Literacy Of Undergraduate Students Research Articles

The prevalence of low health literacy in undergraduate students in Pakistan.

This Regular Feature is based on a PhD study assessing the level of health literacy among university students in Pakistan. A cross-sectional survey was carried out using the validated European Health Literacy Survey (HLS-EU-Q) and non-parametric tests used to analyse data with the aim of determining the influence of personal determinants on health literacy skills. The findings of the study concluded that the population had a low health literacy level with limited skills in accessing, understanding, appraising and applying information for health care. Gender, age, and native languages, all had a statistically significant influence on health literacy skills. Practical implications are presented for the role of university libraries in supporting the development of health literacy in their undergraduate student populations are presented, including the need for the provision of health information in native languages.

THE INFLUENCE OF FAMILY ECONOMIC EDUCATION, SELF-CONTROL, AND INDIVIDUAL MODERNITY ON CONSUMPTIVE BEHAVIOR THROUGH FINANCIAL LITERACY IN BACHELOR STUDENTS OF THE FACULTY OF ECONOMICS AND BUSINESS, UNIVERSITAS NEGERI MALANG CLASS OF 2020

The purpose of this study was to determine the effect of family economics education, self-control, and individual modernity on consumptive behavior through financial literacy in undergraduate students of the Faculty of Economics and Business, State University of Malang, class of 2020. This research is included in a quantitative approach using the explanatory method. Data collection used a questionnaire that was distributed to 291 students. Data analysis used Structural Equation Modeling (SEM) in the LISREL program. The results of the analysis test in this study indicate that family economic education, self-control, and individual modernity influence consumptive behavior through financial literacy.

Perspectives on financial literacy in undergraduate students

The increasing complexity of financial products and services requires a domain of information and knowledge in the financial area. This study explores the role of financial literacy in undergraduate students at a higher education institution in Portugal. A sample of 196 undergraduate students enrolled in six courses in the fields of engineering and social sciences was considered. The results reveal that the level of knowledge about financial literacy is quite heterogeneous. Formal and informal channels tend to coexist when they perform a financial decision. Furthermore, the findings indicate that the awareness of cryptocurrencies is high, while the adherence to digital platforms for the acquisition of these currencies remains low.

Understanding the financial literacy of undergraduate students at Thai universities

This paper explores the financial literacy of undergraduate students at Thai universities. Four hundred questionnaires were distributed to undergraduate students based on systematic random sampling and the results were analyzed by descriptive statistics. The participants knew about simple interest, basic savings, investment risk, and inflation but were confused about compound interest. Most had no savings and had faced financial problems during the last 6–12 months. They were also happier with spending than saving. Owing to such financial illiteracy, educational courses that include financial concepts and skills must be offered to improve students’ financial attitude and behavior.

Study Protocol for a Comprehensive Virtual Professional Development Model to Improve Self-efficacy to Teach Food Literacy in Undergraduate Students

ObjectivesTo determine the effectiveness of a comprehensive professional development model (CPDM) adapted for virtual instruction in its ability to improve self-efficacy related to food literacy and development of remote food literacy education. MethodsUndergraduate students (n = 12) from two universities participate in a yearlong CPDM. In the first semester, undergraduates attend weekly meetings focused on online learning platforms; building community of practice; reviewing learning models, theories, and pedagogy; and building skills to support social and emotional learning. Undergraduates participate in reflective practice throughout the CPDM to advance their teaching skills. In the second semester, undergraduates develop online modules supporting remote instruction for the learner-centered curriculum Teens CAN: Comprehensive Food Literacy in Cooking, Agriculture, and Nutrition. Undergraduates develop virtual lesson procedures and content to be pilot tested with the community of practice. ResultsUpon project conclusion, undergraduates will complete a retrospective questionnaire measuring self-efficacy to teach nutrition. They will also participate in an in-depth interview that mirrors the reflective practice, where they reflect on what they gained and wished to change for future CPDM projects. ConclusionsIn response to the COVID-19 pandemic, utilizing strategies from in-person CPDMs in virtual professional development may provide an efficient, effective, and equitable methodology to connect with undergraduate students and improve their self-efficacy to teach while providing training and skills. This virtual methodology may serve two purposes; decreasing attrition in participation by removing barriers such as travel and scheduling, but also enhancing the delivery of nutrition education through utilization of modern technology. Limitations of remote instruction are numerous, but providing opportunities for undergraduates to develop skills in online education has the potential to broaden the reach of health-focused programming delivered by agencies with limited staff during and after the COVID-19 pandemic. Funding SourcesUSDA NIFA SPECA; USDA NIFA NNF.

Some Insights Into Financial Literacy Among Undergraduate Students: A Case of Bosnia and Herzegovina

The purpose of this research is to provide some insights into financial literacy among undergraduate students focusing primarily on the relationship between financial knowledge, financial attitudes and financial behavior and on possible gender and financial education gap in financial literacy. Using the purposive sampling technique, data collection was carried out from April to June 2020, yielding a sample of 1,046 valid responses. To gain a better understanding of the relationship between financial behaviour, financial attitudes and financial knowledge, we, primarily, use exploratory factor analysis and multiple regression model. The research findings have revealed several important issues. First, findings have suggested that financial knowledge, financial attitudes and gender may be considered as an antecedent of the financial behaviour of undergraduate students. Second, findings have also suggested a statistically - significant difference between the financial literacy of undergraduate students concerning their exposure to formal financial education.

A Qualitative Study of Nutrition Literacy in Undergraduate Students

Abstract Objectives To determine which nutrition literacy domains (functional, interactive, critical) influence dietary decisions of young adults. Methods A thematic analysis was conducted using four transcribed focus group discussions, recorded at the University of Maine in February of 2019. Each focus group consisted of five to seven undergraduate students. Ten prompted questions were discussed within the three domains of nutrition literacy: functional, interactive, and critical. Focus groups were transcribed by two research assistants, and reviewed for accuracy by a third research assistant. Transcriptions were then coded for primary and secondary themes. Participants completed a demographic survey before participating in the focus group. Results Mean age was 20.1 ± 1.5 years old, 70.0% were female, and 76.7% were white. Majors included natural sciences (56.7%), liberal arts and sciences (23.3%), and other (20.0%), health majors were excluded from participating. Themes emerged that fell under the three nutrition literacy domains. (1: Functional) Intuition guides eating decisions. Students reported that they “listen to their bodies” and “just know” which foods are healthy. (2: Interactive) Diet trends affect dietary choices. Many students mentioned following various diet trends and the high frequency of diet trend advertising within social media spaces. (3: Critical) Nutrition information is sought out online. Students reported using government websites and academic journals, but the most popular source for seeking out nutrition information was Google. Students reported that they “just know” which sources of information are credible. Conclusions College students referenced the three nutrition literacy domains when discussing factors that impact dietary choices, showing that nutrition literacy plays a role in college students’ nutrition and health decisions. Understanding how the different nutrition literacy domains relate to young adults’ decisions surrounding food choices can inform future programs aimed at improving dietary behaviors of young adults. Funding Sources This project was supported by the USDA National Institute of Food and Agriculture, Hatch project number #ME022004 through the Maine Agricultural & Forest Experiment Station.

Project-based Learning (PBL) to Improve the Teamwork Ability and Information Literacy of Undergraduate Students

Project-based Learning (PBL) to Improve the Teamwork Ability and Information Literacy of Undergraduate Students

GIS applications in emergency management: Infusing geographic literacy in the classroom.

The purpose of this article is to promote growth and recognition of geographic literacy among students, faculty, and emergency management practitioners through presentation of an array of possibilities that will further best practices in emergency management higher education. Guided by previous research examining the development of geographic literacy in undergraduate students, this article provides examples of traditional and newer technologies in geographic information systems (GIS) and geospatial analysis that can be incorporated into the classroom to enhance the knowledge and skill sets of future emergency managers. The setting for this article includes colleges and universities offering emergency management degree programs. The information resulting from a review of the literature provides a description of traditional and newer technologies used to address spatial issues in the management of hazards and disasters as well as practical suggestions for incorporating these technologies into classroom activities. Geographic literacy is an essential competency for the next generation of emergency managers and as such, classroom activities should provide students hands-on experience working with GIS and other geospatial technologies.

Financial Literacy of Undergraduate Students: Do Personality Traits and Cognitive Ability Matter?

This study investigates how psychological traits affect financial literacy levels at the undergraduate level of education. Using a cross-sectional survey of 580 students, the study examines whether the level of openness, conscientiousness and cognitive ability of students affect how financially literate they are. The Pearson’s Correlation Test and Ordinary Least Square Regression methods are employed to test hypothesized relationships. The results show a generally low level of financial literacy. Further, openness, conscientiousness, and cognitive ability were found to have a statistically significant correlation with financial literacy (r=0.349, 0.287 and 0.199 respectively). Similarly, the regression analysis found a positive relationship between all three variables and the dependent variable (financial literacy). Therefore, the study recommends that innovative financial literacy programmes that target the youth need to be introduced. It is imperative that these programmes have components that are tailor-made for individuals with different personality traits to attract them. Finally, the programmes must contain aspects which aim to improve the cognitive abilities of the beneficiaries to increase their effectiveness.

Evaluation components of information literacy in undergraduate students in Slovenia: An experimental study

•The level of students' proficiency in IL competencies was tested, based on a preformed IL program.•The level of proficiency in IL competencies was higher after the IL program.•The best results were obtained in the search for information.•The worst results were found in the evaluation of the quality of resources.•The IL program contributes to students' awareness of the need to master IL competencies.

An Assessment of the Quantitative Literacy of Undergraduate Students

Quantitative literacy (QLT) represents an underlying higher-order construct that accounts for a person's willingness to engage in quantitative situations in everyday life. The purpose of this study is to retest the construct validity of a model of quantitative literacy (Wilkins, 2010). In this model, QLT represents a second-order factor that accounts for the interrelationship among three first-order factors: mathematical beliefs, mathematical disposition, and mathematical cognition. Using data from two samples of undergraduate students (n = 186 and n = 184), a series of confirmatory factor analyses were conducted. Results supported the hierarchical three-factor structure and confirmed its factorial invariance across multiple groups of students. Latent QLT scores from the model were used to compare and rank student QLT by gender and class standing.

Using oral exams to assess psychological literacy: The final year research project interview

The ability to reason scientifically and communicate research appropriately is central to psychological literacy. Scientific research has little value unless scientists are able to convey results and their consequences clearly to others. In this study, we outline a method of assessing the development of psychological literacy in undergraduate students. Data from three cohorts undertaking assessed interviews as part of a final year research project unit are examined. This assessment evaluated students’ ability to explain the purposes and findings of their research to a lay audience, to articulate the conceptual basis and methodological background to their approach, and to reflect on their own development during the research process. Analysis of marks and feedback from the assessment suggests it provides a reliable means of evaluating skills that contribute to psychological literacy in a manner that is both educationally acceptable to students and a valid indicator of their general level of course performance.

Pulitzer-Prize-Winning Photographs and Visual Literacy at The University of Montana:

AbstractThe importance of visual literacy in our current media-saturated culture is becoming increasingly apparent. This article explores the experience of using visual media from the exhibit Capture the Moment: The Pulitzer Prize Photographs to encourage information literacy in undergraduate students enrolled at The University of Montana. By promoting visual literacy as a cornerstone of lifelong learning, libraries can help users extend their critical thinking skills into the realm of images while simultaneously introducing the complex issues and challenges posed by visual materials.

Factors Affecting the Perception of Computing Literacy Among Business Majors

Abstract The self-perceived computer literacy of undergraduate students who are not majoring in management information systems (MIS) was examined. Participants included 123 undergraduate students enrolled in an upper-level computer literacy course, the last MIS course required for business students. Analysis of questionnaire responses indicated that gender, prior computer skills, and a high level of familiarity with spreadsheets were related to self-perceived computer literacy.