Majority Students Research Articles

EVALUASI KEPUASAN PEMBELAJARAN DARING SELAMA MASA PANDEMI PADA MAHASISWA KEPERAWATAN UDAYANA

The COVID-19 pandemic has affected human life including education. The learning process in schools and universities shifted into online methods to prevent the spread of COVID-19. The purpose of this study was to evaluate the satisfaction level for online learning process during the pandemic among nursing students. This research was a descriptive study, the survey conducted on 170 nursing students of Udayana University in June 2022 selected by the stratified random sampling method. The results showed that respondents were aged 18-22 years old, dominantly female which were 149 students (87,6%), and respondents were majority at the second year with 49 people (28,8%). The results showed that majority students were satisfied, the evaluation of online learning in this study indicated that the level of satisfaction for online learning were on the high level, with total of 109 students (63,8%) respond. There were 89 female students (52,4%) and 40 second-year students (23,5%) responded their evaluation for online learning in the high level of satisfaction. This study concluded the respondents were dominated with female students, in their second year, aged 18-22 years old; the majority of students were satisfied for online learning at Udayana University.

Effects of the COVID-19 pandemic on academic preparation and performance: a complex picture of equity

IntroductionMany experts have predicted a drop in students’ academic performance due to an extended period of remote instruction and other harmful effects of the pandemic.MethodsAs university instructors and education researchers, we sought to investigate the effects of the pandemic on students’ preparation for college-level coursework and their performance in early college using mixed effects regression models. Data were collected from STEM students at a public research university in the southeastern United States.ResultsWe found that demographic gaps in high school preparation (as measured by ACT scores) between men and women, as well as underrepresented minority and majority students, remained relatively consistent after the start of the pandemic. These gaps were approximately 1 point (out of 36) and 3 points, respectively. However, the gap between first generation and continuing generation students increased from prior to 2020, to after 2020, going from approximately 1 point to 2 points. This gap in preparation was not accompanied by a corresponding shift in the demographics of the student population and there was no corresponding increase in the demographic gaps in students’ first term grades.DiscussionThe data seem to suggest that first-generation students in STEM suffered more from the changes to secondary instruction during the pandemic, but that college instructors were able to mitigate some of these effects on first-semester grades. However, these effects were only mitigated to the extent that they preserved the status quo of pre-pandemic inequities in undergraduate STEM education.

A study on perception of medical students regarding implementation of elective module in India

As suggested by the National Medical Commission (NMC) of India recently, the elective module was implemented in our medical college for MBBS admission batch 2019. Since, this was the first of its kind implementation in our institute and across the country, we planned this study to know the perception of medical students regarding the implementation of elective module. We conducted a cross-sectional survey among MBBS students of 2019 batch. A pre-validated questionnaire was prepared by the Medical Education Unit (MEU) members of our institute using online Google form and was circulated to all via WhatsApp group and email. A total of 63 responses from medical students were included for data analysis. Majority students said that objectives of the elective module were largely met and the faculty members were very helpful and responsive, and that they actively participated in the electives. Majority of them agreed that it was a very good academic activity, the time duration was appropriate, and it provided an opportunity to show creativity and for teamwork. Most students rated the overall experience of electives as "good" and above, however they were worried about getting faculty signatures in the logbooks.

Assessment of Knowledge, Physical Activity and Calcium Intake among Female University Students

Insufficient calcium intake and being physically inactive lead to osteoporosis. This study aimed to assess the level of knowledge about osteoporosis, physical activity levels and their correlation with calcium intake. 276 female undergraduate students participated in this study. A set of questionnaires was distributed. Majority students had low knowledge (76.1%), moderate physical activity level (47.1%) and did not meet the recommended calcium intake (79.0%). There was a moderate to strong positive correlation but not significant between knowledge (r= 0.051, p=0.121) and physical activity (r = 0.081, p=0.181) to dietary calcium intake. In conclusion, students had poor knowledge about osteoporosis.

Disentangling unique and consensual group norm perceptions: A study with ethnic majority students.

The influence of group norms is often tested via people's norm perceptions. Yet, people's group norm perceptions can be inaccurate, which raises the question to what extent effects of perceived norms indicate real group influence. The present study sought to obtain a better understanding of the value of group norm perceptions in social influence research. We used (longitudinal) data collected in 51 primary school classrooms in the Netherlands (Grades 3-6) and examined how majority of children's (N = 779; aged 7-13 years) perceptions of the anti-prejudice norm of their classroom peer group affected their ethnic outgroup attitudes both concurrently and over time. We divided these perceptions into a consensual and a unique part and investigated the moderating role of ingroup identification. Results showed concurrent effects of the consensual and unique norm perceptions, but a longitudinal effect of the consensual perceptions only. Classroom identification increased the concurrent effect of unique norm perceptions but decreased their longitudinal effect. Our findings indicate that norm perceptions can be important sources of actual group influence as long these perceptions are consensually shared, and that especially high identifiers rely less on their unique norm perceptions over time.

Assessment of Learning Styles in Final Year Medical Students: Comparison of Private and Government Medical College

Objective: to make a comparison of preferred learning style of final year MBBS medical students of a private medical college with that of Government sector institution. Method: Participants of this observational study were final year students of Services Institute of Medical Sciences Lahore (SIMS) and Lahore Medical and Dental College (LMDC) Pakistan. Fifty Final year students from each college filled the Vark Questionnaire. They were assessed according to their favorite method of learning and were classified as kinesthetic, visual, auditory, or read/write. Comparison of VARK scores between colleges was done by Independent Sample T-Test. Results: There was no significant difference in preference of learning styles among students of both medical colleges. Majority students of both colleges preferred Unimodal style (LMDC-78% vs SIMS-74%). Multimodal style was seen in the rest of students. Read/writing was common among the students of both colleges (20%). Kinesthetic style was preferred by 34% of students of private vs 20% from Government institution. Conclusion: Teaching should involve all sensory modality so that all types of students can actively participate in learning session.

Does Procrastination Have a Cultural or a Neurological Source? Evidence of its Mediating Role in the Relationship Between Psychological Capital and Academic Adjustment

Objective: I examined the relationships between psychological capital (PsyCap), academic adjustment, and tendency toward procrastination in 3 groups of students in higher education-an ethnocultural minority group (Israeli Arabs), a neurotypical ethnocultural majority group (Israeli Jews), and an ethnocultural majority group diagnosed with learning disabilities (Israeli Jews with learning disabilities). The goal was to deepen and expand understanding of the factors that affect academic adjustment. Methods: Overall, 449 post-secondary students enrolled in various academic institutions in Israel participated in the study. The data were collected using an online Qualtrics questionnaire. Results: First, I hypothesized a positive relationship between PsyCap and academic adjustment and a negative relationship between those 2 variables and academic procrastination. This hypothesis was fully corroborated. Second, I hypothesized that students from an ethnic minority group and majority students with a diagnosed neurological disability would present lower levels of PsyCap and academic adjustment and higher levels of academic procrastination than a majority neurotypical group. The hypothesis was only partially confirmed. Third, I hypothesized that the higher the PsyCap, the lower the degree of academic procrastination and, in turn, the higher the academic adjustment. The hypothesis was confirmed. Conclusion: The findings can help support the design of academic assistance programs to improve the integration into higher learning of students who belong to special groups.

Assessment of knowledge of hypertension and its risk factors among urban school children of Belagavi: a cross sectional study

Background: Hypertension has not just remained the disease of adults, but the prevalence is also increasing in children and adolescents. Knowledge of the predisposing risk factors of hypertension is an important step in the modification of lifestyle behaviours to prevent further morbidity and mortality. Methods: This cross sectional study was conducted among 270 students of 10th standard, belonging to 3 urban schools of Belagavi in 2016 using a structured questionnaire with an intention to assess their knowledge regarding hypertension and its risk factors. Results: Majority students (69.26%) belonged to class II and III of B.G Prasad socio-economic status and 70.37% came from nuclear family. While headache (80%) was the most answered symptom, heart diseases (67%) was the commonly answered complication. Most students had good knowledge regarding prevention and risk factors like unhealthy diet, physical inactivity etc. Majority had fair knowledge about general factors (54.81%), symptoms (41.11%) and complications (34.11%). Knowledge about stress factors (46.67%) and preventive measures (62.22%) was very good. All these differences were statistically significant (p<0.001). Conclusions: The overall knowledge about hypertension and its risk factors among the school students was good (68.52%) and there was significant association between the overall knowledge levels with the mothers education and family history of chronic diseases.

Roma students’ academic self-assessment and educational aspirations in Hungarian primary schools

Using a unique database from Hungarian primary schools, this study investigates whether academic self-assessment and educational aspirations differ between Roma minority and non-Roma majority students with similar cognitive skills and abilities. I find that Roma students have lower self-assessment, on average, than their non-Roma classmates with similar competences. In addition, although there are no ethnic differences in educational aspirations two years before secondary school application, Roma students are less likely to actually apply to a secondary school track that provides the possibility to enter tertiary education. Roma students’ lower socioeconomic status can partly explain these differences. The analysis also shows that students’ self-assessment is more strongly related to teacher-given grades than to blind standardised test scores. The study highlights important mechanisms that can contribute to educational inequalities between minority and majority students.

Protective Associations between Supportive Environment and Suicidality among Minority and Majority Adolescents

Objective To examine the association between supportive environments and adolescent suicidal behavior, especially among marginalized minority groups. Methods Participants included 12,196 middle and 16,981 high school students who completed the 2019 Vermont Youth Risk Behavior Survey. Multiple logistic regression models were used to assess the association between three protective factors that were part of a supportive environment (feeling like they matter to people in their community, usually eating dinner at home, having a trusted adult) and suicidality (plan or attempt), controlling for key demographics (sex, sexual orientation, gender identity, and race/ethnicity). Moderating effects of demographics were also explored. Results All supportive environment variables were protective of making a suicide plan and making a suicide attempt (ORs < 0.75, p-values < 0.005). Students of minority identities were significantly more likely to make a suicide plan (middle school ORs: 1.34–3.51, p-values < 0.0005; high school ORs: 1.19–3.38, p-values < 0.02) and attempt suicide (middle school ORs: 1.42–3.72, p-values < 0.006; high school ORs: 1.38–3.25, p-values < 0.0005) compared to students with majority demographic characteristics. Generally, the associations between having a supportive environment and suicidality did not vary within sexual orientation, gender identify, or race/ethnicity subgroups, suggesting that these supportive environment factors were more universally protective. However, a few associations were stronger among students in the majority demographic groups. Conclusions These data suggest that having a supportive environment is protective of suicidality for adolescents from both majority and minority demographic groups. HIGHLIGHTS A supportive environment is protective of adolescent suicide plan and attempt. Minority sexual, gender, and racial identities are risk factors for suicidality. Minority and majority students are protected by supportive environments.

Classroom ethnic diversity, teacher support, and peer victimization: Evidence from four European countries

AbstractWe investigated how classroom ethnic diversity is associated with peer victimization, effects of ethnic minority/majority status, and if individual teacher support can buffer potentially negative effects of ethnic diversity. Using two theoretical perspectives (balance of power, ethnic competition), we hypothesized that (1) victimization is more prevalent at intermediate ethnic diversity and less prevalent at lower and higher ethnic diversity, (2) this curvilinear link is stronger for ethnic majority than minority students, and (3) peer victimization at intermediate levels of ethnic diversity is lower when teacher support is high. We conducted multilevel analyses based on the first wave of the Children of Immigrants Longitudinal Survey in Four European Countries (CILS4EU). The analytical sample included 17,882 students, nested in 882 classrooms. Although our hypotheses received no support, the findings showed that diversity was linked to less victimization for ethnic minority student. Teacher support was linked to less victimization for ethnic minority students at every level of classroom diversity but especially when diversity was low and to less victimization for ethnic majority students in classrooms with intermediate to high ethnic diversity. We discuss our findings in light the theoretical approaches and underscore the role of teachers as a protective resource.

Degree completion among students with an immigrant background in short-cycle welfare-oriented professional education

This article examines degree completion among students with an immigrant background who enrolled in professional bachelor’s degree programmes in early childhood or teacher education, nursing, or social work. By using the high-quality Norwegian register data covering national cohorts of students enrolled in higher education between 1990 and 2014, the analysis indicates that immigrants and native-born descendants of immigrants were less likely to complete these study programmes, compared with native majority students. Explanations for this could be linked to ethnic minorities being inadequately integrated—socially and academically—in these study programmes and therefore less able and/or motivated to stay enrolled until graduation. In all four professional study programmes, students with an immigrant background had comparatively higher probabilities of transferring to other study programmes or dropping out of higher education altogether. On the positive side, minority-majority gaps in degree completion were considerably smaller for those who achieved academically well in these professional study programmes, measured as high first-year GPAs. However, it is quite alarming that immigrants and immigrant descendants who achieved poor academic results were substantially less likely to complete a degree than native majority students with correspondingly poor results.

Association between poor sleep hygiene practices, sleep deprivation, and their effects on medical students of Karachi: A cross-sectional study

&lt;b&gt;Objectives:&lt;/b&gt; This study was conducted to investigate the poor sleep hygiene practices of medical students, causing sleep deprivation, and any negative effects on physical and cognitive health of the adult population in Karachi.&lt;br /&gt; &lt;b&gt;Participant:&lt;/b&gt; The participant for this study were the medical students enrolled in six medical colleges in Karachi during 2021-2022.&lt;br /&gt; &lt;b&gt;Methods&lt;/b&gt;: The data was collected from 200 medical students using questionnaire based survey. Data was analysed using SPSS version 20. t-test and Chi-square (χ2) test was used for the best data analysis. P-value of &amp;lt;0.05 was considered statistically significant in case of comparative analysis.&lt;br /&gt; &lt;b&gt;Results:&lt;/b&gt; The majority students did not follow sleep hygiene protocols. Concerning the psychological and cognitive effects of poor sleep hygiene practices, more than 76% participants reported feeling sleep deprived, and experienced physical symptoms.&lt;br /&gt; &lt;b&gt;Conclusion:&lt;/b&gt; Our findings support the use of sleep-hygiene awareness as a prevention strategy to improve university students’ sleep practices, preventing sleep deprivation.

Educational Expectation Gaps Between Second-Generation Immigrant and Ethnic Majority Students in a Comparative Perspective: The Moderating Role of Educational Tracking

This paper investigates the influence of educational tracking on immigrant educational expectation gaps in Sweden, England, the Netherlands, and Germany. To account for heterogeneity in immigrant children's origin countries, this paper additionally focuses on the educational selectivity of immigrant parents. The article argues that with a greater degree of tracking, students receive stronger track signals about their ability and their future opportunities, which should reduce the influence of immigrant parents’ aspirations and mitigate immigrant students’ lower responsiveness to school ability. As a result, immigrant students in countries with a high degree of tracking should have less inflated expectations that are more similar to ethnic majority students. Additionally, the moderating effect that tracking can have on the influence of parental aspirations on immigrant students’ educational expectations should mitigate the beneficial effect of immigrant parents’ selectivity in highly versus lowly tracked countries. Findings based on two waves of the CILS4EU data reveal that second-generation immigrant students have higher educational expectations than ethnic majority students in all countries except Germany. No significant differences are found relating to parents’ educational selectivity. The results support the assumption that stronger track signals in countries with a higher degree of tracking lead to higher responsiveness to school ability among second-generation immigrant students. No support is found for a reduced influence of parental aspirations on the immigrant expectation gap in countries with a higher tracking degree. This study contributes to research on immigrant expectation gaps by highlighting the specific mechanisms through which tracking influences operate.

Enhancing or reducing interethnic hierarchies? Teacher diversity approaches and ethnic majority and minority students' ethnic attitudes and discrimination experiences

Diversity approaches in school may affect students' interethnic relations but are often only assessed through students' perceptions. We related teacher-reported diversity approaches (i.e., assimilationism, multiculturalism, color-evasion, and intervening with discrimination) to ethnic majority and minority students' ethnic attitudes as well as to their experiences or perceptions of ethnic discrimination. We also explored students' perceptions of teacher approaches as hypothetical mediators of teacher effects on interethnic relations. We coupled survey data from 547 teachers (Mage = 39.02 years, 70% female) in 64 schools in Belgium with large-scale longitudinal survey data from their students, including 1287 Belgian majority students (Mage = 15.52, 51% female) and 696 Turkish- or Moroccan-origin minority students (Mage = 15.92, 58% female) enrolled in the same schools (Phalet et al., 2018). Longitudinal multilevel models revealed that over time, teacher-reported assimilationism predicted (even) more positive attitudes towards Belgian majority members, and multiculturalism predicted less highly positive attitudes towards Belgian majority members among Belgian majority students. Teacher-reported intervening with discrimination predicted more perceived discrimination of ethnic minority students over time among Belgian majority students. We did not find significant longitudinal effects of teachers' diversity approaches with Turkish- or Moroccan-origin minority students' ethnic attitudes, nor with their discrimination experiences or perceptions. We conclude that teachers' multiculturalism and anti-discrimination approaches reduced interethnic bias and raised awareness of discrimination among ethnic majority students. However, different perceptions by teachers and students suggest the need for schools to better communicate inclusive diversity approaches.

Critical Considerations for Safe Space in the College Classroom

In 2014, the popular conversation about safe space in the classroom tended to mock marginalized students seeking protection. Nearly a decade later, the discourse has become protectionist toward majority students allegedly discriminated against by being informed that they benefit from racism, sexism and heterosexism. What, then, does it mean to talk about making classrooms safe spaces for learning? Through defining six considerations for safe space, we advocate for all colleges, faculty, and students to better facilitate inclusion.

The role of teachers’ views and attitudes in the academic achievement of Roma students

PurposeInclusive education of Roma students is a priority goal of the European Union. However, synthesising analyses reveal precious little progress scored in this area. This study aims to explore the factors that have affect Roma students’ academic achievement, specifically, whether the views of their teachers have an impact on the performance besides individual and family background factors.Design/methodology/approachA large-sample questionnaire-based research study was conducted in the 2019/2020 academic year involving 4,674 seventh-grade students and 2,656 teachers from 194 Hungarian schools. On a self-admission basis, 374 of the students were Roma.FindingsIn the schools examined, the performance of Roma students is poorer, their commitment to learning is weaker, yet they have a higher opinion of their school and their teachers than their non-Roma peers. The involvement of majority students in extracurricular private tutoring, particularly foreign language learning, is greater. Roma students’ academic achievement is mainly affected by individual background factors, in particular by their school history.Originality/valueThe findings suggest that although the role of the school and pedagogical views is important, they are not predominant factors determining Roma students’ performance. The explanatory power of individual characteristics is stronger than that of school factors. The comparison between Roma and non-Roma students also shows that cooperation between different sectors (education, social and health) would be essential within and outside school in terms of home learning conditions, digital access and student well-being.

The use of Academic Library and Information Seeking Behaviour of Students at LIUTEBM University

This study aimed at assessing the use of academic library and information seeking behaviour of nursing and clinical medicine first year students at LIUTEBM University. The objectives of the study were to determine how often nursing and clinical medicine first year students used the library, to ascertain the purpose for which nursing and clinical medicine first year students used the library, to explore the extent of awareness of library services by nursing and clinical medicine first year students and to determine the challenges faced in accessing library services. Using descriptive research design, 30 students were purposively selected. Findings revealed that there were more female students enrolled in the programmes. The study also established that the library was being used occasionally by many students. Results on the purpose for using the library showed that many were using it to read in order to improve personal competence. The findings also revealed that majority students were aware of book display services while challenge revealed was inadequate time to seek needed information. The need by LIUTEBM University management to consider improving internet connectivity in the library to encourage information access in electronic form was recommended. This was seen as way through which many users can begin frequenting the library. Increasing the library operational hours to allow students access information outside their lectures hours was also highlighted. Accordingly, LIUTEBM University management were urged to consider subscribing to more online journals that would allow utilization of electronic information to complement existing physical copies of information.

Achieving Radical Leadership in Institutions of Higher Learning through Effective Student’s Participation in Decision making Process.

Effective management of institutions of higher learning include a successful participation of students in decision making process. The full participation of the majority students in the day to day decision making process in institution of higher learning tends to bring about harmony, builds capacity in student’s leadership skills and it is one of the most effective marketing strategies for student’s enrolments. There has always been a gap between management and students in terms of participation in institutional decision making process. This gap which has often been created partly by management and has often led to perpetual conflicts that have often resulted in disruptions to the smooth running of institutions of higher learning thereby affecting quality of education, creating inequity and inequalities. The main objective of this study therefore was to investigate factors that affect student’s participation in decision making process in the running of institutions of higher learning in Zambia. The significance of the study was to establish the role of radical leadership in realising effective student’s participation in decision making process. This study used a qualitative research methods involving both qualitative and quantitative methods. The sampling techniques involved purposively and random sampling techniques. Data were collected using interviews and focused group discussions. The collected data were analysed using thematic analysis.

Comparing the Academic Motivation among Ethnic Majority and Minority Malaysian Students and Its Relation to Academic Self-Efficacy

The interest of this study is driven by literature on ethnic minorities’ issues on the occurrence of lower academic performance that have been reported in various educational sectors. Past research have shown that academic motivation is a component that is positively related to academic self-efficacy. In Malaysia, ethnic disparity and polarization are becoming an emerging phenomenon among its students Therefore, this study wishes to begin an investigative step to conduct a comparison of academic motivation between the ethnic majority and minority students, and its relationship to academic self-efficacy. This primary aim of this research is to identify the level, differences and relationship between academic motivation and academic self-efficacy of students from ethnic majority and minority in Malaysia. This study was conducted at a local public university located in Selangor, Malaysia involving a total of 133 respondents from various faculties. A self-administered questionnaire via Google Form was used as a medium for data collection process. Academic motivation subscale was derived from Academic Motivation Scale (AMS-C 28) and Academic Self-Efficacy Scale (ASE) to measure the academic motivation (intrinsic and extrinsic) and academic self-efficacy respectively. Data was analyzed using both univariate and bivariate analysis. The result showed that both groups reported to have higher level of academic motivation, intrinsic motivation and moderate level of extrinsic level. There is no significant difference between academic motivation (intrinsic and extrinsic) and academic self- efficacy among the two ethnics. However, there is significant relationship between academic motivation and academic self-efficacy. The research concluded that the first objective and third objective was achieved but not the second objective on the differences due to limited sample. Therefore, future recommendation includes expanding the sample size to a more wider and inclusive population across higher education institutions in Malaysia.