Graduate Students Research Articles

21st century skills of selected K - 12 graduate students in Victoria senior high school: Input and basis for curriculum enhancement

In the 21st century, the demand for individuals with specific skills has increased rapidly due to the fast-paced and constantly evolving nature of our society. The workplace has become more competitive, and employers are seeking employees with a diverse set of skills that go beyond academic knowledge. Thus, it is crucial to equip K-12 students with these 21st century skills to ensure their success in the future. This study aimed to determine the level of 21st century skills of selected K-12 graduate students in Victoria Senior High School and identify the gaps and areas for improvement in the current curriculum. A total of 84 graduate students were selected using purposive sampling from the different senior high school programs offered by the school in Victoria Senior High Public School and 30 graduate students were selected in Private School. The 21st century skills were measured using a self-reported questionnaire adapted from a self-made questionnaire. The results showed that the overall level of 21st century skills of the students was outstanding, with information, media, and technology, learning and innovation, communication, and life and career skills being the strong agree for public schools. However, 21st century skills from private school were very good results. Based on the findings, there was a significant difference on the 21st Century Skills among the K to 12 Graduates between public and private schools.

Pluralistic ignorance and occupational choice: The impact of communicating norms on graduate students' career aspirations

AbstractOccupational choices at the early stage of one's career path are influenced by the real and imagined input of mentors. This research focuses on PhD advisors and the graduate students that they mentor. Each participant in that dyadic mentoring relationship holds assumptions about the beliefs of the other regarding the students' career preferences. We propose that, in the absence of discussions surrounding career goals in such relationships, pluralistic ignorance surrounding career norms may develop. PhD students may assume that their advisors prefer that students seek academic research positions; while advisors may assume students prefer academic research positions and may not bring up alternative careers. Three studies adopt a mixed‐method approach to investigate divergent experiences surrounding career discussions. Study 1A (N = 301 faculty members in STEM fields) features qualitative and quantitative data and found that PhD advisors have experience working with students whose career preferences did not align with their expectations, and report changing their mentorship approaches while maintaining rigorous training. Study 1B (N = 195 PhD students in STEM fields) features qualitative data and found that students, although generally comfortable discussing different career options with their advisors, report several concerns that deterred them from discussing nonacademic research positions. Study 2, an experiment designed to compare perceived with actual norms (N = 200 PhD students in STEM fields) revealed that such discomfort could be alleviated by making explicit advisors' support for diverse career options and actual career preferences. The present research provides insights about pluralistic ignorance with implications for having more holistic career discussions in dyadic mentor relationships.

Analyzing Basic Stats in Educational Research: Proficiency in Key Statistical Methods

This study employs a descriptive research approach to investigate graduate students' perceptions of basic statistics in educational research at Baguio Central University. Data collection was conducted using a questionnaire, ensuring reliability and validity through input from primary sources. Data was gathered from 86 students enrolled in statistics and research courses during the first semester of School Year 2023-2024, with rigorous measures taken throughout the process. Analysis was performed using a four-point arbitrary scale, providing comprehensive insights into students' perceptions of basic statistics. The findings indicate that basic statistics play a crucial role across various stages of educational research, with respondents acknowledging their importance from problem selection to result reporting. Overall, the study reaffirms the indispensable nature of basic statistics in educational research, emphasizing their pervasive applicability and essential contributions to scholarly inquiry. In light of these conclusions, recommendations are proposed to enhance the utilization of basic statistics in educational research. These include prioritizing statistical training in academic programs, promoting research methodology courses, facilitating continued professional development for educators and researchers, encouraging collaborative research projects, and promoting access to open-access resources. Implementing these recommendations has the potential to elevate the quality and impact of scholarly inquiry in the field of education.

Feedback sources in essay writing: peer-generated or AI-generated feedback?

Peer feedback is introduced as an effective learning strategy, especially in large-size classes where teachers face high workloads. However, for complex tasks such as writing an argumentative essay, without support peers may not provide high-quality feedback since it requires a high level of cognitive processing, critical thinking skills, and a deep understanding of the subject. With the promising developments in Artificial Intelligence (AI), particularly after the emergence of ChatGPT, there is a global argument that whether AI tools can be seen as a new source of feedback or not for complex tasks. The answer to this question is not completely clear yet as there are limited studies and our understanding remains constrained. In this study, we used ChatGPT as a source of feedback for students’ argumentative essay writing tasks and we compared the quality of ChatGPT-generated feedback with peer feedback. The participant pool consisted of 74 graduate students from a Dutch university. The study unfolded in two phases: firstly, students’ essay data were collected as they composed essays on one of the given topics; subsequently, peer feedback and ChatGPT-generated feedback data were collected through engaging peers in a feedback process and using ChatGPT as a feedback source. Two coding schemes including coding schemes for essay analysis and coding schemes for feedback analysis were used to measure the quality of essays and feedback. Then, a MANOVA analysis was employed to determine any distinctions between the feedback generated by peers and ChatGPT. Additionally, Spearman’s correlation was utilized to explore potential links between the essay quality and the feedback generated by peers and ChatGPT. The results showed a significant difference between feedback generated by ChatGPT and peers. While ChatGPT provided more descriptive feedback including information about how the essay is written, peers provided feedback including information about identification of the problem in the essay. The overarching look at the results suggests a potential complementary role for ChatGPT and students in the feedback process. Regarding the relationship between the quality of essays and the quality of the feedback provided by ChatGPT and peers, we found no overall significant relationship. These findings imply that the quality of the essays does not impact both ChatGPT and peer feedback quality. The implications of this study are valuable, shedding light on the prospective use of ChatGPT as a feedback source, particularly for complex tasks like argumentative essay writing. We discussed the findings and delved into the implications for future research and practical applications in educational contexts.

The association between procrastination in academic writing and negative emotional states during the COVID-19 pandemic: the indirect effects of stress coping styles and self-efficacy

ABSTRACT Background and Objectives: Limited research has examined the mediating mechanisms underlying the association between procrastination in academic writing and negative emotional states during the COVID-19 pandemic. In the present study, we examined whether stress coping styles and self-efficacy for self-regulation of academic writing mediated the relationship between procrastination in academic writing and negative emotional states. Design and Method: Graduate students (N = 475, 61.7% female, M age of students at baseline = 29.02 years, SD = 5.72) completed questionnaires at Time 1 (March 2020; Procrastination in Academic Writing and Coping Inventory for Stressful Situations), and Time 2 (June 2020; The Self-Efficacy for Self-Regulation of Academic Writing Scale and Depression, Anxiety, and Stress Scale – 21). Results: Emotion-oriented coping and the self-efficacy for self-regulation of academic writing serially mediated the association between procrastination in academic writing and negative emotional states. Meanwhile, task-oriented coping and self-efficacy for self-regulation of academic writing also serially mediated the association between procrastination in academic writing and negative emotional states. Conclusions: These findings provide a plausible explanation of the roles that stress coping styles and self-efficacy for self-regulation of academic writing play in the association between procrastination in academic writing and negative emotional states.

Interdisciplinary co-teaching as a sustainable model for health humanities pedagogy

Academics and students from marginalised identities encounter challenges and barriers at all levels of participation in the settler colonial university, in both practices of teaching and learning. While this observation...

The impact of cohort relationships on BIPOC genetic counseling students: Results from a longitudinal qualitative study.

The transition to graduate school is marked by stress, with academic demands and interpersonal interactions being primary concerns for genetic counseling students. For Black, Indigenous, and People of Color (BIPOC) graduate students, additional stressors caused by the "minority tax" and microaggressions impact their sense of belonging and inclusion. This prospective longitudinal study employed a constructivist grounded theory approach to investigate the experiences of first-year BIPOC genetic counseling students as they transitioned into the first year of their graduate training. We conducted semi-structured interviews with 26 first-year genetic counseling students at three key time points during their first year and analyzed them using reflexive thematic analysis. Here, we report themes related to stressors when transitioning into the genetic counseling training environment, the role of relationships as a source of support in navigating these challenges, and the impact of cohort dynamics on the training experience. Stressors included managing academic rigor and time demands, navigating microaggressions, reactions to discussions about diversity, equity, inclusion, and justice (DEIJ), and managing mental health. Peer relationships emerge as pivotal source of support, but challenging dynamics within the cohort negatively impacted participants, highlighting the importance of fostering an inclusive training environment. Since programs have less control over the composition of each cohort with the advent of the Match system in 2018, we recommend the use of community-building and debriefing activities to strengthen healthy relationships and address problematic dynamics. We recommend that training programs be proactive in creating mentoring relationships between faculty and students rather than waiting until students ask for help. Ultimately, we advocate for a holistic approach to genetic counseling training that maintains academic rigor but also prioritizes the creation of supportive, inclusive, and culturally sensitive learning environments for all students.

“They Don’t Really Care”: STEM Doctoral Students’ Unsupportive Interactions with Faculty and Institutions

Increasing the representation of racially minoritized groups and women in STEM graduate education is insufficient to make STEM fields and academia inclusive and equitable spaces, where all feel supported and thrive. This study was motivated by a phenomenological examination of support for graduate students, focusing on programs that admitted and graduated higher proportions of underrepresented students than their fields. We used negative case analysis to document the interplay of interpersonal and institutional interactions that define what racially/gender minoritized students experience as unsupportive. Guided by an intersectional interpretation of structuration, we uncovered three mechanisms—withholding support, doing racialized and/or gendered harm, and neglecting to take action when students faced known threats/harm—that underlie the unsupportive experiences faced by graduate students of color and women in STEM doctoral education. This typology of unsupportive mechanisms, alongside an understanding of positive types of support, can help practitioners and scholars rethink what constitutes support, moving toward creating equitable and inclusive graduate education.

Lessons Learned: Musings on Teaching Technology in Library and Information Science

Information professionals integrate a variety of technologies and tools into their work practices and are often introduced to these while they are students in library and information science programs. This commentary examines recent trends, barriers, and potential approaches in teaching technology for LIS graduate students. Here we draw on our expertise teaching several technology topics, including an introductory technology survey course for graduate students, programming and database management, and intersectionality and technology. Rooted in a reflection on our perspectives as technology educators, our analysis focuses on this central question: How can library and information science instructors foster the confidence, curiosity, and comfort that students need to continually engage with an ever-changing technological landscape throughout the course of their careers?

Graduate Students' ChatGPT Experience and Perspectives during Thesis Writing

The artificial intelligence (AI) language model ChatGPT, created by OpenAI, can assist students with academic writing assignments in innovative and distinctive ways. Several studies have investigated how postgraduate students perceive various aspects and how gender could affect their perspectives. This study analyzes the perspectives of 80 male and female postgraduate students in various academic fields at Jadara University regarding the use of ChatGPT in writing their theses. This investigation adopts a quantitative approach and extensively utilizes a questionnaire as the primary tool for data collection. The survey aims to determine how students perceive ChatGPT in terms of its usefulness, ease of use, impact on writing quality, and challenges related to dependability and academic integrity. Descriptive statistics examine gender differences in these perceptions, shedding light on postgraduate students’ usage of ChatGPT and gender-related roles. This information could enhance academic writing through the use of AI technology and inform future studies and practices.

EFL GRADUATE STUDENTS’ VOICES ON THEIR TECHNOLOGY-INTEGRATED CLASSROOM LANGUAGE TASKS

This qualitative study delves closely into graduate students’ reflective-evaluative voices on technology-integrated classroom language tasks they found useful and challenging in Introduction to Digital Technology (IDT) class in an English as a Foreign Language (EFL) setting at a private university in Central Java, Indonesia. The study also focuses on exploring the students’ practical recommendations to improve the quality of teaching and learning activities in the class. To meet the research goals, seven EFL graduate students participated in this study by answering closed and open-ended questions in a Google Form. For data triangulation, three of them participated in an in-depth semi-structured interview to clarify their responses to the questionnaire. The research findings inform that writing the literature review discussing realities of technology use in schools and districts in Indonesia and writing the report for technology workshop activities for school teachers seemed to be the most useful activities for the students in the IDT class. Besides the writing parts, conducting the technology workshop for the school teachers was another useful activity for the students. Although useful, the students considered the writing activities as one of the most challenging tasks in the course. Other findings, including reasons why the students found the tasks useful and challenging, as well as practical ways to improve the teaching and learning activities in the class, were then discussed in light of the relevant literature. The overall discussions might tell the success and challenges of the integration of technology in language teaching and learning, research, and community service activities in a higher education context in Indonesia. Recommendations for future research are presented.  

A retrospective analysis of the perceived impact of the COVID-19 pandemic on systemic barriers to success for university student parents

IntroductionStudent parents, both undergraduate and graduate, face the difficult task of balancing their studies and raising children, and they are a population often neglected or forgotten by higher education administration. The COVID-19 pandemic enhanced already present issues student parents face through the implementation of virtual schooling, increased daycare costs and closings, staying home with sick children, and a lack of local support system, among others. Further, many student parents are graduate students who are performing research that requires physical campus space and equipment to fulfill their educational requirements, and their research progress come to a halt when the country locked down.MethodsThis study explored the struggles student parents faced prior to the COVID-19 pandemic, what issues the pandemic exacerbated, and what new problems have since arisen. Participants completed surveys assessing the consequences of being a student parent during the pandemic, coping resources available to them, the effect of being a student parent during the pandemic on their mental health, and demographic information.ResultsPrevalent themes include substantial declines in mental health, feelings of inadequacy in regards to both their parenting and academic abilities compared to their non-student parent peers, and a striking lack of resources or acknowledgement from their institution.DiscussionThe survey results are framed within the social-ecological model to better understand the systemic implications of student parent conditions. Finally, we formulate a set of recommendations to higher education administrations to inform them about the unique struggles student parents face and suggest strategies for mitigation.

Linguistic variation in two written academic sub-registers

Abstract The present study aims to compare abstracts written by graduate students and internationally-published authors using Biber’s (1988) Multi-Dimensional (MD) model. To this end, two corpora of abstracts (1800 texts each) from research articles (RA) published in top international Applied Linguistics journals, and theses completed in the same field were compiled. We compared the two corpora with regard to three of Biber’s (1988) dimensions: involved versus informational production; elaborated vs. situation-dependent reference; and abstract vs. non-abstract style. Our results revealed that RA abstracts and thesis abstracts are similar when compared to non-academic registers of English, but different when compared to each other. Relative to thesis abstracts, RA abstracts are more informational but less elaborated and less impersonal. Interestingly, we found that RA/thesis abstracts differ from Biber’s (1988) academic prose register along the three dimensions. Our findings can further our understanding of the differences between RA and thesis abstracts, thus contributing to the instruction of academic writing at the graduate level.

A DEEP DIVE INTO GRADUATE STUDENTS’ SELF-EFFICACY AND ACADEMIC INTERACTION IN ONLINE LEARNING

Research into self-efficacy has received widespread recognition in the literature. However, little study has been done on students’ self-efficacy in asynchronous online academic interactions. This study examined graduate students’ self-efficacy in regulating their online interaction strategies. Grounded in the Asynchronous Online Self-Regulated Learning Inventory (AOSRLI), the study employed a virtual case study using an online self-assessment survey and focus group interview. Seventy-eight English education master students from two universities were approached and agreed to participate in the study. As a result, the study highlighted several critical findings: 1) lack of confidence in online interaction with the professors, 2) closed-mindedness to criticism, 3) self-fanaticism, and 4) the need for self-dialoguing and self-navigation. The students were commonly inactive, indifferent, and demotivated in their asynchronous online interactions, thus creating ineffective learning communication among them. Self-regulated learning cannot grow alone and rely on the students’ in-person learning initiatives, whereas they need pedagogical imperatives to scaffold their questioning, responding, and critiquing skills. The study suggests improving teachers’ scaffolding strategies and building students’ online community of practice to promote their activeness, engagement, and participation. The implication of this study calls for the inclusion of asynchronous virtual interaction skills into online learning pedagogy and CALL teacher education.

The Relationship Between Self-Care Behaviors and Depression and Anxiety Symptoms in School Psychology Graduate Students

The Relationship Between Self-Care Behaviors and Depression and Anxiety Symptoms in School Psychology Graduate Students

“If the End Justifies the Means, Then This Is Permissible…”: Academic Deviations of Russian Postgraduate Students in Socio-Humanitarian Areas

This article looks at academic deviation practices from the viewpoint of graduate students, as well as whether or not they find certain types of deviant behavior in science and education acceptable. The theoretical framework consisted of two mutually exclusive approaches to the interpretation of academic deviations: the normativist R. Descartes and the epistemic anarchism of P. Feyerabend. The study purpose is to evaluate graduate students in socio-humanitarian scientific specializations regarding the prevalence and attitude toward academic deviation. Main hypothesis: postgraduate students’ views regarding academic deviations, especially plagiarism, fall on a continuum, ranging from total denial to total acceptance. Research design: quantitativequalitative. Empirical base: online survey (1276 respondents, including 185 graduate students), 5 focus groups. Methods of analysis: cluster analysis using the k-nearest neighbors method, qualitative analysis of focus group materials. Main results. It was discovered that creating crib sheets was the most prevalent form of academic deviation among graduate students. Of the respondents, 66% selected “often” and “very often” as their options. The purchase of exams, abstracts, and coursework showed the least amount of variation. Ten percent of those surveyed said that graduate students used plagiarism frequently or extremely frequently. Based on their attitudes regarding plagiarism, five distinct groups could be identified using cluster analysis, three of which would be more tolerant of it. Simultaneously, two of the five groups place the blame on students, and three see plagiarism as a result of the educational system’s failure to some extent. Directions for further research are related to the analysis of other forms of deviation, for example, practices of academic collusion within a university, as well as a description of the objective reasons for graduate students committing academic deviations, consideration of the prevalence of academic deviations of graduate students as a sign of a crisis in the normative foundations of the institution of graduate school.

Creating opportunities and spaces for social interactions in online contexts: Academic discourse socialization of L2 international graduate students

Addressing potential research paucity on L2 international graduate students’ academic discourse socialization in online contexts, this study investigated students in graduate programs in the United States. The study focused on how graduate students perceive the impacts of online learning on their academic discourse socialization experiences during the COVID-19 pandemic. Adopting a qualitative approach, four participants’ perceptions were investigated through semi-structured interviews. The findings reveal that while digital tools, including Zoom, created some spaces for academic discourse socialization for L2 international graduate students during the pandemic, the tools also disrupted their learning in some areas. Importantly, the lack of informal social interactions in online contexts affected graduate students’ learning and participation in their communities of practice. This study suggests that in addition to in-class Zoom interactions, informal interactions are important for L2 international graduate students’ academic discourse socialization in online contexts. Pedagogical implications on incorporating Zoom and other digital tools to facilitate academic discourse socialization in online contexts are provided.

Quality assessment of graduate services: Kano model application to a Peruvian university

Graduate higher education coverage has expanded worldwide due to globalisation, the demand for more specialised human resources and online education, exacerbated by the COVID-19 pandemic. This article validates an evaluation model of academic service quality in graduate studies that integrates HiEduQual instruments with the Kano method for graduate students at a Peruvian university. A survey was conducted among graduate students (masters programmes and continuing education) at Universidad Continental, obtaining 326 responses. The study found that the attributes that have the greatest impact on student satisfaction include the presence of foreign professors, international activities, continuous improvement of university infrastructure and constant evaluation; the dimension associated with internationalisation plays an essential role in the satisfaction of graduate students, particularly in a globalised context.

Mercury Systems: Debt? Equity? Cash on hand?

Research methodology This case was researched using publicly available sources, including Mercury Systems financial filings and press releases, news stories about the seasoned equity offering, financial information from Bloomberg and industry information from IBISWorld Industry Reports and articles related to seasoned/secondary equity offerings, intangible asset valuation and the use of revolving lines of credit. Quotes are taken from Mercury financial reports and press releases and express the (optimistic) opinions of company executives. Case overview/synopsis Mercury Systems, a technology company in the aerospace and defense industry, announced a six million share seasoned stock offering in June 2019. This resulted in a 6% stock price decrease. A stock price decrease is a typical event when a firm announces the issuance of new common shares, but with Mercury Systems, there were concerns about how much money the firm needed to fund its strategy of growth through acquisitions. If internally generated funds were not sufficient, should the firm issue debt or have another seasoned equity issue? Students will look at the objectives and success of the most recent seasoned equity issue, determine future funds needs and how the firm should finance these needs. Complexity academic level This case is appropriate for undergraduate and graduate students in corporate finance electives. Typically, topics such as seasoned equity offerings are not covered in introductory courses, so this is recommended for finance electives. Even in advanced finance courses, sometimes there is insufficient time to cover seasoned equity offerings.

Opinions of Graduate Students Regarding Scientific Value

Opinions of Graduate Students Regarding Scientific Value