Student Perceptions Research Articles

Multifaceted perception of school climate: association between students’ and teachers’ perceptions and other teacher factors

IntroductionThis study aimed to investigate whether there is a significant association between teachers’ and students’ perceptions of school climate, and if not, whether teacher factors are associated with the respective perceptions.MethodsThe participants included 1,831 students and 59 homeroom teachers from 11 public elementary and junior high schools in Japan. Multilevel models were used to examine the association between students’ and teachers’ perceptions of school climate.ResultsOf the three teacher-rated school climate scales, only teacher-perceived disciplinary climate was associated with students’ perceptions of school climate. Teachers’ working conditions, such as self-efficacy and stress, were associated with teachers’ perceptions but not students’ perceptions of school climate. Disciplinary climate was associated with students’ perceptions of school climate, even after accounting for the teachers’ working conditions.DiscussionItems questioning specific student behaviors, such as those included in the disciplinary climate scale, may be effective in avoiding incongruence with student evaluations. Moreover, maintaining disciplinary climate itself is important for students’ positive perceptions of the school climate. A disciplinary climate in which teachers and students share responsibility for learning and classroom organization, and strategies that support positive student behavior are preferable to exclusionary discipline strategies. Incorporating feedback data gathered through classroom observations or student perceptions is also important in resolving the incongruence between teachers’ and students’ perceptions of the school climate.

Perception and Knowledge of Students on the Use of YouTube in Authentic Assessment

Literacy design by using digital learning resources in the instructional activities at school is presently inevitable. Besides providing learning materials, digital learning materials are also suitable for applying authentic assessment that can improve learners’ skills and competencies contextually. The study is intended to explore students’ perceptions on the use of the YouTube as materials for authentic assessment. The study was carried out through quantitative and qualitative surveys with 47 graduate students at Yogyakarta State University, 45 domestic and 2 overseas students. The study took place in a blended learning context. Students were asked to complete an on-line questionnaire, practice authentic assessment in class, and conduct observation activities. Data were analyzed by descriptive statistics and descriptive qualitative method. Findings show that students’ perceptions on the use of the YouTube channel and authentic assessment are generally positive. Almost all the students agree with the genre-based language learning and assessment of which one of the resources is the Internet and all its derivations; almost all of the students agree that the implementation of the YouTube-based instructional processes applies the authentic assessment model with the primary performances of speaking and writing using a rubric; practice of students’ performances in authentic competencies is scored and commented on by their peer.

The impact of the current medico-legal and regulatory culture in Ireland on the decision of graduate entry medical school students to pursue a career in obstetrics and gynecology

ObjectivesMedico-legal and regulatory culture has a significant impact on medical practitioners, including the decision of graduates to enter high-risk specialties. This study explores the impact of the current medico-legal and regulatory culture in Ireland on the decision of graduate entry medical students to enter one high risk specialty, obstetrics and gynecology. Study DesignWe conducted a survey of 146 final-year, graduate-entry medical students pre- and post- a 6-week rotation in obstetrics and gynecology in Ireland. Participants were asked to rate the influence (on a four-point scale) of factors such as fear of being sued, being reported to the regulatory body or criminal prosecution on their decision to pursue a career in obstetrics or gynaecology. Data were matched pre- and post-rotation and McNemar-Bowker’s test was used to test for differences in related data. All analysis was conducted using SPSS for Windows version 25. ResultsThe responses of 72 students to both questionnaires could be matched (response rate 49.3%). The majority of participants pre-rotation reported that fear of being sued (74%), fear of being reported to the regulatory body (70%) and fear of criminal prosecution (55%) were factors influencing their decision (somewhat or to a great extent) to pursue a career in obstetrics. There were no significant changes post-rotation. Compared to obstetrics, lower proportions of participants pre-rotation considered fear of being sued (54%), fear of being reported to the regulatory body (50%) and fear of criminal prosecution (40%) as factors influencing their decision to pursue a career in gynecology. There were no significant changes post-rotation. ConclusionsMedico-legal and regulatory culture is shaping the perceptions of graduate entry medical students of obstetrics and gynecology and influencing their decision to pursue a career in the speciality. Understanding the impact of medico-legal culture on career choices including a high-risk specialty such as obstetrics and gynecology is important from both a policy and reform context, and if the healthcare service is to recruit and retain adequate numbers to ensure the safe provision of healthcare.

PERCEPTION OF STUDENTS AND TEACHERS ABOUT DIDECTIC TEACHING AMONG PUBLIC AND PRIVATE COLLEGES

Didactic teaching remains the dominant pedagogical approach in many educational institutions worldwide, including Pakistan. This study aimed to assess and compare the perceptions of students and teachers regarding didactic teaching in public and private colleges in Lahore, Pakistan. Methods: A descriptive cross-sectional study was conducted from January to July 2024, involving 152 participants (95 students and 57 teachers) from public and private colleges in Lahore. Participants were selected using stratified random sampling. Data were collected through a structured, pre-tested questionnaire assessing demographic characteristics, perceptions of didactic teaching, and preferences for interactive teaching methods. The data were analyzed using SPSS version 26.0. Chi-square and t-tests were employed to compare perceptions between groups, with statistical significance set at p < 0.05. Results: The majority of teachers (68.4%) favored didactic teaching, particularly for syllabus coverage in limited timeframes. In contrast, only 42.1% of students found didactic teaching effective, with significant differences between public (54%) and private (36.4%) college students (p < 0.05). Furthermore, 70.5% of students preferred interactive teaching methods such as group discussions and problem-solving activities, compared to 36.8% of teachers (p < 0.05). Private college participants, both students and teachers, showed a higher preference for interactive methods compared to their public counterparts (p < 0.05). Conclusion: This study highlights a significant divide between students' and teachers' perceptions of didactic teaching in public and private colleges. While teachers, particularly in public colleges, defend didactic teaching as efficient, students, especially in private colleges, express a clear preference for interactive methods. These findings suggest the need for reforms in Pakistan’s higher education system to integrate more interactive teaching approaches while maintaining the efficiency of didactic methods, especially in public institutions.

E!Canasta: A card game to teach ATP synthesis and metabolic regulation in biochemistry classes.

Understanding ATP formation is essential for learning metabolism and is central to grasping metabolic processes as a whole. However, due to the high level of abstraction, the number of intermediate substrates, the connections, and integrated regulation, its comprehension often poses a challenge. This and the fact that traditional teaching methods struggle when dealing with highly abstract concepts, game-based strategies present a more concrete and dynamic alternative, which led to the creation of E!Canasta (card game). Developed based on Canasta and adapted in order to improve the learning of concepts, including some of pathway's regulation and integration, E!Canasta motivates students and promotes engagement in a fun activity. Students assemble a sequence of cards representing the glycolysis, acetyl-CoA, Krebs cycle, and electron transport chain, which correspond to the card suits. Strategically, some of the cards hold special feats that simulate some aspects of metabolic regulation and integration (to give or take away points). At the end of the game, points are added up for sequences and cards with positive or negative effects. The game was played with two classes of students enrolled in biochemistry as part of their graduations (86 players). Student perception on gameplay, motivation and understanding was measured through an anonymous Likert scale questionnaire, with very positive results in all questions. Statistically significant correlations were observed regarding the perceived comprehension of pathways and their regulation, and in linking motivation with a positive gaming experience, showcasing that E!Canasta demonstrates considerable educational potential, along with an enjoyable experience for learning ATP synthesis.

Percepção do transtorno disfórico pré-menstrual entre universitários de medicina de Curitiba/PR

Introduction: Premenstrual Dysphoric Disorder (PMDD) is a severe form of Premenstrual Syndrome (PMS) characterized by psychological or behavioral symptoms that significantly impact a woman’s quality of life. Due to its recent recognition as a mental health disorder, many healthcare professionals remain unfamiliar with PMDD, complicating its diagnosis and management. Objective: To evaluate the perception of medical students in Curitiba, Paraná, regarding premenstrualdysphoric disorder. Methods: This descriptive cross-sectional study was approved by the Research Ethics Committee (CAAE: 47635921.4.0000.0093). Data were collected between August 2021 and April 2022 through an online questionnaire administered to 593 medical students from institutions in Curitiba, Paraná. The questionnaire assessed knowledge about PMDD, its teaching during medical training, differentiation from PMS, and the medical approach towards affected women. Results: Of the participants, 83.6% were women and 16.4% were men. A total of 51.9% had studied Gynecology and Obstetrics and/or Psychiatry. Regarding PMDD, 40.8% had never heard of it, and only 28.8% had acquired knowledge about it during their university education. Among those who had studied Gynecology and/or Psychiatry, 86.7% did not feel qualified to diagnose the disorder and were unaware of the differences between PMDD and PMS (52.4%), with a higher frequency of men (68.4%) compared to women (51%, p=0.017). While 55.2% of students correctly defined PMDD, the majority (53.2%) were unclear about its signs and symptoms. Among female students, 82.9% felt that the medical approach was superficial during consultations, while only 10.1% reported a thorough investigation of symptoms.Conclusions: PMDD is a condition that is poorly understood and inadequately addressed in the training of general practitioners. Increasing awareness and education on this subject in universities would better equip professionals to recognize and manage this disorder, ultimately improving women’s quality of life.

Exploring Students’ Perceptions of Peer Interaction in Developing English Speaking Skills

This study investigates the perceptions of EFL students regarding the role of peer interaction in developing English-speaking skills. A total of 125 English majors from Nam Can Tho University participated in the study, providing insights through a questionnaire on how peer-based activities influence their language learning. The results indicate that peer interaction offers increased opportunities for language practice, reduces anxiety, and boosts confidence in using English. Students reported that structured tasks, such as role-plays and problem-solving activities, significantly enhance their engagement, language fluency, and accuracy. Additionally, tasks relevant to real-life situations were found to motivate students to participate more actively in peer-based learning. These findings align with previous research, emphasizing the positive impact of peer interaction on fluency, vocabulary use, and self-monitoring. The study concludes that integrating peer interaction into EFL curricula fosters a supportive and communicative learning environment, encouraging collaborative language use and contributing to the overall development of English-speaking proficiency.

The Development of Quizizz-Based Interactive Design using Whole-Part-Whole Model for Teaching English Vocational School for Culinary Arts Department

This research is a Research and Development study aimed at developing game-based English language learning tailored to the needs of students in the culinary field, utilizing ESP (English for Specific Purposes) and the Whole-Part-Whole model. The data were analyzed using both qualitative and quantitative descriptive methods. Qualitative data were generated during the Analysis phase of the ADDIE research procedure, which served as material for content development. Quantitative data were obtained from expert judgment. The data analysis process, which included document analysis and interviews, identified several student needs related to English language learning. The results of this study were as follows: In the first stage (whole), materials were presented along with interactive quizzes through Quizizz. In the second stage (part), detailed materials were displayed, covering definitions, social functions, text structure, and linguistic features of procedural texts. In the third stage (whole), students were assigned to create their procedural texts, both orally and in writing, using Quizizz. The average percentage of student perception was 92.03%, indicating that the module implemented in class is highly suitable. The average rate of expert judgment reached 95.83%, with an interpretation score of very suitable. Thus, developing an interactive quiz-based design for teaching English in culinary vocational schools at SMK N 4 Mataram was deemed very appropriate for use in the teaching and learning process.

Utilizing Trust to Examine Pre-Service Teachers’ Challenges When Learning to Implement Mathematics Tasks

ABSTRACT Implementing challenging mathematics tasks in elementary classrooms is a foundational teaching practice that is known to be difficult for teachers. Yet, little is known about the challenges pre-service teachers (PSTs) experience as they work to develop this practice. Additionally, the importance of trusting relationships in schools is well established, though research has not examined how issues of trust might influence PSTs’ development of specific pedagogical practices. This cross-institutional study examined written reflections highlighting challenges experienced by 77 PSTs from seven teacher preparation programs. Findings elucidate six distinct challenges, three of which align with necessary features of trusting relationships (teacher control with vulnerability, perceptions of student ability with competence, and concerns about student feelings/experiences with benevolence). Based on these findings, we offer recommendations for mathematics teacher educators to consider as they prepare PSTs to implement challenging tasks, including ways to support PSTs’ vulnerability, perceptions of students’ competence, and benevolence during methods courses and field placements.

Game-based Learning for History: Student Perceptions and Preferences

With the rapid development of games in the 21st century, the panoply of games on history shows a wide variety. Backstories from most historical eras have been implemented in different game genres and modalities. Furthermore, a growing number of studies have pointed to the didactic potential of historical games as learning tools. This study aims at investigating university students' perceptions of gaming and their game preferences, with a particular focus on history. The research question to answer was: "What types of games do history students play, and how can games, in their view, contribute to learning in their subject?" Educational action research was used as the overall strategy in a study where data was collected from five different university course groups in general history at the basic level. Students answered questionnaires with open ended questions about gaming preferences and their perceptions of games. The answers were then analysed in an inductive thematic analysis. Findings show that the students play a mix of analogue board games, digital games and hybrid forms. In the transmedial array of games available, important genres include role playing games, strategy games, quizzes and first-person action games. The students frequently provide arguments for the use of games in history education, and they give reasons why they find a particular game useful for this purpose. They describe how these games have a potential to add value to history education. To some extent, they also discuss how this can be implemented. In conclusion, the authors argue that so-called technology tree games are particularly relevant to learning history from a structural perspective, while RPG:s can strengthen interpretive approaches through a subjective historical experience.

Measuring the mediating role of quality education for ensuring employability skills: An analysis of higher education student perception in Bangladesh.

The present study employs a quantitative approach to measure the student perception of the direct and mediating effect of quality education for ensuring employability skills in higher education students of Bangladesh. The study was conducted on 154 undergraduate and graduate students at a Private University in Bangladesh, through a cross-sectional survey using a structured data questionnaire. The multilevel measurement and structural model, which was based on the constructs of quality education, employability skills of students, course structure, institutional policy, and physical aspects, was analysed using Partial Least Squares modelling with SmartPLS 4. The aim was to identify the employability skills that are present among higher education students in Bangladesh through student perception and explore the mediating role of quality education in shaping these skills. The findings suggest a significant gap between the skills taught in private universities, and the industry requirements of Bangladesh, which highlights the urgency for administrators and policy-makers to act fast. physical aspects have a positive influence on quality education and employability skills, but course structure and policy show less direct impact. Moreover, quality education is a crucial mediator for only the factors that match a direct effect. This proves that higher education students in Bangladesh may not have acquired the technical knowledge required by the industry. However, the present study was conducted on undergraduate and graduate students at a single private university, thus acknowledging the need to diversify the population sample in future studies for enhanced generalizability. The implications of these results extend to educational policymakers, institutions, and stakeholders, therefore emphasizing the need for curriculum enhancement, industry-academia collaboration, and policy reforms.

Consulting with an embedded librarian: student perceptions on the value of required research meetings.

This qualitative research project was undertaken to discover how students perceive the embedded librarian in their nursing class. The researchers determined how a required group research meeting was valued by students and whether that value warranted the necessary time and energy by an embedded librarian. Researchers conducted focus groups with twenty-three students from two different sections of the same nursing research methods undergraduate course. Students' responses to a series of five questions were recorded within Zoom and supplemented by handwritten notes. Data was coded by hand and patterns that emerged from the five focus groups were analyzed. Participants reported overall satisfaction with the embedded librarian and students felt they benefitted from the required research meeting with the librarian, which was part of the searching assignment rubric and closely tied to the assignment itself. Based on the data, a required research meeting with an embedded librarian, who is familiar with the course assignments, reinforces classroom instruction, point-of-need assistance with search strategies, and the opportunity to strengthen the relationship with the librarian for future research needs.

Improving learning experience through implementing standardized team-based learning process in undergraduate medical education

IntroductionTeam-Based Learning (TBL) is a highly structured active learning methodology shown to have positive learning outcomes in undergraduate medical education (UME). While many medical schools have increasingly adopted TBL, there is considerable variation reported in the literature in the implementation of the standard sequence and key components of TBL. The extent to which this variation affects the benefits of TBL is not well understood. This study aims to assess the impact of implementing the standardized framework of the TBL process on student perception of the benefits of TBL.MethodsFaculty at our institute were surveyed to determine the frequency of implementation of TBL standards, as described in the literature. Second-year osteopathic medical students (OMS II) were surveyed for their perception of the experience of TBL at the beginning of the academic year. Curricular interventions targeting the enforcement of the standard steps and key components of TBL were implemented in a particular 6-week system course. The students were re-surveyed at the end of the course. Descriptive and thematic analyses were performed on quantitative and qualitative data.ResultsTwenty four of 31 (77.4%) faculty participated in the faculty survey, 53 of 105 OMS II students (50.4%) participated in the pre-intervention survey, and 72 of 104 OMS II students (69.2%) participated in the post-intervention survey. Faculty survey results indicated inconsistent implementation of key steps and components of the TBL process. Comparisons of student pre- and post-survey means of the perceived value of various aspects of TBL showed significant improvement in multiple aspects of the TBL process, including readiness assurance tests, immediate feedback, and application activities. Both before and after the intervention, students highly rated the value of teamwork and opportunities for practical application of concepts within TBL.ConclusionWhile medical students value teamwork in UME and professional development, their perception of TBL can be less than positive if not conducted deliberatively. Assessment of the implementation of the standard TBL steps and components and development of corresponding targeted interventions may improve the TBL experience of medical students. Our process could be generalized to help educators interested in improving TBL in their home institutes.

From Song to Loyalty: How the Anthem of Universitas Trunojoyo Madura Enhances Student Engagement and Strengthens Institutional Bonds

University anthems, as key elements in shaping the identity of higher education institutions, reflect the values and history of the university and enhance a sense of community. This study focuses on how the integration of traditional Madurese elements in the anthem of Universitas Trunojoyo Madura influences student identity and engagement. The knowledge gap lies in the actual influence of traditional music in enhancing student engagement and loyalty. A qualitative methodology was employed, involving in-depth interviews and lyrical content analysis of the anthem to uncover student perceptions. The primary findings suggest that the use of traditional Madurese music elements enhances student pride and engagement, strengthens institutional identity, and reinforces community bonds. The implications of these findings affirm the crucial role of arts and literature in facilitating social and communal engagement in academic settings, providing new insights for the development of educational strategies and university policies.

Perception of Dentistry Students Regarding Virtual Classes During the COVID-19 Pandemic

The COVID-19 pandemic implied changes and challenges in university education around the world. In the area of ​​dental education, the virtual approach or virtual teaching was a challenge for both students and teachers. Although digital platforms, conferences and virtual courses have already been used in Dentistry as a complementary resource, the pandemic meant a completely virtual modality. However, teaching in virtuality is complex since the didactic and pedagogical processes are related to areas or specialties linked to the clinical part of this profession, where the virtual approach related to the restorative, rehabilitation or even surgical area, It is insufficient for the dental student to adequately develop procedural skills. The objective of this study is to know the perception of Dentistry students regarding virtual classes during the pandemic in order to know their opinion about this issue, in addition to managing the improvement of teaching methods on virtual platforms, training teachers and students in the management of information and communication technology in virtual environments. Likewise, the use of haptic simulators can be integrated with virtual reality systems, technology that is already being used in Russian universities. In addition to contributing to the development of students' learning in times of pandemic, would also allow them to acquire and develop clinical skills that are required before having contact with the patient.

Education equity. Evolutionary concept analysis

The Equity and Educational Inclusion project—Perception of High School Students at the University of Guadalajara was approved and financed in 2022. The first stage of the research was to determine through systematic mapping of educational equity whether there was an updated state-of-the-art. This exercise yielded 33 open-access articles in Spanish indexed in the Web of Science (WOS), Scopus, Scielo, and Redalyc databases that included educational equity or some of its variants in their titles. The objective of this article was to present the results obtained during the second phase of documentary research, using the scoping review and Rodgers' evolutionary concept analysis as methodological processes.The results of the literature review's systematic inductive methodologies show that seven state-of-the-art publications describe the evolution of the educational equity concept. In addition, the conceptual analysis elements were identified from the systematic extraction process to understand the context (antecedents, attributes, and consequences) in which other terms substitute for or relate to educational equity.Finally, documental research provided the basis for a robust theoretical and conceptual framework for developing the remaining stages of the origin study, concluding it successfully, and disseminating the results to the academic community

The Use of Artificial Intelligence in Teaching and Learning: Opportunities and Challenges. Students Vs Lecturers Perception

The use of AI in higher learning institutions has brought a dilemma as it was in the era of using google and Wikipedia causing a lot of academic dishonest. There are two paradigm on this, some sees as opportunity for effective learning and others sees as a challenge in the teaching and learning contributing to rote learning. The author wonders as to why should it be perceived as opportunity at the same time be seen as a challenge. The perceptions of students and lecturers towards this technological advancement is always taken as a shock at the beginning, yet can significantly influence the teaching and learning in institutions as it was in the error of the use of google search and Wikipedia. This paper explores the differing viewpoints of students and lecturers on the use of AI in higher education, by examining the opportunities, challenges, and potential impacts on teaching and learning experiences. Questionnaire and interview were used as data collection tools. The study realized that students knows the use of AI in searching information than their lecturers (72%:22%). Lecturers sees AI facilitates rote learning while students see that is an opportunity to them because the information is accessed in short time. Finally they all suggest that there should be clear policies on the use of AI in teaching and learning and having acceptable ratio of human and AI interaction in the teaching and learning. The study concludes by calling upon in-service training to lecturers and other education stakeholders to have proper use of AI for effective teaching and learning.

Nursing students’ perception and attitudes toward utilization of artificial intelligence in health care

The study aimed to evaluate the nursing students’ perception and attitudes toward utilization of Artificial Intelligence in Health care. Descriptive research design. The study was conducted at Vision Medical College, Jeddah. KSA. Two hundred and six students registered in the nursing program were included in the study by using convenience sampling. Three tools were used for data collection, Self-Administered questionnaire, Covered student nurses' demographic characteristics, Perception toward Artificial Intelligence Questionnaire and Students’ attitudes towards Artificial Intelligence Questionnaire. The majority of participants responded that they are familiar with Artificial Intelligence 79.6%, there was a significant positive correlation between student nurse’ demographic characteristics (Living Location, education, Self-Assessment of Technological Competence and Familiarity with Artificial Intelligence) and their attitudes toward using the artificial intelligence. The mean score of the attitude scale was (M= 3.29, SD = 0.76), while the mean scale score of the perception scale was (M= 3.43, SD = 0.69). Likewise, a significant positive association was observed between perception of students and their attitudes towards artificial intelligence (β = 0.855, p < 0.001). The current study revealed that the students most likely held positive attitudes towards AI utilization and had a favorable perception toward utilization of artificial intelligence in health care. Integration of artificial intelligence technology and their utilization in nursing practice as a partner for improving patient outcomes in the health care field.

The role of person-related factors and acoustic parameters on students' perception: a pilot study

Classrooms are dynamic spaces where the sound environment not only influences the comprehension of the teacher's message but also shapes the social and emotional atmosphere within the class. This pilot study investigates the sound perception of students within classrooms, considering both person-related and acoustic objective factors as predictors. Thirty-four students from two grade-four classes of a primary school in Pavia, Italy, participated in this study, completing a questionnaire assessing the perceived pleasantness, arousal and loudness within the classroom. Person-related factors such as noise sensitivity, working memory, theory of mind, and language skills were also evaluated separately. Sound levels in occupied conditions were monitored and processed using Gaussian Mixture Models to separate teacher speech levels from students' activity. Additionally, acoustic parameters including reverberation time and clarity were measured in unoccupied conditions. Person-related factors were analysed in relation to subjective evaluations, considering the potential mediating effect of the classroom sound environment. The results of this study will offer insights into the complex interplay between person-related characteristics and the sound environment, shedding light on factors beyond noise interferences that impact students' subjective perception in educational settings.

Qualitative Exploration of Experiences of Mental Illness and Stigma Management Strategies Among University Students in Lahore

Current literature on student mental health offers ample evidence of a worldwide increase in the prevalence of mental health issues among university students. However, there is limited literature from a social constructionist approach within Pakistan examining the student perception of mental illness, stigma, stigma management, and barriers to help-seeking. This study attempts to bridge the gap by conducting a descriptive qualitative study using the social constructionist framework to understand the perception of mental illness and its corresponding stigma in a fluid, non-canonical fashion. Semi-structured interviews with 11 university students reveal the personalized meanings given to the critical terms within the study. Intersectional dimensions of gender, class, and level of education are extensively explored, considering the student’s perceptions. The reflexive thematic analysis identifies perceived determinants of mental illnesses, the perceived relationship between mental illness and stigma, stigma management strategies employed by respondents, and perceived coping mechanisms. In Pakistan, where mental illness is not only prevalent but highly stigmatized, this research hopes to be a valuable addition to scholarly research on mental health and illness among young people in higher education institutes.