Higher Institutions Research Articles

Experiences of Using a Real Compound Microscope and a Virtual Compound Microscope in Understanding Plant Tissues by First-year Life Science Students at a Tertiary Institution in South Africa

During the COVID-19 outbreak, the majority of tertiary institutions preferred virtual laboratories to face-to-face laboratories which posed a challenge to many students. The objective of the study was to examine students’ experiences at a higher institution using both a physical and virtual microscope. This qualitative study involved ten randomly chosen first-year Life Science students. They had to prepare and view onion cells under a real microscope, while the second assignment required them to observe onion cell preparation in a virtual laboratory. Students completed a questionnaire containing open-ended questions. The results were analyzed using themes, and the study found that pupils prefer physical microscopes to virtual microscopes. This is because students interact with the equipment in the laboratory, which encourages intellectual interests, knowledge sharing, and the development of social connections. Students can manipulate actual objects, manually focus microscopes, and interact in real time with microscopic worlds. This hands-on expertise is critical for instructing students and researchers on laboratory practices. Real microscopes are versatile pieces of equipment that can be utilized for a wide range of applications, from basic instruction to advanced research. Although virtual microscopes have advanced in terms of image quality, real microscopes provide better resolution and clarity. The study will make a substantial addition to university laboratory pedagogies and expose students to scientific investigations, given the majority of students come from rural schools with limited laboratory equipment such as microscopes. Keywords: Physical Microscope, Virtual Microscope, Experiences, Intellectual Interest, Social Interactions

Improving innovation and entrepreneurship education in higher institutions: the impact of “Mass Entrepreneurship and Innovation” education on undergraduates’ entrepreneurial intentions

The exploration of the way "mass entrepreneurship and innovation" (MEI) education influences students' aspirations to become entrepreneurs has grown into an important area of analysis in studies related to higher education. This research intends to examine the consequences of MEI education on students' tendency towards entrepreneurship, and to put forward methods for augmenting the teaching of innovation and entrepreneurship in private higher educational establishments.To achieve this objective, questionnaires and semi-structured interviews were employed in the study, which involved a total of 197 students and five education experts. The statistical analysis of the questionnaire data revealed that MEI education was positively related to students' entrepreneurial intentions, and that both entrepreneurial experience and family entrepreneurial background played moderating roles in this relationship. The interview findings indicated that private universities could enhance educational reforms by designing talent training programs, developing diversified curricula, and developing more professional entrepreneurial platforms to encourage students' entrepreneurial intentions. This study offers fresh insights for improving and perfecting the mechanism of innovation and entrepreneurship education in private universities.

515 Implementation of a Translational Science Research Center in a high education level institution in Colombia - Latin America: Unisabana Center for Translational Science (UCTS)

OBJECTIVES/GOALS: To establish and develop a high-level, dynamic, and self-sustainable Translational Science – research center in Colombia that promotes and articulates collaborative participation among different disciplines at Universidad de La Sabana to generate impactful solutions in health to transfer the knowledge to the local community. METHODS/STUDY POPULATION: With the support of core units of the University, internal funding was given for the establishment of the Research Center. An internal call was performed for recruiting researchers for multiple disciplines interested in joining the UCTS. After the researchers were selected, training of the research community in translational science and funding acquisition was performed towards the objective of interdisciplinary projects with impact in the local community. Project management strategies have been used for the follow-up of the advancements of the implementation of the UCTS. Operational structure and business plan for future self-sustainability are being designed. UCTS is proposed as an articulating party among different actors in clinics, research, and industry, for science and funding management. RESULTS/ANTICIPATED RESULTS: As an starting point, 8 research groups of different disciplines of the University have been integrated with the UCTS, increasing the research capacity in translational science. Internal administrative processes have been articulated within the institution and unified processes for international grants applications have been established in order to optimize the funding acquisition and management. Training programs for the research community, and community engagement activities have been offered as well. Networking relationships have been strengthened among the researchers enhancing international collaborations. Novel research projects are being designed towards real solutions in health for the local community, promoting the transference of knowledge from the benchside to the community. DISCUSSION/SIGNIFICANCE: The implementation of the UCTS led to the integration of disciplines within the University, towards new research projects with common interests for the local community. It has been an enriched experience using the project management approach, fulfilling a huge milestone for the University, aligned with the internal strategic priorities

Demographic and school factors associated with digital competences in higher education students

Nowadays, digital competencies encompass skills and attitudes with technical, informational, content, media, and communication aspects that are crucial for students and future professionals. Hence, there is a need to investigate the possible correlations between demographic and contextual variables and the development of digital competencies in higher education. This paper reports on several university-student demographic factors associated with digital competencies. The work used a quantitative approach with descriptive statistical techniques such as a means test and Pearson correlation analysis. The findings identified that (a) there are statistically significant differences between the mean obtained in the previous semester in digital competencies and the gender of the students, (b) there are no statistically significant differences in the final mean for digital competencies and the students’ institution of origin, and (c) the variables included in the study are statistically significant. They also found that the mean attained by the university students in the previous semester had a strong predictive power of student performance; in contrast, the student’s high school institution of origin variable was a weak predictor of their digital competency. This paper presents the findings and implications for practice and research.

Serious games to assess students

This paper describes experiments where students were assessed using the Serious Games (SGs) they created. The first experiment is with students attending our “Business Games” module for the master's degree in “Innovation” at the Tunis Engineering School. The second experiment involved students enrolled in our “Introduction to Data Science” module of the master's degree in “Data Sciences” at the High Institute of Management of Tunis. We requested each section's students to design a game related to the covered module. Through innovative assessment practices, we hope to motivate students. We aimed to confirm that creating games reinforced students' mastery of the module content. At the end of the semester, students presented their games, and some of them are described here. The results of the questionnaire filled out by the students at the end of these experiments revealed that, despite their different profiles, they appreciated these experiments and their influence on mastering the modules' contents. This article introduces the SG and its use in assessment. It also discusses the importance of creating serious games by the learner and how it affects learning. Even though some students mentioned that creating their games took more time than studying for a traditional exam, they believed the experiment as a whole was positive and enjoyed the innovation. Therefore, to construct the game, students reviewed the content of the module more than once. Additionally, students asked for the experiment to continue and expand to additional modules the following year.

Study on the Integration of Ideological and Political Components into Law Major Courses in Higher Institutions

Colleges and universities hold crucial positions in nurturing professionals for both national and local economic and social development. They also serve as significant catalysts for shifting from “Made in China” to “Created in China.” Therefore, it is imperative for these institutions to steadfastly prioritize moral cultivation as their fundamental mission. They should harness the pivotal role of professional courses in cultivating high-quality technical talents and ensure effective integration of ideological and political elements into the curriculum. This paper delves into the implementation path and strategy of curriculum ideological political integration, using the law major as a case study. By doing so, it aims to offer insights and guidance for other related majors seeking to integrate ideological and political components into their curriculum effectively.

PEER TUTORING IN ACADEMIC WRITING

Peer tutoring in academic writing is a kind of peer-assisted teaching-learning strategy that provides the opportunity for students to facilitate other students in a collaborative way of learning writing. In pairs or groups, the student may learn not only academic, but social, behavioral, and functional skills as well. Many different ways to pair students, such as by ability level, skills mastered, or age. Indeed, to help each student with their particular writing issues, peer tutoring is necessary as an opportunity to offer extra lessons. Up-to-date, the Coronavirus pandemic's extensive effects have led to more and more educational institutions offering training and instruction online. Most schools and higher institutions in West Kalimantan use digital technology in their instructional program. However, because online sessions are usually held in big groups and have internet limitations, it might be difficult for the lecturer to keep track of all of their students. Incorporating peer tutoring via digital means can be an alternative to meet the student’s needs in online learning

The MBKM Programs in The Higher Education Settings: EFL Students’ Expectations

The Merdeka Belajar Kampus Merdeka or Emancipated Learning-Independent Campus, hereinafter called MBKM, was launched by the Ministry of Education, Culture, Research, and Technology in 2020. In consequence, several higher education institutions may implement the MBKM curriculum. This study attempts to explore EFL students’ expectations towards eight programs of the MBKM. This study utilized qualitative descriptive, and the data were obtained through open-ended questions. Furthermore, 33 students in the sixth semester of the English Language Education Study Program (ELESP) participated as the respondents. The data were analyzed descriptively by describing the students’ expectations towards the MBKM programs in their study program. The findings revealed that they have high expectations for each program of MBKM, for instance, the Internship program provides a real-life experience, and clear job descriptions for students from different majors. The next program, the Teaching Assistance provides students opportunities to teach in the class and improve their teaching skills. Meanwhile, the Research activities enhance students’ critical thinking skills, problem-solving, article publication, and knowledge of research methods. Furthermore, the Humanity project enhances students’ social sensitivity to community issues. The Entrepreneur program facilitates students in the business sector and reduces unemployment in Indonesia. The Independent project enhances students’ innovative ideas and increases students’ bargaining power at both national and international levels. The last program, the Community service facilitates students to identify communities’ problems, and develop the village. The implication of the MBKM curriculum will positively contributed to the successful of the best practice of the aforementioned programs in each higher institution in the near future.

Beyond (COVID-19) lockdown: faculty experiences in the post-pandemic academic landscape

BackgroundThis study investigates the nuanced experiences of faculty members in higher education institutions during and after the COVID-19 pandemic. Focusing on family–work conflict, job satisfaction, and personal wellbeing, the research aims to provide comprehensive insights into the challenges and adaptations encountered by faculty members amidst unprecedented disruptions.MethodA mixed-method approach was employed, encompassing both quantitative and qualitative measures. The quantitative facet involved 82 participants who responded surveys distributed to faculty members across diverse regions of India. Concurrently, qualitative data were collected through interviews with 30 faculty members in three states. The quantitative study utilized standardized tools, while the qualitative inquiry followed a semi-structured interview schedule.ResultQuantitative findings revealed a significant upswing in job satisfaction after institutional reopening compared to the lockdown period. However, no significant differences were observed concerning work–family conflict and personal wellbeing. Notably, faculty members reported heightened work–family and family–work interference compared to national statistics. Qualitative responses highlight a notable shift in teaching methodologies, incorporating multimedia and online tools. Faculty members exhibited mixed sentiments about returning to the office, expressed a deepened appreciation for social relationships post-reopening, and emphasized the positive impact of institutional hygiene protocols.ConclusionThis study offers crucial insights into the multifaceted experiences of faculty members in higher institutions during the COVID-19 lockdown and subsequent reopening. The research contributes valuable perspectives to the evolving discourse on post-pandemic academia, providing a foundation for further exploration and understanding of the challenges and opportunities faced by faculty members in the changing scenario of higher education.

I will get my job: moderated and mediation model of students' perceived employability in post-pandemic era

PurposeThe current study investigates the factors influencing graduates’ perceived employability by utilizing the stimulus-organism-response theory, in the post pandemic era.Design/methodology/approachA quantitative approach was employed to examine the hypotheses of the research framework through partial least squares structural equation modelling (PLS-SEM) on the SmartPLS software.FindingsThe result indicates that course structure has a positive effect on students’ grit and community of inquiry (CoI). Also, students’ grit and CoI have a positive relationship with students’ performance, while students’ performance has a positive relationship with perceived employability. Moreover, students’ grit, CoI and students’ performance sequentially mediated course structure and perceived employability, whereas readiness and self-directed learning strengthen the relationship between students’ performance and perceived employability.Originality/valueThe findings will benefit university management, government and potential employers on how confident the student is in the chances of a future career after graduating from a higher institution.

Unveiling IR 4.0 Competency: Assessing Creativity Through RIASEC Personality Typology in Low- Income Populations

The Revolution Industry 4.0 (IR4.0) has brought significant changes to the lives of individuals, particularly those from low-income populations even though with high academic qualifications. However, the advent of this revolution present opportunities for individuals who possess the appropriate competencies. In this era, creativity stands out as vital competency for individual staying relevant and thriving amidst rapid changes in world of work. Inspired by RIASEC model by Holland’s theory, this study motivated to examine its influence on creativity among low-income populations. The survey data was collected form 98 undergraduate students participating in the Work Based Learning Program at a Malaysian Polytechnic, specifically targeting those form low-income group. Utilizing a quantitative approach, the study employed purposive sampling techniques. Furthermore, Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPLS 3.0 software was utilized to assess both measurement and structural models. The study’s findings reveal a positive correlation between Enterprising personality type and creativity competency. These findings could enrich the literature in competency, human resource and human psychology areas and also literature for the RIASEC model by Holland theory. Future research might consider expanding the sample to include students from other higher institutions beyond those from low-income backgrounds.

Exploring Students’ Reactions and Preferences in Learning CTU552 Philosophy and Current Issues: A Qualitative Study

The educational paradigm these days has changed with the increasing interest in student-centred learning (SCL) approaches. Hence, students’ learning experiences must be highlighted to facilitate them in achieving effective learning outcomes. The focus of this study was on Philosophy and Current Issues because this course is considered less favoured among students and more difficult compared to other courses, but it is compulsory for all students in higher institutions. Thus, this study aimed to identify UiTM Johor Branch students’ reactions and to explore their preferences in learning CTU552 Philosophy and Current Issues. In this qualitative study, primary data were collected using questionnaires with open-ended questions that required respondents to self-record their answers via a Google form. Questionnaires were distributed to students in UiTM Johor Branch, who registered for this course for two semesters. The period of study included the October 2022 to February 2023 semester and the March to July 2023 semester. This study collected 157 answers from students involved in this survey. This study found that the respondents enjoyed learning CTU552 because of the attractive methods of delivery, the instructor’s personality, the good environment, the life practices, and the provision of new knowledge. There were several challenges in learning this subject because of difficulty, but most respondents were attracted to the uniqueness of the philosophies that were able to explain current issues. This study also found that the respondents preferred simple and understandable explanations, and a fun and stress-free environment, with the inclusion of attractive activities, such as quizzes, games, and additional materials. In conclusion, it is important to highlight these students’ reactions and preferences to ensure an effective learning session.

EXPLORING THE TRANSACTIONAL LEADERSHIP & ITS RELATIONSHIP WITH TEACHERS’ MOTIVATION

This study investigated the correlation between transactional leadership and teachers' motivation at university level, focusing on two public sector universities hailing from Punjab (BZ University, Multan, Islamia University Bahawalpur) and two universities from the Khyber-Pakhtunkhwa (Gomal University, Dera Ismail Khan and University of Science and Technology Bannu). With a total population of 1477 teachers, a sample of 147 teachers was selected using Gay's (1987) recommendation of 10% sample size. Data was gathered through questionnaires, a commonly used tool in the social sciences, particularly in education (Taherdoost, 2016). Descriptive statistics such as mean and percentage were employed, alongside the inferential statistics including correlation, t-tests, and ANOVA. Findings indicated a significant relationship between transactional leadership and teachers' motivation at the university level. The results are significant and offered some recommendations to policy-makers along with certain clues for the future researchers about the application of transactional leadership in the higher institutions.

Resilience in the face of adversity: Exploring junior high learners’ perspectives and experiences of blended learning during the COVID-19 pandemic

The COVID-19 pandemic significantly impacted education, revealing inadequacies and inequalities within the educational arena. This led to the emergence of blended learning as a necessary response, driven by integrating digital technology into teaching and learning. This paper explores the perspectives and experiences of junior high learners in the implementation of blended learning modality at a particular public high school institution in Eastern Visayas, Philippines. A qualitative approach using a single case study design was utilized, and the participants were selected using a purposive sampling procedure. Using Braun and Clarke’s thematic data analysis method, the study generated three themes regarding learners’ perspectives: the advantages of blended learning, limitations of blended learning for optimum learning, and ambivalent perceptions of learners towards blended learning. Moreover, five themes emerged regarding learners’ experiences of blended learning: affective issues in learning, distractive learning environment, time constraints as a learning barrier, internet connectivity issues, and challenges of quality education in blended learning implementation. As a result, school administrators, teachers, parents, and the entire academic community should strengthen their collaboration to promote and ensure the attainment of quality education in the blended learning setup. The results of this study can also assist future related research in knowing how blended learning modality can be better implemented.

Students perceptions of distance learning effectiveness among nursing students during the COVID-19 pandemic

<b>Background:</b> During COVID-19, the majority of higher education institutions in Morocco adopted distance learning. In this sense, the High Institute of Nursing Professions and Health Techniques (ISPITS) used alternative teaching/learning methods to ensure continuity of studies in case of health crises.<br /> <b>Materials & methods:</b> This is a quantitative cross-sectional study. A questionnaire survey was conducted among the students (n=109). The results were analyzed using statistical software Jamovi.<br /> <b>Results:</b> We found that distance learning is not suitable for 67% of the students, distance learning does not allow learning more than presential learning for 75% of the participants, half of the students find this learning method difficult and 48% of the students specify a low level of satisfaction. Significant relationships were confirmed between satisfaction and level of study (p=0.01), as well as for the student’s perception of e-learning (p<0.001).<br /> <br /> <b>Conclusions:</b> The results seem legitimate given unexpected adoption of this training mode without any prior preparation.

Human Resources Management Impact on College Education Quality

The role of human resource management (HRM) in forming the educational environment and ensuring excellence at higher education institutions is great. In German universities and organizations, HRM practices are adopted to measure performance of teaching with respect to student outcomes. The research questions impact of HRM on quality education and roadblocks found while implementing for improvements. HRM’s pivotal role in raising the standards of education and its singularity as people-centeredness aspects in educational institutions when presented by a literature review. The methodology used is a descriptive qualitative study which describes the understanding by College administrators in regard to Human Resource Management and related programs. The study includes a literature review of HRM practices in higher institutions. The findings uncover difficulties in teacher recruitment and retention but highlight the role of HRM practices, including faculty development programs, mentorship initiatives, or thorough support to academic staff members when it comes to ensuring education quality. The limitations are the poor teacher training and motivations of teachers to deliver good quality education, as well as poverty statements or socioeconomic statuses on which students come from. Among the suggestions, there are filling talent gaps, increasing work process effectiveness and its smoother continuity on a long-term basis by enhancing efficiency in staff knowledge issues as well as closer cooperation between faculties and HR departments. With all this information, it is possible to conclude that HR planning for analyzing tasks, costs and workforce requirements are necessary in promoting the functions of educational institutions towards achieving academic goals.

30-day in-hospital stroke case fatality and significant risk factors in sub-Saharan-Africa: A systematic review and meta-analysis.

Existing studies investigating 30-day in-hospital stroke case fatality rates in sub-Saharan Africa have produced varying results, underscoring the significance of obtaining precise and reliable estimations for this indicator. Consequently, this study aimed to conduct a systematic review and update of the current scientific evidence regarding 30-day in-hospital stroke case fatality and associated risk factors in sub-Saharan Africa. Medline/PubMed, Cumulative Index to Nursing and Allied Health Literature (CINAHL), APA PsycNet (encompassing PsycINFO and PsychArticle), Google Scholar, and Africa Journal Online (AJOL) were systematically searched to identify potentially relevant articles. Two independent assessors extracted the data from the eligible studies using a pre-tested and standardized excel spreadsheet. Outcomes were 30-day in-hospital stroke case fatality and associated risk factors. Data was pooled using random effects model. Ninety-three (93) studies involving 42,057 participants were included. The overall stroke case fatality rate was 27% [25%-29%]. Subgroup analysis revealed 24% [21%-28%], 25% [21%-28%], 29% [25%-32%] and 31% [20%-43%] stroke case fatality rates in East Africa, Southern Africa, West Africa, and Central Africa respectively. Stroke severity, stroke type, untyped stroke, and post-stroke complications were identified as risk factors. The most prevalent risk factors were low (<8) Glasgow Coma Scale score, high (≥10) National Institute Health Stroke Scale score, aspiration pneumonia, hemorrhagic stroke, brain edema/intra-cranial pressure, hyperglycemia, untyped stroke (stroke diagnosis not confirmed by neuroimaging), recurrent stroke and fever. The findings indicate that one in every four in-hospital people with stroke in sub-Saharan Africa dies within 30 days of admission. Importantly, the identified risk factors are mostly modifiable and preventable, highlighting the need for context-driven health policies, clinical guidelines, and treatments targeting these factors.

A Review of the Effectiveness of Educational Digital Game-Based Learning on Students in Tertiary Institutions

The higher institution’s evolution to a more digital era is increasingly making the long-standing learning approaches redundant and ineffective in maintaining student engagement. The digitalization of the educational system sometimes results in a misalignment of the learning approaches with contemporary students’ skill sets and experiences. Many studies have attributed the increase in students’ dropout and poor academic performance to this misalignment in the teaching approaches. Hence, introducing improved teaching methods is essential in uplifting students' learning experiences and academic engagement, contributing to successful student pass rates. Adopting the desktop literary review, the study utilizes relevant literature and theoretical frameworks including The Connectivism Learning Theory by George Siemens and Stephan Downes, The Cognitive Load Theory by John Sweller as well as, a range of theories surrounding the cognitive function in its interrogation of digital game-based learning, and to better understand their effectiveness among our students. This research study aims at advancing traditional conversations in the field of teaching and learning to the role of technology in modern day education, and will benefit educators as, valuable insights on digital game-based learning can be used to promote positive changes in the learning environment, transitioning from conventional approaches such as lengthy lectures in which, according to research studies, was said to be less effective in holding student engagement. The study concludes with a deep engagement and discussion on the positive influence of digital game-based learning on students’ ability to focus and pay attention in learning environments in addition to, processing, comprehending and retaining valuable information, maintaining engagement and increasing memory capacity as well as, improving strategic and critical thinking and problem solving abilities within and beyond the academic institution.

Using the Strategy Instructions Approach (SIA) in Teaching Reading Comprehension: A Case Study Schools in the Amathole East District South in Africa

This study sought to explore the effectiveness of using the Strategy Instructions Approach (SIA) to teach South African children reading comprehension. The majority of language teachers, especially those who teach English as a first or second language, were found to be lacking in the skills needed to impart reading comprehension effectively to their learners. Grade 8 learners were taught reading comprehension using SIA which was basically from the curriculum and assessment policy statement (CAPS) materials. A control group of 60 learners and an experimental group of 60 learners (sampled from three schools in Amathole East District in South Africa) were used to determine the effectiveness of SIA when compared to the traditional teaching approaches used by teachers to teach reading comprehension. The outcomes demonstrated that SIA enhanced performance in reading comprehension. The study recommends that schools especially, those in rural areas should have more reading resources and activities, longer hours on the school timetable for teaching reading comprehension, and higher institutions should train teachers to use SIA. Keywords: Strategy Instructions Approach (SIA), Reading Comprehension, Curriculum and Assessment Policy Statement (CAPS), Control Group, Experimental Group

Design Process in Gamifying E-Library Services in Higher Institutions

Design Process in Gamifying E-Library Services in Higher Institutions