Number Of Students Research Articles

Utilising Creative Storytelling to Raise 6th-Grade Primary School Students’ Awareness About Children’s Rights

Education for the Children’s Rights has been developed for formal and non-formal education, utilising diverse pedagogical methodologies for Primary Education. Creative Storytelling supports students in externalising and communicating their thoughts, feelings, and experiences through their stories, actively participating in each other worlds via empathy, freeing them from their real and stressful action environment. Thus, in this case study, a creative storytelling teaching scenario based on the Hero’s Journey is proposed to contribute to 6th-grade Greek Primary School students’ learning about Children’s Rights and the dual role of child labour as a cause and consequence for school dropout. The results from the mixed research methodology suggested that raising awareness was successful and the students managed to create stories advancing their knowledge and awareness about Children’s Rights Education. However, the case study and the number of students are limited; more research is needed for results generalizability and validity.

Global Rate of Willingness to Volunteer Among Medical and Health Students During Pandemic: Systemic Review and Meta-Analysis.

During health crises such as the COVID-19 pandemic, shortages of health care workers often occur. Recruiting students as volunteers could be an option, but it is uncertain whether the idea is well-accepted. This study aims to estimate the global rate of willingness to volunteer among medical and health students in response to the COVID-19 pandemic. A systematic search was conducted on PubMed, Embase, Scopus, and Google Scholar for studies reporting the number of health students willing to volunteer during COVID-19 from 2019 to November 17, 2023. The meta-analysis was performed using a restricted maximum-likelihood model with logit transformation. A total of 21 studies involving 26,056 health students were included in the meta-analysis. The pooled estimate of the willingness-to-volunteer rate among health students across multiple countries was 66.13%, with an I2 of 98.99% and P value of heterogeneity (P-Het)<.001. Removing a study with the highest influence led to the rate being 64.34%. Our stratified analyses indicated that those with older age, being first-year students, and being female were more willing to volunteer (P<.001). From highest to lowest, the rates were 77.38%, 77.03%, 65.48%, 64.11%, 62.71%, and 55.23% in Africa, Western Europe, East and Southeast Asia, Middle East, and Eastern Europe, respectively. Because of the high heterogeneity, the evidence from this study has moderate strength. The majority of students are willing to volunteer during COVID-19, suggesting that volunteer recruitment is well-accepted.

Responding to the Current Capricious State of Australian Educational Leadership: We Should Have Seen It Coming!

The capricious state of Australian educational leadership is evidenced in the publication, “The Australian Principal Occupational Health, Safety, and Wellbeing Survey 2022 Data”, which highlights unsustainable adverse health outcomes for an increasing number of school leaders. According to this report, the accumulation of stress caused by the sheer quantity of work, the lack of time to focus on teaching and learning, a lack of sufficient teachers, and having to care for an increasing number of staff and students with mental health issues were the main causes of professional disillusionment and burnout among Australian school leaders. Moreover, the level of destabilisation and chaos that this situation could cause, should it continue to rise, is compounded by current research highlighting an ever-decreasing number of applicants for school leadership positions. To assign blame for this serious predicament on the excessive school leadership demands during COVID-19 is to ignore the abundant pre-existing evidence already pointing to this eventuality. However, the way in which Australian school leaders were able to constructively lead during the intensely demanding COVID-19 period does provide additional compelling support for the adoption of a far more relational foundation for leadership theory and practice. Hence, in response to this understanding, this article first presents during-COVID-19 and pre-COVID-19 Australian school leadership research literature to not only describe the evolving concerning issues but also to present the demand for a more relational approach to leadership. Then, the article proceeds to justify and illustrate a new relational approach to the practice of school leadership informed by our theory of organizational ecology. It is proposed that this new way of leading relationally will enable Australian school leaders to ultimately overcome the myriad of complex and stressful crises that now confront them.

Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy

&lt;p style="text-align: justify;"&gt;This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.&lt;/p&gt;

Students’ perceptions towards the use of computer simulations in teaching and learning of chemistry in lower secondary schools

Abstract The study aims to explore how students perceive the use of interactive computer simulations (ICS). The mixed-method approach under a converging design was employed to collect quantitative and qualitative data. A sample of 160 participants were purposively selected. The questionnaire consisted of four sections, including Behavioral Intention to Use, Attitude Toward Usage, Usefulness, and Perceived Ease of Use. The collected data was analyzed in MS Excel. 83 % of participants believed that their learning experience has improved and become easier. Moreover, a significant number of students 79 % expressed high perceptions towards the ease-of-use ICS in the teaching and learning process, and 77 % demonstrated a strong positive attitude towards the usage. Additionally, 76 % had a highly positive perception of their behavioral intention to use ICS in their chemistry learning. However, 39 % of students expressed low perceptions of ease of use of ICSs due to a lack of basic computer skills. In general, the findings show positive significance in students’ perceptions toward the use of ICSs in teaching and learning chemistry. The study recommends that ICSs should be used to supplement chemistry education.

Brexit and foreign students in gravity

AbstractThis paper examines the impact of Brexit on international student migration. In a structural gravity model, we estimate student migration between 69 countries for counterfactual scenarios in which the United Kingdom leaves the European Union one year before the referendum. This exercise reveals a decrease in exchange students studying in the UK of around 3.8% to 4.9%. While the number of non‐EU students to the UK rises, a drop in EU student numbers drives this result. Similarly, 30% to 38% fewer UK students choose to study abroad. The estimated changes in international student stocks show that most other member countries lose international students and non‐EU countries host more than without Brexit. Our findings provide evidence that there may be hidden costs to Brexit affecting global student exchanges that we have yet to see.

Enhancing Teachers' Competency In Using Video Games To Boost Students' English Vocabulary And Learning Motivation

In Vietnam, a significant number of university and college students are avid gamers, leading the author to recognize the potential of video games in motivating them to learn English. However, there is limited research on teachers' perspectives in this area. Hence, the author decides to conduct action research to explore how teachers can enhance their skills to effectively incorporate video games into their classes. This study involved 16 teachers and 24 students from the author's school. The teachers were surveyed through interviews and questionnaires, while the students were tasked with playing a selected video game. Combining the teachers' feedback with the author's observations of student progress yielded satisfactory results. The findings demonstrated that there was a substantial change in the students' vocabulary learning performance and increased motivation between the pre- and post-tests. The results of this study suggest that using video games in English classrooms can improve students' motivation and glossary achievements among Vietnamese university students.

English Language Teaching: Teaching College Students English for Particular Functions

This paper includes a current evaluation as well as a course layout. English for unique functions (ESP) within the subject of ELT (English Language Teaching), 2) the characteristics of teachers and students in ESP, and 3) the demanding situations associated with the trainer, pupil, surroundings, and other factors in ESP teaching. The ESP in ELT refers back to the particular English language necessities of the target learners or scholars. It describes the coaching of a certain English genre for college students with a defined set of targets that is geared in the direction of and concentrated on English teaching and studying. Based totally on an assessment of desires, targets, and the sports requiring English, ESP is created and advanced. Positive duties as a trainer, such as asking college students to develop study goals, creating a supportive environment, getting to know their surroundings, and assessing college students' progress, are all approaches to shaping publications. At the same time, getting to know techniques that are properly designed, difficult-to-remember know-how, and a specific ardor for learning are all associated with newcomers. Within the implementation of ELT, there are challenges and issues related to the instructor in coaching ESP, inclusive of the poor quality of the lectures and textbooks, the lecturers' inadequate qualifications and teaching strategies, and the absence of a theoretical framework for coaching ESP. difficulties relating to the students, such as their demographics, the demands of learning ESP, their English skill ability, the differences between their native tongue and other languages, their loss of vocabulary, their reliance on dictionaries, and their lack of know-how of how to use dictionaries, particularly ESP phrases. while the environment-associated challenges consist of a shortage of educational substances, courses with an excessive number of students, and a heavy emphasis on exams.

Medical students' impression of a generalist in Japan: A cross‐sectional study

AbstractBackgroundDespite the increasing global demand, few medical students aspire to become generalists. To address this shortage, we investigated medical students' impressions of generalists in Japan.MethodsThis cross‐sectional study used a web‐based questionnaire from a previous study. The participants chose the impression of a generalist from four categories based on the previous report: family physician, hospital family physician, hospitalist, and general internal medicine.ResultsMedical students' impressions were as follows: family physicians (32%), hospitalists (28%), general internal medicine staff (20%), and hospital family physicians (18%). Students considered reasonable working hours, research opportunities, a clinical clerkship in generalist medicine, and information from university faculty as essential for making career choices.ConclusionsThe study demonstrated that the number of Japanese medical students who considered generalists to be family physicians/hospital family physicians and the number of those who considered generalists to be hospitalists/general internal medicine were almost equal. To increase the number of medical students who consider and choose to become generalists, understanding their impressions of generalist practice and their needs regarding work settings in that role is crucial.

Studying online with special needs: A student perspective

AbstractAs diversity is increasing in higher education, the number of students with disabilities (SWD) grows. In parallel, technological development and online education change the conditions for teaching and learning. Previous research indicates that the digitalisation provides both challenges and opportunities for equal participation. This study explores the experiences of SWD in online higher education, using the Communities of Inquiry model as a theoretical framework. A questionnaire with 6256 students (430 SWD) examines the differences and similarities between SWD and other students in online courses. The results show that SWD are a heterogeneous group with diverse needs and preferences, and that online education can offer both advantages and disadvantages for them. The main advantages are using technology to compensate for disabilities, enabling more equal participation, and the flexibility and convenience of online courses. The main challenges are difficulties in planning and self‐regulation, decreased motivation and increased stress, perceived uncertainties about examination requirements and proceedings and the unfulfilled need for interactive environments and feedback. The importance of faculty–student relationships is highlighted, and the significance of clarity and accessibility, feedback and interaction and flexibility and variation in creating inclusive online courses is emphasised. Implications for policy and practice are suggested.

ON THE ISSUE OF INTERCULTURAL ADAPTATION OF FOREIGN STUDENTS COMING TO CHINA UNDER THE “ONE BELT, ONE ROAD” INITIATIVE

In recent years, the number of foreign students from Belt and Road countries has increased further. The cultural adaptation problems caused by living in a foreign culture will have an impact on their psychology. Therefore, for international students in China, cross-cultural adaptation is the first challenge they have to face after studying and living in China. This article takes the intercultural adaptation of Chinese international students as a starting point, analyzes the dilemmas and problems they face, and proposes strategies to improve the intercultural adaptation ability of international students from the perspective of strengthening cultural contacts, promoting exchanges between Chinese and international students, and also increasing psychological adaptability.

Anchoring adult learners’ experiences through photovoice: Jamaican students’ meaning-making during COVID-19

ABSTRACT Within the Caribbean, the number of students pursuing postgraduate studies in higher education institutions (HEIs) has increased over the years. Consequently, locally contextualised epistemologies and empowering methods are needed to help adult learners in Caribbean higher education (HE) navigate their studies. This paper presents findings from a photovoice study undertaken with postgraduate adult learners at an HEI in Jamaica. Participants used photographs, written reflections and group discussions to explore their HE journey. Given the intervening nature of the pandemic in the immediate period after the study was conceptualised and participants engaged, this paper focuses on the ways in which photovoice offered participants opportunities to make meaning of their HE journey. Findings demonstrate that the use of photovoice was transformative in how it empowered participants through the opportunity to engage in self-discovery and discuss their thoughts and emotions, facilitated peer support, and how it enabled adult learners to forge resilience as they undertook their studies.

Continuous texts or word lists? Exploring the effects and the process of repeated reading depending on the reading material and students’ reading abilities

AbstractRepeated reading (RR) is often recommended for promoting reading fluency, but it is unclear whether continuous texts or word lists should be used. This study tested whether the effects of RR depend on the reading material and whether these effects interact with students’ prior abilities. N = 304 primary school students were randomly assigned to one of three conditions: (1) a repeated reading group receiving continuous texts (RR-T), (2) a repeated reading group receiving word lists (RR-W), and (3) a control group (CG). Before and after the training (M = 13 sessions), students’ reading fluency and reading motivation were assessed. In both RR-groups, the average level and growth in (a) words read correctly per minute and (b) affect were recorded during each reading session. Multilevel modelling revealed that growth in reading fluency and reading motivation did not differ significantly between the RR groups and the CG. Process analyses showed that the number of words students read correctly per minute increased significantly per session. Students’ affect remained stable at a high level throughout the reading interventions. In the RR-T, significantly more words were read correctly than in the RR-W, and this was a mediator between group and reading fluency. Students’ initial levels of reading performance and reading motivation strongly predicted both process and outcome variables, but not in interaction with the reading material. Results emphasise the importance of investigating the effects of repeated reading interventions with higher dosage and of offering differentiated methods (instead of reading material) to struggling readers.

CHALLENGES OF ELEMENTARY TEACHERS IN TEACHING ENGLISH: INSTRUCTIONAL SUPERVISION AND PEDAGOGICAL PRACTICES IN FOCUS

The main purpose of this study is to discover the instructional supervision and pedagogical practices as major strategies used by teachers who are currently teaching in the elementary schools. This study will focus on the commitment of the teachers to teaching elementary students and how they boost perseverance in achieving their goals in teaching English. The decreasing number of students and increasing accountability to the public challenge in the Philippines is the sustainable development of schools. Schools must provide quality education to attract students and maintain their brand. For sustainable development, leaders are expected to strengthen the professional competency of teachers and staff, formulate strategic plans, and build collaborative relationships with external parties to manage change. Principals, as instructional leaders, are primarily responsible for promoting effective teaching implementation. Effective principals continually engage teachers in instructional dialog and reflective practices to ensure that they are thoroughly equipped to improve student performance. Effective principals are aware of the varied instructional strategies that directly or indirectly improve teachers professional development. When teachers are not well supervised, effectiveness in instruction will be adversely affected and the instructional purposes may not be well realized. Negligence in the improvement of instruction through improper instructional supervisory practices by school heads may go on without being detected. This may lead to low quality of instruction and invariably teachers lack of commitment to their job. KEYWORDS: Instructional supervision, pedagogical practices, challenges, elementary teacher

R.I.M.E. and reason: multi-station OSCE enhancement to neutralize grade inflation

ABSTRACT To offset grade inflation, many clerkships combine faculty evaluations with objective assessments including the Medical Examiners Subject Examination (NBME-SE) or Objective Structured Clinical Examination (OSCE), however, standardized methods are not established. Following a curriculum transition removing faculty clinical evaluations from summative grading, final clerkship designations of fail (F), pass (P), and pass-with-distinction (PD) were determined by combined NBME-SE and OSCE performance, with overall PD for the clerkship requiring meeting this threshold in both. At the time, 90% of students achieved PD on the Internal Medicine (IM) OSCE resulting in overall clerkship grades primarily determined by the NBME-SE. The clerkship sought to enhance the OSCE to provide a more thorough objective clinical skills assessment, offset grade inflation, and reduce the NBME-SE primary determination of the final clerkship grade. The single-station 43-point OSCE was enhanced to a three-station 75-point OSCE using the Reporter-Interpreter-Manager-Educator (RIME) framework to align patient encounters with targeted assessments of progressive skills and competencies related to the clerkship rotation. Student performances were evaluated pre- and post-OSCE enhancement. Student surveys provided feedback about the clinical realism of the OSCE and the difficulty. Pre-intervention OSCE scores were more tightly clustered (SD = 5.65%) around a high average performance with scores being highly negatively skewed. Post-intervention OSCE scores were more dispersed (SD = 6.88%) around a lower average with scores being far less skewed resulting in an approximately normal distribution. This lowered the total number of students achieving PD on the OSCE and PD in the clerkship, thus reducing the relative weight of the NMBE-SE in the overall clerkship grade. Student response was positive, indicating the examination was fair and reflective of their clinical experiences. Through structured development, OSCE assessment can provide a realistic and objective measurement of clinical performance as part of the summative evaluation of students.

A study on the identity of mainland Chinese students in Hong Kong universities based on grounded theory

ABSTRACT Since Hong Kong’s return to China in 1997, a growing number of Mainland Chinese students (MLC students) have chosen to pursue higher education in Hong Kong. This trend raises questions about how MLC students establish and identify with their identity during their stay in Hong Kong. The issue of identity construction among MLC students within Hong Kong’s hybridised cultural context warrants specific attention. This study, employing a qualitative research method grounded in Grounded Theory, conducted in-depth interviews with 30 selected Mainland Chinese students studying in Hong Kong. By establishing a model of personal identity for MLC students, the research reveals that these students consistently identify themselves as Chinese mainlanders throughout their stay in Hong Kong. The construction of their identity is shaped by interactions between personal conflicts, environmental conflicts, personal reconciliation factors, environmental reconciliation factors, and policy promotion factors.

Does health insurance participation matter in shaping African immigrants' physical health in Guangzhou, China? The role of mental health

AbstractChina is a burgeoning immigrant‐receiving country, and policies on immigration are just beginning to be developed. While African immigration to China was uncommon 30 years ago, China has gradually become a major destination for African immigrants due to its robust economy, welcoming universities, and low cost of living. Currently, there are increasing numbers of African students and professionals who are migrating to China to study or work. The health status of African migrants in China shapes their wellbeing, which plays a key role in strengthening long‐term cooperative relations between China and African countries. Although previous literature has examined the socioeconomic status of these African immigrants, the role of health insurance participation in shaping the health status of African immigrants remains obscure in China. Using data from the 2019 questionnaire‐survey in Guangzhou, China, this paper investigates the underlying mechanism driving African immigrants' health insurance participation as critical to their physical and mental health. Our results demonstrate that health insurance participation is a pivotal factor in the overall health of African immigrants; specifically, purchasing health insurance and one's mental and physical health can be characterised as a feedback loop. Purchasing health insurance can positively impact mental health, and consequently, better mental health can improve physical health. Good physical health also tends to bolster mental health. Therefore, policies aimed at improving African immigrants' mental and physical health are expected to encourage them to purchase health insurance above their present low level of insurance participation. The proposal here is that health policymaking for immigrants should include the interaction mechanism between physical and mental health rather than focus only on physical health conditions.

Employability skills in architecture and design: toward bridging the gap between academia and practice for Saudi women employees

PurposeThe role of women in the architecture and design industry is aligned with Saudi Arabia’s Vision 2030, which aims to increase the participation of women in the Saudi construction sector. Saudi female graduates from architectural and design schools are currently working in most of the mega projects underway in Riyadh; however, they face certain challenges at the beginning of their working lives due to the gap between the skills acquired during an architectural and design education and those needed for employability.Design/methodology/approachThis study evaluates the employability skills of Saudi female cooperative education (COOP) students and graduates from architectural schools in Riyadh. A quantitative approach is taken, and two questionnaires are administered: one for female COOP students and graduates from the college of architecture and design in one of the private universities in Riyadh and the other for employers from different architectural firms and governmental organizations in Riyadh. Descriptive and inferential statistics were used to analyze the research data.FindingsThe research findings suggest that practical experiences and on-site observation activities should be provided, and sustainability solutions and applications should be incorporated into the curriculum to bring architecture education closer to the architectural profession and highlight the role of universities in supporting graduates' skills development.Research limitations/implicationsIt is worth mentioning that the results of this study were based on the survey distributed to architecture and interior female students in a private university in Saudi Arabia. The number of students surveyed in this study is not large enough to generalize the survey results to the entire population of architecture and interior design students in the kingdom and in the world. The study will be extended to include more participants from male and female students in other universities in Saudi Arabia to investigate the gaps in employability skills in the field of architecture and interior design in the Kingdom.Practical implicationsThe study has practical and policy implications for further development and upcoming challenges as the labor market seems to improve and innovate every day. The study suggests providing practical experiences and onsite observation activities and incorporating sustainability solutions and applications into the curriculum.Originality/valueThe originality of this study is that it focuses on the importance of some employability skills, such as research and budgeting aspects, Sustainability solutions and applications for students that have not been mentioned in the previous studies.

Assessment of oral manifestations of systemic health related knowledge of medical students pursuing internship programme at a tertiary health care centre

AimClinicians across the entire medical profession are responsible for detection, prevention and imparting importance of oral health to the patients. However, many studies conducted so far show lack of knowledge of medical students regarding dental conditions. The present observational study was undertaken to evaluate the knowledge of oral manifestations of systemic diseases amongst medical students undergoing Internship program at a tertiary centre. Materials & methodA self-structured Questionnaire comprising of 20 questions was used as a survey tool to assess the understanding of 100 medical students undergoing internship program. They were explained about the purpose of the study. The questionnaire consisted of an objective part Yes/No (7 questions) and subjective part designed on likert scale(13 questions). There were questions on their view on current curriculum for dentistry in medical undergraduate training and possible enhancement in teaching modalities. The subjective part had five options to choose from, Strongly agree, Agree, Neutral, Disagree And Strongly Disagree. Statistical analysisThe responses of objective questions was recorded and percentage calculated for both options. The total score was obtained for each participant based on their reponses to the subjective questions based on the Likert scale. Student t-test was applied to calculate means between male and female students. ResultsFor all objective questions, percentage was calculated for affirmative and negative responses. The responses were calculated on scale5-1 for the subjective questions. Reverse scoring was done for questions 10,11,12 i. e scale 1–5. The maximum achievable score in this category was 65 which was further divided into three category as Excellent score range 55–65, Good score range 45–54, Unsatisfactory score range 35–44. The number of students in excellent category were 11, Good 66, unsatisfactory 23. The average score obtained was 48.175. The mean scores for males was 48.0161 and for females it was 48.142. The scores were slightly better for females but the difference was statistically insignificant as (p-value = 0.455056). ConclusionThe present study showed good level of Knowledge on oral manifestations of systemic diseases among medical students as compared to other studies which forms an integral part of medical curriculum. The students responses on enhancing dental curriculum and teaching aids for improved education tools can help the faculty provide a better teaching learning experience.

Effect of Hybrid Learning on Students’ Academic Performance at the Higher Institute of Nursing Professions and Health Techniques of Oujda

Following the restrictive security measures imposed by governments during the COVID-19 pandemic, education, like all other social sectors, has been radically disrupted. All educational systems have been urged to adopt distance learning to guarantee the continuation of training. The present study aims to determine the effect of the mode of learning used in training on students’ academic performance at the Higher Institutes of Nursing Professions and Health Techniques (HINPHT) of Oujda in Morocco. Academic results and collected using an exploitation form are compared between two groups of students registered at the institution. The first group includes students who enrolled in September 2019 and were admitted during the COVID-19 containment period. These students initially received face-to-face training in the first semester but were later transitioned to online training during the lockdown period (n = 185). The second comparison group comprises students who received face-to-face training throughout (n = 413). The results of the present study reveal a significant increase in the average number of students who benefited from the hybrid training mode in all semesters. However, failure and dropout rates have increased in the hybrid mode compared to the face-to-face mode. This decrease in the number of students graduating within six semesters is notable in the hybrid mode compared to the control group. Further research can be conducted to examine the effect technological teaching devices may have on learner motivation and sense of control during training.