Pre-university Students Research Articles

Academic Stress Among Pre-University Students of the Commerce Stream: A Study in Karnataka

Academic-related demands that exceed students’ adaptive capabilities are collectively known as academic stress. High levels of academic stress are associated with an increased likelihood of depression, insomnia, substance addiction, self-harm, suicidal ideation, and subsequently, quitting education. Globally, academic stress is now a common phenomenon due to COVID-19-induced changes in the education system. Knowledge of the magnitude of academic stress and its factors can enable early recognition, intervention, and alleviation of the problem. The objective of this study was to assess the magnitude of perceived academic stress and identify the main stressors through a cross-sectional survey using the Manipal Inventory of Academic Stress scale. The study participants involved 2152 Grade 11 and 12 Commerce students enrolled in 34 pre-university colleges in coastal Karnataka. A stratified cluster sampling method was used in the study. Statistical methods, namely descriptive statistics, multiple linear regression analysis, two-sample independent t-test, and one-way ANOVA tests, were used in the study. The study observed that one in every four pre-university students experienced high levels of perceived academic stress. Parent expectations, academic queries from neighbours and relatives, and lack of time for revision were identified as the top three stressors. Gender, grade, and mother’s education were associated with academic stress. Interventions at the individual, family, institutional, and community levels are the need of the hour to safeguard adolescents from negative experiences that might deprive them of wellness in their future.

Language Learning Strategies (LLS) Preferred by Form 6 Students in Improving Writing Skill

English is used as the second language (L2), which is also a major part of the primary and secondary school syllabus. It is a widely used language in Malaysia. Although it has a wide usage among students in Malaysia, many Malaysian students struggle to write accurately. Their lacking in writing skill has caused them to perform badly in exams and hence, jeopardizing their chances to further their studies to the university. This happens due to the most common mistake made by students which is in the language learning strategies fostered when acquiring the English language, specifically writing skill. Selecting the right language learning strategy may be the key to improve their proficiency. This study is designed to explore the language learning strategies preferred by pre-university students to improve the quality of writing skills. Researching and exploring the multitudes of language learning strategies is important to teachers in order to find out the strategies preferred by the pre-university students.

Social need for citizenship education in pre-university students

A society transformed by science and technology requires competent citizens who can handle different scientific and technical knowledge. The purpose of this article is to reflect, from the STS perspective, on the social need for the treatment of citizenship education in Pre-university Education students. A non-experimental methodology was used, with an exploratory-descriptive scope, using empirical methods such as the survey and the interview. Eight teachers and 30 students of the 11th grade belonging to the IPU: “Roberto Ramírez Delgado” of the municipality of Niquero participated. The results obtained demonstrate the need to prepare individuals capable of assuming the challenges of society, the realization of new scientific research related to citizenship training and social change lies in introducing a model and a pedagogical strategy structured in phases, directions, and actions to concretize the theoretical postulates that propitiate an adequate social behavior.

Violent Video Games Exposure, Aggression, Emotional Intelligence, and Prosocial Behaviour among Pre-University Students of Universiti Kebangsaan Malaysia

Violent Video Games Exposure, Aggression, Emotional Intelligence, and Prosocial Behaviour among Pre-University Students of Universiti Kebangsaan Malaysia

Relationships between perceived stress and resilience with happiness

This study is to determine the relationship between perceived stress and resilience with happiness. This study used a descriptive, cross-sectional design. A representative sample of 310 pre-university students were selected through multistage sampling. The study utilized Perceived Stress Scale, Resilience Scale, and Subjective Happiness Scale. The finding reveals that there is a difference between males and females' pre-university students in terms of happiness variable. Female subjects are happier compared to males. There are simple and multiple relationships between perceived stress and resilience with happiness among pre-university students. Increased level of resilience and decreased level of perceived stress are associated with students’ happiness. Based on the results, enhancing the students' level of happiness should receive more attention in order to produce professional graduates who are academically competent, and able to adapt to their environment. Directions for future research are discussed.

Teaching program of study routine organization for pre-university students

Uma forma de diminuir o estresse e a ansiedade causados pela preparação ao exame pré-vestibular é capacitar o aluno a desenvolver comportamentos de programar rotina de estudo mais eficientes. O objetivo deste trabalho é avaliar a eficiência do programa de ensino “Programar rotina de estudo de preparação para o vestibular”, segundo relato dos participantes. Foram realizados seis encontros semanais, com duração de uma hora e meia cada, com nove pré-vestibulandos, cujas idades eram de 16 a 25 anos. Nos encontros foram realizadas atividades de caracterização, avaliação, discussão e práticas de comportamentos de estudo. Para avaliação do programa de ensino, foram disponibilizados questionários (respondidos pelos participantes) para avaliar o grau de satisfação e a frequência com que os comportamentos-alvo ocorriam pré e pós participação na oficina. As respostas dos participantes indicaram que, com exceção de um, todos os comportamentos sofreram aumento na frequência. Quanto à avaliação da qualidade da oficina, os participantes consideraram relevante e aprenderam a organizar melhor suas rotinas de estudo. Conclui-se que a proposição e avaliação de programas de ensino com esse objetivo é uma estratégia relevante para ensino desses comportamentos e seu investimento possibilita democratizar o acesso ao ensino superior.

Sucre4Stem: Collaborative Projects Based on IoT Devices for Students in Secondary and Pre-University Education

This paper describes a new technological evolution of the <i>Sucre</i> project, which aims to foster a vocation for science and develop computational thinking and programming skills in pre-university students. This improved version is called <i>Sucre4Stem</i> and has been designed from the Internet of Things perspective. At a technological level, we differentiate two main tools, <i>SucreCore</i> and<i>SucreCode</i>. <i>SucreCore</i> provides a new, more compact design, encapsulates an advanced microcontroller and supports wireless connectivity with the ability to create online variables and functions. <i>SucreCode</i>, the block-based visual programming tool, has a revamped interface and allows wireless communication with <i>SucreCore</i>. At the pedagogical level, Sucre4Stem makes it easier to implement new group dynamics and to create novel types of collaborative projects between groups of students. In this article, we also explore how these collaborative projects can be carried out by taking advantage of the different types of communications between <i>SucreCore</i> and the server-side platform using shared online variables and functions.

Satisfaction, Assessment and Adaptation to a Virtual Environment of the University Mentoring Programme GuíaMe-AC-UMA for Gifted High School Students

The purpose of this study is to analyse the satisfaction levels of participants (mentees, mentors, and technical-research team) of a university mentoring programme. The GuíaMe-AC-UMA is aimed at gifted high school students. Due to the COVID-19 pandemic, the IX edition was carried out in an online format. The results were compared to those of the in-person edition (VII edition) to assess whether there were differences between the editions. For this purpose, three versions (one for each participant type) of a Likert-type questionnaire were distributed among the participants of the 22 workshops offered by the GuíaMe-AC-UMA Programme. A total of 224 responses were received: 21 from the mentors, 181 from the mentees and 22 from the technical-research team. The results indicate a high level of satisfaction with the development of the workshops by all participants. While the mentees preferred the in-person edition, the rest of the participants showed no difference in satisfaction levels between editions. A similar result was observed when correcting for the subject area of the workshop. The in-person edition was valued higher than the online version by all. The overall level of satisfaction shown by all participants and the support for continuation of the programme suggest that this type of educational offer is beneficial and satisfactory for all involved, in accordance with previous research on mentoring programmes. These results indicate that programmes focused on young pre-university students with high abilities are valued; these results encourage us to continue the programme.

The Development of Innovation and Chemical Entrepreneurship Module for Pre-University Students: An Analysis Phase of ADDIE Model

The present study is the initial stage; an analysis phase, which aimed to identify suitability and the need of the module development for pre-university students. The module will be developed based on two main elements: Innovation and Chemical Entrepreneurship (CEP). Using ADDIE instructional model, through analysis phase, the suitability, and the need for the module development, are identified through three collected data: (a) module of suitability in semi-structured interview, (b) student need analysis questionnaire, and (c) module of need analysis questionnaire. Five experts in STEM, Chemistry, innovation, and entrepreneurship area are interviewed to collect data (a) and will give the suitability and arrangement of the module content. Whereas the data survey (b) is collected from 60 pre-university students through random sampling from a college in Penang, Malaysia, and data survey for (c) is collected from all 40 Chemistry Lecturers. The qualitative interview is necessary to confirm the suitability of the main elements; innovation and Chemical Entrepreneurship in the module, while the quantitative data from two surveys; (b) and (c) give confirmation on components and requirements for the development of the modules from the students and the lecturers perspective. Data analysis for (a) was performed by using ATLAS.ti Version 22, whereas data analysis for (b) and (c) was performed through descriptive statistics. The qualitative data obtained from (a) confirmed the suitability of innovation and Chemical Entrepreneurship elements to be integrated into the learning module for pre-university, and the quantitative data from (b) and (c) successfully listed main components to be included in the module, such as learning outcomes, enhancement activities and reflections. The findings indicated that it is suitable and there is a need to develop i-CEP Module for pre-university studentsKeywords: analysis phase, innovation, chemical entrepreneurship, learning module, STEM approach.

Analysis of Entrepreneurial Education—Study of the Configuration of the Entrepreneurial Identity through the Acquisition of Crucial Transversal Competences for Future University Students

Faced with the continuous changes that today’s society presents, educational policies place entrepreneurial education and, therefore, the promotion of the entrepreneurial spirit, as the axis on which to articulate effective responses for the current socio-educational context. The need to train students in key aspects that will enable them to face the main difficulties that future labor and social future bring is the focus of attention of the educational environment. In this sense, we set out to find out how entrepreneurial education affects the identity formation of pre-university students in the Spanish context through the pedagogical and environmental factors present in an entrepreneurial education programme. The methodology used is based on qualitative research, which under an interpretative approach, has been assisted by quantitative and evaluative research on educational programmes, in order to try to respond to research objectives. The findings of this research lead us to consider entrepreneurial education in the pre-university environment as effective for the configuration of entrepreneurial identity in students, which facilitates an encouraging future for university students participating in these programmes, who will present an improved entrepreneurial identity that enables them to face forthcoming social, economic and labor reconfigurations.

Bidirectional longitudinal dynamics of self-reported total sleep time and perceived stress: Establishing potential causal relationships

ObjectiveMost studies in developing countries suggest that less total sleep time (TST) increases subsequent perceived stress (PS) more consistently than the inverse, but have used statistical models that are not optimal when ratings are measured in close proximity. MethodsWe used multilevel dynamic structural equation modeling with Bayesian estimation, ideal for assessing longitudinal daily dynamic interplay between self-reported TST and PS (minimum of 30 days) in 92 Brazilian pre-university students. ResultsTST showed lower inertia than PS (autoregressive effect: TST perturbations influenced subsequent TST ratings less so than corresponding PS measures) and exerted negative prospective effects on PS (cross-lagged effect). ConclusionIn our developing nation sample, PS deviations from mean ratings took longer to return to baseline values than TST and PS was more sensitive to changes in prior TST than vice-versa, confirming previous findings. Future studies should confirm these findings with objective TST and stress measures.

Studying the factors associated with Premenstrual syndrome prevention among pre-university students in Tehran.

SummaryIntroductionPremenstrual syndrome is one of the common menstrual disorders in adolescents. Considering the destructive effects of this syndrome on adolescents’ activity and performance and the importance of epidemiological studies in designing preventive interventions,AimThis study aimed to determine some of the factors associated with the prevention of premenstrual syndrome among adolescents.Settings and DesignIn a cross-sectional study, 255 female high school students in Tehran were selected using multistage random sampling method.Methods and MaterialThe data were collected using a demographic and background questionnaire and a valid and reliable questionnaire to assess preventive behaviors of premenstrual syndrome.Statistical analysis usedThe collected data were analyzed using SPSS software version 16 and descriptive statistics and logistic regression.ResultsThe mean (SD) score of adoption of preventive behaviors of premenstrual syndrome was 19.25 (0.63) out of 50, and it was low. Also, weekly physical activity, mother education level, and family income were the factors affecting the adoption of preventive behaviors of premenstrual syndrome (P < 0.05).ConclusionDue to the low adoption of preventive behaviors among students with lower income families, students with less physical activity and students with mothers with lower levels of education, it is suggested that more attention be paid to the above students in designing educational programs to promote the prevention of premenstrual syndrome.

The Practical Effect and Positive Influence of Mobile Art Apps in Online Education for Contemporary Art

This study explores the real effect and positive influence of the use of two mobile art apps, The Met and Artnet News, on online art practice on the basis of understanding their cognition of contemporary art development and art apps. The target group for this study is art college students affected by Covid-19 for online learning. The main goal is to determine the daily use frequency of college art students who use mobile art apps to learn online, as well as the cognitive status of college art students and the actual effect of using mobile art apps for online learning based on a comparison of the data from the two research groups and the control group. The researchers used a quantitative study design with a simple questionnaire survey distributed to 90 pre-university students to collect their cognitive state of modern art and frequency of use of mobile art apps. They were then divided into groups to compare the actual effect of these students after utilizing the mobile art app for further study with the test data to the group that did not utilize the online learning platform to obtain the final research results. Through specific data, this study not only reveals the understanding and cognition of art college students affected by Covid-19 on the current situation of contemporary art development, but it also encourages students to use mobile art apps to expand their theoretical knowledge reserve and apply it to the practice of contemporary art creation in addition to online classroom learning in colleges and universities.

The Application of MY MAMOVONO Technique to Enhance Malaysian Pre-University Students’ Mastery of the Mole Concept

The MY MAMOVONO technique was created as an innovative way to improve pre-university students’ ability to master the mole concept. The Malaysian pre-university students mentioned that they were confused by the formulas they needed to remember. The technique required them to build a card that contained the four (4) formulas of the mole concept using their creativity. Consequently, the students performed better post-intervention than in the pre-intervention phase. The paired sample t-test analysis revealed that the mean difference (24.44) between the students’ post-intervention mean (82.78; SD = 10.46) and pre-intervention mean (58.33; SD = 7.48) is significant with p &lt; 0.001. Moreover, the target students’ post-intervention performance was significantly better than the minimum distinction mark – the difference between the post-intervention (82.78) and minimum distinction mark (70) is 12.78 with p &lt; 0.001. The MY MAMOVONO technique positively impacted the students’ level of understanding.

Students’ use of formalisations for improved logical reasoning

ABSTRACT Logical reasoning as part of critical thinking is becoming more and more important to prepare students for their future life in society, work, and study. This article presents the results of a quasi-experimental study with a pre-test-post-test control group design focusing on the effective use of formalisations to support logical reasoning. The participants were 163 pre-university secondary school students (11th and 12th graders). For the experimental group we designed a course in logical reasoning intending to develop students’ use of formalisations in formal reasoning and everyday reasoning tasks. We show that students learned to use the intended formalisations. Overall, students from the experimental group had significantly better results on the post-test compared to the control group. Positive correlations were found between item scores and the use of Venn and Euler diagrams and scheme-based strategies. Our results support our hypothesis that the use of formalisations improves logical reasoning skills.

The Efficacy of “POL: PLL &amp; PLR” Method to Enhance Pre-University Students’ Understanding of Buffer Solution

The purpose of this classroom research was to see whether the method of Portfolio of Learning (POL): Pre-Lesson Learning &amp; Post-Lesson Reflection (PLL &amp; PLR) could enhance understanding of a chemistry concept, i.e., buffer solution, amongst pre-university students from a local institution located in the Federal Territory of Labuan, Malaysia. The sample was amongst the researcher’s tutorial group students; thirty-four (34) students in total. Initial observation showed that the students were struggling to grasp even the most basic chemistry concepts due to their poor learning strategies/skills. Therefore, this had served as the impetus for this research to be conducted. The group of students was equally divided into two (2) groups; the control group (CG) &amp; the experimental group (EG). The T-Test analysis of the collected data showed a significant difference between the CG’s mean score and the EG’s mean score; t = 4.211, p =0.000216 (p &lt; 0.001). Therefore, the study successfully validated the effectiveness of the proposed method of learning for enhancing the level of understanding of buffer solutions.

Hypothetical Learning Trajectory for Assimilating the Articulated Concepts of Quadratic Function and Equation Through Variational Ideas and the Use of GeoGebra in Pre-University Students

A theoretical-didactic proposal based on variational ideas and the use of GeoGebra is described as a response to a local problem on the understanding of the concept of function and quadratic equation in pre-university students. The theoretical elements of this work are based on the understanding of concepts and the theory of semiotic registers and representations, while the methodological references were based on hypothetical learning trajectories and the use of dynamic software, considered as a heuristic resource. The proposal was validated by means of expert criteria. This elaboration contributes with a proposal that breaks with the classical schemes of presentation and treatment of the content, which favors through the incorporation of variational ideas generated with the dynamic software GeoGebra the understanding of the articulated concepts of function and quadratic equation in pre-university students.

Predictors of Adoption of Preventive Behaviors of Premenstrual Syndrome Based on Health Belief Model among Female Teenagers

Background and Objective (s): Premenstrual syndrome (PMS) refers to a group of physical, behavioral, and mood symptoms that appear about a week or two before menstruation begins. Given the prevalence of this syndrome among adolescents and young women, this study was performed with the aim of determining the predictors of adoption of preventive behaviors of PMS using the Health Belief Model (HBM) among female teenagers. Materials and Methods: This cross-sectional-analytical study was conducted among 240 pre-university girl students of Tehran, Iran in 2016. The sampling was performed using multi-stage random sampling. The data collection tool was a demographic information, a valid and reliable questionnaire available including PMS preventive behaviors and all constructs of HBM. The data were collected and then entered into SPSS software version 16 and analyzed using Pearson correlation coefficient, multiple regression tests and descriptive statistics. Results: The participated students obtained 38.5% of the score for the adoption of preventive behaviors of PMS. The three constructs of perceived barriers, perceived susceptibility and self-efficacy were predictors of adoption of preventive behaviors of PMS. Overall, these constructs were able to predict 32.6% of the behavioral changes. Conclusion: According to the results of this study, in the design and implementation of educational interventions should emphasize the constructs of perceived susceptibility, perceived barriers and self-efficacy as the most important predictors of adoption of preventive behaviors of PMS among Female Teenagers.

Measuring epistemic beliefs about grammar

In current educational reform much attention is paid to the development of awareness, reflective thinking, and higher order thinking. In language education, the importance of reflectivity for stimulating linguistic awareness and higher order thinking has been emphasized. Crucial for reflective thinking are the underlying assumptions individuals have regarding the nature of knowledge and knowing, so-called epistemic beliefs. Measuring these beliefs is problematic in the domain of language education, where little is known about students’ epistemic beliefs about grammar. This study aims to develop an instrument for measuring students’ epistemic beliefs in the L1 grammar domain. We therefore transposed a questionnaire for measuring beliefs about history into the domain of grammar. Seven linguistic experts and 300 pre-university students from the Netherlands and Belgium completed this questionnaire about grammar. Exploratory factor analysis extracted two factors, which we argue reflect convergent and divergent thinking. This study shows that students’ scores on convergent thinking are higher than the experts’ scores, and that students’ scores on divergent thinking are lower than the experts’ scores. The results also show that students’ scores on epistemic beliefs on divergent thinking are higher than their scores on epistemic beliefs on convergent thinking. Possible explanations for these observations are discussed.

Linguistic metaconcepts can improve grammatical understanding in L1 education evidence from a Dutch quasi-experimental study.

This mixed-method quasi-experimental study examined whether metaconceptual grammar teaching impacts on (a) students' L1 grammatical understanding, (b) their 'blind' use of grammatical concepts and (c) their preference of using explicit grammatical concepts over everyday concepts in explaining grammatical problems. Previous research, involving single group pre-postintervention designs, found positive effects for metaconceptual interventions on secondary school students' grammatical reasoning ability, although a negative side effect seemed to be that some students started using grammatical concepts 'blindly' (i.e., in an inaccurate way). While there are thus important clues that metaconceptual grammar teaching may lead to increased grammatical understanding, there is a great need for more robust empirical research. The current study, involving 196 Dutch 14-year old pre-university students, is a methodological improvement of previous work, adopting a switching replications design. Bayesian multivariate analyses indicate medium to large effects from the metaconceptual intervention on students' grammatical understanding. The study found a similar effect of the intervention on students' ability to use explicit grammatical concepts over everyday concepts in tackling grammatical problems. No evidence for increased 'blind' concept use as a negative byproduct of the intervention was found. Additional qualitative analyses of in-intervention tasks provided further evidence for the effectiveness of metaconceptual interventions, and seemed to indicate that cases of blind concept use, rather than being a negative side effect, might actually be part of a gradual process of students' growing understanding of grammatical (meta)concepts. We discuss these findings in relation to previous work and conclude that linguistic metaconcepts can improve L1 grammatical understanding.