Student Perceptions Research Articles

Reportorial Activities with PowerPoint Presentation: their Impacts to Retention Level of the Learners

This study investigated the impact of incorporating PowerPoint presentations into reportorial activities on student knowledge retention. Using both pretests and posttests, the researchers carefully compared a control group with an experimental group. Results showed significantly improved posttest scores in the experimental group, clearly indicating enhanced knowledge retention through the use of PowerPoint presentations as an educational tool. While students in both groups demonstrated measurable improvement, the experimental group exhibited a noticeably higher proportion of very good scores compared to the control group. This study also utilized a survey questionnaire on student perceptions, focusing on aspects such as clarity, visual appeal, and ease of use. Responses were strongly positive across these areas, although the relationship between these perceptions and posttest scores varied between the two groups. Notably, only visual appeal showed a statistically significant relationship with posttest scores in the experimental group, suggesting that students may retain information better when presentations are visually engaging. The findings suggest that well-designed PowerPoint presentations can be a valuable and effective tool for enhancing learning outcomes, particularly when they are aligned with sound pedagogical principles. Further research is strongly recommended to explore the impact of interactive features and to examine the long-term retention effects of such multimedia instructional methods.

Vietnamese EFL teachers’ and students’ perceptions of using Google Translate in the classroom

Google Translate (GT) has become a widely used tool in EFL education. In Vietnam, GT is commonly used among EFL students, but few published studies have explored its use in classrooms. This research aims to fill that gap by examining the perceptions of both EFL teachers and students regarding their awareness, practices, and appropriateness of using GT in classrooms. It involved 450 students and 12 teachers in a Vietnamese private university. Its design included a cross-sectional survey and semi-structured interviews. The questionnaire design was based on the appraisal theory, and the ecological system theory was used to interpret data. The findings show that both students and teachers recognized GT’s value for learning English in classrooms, but teachers and English-majored students used it less than non-majored students. The results offer insights for educators, policymakers, and researchers on GT’s role in EFL education, promoting effective language instruction and ethical technology use.

Who wants to be a millionaire? A game-based approach to enhancing engagement and teamwork in immunology education

Undergraduate Pharmacy students at Newcastle University reported difficulties with immunology topics, prompting the development of supportive seminar sessions. To determine the optimal teaching strategy, an experimental design was implemented over four academic years (2018–2022). In 2018–2020, half of the cohort participated in immunology seminars structured around open-ended group discussions, while the other half engaged in a competitive, team-based adaptation of Who Wants to Be a Millionaire?. The hypothesis was that the interactive, competitive nature of the game would enhance knowledge retention, student engagement and stimulation to teamwork. Students completed a pre-test (12 MCQs) before the main seminar activity and a post-test (six repeated and six new MCQs) to assess knowledge gain. A feedback form measured student perceptions of engagement and teamwork. In 2020–2022, due to the transition to online teaching, a mixed approach was adopted: all students participated in open-ended group discussions, but the MCQ pre-test and post-test assessments were gamified with a leaderboard. Results showed a statistically significant improvement in pre- to post-test scores across all formats, indicating that both game-based and traditional seminar approaches effectively supported knowledge retention. However, student feedback highlighted greater engagement and a stronger appreciation for teamwork in the game-based format. These findings suggest that game-based learning can enhance student motivation while maintaining learning outcomes achievements, supporting its integration into STEM curricula to promote active participation and teamwork skills.

School-Based Predictors of Mental Health and Well-Being for Refugee and Asylum-Seeking Children: Evidence from Malaysia

Abstract Research has begun to explore the role of schooling in mental health promotion for children from refugee and asylum-seeking backgrounds. Most of this research has been conducted in countries of permanent resettlement, with a lack of knowledge regarding these experiences within countries of first/temporary asylum. This study explored the schooling and educational experiences of refugee and asylum-seeking children in Malaysia, where these children are not legally recognized and they are reliant on volunteer- and community-run schools that are typically underfunded and under-resourced. The research questions focused on student perceptions of school-based factors that foster positive and negative mental health and well-being. This study explores the experiences of 173 refugee and asylum-seeking students within Malaysia (age ranging from 10 to 20 years old, M = 14.64, SD = 2.17) who completed a face-to-face battery of questionnaires in English, with language support available to those requiring assistance. Multiple regression analyses revealed that factors such as social support, a sense of safety, positive physical environments, parental involvement in schooling, and the presence of mental health support were associated with positive mental health and well-being. Given the dominant role that schools play in the daily lives of children, they represent ideal locations for interventions targeting mental health.

Student Perceptions of Community Clinical Experiences in Maternal-Child Nursing.

Securing acute care inpatient sites for specialties such as maternal and pediatric nursing is challenging. Alternative opportunities include simulation and a variety of community, outpatient, and other nontraditional sites that can expand and diversify learning opportunities for undergraduate nursing students. Students in a maternal-child course in an accelerated BSN program earned part of their clinical hours in community settings and completed guided reflection journals to describe their learning experiences. Analysis of student comments revealed positive experiences that impacted student knowledge, skills, and attitudes about populations and nursing outside the acute care setting.

Assessing the impact of a peer-led vaping prevention program.

Assessing the impact of a peer-led vaping prevention program.

Climate change menu labels in a university cafeteria: effects on student's diets, perceptions, and attitudes.

Climate change menu labels in a university cafeteria: effects on student's diets, perceptions, and attitudes.

Perceptions of students and faculty on the use of case-based learning

Introduction: Case-Based Learning (CBL) is increasingly used in modern medical schools to improve students' critical thinking and problem-solving skills. While CBL is established in Western Resource-Structured (WRS) educational settings, its use in Asian-Pacific regions like Myanmar is under explored. This research studied the integration of CBL at the Defence Services Medical Academy (DSMA) in Myanmar, focusing on the perspectives of both students and faculty involved in curriculum reforms. Methods: This study used constructivist grounded theory to gather data from 24 DSMA participants through four focus group discussions. Twelve students and twelve faculty members, were invited a subgroup of six, and after providing informed consent discussed their experiences of CBL, aiming to assess its effectiveness and relevance in their specific educational and cultural context. Result: Analysis shows that students valued CBL for enhancing group discussions, reflecting upon real-world situations, and building critical thinking abilities. Faculty members also appreciated CBL for its capacity to create realistic applications and its support for student-centered learning and interpersonal skills development. Both groups acknowledged CBL as an effective method for simulating the complexities of medical practice. Conclusion: This study found that CBL is well-regarded at DSMA for preparing students competence and confidence for clinical encounters. However, faculty indicated that the extensive time required in preparation of this teaching modality was a significant challenge for the wider adoption of CBL. These insights highlight the adaptability and potential challenges of implementing CBL in non-Western educational settings and suggest possible areas for development for its broader application in the Asia-Pacific region. Keywords: Medical Education, Case-based Learning, Perceptions, Grounded Theory, Focus Group Discussion

Perceptions of students, professors, and simulated patients with a periodontology OSCE station in dentistry

Perceptions of students, professors, and simulated patients with a periodontology OSCE station in dentistry

Transforming Boring Grammar Teaching Methods into Fun Ones

Grammar learning is often considered boring and less interesting by students because the presentation is monotonous and oriented towards memorization. This has an impact on low motivation and student learning outcomes in understanding grammar. An approach is needed that can change the way grammar material is delivered to be more fun and contextual. This study aims to measure the effectiveness of a fun grammar teaching method in improving student learning outcomes and motivation. The study also aims to identify students' perceptions of the learning approach. The study used a quasi-experimental design with two groups, namely the experimental and control, each consisting of 30 students. Data were collected through pre-test, post-test, and student perception questionnaires, and analyzed using SPSS. The experimental group showed a statistically significant increase in grammar learning outcomes compared to the control group. The questionnaire showed that students felt happier, more active, and more motivated in learning grammar with a fun method. The results of the correlation test also showed a strong relationship between students' positive perceptions and increased learning outcomes. The fun grammar teaching method has been proven to be effective in improving student learning outcomes and forming positive learning attitudes. This study offers an innovative approach to grammar teaching based on students' experiences, activities, and emotional involvement.

AI in action: Changes to student perceptions when using generative artificial intelligence for the creation of a multimedia project-based assessment.

AI in action: Changes to student perceptions when using generative artificial intelligence for the creation of a multimedia project-based assessment.

First Year University Life: Expectations Versus Reality

First-year university students face challenges during their transition to higher education, which can impact their academic success and well-being. This paper reports the views of 88 first-year undergraduate students from Slovak Universities regarding their expectations upon entering university and their experiences during the initial months of study. Purposive sampling technique was utilized. Students´ perspectives have been gathered through asynchronous e-interviews to explore the gap between student expectations and the reality of university life. An exploratory qualitative research design, which included inductive reasoning and an e-interview, was applied. The data were analysed using content analysis with recurrent themes identified and coded. The answers shed light on how students perceive their academic aspirations, social integration, and the support provided by their institutions. The results highlight the influence of factors such as academic demands, institutional support, and personal development on students' experiences. The analysis reveals students' priorities in knowledge acquisition, career preparation, and supportive teaching environments, as well as their surprise at the pace and volume of academic work. The conclusions refer to the importance of considering student perspectives in developing orientation programs and support services, due to the crucial role of the first year in promoting student success and retention. Future research should explore changes in student perceptions and the effectiveness of related interventions. The findings show that while students enter university with high aspirations for academic growth, career development and social integration, they often face challenges that test their resilience and adaptability.

Perceptions of Secondary School Students in Mafraq Governorate towards Distance Learning and Self-Learning in Light of the Corona Pandemic

Perceptions of Secondary School Students in Mafraq Governorate towards Distance Learning and Self-Learning in Light of the Corona Pandemic

A survey on the perception of health degree students on the use of Instagram and TikTok as learning tools

A survey on the perception of health degree students on the use of Instagram and TikTok as learning tools

Perceptions of pre-university students in Malaysia on geoscience discipline

Perceptions of pre-university students in Malaysia on geoscience discipline

World Englishes: Attitudes of Male and Female University Students

This quantitative study investigated the attitudes of male and female university students in Türkiye toward World Englishes (WE). It aimed to measure participants’ overall perceptions of WE and determine if there is a statistically significant difference between the perceptions of male and female students toward WE. In total, 50 females and 28 males from the Department of Translation and Interpreting participated in the study by filling out a 20-item Likert scale questionnaire adapted from Choi (2007). The questionnaire data were analyzed by SPSS 23 using inferential statistics and the Mann-Whitney-U test to compare the mean scores of male and female participants. The results showed that although there was no statistically significant difference between the general mean scores of two groups, there was a gender-based statistically significant difference between the mean scores of two groups regarding some specific items, which highlighted the fact that participants preferred intelligibility over native-likeness in their speech, and males’ showed greater acceptance of native varieties while females tended to embrace local varieties more positively. Also, it was found that the participants showed a more favorable attitude towards Turkish-mother-tongue language teachers as they felt culturally closer to these teachers, and Turkish-mother-tongue teachers were able to use students’ mother tongue to foster learning. These findings suggested that the role of the mother tongue should not be underscored and there should be a gender-sensitive approach to integrating the concept of WE in classroom practices.

Longitudinal curriculum design shows promise to improve pharmacogenomics education in an observational study.

Longitudinal curriculum design shows promise to improve pharmacogenomics education in an observational study.

ChatGPT-enhanced mobile instant messaging in online learning: Effects on student outcomes and perceptions

ChatGPT-enhanced mobile instant messaging in online learning: Effects on student outcomes and perceptions

Analysing thermal comfort perception of students in university classrooms in London

Analysing thermal comfort perception of students in university classrooms in London

Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation

Student perceptions of feedback and self-regulated language learning: A mixed-methods investigation