Master's Degree Students Research Articles

Factors Influencing Application of Mixed Research Designs Among Graduate Students: A Case Study of Master's Degree Students at The Institute of Accountancy Arusha, Dar Es Salaam Campus

This study evaluates the effectiveness of mixed research designs among master's degree students at the Institute of Accountancy Arusha. Using a sample of 150 questionnaire respondents and 30 interview respondents. Furthermore, a documentary review was conducted on 50 dissertations for students in the Master of Finance and Investment (2022/2023). Descriptive and content analysis were used during the analysis. The results show a notable deficiency in students' proficiency with mixed research designs. One of the biggest challenges that has to be addressed is the lack of resources and training. Furthermore, the findings revealed significant gaps in students' understanding and application of mixed methods, highlighting the need for enhanced training and support. The results indicate the need for more training and assistance since they show notable gaps in students' knowledge and use of mixed research designs. The Institute of Accountancy Arusha, Dar es Salaam Campus could take the following actions to encourage dissertation writers to employ mixed methodologies research designs; create thorough teaching modules about mixed methods research, improving access to resources, such as software and literature, to support students in their research. This could involve providing access to online databases and research software and incorporating more practical examples and hands-on workshops into the curriculum. This will help students to better understand how to apply mixed methods in their research.

Improving Instrumental Research Competencies in Master's Degree Students: Research Education Program as a Strategy for Training Productive Researchers

Purpose: The present study evaluated instrumental research competencies in master's degree students using the application of a research program as a strategy. Theoretical framework: It was based on the theoretical foundations on research and instrumental research competencies, as well as the types of scientific production, as ways of providing this knowledge to future researchers. Previous studies that addressed the relationship between the research education program and the training of researchers with research competencies were reviewed, identifying the key elements that contribute to the success of this strategy. Design/methodology/approach: A quantitative research with a quasi-experimental design was developed with the participation of 25 master's degree students with mention in university teaching from a public university in the Loreto region of Peru. Results and Discussion: A significant relationship was found between the research educational program and instrumental research competencies (p<0.005) in which the training of master's degree students in instrumental research competencies partially had this relationship. The results indicated that the master's degree students with mention in university teaching who were part of the study had better instrumental research competencies. Research, practical and social implications: It can be affirmed that research-based learning is important to improve scientific writing, since it allows for a better formation of competent researchers. Originality/value: This study contributes original value to the field of master's study by providing empirical evidence on the effectiveness of the research education program to improve instrumental research competencies in master's degree students in Peruvian universities.

Speech Pathology and Occupational Therapy Students’ Perceptions and Experiences of an Interprofessional Simulation

Clinical placements and interprofessional practice for healthcare students are often met with anxiety, unpreparedness and a lack of confidence. Whilst interprofessional simulations may address these concerns, there are gaps in the literature. This study aimed to: (i) investigate the impact of interprofessional simulations on students’ perceived confidence, anxiety and preparedness for placements and their attitudes toward interprofessional practice and education, and, (ii) understand students’ experiences and satisfaction with the simulation. Pre-simulation and post-simulation survey results were collected from 25 speech pathology and 25 occupational therapy graduate-entry Masters degree students from one Australian university. Quantitative data was analysed using descriptive statistics and the Wilcoxon signed-rank test while qualitative data was reviewed through content analysis. Statistically significant (p<0.05) improvements across students’ confidence, anxiety and preparedness ratings were observed. Students’ attitudes towards interprofessional practice and education revealed statistically significant positive changes on 8/10 questions and they described the simulation to be a meaningful learning experience. Results indicate that following participation in an interprofessional simulation, students’ perceptions of their confidence, anxiety and preparedness for an adult inpatient hospital placement improved. Moreover, students’ attitudes towards interprofessional practice and education were more positive and the experience was reported to be beneficial. Future studies could explore timing-related considerations and simulation anxiety itself.

Self-perception of Teaching Difficulties in Prospective Teachers: Adaptation of the Teaching Problems Inventory

The aim of this article is to analyze the psychometric properties of an abbreviated version of the Teaching Problems Inventory. For this purpose, the scale is subjected to a previous exploratory factor analysis to statistically examine the underlying constructs. Previously, a confirmatory factor analysis was performed and a new grouping into dimensions was generated. To analyze the properties of the items, descriptive statistics were performed: mean, standard deviation and inter-item correlations. To study the psychometric properties of the scale, Cronbach's alpha, Exploratory Factor Analysis (EFA) -to identify the latent structure of the variables-, and Confirmatory Factor Analysis (CFA) were used as a procedure to check the results of the EFA. As recommended, participants were randomly divided into two groups to perform the AFE with one group and the AFC with the other to avoid distortions Participant: the proportion of items, sample size, normality, linearity, and correlation between variables were checked as assumptions for the factor analysis. The sample consisted of 992 undergraduate teacher training and master's degree students from different Spanish regions: Valencia, Andalusia, Catalonia, Madrid, Castilla la Mancha, and Castilla y León. The results of the different reliability and validity analyses showed that the reduced scale has higher reliability values and is still sensitive to capture gender and age scoring difference. As a conclusion, the consistency of the instrument to evaluate the teaching difficulties of students of different degrees and postgraduate degrees in education is highlighted. As for the limitations, the elimination of 2 items relevant at a theoretical level stands out: Motivating students in school tasks and Discipline problems with students/groups of students.

Technology of organization and performance of professional (demonstration) exam (on the example of special (defectological) education and subject areas «Russian language and literature», «Art»)

Introduction. The article presents the experience of conducting professional (demonstration) examination in Master's degree program as a tool for assessing the readiness of future teachers for professional activity. The article considers the mechanisms of assessing the readiness of master's degree graduates to work in the educational system through the prism of professional, subject, methodological, communicative and managerial competencies. Materials and Methods. The presented characteristic of the organization and conduct of professional (demonstration) examination is based on theoretical research methods: logical analysis, structural-functional method, discourse analysis. The basis is the interdisciplinary methodology that allows synthesizing approaches inherent in the organization of the educational process. The method of systematization and analysis of the existing experience in conducting professional demonstration examination was used in describing the methodology of technology. Results. The purpose of these materials is to summarize and systematize the experience of conducting professional examination of master's students at the Ural State Pedagogical University. The principles and stages of the professional (demonstration) examination developed by the Educational and Methodological Council of the Urals State Pedagogical University are presented as organizational bases of the activity of organizing and conducting the professional (demonstration) examination. The principles implemented in the professional (demonstration) examination, such as continuity and continuity of teacher training, inclusiveness of the educational environment, orientation to professional communication and group decision-making, the principle of openness, combination of fundamentality and practice-oriented are outlined. Discussion and Conclusions. The optimal form of conducting the teachers' demonstration exam is determined as an activity-type technology corresponding to its tasks, based on an active way of interaction between participants – a business game. In the course of the business game, master's students simulate the situation of a meeting of a methodological association or pedagogical council, where they realize the solution of a professional problem. Content aspects of the professional (demonstration) examination are revealed in the article on the material of specific illustrations of variants of examination tasks for Master's degree students in the areas of training «Pedagogical Education» (on the example of subject areas «Russian language and literature» and «Art») and «Special (defectological) education».

The use of the QGIS tools to determine hydrological characteristics. The experience in higher education

The development of geo-information systems with open access significantly expands the information technology possibilities in the modern educational environment. The use of geoinformation technologies is especially important for STEM specialties, for whom mastering BIM technology is a significant advantage in the labor market. Quantum geographic information system QGIS is widely used by various STEM specialties to expand learning opportunities and gain practical experience of calculations in higher education both in Ukraine and abroad. Morphometric parameters calculation for Ulichka river by QGIS tools is represented in the article. The 1st year master's degree students used QGIS for hydrological calculations. The calculations performed on QGIS were compared with the reference data and cartographic materials of Google map. Calculations showed a high correspondence of the obtained results with reference literature. Modern geographic information systems with free code are not very complex, but require additional knowledge and work skills. Methodical materials and information about additional possibilities of QGIS tools encourage students to study related educational components and search for information on Internet resources, which contributes to the development of the individual student trajectory and stimulates the study of professional English vocabulary. The ability to obtain high-quality illustrative material in the form of scaled maps with reference to coordinates provides the possibility of further use of the obtained material in BIM designs on the Autodesk family software and to use the results in future attestation thesis.

Path of Reforming the Training Mode of Full-time Special Master Graduate Students in the Background of Special Master Enrollment Expansion

Facing the urgent demand of the economy and society for high-level applied talents, vigorously developing professional degree master's degree education and further innovating the cultivation mode of full-time professional degree master's degree students have become important measures to promote the cultivation of high-end applied talents in China. Colleges and universities should further strengthen the exploration and reform of the cultivation mode of full-time professional degree master's degree students, and explore the construction of a new mode of specialized master's degree cultivation with the integration of industry and education by docking with the industrial demand, further updating the enrollment method, clarifying the cultivation goal, reforming the cultivation mode, and upgrading the teachers' level, etc., so as to cultivate more high-level and urgently needed applied talents for the country.

Review and analysis of software simulators for robotic information systems

The rapid development of educational technologies requires the active involvement of new means and effective teaching methods. One of the innovative tools of learning in the field of robotics is the use of robot simulators in the educational process, which open up many opportunities for better assimilation of knowledge and development of practical skills among students. Robot simulators are software complexes that allow you to visualize and simulate the behavior of real robots. With these tools, students can: program robots in a virtual environment, test code and debug without the risk of damaging real equipment; to study robotics and the principles of robot operation, exploring different types of sensors, actuators and algorithms of robot behavior; to solve problems in various fields, such as production automation, logistics, construction, etc.; practices your skills in a safe and controlled environment. Among the benefits of using robotic simulators are next: availability for a large number of students, as simulators are much cheaper than real jobs; safety, as the virtual environment eliminates the risks associated with working with real robots; flexibility that allows students to work at their own pace, explore different scenarios and experiment with different parameters; interactivity with a realistic 3D-environment and visualization. This work presents an overview and analysis of software that allows modeling robot control systems and simulating their operation for various algorithms. A review and analysis of the proposed software tools for simulating robotic systems, which are used to teach bachelor's and master's degree students in the specialties of "Computer Science", "Information Systems", "Industrial Mechanical Engineering" and "Applied Mechanics" and have proven their effectiveness and effectiveness in distance learning at the Kyiv National University of Construction and Architecture.

Construction of Practical Teaching System for Full Time Professional Master's Degree Students

The article aims to explore the construction of a practical teaching system for full-time professional master's degree students, with the aim of enhancing their practical abilities and comprehensive qualities to meet the demand for high-level applied talents in society. Through literature review, current situation analysis, and case studies, this article proposes the basic principles, framework, implementation path, and guarantee mechanism for constructing a practical teaching system. From the perspective of "professional competence" in the construction of the practical teaching system, research is conducted to enhance the professional competence of professional degree graduate students. By studying the content of the practical teaching system, a practical teaching system is constructed, with clear training objectives, enriched curriculum system, strengthened construction of practical teaching bases, strengthened practical teaching concepts and awareness, and the cultivation of high-quality applied talents, in order to provide reference and inspiration for relevant universities.

The Development of Digital Competences in Future Chemistry Teachers in Accordance with the DigCompEdu Requirements

This paper reports on the results of the research aimed at the creation of an e-learning course to support the teaching of the compulsory course Activating Methods in Chemistry Teaching (AMCT) in the LMS (Learning Management System) Moodle (Modular Object-Oriented Dynamic Learning Environment). This course was subsequently implemented into university teaching to develop students’ digital competences in line with the European Framework for the Digital Competence of Educators (DigCompEdu). The research sample consisted of first year Master's degree students of chemistry teaching (N=18) at the Faculty of Science, P. J. Šafárik University in Košice. The research took the form of a one-group quasi-experiment performed during the winter semester of the 2023/2024 academic year. The scope of teaching in the e-course was over 9 modules for a total of 42 hours. The research instruments included the self-assessment card filled in by the students before and after completing the e-course, and a questionnaire developed by the authors. The evaluation of the comparison of the students’ self-assessment cards shows an overall improvement in the students’ level of digital competences and skills in the individual topics covered by the e-course. Significant development of digital skills was evident in the topics Computer Based Laboratory Activities, Online Applications and Use of a Digital Visualizer. The results of the questionnaire showed that students realised the benefits of the e-course for their future teaching practice. To optimise the e-course, it will be necessary to adjust the amount of time required for some topics and create more opportunities to use digital technology to address specific topics in chemistry.

Research on the Training and Improvement Path of Insurance Master's Degree Students from the Perspective of Industry Education Integration

Research on the Training and Improvement Path of Insurance Master's Degree Students from the Perspective of Industry Education Integration

TED Talks and entrepreneurial intention in higher education: A fsQCA approach

Higher education institutions are aware of the importance of entrepreneurship education in reflecting real-life scenarios and increasing students' professional opportunities. Universities attempt to nurture students' entrepreneurial skills and awaken their entrepreneurial intention through specific or transversal entrepreneurship courses in a wide variety of degree programs. By using active learning techniques, such as TED Talks, students can improve their entrepreneurial intention. However, the potential of TED Talks to stimulate students' entrepreneurial skills and intention has not yet been studied from a multicausal perspective. This study contributes to the entrepreneurship literature by describing an educational experience based on active learning at a Spanish university. TED Talks were introduced to stimulate entrepreneurial intention in undergraduate students (n = 25) and master's degree students (n = 32). The impact of the experience was assessed using fuzzy-set qualitative comparative analysis (fsQCA). Given this approach, no single characteristic was found to lead to high (or low) levels of entrepreneurial intention in students. Instead, combinations of factors were found to cause this outcome. The findings show different student profiles that lead to high and low entrepreneurial intention. The findings thus confirm the multicausal nature of entrepreneurship in higher education institutions.

The learning experiences and career development expectations of Chinese nursing master's degree students: A qualitative investigation

AimTo explore the learning experiences and career development expectations of nursing master's degree students. BackgroundWith increasing demands for improved quality of life, there is a growing need for nursing graduate programs in clinical care. However, the existing training programs for nursing master's students in China require improvement. It is essential to analyze students' learning experiences, perceptions of the current status of nursing and expectations of the nursing profession to enhance and develop university training programs. DesignA descriptive qualitative study employing semi-structured interviews. MethodSemi-structured interviews were conducted with 14 nursing master's degree students. The data obtained were analyzed using Colaizzi's seven-step phenomenological analysis method. The study adhered to the consolidated criteria for reporting qualitative research (COREQ). ResultsThree main themes emerged from the analysis—Theme 1: Career expectations, encompassing motivations for pursuing the nursing master's program and career aspirations; Theme 2: Study experiences, including nursing professional ability, nursing management ability, self-awareness ability and moral literacy; Theme 3: Occupational dilemmas, encompassing the current challenges and coping strategies. ConclusionThe learning experiences of nursing master's students in universities are closely linked to their training programs. A disparity exists between students' career expectations and the actual employment landscape for nursing master's degree students.

La eficacia del Escape Room como metodología educativa en el Código Infarto

ObjectiveTo evaluate the efficacy of an educational intervention (escape room) in the acquisition and retention of knowledge in relation to the Infarction Code, and to compare the knowledge of other teaching methodologies related to the Infarction Code. MethodsA pre-post study was designed without a control group. After one month of the master class on the Infarction Code given to master's degree (doctors and nurses), an educational intervention was carried out consisting of an Escape Room on the same content, with a questionnaire that collected various sociodemographic data, and a knowledge test on the Infarction Code, which was repeated immediately after the activity and at the end of 2 months after the activity, and a test of knowledge on the Infarction Code. immediately after the activity and 2 months after the master class. Likewise, after the activity, a gamified experience evaluation questionnaire (GAMEX) was completed. ResultsThirty-two students received the educational intervention (12 physicians and 20 nurses), and differences were observed between medical and nursing professionals in terms of initial knowledge of simulation and gamification. After the activity, and based on the initial knowledge test, the score increased by 3.49 points, an increase that was also reflected in the test taken two months after the master class, where an increase of 2.08 points was maintained. The participants rated the experience positively, with no significant overall differences between the two professional groups. ConclusionsThe nurses had greater knowledge and contact with clinical simulation, virtual reality and gamification. The escape room showed to be a valid method for the assimilation and retention of knowledge in master's degree students. Medical professionals experienced a greater degree of immersion in the activity.

MOTIVATIONAL FACTORS INFLUENCING UNDERGRADUATE STUDENTS TO PURSUE DENTISTRY AS FUTURE CAREER AT UKRAINIAN UNIVERSITIES

People have various motivations and perceptions when choosing a future career. The purpose of this article is to compare the motivational factors for selecting dentistry as a career among local and international students at Ukrainian universities. A qualitative design was employed, using a 24-item questionnaire with closed-ended questions to survey Master's degree students in Dentistry. Students' perceptions of motivational factors were assessed on a five-point Likert scale. Statistical analysis, including the χ2-test and regression analysis, was conducted to identify differences. A total of 121 local and 59 international students participated in the questionnaire about motivation factors for pursuing dentistry. In the local group, 69.42% were female and 30.58% were male, while the international group comprised 32.20% females and 67.80% males. No significant differences were found between local and international students regarding professional status, income potential, entrepreneurial opportunities, practical skills, desire to work in healthcare, desire to work with people, or the wish to provide public service (P>0.1). However, international students expressed higher agreement regarding personal experiences with dental care and work experience. Conversely, local students placed less importance on factors like influence from friends and personal advice compared to international students. Recommendations for promoting education at the university include highlighting the professional status and income potential of dentistry, promoting practical skills development, and emphasizing the social value of the profession. To attract applicants from abroad, messaging about personal experiences in dentistry and graduates' recommendations on social networks could be effective strategies.

Mental workload, musculoskeletal discomfort and physical activity level in master's degree students in the COVID-19 context: A pilot study.

The coronavirus disease 2019 (COVID-19) pandemic has led to a change of pedagogical strategies from on-campus to "online" modality (synchronous and asynchronous learning) and may influence the health of university students, including their mental workload. To identify the association between mental workload, perception of musculoskeletal discomfort (MSD), and the level of physical activity of Masters's students' online learning due to the pandemic. This was a pilot descriptive study with a cross-sectional, quantitative, non-experimental study design. The sample consisted of 20 students. To collect the data, the participants answered a sociodemographic questionnaire, NASA-Task Load Index, International Physical Activity Questionnaire, and the Nordic Musculoskeletal Questionnaire. The students presented mental workload at medium (45%) and high (55%) levels, with time demands as the most prevalent dimension. In addition, 80% of the students reported experiencing MSD in the last seven days, with the most frequent areas being the neck and lower back. Regarding the level of physical activity, five students had a low level (25%), five students had a medium level (25%), and ten students had a high level (50%) of activity. Most of the students (95%) conduct their master's degree along with maintaining a full-time job. Therefore, the adaptive requirements according to "time demands" is a negative factor because of its contribution to mental workload. Especially in addition to students' perception of musculoskeletal discomfort, organizational aspects would be fundamental to prevent physical and mental health risks.

A competency-bazed approach in the environmental education of the students - future biology teachers

Abstract The contemporary trends of globalization and enhanced international cooperation, as well as the aim at building a knowledge-based society, have put higher education institutions in an ever-increasing public interest. The fast-developing digitalization, the implementation of artificial intelligence and especially the generational characteristics of the learners determine the need for new approaches in teaching and learning tailored to individual needs. One of them is the competence approach, which represents one of the leading pedagogical concepts of the 21st century and is the basis for the formation of ecological competence. Its application in pedagogical practice is a serious challenge for both teachers and students – future Biology teachers. The article analyses on a structural and functional basis the components of environmental competence. A theoretical model for the formation of ecological competence in the discipline “Forms and methods of ecological education and upbringing in Biology education”, included in the curriculum of Master degree students is presented. The model is aimed at updating the vision of the learning process in the relevant discipline, the main part of which is environmental education.

ПРАКТИЧЕСКИЙ ОПЫТ ПРИМЕНЕНИЯ ИНТЕРАКТИВНЫХ ЗАНЯТИЙ В МАГИСТРАТУРЕ «ПРОМЫШЛЕННАЯ ФАРМАЦИЯ»

Education of Master's degree students at the Institute of Pharmacy is carried out under the educational program "Industrial Pharmacy". Training is oriented to practical activity and forms professional competencies. The purpose of training in the Master's program is to learn to control the requirements for the production of medicines in pharmaceutical production, to implement the rules of the pharmaceutical quality system of production and quality control of medicines, to improve the pharmaceutical quality system of production of medicines. The set goals in training are achievable with the introduction of interactive methods in the classroom. Master's degree teacher is obliged not only to be competent in the issues of the discipline he teaches, but also must improve the learning process according to the modern requirement of the time. Interactive learning is characterized by joint activity of students and teacher. One of the interactive teaching methods is a round table. At the round table class the student consolidates the previously acquired knowledge, expands it by supplementing the missing information, learns to solve problems in the course of discussion. For this purpose, the teacher creates comfortable conditions when all students are involved in the learning process, they understand the material of the topic, know it and think about solving the problem posed by the teacher in the class. The study analyzed the experience of conducting an interactive lesson in the form of a round table in the discipline of pharmaceutical chemistry and drug analysis. The authors conducted a questionnaire survey of master's degree students. According to the results of the survey it was found out that the use of interactive methods in the educational process increased the effectiveness of learning for the majority of students. Almost all master's students participated in the discussion at the class, even those who previously behaved passively in learning. The majority of students noted that their uncertainty in front of the audience disappeared, communication with the teacher and other students during the round table facilitated rapid and productive assimilation of the material. The results of the study can be used in the professional activities of university teachers.

Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability

This study assessed the effects of simulation-based learning on students' application of change management skills. A module organized around the Leading Change for Sustainability – Business simulation challenged learners to change the sustainability practices of stakeholders in a company. The study employed a quasi-experimental, time-series design. Friedman and Wilcoxon Signed-Ranked tests were used to assess the module's effects on the learning of 87 Master's degree students. The results affirmed significant, meaningful improvement in student execution of theory-informed change strategies. Improvements in student performance on the simulation aligned with practice and multi-faceted reflection activities that took place during the three-week intervention. The module developed a deeper understanding of the complexities of integrating new values and practices into a company. Three novel features of the study stand out. First, the study adds new evidence on the effects of simulation-based learning on the higher-order thinking of learners. Second, the research design extracted student engagement and learning performance data directly from the simulation rather than from a knowledge test. Third, the execution of the simulation-based learning intervention in a fully online learning mode heightened the timeliness of the study.

Self-Reported Preparedness and Factors Influencing AI Tools Integration in Teaching Among Master's Degree Students in a Selected Teachers Education College

Against the backdrop of the transformative potential of artificial intelligence (AI) in various sectors, its increasing integration in the field of education has garnered attention for its potential to enhance teaching effectiveness and overall academic quality (Rosales et al., 2020; Wartman, 2018; Chassignol et al., 2018; Chen et al., 2020). This study focuses on the self-preparedness of Master’s degree students and the factors influencing the integration of AI tools in teaching practices within a selected Teacher Education college, recognizing the critical role of AI in shaping the future of education (Fitria, 2021). The findings revealed a positive correlation between self-preparedness and various factors, emphasizing Ai’s transformative potential in education. Recommendations include inclusive professional development, gender-responsive training, and ongoing support for educators. Collaborative networks, research and development, policy guidelines for ethical AI use are suggested. The study underscores the need for ongoing research on AI’s long-term impact and cultural influences in education, prioritizing diversity and ethical considerations for effective implementation.