Postgraduate Education Students Research Articles

An Analysis of Thematic Progression Pattern Found in Thesis Abstracts by Postgraduate English Education Students

This study investigates thematic progression patterns used in thesis abstracts written by postgraduate English education students. The fourth abstract thesis are analyzed the theme and rheme structured within for each clause then examined whether the types of thematic progression is used. In a short, it explores how themes are used and structured in written text. It examines the three types of thematic progression based on Brian Paltridge’s theory employed and analyzes their frequency. A qualitative research method employs to analyze, categorize, and understand the patterns of thematic progression. The findings showed that among the different thematic progression patterns used in abstracts, constant themes are the clear favorite (30%), followed by linear themes (12%) and split rheme (4.3%). In can be interpreted that the limited use of thematic progression patterns in the analyzed thesis abstracts indicates that some postgraduate English education students may need further guidance on constructing clear and concise abstracts. To enhance the coherence and readability of their abstracts, these students should be encouraged to employ thematic progression strategies more effectively.

Development of an Interactive E-Module on the History of Quantum Physics Assisted by Flip PDF Professional

The rapid development of technology greatly affects the education system in Indonesia, especially in the use of Information Technology (IT) devices such as hardware and software in the teaching and learning process. This research focuses on developing interactive e-modules using the Flip PDF Professional application to improve students' quantum physics learning experience. This research problem addresses the difficulties faced by students in understanding quantum physics concepts, which leads to low academic achievement. This study aims to assess the feasibility and user satisfaction of the interactive e-module "History of Quantum Physics" developed with the help of the Flip PDF Professional application. The research method used is ADDIE (Analyse, Design, Development, Implementation, Evaluation) which involves validation by material experts and trials on physics education students at two universities. The results showed that the feasibility of interactive e-modules of quantum physics history by media and material experts obtained results that were feasible to be tested without revision with a percentage of 81.8%. So that the e-module can be tested on undergraduate and postgraduate physics education students. User satisfaction test results show that e-modules can be used as a support for quantum physics learning media with a satisfaction percentage of 91.33% or very satisfied.

Social justice implications of digital science, technology, engineering and mathematics pedagogy: Exploring a South African blended higher education context

AbstractHigher Education institutions robustly adopted digital pedagogy during the coronavirus (COVID-19) pandemic. This article reports on a study focussing on postgraduate students’ first-hand experiences of digital pedagogy for Science, Technology, Engineering and Mathematics (STEM) education. This study was conducted at one higher education institution in South Africa post-COVID-19. The study was framed by the technology acceptance model and a self-constructed conceptual model focusing on key concepts and ideas related to social justice. Forty-seven postgraduate STEM education students participated in the study. A mixed-methods approach guided the data generation for this study, whereby one questionnaire was used to generate quantitative data and four semi-structured focus group interviews assisted in generating qualitative data. Thematic coding, interpretative techniques and NVivo were used to analyse the qualitative data. Excel was used to analyse the quantitative data. The results exhibit the strengths, limitations and implications of digital STEM pedagogy for higher education in a developing country. This study adds to the developing knowledge concerning digital pedagogy for STEM education and social justice issues in developing countries. Using postgraduate STEM education students’ personal experiences of digital pedagogy, this study seeks to contribute to the growing body of research on the social justice implications of using digital pedagogy in higher education. By examining the implications of digital pedagogy for STEM education through a social justice lens, this research can inform curriculum development and pedagogical practices that encourage more inclusive and equitable learning environments.

Stress-related experiences and intentions to quit studies among female married postgraduate distance education students in Ghana

BackgroundAlthough postgraduate studies have been shown to be associated with stressful experiences, students reading programmes through the distance and e-learning mode experience greater levels of stress due to several reasons. These stressful encounters might be heightened in female married postgraduates on distance education programmes due to other family-work-related engagements. This study investigated the stress-related experiences and intentions to quit studies among female married students on a distance education programme in Ghana.MethodsUsing a sequential explanatory mixed-methods design, 164 married postgraduate distance education students were sampled to participate by responding to a questionnaire. Follow-up interviews were conducted with 10 participants to offer insight into the quantitative findings. Quantitative data were analysed using descriptive statistics, including frequency and percentages, while the qualitative data were thematically analysed.ResultsStress was prevalent among the female married distance education students, with the majority having intentions of quitting their studies. The stressors identified ranged from personal (i.e., work and family demands) to institutional ones (i.e., academic load, unresolved complaints and high financial demands from the programme).ConclusionsKey findings suggest that female married postgraduate distance education students perform multiple roles as full-time employees with family and academic demands that can negatively impact their health and academic work. Implications and recommendations of the findings are discussed.

Using the perceptions of online university students to improve the pedagogy and practice of distance educators

This paper reports on the findings of an investigation into the experiences of undergraduate and postgraduate distance education students from one higher education institution, Avondale College of Higher Education. All of the institution’s current students who were enrolled in a distance course or who had previously completed a distance component of their course were surveyed using an online questionnaire. A subgroup of this population also contributed to focus group discussions. Findings from an analysis of the combined data gathered from the online questionnaire and the focus groups were used to inform the institution’s professional development (PD) program that supports lecturers to design and teach online courses. Results of the study are outlined in terms of distance students’ perceptions about the institution’s distance education program, specifically in relation to course structure, interaction and communication, presentation of materials, use of media and design consistency. The paper concludes with recommendations for addressing the weaknesses of online learning programs including both curriculum design and PD strategies.

Practice and Exploration of Ideological and Political Education for Postgraduate Students Under the Mentor Responsibility System

This study aims to address the problems existing in the ideological and political education of postgraduate students, and combines the implementation of the mentor responsibility system to explore the role orientation, work content, and practical effects of mentors in the ideological and political education of postgraduate students. Through questionnaire surveys, interviews, and other research methods, the current situation of ideological and political education of postgraduate students under the mentor responsibility system is analyzed, and corresponding optimization strategies are proposed.

The Science Education Students' Understanding About Global Climate Change Issues in Indonesia

This research aims to conduct a preliminary study on the understanding of the concept of climate change for the first-year postgraduate science education students at Unesa. The purpose of this study is to determine the level of understanding of students’ concepts of climate change and find patterns of sustainable climate change education that are expected to prepare Indonesian people to face the growing issue of climate change through effective teaching. The research subject is 17 postgraduate students of science education for the first semester. The method used is quantitative descriptive. Data were collected through distributing questionnaire instruments about climate change and global warming. The results of the study show that the concepts of climate change and global warming are still something new and interesting for science education students. Most students are not familiar with climate variables. They still have difficulty distinguishing the term climate change, global warming, ozone layer depletion, and the greenhouse effect. The results of this study are used as the basis for constructing sustainable climate change education in Indonesia. Keywords: climate change, patterns of sustainable climate change education, effective teaching

‘I always prefer to quote well-known people’: identity negotiations while constructing Ph.D. students’ intertextual repertoire

The development and construction of doctoral students’ academic identity have become an area of research interest, focusing on the link between identity issues and the use of intertextuality in postgraduate students. While prior studies concentrated on written features and citation patterns, a more nuanced understanding of identity negotiations requires a combination of methods, including interviews and textual analysis. This study aims to explore the intertextual repertoire and how it influences doctoral writers’ academic practices and identities through a multiple-case study of Education postgraduate students from a Chilean university. By doing so, we hope to shed light on the complexities of academic writing practices and contribute to ongoing discussions on literacy and identity in academic contexts. The article concludes by highlighting the complexity of constructing intertextual repertoires and the importance of understanding the different dimensions of the writer’s identity at stake in this process.

Horizons architecture with virtual reality for complexity: Mixed methods

In the field of complexity, new methodologies emerge, such as horizon architecture, which help to focus solutions that can be integrated to foster innovation in university education. Technologies are also opening up opportunities for training, such as virtual and augmented reality. This article aims to answer the question: What innovations do postgraduate students perceive in environments using horizons architecture to integrate virtual reality? In this project's training experience for students, the horizons architecture strategy was implemented with virtual reality resources and emerging technologies. Mixed method with three instruments (two semi-structured questionnaires and one Likert scale) were applied to 99 postgraduate students in Humanities and Education. Virtual and augmented reality supported the distance education modalities and project presentations. The findings account for: (a) open and systemic innovation, (b) creation of new products and services, (c) the potential of horizons architecture strategy, (d) motivation boosted by virtual and augmented reality, and (e) critical aspects of integrating virtual and augmented reality (technical and academic). This study may be valuable to teachers, entrepreneurs, and decision-makers interested in innovative educational environments and technologies, especially those in graduate education.

Exploring what makes learning meaningful for postgraduate business students in higher education

While research exists on what constitutes meaningful learning, our study reveals the term meaningful is an ill-defined concept that is interpreted in multiple ways, often from a teacher-centric perspective. Less is known about what constitutes meaningfulness in the context of higher education, particularly in business education. This qualitative study seeks to identify postgraduate student perspectives on what is meaningful in higher education to inform the design of authentic and transformative learning experiences. Focus groups were conducted to gain insights into students’ most meaningful learning experiences across four postgraduate business subjects. We conducted a thematic analysis of the student data by inductively coding the transcripts and comments. Students derived the most value from learning experiences that incorporated real-world connections, social encounters, or productive challenges. We also found that students’ discussions of meaningfulness were relatively superficial, suggesting that postgraduate students may not be primed to consider meaningfulness in relation to their learning. We thus problematise the term meaningful and conclude by proposing ‘learning highs’ as a new tentative conceptual frame for future research identifying learning situations in which meaningful experiences occur.

Influences of Learning Experiences on Research Literacy Among Postgraduate Students at Malaysian Research Universities

Aim/Purpose: Given the limited research on assessing research literacy among postgraduate students in the education field, this study aims to explore the association between research literacy scores and learning experiences. These experiences include reading intensity, participation in formal research-related courses, and engagement in presenting and publishing articles. Background: Postgraduate students are required to master essential skills such as reading, evaluating, interpreting, and synthesizing information from primary research articles, as they are expected to be both consumers and producers of scholarly work like theses and research articles. Developing research literacy, which encompasses these skills, is crucial. Without adequate research literacy, students may misinterpret research findings, compromising the quality of their studies. This not only affects their own work but also negatively impacts other researchers who reference their research outputs. Methodology: This study utilized a survey method with a sample of 236 postgraduate research students in education. The participants were selected through stratified sampling, dividing them into two strata: master’s students and doctoral students. The survey data were analyzed using multiple regression for inferential purposes. Contribution: This study offers guidance on designing supportive programs based on the examined factors influencing research literacy among postgraduate students. Understanding these factors will enable more targeted and effective program development to foster students’ research abilities. Findings: Findings revealed that all five predictors predict the research literacy of postgraduate students in education. Nevertheless, further analysis shows that three of the five predictors significantly predicted research literacy scores. These include the total number of courses attended, t (230) = 2.62, p < .05; the total number of papers published, t (230) = 4.05, p < .05; and the number of articles read monthly. Among these, the total number of articles published emerged as the strongest predictor, followed by the total number of courses attended and the number of articles read monthly. Recommendations for Practitioners: Practitioners in education should focus on enhancing research literacy within formal research courses provided for postgraduate research students. These courses should be tailored to improve research literacy skills and align with evolving needs and expectations, especially in the context of academic publication. Additionally, practitioners should implement interventions that cultivate reading habits, as staying informed directly affects students’ academic publication endeavors. Recommendation for Researchers: Researchers should investigate additional learning experiences that could impact research literacy. This includes exploring the role of mentorship, collaborative projects, and the use of digital resources in research education. Furthermore, engaging in longitudinal studies to track the development of research literacy over time is recommended. This would provide insights into how research skills evolve throughout the course of postgraduate studies. Impact on Society: This study aims to empower research students by providing them with essential skills and knowledge for critical assessment, engagement, and contribution to research findings. Enhancing research literacy leads to a more informed, problem-solving, and evidence-based research community. Ultimately, this effort can significantly improve the quality of research education. Future Research: Future studies may examine other factors, such as the barriers and challenges that students face in acquiring research literacy skills, including motivational, psychological, and socio-economic factors.

Treatment Trends in Paediatric Dentistry with Evolving Training and Education of Postgraduate Students in India: A Retrospective Study

Treatment Trends in Paediatric Dentistry with Evolving Training and Education of Postgraduate Students in India: A Retrospective Study

ANALYZING LEXICAL FEATURES AND ACADEMIC VOCABULARY IN ACADEMIC WRITING

Introduction. Academic writing is considered to be an important means of sharing knowledge and academic experience. The article investigates lexical features of academic writing and academic vocabulary, correlation of academic vocabulary and writing proficiency. The main objective of teaching EAP is the development and further improvement of communicative skills of post-graduate students in professional and academic fields. There is a reasonable necessity to study and improve practical aspects of foreign language education of postgraduate students, contributing to the effective mastering of English for academic purposes (EAP), development of academic writing skills, mastering academic vocabulary. The purpose of the research is to analyze such lexical features as lexical diversity, lexical complexity, lexical density, word frequency and academic vocabulary usage of postgraduate students’ academic writing outcomes in the process of learning English for academic purposes. Theoretical and practical methods of research have been used in the article: theoretical analysis of scientific researches, methods of logical generalization, observation, analyses of EAP students’ academic writing outcomes. Results of the research. The article highlights specific peculiarities of academic writing like formal structure, specific rules, citation, traditional English grammar usage, punctuation, spelling etc. In the frame of the article we explored lexical features and academic vocabulary in English academic writing of EAP learners’ in the process of learning English for academic purposes. We studied the relation between academic vocabulary and writing abilities. The author investigated ways of word complexity, paying special attention to affixes and compound words. Different approaches to the analyses of lexical density and diversity are implemented. The most frequent academic words (nouns, verbs and adjectives) are analyzed. Conclusion. Our results showed a strong relation between academic vocabulary and writing proficiency of postgraduate students. Our empirical observation revealed correlation of lexical diversity and academic writing quality of EAP learners. Academic vocabulary demonstrates significant interrelationship with the quality of writing. Word frequency correlates with word difficulty. According to our findings advanced learners predominantly use less frequent words and have larger vocabulary size.

Perspectives on multiperspectivity: self-efficacy of master’s student teachers in Belgium towards multiperspectivity in the classroom

ABSTRACT This study investigates pre-service teachers’ self-efficacy and attitudes towards multiperspectivity in education. The sample is representative of postgraduate teacher education students in Flanders, the northern and largest region of Belgium, which has evolved into a migratory society with city life characterised by superdiversity. The capital Brussels and two Flemish cities have already evolved into majority-minority cities. A written survey was conducted at four universities in Flanders and Brussels, investigating the degree of familiarity with and views on ethnic diversity. Knowledge about and (readiness for) practical applications of multiperspectivity was also investigated. This study demonstrates that growing up in an urban environment is a good predictor of pre-service teachers’ familiarity with ethnic diversity in education. Moreover, students training a subject from the Humanities score significantly higher on theoretical knowledge of multiperspectivity. Familiarity with ethnic diversity is also a good predictor of the application of a multiperspectivist approach in teaching practice. Since the greater part of Flemish master’s student teachers did not grow up in large cities and are not majoring in humanities subjects, teacher education should pay sufficient attention to multiperspectivity so that all can acquire sufficient theoretical and practical knowledge to thrive in 21st-century classrooms.

Environmental and Motivational Factors Affecting Quality Research Writing of Postgraduate Education Students in Ekiti State University, Ado Ekiti, Ekiti State, Nigeria

ABSTRACT The study examined environmental and motivational factors affecting quality research writing of postgraduate education students in Ekiti State University, Ado Ekiti, Ekiti State, Nigeria. The study adopted a descriptive research design of a survey type. The population used for this study was all the available postgraduate’s students in the faculty of education totaling 325. The study sampled 84 postgraduate students using a simple random sampling techniques. A well-structured questionnaire was used to collect data for the study. The instrument was validated and its reliability was ensured in a pilot study carried on 10 postgraduate students who were not part of the sample. Mean and standard deviation were used to answered the research questions while one-sample t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed that environmental factors significantly affecting the quality of research writing of postgraduates’ students. Also, the study found that statistically, motivational factors are affecting the quality of research writing of postgraduate students in Ekiti State University, Ado Ekiti. The study concluded that environmental and motivational factors can lead to subpar research outcomes and even prompt some students to consider discontinuing their postgraduate programs. The study recommended that; the University administration and faculty should address the environment issues by providing an enabling environment for postgraduate students which would improve their research writing, and that the University administration and faculty members should motivate postgraduate students through mentorship programs, scholarship or research grant, and recognition of their accomplishments. Keywords: Postgraduate Students, Quality Research, Motivation, Environment, Research Writing. Journal Reference Format: Onajite, G.O., Ogunleye, A.W. & Enijuni, A.T. (2023): Environmental and Motivational Factors Affecting Quality Research Writing of Postgraduate Education Students in Ekiti State University, Ado Ekiti, Ekiti State, Nigeria. Humanities, Management, Arts, Education & the Social Sciences Journal. Vol. 11. No. 3, Pp 47-58. www.isteams.net/humanitiesjournal. dx.doi.org/10.22624/AIMS/HUMANITIES/V11N3P4

The Role of Technical Education Programme in Creating Job Opportunities for Technical Education Graduates in Rivers State

The study determined the role of technical education programme in creating job opportunities for technical education graduates in Rivers State. A sample size of 100 male postgraduate students out of a population 250 male postgraduate technical education students through purposive sampling technique was used for the study while 32 female postgraduate t echnical education students were used without sampling. The instrument used for data collection was a - 28 items questionnaire structured in a – 4 points rating scale which was validated by three experts in technical education and its reliability coefficient of 0.80 was obtained using Cronbach’s Alpha co-efficient method. Men and standard deviation were used to answer the research questions while z-test was used to test the three hypotheses at 0.05 level of significance. The major findings revealed that electrical/electronics technology skills such as ability to design and interpret drawings, ability to use modern equipment to detect electrical faults are skills that can create job opportunities for technical education graduates, building technology skills such as ability to design building plan, ability to interpret building plan are skills that can create job opportunities as supervisor or technician for technical education graduates upon graduation in Rivers State. Based on the findings, it was recommended among others, that modern equipment, tools and machines should be supplied to all the technical training institutions workshops for effective teaching and learning process. In addition, institutions of higher learning in Nigeria should ensure that they liaise with industries around them to form partnership to ease the impartation of necessary effective skills that graduates of technical education needed for employment upon graduation.

Using Virtual Reality to Support Retrieval Practice in Blended Learning: An Interdisciplinary Professional Development Collaboration between Novice and Expert Teachers

This small-scale study comprised an evaluation of a teacher professional learning experience that involved the collaborative creation of resources using immersive virtual reality (VR) as a retrieval practice tool, specifically focusing on the open access aspects of the SchooVR platform. SchooVR offers teachers and students tools to enhance teaching and learning by providing a range of virtual field trips and the ability to create customised virtual tours aligned with curriculum requirements. By leveraging the immersive 360° learning environment, learners can interact with content in meaningful ways, fostering engagement and deepening understanding. This study draws on the experiences of a group of postgraduate teacher education students and co-operating teachers in Ireland and Northern Ireland who collaborated on the creation of a number of immersive learning experiences across a range of subjects during a professional learning event. The research showcases how immersive realities, such as VR, can be integrated effectively into blended learning spaces to create resources that facilitate retrieval practice and self-paced study, thereby supporting the learning process. By embedding VR experiences into the curriculum, students are given opportunities for independent practice, review, and personalised learning tasks, all of which contribute to the consolidation of knowledge and the development of metacognitive skills. The findings suggest that SchooVR and similar immersive technologies have the potential to enhance educational experiences and promote effective learning outcomes across a variety of subject areas.

Research on the Cognitive Degree of Pre-service School Mathematics Teachers for Application Consciousness Literacy

Currently, the application of consciousness literacy has been widely concerned by all walks of life. Many scholars have studied the cultivation of application consciousness literacy, but there is no research on the cognitive degree of pre-service school mathematics teachers on application consciousness literacy. In this study, 37 postgraduate students of education in a university were investigated, and the cognitive degree of their application consciousness literacy was investigated by open interview. After that, through data analysis, it can be found that: 1. Pre-service school mathematics teachers have a wide range of application consciousness literacy and recognize most of the content; 2. The overall cognitive depth is low, and the cognition is not deep; 3. The overall cognitive clarity is low, and only a few people have a clear understanding of individual points. Therefore, it is suggested that: 1. Application consciousness literacy courses should be added to mathematics education-related majors in colleges and universities to increase their attention; 2. Pre-service school mathematics teachers should have a comprehensive and profound understanding of the relevant content of application consciousness literacy.

Symmetrical and Asymmetrical Modeling: Applying Vitae Researchers’ Development Framework through the Lens of Web 2.0 Technologies for Vocational-Health Education Researchers

Background and Purpose: The development of research knowledge, skills, and attitudes among postgraduate vocational-health education students is a crucial outcome of their degree program. This study focuses on the research competences of vocational-health education students and their use of web 2.0 technologies to enhance research productivity. The study employs the Vitae Researcher Development Framework (RDF) and examines the use of web 2.0 technologies. Method: The study surveyed 390 postgraduate vocational-health education students enrolled in universities in Pakistan. Of the participants, 50.5% were male, 49.5% were female, 45.1% were from private universities, and 54.9% were from public sector universities. Moreover, 68.2% were Master’s students, while 31.8% were doctoral students. The data were analyzed through both symmetrical and asymmetrical modeling techniques, including Partial least square equation modeling (PLS-SEM) and fuzzy set Qualitative Comparative Analysis (fsQCA), to measure the direct and indirect specific relationships among the constructs. Results: The results confirmed that research competences and web 2.0 technologies have a direct effect on research productivity. Furthermore, the results revealed that web 2.0 technologies mediate in the relationship between research competences and research productivity. Conclusions: The study concludes that research competences and web 2.0 technologies predict research productivity. Additionally, web 2.0 technologies have an intervening role in the relationship between research competences and research productivity during the COVID-19 pandemic emergency. Implications: This study highlights the broader implications for health education policymakers and institutions to include web 2.0 technologies in their development plans. Future studies can develop web 2.0-based instructional strategies for the professional development of advanced vocational-health education researchers. Originality: This study contributes to the knowledge of research competences, web 2.0 technologies, and research productivity for vocational-health education researchers.

Study of Perceptions and Obstacles from Postgraduate Education Students About Scientific Publication as a Graduation Requirement

The Cooperation, Publication and Internationalization Group was formed as a postgraduate support unit at the Universitas Negeri Surabaya to assist students in the process of producing and publishing scientific publications. In order to provide assistance and facilitation in writing scientific articles for Unesa Postgraduate Education students, it is necessary to analyze the perceptions and obstacles faced by students in writing scientific manuscripts. The purpose of this research is to find out the perceptions and obstacles faced by Postgraduate Education students at Unesa in writing a scientific manuscript as a graduation requirement. The research was carried out qualitatively by using questionnaires, observations, and interviews with the research target of Unesa Postgraduate Educationstudentst who attended workshops and scientific manuscript assistance by the Cooperation, Publication and Internationalization Group (CPI) in Odd Semester 2022/2023. The data will be analyzed using data triangulation. Based on the results of the analysis, some students feel the need to write scientific manuscripts as a graduation requirement because it is to train student skills, improve quality, and participate in the development of innovation in science and technology. Obstacles faced by students in writing scientific articles include difficulties in determining research topics, using English in writing manuscripts, also in choosing good and reliable journals.