Level Of Student Participation Research Articles

PARTISIPASI BELAJAR MAHASISWA DALAM PEMBELAJARAN BERBASIS ANDRAGOGI

This study reviews the level of student participation in the learning based on the concept of andragogy as preliminary studies for the research further. This study aims to determine the extent of student participation in the learning based on the concept of andragogy, further research is expected dapata benefit both theoretically and practically. research subjects are students Upp PGSD Parepare FIP UNM force in 2014 as the population. Research done by using survey techniques, data collection techniques used questionnaires to determine the general view mahasiswasiswa against the concept of learning Andragogy applied, the observation is made to collect data about the level of participation mahasiswasiswa in the learning process by applying the learning model based on the concept of andragogy, the study of documents used to collect data on student attendance in a presentation based learning Andragogy. Data were analyzed using quantitative descriptive analysis presented in the form of percentages and tables as explanatory exposure data. Keywords: andragogy learning, learning music

Improving Children’s Vegetable Taste Preferences

Background: Despite the high nutritional content of vegetables, children do not eat them at optimal levels. Research has recommended that interventions aimed at increasing vegetable preferences among children be developed and evaluated. Purpose: This study describes an evidence- and theory-informed school-based vegetable taste testing pilot program for fourth and fifth grade students and reports evaluative findings. Methods: Pre and post structured interviews with N=36 students were conducted at a public school in southern Indiana in 2013-2014. Paired samples t-tests were performed for most outcome analyses. Process evaluation was conducted using multiple methods including feedback from school personnel, observation, and student taste testing tracking. Results: The program improved children’s familiarity with, perceptions of, and peer norms for most vegetables. It also improved children’s taste preference for one of the four vegetables. The program was feasible to implement with high levels of student participation. Conclusion: Results justify further research on taste testing programs as a promising intervention to improve children’s vegetable taste preferences and other determinants of vegetable consumption. Recommendations are provided to improve the utility of these programs.

From Reluctant Online Contributor to Mentor: Facilitating Student Peer-to-Peer Mentoring Online

From Reluctant Online Contributor to Mentor: Facilitating Student Peer-to-Peer Mentoring Online

Is Student Union a tokenism of student participation in school governance?

Abstract This article is a report on part of a larger research on student participation in school governance in the Hong Kong context. It addresses the question ‘Is the Student Union a tokenism of student participation in school governance in the context of Hong Kong?’. The research adopts a mixed methodology comprising both quantitative and qualitative methods. For the quantitative study, 3209 valid student questionnaires from 51 secondary schools of different backgrounds were collected. For the qualitative study, four schools of different levels of student participation were involved in in-depth case studies. Semi-structured interviews and field observations with teachers and students were conducted to collect qualitative data. The study revealed that from the questionnaire, the ‘one student, one vote’ policy was an apparently fair, transparent and democratic procedure for Student Union elections, and gave the Student Union a positive image in relation to student participation. However, the in-depth case studies revealed that these were superficial perceptions. Instead, it was found that schools shared very limited powers with their Student Unions, where the Student Union would have power only in trivial school operational matters. The ultimate, real power was in the hands of school authorities, seriously limiting the influence of student participation. Our studies further revealed that whether students were satisfied with this disempowering situation or not, most of them had become ‘positive and passive’. This was because they had been socialized to accept the status quo, without expressing dissident voices, as they did not want to oppose the caring school ethos that they valued. In summary, Student Unions in Hong Kong are, in general, close to tokenism, a representative mechanism that cannot take meaningful action to bring forth genuine changes in important school matters. This may have negative impacts on students’ citizenship development, and ends up with cultivating students to be non-questioning, non-participatory, cynical, passive and docile citizens.

Delivering manufacturing technology and workshop appreciation to engineering undergraduates using the flipped classroom approach

Delivery of manufacturing technology and practical workshop-based work, on undergraduate engineering courses that engage the learners, is challenging. The paper presents an experimental method of workshop delivery using the flipped learning approach, a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lectures are viewed by students prior to class. In-class time can be devoted to exercises, projects, or discussions as in this case. Learners were asked to observe three audiovisual clips in preparation for class. The objective was to determine whether the flipped classroom approach can enhance the learning experience, through better engagement with the students, compared to conventional classroom-based learning. The level of student participation and level of success have been established by means of feedback questionnaires from more than 100 participants and peer observation. The results are encouraging and demonstrate that this approach is favoured by the students.

Teaching presence in computer conferencing learning environments: Effects on interaction, cognition and learning uptake

AbstractThis exploratory study examined how the level and nature of teaching presence impacted two online forum discussions from three dimensions: participation and interaction, cognitive presence, and knowledge development via assimilating peer messages. Effects on participation and interaction were graphically depicted. Effects on cognitive presence and knowledge construction via assimilating messages were suggested via statistical analysis, followed by qualitative interpretations. Twenty‐six tertiary online learners with varied demographic backgrounds participated in the study for 6 weeks.The results showed that the nature of teaching presence in the study, specified to teacher initiation, roles of teaching presence and means of making teaching presence, largely shaped the impact of teaching presence on learning. A higher level of teaching presence was observed to be associated with a lower level of student participation, peer interaction, cognitive presence and learning uptake. Based on the results, implications for integrating and researching teaching presence in computer conferences were provided.

Using regulation activities to improve undergraduate collaborative writing on wikis

Although wikis have been widely adopted to support collaborative writing in undergraduate classrooms, educators remain concerned about the level of student participation. Using regulation theories to design interventions in the form of activities, we examined their effects on collaborative writing on wikis. Results demonstrate that with the interventions, undergraduate confidence in using writing strategies significantly increased and anxiety about writing significantly decreased. An analysis of log files saved on wikis showed that many students actively engaged in the collaborative writing process on their wikis. Suggestions are provided for instructors and educational developers.

Evaluating the Effective Use of Communication Media by Babcock University Students' Association ( BUSA )

The tradition of organized student associations /unions within tertiary institutions is aimed at fostering an understanding between institutional administration and the students. This can only be achieved when there is effective communication through the use of appropriate media by the association in its interaction with its primary target (students). With constant increase in student population, these associations such as Babcock University Students’ Association (BUSA) face the challenge of sustaining effective communication. This study sought to find out Babcock University (BU) students’ evaluation of the effectiveness of BUSA’s communication media. Adopting the survey research design, 650 students were sampled from the nine (9) Faculties of Babcock University. The study found the Public Address System (PSA) to be BUSA’s most utilized communication medium. Although majority (58%) of the students considers BUSA to be effective in its communication, 45.1% of the students opine that the poor state of the PSA hinders effective communication. BUSA should be intentional in creating awareness of its other communication media especially the social media. This will help the association effectively disseminate information and message(s) to BU students at all times, and record a higher level of student participation in communication through feedback.

Participation strategies and student performance: An undergraduate health science retrospective study.

This research explores participatory evidence-based teaching methods in a health science course to see if a relationship emerged between the level of student participation and course performance, the type of participation and course performance, or the amount of participation and course performance and level of demonstrated learning. Level of student participation was dichotomous (100% or <100%), and differences between groups on a knowledge test were compared using an unpaired t test. Type of participation was also dichotomous (in class or out), and differences in course performance on the knowledge test were compared using the unpaired t test. Amount of participation and course performance and level of demonstrated learning were also tested after the knowledge test was measured using a matrix based upon Bloom's taxonomy. Students who participated 100% of the time scored 6% higher on average than students with less than 100% participation (t[183] = 3.55, p = .0005, d = 0.52). There was no difference between groups when assessing for differences in course performance by type of participation. Students with 100% participation scored higher on the short answer question section of the examination (t[183] = 4.58, p = .0001, d = 0.68), but there was no difference on the multiple choice question part of the examination. Full participation in the course was related to higher examination scores and higher scores on examination questions assessing higher levels in the cognitive domain.

Contextualizing Basic Science, Preclinical, and Clinical Concepts via Adaptive Multimedia Networks: 'BlueLink,' a Novel Approach to Interdisciplinary Education

Two issues affecting the efficacy of higher education are: (a) a dearth of genuine context to help students relate information as it is acquired and assimilated, and (b) relatively low levels of student participation in reading print texts. While these issues are related, a solution for one may not necessarily ameliorate the other. To help solve these issues we are developing BlueLink, a portal that dynamically networks and tailors multimedia (images, videos, screencasts, assessment modules, etc.) to the individual learner. The navigator is not live, but a wealth of materials are developed. We are testing these materials with a M1 audience at the University of Michigan and assessing their effectiveness. Results indicative a strong positive correlation between BlueLink material usage and student success.

Participation Status of Primary School Students

In this study, the aim was to determine participation status of primary school students at school, in the family and in society. Research sample was composed of 348 students studying at the 6th, 7th and 8th grades in a primary school in Kırşehir which is found in the Central Anatolia Region of Turkey. In the research, data collection tool named “participation status of primary school students” which was developed by the researcher was used as data collection tool. At the end of the study, it was observed that participation of students was high in terms of classroom and teacher while their participation was low in terms of school and management. The most important factors affecting the participation of students in the school are the place where they study and the level of the class. Within the family, children are allowed to participate except for financial decisions. On the other hand, the general participation levels of students are low in the society. The most important factor affecting the participation of children within the family and society is the education status of the father.

Using Response Cards to Increase Student Participation in an Inclusive Classroom

One of the most challenging aspects facing educators today is ensuring academic success for all students in the classroom. Many teachers feel that increasing participation levels of students during instructional time afford students the best chance of academic success. This study analyzed the use of response cards in an eighth grade inclusion math classroom to increase student participation and academic achievement. An AB design study was used to collect data on five students who represented the classroom population of students with and without disabilities. Lesson materials were delivered under two conditions, hand-raising and write-on dry erase board response cards. Results indicated a significant increase in student participation and on-task behaviors during the response card phase. Scores on weekly quizzes and end of unit tests increased after review lessons were conducted with response cards. Recommendations for future studies are included.

The HAWK Highway

Special educators at an inclusive career-technical high school created a model to support annually increasing expectations for self-determination and levels of student participation in Individualized Education Program (IEP) planning and implementation. The grade-specific components of the model and supporting context are described. Students were observed to gain confidence in IEP participation and extend their self-advocacy into the classroom, within a model that reinforced a schoolwide focus on successful school–to–adult life transitions. Elements of the model that can be applied in other school settings are discussed.

Student interactivity and teacher participation: an application of legitimate peripheral participation in higher education online learning environments

Lave and Wenger’s legitimate peripheral participation is an important aspect of online learning environments. It is common for teachers to scaffold varying levels of online participation in Web 2.0 contexts, such as online discussion forums and blogs. This study argues that legitimate peripheral participation needs to be redefined in response to students’ decentralised multiple interactions and non-linear engagement in hyperlinked learning environments. The study examines students’ levels of participation in online learning through theories of interactivity, distinguishing between five levels of student participation in the context of a first-year university course delivered via a learning management system. The data collection was implemented through two instruments: i) a questionnaire about students’ interactivity perception in the online reflective learning (n = 238) and then ii) an open discussion on the reason for the diverse perceptions of interactivity (n = 34). The study findings indicate that student participants, other than those who were active, need high levels of teacher or moderator intervention, which better enables legitimate peripheral participation to occur in online learning contexts.

Environmental Awareness Level of Secondary School Students: A Case Study in Balıkesir (Türkiye)

In this study, secondary school students’ awareness of environmental issues and problems and the level of their active participation in environmental activities have been identified, and the effects of some factors as family school and media on their environmental awareness and active participation have been investigated.The study was carried out in Balıkesir city centre by conducting a survey on senior students consisting of 6 classes from three secondary schools which have different demographic and socio-economic levels. The results of the study showed a high level of environmental awareness among participant students. However, it is understood that environmental disclosures made in schools are insufficient and the participation level of students to environmental activities is low. Students rather gain experiences in the field of environment from mass media (i.e. audio, printed and visual media). It is revealed that female students have a higher level of environmental awareness and active participation level. In addition, when family income and family education level increases, environmental awareness and active participation level of students also increases.

Bringing Relevance, Applicability and Engagement into 1st Year B.Com Curricula

Most B.Com degrees, recognising the fundamental role of information and communication technology (ICT) in business and society, require students to take an introductory course in Information Systems (IS). Most IS courses offered to first year B.Com students are simply introductory courses originally designed for intended IS majors. These provide a broad, but arguably superficial introduction to the various elements of ICT, failing to situate technology within the modern business world or everyday life of the average B.Com student. Students inevitably treat the course simply as a requirement for graduation, and take little of value with them either into their university or working life. Taking accessibility of content, relevance and real world application as a departure point, an introductory IS course was radically redesigned, moving away from chapter-based textbook coverage. Instead, an integrated theme-based approach guiding students from engaged reflection on personal information systems towards an understanding of the impact of ICT in business and society has been developed. With typical enrolment ranging between 550 and 750 students, a learning management system with forum participation and online quizzes, small group tutorials, guided self-study tasks and informal social networking was central to the redesign. This paper examines the motivation and rationale behind the course redesign. Preliminary data analysis of course evaluations, lecturer interviews and focus groups from the first action research cycle is presented. Early results and anecdotal evidence suggest higher levels of student participation, deeper engagement with concepts and content, and increased interest in IS as a major.

Board 132 - Program Innovations Abstract Learning the Forest One Tree at a Time

Board 132 - Program Innovations Abstract Learning the Forest One Tree at a Time

How ‘sign meaning develops’: Strategic mediation in learning to teach

A fundamental goal of any L2 teacher education program is to move novice teachers toward greater levels of professional expertise, both in terms of what they know and what they can do with what they know. Yet, it is less clear how the activities embedded in teacher education programs actually assist novice teachers as they move toward greater levels of expertise. Informed by a sociocultural theoretical perspective on teacher learning (Johnson, 2009) this study examines the practices of a teacher educator as she works with a team of three novice teachers of English as a second language (ESL) who are exposed to and attempt to take up and use a set of pedagogical tools designed to assist them in garnering greater levels of student participation and engagement in their L2 instruction. Specifically, this study traces how the meaning and functional uses of this set of pedagogical tools develops and the critical role that strategic mediation must play in order to assist novice teachers in becoming fluent users of these pedagogical tools in their L2 instruction.

The Evolution Factors of Sport Activity at An-Najah National University from the Point of View Students of Sports Teams

The study aimed to identify the evolution factors of sport activity at An-Najah National University from the point of view Students of sports teams. The researcher used the descriptive analytical method, using a questionnaire which was consisted of four domains: (communication, material facilities, media, and incentives), the study sample consisted of (57) male and female students from sports teams at An-Najah National University for the individual and collective games, from different academic levels. After the data collection (SPSS) program was used to analyze the results. The results revealed that the evolution factors of sport activity at An-Najah National University from the point of view Students of sports teams was high, where the percentage of the response was (91.33%), the highest domain was material facilities (97.33%), and lowest domain was the media, where the percentage of response was (87.33%). Based on the findings of the study, the researcher recommended to direction the University Administration's efforts to raise the level of student participation in sports activities because of their importance in the develop of their personality. And the need for attention from Deanship of Student Affairs at An-Najah National University in all sports activities, individual and collective one.

The medium is the message: Comparing paper-based and web-based course evaluation modalities

• Online student evaluations are almost always lower than in class evaluations. • Differences between online and in class evaluations do not vary with class level. • Differences between online and in class evaluations do not vary with response rate. • Differences between course evaluation methods are larger for poorly received classes. An increasing number of universities have moved student evaluation of faculty and courses out of the classroom, where it had resided for many years, and onto the web. The increased efficiency of the web-based administrative modality of these instruments seems self-apparent. However, whether the measures obtained using the new modality are the same as the old modality is unclear. This paper compares the results of questionnaires administered on the web with those collected from the same students while they were in class. Data from 181 course offerings over seven terms at one university were utilized. Significantly lower evaluation scores for both the instructor and the course are produced when a web-based modality is used. In general, these results did not vary for courses at different levels of matriculation or at different levels of student participation. However, the magnitude of modality differences varied between highly rated and poorly rated courses. Implications for faculty evaluation are offered.