National Student Research Articles

Experience of training and certification in pediatric disciplines of students majoring in 222 “medicine” specialty

Certification of graduates of the Faculty of Medicine 2 of the National Medical University (NMU) in pediatric disciplines was conducted by the Department of Pediatrics 2 at the objective structured practical (clinical) exam 2 (OSP(C)E-2) station “Initial and resuscitation care to a newborn child” on the basis of the Educational and Scientific Center of Medical Simulations of the NMU. The methodology that we introduced in 2022 in the Medical Education journal was presented and approved at the methodical meeting of the heads of departments of pediatrics of higher education institutions of Ukraine during the Sidelnikov readings. The data of an anonymous survey of graduates demonstrated that most respondents (93.4 % of domestic and 91.9 % of foreign ones) were satisfied with the volume of the station and its practical orientation. The students noted that during preparation to exam, this particular model of the station allows them to master, when using mannequins, manipulations according to the algorithm of initial and resuscitation care to a newborn child, which can be useful under various circumstances in wartime conditions. Out of 338 students of the Faculty of Medicine 2, 303 (89.6 %) passed the OSP(C)E-2 exam with an “excellent” grade, 32 (9.4 %) with a “good” grade, and 3 (0.9 %) with a “satisfactory” grade. The issue of optimality and adequacy of assessing only the skills in initial and resuscitation care to a newborn child at the OSP(C)E-2 exam remained deba­table among teachers. This corresponds to the opinion of 8.1 % of domestic and 6.6 % of foreign students who believe that for perfection and objectivity of pediatric skills assessment, it would be desirable to introduce one more pediatric station for the OSP(C)E-2 exam with the involvement of a virtual a patient of a different age. Experience of certification in pediatric disciplines of higher education graduates majoring in 222 “medicine” specialty at the Bogomolets National Medical University, both teachers and students, testified to its effectiveness and objectivity in assessing the special competencies of graduates in providing resuscitation care to a newborn child.

Translanguaging on ELT Writing Classroom During National Students' Exchange: Perceptions and Practices

The aim of this study is investigating translanguaging perception and practices on ELT writing classrooms during national students' exchange. It is to identify the perception and to determine the practices of translanguaging on students’ writing. This study used a survey design of quantitative research in nature. The survey involved 24 EFL students consisting of 23 females and 1 male who come from various universities in Indonesia. Those EFL students as the participants were assigned to fill the closed and open questionnaire about their perception of language choice in writing. There are 15 closed statements and 5 open statements in the questionnaire. Besides that, writing test was also used to know the practices of translanguaging. The data were analyzed by using descriptive statistical analysis, in order to find a general description of the research data. The results show that the perceptions are classified into language choice, language brokering, and the use of translanguaging. The practices of translanguaging on students’ writing show that the average score of the students’ writing is 76 based on the indicators of the students’ writing which are measured based on the aspects of written production of content, organization, grammar, mechanics, and vocabulary. It indicates that translanguaging can help the students achieve the target of writing in English. Translanguaging also assists students in learning English, making meaning, and being more active in class during classroom activities. Students can talk about topics more freely, which helps them express themselves in their writing.

Do research experience programs promote capacity building in Qatar: Investigating the trend and participation differences

Research Experience programs (REPs) inspire students to pursue advanced degrees and shape their research career paths. Government and commercial organizations sponsor REPs to promote the capacity building of the country. In Qatar, the national youth is reported to show concerning participation in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the K-12 level. However, none of the studies investigate these participation trends at the undergraduate level, especially in scientific research, which is deemed necessary for building a knowledge-based economy in Qatar. Therefore, to bridge this gap, the current study uses a quantitative approach to analyze the REP in Qatar through the participation data of 2455 undergraduate students. For this, statistical measures, including descriptive analysis, independent samples t-test, and Pearson's correlation analysis were used. Results indicated concerning trends in national student participation rate, implying underlying issues restricting their representation in undergraduate research activities. Also, statistically significant differences were found in student participation rates among students' gender and ethnic distributions. While female students demonstrated higher participation rates than males, national students showed lower participation than the non-nationals. Moreover, this low participation of national students suffered more drastically in STEM disciplines. Therefore, these findings determine the outlook for stakeholders and academic institutions in making meaningful educational decisions and envision synchronizing REPs at the university level, gauging measures to bolster the adjacent funding agencies and government organizations. Furthermore, being the first research addressing REPs in the Middle East region, this study has the potential to support educators in neighboring and other developing nations where STEM education is especially significant for human capacity building.

Nurturing learning development through student feedback

Student evaluations of both teaching and student services are increasingly embedded into higher education. There is debate surrounding the reliability, effectiveness, and bias of such evaluations (Hefferman, 2022) and National Student Survey (NSS) results (Office for Students, 2022) show that students typically respond poorly to questions relating to their learning community and their opportunities to give feedback on their experiences (student voice).
 
 After receiving ethical approval to conduct research on evaluations, four students and a member of staff worked together to address how staff and students within the School of Mathematics and Statistics engage with student evaluations. Two surveys were conducted, the first aimed at staff (63 responses, 90% response rate) and the second at students (53 responses, 17% response rate). The results suggested that both staff and students agreed that evaluations are necessary and useful in building relationships. While staff implement the feedback they receive, students currently do not see it, and their learning may not benefit from being part of this process.
 
 When asked to describe the purpose of student evaluations, participating staff expressed that they provide students with opportunities to have direct input to courses, influence their learning environment, and feel part of the school. Students expressed that their feedback could improve a course’s content, quality and delivery, and provide a learning opportunity for lecturers. Students indicated a preference for informal mid-term feedback since they could see their feedback acted upon in real time. In response, we propose the use of student evaluations as a feedback dialogue tool to encourage and enhance relationships between staff and students and help develop self-regulated learning. We will exemplify a feedback system that uses short, direct, and frequent surveys that students complete at the time of learning (Rowland, 2021), providing time to reflect on learning and creating a line of dialogic communication with the lecturer who can respond to the feedback to inform future learning. The system is applicable to any continuous student-staff learning-focused interaction.

PENDAMPINGAN KEGIATAN OLIMPIADE SISWA NASIONAL BIDANG KOMPUTER PADA SISWA SMA NEGERI 1 PRAMBANAN SLEMAN

The National Student Olympiad (OSN) is an academic competition held annually by the Indonesian Ministry of Education and Culture for high school students. As one of the public schools in Sleman, SMA Negeri 1 Prambanan always sends students to the OSN. Preparatory efforts are always made so that students can be maximised in participating in the OSN. The OSN mentoring activity for the SMA Negeri 1 Prambanan team in 2023, especially in the computer field, was held at the AKPRIND Institute of Science & Technology computer laboratory. This activity aims to make students have an overview of OSN questions and the process of solving answers, especially programming questions. By discussing OSN material, the expected benefits include, among others, increasing student learning motivation. By understanding the types of questions and the process of solving them, students can feel more prepared and motivated to take part in the OSN. The mentoring was carried out with a training method by explaining the material and discussing OSN questions in 2022. The training material provided starts from basic computer theory, programming logic to programming material using the C++ language. The results of the activity, students have an overview of OSN questions and the process of solving answers, especially programming questions. Students' understanding, especially programming questions, increased and students' understanding of OSN questions and the process of solving answers, especially programming questions, can provide positive benefits for learning abilities and student achievement.

The Role of Extra-Campus Student Organizations in Improving Religious Moderation (Case Study of Cipayung Student Organization Group Plus Kendari City)

The role of students in religious moderation is significant to note. This is because student organizations have members from various religious ideologies, which have the potential to clash with each other. This is because many students need help understanding the concept of religious moderation that occurs. This research aims to analyze and discover the role of extra-campus student organizations in increasing religious moderation among university students, especially in the Cipayung Plus student group in Kendari City. The Cipayung Plus Kendari student group is a campus organization of various religions and religious ideologies. Islamic-based organizational groups are represented by the Muhammadiyah Student Association (IMM), the Islamic Student Association (HMI), the Indonesian Islamic Student Movement (PMII), and the Indonesian Muslim Student Action Union (KAMMI). Christian student organizations, namely the Republic of Indonesia Catholic Student Association (PMKRI) and the Indonesian Christian Student Movement (GMKI). ORGANIZATIONS with nationalist backgrounds, such as the Indonesian National Student Movement (GMNI) and the National Democratic Student League (LMND). The method in this study is descriptive qualitative. Observation, interviews, and documentation are used to do power collection. The data is processed using the Miles model and Huberman theory analysis: data collection, data reduction, data presentation, verification, and conclusion. The results showed that the Cipayung plus Kendari City student organization group significantly increased religious moderation among students. This is demonstrated by tolerance values, egalitarian values ​​(equality), and unity between organizations with different beliefs. The Cipayung Plus organization, Kendari City, has carried out this role.

Postgraduate Student’s Attitudes towards Investment Decision-making: A Comparative Study between India and Nigeria

This comparative study aims to explore and analyze the attitudes of postgraduate students towards investment decision-making in the contexts of India and Nigeria. Through a survey conducted among 181 postgraduate students in both the countries, this research investigates their perceptions, preferences, and approaches when making investment decisions. By employing a structured questionnaire, the study assesses factors influencing investment choices, risk tolerance, information sources, and overall financial literacy levels. Drawing on the psychological, social, and economic distinctions between India and Nigeria, the research seeks to identify similarities and differences in investment attitudes among the two populations. The findings not only contribute to the literature on factors affecting investment behavior but also provide insights for financial educators, policymakers, and financial institutions to tailor strategies that enhance the investment decision-making skills of postgraduate students in both nations. Finally, this study shows the importance of educational background in shaping individual investment preferences and choices.

“An Evil Text”: Chilean National Writing Plan and Students Becoming Writers with Villainy

This article examines high school students’ responses to an exercise from the Chilean National Writing Plan which invited students to “write an evil text.” The data was analyzed through a diffractive reading using affect theory. We asked the texts: What do affective repertoires related to villainy do to students becoming writers? We describe the affirmative potential of these affects and strategies used by students becoming writers to contest normative childhood and youth relations with cultural products and affective repertoires in education. Based on our findings, we posit that the entanglements between writing exercises, student writers, and villainy produced non-normative affects related to evilness, which in turn assembled into cultural zones of exception in which children and youth could speculate around complex topics such as the pleasures related to violence.

Research on the association between the status of physical fitness and psychological distress among Chinese children and adolescents aged 13-18 years

Objective: To describe the status of physical fitness of children and adolescents aged 13-18 years in China in 2019 and analyze its association with psychological distress. Methods: Data were drawn from the 2019 Chinese National Survey on Students' Constitution and Health, and 90 633 Han children and adolescents aged 13-18 years were included. Physical fitness was evaluated by "National Students Constitutional Health Standards" (2014 revised edition). Psychological distress was classified according to the scores of the Kessler Psychological Distress Scale: ≤19, 20-24, 25-29, and ≥30 scores indicated no, mild, moderate, and severe psychological distress, respectively, with moderate and severe psychological distress collectively referred to as high psychological distress. The χ2 test was used to compare the distribution differences between boys and girls, the Cochran-Armitage test was used to analyze the trend, and the multinomial logistic regression in the mixed effect model was established to analyze the association between physical fitness and psychological distress. Results: In 2019, the unqualified rate of physical fitness among children and adolescents aged 13-18 years in China was 17.2%, and the prevalence of excellent and good physical fitness was 18.2%, which was lower among boys (15.9%) than girls (20.5%) with a statistically significant difference (P<0.05). The excellent and good physical fitness rate showed a significantly decreasing trend with age (trend test P<0.05). The rate of high psychological distress among children and adolescents aged 13-18 years in China in 2019 was 39.3%, with boys (37.0%) having a lower prevalence than girls (41.6%), supported by a statistically significant difference (P<0.05), and a decreasing trend with the degree of physical fitness was observed both in boys and girls (trend test P<0.05). The multinomial logistic regression model showed that the prevalence of moderate (OR=0.83, 95%CI: 0.79-0.88, P<0.001) and severe (OR=0.81, 95%CI: 0.77-0.86, P<0.001) psychological distress were both lower in children and adolescents with excellent and good physical fitness. Conclusion: The status of physical fitness and psychological distress of Chinese children and adolescents aged 13-18 in 2019 was not optimistic, with physical fitness showing a significantly negative association with psychological distress.

Investigation of Burnout Levels and Reasons of Teachers Teaching Languages (Language Trainers) to Foreign Primary School Students

the Integration of Syrian Children into the Turkish Education System (PIKTES). The study was conducted with mixed method. Quantitative data were collected through personal information form and Maslack Burnout Inventory (MBI), while qualitative data were collected through semi-structured interviews. Nonparametric tests were used to analyze quantitative data, and thematic analysis was used to analyze qualitative data. The sample of the study consists of 301 Turkish language instructors from different cities and branches, who were determined by simple random sampling method, one of the probability sampling methods. According to the findings of the research, as a result of quantitative data analysis, it was determined that Turkish Language Teachers were moderately exhausted in the emotional exhaustion sub-dimension, highly exhausted in the depersonalization sub-dimension and low in the personal accomplishment sub-dimension. It was found that the burnout levels of Turkish language instructors differed significantly in the sub-dimensions of the scale according to their views on age, branch and workload, but did not differ significantly according to the number of students. As a result of the qualitative analyses, Turkish language instructors stated that the fact that they were working under the labor law within the scope of PIKTES negatively affected them emotionally and that there were cases where they received negative reactions from their colleagues and supervisors. It was concluded that working with foreign national students negatively affected them physically and emotionally and that PIKTES had a negative impact on their motivation due to working conditions.

Analysis of the Physical and Health Status of Chinese College Students from 2020 to 2022 and Improvement Measures

Physical health is the foundation for the comprehensive development of college students, and with the development of social economy and changes in lifestyle, the physical health level of college students is facing various challenges and problems. Therefore, conducting a comprehensive analysis of the current situation of college students' physical health level and proposing corresponding improvement strategies has important theoretical and practical significance. Using various research methods such as literature review, mathematical statistics, and measurement, this study focuses on the physical health test data of students from Liaoning University of International Business and Economics from 2020 to 2022. The study aims to conduct statistical analysis on five aspects of students' grades, overall results, body shape, physical function, and physical fitness. The research results show that the body shape level of school girls shows a "two headed bias, and the middle is equivalent"; The overall respiratory system function of female students is slightly better than that of male students; The explosive strength and flexibility of male lower limbs are higher than the "pass or above" level specified in the National Student Physical Health Standards. Based on this, a causal analysis was conducted on the problems existing in students' physical health, and corresponding improvement measures were further proposed: to improve physical monitoring work and play the role of physical testing; Accelerate the reform of physical education teaching and implement the "four year consistent system" teaching; Strengthen extracurricular physical exercise and set up extracurricular physical education credits; Relying on sports associations to carry out various forms of sports activities; Guided by the construction of high-level sports teams, we aim to create a school sports brand.

Mentoring underrepresented students for success: Self-regulated learning strategies as a critical link between mentor support and educational attainment

Growing and diversifying science, technology, engineering, and mathematics (STEM) professional communities is critically important. According to the Process Model of Mentoring Interactions, two areas of research can be leveraged in pursuit of this goal: mentoring and self-regulated learning (SRL). This study examined the mediating role of learning strategies in explaining how implicit theories of intelligence (mindset) and mentoring support predict academic achievement among university students (operationalized as highest degree attained). Participants (N = 1,094) were from historically underrepresented backgrounds pursuing an undergraduate STEM degree from one of 38 universities across the U.S. Longitudinal data were collected via biannual surveys (fall, spring semesters) to assess academic mindset, faculty mentoring, learning strategy use, and highest degree attained (measured by National Student Clearinghouse graduation/enrollment data). Parallel processes latent growth-curves in a structural equation modeling framework were used to test the mediating role of strategy use on academic achievement. Results showed that reported strategy use was stable over time and mediated the relationship between faculty mentoring support and highest degree attained. Both having a faculty mentor as an undergraduate (vs. not) and higher quality of mentor support predicted higher strategy use, which in turn predicted higher degree attainment. Mindset was unrelated to strategy use or academic achievement. This study is one of the first to empirically demonstrate one process by which mentoring leads to greater academic achievement: via students’ use of SRL strategies.

Student dissatisfaction in Higher Education: a ‘fuzzy’ index approach

ABSTRACT The revamp of the National Student Survey (NSS) has led to the elimination of the final ‘overall satisfaction’ question for Higher Education Institutions in England. This paper develops an index approach that can effectively summarise student satisfaction, utilising a ‘fuzzy poverty’ methodology that assigns weights to dissatisfaction outcomes based on their correlation levels. We show how our dissatisfaction index enables a comprehensive sector-level analysis by combining NSS data with sector-wide data and further show the usefulness by presenting a case study. Our approach can be universally and unbiasedly applied to student surveys globally, while alleviating problems related to the removal of the overall satisfaction question in the UK.

Towards a Just Distribution of Student Funding to Youth with Learning Disabilities in Vocational Education and Training

The funding of higher-education students contributes to their skills development and renders them employable and self-sustainable. Research indicates that the National Student Financial Aid Scheme (NSFAS) (a South African tertiary education government funding agency) has done remarkably well in funding a large number of students from historically disadvantaged backgrounds to pursue vocational training. Having noted that disability is an under-researched topic in the South African Technical Vocational Education and Training (TVET) context, the authors employed a qualitative critical discourse analysis (CDA) approach to analyse the tonal voice of the NSFAS policy text and generate a thematic depiction of its stance on the funding of persons with learning disabilities. A further review of 77 primary and secondary data sources was conducted to triangulate the findings drawn from the NSFAS policy text. The paper exposes the plight of youth with learning disabilities who, due to limited aptitude for academic learning, often languish on the periphery of the entrepreneurial and occupational worlds of work as observers or—if lucky enough to gain entry—serve as unaccredited (self-taught or naturally gifted) semi-skilled and secondary contributors to innovative ideas. Drawing on the United Nation’s Sustainable Development Goal 4 and Amartya Sen’s Capability Approach, the paper highlights the need for a funding policy that acknowledges: 1) the element of heterogeneity in disability; 2) the adoption of a funding eligibility criteria that ensure inclusion and equality for all; and, finally, 3) the need for the funding of learning programmes that accommodate diverse learning styles, developmental needs and knowledge consumption of youth with disabilities. It further advocates for broad-based youth development so that no young person—with or without a disability— lacks access to occupational training to ply a trade in the professional, artisanal, creative, or entrepreneurial realms of the knowledge economy.

Do Leadership Style and Work Culture Influence School Achievement?

This study explores differences in school achievement levels regarding leadership and work culture in public elementary schools in Pekanbaru. This study took a population of public elementary schools comprising achieving and non-achieving schools with 58 samples of teachers and staff. This study compares the achievements of elementary schools consisting of the National Student Art Contest Festival, the National Student Sports Olympiad, and the National Science Olympiad. The variables measured are moral leadership, change leadership, and work culture in schools using a questionnaire instrument, quantitative approach design survey type (Creswell &amp; Creswell, 2018), and school achievement is used on documentation with comparative descriptive analysis. The results of the study found that moral leadership, change leadership, and work culture differed significantly Sig.(2-tailed) 0.0017, 0.027, and 0.015&lt; 0.05 in of high-achieving schools and non-achieving. The analysis shows that the application of moral leadership, change leadership, and work culture in high-achieving schools is betterthan non-achieving schools. The implication is that schools need to apply moral leadership, change leadership and work culture properly.

Exploring the influence of student leadership on self-resilience for national secondary school students in Malaysia

&lt;span lang="EN-US"&gt;Students are the backbone to future leadership and the catalyst for the success of a country. Hence, student leadership with high self-resilience should be shaped and built as early as possible. Student leaders with low self-resilience will portray negative feelings and not able to play a full role. To identify student leadership practices and their relationship with national secondary school students’ resilience in the eastern zone states of Malaysia, this quantitative survey study used questionnaires adapted from the inventory of student leadership practices (S-LPI) to measure the dimensions of student leadership on 394 students selected through cluster random sampling while a self-resilience questionnaire was used to measure students’ level of self-resilience. Using the statistical package for social science (SPSS) version 26 for descriptive data and partial least squares structural equation modelling (PLS-SEM 3) for inferential statistics, the results showed that the dimensions of inspire a shared vision, challenge a processes and enable to act were dimensions of student leadership practices that had significantly affected self-resilience while student leadership practices with flexible, orderly self-resilience and prioritizing social relationships in organizations were factors for shaping future leaders.&lt;/span&gt;

Academic Performance of Texas 4-H Alumni

Academic achievement is one of the central outcomes targeted by all major models of youth development. Youth who succeed academically are well-positioned to thrive through meaningful careers, positions of community leadership, and fulfilling personal and family lives (Arnold, 2018). As such, the Texas Higher Education Coordinating Board (THECB) has established a set of ambitious goals for the postsecondary education of Texas youth. Almost in tandem with the establishment of these goals, outcomes of academic achievement in relation to membership in Texas 4-H have become a keen interest for stakeholders. Through our study, we compared postsecondary academic achievement of Texas 4-H Alumni who graduated from high school in 2013, 2014, and 2015 against the Texas population. Data sources included the National Student Clearinghouse (NSC), the THECB, and an online survey. Results found that Texas 4-H alumni substantially outperformed the population of Texas higher education students on completion rates, baccalaureate graduation rates, marketable skills, student debt, ACT scores, and dual credit enrollment. To provide further direction and context, opportunities for Texas 4-H to build upon this success are provided in the recommendations section.

Transitional pathways through middle school for First Nations students in the Northern Territory of Australia

The middle-school years (Year 7 to Year 9) is a particular challenge for socially disadvantaged populations, with high proportions of children either repeating school years or dropping out of school. In Australia, a group of particular concern is First Nations children for whom there is a collective effort by all governments to improve education outcomes, although there have been few studies of their transition through the middle-school years. This retrospective study, using individual-level linked data, followed a cohort of 7881 First Nations students for 2 years after enrolment in Year 7 (Y7) in any Northern Territory (NT) government school in the years from 2008 to 2014 to quantify the transitional pathways through middle school and identify the factors associated with faltering progress. We used multinomial multilevel logistic regression to identify the factors associated with school dropout and repeating Y7 or Y8 (Y7/8). Two years after Y7 enrolment, eight in ten First Nations students progressed to Y9 (78.8%), more than one in ten students had dropped out of school (13.3%) before reaching Y9, and one in 12 (7.9%) repeated Y7/8. The likelihood of either dropping out of school or repeating years was higher among students who were enrolled in Y7 when aged less than 11.5 years, had a low Y7 school attendance rate, moved to either interstate or non-government schools and who lived in a remote area. Students who were not born in the NT and those with a record of substantiated child maltreatment during Y7 were more likely to repeat Y7/8. Planning interventions to improve school retention through the middle-school years should consider these factors.

How Leadership Failures Fuel Covetousness and Corruption in Nigeria's Educational System?

The importance of integrity is undermined in communities where corruption is pervasive and the respect for authority figures is diminished. This research paper aims to analyze how leadership failures contribute to covetousness and corruption within Nigeria's educational system. The study analyzes the impact of ineffective leadership on the prevalence of unethical practices, such as bribery, embezzlement and favoritism. Data sources included academic literature, reports and official documents. Then data is analysis and extracted from selected literature. Through an analysis of relevant literature and case studies, the research highlights the detrimental consequences of these corrupt practices on the quality of education and the overall development of the country. In conclusion, strengthening legal and regulatory frameworks, enhancing oversight mechanisms, investing in capacity building and promoting a culture of integrity are key recommendations that can help pave the way for a more transparent, accountable and effective educational system. By implementing these recommendations, Nigeria can ensure that its educational institutions are led by individuals who prioritize the well-being and future of the nation's students.

Access and Use of Students-Engagement Data to Enhance University Teaching Management

This article addresses the challenge of promoting the access to and use of student engagement and experience information to enhance undergraduate teaching management. The study examines the perceptions of specialists in a sample of universities affiliated with the Chilean Council of Rectors (CRUCH) regarding their capacities to collect, distribute, and utilize data from the National Student Engagement Survey (ENCE by its Spanish acronyms). Findings reveal several gaps and organizational obstacles, alongside good practices and promising opportunities for leveraging information to improve the quality of university education. Conclusions provide guidelines for strengthening information management capabilities and fostering an organizational culture centered around evidence-based-decision-making.