Influence Of Students Research Articles

Determinants of Students' Decisions to Use Paylater Digital Financial Products

The use of digital financial technology is increasingly widespread among society, especially among students who are digitally active. One product that is increasingly popular is PayLater. This research aims to analyze the influence of digital financial literacy, lifestyle, social influence, and ease of use on the decision to use PayLater among students in Malang City. The t test is used as a data analysis method. The unit of analysis in this research is students who live in Malang, totaling 106 respondents. The research results show that digital financial literacy, lifestyle, social influence, and ease of use influence students' decisions to use digital financial products such as PayLater. It is hoped that this research will provide a deeper understanding of the factors that influence the use of PayLater among students and the implications for future financial management policies and practices.

A Study of Factors That Affect Chinese Tertiary EFL Learners’ Willingness to Communicate in Class

Classroom interaction characterizes communicative language teaching. Effective classroom interaction promotes second language acquisition (SLA) and serves as an important means of using the language especially for students in a foreign language context. Willingness to communicate (WTC) has received constant attention since its application to the SLA field in the 1990s. Students’ WTC ensures the quantity and quality of classroom interaction. By analyzing the data from an end-of-year questionnaire in an ordinary Chinese college English class, the present study aims to examine Chinese non-English major students’ general attitudes towards classroom communication activities and two major categories of factors, namely Teacher Factors and Task Factors, that influence students’ WTC in English classes from students’ perspective. The results show that the factors affecting WTC in college English classrooms are multidimensional, with Teacher’ s Emotions (being patient, encouraging, guiding, positive, happy, lively, passionate, trust), Teacher’ s Professional qualities (content selection, class organization, pronunciation, wait-time) and Task Content (usefulness, degree of difficulty, interest) having relatively greater effects. At the end of the paper, direction for future research is given. Second/foreign language teachers are advised to conduct further classroom research and actively regulate these factors for a more interactive English class and thus improve students’ class participation and learning efficiency.

Developing design mindset: how individual and contextual factors influence the development of design mindset through method teaching

Method Teaching is an essential approach for training novice designers to think and act like designers. Methods are commonly used in design education, yet with varying outcomes and experiences for students. There is a need to better understand how individual and contextual factors influence the effectiveness of Method Teaching. In this quasi-experimental pre-post-intervention study, we investigate how group composition, motivation, Design Mindset (D-Mindset0.1), Self-efficacy (GSES), Ambiguity tolerance (TAS), and Sensation-seeking (BSSS) influence students’ learning through Method Teaching. Our results show that Method Teaching increases Design Mindset scores and that the effectiveness of Method Teaching is influenced significantly by the three personality traits and the level of prior Design Mindset.

The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment

ABSTRACT The synchronous hybrid classroom (SHC) combines on-site and remote learners simultaneously. This study aims to investigate how participation mode (on-site vs. remote) affects students’ perceived learning in a SHC, examining social presence as a mediator. A second aim explores how different learning activity types along the ICAP framework influence students’ perceived learning across both groups, again considering social presence as a potential mediator. A natural experiment was conducted with 241 vocational secondary school students regularly participating in a SHC, either on-site (n = 136) or remotely (n = 105). Results showed that participation mode influenced students’ perceived learning indirectly through social presence. Remote participants perceived their social presence as lower and learning less effective than on-site participants. Interactive learning activities were most frequently used in this SHC implementation. The mediating effect of social presence was particularly strong for active/interactive activities on-site and passive/interactive ones remotely. This study contributes to theory by unravelling the complex interplay of the pedagogical design of a SHC and students’ learning experiences, highlighting the critical role of fostering social presence to optimise learning outcomes in SHC. Furthermore, it underscores the practical necessity for robust technological infrastructure and professional development support for teachers to enhance the efficacy of SHC settings.

Impact of Metaverse Technology on Academic Achievement and Motivation in Middle School Science

This study explores the effects of Metaverse technology on middle school learners’ academic performance and motivation in science subjects. Utilizing a quasi-experimental design, 33 students in the experimental group were exposed to the Metaverse for one semester, while 32 students in the control group continued with traditional teaching methods at School 148 in Riyadh. Data collection instruments included a validated science achievement test and a motivation scale. The results demonstrated that the nodes were statistically significantly improved in the experimental group, receiving an average post-test score of 73.1, as compared with the control group, receiving an average post-test score of 65.9 (t = 2.3, p < 0.05). The scores in motivation were also slightly higher in the experimental group, with a mean of 26.9, as compared with the control group, with a mean of 17.1 (t = 5.75, p < 0.05). For academic achievement and motivation, the effect sizes were quite high: fixed effect = 1.091; random effect equals 1.086. These results demonstrate the possibilities of Metaverse technology in revolutionizing the way students learn science. This technology could be a valuable tool for instruction in science classes to enhance performances and influence students’ attitudes positively towards enhanced learning environments in schools.

Sustainable Adoption of E-Learning in Romanian Universities after the COVID-19 Outbreak

The COVID-19 pandemic disrupted economic processes and various facets of daily life, including education, necessitating adjustments to help society adapt to the temporary status quo, with Romanian educational institutions being profoundly affected, and a full transition to online learning was mandated by central authorities in March 2020. The paper’s scope is to assess the sustainability of e-learning in Romanian higher education in the aftermath of the COVID-19 outbreak. The study was conducted on bachelor students from three Romanian universities through an online questionnaire with a sample size of 505 valid responses. This study aims to investigate the relationships between information quality (IQ), system quality (SQ), service quality (SEQ), and quality of life (QL) within an integrated model, based on the variables of the technology acceptance model (TAM) and performance models of information systems (IS). Specifically, the research explores how these factors, along with the mediating roles of perceived usefulness (PU) and perceived ease of use (PEOU), influence students’ behavioral intention to adopt e-learning systems (BISE) and actual use of them (EUOES) as a sustainable solution for post-pandemic COVID-19 education. Partial least squares structural equation modeling (PLS–SEM) was the selected method for data analysis performed with SmartPLS 4.0 software. The research results demonstrated that PU and PEOU showed a positive correlation relationship and were significantly influenced by IQ, SQ, and QL in the educational setting. The study also revealed that PEOU and PU exerted a positive influence on students’ behavioral intention to adopt e-learning systems (BISE) sustainably and on their actual use (EUOES). This study benefits universities and higher education institutions by providing insights into enhancing e-learning platforms and integrating technology effectively, as well as by supporting the formulation of sustainable online learning strategies beyond the COVID-19 pandemic.

Financial Inclusion Knowledge, Spending Behavior, and Ease of Use on Interest in Using the DANA Application

This study aims to examine how financial inclusion knowledge, spending behavior, and ease of use influence students' interest in using the DANA application. Financial inclusion knowledge is considered important as it provides an understanding of digital financial products and services, while spending behavior reflects how individuals manage their expenses and make financial decisions. Furthermore, the application's ease of use is a key factor that can influence users' interest in adopting financial technology like DANA. This research employs a quantitative approach using a survey method. Data from 100 students in Deli Sumatera University's management study program was collected using a questionnaire and analyzed using multiple linear regression. The research results show that knowledge of financial inclusion, spending behavior, and ease of use have a positive and significant impact on the interest in using the DANA application. Among these three variables, knowledge of financial inclusion has the most dominant influence on the interest in usage. The more students know about financial inclusion, the more they want to use DANA. In addition, planned spending behavior and the ease of using the DANA application also play a significant role in encouraging interest in using the app. Based on these findings, this research contributes to understanding the factors that influence interest in using digital financial applications and supports the enhancement of financial inclusion among students

Conflicting Views of Nature and Their Impact on Evolution Understanding

AbstractIn nature, competition within and between species is the norm, yet nature is also reputed to be a “peaceable kingdom” where animals cooperate rather than compete. This study explored how such contrasting views of nature influence students’ biological reasoning. College undergraduates (n = 165) assessed the prevalence of cooperative behaviors, such as food sharing and symbiotic cleaning, and competitive behaviors, such as cannibalism and parasitism, and these assessments were compared to their understanding of evolution as a process of differential survival and reproduction. Participants underestimated the prevalence of competitive behaviors relative to cooperative ones, particularly for behaviors directed toward other members of the same species, and the accuracy of their judgments predicted how well they understood evolution, even when controlling for other predictors of evolution understanding, including perceptions of within-species variation and perceptions of geologic time. These findings suggest that overly benevolent views of nature compete with more realistic views and may hamper our appreciation of the mechanisms of adaptation.

Exploring students' understanding based on Bruner's theory regarding the concept of profit and loss

The lack of understanding and skills in solving mathematical problems is now a significant concern in many countries. Other factors, such as learning interests, influence students' understanding of these concepts. Therefore, it is necessary to explore students' understanding of arithmetic (profit and loss) based on Bruner's theory regarding learning interest. The study was conducted at a Vocational School in East Java, Indonesia, with 26 students participating as research subjects. The research methodology used was qualitative, with data collected through questionnaires on learning interests, profit and loss concept tests, and interviews. Data were analyzed using a process of reduction, presentation, and conclusions. The findings revealed that subjects with high and medium learning interest categories can meet the stages of Bruner's theory (enactive, iconic, and symbolic). However, subjects with medium learning interests do not need help understanding what happens in the problem—the subject with low learning interest can only reach iconic and symbolic stages in Bruner's theory. Thus, teachers should design appropriate learning strategies and media for students with medium and low learning interests so that they have a good conceptual understanding.

Investigation of Chinese College Students’ Perceptions, Needs, and Self-Assessment of Spoken English Competency

Spoken English Competency (SEC) remains a critical weakness in English Proficiency (EP) of Chinese college students, particularly when compared with their English competency in writing and reading. Despite years of English learning since elementary school, Chinese college students often struggle to master SEC. Although previous studies have explored Chinese students’ SEC from various perspectives, there is still a significant knowledge gap, especially from students’ perspectives. This study aims to analyze students’ Perceptions and Needs of Spoken English (PNSE) and their Self-Assessment of Spoken English Competency (SA-SEC) with the language output evaluation indicators (including three dimensions: complexity, accuracy, and fluency [CAF]). The study analyzed 2,677 (male = 1,340, female = 1,337) online questionnaires from college students across four English proficiency distinct groups. There are four identified aspects of PNSE (i.e., oral importance, difficulty, purpose, and improvement willingness). Similarly, SA-SEC was analyzed with three dimensions of CAF, namely complexity, accuracy, fluency, and nominal variables like pause type. The findings revealed that gender and EP significantly influenced PNSE and SA-SEC, and correlations were observed between paired variables of PNSE and dimensions of CAF in the SA-SEC section. Notably, complexity was identified as the weakest dimension of CAF for most students. Future studies are imperative to further explore the intricate relationship between PNSE and SA-SEC, and how factors such as pause type influence students’ spoken English performance.

Factors that Influence Students’ Perception towards Customer Satisfaction on Delivery Service

Courier business have seen a significant transformation with the advent of digital platforms that offer convenience, faster and efficient to deliver online purchases to customers. Therefore, customer satisfaction directly correlates with the sustainability of delivery services. This study is carried out to analyse the association between delivery services features (delivery efficiency, parcel tracking, smooth delivery, and convenience) and customer satisfaction among students of Universiti Malaysia Kelantan (UMK) in Pengkalan Chepa. Non-probability convenience sampling was used in this study and the questionnaires were distributed by Google Forms. The study received a response from 376 respondents from students of UMK. Collected data was analysed using SPSS. The study is implemented descriptive analysis and multiple linear regression to analyze the data. Result showed that all independent variables of delivery services (delivery services, parcel tracking, smooth delivery, and convenience) are significantly affect customer satisfaction. Results also revealed that the most significance factor that affect the customer satisfaction on delivery services is parcel tracking. Therefore, these findings will enhance the quality and sustainability of courier services. It also offers guidelines to industries, policymakers and stakeholders.

How Does Perceived Social Support Influence Students’ Science Academic Outcomes? A Cross‐Sectional Study

ABSTRACTStudents’ perceived social support from important others may be an important protective factor in science self‐handicapping. This study examined the extent to which science self‐handicapping mediates the relationship between perceived social support and science academic outcomes (engagement and achievement). The study used a cross‐sectional survey design with self‐report data from 2654 participants in elementary schools and 2781 participants in high school from China. The results indicated that (1) perceived social support had an effect on students’ science academic engagement and achievement; (2) self‐handicapping in science mediated the entire process; (3) at different stages, different social support would not be equally important for the effects of adolescents’ self‐handicapping in science. The findings indicate that social support can create a positive academic environment to weaken the effect of self‐handicapping on students’ science academic outcomes, and educators need to consider the entire influence process differently in different academic stages of their students.

Generative Artificial Intelligence: A Reflexive Thematic Analysis of Nursing Students' Perceptions Following a Guided Learning Activity.

Understanding the functionality, benefits, and limitations of generative artificial intelligence (GAI) is important for nurses and nursing students. This study explored nursing students' perspectives on GAI after a guided learning activity in which students used a chatbot to answer a clinical question. A qualitative approach using reflective thematic analysis of written reflections was conducted with 19 nursing students in a nursing baccalaureate completion program. Student reflections demonstrated 4 themes: surprisingly familiar; the importance of critical thinking and external validation; a good summary lacking depth and nuance; and cautious optimism. Two subthemes were also identified: validation is time-consuming and a new perspective. Learning activities using GAI influence students' knowledge and attitudes and instill critical awareness of the advantages and limitations of this technology. Additional emphasis on bias in GAI is needed when teaching about AI.

Identifying the Factors that Influence Students' Academic Performance as a Function of Teaching Qualities in Ahmed Yasawi International Kazakh-Turkish University

Improvement the quality of the teachers is crucially important for the nation that strives for the economic prosperity and social stability. Taking into consideration of this point of view, the paper examines the set of qualities of University teachers with regards to the student academic achievement, identify their significance and propose appropriate methods for improvement the quality of teachers in increasing the student achievement. In this chapter, we explore the importance of teachers' soft skills in establishing fair, friendly and trusting relationships between students and teachers in order to improve academic performance at Ahmed Yasawi University, Kazakhstan. The data was collected using a mixed method from students at Ahmed Yasawi University. The statistical data were collected through a quantitative questionnaire among 361 students. In order to analyze students' opinions further, ten interviews were conducted. The experience of teacher training at the University of Bath was used in the study to develop recommendations for Ahmed Yasawi University.

Does Math Anxiety Influence Students’ Self-Regulated Learning? A Predictive Relationship Study at Two Vocational Schools at Bandung Regency

While mathematics is immensely imperative and regarded as a fundamental subject serving as one of the graduation requirements at every level of education in Indonesia, including vocational schools, adverse perceptions associated with it as a challenging subject are deeply ingrained in society, particularly among students. Despite there is a wealth of research exploring math anxiety and elf-regulated learning, a discernible gap exists in the literature, specifically within the Indonesian context, particularly among Vocational Students in the Bandung area. This research aims to explore the predictive relationship between math anxiety and students' self-regulated learning within the context of vocational education. Employing linear regression statistical analysis, and survey data collection method, this quantitative study involved 99 participants from two vocational schools in Bandung Regency. The results indicate a statistically significant impact of math anxiety on students' self-regulated learning. However, it's noteworthy that the degree of correlation is considered low. Furthermore, no significant differences were identified concerning variables such as age, sex, streaming, and class level. These findings contribute to the understanding of the dynamics between math anxiety and self-regulated learning, particularly within the context of vocational education in the Bandung region, and can serve as a valuable insight for future research in similar topics.

The Influence of Motivation and Academic Emotions on Academic Performance in High School Learning

Emotions felt during learning influence students’ behavior, thinking, and attention in the classroom. On the other hand, motivation is a crucial factor that impacts high school students' performance in learning, as it helps students feel the urge to pay attention and desire to learn, whether for a good grade or other reasons. Through this research, we aimed to discover the relationship between motivation and academic motions as predictors of academic performance, when it comes to the learning process during lessons. We intended to determine whether performance is directionally influenced by motivation and academic emotions, and if so, to what extent. Additionally, we seek to identify which types of emotions —positive or negative, activating or deactivating — have a greater impact on learning. 110 high school students from the 9th and 12th grades participated in this study. The main finding indicated that positive emotions, and also activating emotions contribute to the explained variation of performances of students in high school classes more than motivation. Conclusions and recommendations are also made.

Influence Of Free Day Secondary Education (FDSE) Capitation Grants On Participation Rates In Public Secondary Schools In Makueni County, Kenya

Adequate funding of the education sector is crucial to the provision of quality education for all (OECD, 2016). Financing of education is the greatest enabler of learners to participate in education and flow through education system from entry to exit. The purpose of this study was to investigate the influence of Free Day Secondary Education (FDSE) on participation rates in public secondary schools in Makueni County, Kenya. The study adopted a descriptive survey design. The targeted respondents included School Principals and their Deputies from 196 secondary schools in Makueni County as well as 9 Sub County Directors of Education from Makueni County. Data collection instruments included questionnaires for Principals, Deputy Principals and interview schedule for Sub-county Directors of Education. The instruments were ascertained through piloting and by research experts to ascertain content validity while reliability was achieved through piloting and testing reliability. Data collection registered a response rate of 91.8%. The data was analyzed by use of SPSS version 22. Descriptive statistics such as frequencies, percentages, means and standard deviations and inferential statistics were used to analyze the quantitative data. Qualitative data was analyzed thematically through content analysis and the responses were presented in narratives. Tables and figures were used to present the analyzed data. The results revealed that there was statistically significant relationship between FDSE capitation grants and participation rates in public secondary schools in Makueni County. This was at R values of 0.67 which was positive and significant with values of 0.014. From this result the study concludes that Free Day Secondary Education (FDSE) capitation grants influence students’ participation rates in public secondary schools in Makueni County, Kenya. The qualitative results also confirmed that education subsidies influence students’ participation rates in public secondary schools in Makueni County, Kenya. The study recommends that government should sustain and increase capitation grants to schools and also partner with other stakeholders in financing education to enhance students’ participation rates in education

Influence of Education Financing By Non-State Agencies on Participation Rates in Public Secondary Schools in Makueni County, Kenya

Governments around the world agree that the ability to provide quality education for all and to respond to new priorities depends on the availability of adequate funding in education (OECD, 2016). Financing of education is the greatest enabler of learners to participate in education and flow through education system from entry to exit. The purpose of this study was to investigate the influence of financing by non-state agencies on participation rates in public secondary schools in Makueni County, Kenya. This study adopted a descriptive survey design where the targeted respondents included School Principals and their Deputies from 196 secondary schools in Makueni County as well as 9 Sub County Directors of Education from Makueni County. Data collection instruments included questionnaires for Principals, Deputy Principals and interview schedule for Sub-county Directors of Education. The instruments were piloted and tested for content validity and reliability. The response rate from the data collection exercise was 91.8%. The data was analyzed by use of SPSS version 22. Descriptive statistics such as frequencies, percentages, means and standard deviations and inferential statistics were used to analyze the quantitative data. Qualitative data was analyzed thematically through content analysis and the responses were presented in narratives. Tables and figures were used to present the analyzed data. The results revealed that there was statistically significant relationship between education financing by non-state agencies and participation rates in public secondary schools in Makueni County. The adjusted R square of 0.630 indicated that 63% of the variation in the participation of students in schooling in public secondary schools in Makueni County could be explained by provision of funding by non-state agencies in financing education. From this result, the study concludes that financing by non-state agencies does influence students’ participation rates in public secondary schools in Makueni County, Kenya. The qualitative results also confirmed that education subsidies influence students’ participation rates in public secondary schools in Makueni County, Kenya. The study recommends that government should increase funding to schools and also enhance the partnership with other stakeholders in financing education to enhance students’ participation rates in education

Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses

BackgroundAcademic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy. PurposeThe purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy. MethodA quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study. ResultsStudent nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy. ConclusionsThe findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.

Influence of Examination Malpractice on Educational Management Undergraduate Students’ Reading Culture in Rivers State Owned Universities in Rivers State

The research studies investigated influence of examination malpractice on Educational Management undergraduate students’ reading culture in Rivers State owned University in Rivers State. Two research questions and two null hypotheses guided the study. The research adopted descriptive survey research design. The population of the study comprised 398 Department of Educational Management students. The sample size of the study was 398. The sample size was taken as census. The instrument for data collection was structured questionnaires titled, Influence of Examination Malpractice on Students Reading Culture Questionnaire. The instrument used for data collection was face and content validated by an expert from Educational Management and two other experts from the Department of Measurement and Evaluation of the Faculty of Education in Rivers State University. The average reliability coefficient of the instruments was 0.81 which indicates a reasonable reliability coefficient. 398 copies of the instrument were administered directly to the respondents by the researchers and their two trained assistants and only 394 were retrieved amounting to 0.99 percent return of the administered instrument. The research questions posed were answered using mean and standard deviation while z-test was used to test the formulated hypotheses. Findings of the study revealed that, during and post examination malpractice to a high extent influence students’ reading culture in senior secondary schools in Rivers State. The researcher made the following recommendations that, there should be effective mechanisms put in place to curb and sanction students who engage in pre and during examination malpractices and concerted efforts should be made at improving the level of discipline meted out on teachers who award unmerited marks to students and the recipients of underserving marks.