Previous Semester Research Articles

Teaching English for Specific Purpose Through a Book Entitled “Communicating at Work: Principles and Practices for Business and the Professions”

This study aims to investigate the experience of teaching ESP (English for Specific Purpose) courses for students of the communication science study program at Mbojo Bima University. Dominantly, ESP teaching uses an English book entitled "Communicating at Work". This book was written by Ronald B. Adler and Jeanne Marquardt Elmhorst and was printed in the fifth edition and published by The McGraw Hill Companies. The subtitle of this book reads "principles and practices for business and the professions". Researchers use Narrative research to describe the knowledge of teachers. One of the campuses that uses this book is Mbojo Bima University and in the view of researchers it is very suitable for the needs of communication science students as a reference for ESP courses. Teaching with this book reflects the life of the work career. There are several descriptions of the reviews contained in it, including materials on how to communicate in the world of work involving cultural aspects, language skills and strategies for dealing with the world of work. The weakness of this book is that the use of English is at an intermediate level. However, overall ESP teaching books using this book are very helpful in explaining ESP concepts. The basic things about English in general have been taught in the previous semester and this ESP course is used as a complement.

학습분석학 기반 대학생의 학업저성취 예측 요인 탐색

Objectives The purpose of this study is to explore the possibility of preventing academic underachievers by utilizing the data of enrolled students accumulated in the school academic system from the perspective of learning analytics. In particular, by exploring predictive factors for academic underachievement based on academic data before the start of the semester, we intend to predict and select risk groups for academic underachievement early before the start of the semester. The results of early prediction and screening are intended to be used to prepare a preemptive support plan for teaching and learning for those at risk of academic underachievement.
 Methods 670 students of 4-year A university located in the metropolitan area were selected as the research subjects and the academic data accumulated in the school academic system was analyzed. The independent variables are the previous semester's GPA, total credits completed, total number of leave of absence, total number of academic warnings, total number of F credit courses, and major course registration credits and liberal arts course registration credits for which course registration has been confirmed for the current semester. Dependent variables are GPA and low academic achievement in the current semester. For data analysis, SPSS 28.0 statistical program was used, linear regression analysis was performed to confirm the explanatory power of independent variables for grades, and logistic regression analysis was performed to derive predictive factors for low academic achievement.
 Results As variables predicting grades according to Research Question 1, the GPA of the previous semester, total credits completed, credits for major course registration in the current semester, and credits for general course registration in the current semester had a positive effect on grades. And the total number of F-credit courses and the total number of leave of absence were confirmed as predictors that negatively affected grades. According to Research Question 2, the variables predicting low academic achievement are GPA of the previous semester, total credits completed, credits for major course registration in the current semester, and credits for general course registration in the current semester have a negative effect on low academic achievement. And the total number of F grade courses, the total number of leave of absence, and the total number of academic warnings were confirmed as predictive variables that had a positive effect on academic underachievement.
 Conclusions This study has great educational significance in that it derives predictive factors for grades and academic underachievement based on the academic data of students enrolled in the school and prepares a method for teaching-learning support. The results of this study will be available as practical examples and reference materials for early prediction and support of grade and academic underachievers.

Live versus videotaped prebriefing in nursing simulation

As best practices around prebriefing in simulation continue to evolve, a pilot study was conducted to determine if videotaped prebriefing was an acceptable alternative to live prebriefing with a faculty member. Both are common practices, but is one method preferred by students? This mixed-methods study found that students who had in previous semesters experienced only live prebriefings preferred videotaped prebriefings. However the students may have preferred the videotaped prebriefing because they found that they had a few minutes to plan their approach between the end of the video before the faculty came back to start the simulation. The change of practice initially was prompted by the COVID-19 pandemic, which forced faculty to come up with an alternative to live prebriefing. The study found that as long as students had time to ask questions and before starting the simulation, they felt videotaped prebriefing was not only adequate, but they preferred it to the live prebriefing. This surprising finding led faculty to make changes in their practice and consider the impact the change could make in the best practices of prebriefing at-large.

Improving Success and Retention of Liberal Arts Students in a Large Math Class

The Mathematics for Liberal Arts course is designed for students outside of STEM fields who need to take a mathematics course for the general education requirement. Typically, students in this class are not math enthusiasts. In this study, I analyzed performance data of Liberal Arts students in the Fall 2017 and Spring 2018 at University of Central Florida. Based on data reports and analytics, the course content was revised, and activity learning strategies were implemented in the Fall 2018. Furthermore, early alerts and encouragements were sent during or just after topics identified as difficult were taught. Class activities were tailored to improve students’ understanding. Homework, quizzes, and test scores were analyzed and compared with the two previous semesters. The results showed that the pedagogical methods implemented contributed to increase the overall passing rate and retention of students.

Authentic research experience through mock grant application roleplay

Many universities resort to online teaching due to the COVID-19 pandemic. It is a challenging endeavour, especially in Biology courses that require lab access. Mock grant application roleplay is one alternative to lab-based activities. Although using mock grant applications as an assessment tool is not new, there have been few studies on students’ opinions. To the best of our knowledge, this is the first time that it has been used in place of lab-based exercises and in conjunction with virtual lab modules. Students are engaged in three aspects: (i) targeted literature review, (ii) research proposal writing and (iii) 5-min project pitching. The design of this module is flexible, and other lab-based courses can adopt it. This module encourages undergraduate students to explore the lab techniques and concisely present their research proposals. Compared to the previous semester before COVID-19, the number of students that achieved the “Distinction” grade or higher increased by 6.3%, whilst the failures decreased by 3.2%. A similar trend was observed in 2021, the second year this activity was carried out. A survey amongst students who took this unit reported that student satisfaction with this unit has improved by 11.1%. This improvement could be attributed to this mock grant activity because the format and difficulty level of the student assessments had remained constant. Furthermore, qualitative analysis conducted via focus group interviews indicated that students agreed that the mock grant proposal assessment was useful in preparing them for future careers and was relevant to the course learning outcomes. Several participants pointed to the assessment’s potential usefulness for careers in research. In conclusion, this roleplay module can fulfil the learning objectives of this course whilst providing an authentic research experience without lab-based activities.

Rối loạn tâm lý ở sinh viên chính quy trường Cao đẳng Y tế Khánh Hòa năm 2021 và một số yếu tố liên quan

The study was carried out to describe the psychological disorders of regular students at Khanh Hoa Medical College in 2021 and some related factors. Research method: A cross-sectional study, combining quantitative and qualitative, was conducted from March to October 2021 on over 752 undergraduate students of Khanh Hoa Medical College in 2021. The study used the tool Kessler 6 (K6) with total score from 0-24. The K6 higher score shows that the level of psychological disorder is more severe. The results showed that the rate of psychological disorders among students was 46.5%; accordingly, the mild, moderate and severe levels were 36.4%, 9.3% and 0.8%. Factors related to psychological disorders included: gender, physical health status, school year, previous semester's academic results, playing sports, using alcohol, parents’ marital status, friends care, sharing, helping, frequency of hospital duty. Conclusions and recommendations: With nearly 50% of the students at Khanh Hoa Medical College have psychological disorders, the school needs to have more leisure activities, training classes to help them solve their difficulties. Keywords: Psychological distress, Kessler 6, Khanh Hoa medical college.

The relationship between physical activity and academic performance on elementary school students

While physical activity can be one of the daily supports for good health that can help the educational process, the present study aims to determine the relationship between physical activity and academic achievement. It was quantitative correlational research involving 1045 students from 21 elementary schools (ESs) selected through proportional random sampling. Physical activity was measured by using the Assessment of Physical Activity Levels Questionnaire (APALQ), and academic achievement was investigated through the average scores of the previous semester's report card. The study revealed three categories of physical activity, namely ‘very active’, ‘moderately active’, and ‘inactive’. Less than 30 ES students (3%) were reported ‘very active’, 460 students (44%) were ‘moderately active’, and more than half (53%) were ‘inactive’. With a percentage of 33%, the overall average result of physical activity gained was 348, meaning that the average increase fell within the moderate range. While having a sig. value greater than 0.05 (0.529), the study suggests that there is no significant correlation between physical activity and academic performance. The study's weak correlation coefficient of 0.020 involves drawing the inference that there is no discernable relationship between physical activity and academic achievement on elementary school students.

Improving Student Preparation and Pass Rates in Flipped Multivariable Calculus with Low-Stakes, Daily Quizzes

Motivating students to watch pre-lesson videos to prepare for class is among the most significant challenges cited with flipped learning. We demonstrate boosting student preparation by up to 29% by implementing start-of-lesson quizzes. This is shown through the comparison of a flipped control group without the quizzes to flipped experimental groups including the quizzes. Results indicate daily, low-stakes quizzes can also reduce failure/withdrawal rates and help maintain student motivation to prepare for class. An 8% improvement in final exam scores was also found in comparison to the previous semester not including methods such as flipped learning. Statistically significant correlations were also found between student perceptions of the class and their video-viewing habits, homework completion and graded event scores.

The classroom environment and college students’ being silent/hidden dropouts: The chain of mediating effects of college identification and academic achievement

The present study investigated the relationship between the classroom environment (CE) and hidden dropout (HD), and the chain mediating role of college identification (CI) and academic achievement (AA) in that relationship. A total of 1 214 Chinese college students were participants. Specifically, 63.43% were female students, 15.90% were junior students, 35.17% were sophomore students, and 37.40% were freshmen students. The students completed the hidden dropout scale, as well as measures of the classroom environment and the college identification. Students’ academic record of the previous semester served as the academic achievement measures. Road path analysis was used to examine the relationships between variables and to test the hypothesized mediating effects. Results indicated that a lower sense of CE was associated with higher HD dropout. The CE not only directly affected college students’ HD but also indirectly affected their HD level through the chain intermediary role of college identification and AA. CI significantly mediated CE and DP, so that DP was lower. Similarly, higher AA mediated the CE and HD relationship so that HD was lower in students who were happier with the college environment and who had higher grades. Path road analysis revealed a chain mediating effect of CI and AA on the relationship between CE and HD because their joint effect was 0.23% higher than the mediating effect of CI, and 6.24% higher than the AA’s mediating effect. These findings suggest a need for college student development offices to pay attention to college students, particularly male students, in terms of the importance of creating a positive classroom environment and supporting college identification and academic achievement to reduce the likelihood of college students becoming silent/hidden dropouts. Additionally, college student development offices should address the different mechanisms that may influence their reason for dropping out silently.

Vaspitnoobrazovna efikasnost i najčešći remetilački faktori nastave fizičkog i zdravstvenog vaspitanja i obrazovanja u starijim razredima osnovne škole

Vaspitnoobrazovna efikasnost i najčešći remetilački faktori nastave fizičkog i zdravstvenog vaspitanja i obrazovanja u starijim razredima osnovne škole

HFIPO-DPNN: A Framework for Predicting the Dropout of Physically Impaired Student from Education

Education plays a significant role in individuals’ development and the economic growth of developing countries like India. Dropout of students from their studies is the major concern for any order of education. Some models for predicting the dropout of students are developed with several factors. Many of them lacked consistency as they backed their studies with the academic performance of the students. Especially, for those students who suffered from physical impairment, the dropout depends on several external factors. Hence, this work proposes a novel HFIPO-DPNN to predict the student dropout rooted in the previous semester’s marks. The proposed model enclosed the hybrid firefly and improved particle swarm algorithm to optimize the feature selection that influences the dropout of hearing-impaired students. The optimized feature data are used to predict the dropout with the novel DPNN. The optimized data was split and used for training the DPNN. The testing data is used to evaluate the performance of the proposed framework. The attributes used for predicting the student dropout are Family Size, Subject, Medium of Instruction, and so on. The data must be collected from 250 physically impaired children belonging to ITI institute, Bangalore. The outcome of the proposed framework is evaluated on several metrics. The accuracy of the proposed model is about 99.02%. The HFIPO-DPNN framework can be enhanced for predicting the dropout for students with other disabilities. The optimization showed that factors influencing education other than familial factors are to be considered in the prediction of dropout.

Personalization and Learning Outcome in a Nursing Pathophysiology and Pharmacology Course: Canvas© Mastery Adoption Pilot Study.

Personalized learning has been shown to improve learning outcomes. The aim of this pilot was to test a tool embedded in the Canvas© learning platform to improve personalization and collect data to see if the available level of personalization employed improved learning outcomes. A nursing pathophysiology and pharmacology course was redesigned using the Canvas© Mastery Paths feature to provide personalized learning content to students. Post-class quiz grades were used to trigger Canvas© to conditionally release content review materials to students who did poorly on the quiz and provide a second quiz to test the efficacy of supplementary review materials. Data from the redesigned course was compared to the previous semester's course data. Use of Canvas© Master Paths to conditionally release supplementary material to poorly performing students resulted in significant improvement in course grades and certain activity scores correlated with improved course and ATI© quiz means. The degree of personalization of course content available with Master Paths has the potential to have a positive impact on learning outcomes.

Community-supported teaching on the topic of transgender identity in undergraduate medical education - a pilot project.

Future physicians are insufficiently prepared for the topic of transgender identity during their studies. Relevant courses during undergraduate medical education are heterogeneous and not widely established within the curricula. At our university, we investigated if students' knowledge of transgender identity could be increased through medical specialist teaching and teaching delivered by representatives of the trans* community (community-supported teaching). During summer semester 2021 (SS21), the knowledge level on transgender identity of 134 medical students in their fifth clinical semester was evaluated (phase 1). In addition, knowledge gain on gender incongruence through the module "psychiatry" was retrospectively surveyed across two dimensions: 1. diagnostic criteria, 2. treatment/care. During winter semester 2021/22 (WS 21/22), a 90-minute seminar on transgender identity was held either community-supported or by medical specialists (phase 2). Following the psychiatry exam, a re-evaluation was carried out by 115 students (phase 3). The students in SS21 did not feel sufficiently educated in the topic of transgender identity through their studies, but rated the relevance of the topic for their later profession as high. Learning gain improved after the introduction of the seminar in WS21/22 compared to the previous semester (both dimensions p<.001). Community-supported and specialist teaching achieved equivalent results. One 90-minutes seminar led to a significant learning gain regarding the topic of transgender identity. Community-supported teaching is a promising way to impart knowledge in a qualified manner: Medical faculties should use this form of teaching to convey established knowledge to students in future curricula.

An idiom-driven learning strategy to improve low achievers’ science comprehension, motivation, and argumentation.

This study aimed to explore the effects of an idiom-driven learning strategy on low achievers' (LAs') motivation, conceptional learning, and argumentation in science. A web-based idiom-driven learning program was developed according to the LAs' needs. The program included scaffoldings such as digital animation, science inquiry simulation, discussion blocks, and sentence templates. A quasi-experimental design was used with 362 8th graders identified as LAs due to their school science scores of the previous semester being in the first quartile. The students were randomly assigned to two experimental groups and one control group. The first experimental group received web-based idiom-driven learning strategy for instruction, and the second group received the same web-based instruction without idiom integration, while the control group received traditional instruction. Three types of science topics—descriptive, hypothetical, and theoretical—were systematically organized as learning materials, accompanied by three respective Chinese idioms: a mantis tries to stop a chariot; many a little makes a mickle; and mental telepathy. After nine weeks of instructions, the first experimental group demonstrated significantly higher performance in science. A number of factors related to the idiom-driven learning strategy—personification, humor, and metaphor—explained the experimental groups' better performance. The problem-solving learning context and the online scaffoldings were other factors that facilitated the students’ multiple ideas and questions for argument. These positive results provide an opportunity for educators to change their traditional viewpoint that science argumentation in theoretical topics is always a difficult task for many LAs.

Predicting Students' Performance in Final Examination using Deep Neural Network

The academic result is the most important thing in a student's career. This result depends on their academic performance and many other factors. Educational data mining can help both students and institutions develop their academic performance. For analysis of their performance, we can use new techniques Deep Learning, Convolution Neural Networks, Data Clustering, Optimization Algorithms, etc. In machine learning. Using Deep Learning, we will predict the student’s performance yearly in the form of CGPA and compare that with the real CGPA. A real dataset can boost the prediction performance. We used a real dataset from the Institute of Science, Trade &amp; Technology (ISTT). We used a total of 18 data factors to predict the performance and the data factors are: Class Performance, Test Marks, Class Attendance, Due Time Assignment Submission, Lab Performance, Previous Semester Result, Family Education, Freelancer, Relationship with Faculty, Study Hours, Living Area, Social Media Attraction, Extra-Curricular Activity, Drug Addiction, Financial Support from Family, Political Involvement, Affair &amp; Year Final Result.

Application of Machine Learning Algorithm for Determining Elective Courses in Informatics Study Program

Informatics study program at Nurul Jadid University does not have a general concentration of knowledge, so that sometimes the selection of elective courses by students is not quite right. This study aims to classify the concentration of knowledge with a data mining approach which can then be used as a recommendation for selecting elective courses by students. In this study, we implement a machine learning algorithm to provide recommendations to students regarding what interests are more suitable to be taken based on the values ​​of prerequisite courses in previous semesters. Student data was obtained from the Head of the Center for Data and Information Systems (PDSI) at Nurul Jadid University with 70 student data from Nurul Jadid University batch 2018. The machine learning algorithm used is Neural Network with Python programming language, the tools used are Google Collab. At the beginning of data collection, then pre-processing is carried out to prepare the dataset in order to get good results, and model training is carried out. After training on the model, then further testing is carried out on the model to determine the performance of the model. The result of the accuracy value in the training model process is 0.83 or 83% and the accuracy of the test data is 0.79 or 79%.

Economic Status to Students' Physical Education Learning in Elementary School, Padang City

This research is based on the school's fact that student learning outcomes are still low from the previous semester, student scores are still below average or below graduation standards. The purpose of this research is to see how big the contribution of nutritional status and economic status to students' physical education. The population in this study were students27 Ulak Karang Elementary School, Padang Citya total of 131 people. The sampling technique was purposive sampling, so the sample in this study was set at 30 people, namely class V and VI girls only. To obtain research data, NHCS was used, a questionnaire to reveal the economic status of parents and learning outcomes from report cards. The data obtained were analyzed by simple product moment correlation, and continued with multiple correlations to get the relationship between the three variables, for the contribution was carried out with the determinant coefficient. The results of the analysis show that, there is a significant relationship between nutritional status and physical education learning outcomes where rcount 0.385 &gt; rtable 0.361 at = 0.05. There is a significant relationship between Economic Status and Physical Education learning outcomes where rcount 0.488 &gt; rtable 0.361 at =0.05.There is a joint relationship between nutritional status and economic status on student physical education learning outcomes27 Ulak Karang Elementary School, Padang Citywhere Rcount 0.555 &gt; Rtable 0.361 at =0.05. Thus, it can be concluded that the economic status in learning, especially physical education for elementary school students in the city of Padang, plays an important role in supporting nutritional health and can provide benefits and education to educators and guardians of students in implementing nutritional and economic status for physical education. Keywords: Economic Status, Physical Education, Elementary School.

Notes on a Thesis by Tiphaine Rivière

Reviewed by: Notes on a Thesis by Tiphaine Rivière Rachel L. E. Klammer (bio) notes on a thesis Tiphaine Rivière Penguin https://www.penguin.com.au/books/notes-on-a-thesis-9781473557512 184 pages; Print, $14.99 Near the end of the second year of my PhD program, my peers and I spent a good chunk of time assembling our plans of study. The process was shrouded in mystery, mostly because the plan-of-study form required us to outline what courses we would take for the remainder of our years in graduate school, despite the fact that course offerings were only visible to students about a half-semester in advance. We turned in our plans of study with wild guesses and speculation. None of us knew how long approval from the graduate college would take, only that approval was needed to take our comprehensive exams. Months passed, the pandemic struck. About a year later, during a university holiday, I received a notification that my plan had been rejected, because "the courses taken did not match the courses outlined in the plan of study." No shit. I called the graduate college in a panic, as is the natural response of the graduate student. "I need this plan approved in the next four months in time for my exam. It took you a year to get back to me on the first plan, how long will the revisions take?!" Bob, a graduate student working for the graduate college, assured me I shouldn't worry about it. Once I'd submitted revisions, he said, I could just call and they can would expedite the process. But the process would not be so simple. I made the revisions and emailed my adviser to get her approval. She emailed me back the next day, telling me she could not approve the changes; the previous semester a member of my committee left the university, and I had not yet found a replacement. She could not sign off until a replacement was found. Time was short. I emailed a new faculty member who at the time was inundated with similar requests from students also attempting to replace said faculty member. I heard back [End Page 18] a month later, after a second prodding email. The instructor wanted to set up a meeting to discuss my request the following weekend. Time was short. My hair was falling out as it had continued to do since the start of my second year. By the time I sent in my revisions, I had but a few months to attain approval from the graduate college. I waited two weeks before I called them. "We can't expedite the approval process," Sandra told me. "We will process them in the order they are received. If you had a deadline you had to meet, you should have sent this in earlier." I employed my most powerful strategy: pitiful begging. "But I sent it in a year ago. If I don't get this approved, I won't be able to take my exam. I'll have to wait a whole year. I don't know what to do. Please, you have to help me!" Sandra told me to get bent. I was ruined. Oh, well. I found out the next day that the wording in the graduate handbook was misleading (or, more likely, that my reading comprehension skills were severely lacking) and that I did not need my plan of study approved to take my exams. I went home and drank. Such is graduate school. ________ Bureaucratic, meaningless struggles such as these are often the subject of the new campus novel, and they are the kind that Tiphaine Rivière manages to capture quite well in Notes on a Thesis. Jeanne Dargan is a PhD student without funding who is struggling her way through a degree in the humanities. She manages to secure a part-time job teaching medieval literature to undergraduates, a subject she knows nothing about. Ironically, at the end of term, her university refuses to pay her. They thought she had another full-time job and cannot pay out the part-time work unless Jeanne can prove...

Relationships Between Cognitive Styles and Indigenous Students’ Mathematics Academic Outcomes

This article explores the link between cognitive styles and Indigenous students’ mathematics academic outcomes. There were three different groups of Indigenous West Papuan students participating in this study: 9 junior high school students, 12 senior high school students, and 46 university students. Data were collected from the results of the group embedded figure test and the previous semester's scores and analysed using a quantitative approach. In contrast to previous studies, the results indicated no significant correlation between cognitive styles and mathematics academic outcomes for junior and senior high school students. However, the different cognitive styles showed a significant contribution for university students. As Indigenous students pursue a higher level of education, their cognitive styles would influence their mathematics academic outcomes.

The Combination of R&amp;D and MDLC Models in WEB-Based Interactive Learning Media

The Technopreneur is a core course offered in semester IV (four) in the Information Systems department, Faculty of Information Technology, Unand. Based on observations, the learning process using the lecture method via video conference makes students more inclined to be subordinated. At the same time, the lecturer position tends to appear as a one-man show. The problems make students more-passive and weak in the creative power. To attract students' interest in learning, it is necessary to develop interactive learning media. This research aims to produce a WEB-based interactive learning media with a combination of R&amp;D and MDLC model. Learning media is designed based result course learning process on the previous semester and user needs. Based on the results of system functionality testing, it shows 100% of the features are functioning properly. While testing user satisfaction on multimedia elements from 20 respondents with the Mean Opinion Score (MOS) scheme was obtained at 4.11, which means the learning media is quite good. For interactive elements, it gets a score of 4.31, which means it is included in the category ready to be applied in the Technopreneur class.