Laboratory Sessions Research Articles

Особливості проведення лабораторної роботи «Вимірювання опору розтіканню струму заземлюючих пристроїв, питомого опору ґрунту, ізоляції мереж та електроустановок» за допомогою віртуального лабораторного стенда

The materials of this scientific article consider the possibility of using a virtual laboratory stand during the laboratory work carried out by students of higher education institutions under the name «Measurement of the resistance to the spread of the current of grounding devices, the specific resistance of the soil, the insulation of networks and electrical installations». This laboratory work is included in the curriculum of the normative educational component «Occupational safety in the industry and civil protection». The article examines the specific advantages of using a virtual stand, in particular its role in improving the quality of the educational process, expanding access to resources, and optimizing educational costs. The purpose of this article is to consider the main possibilities of using the proposed virtual laboratory stand as an innovative approach in the study of complex technical processes and ensuring a high level of training during laboratory work on the topic «Measurement of resistance to the spread of current of grounding devices, soil resistivity, insulation of networks and electrical installations». This laboratory work is a component of the curriculum of the normative educational component aimed at forming in students the ability to identify, analyze and evaluate potential risks associated with the production environment, and which is entitled «Occupational Safety and Civil Protection». Particular attention is paid to the methodology of conducting laboratory work using a virtual stand, including steps for configuring the software, algorithms for performing measurements and analyzing the received data. Methods of simulating various measurement conditions are described in detail, allowing students to practice scenarios that would be difficult or dangerous to implement in real conditions. In the materials of the article, an overview of the interface and functionality of the developed computer program, which reproduces the control components of real laboratory equipment and is intended for the implementation of the functions of a virtual laboratory stand, is reviewed, the key capabilities of the proposed program are described, including the simulation of various laboratory scenarios and the availability of theoretical materials necessary for preparing and conducting a laboratory session, as well as a detailed reproduction of the appearance and control components of real experimental laboratory equipment, which contributes to the creation of a feeling of working with physical devices, the implementation of mathematical models that accurately describe the dependence of output parameters on input parameters. It was also found that the use of similar technologies during other laboratory works from the above-mentioned normative educational component requires further thorough systematic research and publication of their results.

Evaluating Changes in Adult Cochlear Implant Users' Brain and Behavior Following Auditory Training.

To describe the effects of two types of auditory training on both behavioral and physiological measures of auditory function in cochlear implant (CI) users, and to examine whether a relationship exists between the behavioral and objective outcome measures. This study involved two experiments, both of which used a within-subject design. Outcome measures included behavioral and cortical electrophysiological measures of auditory processing. In Experiment I, 8 CI users participated in a music-based auditory training. The training program included both short training sessions completed in the laboratory as well as a set of 12 training sessions that participants completed at home over the course of a month. As part of the training program, study participants listened to a range of different musical stimuli and were asked to discriminate stimuli that differed in pitch or timbre and to identify melodic changes. Performance was assessed before training and at three intervals during and after training was completed. In Experiment II, 20 CI users participated in a more focused auditory training task: the detection of spectral ripple modulation depth. Training consisted of a single 40-minute session that took place in the laboratory under the supervision of the investigators. Behavioral and physiologic measures of spectral ripple modulation depth detection were obtained immediately pre- and post-training. Data from both experiments were analyzed using mixed linear regressions, paired t tests, correlations, and descriptive statistics. In Experiment I, there was a significant improvement in behavioral measures of pitch discrimination after the study participants completed the laboratory and home-based training sessions. There was no significant effect of training on electrophysiologic measures of the auditory N1-P2 onset response and acoustic change complex (ACC). There were no significant relationships between electrophysiologic measures and behavioral outcomes after the month-long training. In Experiment II, there was no significant effect of training on the ACC, although there was a small but significant improvement in behavioral spectral ripple modulation depth thresholds after the short-term training. This study demonstrates that auditory training improves spectral cue perception in CI users, with significant perceptual gains observed despite cortical electrophysiological responses like the ACC not reliably predicting training benefits across short- and long-term interventions. Future research should further explore individual factors that may lead to greater benefit from auditory training, in addition to optimization of training protocols and outcome measures, as well as demonstrate the generalizability of these findings.

Luteal phase sertraline treatment of premenstrual dysphoric disorder (PMDD): Effects on markers of hypothalamic pituitary adrenal (HPA) axis activation and inflammation

RationalePremenstrual dysphoric disorder (PMDD) is characterized by severe affective symptoms during the luteal phase of the menstrual cycle. There is some evidence of altered interactions between the hypothalamic pituitary gonadal (HPG) and hypothalamic pituitary adrenal (HPA) axes in PMDD. There is also evidence that similar affective disorders such as major depression and perinatal depression are associated with dysregulation in immune factors, but this has not been characterized in PMDD. AimsThe goals of this exploratory study were to identify 1) whether HPA-HPG axis interactions and immune markers differ between PMDD patients and controls across the menstrual cycle; 2) how luteal phase sertraline treatment impacts stress and inflammatory markers. MethodsParticipants were females age 18–50 with regular menstrual cycles, not using psychotropic or hormonal medications, and were assigned to a control group or PMDD group based on prospective daily symptom ratings and clinical interview. Blood was drawn in the follicular and luteal phases, during laboratory sessions involving a mildly stressful task. In a second luteal phase, PMDD participants received open-label sertraline (50 mg/d) from ovulation to menses. Serum cortisol and ACTH were measured via ELISA and operationalized as area under the curve with respect to ground (AUCg), and peak level following laboratory task. Serum TNF-α, IL-6, CXCL-8, and IL-1β were measured using multiplex kits. Serum allopregnanolone (ALLO) was measured by gas chromatography/mass spectroscopy. To characterize HPA-HPG axis interactions across the menstrual cycle in PMDD participants and controls, multilevel linear models predicted cortisol and ACTH from the interaction of cycle phase (controlling for sertraline treatment), ALLO, and group. To determine the effects of sertraline treatment on inflammatory markers and how groups might differ in cyclical change on each marker, multilevel linear models predicted inflammatory markers from cycle phase (controlling for sertraline treatment) and group. A final set of exploratory models tested whether inflammatory markers predict premenstrual symptom score severity. ResultsThe sample included n=77 participants (41 controls, 36 PMDD); 28 participants with PMDD completed sertraline treatment. Group x phase x ALLO interactions showed that higher ALLO levels predicted lower cortisol peak in the treated luteal phase (interaction between phase and ALLO, p=0.042), and there was a higher cortisol peak in the treated luteal phase than the untreated luteal phase (p=0.038). CXCL-8 was significantly associated with premenstrual symptom severity after controlling for group and cycle phase (p=0.011). There were no main effects of group, phase, or ALLO on cortisol AUCg, ACTH AUCg, IL-6, CXCL-8, IL-1β, nor TNF-α (p’s>0.05). ConclusionSerum markers of HPA axis and immune function did not vary by menstrual cycle phase nor PMDD status. However, sertraline treatment in the luteal phase was associated with higher ALLO levels predicting lower cortisol peak in response to mild laboratory stress, suggesting that sertraline treatment may normalize HPG-HPA axis interactions among individuals with PMDD. Greater premenstrual symptomatology was associated with higher levels of the inflammatory marker CXCL-8, but further research is needed into the potential role of inflammation in PMDD.

Exploring the Effects of Mathematics Laboratory Usage on students’ Skills Development: A Case of Selected Public Secondary Schools in Musanze District, Rwanda

The aim of this study was to explore how the use of mathematics laboratories affects the development of mathematics skills in learners from selected public secondary schools in Musanze District, Rwanda. Adopting constructivism theory, the study utilized a descriptive research design and a mixed-methods approach to collect both quantitative and qualitative data from surveys, interviews, and classroom observations, respectively. The study randomly sampled 348 learners and 16 mathematics teachers from the targeted population of 2679 participants. In relation to students' standardized test scores and teacher assessments, the analysis examined the frequency of lab use, lab activities, resource quality, and teacher training. Findings from quantitative data revealed positive correlations between lab usage and skill development across all measures. The frequency of lab use and teacher training were particularly strong predictors of improved performance. The results show that how often teachers use the lab (B =.122, p <.001) and their training and support (B =.150, p =.010) have a big effect on their evaluations, which means that these things have a positive effect on evaluations. In contrast, the types of lab activities and the quality of lab resources have no significant impact. These findings suggest that enhancing lab use frequency and providing robust training and support for teachers are crucial for improving teacher assessments. Interview results show that hands-on activities significantly boost critical thinking and the real-world application of mathematical concepts. From classroom observations, the study revealed remarkable discrepancies in student participation and resource availability between day and boarding schools. The findings suggest that the school administration should incorporate lab activities into the curriculum, enhance the frequency of lab use, and facilitate continuous teacher training by providing sufficient resources. Teachers should integrate engaging lab activities to strengthen theoretical concepts and encourage active learning. Students are urged to actively participate in lab sessions and look for help when necessary. These results help us understand how mathematics laboratories can improve learning outcomes in Rwandan secondary schools.

Research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soil

We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields.

Gen Z travel intentions and museum visits in the metaverse: case of Egypt, Scotland, and Turkey

ABSTRACT This early-stage study explores Gen Z’s travel intentions and virtual museum visits in the metaverse by experiencing Egypt, Scotland, and Turkey. The subjective perception and judgment of Gen Z users are investigated in the immersive environment. Semi-structured interviews and laboratory sessions took place with 20 volunteers in three studies. Study 1 and Study 2 reveal different views of Gen Z concerning their travel intentions as two open-air experiences in the metaverse. Study 3 shows Gen Z perspectives of a virtual museum visit as an indoor experience. Through this study, we could form a link between the metaverse and Gen Z travel intentions using two travel applications for Egypt and Scotland, and a museum application for Turkey, which has rarely been discussed before. The study also guides an experience, interaction, interface design for VR 360 video and future-related tourism products and services for Gen Z users. The study illuminates the travel and metaverse relationship for future studies for practitioners and researchers.

THE METHODOLOGY OF IMPROVING LABORATORY WORK IN PHYSICS IN GENERAL EDUCATION AND SPECIALIZED SCHOOLS BASED ON PEDAGOGICAL SOFTWARE TOOLS

The article is aimed at improving laboratory training in physics in specialized and general schools. This article provides instructions for organizing laboratory sessions using a number of software tools and the LabPhsics program. Based on these instructions, the effectiveness of teachers and students will increase significantly.

Boosting arousal and cognitive performance through alternating posture: Insights from a multi-method laboratory study.

This study investigated the role of arousal and effort costs in the cognitive benefits of alternating between sitting and standing postures using a sit-stand desk, while measuring executive functions, self-reports, physiology, and neural activity in a 2-h laboratory session aimed to induce mental fatigue. Two sessions were conducted with a one-week gap, during which participants alternated between sitting and standing postures each 20-min block in one session and remained seated in the other. In each block, inhibition, switching, and updating were assessed. We examined effects of time-on-task, acute (local) effects of standing versus sitting posture, and cumulative (global) effects of a standing posture that generalize to the subsequent block in which participants sit. Results (N = 43) confirmed that time-on-task increased mental fatigue and decreased arousal. Standing (versus sitting) led to acute increases in arousal levels, including self-reports, alpha oscillations, and cardiac responses. Standing also decreased physiological and perceived effort costs. Standing enhanced processing speed in the flanker task, attributable to shortened nondecision time and speeded evidence accumulation processes. No significant effects were observed on higher-level executive functions. Alternating postures also increased heart rate variability cumulatively over time. Exploratory mediation analyses indicated that the positive impact of acute posture on enhanced drift rate was mediated by self-reported arousal, whereas decreased nondecision time was mediated by reductions in alpha power. In conclusion, alternating between sitting and standing postures can enhance arousal, decrease effort costs, and improve specific cognitive and physiological outcomes.

Healthcare students’ awareness of Universal Design for Learning (UDL) in anatomy curricula: An Irish single institution-based study

Healthcare students perceive anatomy as a difficult subject to study, yet there is limited literature to explain why students think that anatomy is difficult to learn. Studies have assessed student opinion of anatomy teaching strategies, but there is no specific research regarding healthcare students' perception of pedagogical frameworks utilised in anatomy curricula. Considering the importance of student experience, the design of anatomy curricula should include the perspectives of students. Universal Design for Learning (UDL) is a framework which aims to optimise learning opportunities. There is no specific research on healthcare students' awareness or perception of UDL in anatomy curricula. A questionnaire was administered to first-year undergraduate medical, dental, occupational therapy (OT) and speech and language therapy (SLT) students studying anatomy. Demographic data and participants’ perception of UDL were gathered. The response rate was 83%. The majority of participants were female (69%) and studied medicine (59%). Ninety-seven percent of participants had not heard of UDL. After a brief explanation of UDL, 91% thought that UDL had been implemented in anatomy laboratory sessions and 52% thought UDL had been implemented in anatomy lectures. Although the majority of participants were not aware of UDL, they identified aspects of UDL in their anatomy curriculum. UDL helps create an inclusive learning experience. The discussion about the design and delivery of anatomy curricula should include the opinions and perspectives of healthcare students.

Investigating psychobiological causes and mechanisms in functional seizures and functional motor symptoms: Study protocol.

Advances have been made in understanding the aetiology of functional neurological disorder (FND); however, its pathophysiological mechanisms have not been definitively demonstrated. Evidence suggests interacting roles for altered emotional processing and interoception, elevated autonomic arousal, and dissociation, but there is limited evidence demonstrating their causal influence on specific FND symptoms. Our superordinate aim is to elucidate potentially shared and distinct aetiological factors and mechanisms in two common FND subtypes, functional seizures (FS) and functional motor symptoms (FMS). This study has a multimodal, mixed between- and within-groups design. The target sample is 50 individuals with FS, 50 with FMS, 50 clinical controls (anxiety/depression), and 50 healthy controls. Potential aetiological factors (e.g., adverse life events, physical/mental health symptoms, dissociative tendencies, interoceptive insight/sensibility) will be assessed with a detailed medical history interview and self-report questionnaires. A laboratory session will include a neurocognitive battery, psychophysiological testing, cardiac interoception and time estimation tasks and an isometric handgrip task. A subsample will undergo magnetic resonance imaging, including structural, resting-state and task-based scans combined with psychophysiological recording. Remote monitoring with ecological momentary assessment and wearables will measure variability in FND symptoms and their potential predictors/correlates for ≥2 weeks in patients' daily lives. Longitudinal follow-ups at 3, 6, and 12-months will monitor longer-term outcomes in the clinical groups. This study employs multimodal research methods to rigorously examine several putative mechanisms in FND, at subjective/experiential, behavioural, and physiological levels. The study will test causal hypotheses about the role of altered emotional processing, autonomic arousal, dissociation and interoception in the initiation or exacerbation of FND symptoms, directly comparing these processes in FS and FMS to healthy and clinical controls. This is the first study of its kind, with potential to reveal important targets for prevention and treatment of FND in future.

Introducing process simulation as an alternative to laboratory session in undergraduate chemical engineering thermodynamics course: A case study from Sunway University Malaysia

This study demonstrates the successful integration of process simulation using CHEMCAD into Sunway University's Chemical Engineering Thermodynamics curriculum, replacing the traditional lab sessions. This approach has two main benefits, i.e., it provides early exposure to process simulation software, bridging theory and practice, and it supports new chemical engineering programs where labs may not be fully operational. Aligned with Sunway University's commitment to innovative educational approaches, the impact of this integration on the students’ learning experiences is evident through feedback collected from a comprehensive survey conducted with a group of seven students enrolled in Chemical Engineering Thermodynamics in April 2023. The survey's three sections gathered the students’ perceptions, enjoyed aspects, challenges faced, and suggestions. Findings highlight the students’ positive views on the integration, enhancing comprehension of thermodynamics concepts and real-world applications. They also recognized the value of hands-on simulation experience for essential process simulation skills. The students appreciated the practical relevance in highlighting thermodynamics’ real-world importance. Challenges related to software access and technical issues were addressed, with planned improvements. The students expressed interest in deeper learning, including complex simulations, graphical representation use, and external resource access. While many found the integration effective, suggestions for more hands-on engagement and research resource access were noted.

Supporting transformative agency in initial teacher education: A Change Laboratory in China

Studies of teacher agency need analytical frameworks with processual and collective perspectives in support of the transformation of educational institutions and practitioners. The framework of transformative agency by double stimulation (TADS) from cultural-historical activity theory is used as a lens to inquire how a Change Laboratory in initial teacher education in China supported teacher agency. Our analysis traces the occurrence of the TADS phases during six online Change Laboratory sessions and the distribution of these phases among 13 participants and two researchers, moving toward a major transformation of the institutional strategies for mentoring school placement. Our findings verify the usability of the TADS model for capturing transformative teacher agency as a stepwise process. The analysis shows the nonlinear character of the TADS process, requiring adaptation to context-specific contingencies. The distribution of TADS phases among the participants and researchers reveals the collective and relational nature of teacher agency in transformation efforts.

E-Learning in Anatomy: Medical Students' Perspectives on Synchronous and Asynchronous Lab Sessions

Background: The Covid-19 pandemic has become a global health disaster, various sectors have been affected including the education sector. Online learning is then carried out as an alternative solution to carry out learning. This online learning is carried out in all elements of education including Universities. The intended online learning is divided into two methods, asynchronous and synchronous methods. The difference in these methods will certainly lead to different perceptions for each student, especially in anatomy laboratory learning.This stud aimed to find out the perception of Unpad Medical Faculty students towards the asynchronous and synchronous method of online anatomy laboratory learning..Methods:This research is a quantitative cross-sectional descriptive studies and involved 129 respondents from student of Unpad Faculty of Medicine students class of 2019. This was done using Google Forms which contained a questionnaire and informed consent sheet.Results: FK Unpad online anatomy laboratory learning falls under good category, with each index value: perception of learning experience: 76.2%, perception of lecturer capabilities: 77.1%, perception of facilities and infrastructure: 83.7 %.Conclusion: Online anatomy laboratory learning can still be continued by combining both asynchronous and synchronous methods, so that learning can take place more effectively.

Sex differences in appeal, reward, and sensory experience of E-cigarette flavors among adults who smoke cigarettes

ObjectiveFlavors enhance nicotine e-cigarette appeal by altering sensory experience. Females may be more sensitive to tobacco-associated cues and uniquely affected by flavor. The current study is an exploratory analysis to examine differences by sex on reward, appeal, and sensory experience of popular e-cigarette flavors. MethodsAdults (N = 121) who use cigarettes (≥1 cigarette/day) were enrolled in a laboratory study in which they vaped four e-cigarette flavors (tobacco, cherry, menthol, vanilla; in separate lab sessions) in one of two freebase nicotine concentrations (6 mg/ml,18 mg/ml). Following exposures, participants rated e-cigarette reward using the Drug Effects Questionnaire (DEQ), flavor and overall e-cigarette appeal using Labeled Hedonic Scales (LHS), and intensity of flavor, irritation, coolness, fruitiness, and sweetness using Generalized Labeled Magnitude Scales (gLMS). Linear mixed models were conducted for outcomes to analyze effects of sex, flavor, and sex x flavor interaction. ResultsFor DEQ ratings, there was a trend (p = .08) toward a sex x flavor interaction, in which menthol flavor produced more reward than other flavors for females, but not males. For LHS ratings, there was a significant sex x flavor interaction (p = .03) for overall e-cigarette experience with females but not males rating menthol higher than other flavors. All gLMS scales but irritation showed that females generally had greater differences between flavors compared to males (ps ≤ 0.03). ConclusionMenthol in e-cigarettes may play an important role in mediating appeal and/or reward among females. This may be due in part to their ability to better detect sensory effects of e-cigarettes.

Creative Solutions for a Condensed Anatomy Course.

There are many variations of anatomy courses taught in accredited physician assistant (PA) programs in the United States. Course directors and program leadership must choose how to effectively deliver content within their program constraints. Our anatomy course has faced challenges related to instructional time for didactic and laboratory sessions, course length, curricular placement and alignment, assessments, and faculty availability. These challenges are not specific to anatomy courses in PA curricula but exist in anatomy courses in various health care programs. In this article, we present major solutions to challenges in didactic delivery, laboratory sessions, course content, and assessments over a 5-year period. Through modifications and problem-solving, we identified the following 4 lessons learned during this process: course alignment to clinical relevance, intentional content delivery for different pedagogical approaches, structured laboratory sessions with appropriate staffing, and an appropriate weighting for assessments. These lessons and solutions will be useful to other anatomy and disciplines-based course directors facing similar challenges.

The impact of exercise on food-related inhibitory control— do calories, time of day, and BMI matter? Evidence from an event-related potential (ERP) study

A growing body of research suggests exercise improves inhibitory control functions. We tested if exercise-related inhibitory control benefits extend to food-related inhibitory control and differ by calorie content, time of day, and weight status. One hundred thirty-eight individuals were pseudo-randomly assigned to a morning or evening group. Each subject participated in two lab sessions where they completed questionnaires (rest session) or walked on a treadmill at 3.8mph (exercise session) for 45 min. After each session, participants completed both a high-calorie and low-calorie go/no-go task while N2 and P3 event-related potentials (ERP), both neural indicators of inhibitory control, were measured. Participants also rated food images for valence and arousal. While N2 and P3 difference amplitudes were larger to high-calorie than low-calorie foods, neither exercise nor time of day affected results. Individuals had faster response times after exercise without decreases in accuracy. Arousal and valence for high-calorie foods were lower after exercise and lower for all foods after morning compared to evening exercise. In a subset of individuals with obesity and normal-weight individuals, individuals with obesity had larger N2 difference amplitudes after morning exercise, while normal-weight individuals had larger P3 difference amplitudes to high-calorie foods after exercise. Results suggest moderate exercise did not affect food-related inhibitory control generally, although morning exercise may be beneficial in improving early recruitment of food-related inhibitory control in individuals with obesity. Moderate exercise, particularly in the morning, may also help manage increased attention allocated to food.

New technology to address affected vs nonaffected arm contributions to ergometer performance in people poststroke

ABSTRACT Background When pedaling a coupled-crank arm ergometer, individuals with hemiplegia may experience nonparetic arm overcompensation, and paretic arm resistance, due to neuromechanical deficits. Technologies that foster independent limb contributions may increase the effectiveness of exercise for people poststroke. Objective Examine the speed during uncoupled pedaling with the Advanced Virtual Exercise Environment Device among individuals poststroke and non-impaired comparisons. Methods We recruited 2 groups:Poststroke and Comparison. Participants attended one lab session and performed peak speed tests and a graded exercise repeated for bilateral pedaling, unilateral (left, right). Results Thirty-one participants completed the protocol (16 women, 15 men). Poststroke participants pedaled slower during the bilateral speed test (64 ± 39 RPM, p < .001), and graded exercise, (54 ± 28 RPM, p < .001) versus comparisons (141 ± 19, 104 ± 12 RPM). Poststroke individuals had lower peak RPM during the unilateral speed test with their paretic arm (70 ± 46 RPM, p < .001) and graded exercise (58 ± 33 RPM, p < .001) compared to their unilateral speed test (130 ± 37 RPM) and graded exercise (108 ± 25 RPM) with their nonparetic arm. Comparisons did not differ between arms during speed tests and graded exercise. Poststroke participants demonstrated lower peak speed with their affected arm during the bilateral speed test (52 ± 42 RPM, p < .001) and graded exercise (49 ± 28 RPM, p = .008) compared to the same arm during unilateral speed (70 ± 46 RPM) and graded exercise (58 ± 33 RPM). Conclusions Poststroke participants pedaled faster with their affected arm unilaterally versus bilateral pedaling, suggesting interhemispheric interference that reduces the ability to recruit the paretic arm during bilateral exercise.

Patterns in student self-reported situational interest in online introductory geoscience labs during COVID

Triggered situational interest in introductory courses can encourage student engagement, motivation, and value for the geosciences. In-person labs have traditionally played a unique role in triggering situational interest compared to lectures, but the COVID transition online disrupted these dynamics. We examine students’ self-reported situational interest from 6,463 responses to weekly surveys in online introductory geoscience lab courses at five U.S. institutions during fall 2020 and spring 2021. Approximately half of students reported that labs were equally (49.4%) or more interesting (4.3%) online, compared to a hypothetical in-person option. Analysis showed a statistically-significant interaction between student situational interest and the combined effect of 1) the course the students were enrolled in and 2) the topic of the lab session (F (20, 6395) = 4.038, p < 0.001). However, topic and course together explain only about 4% of the variance in the dataset, indicating that other factors have a large role in triggering interest. Students who indicated that labs were less interesting online (46.3%) most often cited not being able to physically interact with instructional materials (56.3%) and difficulty interacting with peers (30.6%). When asked what revisions would increase their situational interest, additional hands-on interaction (22.8%) and increased relevance to their life or future career (20.2%) were the answer choices students selected most frequently. These findings identify modifications and enhancements grounded in students’ self-reported interest that can inform the design of online introductory geology labs.

Virtual Soil Science Laboratory Sessions: Delivery and Student Perceptions

Laboratory classes effectively enhance student understanding and appreciation of course concepts. With course delivery suddenly shifted into the online format due to the COVID-19 pandemic, four laboratory exercises in each of two introductory-level soil science courses were converted into virtual sessions delivered in the form of student-accessible videos. Each laboratory video included a pre-lab discussion, demonstrations of a process or experiment, prompts to answer questions and record data, and/or explanation of relevant calculations. The online link to the video was provided in a laboratory guide which doubled as the report document that students submitted online. Semester-end surveys (n=130) reveal that at least 97% of students agreed or strongly agreed that virtual labs successfully demonstrated key processes and at least 96% thought that the virtual labs enhanced student understanding of soil science concepts. Over 90% of students considered the virtual labs as successful substitutes for hands-on exercises in COVID19-affected semesters. The absence of instructors who could immediately address questions and classmates to discuss results were the two main challenges. Students liked the ability to review the video if things were unclear the first time. While it has its limitations, virtual lab sessions were perceived as successful substitutes to in-person laboratory activities.

A TRACER STUDY ON BACHELOR OF SCIENCE IN BUSINESS ADMINISTRATION - FINANCIAL MANAGEMENT GRADUATES FROM ACADEMIC YEAR 2019 TO 2023

This study aimed to assess the employment rates and employability status of graduates from the Bachelor of Science in Business Administration-Financial Management program at Kapalong College of Agriculture, Sciences, and Technology from 2019 to 2023. It also examined graduates attitudes towards work, the quality of education provided by the institution, and their skills development. Using a descriptive research method, a total of 587 respondents participated in an online survey conducted through Google Forms. Findings revealed that 88.17% of financial management graduates were employed, with 52.07% working in job-related professions such as credit &amp; collection assistant, entrepreneur, cashier, auditor, bookkeeper, inventory personnel, accounting staff, and account officer. Additionally, 30.77% were employed in non-related fields including office-based clerk, government employee, sales agent/specialist/representative, call center agent, marketing specialist, technical staff, and photographer. Among the employed graduates, 37% held regular positions, 33% were on job order, 16% worked on a contractual basis, 8% were casual employees, and 6% were self-employed. Furthermore, only 0.85% pursued a Master in Business Administration, while 4.26% became teacher education unit earners. The study found that graduates consistently exhibited very high levels of attitude towards work, quality education provisions, and skills development. However, computer and ICT skills received the lowest mean score, suggesting a need for the program to offer practical training sessions, workshops, or laboratory sessions to enhance students proficiency in these areas. Providing opportunities for students to practice using computer software and applications in simulated business environments or real-world projects is recommended.