Student Participation Research Articles

Trust and tension: shared governance in higher education amid student activism

ABSTRACT This article examines the intricate dynamics of trust and tension within university governance in Taiwan and Hong Kong, where the broader socio-political context – particularly student activism – profoundly influences university operations. Using the ‘grammar of trust’ framework, the article explores how student participation, as a core element of shared governance, presents both opportunities for democratic engagement and significant challenges, especially in politically charged environments. Through interviews with key stakeholders, including university council members and student leaders, the article uncovers issues surrounding the politicisation of university governance and emphasises the role of students in campus politics. It highlights the complexities introduced by political influences, advocating for proactive trust-building initiatives to navigate these challenges, mitigate conflicts, foster effective university governance, and contribute to broader societal progress.

Teletraining to Teach Communication Partners to Support Students With Multiple Disabilities Including Cortical Visual Impairment and Emerging Symbolic Communication in Communicating Choices.

The purpose of the current study was to investigate the impact of a teletraining to teach adult communication partners the "Communicating Choices-Cortical Visual Impairment (CVI)" strategy to support participation for students with multiple disabilities. A nonconcurrent, multiple-probe, across-participants design was implemented with four adult communication partner (i.e., speech-language pathologist, paraeducators, and parent) and student dyads to determine the effects of a teletraining administered over a video-calling platform on the partner's implementation of the substeps from the Communicating Choice-CVI strategy. Dyads completed a randomly predetermined number of baseline sessions, two teletraining sessions to instruct the partners in the strategy, and five intervention probes. Results of the study indicated that communication partners successfully implemented an increased number of the strategy substeps following two short teletraining sessions and that all students communicated choices in every opportunity when they were provided with a structured opportunity. Communication partners reported that the strategy was successful for the students and that the strategy could be applied to other contexts or students. This study provides evidence for the importance of communication partner training for students with complex needs in domains such as vision and communication. Furthermore, the Communicating Choices-CVI strategy may lead to increased opportunities for academic participation, social engagement, and self-determination for students whose opportunities to take on active roles in educational settings are often severely restricted. https://doi.org/10.23641/asha.28108139.

Penerapan Model Pembelajaran Bebrbasis Masalah (Problem Based Learning) untuk Meningkatkan Belajar Siswa pada Mata Pelajaran Fiqih Kelas X di MA Mambaul Ma'arif Denanyar Jombang

This study aims to analyze the implementation of the Problem Based Learning (PBL) model in improving the quality of Fiqh learning for tenth-grade students at MA Mambaul Ma'arif Denanyar Jombang. Using a descriptive qualitative approach, this research collects data through observation, interviews, and documentation. The research results show that the implementation of PBL successfully increased student participation in the learning process, both individually and in groups. This model has proven effective in developing students' critical thinking, analytical, and understanding skills regarding Fiqh concepts relevant to everyday life. Students are also more motivated to learn thanks to the interactive, collaborative, and contextual learning atmosphere. However, several challenges in the implementation of PBL have been identified, such as time constraints, lack of preparation from students and teachers, and the need for adequate supporting resources. To address these issues, an active role of teachers as facilitators, continuous training for teachers, and support facilities from the school are needed. The findings of this research contribute significantly to learning innovations in madrasahs, particularly in preparing students to face academic and real-life challenges. With the more optimal and sustainable implementation of PBL, it is hoped that this model can become an effective learning approach in improving the quality of Fiqh education in madrasah environments. Furthermore, this research can also serve as a foundation for the development of education policies oriented towards competency-based and student creativity-focused learning.

Tactical Games: An Inclusive Pedagogical Model for K-12 Students in Physical Education

The literature regarding K-12 student experiences in physical education (PE) has long identified issues regarding curriculum and social justice. Contributing to this narrative, the most widely used pedagogical model in K-12 PE programs in the U.S. and worldwide is the multi-activity (MA) or physical-education-as-sport techniques approach. Conversely, alternative options like the Tactical Games (TG) model have been shown to be effective in motivating students and increasing activity levels during physical education (PE) lessons. The TG model prioritizes student tactical understanding and skill develop-ment using modified games and/or simulations so all students may experience success. Therefore, in partnership between a PE Teacher Education (PETE) program and an all-girls private high school (HS) in the Northeast United States, a pilot study was designed to explore the implementation of the TG model as an alternative to MA. By practic-ing a TG lesson several times during the intervention, participating PE pre-service candidates reported better comfort with and more likely 86Tactical Games Model for K-12 Students in Physical Educationuse of TG in the future. At the same time, most HS student partici-pants reported high levels of enjoyment and limited previous experi-ences with the TG lesson structure. Results suggest the TG pedagogical model may be an inclusive option for physical educators to consider for diverse K-12 students and learning environments today.

Beyond Verbal: A Methodological Approach to Highlighting Students’ Embodied Participation in Mathematics Classroom

Despite the growing availability of classroom measures, such measures rarely attended to the embodied nature of learning. This article describes the collaborative development of a practical measure to capture embodied participation in mathematics classrooms with four elementary school teachers—working with students at the intersections of multiply marginalized identities: students of color, emergent bilinguals, and students with disabilities—who informed the measure design and ensured that the data were actionable in their contexts. This article contributes to existing research on classroom measures by highlighting the value of attending to embodied learning through multiple modalities and representations of student participation. We further highlight how such a measure provides practical insights into participation that extend beyond verbal only measures.

A mixed method approach to substantiate quantitative data with qualitative data: Improving clinical judgment in prelicensure nursing students using simulation.

Current literature demonstrates a gap in research involving mixed method study of clinical judgment development in prelicensure nursing students. Clinical judgment of two groups of nursing students were compared using the Lasater Clinical Judgment Rubric (LCJR). A mixed method convergent parallel quasi-experimental cross-sectional approach was used to determine if simulation increased clinical judgment skills between beginner and advanced pre-licensure nursing students. The research site included nursing labs housing 20 hospital beds and a five-room medical simulation lab. Student participants were recruited from the Pacific Northwest. A convenience sample included 128 part-time and full-time beginner fundamental and advanced senior nursing students. t-Test differences were compared between quantitative dependent dichotomous independent variables. Differences in mean scores, standard deviations, and number of data values of each group were analyzed. Qualitative analysis of field notes and post simulation reflection logs occurred alongside quantitative findings. Quantitative differences in LCJR scoring (Lasater's Clinical Judgment Rubric) were statistically significant (p<.001) using the unpaired t-test as Cohort B (advanced senior) scored higher than Cohort A (beginner fundamental). Qualitative analysis of the 11 LCJR subset data substantiated quantitative scoring through triangulation. Post-simulation reflection logs revealed comparatively similar qualitative responses for both cohort groups as the need for improvement while expressing emotion during simulation was captured. Recommendations for educators and administrators include the promotion, design, and execution of simulation across the nursing curriculum by well-trained nursing educators. Formative and summative clinical judgment evaluation will solidify this pedagogical feature in simulation and elsewhere. Simulation is considered a valid pedagogy requiring proper execution for the assimilation of knowledge, skills, and attitudes. Employment of regular clinical judgment assessment and evaluation should occur across the simulation curriculum. Simulation provides a dedicated time and space for nursing students to practice and reflect upon how they will be better prepared in clinical judgment upon graduation prior to entry to practice.

“Another arrow in the quiver”: student perceptions of integrating virtual reality into the public speaking course

ABSTRACT This study examines the efficacy of integrating virtual reality (VR) as a tool for enhancing speaking competencies in the public speaking course. Specifically, we explore how VR speech rehearsals, targeted feedback, and safe exposure to speaking opportunities impact student self-efficacy. Over the course of a semester, students enrolled in the public speaking course completed three structured VR practice sessions and a series of corresponding questionnaires with open and closed-ended items. Our results indicate that most students found the scaffolded VR practice sessions beneficial in enhancing self-efficacy, including an enhanced sense of preparedness, and a smaller set of students found VR practice sessions helped reduce communication apprehension. Student feedback offered theoretical and practical understanding for best practices to effectively motivate student participation and integrate VR into the public speaking course. While VR shows promise as a complementary tool for enhancing oral communication skills, it is not a substitute for classroom instruction or in-person tutoring. We conclude by offering directions for further research into the uses and limitations of VR in oral communication pedagogy.

Technological resources to encourage dynamic student participation in the area of social studies

Introduction: in the current educational context, the strategic use of technological resources has become an essential component to enrich the learning experience of students. Objective: to determine the influence of technological resources in the area of social studies to promote the dynamic participation of students. Method: a review of the available bibliography in databases such as SciELO, Scopus and ClinicalKey was carried out, from which a total of 15 related articles were consulted, empirical methods such as logical history and analysis and synthesis were used. Results: the need to involve students in a technology-driven society is very beneficial for an updated education. The integration of technology in social studies lessons improves the learning experience, increases student participation and motivation. Technological resources offer a promising opportunity to support the active and dynamic participation of students. Technological resources, currently, receive different conceptualizations depending on the area in which they are applied. Technological resources play a fundamental role in education, since technology is constantly evolving. Conclusions: the integration of technology in the teaching and learning process promotes more effective, participatory and meaningful instruction, the development of critical thinking, analysis and collaboration skills, preparing students to face the challenges of an increasingly digitalized world.

Enhancing Virtual Learning Outcomes: A Regression Study on Technology Integration

This study examines the impact of technology integration on instructional practices and student engagement in virtual learning environments. Through quantitative analysis, the research assesses factors such as the types of technological tools used, student access to technology, and instructors’ proficiency in digital tools, evaluating their collective influence on student participation. The regression results indicate a statistically significant relationship between these variables and student engagement, underscoring the need for equitable access to technology and ongoing support for educators to foster effective virtual learning. Despite the flexibility and accessibility afforded by virtual classrooms, the study identifies persistent challenges, such as the digital divide and insufficient institutional support, which hinder optimal learning outcomes. These findings suggest that comprehensive strategies, including professional development for instructors and improved technological infrastructure are crucial for enhancing engagement and achieving equitable educational outcomes in virtual settings.

Pengaruh Pendidikan Kewarganegaraan Terhadap Partisipasi Politik Mahasiswa di Indonesia

Student political participation is an important indicator of the sustainability of democracy in Indonesia. However, the low level of student involvement in political activities is a problem that requires attention. This study aims to analyze the influence of civic education on student political participation in Indonesia. Civic education is seen as one of the strategic instruments to increase political awareness of the younger generation. This study uses a quantitative survey method with a descriptive approach. Data were collected through questionnaires distributed to students from various universities in Indonesia. The results of the study indicate that civic education has a significant influence in increasing student political awareness and involvement. This awareness is reflected in their active participation in political activities, both on campus and off campus, such as joining student organizations, political discussions, and elections. The conclusion of this study confirms that strengthening the civic education curriculum is very necessary to produce a young generation that is politically aware and responsible as citizens.

Impact of Referential Questions on Students' Oral Participation and Academic Performance in English

Referential questions are designed to elicit open-ended responses, allowing students to express their understanding in a way that is meaningful to them. This paper investigates the impact of the teachers' use of referential questions on the students' oral participation and academic performance in an English class. Using a quasi-experimental research design, the study investigated the Grade 10 students' level of oral involvement in terms of frequency and fluency. It used a researcher-made oral participation rubric and class records to gather the necessary data. The study's results revealed improved student oral participation after the teacher consistently used referential questions. Additionally, an increase in the student's grades in English was also seen in the class record after one grading period of using referential questions in the classroom. Finally, the statistical data showed a positive relationship between the students’ frequency of oral participation and academic performance in English but no direct correlation between the quality of their oral participation and their academic performance in English. This study recommends that teachers incorporate referential questions regularly in English classes to enhance students' oral participation and engagement.

Proposal of strategies based on information and communication technologies (ICT) for the optimization of the teaching function in the field of education in the school of physiotherapy of a private university

The proposal presented focuses its interest on promoting teaching and learning strategies supported by Information and Communication Technologies (ICT), for the optimization of the teaching function in the field of university education in the School of Physiotherapy at a public University. located in Valencia, Carabobo state - Venezuela. In this sense, in the educational process, ICT can generate a more active participation of students in the development of their training, through different educational scenarios, through the integration of interactive content, virtual reality, digital content and access to resources and materials through multiplatform software, among others. Additionally, they allow us to overcome the barriers of time and space for training, allowing it to be continuous, being increasingly used, because the rapid development of society is forcing us to reformulate the teaching and learning processes. in the classrooms

The effects of emotional eating and negative framing on healthy food choices: a quasi-experimental study on college student participants using virtual reality

Cases of obesity have increased significantly in recent years, triggering the risk of chronic diseases such as cardiovascular disease, diabetes, depression and cancer. One of the main factors is unhealthy food choices, so further research is needed to understand the factors that influence food preferences. This study aimed to evaluate the influence of emotional eating and negatively framed messages on healthy food choices, using a quasi-experiment method involving 135 participants. Data were analyzed using general linear models to identify significant patterns of relationships. The results showed that negatively framed messages had a significant influence on healthy food choices, although the effect was not very strong. In contrast, emotional eating showed no significant influence on healthy food choices. However, there was an interaction between negative framing and emotional eating that influenced healthy food choices, suggesting that individuals with emotional eating tendencies may respond differently to negatively framed messages compared to other individuals. This study highlights the importance of message-based approaches to promote healthier eating habits. The practical implications of the findings may provide guidance for designers of public health interventions to consider aspects of message framing as one of the strategies in health campaigns. Further research is recommended to explore additional factors, such as mood, body mass index, gender, emotion regulation, and individual food preferences during emotional eating. These results may contribute to the design of more effective health policies in reducing the prevalence of obesity and motivating people to make healthier food choices.

Los espacios de aprendizaje de Geografía: itinerario virtual y en territorio con estudiantes de primera generación

In education it is important to innovate the conventional classroom and build learning environments that involve student participation and teacher mediation. This study seeks to contrast the effectiveness of virtual itineraries and territorial tours for the development of geographic skills. The work follows a mixed approach, with a quasi-experimental design. With a geographical itinerary of four relevant stops, with a sample selected by means of intentional sampling, formed by students of the Fifth Semester of the Pedagogy of History and Social Sciences Career. The students of group A made tours in the territory and group B made tours in virtual environments. Observation and comparative analysis techniques were used, as well as questionnaires and pre- and post-intervention evaluations as instruments. The impact of the study lies in demonstrating the effectiveness of combining on-site and virtual tours to develop geographic skills. While the former foster practical skills such as direct observation and interaction with the environment, the latter enhance map interpretation and geospatial navigation. These findings highlight the importance of diversifying pedagogical strategies through careful planning that integrates technological tools and practical experiences, fostering innovation in the teaching of social sciences.

Desafíos apremiantes para enseñantes comprometidos con una educación en ciudadanía y derechos humanos desde los Modelos de Naciones Unidas

Model United Nations (MUN) role-playing simulations serve as an exceptional tool for applying pedagogical principles rooted in global citizenship and human rights education. When teachers undertake pedagogical guidance to various high school student groups, they are aware that the process culminating in the UN staging is fraught with unforeseen occurrences, despite thorough planning. The possibilities of sustaining non-formal education activities in the medium term largely depends on the commitment and unwavering dedication of the teaching staff. This article focuses on that commitment. Rooted in a socio-community framework with careful attention to territorial articulation, collective efforts were made to meet the expectations of the student groups involved. The collaborative initiative took place at Secondary School No. 5 in Ezpeleta, Buenos Aires Province, Argentina, which is one of the most representative venues for the Model United Nations of the National University of Quilmes (MONUUNQ). Throughout and after the COVID-19 pandemic, an extraordinary capacity for contextual adaptation enabled the sustaining of on-site workshops, training sessions, and role-playing simulations. Particular attention was focused on enhancing the pedagogical-didactic strategies of the institution's educators, who had highly heterogeneous profiles in relation to the practice of MUN. The records and testimonies of the student participants enable us to reinterpret, in a highly positive manner, the experiences and practices that have had a significant impact on the school.

The Impact of Emotion-Based Teaching Strategies on Motivation in Collaborative Learning

This paper explores the role of EBTS in enhancing motivation within collaborative learning environments in Canada’s multicultural and inclusive educational landscape. Drawing from psychological frameworks such as Deci and Ryan’s SDT and Pekrun’s Control-Value Theory, the study delves into how emotions shape motivation, engagement, and academic success. The paper emphasizes the interplay between positive emotions, such as curiosity and pride, and essential psychological needs, including autonomy, competence, and relatedness, which are critical to sustaining intrinsic motivation. It examines the impact of emotions on group dynamics, highlighting the benefits of fostering trust, empathy, and respect in collaborative settings. Empirical evidence from Canadian classrooms demonstrates the transformative potential of EBTS in promoting student participation, resilience, and inclusivity. The findings underscore the need for integrating emotional engagement into pedagogical practices to enhance both individual and collective learning outcomes. By addressing emotional dimensions, educators can create enriched, culturally responsive, and motivating learning environments that prepare students for academic and interpersonal success.

Students Engagement in Classroom Teaching by Innovative Pedagogy: A desk-based Review of Existing Literature

The use of modern teaching methods in the social sciences classroom under higher levels of education is presently required to increase learning achievement through student participation. The pace of change in educational structures, curricula, teaching-learning activities, and learning outcomes should be able to keep up with all kinds of developments taking place in the world. Innovative is one of the newly developed approaches that can be used to increase students' active engagement, particularly in social science disciplines. A thorough literature search technique was employed to find the literature relevant to this study. The datasets up to 2024 were utilized for descriptive analyses of effective instructional techniques. The research-based articles and reports were used from digital and physical libraries. The easily accessible web search engine Google Scholar and other freely accessible databases such as Academia, ResearchGate, NAPJOL, JSTOR, ProQuest, and Elsevier were used. The findings indicate that innovative teaching methods promote the active participation of students through hands-on experiences. This approach significantly enhances learning outcomes in social science and helps for applying theories in real life. This technique promotes a more dynamic learning environment by encouraging teachers to adopt innovative and creative teaching methods, which in turn increases student engagement, motivation, and academic achievement. Integrating innovative pedagogies into activity-based instruction techniques empowers teachers to cultivate pupils' success, equipping them with essential skills for thriving in the 21st century.

The Influence of Cultural Factors in PAI Learning at Higher Education (Study at Al-Khairiyah University Cilegon)

Islamic Religious Education (PAI) is one of the eye compulsory lectures​ followed by students at college. There are various cultural factors that can influence the PAI learning process, from both lecturers and students. Research This aiming For identify and analyze influence factor culture in Islamic Religious Education learning in college. The research method used is qualitative. Data collected through observation, interviews, and documentation from colleges. Research results show that factor influential culture​ in Islamic Religious Education learning in college tall covering background religious, ethnic, social and educational background from lecturers and students ; values culture adopted by lecturers and students. As well as interactions between lecturers and students who are influenced by cultural norms. Factors culture the can give impact positive and also negative to Islamic Religious Education learning in college. In conclusion, cultural factors play a crucial role in Islamic Religious Education learning in college, influencing motivation, participation, understanding, and attitudes of both lecturers and students towards PAI.

스마트폰 앱을 활용한 지역사회 이동훈련 프로그램이 자폐범주성장애 학생의 지역사회 이동 기술 수행과 모바일 자기효능감에 미치는 효과

This study examines the effects of a community mobility training program using smartphones on the community mobility skills and mobile self-efficacy of students with Autism Spectrum Disorder (ASD). Four students with ASD from a special education class in a general middle school participated, receiving education through a program that used smartphones and navigation applications. To analyze the program's effectiveness, we conducted a paired sample t-test on pre- and post-test scores, which showed significant improvements in both community mobility skills and mobile self-efficacy. These findings suggest that smartphone-based training programs can support community participation for students with ASD and provide recommendations for future research and practical applications.

Voters Apathy During Students’ Union Elections: Implication for Social Studies and Political Science Students

The study assesses the implications of voter apathy during students’ union elections on Social Studies and Political Science Students. The study assesses the levels of student voter apathy; examine reasons for voter apathy and influence of Social Studies and Political Science on students’ political participation in the student union election. Three (3) research questions were raised and answered in the study. The study adopted descriptive research design. The target population of the study consists of all the Social Studies and Political Science of Tai Solarin University of Education, Ijagun, Ogun State. Six hundred and twenty (620) students were selected for the study, using purposive and stratified random sampling techniques. A self-designed questionnaire tagged “Students and Voting Apathy Questionnaire” (SVAQ) was used to obtain information from the respondents. The data were analysed using descriptive analysis of frequency, percentage mean and standard deviation. The findings show that voter apathy among social studies and political science students during students’ union elections is unabated; popular students' inclination that voting during a students’ union election is a voluntary exercise; students have negative perceptions about candidates fulfilling their electoral promises; and Social Studies and Political Science have an influence on students' active participation and voting during student unions’ election. The study recommended that voting during students’ union election should be made compulsory for the students of Social Studies and Political Science and that management of higher institutions of learning must adopt e-voting to de-radicalise students’ elections and enhance active participation of students’ confidence of students in voting during student union elections.