Foster Students Research Articles

How positive childhood experiences foster college students' adjustment: the role of sibling number and self-esteem.

In recent years, growing concern has emerged regarding the mental health and well-being of college students who confront numerous challenges and transitions during their higher education journey. This research aims to investigate the influence of positive childhood experiences on the adaptability of college students and the underlying mechanisms. A cross-sectional survey was conducted with 5,787 college students from Chinese universities. Participants completed an online questionnaire assessing positive childhood experiences, self-esteem, the number of siblings, and China college students' adjustment. The results revealed that positive childhood experiences positively predicted the adjustment of China college students, with self-esteem playing a mediating role in this positive effect. Moreover, siblings played an antagonistic moderating role in the positive effect of positive childhood experiences on China college students' adjustment. It is recommended to enhance positive childhood experiences, improve self-esteem, and provide additional care and support to students from multi-sibling families to enhance China college students' adjustment.

Learning enhancement through deploying personal learning environment, network and problem-based learning assessment

Intended to foster students’ self-directed learning and research ability at the postgraduate level, this educational research evaluated the implications of personal learning environment & network (PLE&N) and problem-based learning (PBL) assessment as student-centric and student-driven pedagogic approaches. Compared to conventional instructional paradigms, the PLE&N platform presents an agile and interactive platform that empowers students to partake in collaborative discourse while orchestrating their learning journey through the judicious utilization of communal resources. The vitality of the PLE&N model is substantiated by the enduring engagement of peers, teachers, professionals, and external experts in the field, fostering a milieu of enriched knowledge exchange, synergistic collaboration, and personalized curation of learning approaches. In contrast, the PBL assessment was designed by incorporating intricate scenarios similar to the real world, thereby affording an avenue for cultivating students’ cogitation and adroit problem-solving skills within a guided learning environment. By integrating constructivist and connectivist pedagogies, the PBL assessment facilitated teamwork while engaging students in independent research and empowered their knowledge construction on selected topics. Students’ self-evaluation through the survey indicated their enhancement in self-directed learning behavior and competence building for complex problem-solving tasks. Moreover, peer feedback and suggestions received through both PLE&N and PBL were highly beneficial for students to analyze information and learning resources from diverse perspectives, which further helped to expand their learning horizon. This study underscored the significance and advantages of modern student-centric approaches such as PLE&N and PBL. These pedagogical paradigms stand as seminal strategies for nurturing nascent post-graduate students, thereby endowing them with indispensable proficiencies in self-directed learning and robust competencies in scholarly inquiry. Keywords: PLE&N, PBL, Constructivism, Connectivism, Pedagogy, Self-directed learning.

PERSEPSI GURU TERHADAP PENGGUNAAN ORIGAMI DALAM PEMBELAJARAN PRAKARYA DI SEKOLAH DASAR

The purpose of this study was to describe teachers' perceptions of the implementation of origami in craft learning in elementary school. This research is a qualitative research. Qualitative research is research that explores and understands the meaning of a number of individuals or groups of people originating from social problems. Respondents are elementary school teachers. Data collection through questionnaire. All data is collected and analyzed descriptively to obtain reliable and reliable findings. The results showed that teachers' perceptions are very positive towards the use of origami in learning crafts in elementary schools because origami really helps students in practicing motor skills and can foster students' curiosity.

The Development, Implementation, and Evaluation of a Geriatric Disaster Nursing Simulation Intervention With Supportive Debriefing.

Geriatric disaster nursing simulation curriculum use scenarios with trauma-based topics that may contribute to lack of psychological safety in learners. This learning condition lowers students' self-efficacy, so supportive debriefing is needed to provide psychological safety for learners. The aims of this study are to develop and apply a geriatric disaster nursing simulation and to evaluate the effectiveness of a supportive debriefing model on psychological safety, learning self-efficacy, and counseling self-efficacy. A geriatric nursing simulation scenario, checklists, and a standardized patient were developed based on the Analysis-Design-Development-Implementation-Evaluation model. Nursing students were recruited as participants and randomly assigned to either the experimental group, conventional group, or control group. All 3 groups participated in the same geriatric disaster nursing simulation scenario, after which the experimental group used a supportive debriefing model-the SENSE (share-explore-notice-support-extend) model. The conventional group used a common debriefing model, the GAS (gathering-analyzing-summarizing) model, and the control group received simple comments with no debriefing model. The effects of the debriefing models on psychological safety, learning self-efficacy, and counseling self-efficacy were measured by self-report questionnaires. The aggregate scores of the measures were 222 for counseling self-efficacy, 70 for learning self-efficacy, and 50 for psychological safety. Higher scores within these measures corresponded to heightened capabilities. The mean score of counseling self-efficacy in the SENSE model group was significantly increased after the simulation with the supportive debriefing from 142.80 ± 11.43 to 164.53 ± 15.48 ( Z = -3.411, P = 0.001). In addition, the SENSE model group and the GAS model group had significantly higher scores in counseling self-efficacy, learning self-efficacy, and psychological safety than those of the control group. However, the SENSE model group had a significantly higher score in psychological safety than that of the GAS model group. The SENSE debriefing model is recommended as a supportive debriefing model to foster students' psychological safety in disaster nursing simulations.

Fostering Islamic Personality Students through The Role of Islamic Religious Education Teachers

This article aims to describe the role of Islamic education teachers in shaping students' Islamic personality character. What is the role of Islamic education teachers in collaborating with Islamic education methods? How do Islamic Education teachers foster students in everyday life? How do teachers develop learning strategies in the Industrial Revolution era? This article uses literature study research, which collects sources from books and scientific articles. The findings in this paper are that teachers, in developing children's character, must be consistent with the principles of the teaching profession. Teachers have a dual role as motivators, collaborators, mentors, role models, and educators. The role serves to improve not only students' intelligence but also Islamic values. This role of teacher is also called scientific integration, namely balancing science education with cultural and Islamic values.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНОЇКОМПЕТЕНТНОСТІ УЧНІВ НА УРОКАХ МАТЕМАТИКИ

To delineate and substantiate the nuances of developing information and communication competence in students during mathematics lessons, we conducted an extensive analysis of state educational regulations, including the Law of Ukraine "On Education," the New Ukrainian School Concept, the Concept of Digital Competence Development, the State Standard of Basic Secondary Education, and mathematics curriculum materials. We also scrutinized sources available on the Internet related to international educational monitoring studies and synthesized both international and domestic pedagogical experience. The study asserts that the formation of information and communication competence in students during mathematics education arises from the demands of the school mathematics curriculum. Mandatory learning outcomes in the mathematical education sector encompass requirements characterizing students' information and communication competence. The process of learning mathematics should facilitate not only the overall development of students' personalities but also the acquisition of a system of mathematical knowledge, improvement of problem-solving skills, and an understanding of the importance of mathematics as the language of science, technology, and innovation. Additionally, students should recognize the significance of information and communication technologies in effectively addressing mathematical challenges. The integrated use of information technologies in the educational process, especially in the context of distance and blended learning, contributes to the development of students' information and communication competence. This is contingent upon the methodically sound selection of educational content, didactic materials, and teaching strategies by educators. It is elucidated that the primary means of cultivating students' information and communication competence lies in the specialized system of educational tasks and examples present in school mathematics textbooks. These materials are designed to foster students' personal qualities, creativity, critical thinking, and their ability to generate and articulate their thoughts.

Efforts to Foster Enthusiasm and Independence in Learning Mushroom Material in the Middle of the Covid-19 Pandemic with the Limbate-Based Assignment Method for Class X Science 1 Students for the 2021-2022 Academic Year at SMA N 4 Jayapura

This study aims to find out whether the Limbate-based assignment method can foster enthusiasm and independence in learning Mushroom material in grade X Science 1 students at SMA Negeri 4 Jayapura. To foster students' enthusiasm and independence in learning Mushroom material during the COVID-19 pandemic, learning innovations were carried out by applying the Limbate-based assignment method (Material Reading Literacy). The Limbate-based assignment method was carried out in two meetings. The science literacy material used is deliberately prepared by the teacher and shared with students so that there is equal information received by students so that they can do the same assignment from the teacher. After action with the Limbate-based assignment method, changes in cognitive, affective, and psychomotor abilities were seen classically. Cognitive ability from 70% (sufficient) to 92% (very good), affective ability from 74% (medium) to 86% (high), and psychomotor ability from 65% (medium) to 78% (high). From the results of this data processing, actions with the Limbate-based assignment method can foster students' enthusiasm and independence in learning Mushroom material.

The implementation of an active inquiry learning centered "7E" teaching mode in the cell biology course enhances the learning effects of postgraduate students.

The primary objective of science postgraduate education is to foster students' capacity for creative thinking and problem-solving, particularly in the context of scientific research quality. In order to achieve this goal, the "7E" teaching mood has been implemented in the cell biology course for postgraduate students to promote student-centered active inquiry learning instead of breaking away from traditional indoctrination-based teaching methods. This study demonstrates that the implementation of the "7E" teaching mode, through content programming, process design, and effect evaluation, effectively meets the needs of the majority of students, fosters their interest in learning, enhances their performance in comprehensive questioning, and enhances their innovative abilities in scientific research. Consequently, this research offers a theoretical framework and practical foundation for the development of the "7E" teaching mode in postgraduate courses, aiming to cultivate highly skilled scientific professionals.

Promoting university brand through student co-creation behaviors: the role of online brand posts

PurposeThis study investigates the role of social media brand posts on customer response and whether said impacts foster engagement in brand co-creation behaviors, especially in the higher education sector. The study further explores the moderating role of a university's reputation in strengthening the effects on student response and co-creation behaviors.Design/methodology/approachThe authors conducted this research by using the dual processes of the heuristic–systematic model to understand the effects of brand post‐characteristics on student’s responses and behaviors. A dataset obtained from a survey of 755 students was employed to estimate the proposed research model.FindingsThe results illustrated two key characteristics of brand posts, namely argument quality (systematic processing) and quantity of posts (heuristic processing), positively affect cognitive and affective responses, thus encouraging students to co-create value for a university brand. Moreover, our study also found that university reputation plays a significant moderating role in strengthening the relationship between recipients’ responses and co-creation behavior.Originality/valueOnline brand posts not only enable institutions to exchange brand information but also allow students to contribute their own resources to co-create brand value. Thus, the study findings can help brand managers successfully implement co-branding efforts and foster students in the co-creation process.

Does social media foster students’ entrepreneurial intentions?

Does social media foster students’ entrepreneurial intentions?

Effect of problem solving method on the performance of mathematics students in public secondary schools in Rwanda: A case of Karongi district

The aim of this paper was to investigate the effect of problem solving method on the performance of Mathematics students in public day Schools in Rwanda” A case of Karongi District’. Simple random sampling technique was further applied to obtain Mathematics teachers and students of senior 4,5 and 6, making 783 target students. The study used a sample of 230 respondents from the sampled schools. The collected data was analyzed using descriptive statistics, correlation, and regression analysis through the statistical package for social science (SPSS) version 21. The data collected were analyzed using descriptive statistics and multiple regression. The results of the findings indicated that the teaching of mathematics via the problem solving method was more correlated with the performance of students in Karongi District (r = 0.708; p= 0.000). Multiple linear regression analysis showed that problem solving method contributed to 70.2% of variation on the performance, hence plays a vital role in performance of Mathematics students in public secondary schools in Karongi District. Additionally, it was further inferred that problem solving method increases positive attitudes toward learning Mathematics subject. The study recommended that the mathematics teachers should practice constructing questions to include problems that are relatively neither easy nor difficult, so that every student can practice, which will foster students’ creative.

The Relationship Between Achievement Goal Orientation and Academic Buoyancy in Mathematics among Secondary School Students in FELDA Areas, Malaysia

Multiple studies have found a correlation between achievement goal orientation and academic buoyancy, which is the ability of students to overcome academic setbacks. Nevertheless, there is a lack of reference on achievement goal orientation for academic buoyancy among students in Federal Land Development Authority (FELDA) areas of Malaysia, especially for future workforce development. Hence, this study aims to examine the relationship between achievement goal orientation and academic buoyancy in mathematics achievement among FELDA students. This study employed a correlational research design to collect quantitative data via questionnaires from 462 students. The descriptive statistics indicated that the average academic buoyancy value was moderate. In addition, avoidance of mastery and performance had higher descriptive mean values than mastery approach and performance approach. Academic buoyancy was also found to be moderately positively associated with the mastery approach (r = 0.538), the performance approach (r = 0.411), and the performance avoidance orientation (r = 0.381). Mastery avoidance orientation exhibited the weakest positive relationship (r = 0.184). These findings shed light on how to foster students' achievement goal orientation in their ability to overcome academic setbacks. A sign of mastery avoidance had informed a need to focus on mastery of content for increasing academic buoyancy.

Exploring the Advantages of English Club in Improving Speaking Skill at Columbia Nursing Academy Year 2022/2023

The courage of students in honing their speaking skills to become confident with English club activities such as in this study. "Speaking ability of columbia Nursing Academic Students" in Medan City District, North Sumatra Province is the subject of this research. The research method used is data collection such as filling out questionnaires and observation. The type of research used is qualitative research. This study also aims to prove that the activities of the English club can generate confidence to train students' speaking skills. Based on the lack of confidence of Columbia nursing academic students in speaking English, the researchers conducted English club activities to foster students' confidence in honing their English speaking skills.

“I left home for better opportunities elsewhere”: An Autoethnographic Study of what it means to be an International Student

Canada is increasingly receiving international students despite the impact of the COVID-19 pandemic. Informed by the media, friends and family members, many international students are motivated by the prospects of studying in Canadian post-secondary institutions. This is due to factors such as the reputation of education in Canada, scholarship opportunities, and future employment opportunities. Upon arrival, international students become aware of the challenges associated with living in a new country. They become disappointed and stressed, especially during the initial stage of settlement due to various challenges such as financial difficulties, discrimination and racism, environment-related challenges, loneliness and other mental health issues. Their challenging experiences affect their overall satisfaction and success in their studies. Given the cultural, social and economic benefits international students bring to Canada, it is essential to understand their experiences and how to better support them. In this study, I contributed to the existing literature by focusing on my past experiences as an international student from Ghana using evocative ethnography. I shared the challenges, successes and supports that shaped my overall perspective and settlement in Canada. The major challenges were financial problems, environmental and cultural adjustment, discrimination and loneliness, and COVID-19 pandemic-related challenges. Support strategies involved my personal motivation to succeed, institutional supports (i.e., scholarships, food bank, English language centres, international student centre), my peers in Canada, and my family in my home country. I hope that international students who intend to migrate to Canada and those presently in Canada will learn from the experiences that I have had. This is a singular narrative, but has the potential to influence migration decisions and policies to foster quality international students’ experiences in Canada.

Bloom Anderson's Taxonomy-Based Cognitive Level Analysis of Grade 10 Interactive Mathematics Book Questions

This research examines the distribution of cognitive abilities within the interactive mathematics textbook designed for 10th-grade students. The study recognizes the significance of mathematics education in nurturing students' cognitive skills. However, it also acknowledges the presence of ineffective methods that impede students' grasp of concepts and their capacity to solve problems. Employing a qualitative research approach, the study identifies and resolves questions in the interactive mathematics book. It explains each cognitive skill used to solve these questions and categorizes these skills according to Bloom's taxonomy. The findings reveal an uneven allocation of cognitive skills in both chapters. Questions falling under the application category (C3) are predominant, while those demanding higher-order thinking, such as creation (C6), are limited in number. This lack of diversity and balance underscores the necessity for incorporating a broader array of questions spanning various cognitive levels. The interactive mathematics book for 10th-grade students enhances comprehension and reinforces core principles. Nevertheless, it necessitates refinement in cognitive skill distribution, especially by including more questions that require advanced thinking. Rectifying this disparity would empower the book to foster students' critical thinking and problem-solving skills.

Synchronous Distance Learning: Effects of Interest and Achievement Goals on Police Students’ Learning Engagement and Outcomes

Online learning has boomed, especially in synchronous settings. Questions remain open regarding the influence of interruptions and learner factors such as interest and achievement goals on learning engagement and outcomes. To address these questions, the present field study relied on a synchronous online course and evaluated it with a sample of 136 police students (Mage = 29.58 years). Not only did the online course foster students’ self-efficacy, it was also given similarly high evaluations to previous offline iterations of the course. Furthermore, the students’ self-perceived learning gains correlated highly with actual test performance. Their interest was a positive predictor of these learning gains, whereas work avoidance goals were a negative predictor of learning gains. Learning engagement mediated these effects. Finally, learning outcomes and interruptions were negatively associated. Our results imply that instructors should consider interest and achievement goals as important learning predictors, as well as the detrimental effects of interruptions on learning outcomes.

How hermeneutics can guide grading in integrated STEAM education: An evidence‐informed perspective

AbstractAddressing calls to develop assessment theories for integrated teaching and learning, we propose an evidence‐informed perspective on grading in Science, Technology, Engineering, Arts and Mathematics (STEAM) education. We leveraged a qualitative collective case study design to generate rich profiles of three exemplary STEAM teachers' grading approaches and practices. Data sources included semi‐structured interviews and artefacts of teachers' instruction and assessment practice. We analysed qualitative data from interviews and artefacts using a general inductive approach. The teachers in our study pushed back against ‘objective’ views of grading, whereby grades are composites of summative assessments, in favour of informed and contextualised grading, which aims to document and support a negotiated understanding of each student's learning journey. Teachers' grading practices aligned with a hermeneutic approach to classroom assessment validity: the teachers (a) collected and interpreted a wide range of evidence of student (re)learning; (b) centred students' perspectives and evidences; and (c) employed their professional judgement to determine students' grades. Teachers characterised grading as a process of accounting for all available evidence, blurring the boundaries between formative and summative assessment. Documenting the learning process, rather than focusing on products, can support deeply integrated learning. Importantly, the teachers supported students in documenting their own learning and negotiating their grades with reference to self‐generated evidence. This practice stands to reduce power imbalances between students and teachers and foster students' self‐regulated learning. Our findings inform a framework which STEAM educators can use to guide grading in integrated classrooms, an enduring challenge for integrated learning.

ANALISIS PENTINGNYA INTERAKSI KELAS DALAM PENGAJARAN KETERAMPILAN BERBICARA DI KELAS DUA SMA 6 BENGKULU

Abstract: This research is entitled "The Importance of Classroom Interaction in Teaching Speaking skills at Second Grade SMA 6 Bengkulu" The purpose of this research is to analyze how the importance of classroom interaction in teaching speaking skills in class. The method used in this research is using qualitative method, by using direct observation method to students and teachers in the learning process. The subjects in this research are an English teacher and second grade students of SMAN 6 Bengkulu. The result of this research is, class interaction is very important in learning speaking in class especially in learning English. Because through class interaction, we can find out the ability of students and how to develop and foster students' confidence to speak and interact during the learning process. In this context, the teacher has an important role in supporting classroom interaction because the teacher is a motivator as well as a facilitator to develop students' abilities. When learning English, it is found that there are still many students who are not confident and choose to be silent, and there are also those who speak but still use the mother tongue as a whole word with the excuse of not knowing and afraid of being wrong, therefore it is advisable for teachers to provide encouragement, motivation and praise that builds students' confidence to speak, especially using English.

Pengembangan Media Pembelajaran Interaktif Pada Pembelajaran Berhitung yang disertai dengan mengenal Huruf Alfabet dan Huruf Hijaiyah berbasis Flash

Learning is an activity which is extremely needed to improve someone’s self-development, especially in the teaching and learning process which can be seen every year because learning activities are always changing. This change occurs because technological developments are increasingly rapid day by day, technological developments are so rapid that we cannot miss any information, especially in the field of education. This research aims to develop flash-based learning media for counting and recognizing the alphabet and hijaiyah letters. The preschool of Al-Wasilah is one of the preschools whose learning process still uses the K13 curriculum and the process of counting and recognizing the alphabet and hijaiyah letters is still traditional, which uses pictures or posters and blackboards. Current technological developments should be able to be utilized because they can foster students’ learning. The research method used is research and development with stages of developing learning media and testing learning media, so that it can help increase effectiveness, especially for children aged 2-6 years. By using Adobe Flash, it can improve more effective learning outcomes in the subjects of Numeracy and Recognizing Alphabet Letters and Hijaiyah Letters

Penerapan Metode Pembiasaan Dalam Meningkatkan Kedisiplinan Anak Melaksanakan Shalat Lima Waktu di Taman Pendidikan Al-Qur`an Mamba`ul `Ulum Seketeng Sumbawa Besar

Education is a very important means of creating the best possible human resources. It should be done seriously and responsibly. In order to make education a success, teachers must be able to foster students' disciplined attitudes, especially self-discipline. TPQ Mambaa`ul `Ulum Seketeng Sumbawa Besar is one of the educational institutions that researchers view as a madrasah diniayah which implements habituation methods in the educational process, one of which is increasing children's discipline in performing the five daily prayers. Applying the habituation method to improve the discipline of praying five times a day is certainly not easy and has obstacles, especially if it is applied to elementary or middle school level children who are still teenagers. However, in this way, ustadz and Koran teachers must find solutions to these obstacles so that the aim of implementing the habituation method can be achieved. That is why most of the TPQ Mamba`ul `ulum students are very concerned about the discipline of praying five times a day. Based on our observations and reality in the field, one of the inhibiting factors and obstacles is that children at home are not instructed by their parents to pray in congregation.