrument for undergraduates

IntroductionSelf-regulation of learning is an essential variable in university students’ educational process and integral development, especially in the first semesters. Given its relevance, significant, valid, and reliable instruments are required for its measurement. Therefore, this study aimed to determine the psychometric properties of the SRLI-U scale that assesses Self-Regulation of Learning in Undergraduates.MethodsAn instrumental design was used, and the questionnaire was administered to 348 Chilean first-year university students (59.5% female) aged between 18 and 21 years (M = 18.85; SD = 0.773).ResultsAdequate adjustment indexes of the second order model were evidenced considering three dimensions theoretically coherent with Zimmerman’s model (1) Learning Disposition, Ω = 0.861, (2) Learning Performance, Ω = 0.842, and (3) Learning Self-evaluation, Ω = 0.887; and a general factor Ω = 0.936.ConclusionIt is a valid and reliable instrument for evaluating levels of self-regulation in Chilean university students.DiscussionThe SRLI-U constitutes a valuable tool for educational practice because it allows for evaluating, monitoring, and intervening the self-regulation of learning levels. Theoretical and practical implications are discussed, as well as the study’s limitations.

Homesickness in First-Year Students at a Costa Rican Public University

During the first year of university, students from rural areas in Costa Rica might have to leave home and settle down in a different city to attain a higher-education degree. These students go through diverse challenges due to the changes they have to face during the adaptation to this new life. One of the major aspects that students cope with is the phenomenon of homesickness since it can affect their emotions, motivation, and, subsequently, their academic achievement. The purpose of this study was to explore this phenomenon among first-year students enrolled in the majors of English as a Foreign Language, Computer Sciences, and Business Administration, study plans offered by Universidad Nacional (UNA) at Sede Interuniversitaria de Alajuela, in Costa Rica. During the first term in 2019, the researchers diagnosed the level of homesickness in this population. Through a mixed method approach, the likeliness, level, and traits of homesickness were determined. First, a demographic questionnaire informed on what regions these students came from and place of residence back then. On a second research stage, the students who had to move far from home completed a self-report scale to measure their level of homesickness; also, these students were interviewed to gather data on the strategies implemented at a personal level and social support given by university agents. Main findings revealed that all students changing their place of residence to start university studies were more likely to display some degree of homesickness. Results suggest that more emphasis on the phenomenon and follow-up of students’ cases is suggested to prevent and approach academic failure and eventual dropping out.

Effects of blended learning in physical education on university students’ exercise attitudes and basketball skills: a cluster randomized controlled trial

BackgroundThe importance of physical education in higher education is widely recognized, as it improves not only exercise attitudes and motor skills but also physical fitness, social skills, and academic performance. However, physical education courses in Chinese colleges and universities face various constraints, such as a shortage of teachers, limited teaching methods, and insufficient resources, resulting in low student motor skills, negative attitudes toward sports, and low participation rates. This study explores the effectiveness of a blended learning model, which integrates traditional face-to-face instruction with online learning components, in improving university students’ exercise attitudes and basketball skills.MethodsThe research was conducted in 2022 at Luoyang Normal University in China, utilizing a cluster randomized controlled trial (CRCT) with 78 healthy first-year university students. Participants were randomly assigned to either the experimental group (blended learning) or the control group (traditional learning), and the intervention lasted 16 weeks. Exercise attitudes were assessed via the Exercise Attitude Scale, whereas basketball skills were evaluated via set shot and half-court dribbling and shooting tests.ResultsBoth instructional models improved students’ exercise attitudes and basketball skills; however, the blended learning model demonstrated significantly superior outcomes. Effect sizes (d) ranging from 0.57 to 1.92 indicated that the experimental group showed greater improvements in behavior attitude, target attitude, behavior cognition, behavior intention, emotional experience, behavior control, and subjective standards. In basketball skills, the experimental group outperformed the control group in set shots (d = 0.56) and half-court dribbling and shooting (d = 0.46).ConclusionCompared with traditional methods, blended learning significantly enhances university students’ exercise attitudes and basketball skills. Future research should explore the long-term effects and underlying mechanisms of blended learning in physical education, involving larger and more diverse samples to validate these findings.

To stay, switch, or leave: A four-year longitudinal study of the situated and stable social influences on women’s STEM major choices

Research on situational antecedents for women’s persistence is critical to advancing gender equity in science, technology, engineering, and mathematics (STEM) fields. To disentangle the influences of stable and situated aspects of motivational antecedents, we used survival analysis to predict if, when, and to where undergraduate women change majors (i.e., staying in, switching across, or out of STEM) from between-person average and within-person fluctuations in Tripartite Integration Model of Social Influence (TIMSI) motivational constructs (science self-efficacy, identity, and community values) and stereotype threat. Women (N = 413) STEM majors in their first or second year of college were recruited from nine U.S. universities and followed over four years. Women were most likely to leave STEM in the first year of college and were most likely to change STEM majors within the first two years. Major change was predicted by (a) between-person average and within-person fluctuations in science identity, (b) within-person fluctuations in stereotype threat, and (c) an interaction between average stereotype threat and fluctuations in science identity. These findings emphasize the importance of distinguishing between-person and within-person aspects of motivational antecedents of STEM choices and developing tailored motivational interventions for short- and longer-term periods.

Preparing students for success

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity to uplift student capability through personalised learning journeys, enhancing their university readiness. This report details the Monash College's new maths uplift program, which uses skills analysis tools and self-assessment processes to determine “where students are” on their learning journey, both at entry to the Monash College and through to their first year of university. Mapped to the maths requirements of their chosen degree, this program comprises three key components: (1) a comprehensive Teaching and Learning progression that maps the learning trajectory via six core domains of mathematics, (2) a set of skills analysis tests aimed at different entry and exit points in mathematics, and (3) a large set of self-paced online learning modules recommended to students based on the outcomes of their individual skills analysis tests. The three key components work together to provide a tailored educational experience supporting students towards their destination degrees. This paper reports on the development of this uplift program and presents preliminary findings indicating positive impacts on student preparedness and engagement.

Combining self-reported and clickstream data to understand university students’ learning experiences and outcomes in flipped classrooms

This study examined the relationships between students’ self-reported perceptions of learning environment, students’ course marks, learning strategy and online study duration measured by clickstream data in an undergraduate flipped classroom course amongst a cohort of Australian first-year university students. The clickstream data identified two groups of students using two distinct learning strategies focusing either on completing the assessments in the course or on the learning activities preparing for the face-to-face learning. Students’ perceptions of learning environment were measured by a self-reported questionnaire. Using cluster analysis, students were grouped as either having positive or negative perceptions. Of the students who adopted a learning strategy focusing on assessments, a significantly higher proportion of them hold negative perceptions of learning environment. In contrast, amongst students who used a learning strategy focusing on completing the preparation activities, a significantly lower proportion of them had negative perceptions. Furthermore, students who hold negative perceptions were also found to study less hours than their classmates who had positive perceptions. The multiple regression analyses showed that self-reported perceptions could explain only 4.8% of variance in students’ course marks, whereas learning strategy and online study duration measured by clickstream data predicted around 17.2% of variance in students’ course marks.

Quadratic equations with absolute values: an example of developing proof in mathematics students

Proof is the most important and fundamental aspect of mathematics. However, it is generally agreed by mathematics teachers at upper high school and first year university that students lack the ideas of proof. How to develop this in students is a common, difficult and perennial problem. In this paper, we develop some ideas of proof based on the number of solutions of an equation involving a quadratic polynomial and absolute values of linear functions. We begin with the simple idea of making more precise a question that is posed, investigating the problem through exploration, and arriving at some conjectures. We proceed to determine ways to prove the conjectures and thus convert them into theorems. The question discussed in this paper arose in a session for high school students held at the Department of Mathematics and Statistics of the University of Western Australia. The result is an excellent and interesting illustration of problem posing and solving in mathematics that underpins mathematical thinking. The paper is accessible to final year high school and first-year university mathematics students. We expect that it will serve as a resource for and inspire further ideas and examples for mathematics teachers, for teaching proof to students.

An interactive and adaptive learning resource for teaching first-year human anatomy

Anatomy is a particularly challenging unit in many first-year university courses, however adaptive learning resources provide an opportunity to engage students in practical-based units such as anatomy. Here, the impact on student engagement, student learning and exam preparedness of implementing 21 interactive online adaptive lessons was evaluated. A total of 276 first-year students, enrolled in allied health undergraduate degrees from 2016 to 2020, consented to participate in this mixed methods study. Our findings suggest a positive correlation between the number of lessons a student completed and a positive performance in each of the three assessment items in the unit (p<0.05). We also identify an increase in students perceived understanding of anatomy after completing the lesson (p<0.0001). Students worldwide appreciate individualised, flexible and engaging nature of learning technologies. Here, we evidence that students appreciated online adaptive lessons to learn anatomy and exhibited a high level of satisfaction.