Kinds Of Students Research Articles

Challenges and Barriers in Accessing Financial Aid for Low-Income Minority Students in the United States

This paper presents a critical analysis of some of the major barriers that low income minority students in the United States encounter in their quest for scholarships. Higher education has emerged as a critical factor for social and economic mobility and stability in the last few decades. Financial aid has really played a crucial role in enabling low-income and minority students to study at institutions of higher learning. But there are so many factors that may limit such kinds of students from accessing such help. Some of the concerns highlighted are; the process of applying for a grant is complex, there is inadequate guidance and support, and the grant system is impartial. This is especially a problem for students who do not understand the financial terms or those who have language issues. While some schools provide financial aid workshops and counseling services, there is a lack of their availability and the quality of the services provided, thus making students desperate for the assistance they require. Hence, using data from online self-completed questionnaires and interviews and conducting a review of secondary data, this research work mainly aims to identify these challenges and then propose solutions.

Early Prediction of Student Result by using Machine Learning Algorithm

In the university of Technology and Applied Sciences (UTAS), some students are registered the courses but they are not attending the classes and quiz exams. If we monitor these student’s performance, they will get fail mark in that course. Moreover, they will not withdraw the courses also. These kinds of students will get less CGPA and they will not get job also. In our project, we use machine learning algorithm to predict the students result earlier. So, we can focus on those students who got fail marks in the early prediction. And we can inform to their parents to concentrate on their child’s education. By taking all action we can make the student to concentrate on his / her studies to get good CGPA and Job.

Finding My Meeple: How Eight Secondary Educators Use Analog Gaming to Engage and Motivate Students

Although more research has been conducted on game-based learning in secondary-level classrooms in recent years, much of that research focuses on the digital realm as opposed to analog games such as board or card games. Moreover, research concerning analog games often takes the form of design-based research or explorations of how thinking manifests during gameplay. Thus, more research is necessary to provide a fuller view of (1) how secondary-level teachers currently make use of analog games as learning tools in their classrooms and (2) the affordances such teachers have experienced when implementing analog games as teaching tools. In this qualitative study, the researcher interviewed eight middle and high school teachers of various disciplines and from various locations in the United States who employ analog game-based learning. Examined through a theoretical framework of Csikszentmihalyi's Flow theory and Ryan and Deci's work in Self-Determination, a number of themes emerged during those semi-structured interviews, including the enjoyment experienced by both teachers and students while using analog-based games as learning tools; improved levels of engagement and motivation; the appeal of analog games for learners who benefit from interacting with physical objects; and the rewards of using games in class, including positive social interaction. Furthermore, participants discussed the importance of aligning lesson objectives with gameplay; the value of post-play reflection; the power of games to offer valuable simulation-based learning experiences; and the challenge of student hesitation due to fear of failure or competition during gameplay. These themes suggest the potential for analog-based games to be used as valuable learning tools, so long as the teacher knows how and when to use such tools. Finally, the researcher calls for further study to aid educators in aligning their choices of games with the kinds of students who make up their classrooms so that fewer students experience the fear of failure and, thus, disengage with the game-based learning experience.

The unity of subjective predictors of speech actions as an indicator of the subject’s agency in learning: An empirical study

Introduction. The article presents the results of an empirical study of subjective predictors of speech actions. The purpose of the article is to substantiate the indicators of students’ agency in learning on the basis of empirical research in subjective predictors of speech actions. Materials and Methods. The study follows A. N. Leontiev’s activity-based approach, A. A. Verbitsky’s theory of context education, and J. Kelly’s cognitive theory of personality. The research methods include the following: analysis, synthesis, generalization, classification, J. Kelly’s method of repertoire gratings, methods of mathematical statistics. Moreover, the author used co-therapeutic computer system «KELLI-98». Results. The empirical study on the unity of (connection between) subjective predictors of speech actions, which include significant roles, conjugations of the I-real/I-ideal, and the type of communication allowed to reveal four kinds of students’ agency in learning. The first one is a normal type of communication, characterized by manifested agency in interpersonal interaction with all subjects of the educational process, and speech action at the dialogue level. The second is a normal type of communication characterized by latent agency in interpersonal interaction with all subjects of the educational process; speech action at this level is an internal dialogue. The third type is a rigid type of communication distinguished by lack of objectivity in interpersonal interaction with all subjects of the educational process; speech action is characterized by opposition to others and resistance. The fourth type of communication is a rigid one. Its distinctive features include a poorly developed ability to solve problems in interpersonal interaction with all subjects of the educational process; speech actions include manipulation. Conclusions. Finally, relying on the empirical data analysis, the author concludes that the unity of subjective predictors of speech actions (significant roles, conjugation of the I-real/I-ideal, type of communication) is an indicator of ‘activity/inactivity’; on the basis of this indicator, four kinds of students’ learning behaviors are described.

Analysis of Student Errors in Solving Algebraic Math Test Based on TIMSS

The low percentage obtained by students in solving TIMSS problems, especially in the algebra material domain, shows that there are several mistakes that students often make in solving TIMSS-type problems. This study aims to examine students' errors in completing algebraic mathematics tests using the TIMSS (Trends in International Mathematics and Science Study). This was a qualitative descriptive research project in which students of a state junior high school in Sinjai, Sulawesi Selatan, Indonesia, in class VIIIA were the subjects. The research's study instruments included diagnostic tests and interview protocols, and data analysis procedures were separated into three parts: data reduction, data presentation, and conclusion, which involves drawing or verifying. The researchers discovered four kinds of students’ errors in completing algebra tests based on TIMSS that were connected to Newman's category: understanding question errors, transformation errors, process skill errors, and answer writing errors. Furthermore, the cause of errors in answering algebra questions based on TIMSS was that students do not pay more attention when writing information based on the following questions; they do not master the material related to the questions; they have a limited understanding of the material related to the questions; they also forget the concept of multiplication; they do not follow the procedures appropriately; and they do not re-check the answers. As a result, teachers must create TIMSS-based questions to help students improve their mathematical abilities.

Bilişim Perspektifinden Eğitim ve Öğrenmede Uygulama ve Değerlendirme

Developments in the field of technology lead to the introduction of different concepts into the teaching-learning process. Various concepts such as web-based teaching, distance education and lifelong learning, 21. it has started to be used frequently with the developments in the field of technology experienced in the century. Web-based teaching offered on the Internet has started to be used as a teaching method in many commercial institutions as well as educational institutions. Course transfer via the web provides important convenience and efficiency in terms of creating and distributing information sharing. For example, course notes are becoming better organized, portable and storable. If an Internet lesson is to be prepared, in addition to all the problems that may be encountered during class planning, this web-based lesson should first of all be placed in a specific curriculum and spread to the web environment accordingly. Due to the increasing amount of information and the number of people who need to access information, the criterion for success in competition in education is to deliver the information obtained in the fastest way and in a demand-specific way not only to students, but also to large communities. Traditional teacher-classroom- lesson concepts are also changing in this direction. All kinds of students in very different places want to reach experts and course topics in different places. The way to do this is through web-based education. Key Words: Informatics, Internet, Web-Based Teaching, Multi-Learning Environment

TEACHING PHRASAL VERBS STUDENTS OF A NON-LINGUISTIC UNIVERSITY

The article is devoted to some aspects of teaching students of a non-linguistic university to use phrasal verbs. Phrasal verbs represent a special layer of English vocabulary and are an important component of native speakers’ speech. Phrasal verbs are considered as a language material of increased complexity. The author is of the opinion that the level of proficiency in phrasal verbs is a kind of students’ communicative competence marker. The article contains a typology of phrasal verbs, accompanied with a linguistic commentary and factual material. The variability of methods and different approaches to teaching phrasal verbs are presented. The author comes to the conclusion that it is quite productive to apply both the grammar-translation and direct teaching methods in practice. As a confirmation, the author enunciates the existing internal and external criteria for the effectiveness of teaching phrasal verbs.

The Main Causes of English for Occupational Purposes Students (EOP) Speaking Anxiety

This paper aimed at investigating the main causes of English for Occupational Purposes (EOP) students’ speaking anxiety. The study involved a total of eight students from two different classes with varying levels of English proficiency. It focused on a case study conducted in an Indonesian company and utilized three types of research instruments, namely classroom observation FLCAS (Foreign Language Classroom Anxiety Scale) questionnaires by Horwitz (1986) and semi-structured interviews. The study revealed that experiences in communicating, the kind of students’ occupation and Foreign Language Acquisition (FLA) are the main causes of EOP students’ speaking anxiety.

‘The wrong’ kind of students or ‘Santa’s workshop’? Teaching practices for newly arrived migrant students in Swedish upper secondary VET

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening ‘naturally’ while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.

ПЕРЕВОД РАССКАЗА РОБЕРТА ЧАМБЕРСА «РЕСТАВРАТОР РЕПУТАЦИИ»: ПРАКТИКУМ ПО ИНОСТРАННОМУ ЯЗЫКУ

This paper analyzes the translation of the short story called “The Repairer of Reputations” by Robert W. Chambers into Russian (two variants of translation are considered). The paper provides the analyses of various aspects that determine the quality of translation, particularly the ability to work with terminology, proper approach to translation of nonequivalent lexis, sensible application of lexical and grammatical transformations. The comparative analysis of the two translations of the story revealed a number of differences between them. In each of these cases the advantages and disadvantages of a particular variant of translation are considered to figure out which one of them is more adequate to the context of the story. The results of the research are used to draw a conclusion about professional knowledge and skills a translator needs to make a good translation of a literary work. The paper also points out the importance of written translation (as well as the analysis of a translation made by someone else) as some kind of students’ individual work that helps them master the foreign language they learn.

ПЕРЕВОД РАССКАЗА РОБЕРТА ЧАМБЕРСА “МАСКА”: ПРАКТИКУМ ПО ИНОСТРАННОМУ ЯЗЫКУ

This paper analyzes the translation of the short story called “The Mask” by Robert W. Chambers into Russian (two variants of translation are considered). The paper provides the analyses of various aspects that determine the quality of translation, particularly the ability to work with terminology, proper approach to translation of non-equivalent lexis, sensible application of lexical and grammatical transformations. The comparative analysis of the two translations of the story revealed a number of differences between them. In each of these cases the advantages and disadvantages of a particular variant of translation are considered to figure out which one of them is more adequate to the context of the story. The results of the research are used to draw a conclusion about professional knowledge and skills a translator needs to make a good translation of a literary work. The paper also points out the importance of written translation (as well as the analysis of a translation made by someone else) as some kind of students’ individual work that helps them master the foreign language they learn.

ПЕРЕВОД ПОВЕСТИ ФИЛИПА К. ДИКА “SECOND VARIETY”: ПРАКТИКУМ ПО ИНОСТРАННОМУ ЯЗЫКУ

This paper analyzes the translation of the story called “Second variety” by Philip K. Dick into Russian. The paper provides the analyses of various aspects that determine the quality of translation, particularly the proper application of lexical and grammatical transformations. The analysis of several parts of the story revealed a number of inadequate transformations (mostly additions and omissions) of the original text; as the result, there occurred some rough semantic mistakes in the translation. The results of the research are used to draw a conclusion that such misrepresentations occurred because of the obvious lack of the translator’s professional knowledge. The paper also points out the importance of written translation (as well as the analysis of a translation made by someone else) as some kind of students’ individual work that helps them master the foreign language they learn.

Modelling method of inter-building movement for campus-scale occupancy simulation: A case study.

As an important factor in the investigation of building energy consumption, occupant behavior (OB) has been widely studied on the building level. However so far, studies of OB modelling on the district scale remain limited. Indeed, district-scale OB modelling has been facing the challenges from the scarcity of district-scale data, modelling methods, as well as simulation application. This study initiates the extrapolation of occupancy modelling methodology from building level to district scale through proposing modelling methods of inter-building movements. The proposed modelling methods utilize multiple distribution fittings and Bayesian network to upscale the event description methods from inter-zone movement events at the building level to inter-building movement events at the district level. This study provides a framework on the application of the proposed modelling methods for a university campus in the suburbs of Shanghai, taking advantages of data sensing, monitoring and survey techniques. With the collected campus-scale occupancy data, this paper defines five patterns of inter-building movement. One pattern represents the dominated inter-building movement events for one kind of students in their daily campus life. Based on the quantitative descriptions for various inter-building movement events, this study performs the stochastic simulation for the campus district, using Markov chain models. The simulation results are then validated with the campus-scale occupancy measurement data. Furthermore, the impact of inter-building movement modelling methods on building energy demand is evaluated for the library building, taking the deterministic occupancy schedules suggested by current building design standard as a baseline.

Education and Opportunity during the First World War. Post-compulsory Study at the Harris Institute, Preston, 1914–18

Abstract Education during the First World War is generally overlooked. Schooling was seriously undermined by the demands of war, and the principal educational measure to emerge from the war offered little recompense. Similarly, studies of education and opportunity in the early twentieth century pass quickly over the war years and the 1918 Education Act to focus on the inter-war period. This article argues that an important sector of education, that of part-time, post-compulsory vocational education, has not received due recognition as a factor during the war, and in studies of social mobility more broadly. Through a close analysis of student cohorts who attended the Harris Institute in Preston, we show that there were significant new opportunities arising during the war. Different kinds of students, notably younger people, women, and from poorer backgrounds, took advantage of the expanding opportunities. Combining details of students’ courses of study with evidence of their family and occupational backgrounds, gives insights into the aspirations of these working people to advance their careers, move into new sectors of work, or broaden their cultural horizons.

Analisis Kesulitan Pemahaman Siswa pada Pembelajaran Matematika Materi Persamaan dan Pertidaksamaan Linear Satu Variabel

This study tries to present various kinds of students' understanding difficulties and problems that often arise in learning One Variable Linear Equations and One Variable Linear Inequality. The focus of this research is to find and analyze students' difficulties in understanding PLSV and PTLSV materials. The research method used is qualitative research methods. The data collection technique used is the method of observation, tests and interviews. This research procedure consists of three stages, namely the preparation stage, the implementation stage and the analysis stage. The results of the study indicate several problems that occur when learning PLSV material, namely: 1) Teachers often start PLSV material by directly providing a formal definition or mathematical definition, 2) After the concept of definition is embedded, there are still students who are confused by the definition because they cannot to explain the definition back verbally, 3) The teacher forgets to explain about the elements or parts of a linear equation of one variable, 4) Students do not understand what is meant by the word completion and 5) The teacher gives examples of questions about linear equations with one variable that are not coherent difficulty level. Furthermore, the problems that occur when learning the PTLSV material, namely: 1) Students do not understand that the following three inequalities are equivalent and 2) Students do not understand the meaning and notation/writing of the final results obtained.

Application of the Data Mining Model in Smart Mobile Education

In order to solve the problem that education departments urgently need intelligent and efficient information technology to deal with massive data, so as to mine valuable information for management decision-making, an overall scheme framework of education informatization is proposed. The framework takes data mining as a tool, combined with the theoretical knowledge of cloud computing, and takes the student data of a school as an example to verify the practicability of the framework system. The results are as follows: the framework clusters the students of a school. The overall level of students in cluster 1 is high, accounting for 45.07% of the total number. These kinds of students have solid basic theory, strong logical thinking ability, and excellent professional knowledge learning. The overall level of students in cluster 2 is average, accounting for 38.03% of the total number. This kind of students should pay attention to the study of professional courses and the cultivation of professional skills. The rest are students in cluster 3. These kinds of students have weak basic professional knowledge and poor thinking and logic ability. Through the accuracy before and after pruning output from the model, the accuracy before pruning is 87.32% and the accuracy after pruning is 97.37%. The noise data are eliminated in the process of pruning. The framework established in this study provides a certain decision-making basis for education and teaching and explains the feasibility and effectiveness of the application of data mining technology in educational informatization.

What Kind of Students Attend Cyber Schools? Pandemic Enrollment as Evidence of Negative Selection

Fully online virtual schools have consistently underperformed academically compared to brick and mortar schools. Scholars debate the extent to which these differences are due school quality or the type of student that attends virtual schools. The large number of students who enrolled in virtual schools during the COVID-19 pandemic provides a unique opportunity to revisit this debate, as the phenomenon plausibly attenuates negative selection into virtual schools. Previous research concluded that a virtual school COVID cohort resembled prior groups demographically but reported greater success at their prior in-person schools and in cyber schools, however, it offered only limited insight into their academic performance at their virtual school. We use data from a large cyber charter network (“Countrywide Cyber”) to assess whether students who enrolled in full time virtual schools due to COVID-related concerns performed better on entry diagnostic assessments. Results indicate that students who enrolled due to COVID-19 were stronger academically, corroborating recent descriptive research. The implications of these results for practice and policy are discussed.

ANALISIS KESULITAN SISWA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI ARITMATIKA SOSIAL

This research aims to determine the difficulties of students in solving story problems on social arithmetic material for class VII Junior High School. The method used in this research is the descriptive qualitative method. The research subjects were students of class VII D State Junior High School 1 West Malakat. There are three kinds of students’ ability in this research, namely: low, medium, and high. Data collection techniques used are test, interview, and documentation. The instruments in this study were test questions and interview guidelines. Data analysis techniques in this research are data reduction, data presentation, and conclusion. Based on the research analysis, there are three conclusions, namely: 1) the student who has high score has been able to understand the concept well but the student still found difficulties on applying principles and verbal problems, 2) the student who has medium score has been able to understand the concept, but the student still found difficulties on applying principles and verbal problems, and 3) the student who has low score has not been able to understand the concept and apply the principles and also found difficulties on answering verbal problems.

Come As You Are – Small Groups in an Online Statistics Course for Highly Heterogeneous Students

Statistics is not the subject most psychology students are feverishly looking forward to. Fears and doubts about its relevance are quite common. This is especially pronounced at our institution, a large distance-teaching university with highly heterogeneous students. We recognized three clusters of students that might need special support: (1) students with fear of statistics, (2) students whose school time was a long time ago, (3) students who already failed the statistics exam. We gave those students the opportunity to participate in small, supervised groups to discuss learning strategies, problems, or fears. Students who did not participate served as a control group. We exploratively evaluated which kind of students were interested, and if the groups affected attitudes towards statistics, general self-efficacy, and exam-related variables. Interest and activity in the groups were low. No unique effect of participation in the groups on attitudes and grades were observable. Students stated that the groups did not help them to deal with the course. If these results prove stable in further studies with an improved design, one might conclude that setting up such small groups is not worth the effort.

A Mixed-Methods Study of Marketing Students’ Game-Playing Motivations and Gamification Elements

In this article, we examine the linkage between students’ game-playing motivations and a wide variety of gamification elements within higher marketing education. Using an interpretive and convergent mixed-methods design, we discover four clusters of students that vary in terms of their game-motivational bases and views on gamification elements. Social completionists want to study together with others and enjoy the social aspects of gamification. Highly motivated completionists could be described as ambitious students who enjoy social learning but are also internally motivated and willing to accept most gamification elements. Independent completionists want to immerse themselves in learning but prefer the individual and noncompetitive elements of gamification. Pure completionists are the “let’s get it done” group, who want to focus on completing their studies and are likely to be critical toward any gamification. We propose that higher education should take into account the differences in students’ game-playing motivations and fine-tune their gamification efforts to engage and motivate different kinds of students. Finally, we provide suggestions to marketing educators on how to consider the various motivational bases of the participants in gamified experiences.