Positive Attitude Of Students Research Articles

Classroom-Based Experiential Learning: Experiences from Kosovo Primary Schools

Background: Studies show that key significant variables related to effectiveness of teaching and learning are students' attitudes towards learning, teacher competencies and teaching methodologies applied (Riera et. al, 2023; Glazier & Bean, 2019; Mulala, 2015; Amirtha & Jebaseelan, 2015). Purpose: To explore changes in primary student attitudes towards learning pre- and post-implementation of a curriculum based on experiential learning methodology. Furthermore, the study also measured specific pre-service teacher variables (perceived self-efficacy, motivation, and power) pre and post implementation of experiential learning methodology. Methodology/ Approach: The study followed a carefully designed intervention, using comparison groups pre/post study design to compare outcomes of the groups before and after the study. The study was conducted with a sample of 856 fifth-grade students, and 30 pre-service teachers. Findings/ Conlusions: Results indicated that there were significant increases in positive attitudes of students in intervention group classes. Results also indicate higher motivation for engagement in the teaching process of intervention group pre-service teachers compared to control group pre-service teachers and a significant increase in perceived power during classroom hours for intervention group pre-service teachers from the pre-test to the post-test phase. Implications: The implications of this research extend to other educational systems, as incorporating hands-on practical experiences in teacher education programs results in capable teachers committed to lifelong learning and creation of positive learning environments, and incorporating experiential learning methodologies can enhance student engagement, positive attitudes and motivation to learn and excel academically.

Student attitudes toward quantum information science and technology in a high school outreach program

[This paper is part of the Focused Collection in Investigating and Improving Quantum Education through Research.] With the current growth in quantum information science and technology (QIST), there is an increasing need to prepare precollege students for postsecondary QIST study and careers. This mixed methods, explanatory sequential research focused on students’ affective outcomes from a one-week, 25-h summer program for U.S. high school students in grades 10–12. The workshop structure was based upon psychosocial theories of self-determination and planned behavior, where QIST aspirations may be facilitated and viewed as achievable choices if students acquire disciplinary knowledge, self-efficacy, normative expectancy of their capacity in the field, and awareness of vocational roles. The program featured lectures, demonstrations, and hands-on experiences in classical and quantum physics and quantum computing. Students’ attitudes toward QIST (N=77)—including self-efficacy, self-concept, relevance, career aspirations, and perceptions of quantitative fluency—showed improvement with a medium effect size, even though treatment students entered the program with more positive QIST attitudes when compared with a control group of high school physics students (N=65). Postprogram interviews with n=12 participants identified several explanatory themes: (i) Students tended to comprehend classical and quantum topics taught through multiple representations, regardless of whether they had taken physics previously; (ii) students experienced some challenges with mathematics and science concepts that support quantum understanding, yet they revealed a willingness to learn new concepts outside of their comfort zone; (iii) students expressed motivation for pursuing science, technology, engineering, and mathematics and/or quantum-related careers in the future, as well as increased QIST self-concept, largely through understanding the relevance of QIST in solving technological problems; and (iv) students reported increased self-efficacy in understanding QIST topics and performing related tasks. This informal summer program showed promise in promoting positive student attitudes toward QIST, a critical emerging field in advancing technological solutions for global challenges. Published by the American Physical Society 2024

How does the use of modern technologies affect students’ perception of information? The effectiveness of holographic projection technology in music education

ABSTRACT The article studies the holographic projection technology in an innovative music classroom during full-time education. The study addresses the influence of this technology on the effectiveness and efficiency of learning, as well as on the perception and memorisation of educational material by students. It describes an innovative music classroom with equipment for using a 3D Hologram (3DH) for face-to-face lectures. An educational experiment was conducted within a three-month course. The experiment enrolled 111 foreign students in the first year of studying at higher educational institutions in China. The evaluation of the emotional background of the learning environment in the innovative music classroom indicates a positive attitude of students towards educational activities. The activities aroused their interest, admiration and trust; the environment was friendly and joyful. The findings can facilitate the search for innovative solutions to improve pedagogical activity or foster the introduction of holographic innovations into teaching practice.

Development of E-Modules Based on Character Education: Logic Subjects

Character education-based e-modules are an innovation in education that aims to increase the effectiveness of learning and expand accessibility to subject matter by integrating positive values and attitudes in students. Currently, the Logic Learning Module at SMA Satu Padu Boarding School-Tiga Juhar still uses a conventional approach without integrating character education values and has not adopted online learning. This research aims to evaluate the feasibility and effectiveness of developing an e-module based on character education for class XI students in the Logic subject at SMA Satu Padu Boarding School-Tiga Juhar. The research method used was research and development (R&D), with research subjects totaling 19 class XI students. The object of this research is the Basics of Logic material. The research stages include validation tests by material experts, media experts, and design experts, as well as individual and group trials on the use of character-based e-modules. This research also tests the effectiveness of e-modules based on character education. The research results show that students who use e-modules based on character education are "more effective" than students who have not used e-modules based on character education. This was shown in individual testing of the use of character-based e-modules, with a score of 3.45 and a percentage of 68.97% deemed feasible. In the field group testing, it showed a score of 3.78 with a percentage of 75.01% where the criteria were eligible

Comparative Study of Attitude towards Physical Education Games and Sports of Higher Secondary and Higher Education Students of Indore

The present study intended to find out the difference between attitude towards physicaleducation and games and sports in higher secondary and higher education students of Indore city. 200students of higher secondary and 200 students higher education was selected as the subject for presentstudy. The criterion measure for the testing hypothesis in this study is the total scores obtained in thequestionnaire. The subjects were instructed to mark the content of each item according to the requiredquestions .there was no time limit for the completion of the questionnaire but the subject was instructednot to consider longing over any statement and responding all the statement in the test independently. Toknow the attitude of the higher secondary and higher education students towards physical educationgames and sports, 27 questions were selected for questionnaire in which most questions were foundhaving positive attitude of students towards physical education games and sports. Out of 27 questionitems, in 16 question items the higher education students were found to be more positive towardsphysical education games and sports as compare to higher secondary students. Further in 10 questionitems higher secondary students were found to be more positive towards physical education games andsports as compare to that of higher education students in one item the attitude of the higher educationand higher secondary students towards physical education games and sports were found to be equal.

ANALYSIS OF THE READINESS OF A SECONDARY SCHOOL FOR THE SYSTEMATIC APPLICATION OF A HUMOROUS APPROACH

Background. Pedagogical innovations aimed at the formation of a competitive national educational system require a primary analysis of the prevailing conditions "on the ground" for further successful practical implementation. The domestic general education school system is not flexible and adaptable to modern challenges and requirements, which forces teachers and practitioners to adapt any author's concepts and developments to existing realities and significantly affects the success of widespread application. Purpose. To determine the degree of readiness of the teaching staff and secondary school students to introduce humorous means and techniques into the educational process. Methods. The main method used is the analysis of the empirical data obtained during the diagnostic stage of experimental work at MBOU Gymnasium No. 123 in Barnaul. The processing and systematization of the information revealed during the survey and concretizing conversations made it possible to analyze the prevailing conditions for the use of humor in the middle and senior levels of a general education organization. Results. The results of diagnostics of the formed readiness of the teaching and student staff in the field of application of the humorous approach are presented and interpreted. The positive attitude of school students to the use of humor in the framework of pedagogical communication is determined. Insufficient awareness of teachers about the essence of the humorous approach and the possibilities of its application has been revealed. The willingness to master new pedagogical tools and techniques to reduce the distance in the «teacher-student» relationship has been demonstrated. Practical implications. They can be used to update the educational system, introduce new approaches to learning based on the active use of pedagogical communication.

The Effect of the STAD Cooperative Learning Model on Students' Cooperation Attitude in the Subject of Pancasila Education

Cooperative learning strategies have been widely recognized for enhancing interpersonal skills and fostering positive student attitudes. The Student Teams Achievement Divisions (STAD) model emphasizes structured group work and individual accountability, which are crucial in cultivating cooperative attitudes. In the context of Pancasila Education—a foundational course aimed at instilling national ideology and character building in Indonesian students—the integration of effective cooperative learning models is essential for promoting social harmony and civic responsibility. This study aims to investigate the effect of the STAD Cooperative Learning Model on students' cooperation attitudes within the framework of Pancasila Education. Specifically, it seeks to determine whether the implementation of the STAD model significantly enhances cooperative behaviors and attitudes among high school students engaged in the Pancasila curriculum. A quasi-experimental research design was employed, involving two groups of high school students enrolled in Pancasila Education classes. The experimental group participated in the STAD cooperative learning model, while the control group followed traditional instructional methods. Data were collected using a validated cooperation attitude questionnaire administered before and after the intervention. The sample comprised 200 students selected through stratified random sampling to ensure representativeness. Statistical analyses, including paired t-tests and ANCOVA, were conducted to evaluate the effectiveness of the STAD model. Preliminary findings indicate that students exposed to the STAD cooperative learning model exhibited a significant improvement in their cooperation attitudes compared to the control group (p < 0.05). The experimental group showed enhanced abilities in teamwork, communication, and mutual support, aligning with the core principles of Pancasila Education. Additionally, subgroup analyses revealed that the positive effects of the STAD model were consistent across different demographic variables, including gender and socio-economic status.

Learners’ attitudes toward language education based on cultural identities: global citizenship agenda in higher education institutions of Pakistan

PurposeEnglish is the language of global communication, worldwide mobility, job progress, and access to new information and research. Given the numerous roles that English plays in today's society, higher education institutes (HEIs) all over the world are pursuing English-medium education. For Pakistan, however, English-medium education is a colonial legacy rather than a deliberate choice. Research suggests that English-medium education is not devoid of controversy in higher education in Pakistan; nonetheless, students have to seek English-medium education in universities to compete with the world. In fact, being committed to SDG 4.7 Education for sustainable development and global citizenship, Pakistan is supposed to educate its citizens to become global citizens, for which English-medium education is essential. Given the fact that each of the five provinces of Pakistan has a distinct culture and sub-cultures, it is important to see how Pakistani students’ attitudes to English-medium education to become global citizens are different based on their cultural identities. Therefore, the present study aims to analyze undergraduates’ attitudes toward English-medium education based on their cultural identities to become global citizens.Design/methodology/approachUnder the quantitative research paradigm, the present research adopted a comparative design. One hundred and fifty undergraduates participated in the study. The data were collected using a 15-item questionnaire on a 5-point Likert scale, and it was analyzed using the Statistical Package for Social Science (SPSS) version 27.0.FindingsThe results of the study revealed that participants regardless of their cultural identities have positive attitudes towards English-medium education as they believe it to be a source of career development, and improvement of their language, communication, and interpersonal skills. The participants also did not see English-medium education posing any threat to traditional culture and local languages. The findings of the present study also revealed that there is no statistical difference across the different categories of cultural identity.Practical implicationsThe findings of the present study regarding students’ attitudes toward English-medium education will have implications for policymakers and university administration. Since cultural identity does not hinder acceptance of English-medium education, students’ positive attitudes can help policymakers promote multilingualism and English-medium education for career development. However, high-quality English language programs are crucial for maximizing the benefits. Likewise, positive attitudes of students towards English-medium education in Pakistan suggest students’ openness to intercultural dialogue. Therefore, university administration can further enhance student exchange programs for transnational research and development. Likewise, the study implies that cultural identity may not hinder English-medium education implementation in developing countries provided that practical benefits like career advancement and communication skill are emphasized.Originality/valueThe study is unique in the sense that it analyses undergraduates’ attitudes towards English-medium education concerning students’ cultural identities and global citizenship which have not been studied previously.

Canonical Correlations on Positive and Negative Attitudes of Computer-Based Statistics among Business Students

This study aims to investigate the canonical relationship between positive and negative attitudes of economics and business students when using computer-based analytical tools. The subjects of this study were students of the Faculty of Economics and Business in Medan. Samples were taken from two universities, including state universities and private universities. Using a random sampling technique, this study collected 247 responses, consisting of 47 male and 200 female respondents. The data in this study were collected using a questionnaire with a 5-Likert scale and analyzed by canonical correlation. The results of the canonical correlation analysis in this study revealed that Perceived Usefulness (PU) and Perceive Enjoyment (PE) were critical predictors of the construct set of positive attitudes. At the same time, Strain (ST) and Negative Affectivity (NA) were essential predictors of the formation of negative attitudes among users when using computer-based statistical tools. This study produces a new insight related to attitude toward Information Technology (IT) in a specific task, namely statistical analysis. This study also has practical recommendations for universities and lecturers to invest in and use statistical software that is easy and convenient for teaching statistics.

The Immediate Effects of Collaborative Writing on Omani University Students

Collaborative writing is considered to be one of the most important approaches in the second language classroom. This paper explored the effects of practicing collaborative writing in Omani classrooms for eight teaching hours, analyzed six pairs’ dialogues and, interviewed four students and their teacher. Significant immediate effects were established and an insight into students’ attitudes and problems was identified. From the research, two main findings emerge; first, the immediate effects included signs of noticing and transfer of knowledge; an increase in motivation; critical reading and sharing knowledge through discussion; and second, positive attitudes of students towards collaborative writing were found. Therefore, this research recommends that Omani students require collaborative writing in the classroom and they need to be trained in it.

English Language Learning Strategies Integrated with Technology to Improve the Learning Outcomes of Junior High School Students in Palu City

This study investigates how English language learning strategies integrated with technology impact the learning outcomes of junior high school students in Palu City. The research employs a mixed-methods approach, combining quantitative surveys, pre- and post-tests, qualitative interviews with teachers, and classroom observations. A total of 150 students from three schools participated, providing data on their perceptions of technology in learning English and their proficiency in reading, writing, speaking, and listening skills. Quantitative analysis revealed significant improvements in all tested skills following the implementation of technology-integrated strategies, supported by statistical findings (p < 0.05). Surveys indicated positive student attitudes towards technology, citing increased understanding, motivation, and enjoyment in learning English. However, challenges such as limited digital access outside school hours were identified. Qualitative insights from teacher interviews highlighted benefits like enhanced student engagement but also underscored the need for ongoing professional development and equitable access to digital resources. Classroom observations illustrated varied implementation and student engagement levels, emphasizing the importance of pedagogical alignment and effective use of technology in language teaching. This study contributes to the discourse on technology-enhanced education in diverse contexts, offering practical recommendations for improving English language learning outcomes in Palu City's junior high schools.

The interaction between teachers' efficacy and students' attitudes toward effective learning in state universities and colleges of the Philippines

The role of classroom teachers significantly influences student learning and is essential for the success or failure of an educational system. This study assessed how teacher characteristics, self-confidence in teaching, and student attitudes toward learning relate to each other in State Universities and Colleges (SUCs) in Region 02. Teacher effectiveness is seen as a crucial element in education that can positively affect student academic achievement. The research included 348 faculty members and 646 students from four universities, collecting data through a modified questionnaire via online and face-to-face surveys. It found notable differences in how faculty members viewed their own teaching confidence based on their characteristics, which included their abilities in teaching, motivation, managing the classroom, handling behavior, teaching methods, and motivational techniques. The study also noted significant variations in student attitudes towards learning, classified by their learning nature, openness, expectations, and anxiety about learning. It was observed that teaching methods that highlight understanding rather than memorization directly link to positive student attitudes toward learning, suggesting that learning is not just about innate ability. This indicates a need for teachers to enhance their teaching methods using various approaches and platforms.

ACADEMIC WRITING 2.0: STUDENTS’ PERCEPTIONS ON ACADEMIC WRITING WITH BLENDED LEARNING MODE

This research explores students' perceptions of implementing a Blended Learning model in an academic writing course to address challenges in foreign language academic writing. 40 respondents participated, and mixed-methods, including WEBLEI Survey and Case Study 2.0 frameworks, were employed. Data collection involved tests, surveys, asynchronous interviews, and Focus Group Discussions. Statistical analysis indicated positive student attitudes, with mean scores for Interaction, Access, Response, and Result on the WEBLEI Scale being 3.85, 4.12, 4.07, and 4.10, respectively. Results suggest that students benefitted from flexibility in learning processes, access to learning, satisfaction with the learning environment, and pace of learning in the Blended Learning model.

Peningkatan Sikap Positif Matematis Siswa Melalui Pendekatan Matematika Realistik (PMR)

The purpose of this study was to determine: The aim of this research is to find out: 1) increasing students' positive attitudes towards mathematics through the Realistic Mathematics Approach. The main objective of this research is to determine the increase in students' positive attitudes towards mathematics with the Realistic Mathematics Approach (PMR). Apart from that, the process of solving positive attitude questions was also seen by students who were given a Realistic Mathematics Approach. Based on the results of research conducted by previous researchers, the average positive attitude gain score for students who were given the Realistic Mathematics Approach (PMR) was 0.523, higher than that of students who were given conventional learning, which was 0.388. The results of this research show that the average increase in positive attitudes of students who were given real learning was higher than students who were given regular learning.

The Digital Paradox: Increased Connectivity and the Decline in Student Attitudes

In the contemporary educational landscape, digital technology has become ubiquitous, promising enhanced learning experiences and improved academic performance. This study investigates the paradoxical relationship between increased digital connectivity and the decline in student attitudes toward learning. The primary aim is to explore how extensive use of digital devices and social media impacts students' engagement, motivation, and overall academic outlook. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with high school students across various socioeconomic backgrounds. The data reveals a significant correlation between high levels of digital connectivity and negative shifts in students' attitudes. Specifically, students reporting higher usage of digital devices exhibited lower levels of motivation, increased feelings of distraction, and a general disengagement from academic activities. The study concludes that while digital tools offer numerous educational benefits, their overuse can lead to detrimental effects on student attitudes. This finding contributes to the education field by highlighting the need for balanced digital integration strategies that foster positive student engagement and attitudes toward learning. The research underscores the importance of developing educational policies and practices that mitigate the adverse effects of digital overconnectivity while leveraging its potential benefits.

Decreasing Prejudicial Attitudes of Fear and Avoidance Toward Those Who Live with a Mental Illness—A Quasi-Experimental Controlled Study

The undergraduate mental health nursing course is an optimal time to address stigma and prejudice, while developing positive student attitudes toward those who live with mental health conditions. A quasi-experimental, pretest-posttest, nonequivalent-group study with a sample of undergraduate nursing students in New York City (N = 126) was conducted to determine the impact of an undergraduate mental health nursing course on attitudes toward people living with a general mental illness, depression, or schizophrenia. The intervention resulted in a significant reduction in total prejudice scores toward those with a general mental illness when compared to the control (p = 0.033, partial η2 = 0.062). The intervention had no significant impact on total prejudice scores regarding those with depression, or schizophrenia. Subscale analysis revealed the intervention significantly reduced attitudes of fear/avoidance regarding general mental illness (p = 0.040, partial η2 = 0.058) and schizophrenia (p < 0.001, partial η2 = 0.164). There was no impact on authoritarian or malevolent attitudes. Though some attitudes were not amenable to change, this study provides evidence that positive attitudes can be cultivated through undergraduate nursing education. Curricular reform is needed to reduce all facets of prejudice and best prepare future nurses to care for those with mental health conditions.

Evaluating attitudes of pharmacy students toward pharmaceutical side effect pictograms: Ankara sample

Pictograms are graphic symbols that facilitate international communications and express objects and the meaning of these objects. Using pictograms in health is essential to informing patients, especially in cases such as illiteracy, language problems, and multiple drugs. Pharmaceutical pictograms are thought to be helpful not only for pharmacists but also for patients. In this regard, in this study, pharmacy faculty students’ attitudes towards side effect pictograms are evaluated via the “Drug side effect pictogram attitude scale.” As a result of exploratory factor analysis, a one-dimensional structure was obtained in parallel with the original scale with 0.906 Cronbach’s alpha value. The mean values of the items in the scale were found above 3.70, which shows that students have positive attitudes toward side effect pictograms. As a result, it is thought that pharmaceutical pictograms should be included more in pharmacy education to transform the positive attitudes of pharmacy faculty students towards pictograms into the behavior of using pictograms in patient counseling.

Integration of AI into the Distance Learning Environment: Enhancing Soft Skills

Soft skills have become increasingly essential for success in the modern world, especially in the labor market, where employers value employees’ social and communication skills. Online education, which is an integral part of the educational process in Ukraine, is adjusting to the development of students’ soft skills. Integrating artificial intelligence tools into English language learning is becoming a new direction in soft skills development. This approach opens up new teaching strategies that make learning more effective, engaging, and innovative. While learning English, students develop communication, creativity, and critical thinking skills, which contribute to their educational process and prepare the foundation for employment. The study aims to 1) evaluate the impact of artificial intelligence on the development of students’ soft skills in online learning; 2) identify the most essential soft skills for their effective learning and future employment based on a student survey; 3) develop criteria for an online course using artificial intelligence and outline strategies for integrating the ChatGPT tool into distance learning English classes. To achieve the objectives of our study, we developed and processed a questionnaire, collected quantitative data, and analyzed and interpreted qualitative data; the study sample included 304 students. The questionnaire results showed a generally positive attitude of students towards using artificial intelligence in English for Specific Purposes courses. They opened up prospects for introducing an online course in the English for Specific Purposes program and further research, including an experiment with the introduction of this online course.

Medical, dental, and nursing students’ attitudes and knowledge towards artificial intelligence: a systematic review and meta-analysis

BackgroundNowadays, Artificial intelligence (AI) is one of the most popular topics that can be integrated into healthcare activities. Currently, AI is used in specialized fields such as radiology, pathology, and ophthalmology. Despite the advantages of AI, the fear of human labor being replaced by this technology makes some students reluctant to choose specific fields. This meta-analysis aims to investigate the knowledge and attitude of medical, dental, and nursing students and experts in this field about AI and its application.MethodThis study was designed based on PRISMA guidelines. PubMed, Scopus, and Google Scholar databases were searched with relevant keywords. After study selection according to inclusion criteria, data of knowledge and attitude were extracted for meta-analysis.ResultTwenty-two studies included 8491 participants were included in this meta-analysis. The pooled analysis revealed a proportion of 0.44 (95%CI = [0.34, 0.54], P < 0.01, I2 = 98.95%) for knowledge. Moreover, the proportion of attitude was 0.65 (95%CI = [0.55, 0.75], P < 0.01, I2 = 99.47%). The studies did not show any publication bias with a symmetrical funnel plot.ConclusionAverage levels of knowledge indicate the necessity of including relevant educational programs in the student’s academic curriculum. The positive attitude of students promises the acceptance of AI technology. However, dealing with ethics education in AI and the aspects of human-AI cooperation are discussed. Future longitudinal studies could follow students to provide more data to guide how AI can be incorporated into education.

Nearpod Integration: What and How Is the Potential for Teaching and Learning?

The demands of education in the era of the industrial revolution 5.0 are getting higher, one of which is the integration of the use of technology in learning activities. Technology has various benefits in learning, for example to help teachers create an online-based learning system through a learning management system. Learning management system allows students to learn more actively and independently. Nearpod is a learning management system that can be used for teaching. Nearpod has various advantages compared to other learning management system, for example, it is interactive. Some of Nearpod's unique features for example: easy access to Nearpod, the availability of various quiz features, and other interesting features make Nearpod a platform for online and blended learning. The purpose of this study is to see the potential of Nearpod integration in learning. Using the scoping review method, 15 selected articles were analyzed to answer research questions. The results of the study show that Nearpod integration has a positive impact on the teaching and learning process, such as: increasing interactive learning, positive student attitudes, and learning outcomes. Furthermore, teachers find it helpful when teaching using Nearpod. Lastly, Nearpod integration can potentially improve teaching efficiency. However, the use of Nearpod tends to be implemented only in science learning, even still rarely in mathematics learning. Based on Nearpod’s advantages and findings in empirical studies, Nearpod can be further explored for learning in areas including mathematics. Future work suggested is the development of Nearpod to improve the quality of learning, especially mathematics learning.