Student Participation Rates Research Articles

Teachers' Perceptions of Influence of Daily School Feeding Programs on Student Participation and Dropout Rates

This qualitative study explored teachers' perceptions of how daily school feeding programs influence student participation and dropout rates in selected public day secondary schools. Using semi-structured interviews with twenty purposively selected teachers, the research highlighted the positive effects of school feeding programs on various aspects of student engagement. Teachers reported that these programs improved student attendance and punctuality, enhanced participation in classroom activities, and improved academic performance. Additionally, the guaranteed provision of meals alleviated stress and anxiety, enabling students to focus more on their education. Teachers also noted that school feeding programs raised a sense of community and belonging, further motivating students to engage actively in school. The study found consistent improvements in student attendance, concentration, and overall participation while also noting a reduction in dropout rates. These findings emphasize the crucial role of nutrition in supporting student engagement, particularly in public day secondary schools. Based on these insights, the study proposed several recommendations for policymakers, including enhancing support and resources for school feeding programs to ensure their sustainability and effectiveness and implementing continuous monitoring and evaluation to identify areas for improvement. Addressing these recommendations could strengthen the impact of school feeding initiatives, ultimately improving student participation and reducing dropout rates.

Facilitating Students' Cognitive Engagement in Online Asynchronous Discussion Within a Remote English Foreign Language Learning Environment

This study examined the cognitive presence of students in an asynchronous online discussion in the Second Language Acquisition (SLA) course. The course combined synchronous meetings through Zoom sessions to support student participation in asynchronous discussions. The study involved a cohort of 36 participants from the two remote extended campuses of Pattimura University in Maluku. Through content analysis, two key aspects were examined: (1) student participation rates, and (2) the extent of students’ cognitive presence within the discussions. The content analysis findings revealed that although each student made a minimum of two contributions per topic during online asynchronous discussions, they exhibited a moderately high level of cognition, incorporating problem recognition, exploration, integration, and solution, not only in individual messages but also in the overall exchange of information within the discussion thread. These findings suggest that a combination of synchronous meetings through Zoom sessions, tailored prompts, feedback, and social interactions enhances students' active engagement and utilization of cognitive skills in online asynchronous discussions. Keywords: online asynchronous discussion, English foreign language learning, cognitive presence

Utilizing the eXtreme Gradient Boosting Algorithm for Artificial Intelligence-supported Learning Analytics Application

Recent technological advancements, including internet-based distance education and artificial intelligence-supported learning analytics, have significantly impacted the field of education. These advancements not only enhance the efficiency of education but also broaden access to learning while mitigating barriers to implementation. AI-supported learning analytics emerges as a pivotal tool for interpreting data gleaned from educational processes and stakeholders, thereby enhancing educational processes and outcomes. This tool streamlines the measurement, analysis, and evaluation of learning processes, encompassing a wide array of factors and parameters. Moreover, it contributes to the development of personalized and adaptive learning environments. In this study, a predictive model utilizing the XGBoost algorithm has been developed to analyze students' academic achievements. The model forecasts final exam grades based on various student characteristics, including age, participation rate, and exam scores. Evaluating the performance of the AI model involves metrics such as Mean Squared Error, Mean Absolute Error, and R² score. In findings indicate a strong prediction performance, with an R² score of 0.819. As a result of underscore the potential of AI-supported learning analytics as an effective tool for predicting and enhancing student academic performance.

Uncovering insights from big data: change point detection of classroom engagement

Expectations of big data across various fields, including education, are increasing. However, uncovering valuable insights from big data is like locating a needle in a haystack, and it is difficult for teachers to use educational big data on their own. This study aimed to understand changes in student participation rates during classes and teachers’ teaching styles by analyzing educational big data. In the analysis, data from 120 students and two mathematics class teachers at a public junior high school in Japan were used. We applied the pruned exact linear time (PELT) algorithm to automatically identify significant changes in student participation during class. Based on the information obtained, we analyzed the interaction logs of teachers’ e-book readers and clarified the relationship between student participation rates and teacher behavior patterns. Change point detection using the PELT algorithm showed a high F1-score of 0.7929, indicating good overall performance. We also investigated whether there was a relationship between class differences and teachers’ actions and found a statistically significant difference. The results provide clues for improving student learning engagement and teachers’ teaching styles, and they are expected to improve the quality of education by automatically identifying notable cases from educational big data. However, further research is required to improve data analysis methods, such as adjusting the parameters of algorithms based on the situation.

INCORPORATING MIND MAPPING INTO THE INSTRUCTION OF TEACHING WRITING PROCEDURE TEXTS AT SMKN 1 DEDAI

This study explores the effectiveness of the Mind Mapping technique in enhancing students' writing abilities and their active participation in learning activities, specifically in Class X Multimedia of SMKN 1 Dedai. Drawing on various theories of writing instruction and motivation, as well as the benefits of Mind Mapping, the research aims to address students' writing challenges through innovative teaching methodologies.Utilizing Classroom Action Research (CAR) as the methodological framework, the study follows a four-step cycle: Planning, Action, Observing, and Reflecting. Researchers actively engage in teaching writing procedures using the Mind Mapping technique, while observing student interactions and responses in the classroom. Data collection involves observations, tests, field notes, and interviews conducted across two research cycles.The findings reveal significant improvements in student engagement and writing proficiency throughout the research process. Despite initial challenges, such as low motivation and participation, the implementation of the Mind Mapping technique leads to notable enhancements in student participation rates, writing skills, and overall learning experiences.Analysis of data from both cycles demonstrates a marked increase in student participation, with average scores rising from 69.21% to 82.89%. Moreover, test results indicate substantial advancements in students' writing proficiency, particularly in content, organization, language use, vocabulary, and mechanics. This study underscores the importance of innovative teaching methodologies, such as Mind Mapping, in fostering student engagement and improving learning outcomes. By actively integrating such techniques into classroom instruction, educators can create dynamic learning environments conducive to student participation and skill development. Keywords: Mind mapping technique, teaching writing, procedure text

Case of Application of Essay-type Evaluation and Feedback Using Artificial Intelligence for Liberal Arts Education: Focusing on the basic liberal arts course ‘Understanding Sustainable Development Goals’

The purpose of this study is to reveal the results of cases where artificial intelligence descriptive evaluation and feedback systems were applied in large-scale online liberal arts lectures at universities. For this purpose, we investigated and analyzed the results and satisfaction of descriptive evaluations conducted by students in the online liberal arts course ‘Understanding Sustainable Development’ taken by 2,600 students at University A. As a research method, frequency analysis and trajectory analysis were conducted to confirm changes in student participation rates, and factor analysis was used to cluster and compare students' narrative evaluation response trends. As a result of the analysis, first, more than 60% of the students who took the ‘Understanding Sustainable Development’ course participated even after the 14th week, and more than 70% of the students participated more than 10 times. Second, the students' evaluation scores showed a similar score range in the first week, but the range of scores increased as the 14th week progressed. In addition, there was a group whose score difference reversed around the 7th week, the midpoint of a semester's lectures, so it was possible to identify both the period and the group in which the students' learning needs to be carefully managed. Third, when looking at students' satisfaction with AI quizzes, 86.6% responded positively regarding their active participation in AI-based quizzes, and 83.1% responded positively regarding the usefulness of AI-based quizzes. Meanwhile, the degree of motivation and expansion of AI-based quizzes into other liberal arts classes was relatively low at positive rates of 52.6% and 61.5%, respectively, but was much higher than the negative rates of 19.6% and 11.8%. Through these results, this study confirmed that the artificial intelligence-based narrative evaluation feedback system that provides feedback to individual students has implications in terms of student learning management and quality management of liberal arts courses. In order to improve learners' learning fidelity and increase their academic retention rate in large-scale online liberal arts lectures in the future, interest in and improvement of the evaluation feedback system is essential, and its use can be expanded to other classes that require descriptive evaluation.

RELATIONSHIP BETWEEN FEAR OF MISSING OUT (FOMO) AND SELF-EFFICACY AT THE LEVEL OF STUDENT ORGANIZATION PARTICIPATION

Self-efficacy is a belief in a person's ability to achieve and improve life achievements. Therefore, individuals need to have a good level of self-efficacy. Self-efficacy supports being confident in socializing, especially in the campus environment. However, the idea of joining an organization raises the fear of not completing the study period on time, causing student participation rates in joining organizations on campus to decrease. This research aims to analyze the influence of factors that influence students' interest in joining an organization on campus. Utility theory is used as the theoretical basis for this research. The methodology used in this research is quantitative, with primary data obtained through random sampling techniques taken from 264 respondents in the Semarang City area. This research uses a logistic regression approach with a logit model in its estimation. The results of this study show that students with a higher grade (GPA), higher living costs, more free time, a higher level of Fear of Missing Out (FoMO), and a higher level of self-efficacy tend to be more likely to join campus organizations. This shows that the variables above positively influence interest in joining an organization. Therefore, choosing an organization that suits our interests, talents, and goals can increase self-efficacy because we will feel more competent, confident, and motivated to work together.

Optimization of English Classroom Interaction Models Incorporating Machine Learning

The optimization of English classroom interaction models incorporating machine learning represents a paradigm shift in language education, offering innovative ways to enhance student engagement, participation, and learning outcomes. With machine learning algorithms, educators can analyze various factors such as student proficiency levels, learning styles, and behavioral patterns to dynamically adapt classroom interactions in real-time. These models can predict and optimize the timing, content, and format of instructional activities, fostering more personalized and effective learning experiences.This paper explores the implementation of optimized interaction models and machine learning predictions in the English classroom to enhance student engagement, academic performance, and personalized instruction. Through the analysis of various tables and findings, key insights emerge regarding the effectiveness of student-centered learning, active learning strategies, differentiated instruction, and technology integration within the interaction model. Additionally, machine learning predictions offer valuable opportunities for personalized instruction based on predicted proficiency levels. The study demonstrates promising outcomes, but limitations such as sample size constraints and data quality issues must be addressed to ensure the reliability and applicability of the findings. Results indicate a 15% increase in student participation rates, a 12-point rise in average test scores, and a shift from high to moderate teacher intervention frequency. Additionally, machine learning predictions achieved an accuracy rate of 80%, with 8 out of 10 correct predictions. Aspect evaluation scores revealed high effectiveness in student-centered learning (9.2), formative assessment (9.3), and teacher facilitation (9.0). These findings contribute to enhancing teaching and learning practices, supporting educators in fostering more engaging and personalized learning experiences for students.

“We Need to Run Our Own Communities”

Australian Indigenous student participation rates in higher education are consistently lower than non-Indigenous students, especially in remote contexts. This has manifested in the usurpation of remote Aboriginal community control by ‘more qualified’ external staff. Here we present a reflexive assessment of the development, delivery, outcomes and challenges of the Wuyagiba Bush Uni that was designed to address the paucity of university education in remote Aboriginal communities of Arnhem Land, Northern Territory. From 2018 to 2022, 66 Indigenous students graduated with Wuyagiba Micro-credentials (accredited by Macquarie University), and 28 students proceeded to enrol in Bachelor level degrees at Macquarie University in Sydney, with the first graduate in 2023. Furthermore, the Wuyagiba model has created a successful remote Indigenous business that employs about 50 local Indigenous people annually and is working towards empowering endogenous community development in remote Arnhem Land. Nevertheless, many challenges remain including sustainable funding, remote service delivery, university and bureaucratic structural barriers, and lateral violence in remote communities. Several enabling factors of success are identified, such as the cross-cultural curriculum, strong Indigenous control and leadership, wrap-around support, and longstanding relationships between University staff and community leaders. Such reflections can be used by other remote Aboriginal communities who wish to replicate this model or create their own on-Country higher education programs to empower locally trained leaders of the future.

The intersection of sex and field: an examination of career choice factors and dropout intentions in STEM and non-STEM degrees

ABSTRACT The under-representation of women in male-dominated STEM fields is a worldwide concern. However, there are other academic fields, like some non-STEM degrees, where female students are over-represented. Previous research has identified five critical factors influencing student participation rates: career choice, satisfaction, self-esteem, discrimination, and dropout. Based on a sample of 402 students, this study examines the educational experiences of female students in male-dominated STEM degrees compared to those in female-dominated non-STEM degrees. The study also compares results between male students in STEM and non-STEM degrees. The findings reveal that STEM female students are less likely to choose their studies based on vocation, associated with dropout intentions. Moreover, STEM female students have higher dropout intentions and feel less self-esteem. For female STEM students, dropout intentions are related to self-esteem, discrimination, and satisfaction. This study highlights differences between minority groups in STEM and non-STEM degrees and offers valuable information to address the under-representation of female students in technical fields.

Upper-level inter-disciplinary microbiology CUREs increase student's scientific self-efficacy, scientific identity, and self-assessed skills.

Course-based undergraduate research experiences (CUREs) provide opportunities for undergraduate students to engage in authentic research and generally increase the participation rate of students in research. Students' participation in research has a positive impact on their science identity and self-efficacy, both of which can predict integration of students in Science, Technology, Engineering, and Math (STEM), especially for underrepresented students. The main goal of this study was to investigate instructor-initiated CUREs implemented as upper-level elective courses in the Biomedical Sciences major. We hypothesized that these CUREs would (i) have a positive impact on students' scientific identity and self-efficacy and (ii) result in gains in students' self-assessed skills in laboratory science, research, and science communication. We used Likert-type surveys developed by Estrada et al. (14) under the Tripartite Integration Model of Social Influence to measure scientific identity, self-efficacy, and scientific value orientation. When data from all CUREs were combined, our results indicate that students' self-efficacy and science identity significantly increased after completion. Students' self-assessment of research and lab-related skills was significantly higher after completion of the CUREs. We also observed that prior to participation in the CUREs, students' self-assessment of molecular and bioinformatic skills was low, when compared with microbiological skills. This may indicate strengths and gaps in our curriculum that could be explored further.

Do research experience programs promote capacity building in Qatar: Investigating the trend and participation differences

Research Experience programs (REPs) inspire students to pursue advanced degrees and shape their research career paths. Government and commercial organizations sponsor REPs to promote the capacity building of the country. In Qatar, the national youth is reported to show concerning participation in Science, Technology, Engineering, and Mathematics (STEM) disciplines at the K-12 level. However, none of the studies investigate these participation trends at the undergraduate level, especially in scientific research, which is deemed necessary for building a knowledge-based economy in Qatar. Therefore, to bridge this gap, the current study uses a quantitative approach to analyze the REP in Qatar through the participation data of 2455 undergraduate students. For this, statistical measures, including descriptive analysis, independent samples t-test, and Pearson's correlation analysis were used. Results indicated concerning trends in national student participation rate, implying underlying issues restricting their representation in undergraduate research activities. Also, statistically significant differences were found in student participation rates among students' gender and ethnic distributions. While female students demonstrated higher participation rates than males, national students showed lower participation than the non-nationals. Moreover, this low participation of national students suffered more drastically in STEM disciplines. Therefore, these findings determine the outlook for stakeholders and academic institutions in making meaningful educational decisions and envision synchronizing REPs at the university level, gauging measures to bolster the adjacent funding agencies and government organizations. Furthermore, being the first research addressing REPs in the Middle East region, this study has the potential to support educators in neighboring and other developing nations where STEM education is especially significant for human capacity building.

Can work integrated learning deliver employability? International post‐graduate accounting students

AbstractInternational students studying a Master of Professional Accountancy (MPA), or equivalent postgraduate degree in accounting, in Australia were designed to fill the skills shortage gap for accountants, but employability rates appear low at 25% compared to 75% for domestic graduates. University work integrated learning (WIL) programs have been implemented to provide opportunities to increase employability, yet participation rates for international students appear low. This study uses an exploratory, qualitative approach, with semi‐structured interviews of industry and students, to explore the participation rates, experiences and expectations of stakeholders in relation to WIL. Implications of the findings for stakeholders include preparation programs and simulated WIL opportunities.

Study on the Participation of College Students in Digital Online Learning in Guangzhou

Digital online learning ability and as a necessary condition for learners to participate in digital learning greatly affect the participation of learners and the enthusiasm of digital learning.Digital online learning, as a form to verify the ability of self-learning, it has become the focus of learners and teachers to improve students' participation. College students' digital online learning ability and participation need to improve the effectiveness through various new teaching methods.Therefore, the forms and strategies of digital online teaching should keep pace with The Times, and more attractive and innovative teaching methods should be researched to improve students' learning interest and independent learning ability, and enhance their participation in online learning.Based on the analysis of the relationship between the digital online learning ability, online learning participation and online learning completion rate of Guangzhou college students, this paper puts forward some suggestions on how to improve the digital online learning effect of college students.

COMPARISON OF LASSO AND ADAPTIVE LASSO METHODS IN IDENTIFYING VARIABLES AFFECTING POPULATION EXPENDITURE

Abstract: Since 2019, the difference in the increase in per capita expenditure of the population has continued to decline, and the most significant was only IDR 18,464 in 2021, indicating that the level of consumption of the population has not improved significantly, and the turnover of the community's economy is also not good. Multiple linear regression is more appropriate than other types of linear regression because it considers the influence of more than one independent variable on the dependent variable. However, problems may arise in the use of multiple linear regression, such as multicollinearity. To overcome this problem, other methods such as LASSO and adaptive LASSO should be used. Both methods have the ability to overcome multicollinearity between independent variables, thereby reducing the risk of misestimation. Nevertheless, the LASSO and Adaptive LASSO methods have differences in selecting important variables, so it is necessary to compare which method is better in terms of identifying influential variables. Based on the MSE and R-square comparison values, it is concluded that the Adaptive LASSO method model is the best model with a lower MSE value and a higher R-square value of 93%. The variable selection results of the Adaptive LASSO model are population size, number of households, average number of household members, constant price GDP, confirmed cases of COVID-19, human development index, percentage of the poor population, university student participation rate, and open unemployment rate.

Gender Differences in the New Interdisciplinary Subject Informatik, Mathematik, Physik (IMP)—Sticking with STEM?

The current state of research in computer science education outlines gender differences in motivation, interest, and elective subject decisions in favor of male students. This study takes an exploratory approach to examine the gender differences in the interdisciplinary STEM profile subject Informatik, Mathematik, Physik (in short: subject IMP), which combines the three subjects of computer science, mathematics, and physics. A survey was conducted involving n = 336 (m = 236, f = 88, o = 12) subject IMP students in the 10th grade attending a Gymnasium in Baden-Württemberg, Germany. The deciding factors for choosing the subject, subject interest, motivation, and more were measured using a questionnaire. Overall, the subject IMP is most chosen by male students. For those students choosing the subject IMP, no statistically significant gender differences in subject interest in IMP, mathematics, and the STEM area or in motivation and vocational orientation in natural science and engineering were found in contrast to the state of research. The interdisciplinary character of the subject IMP could be more appealing to girls than computer science by itself. We conclude that, with a higher participation rate of female students, the subject IMP could be a first step in getting more women into STEM fields.

The Shortcomings and Improvement Strategies of Public Physical Education Courses in Chinese Universities

With the development of China’s higher education, China’s university education has developed rapidly and the number of students enrolled has been increasing. At present, the number of college students in China has exceeded 24 million, showing a prosperous scene. However, with the rapid development of college education, the participation rate of college students in sports is generally low, and the college physical education courses set up to promote college students’ sports have not played their due role. This study analyzes the shortcomings of current college physical education and proposes that college physical education in China should change the current situation of outdated teaching concepts, unreasonable teaching evaluation system, insufficient teaching content, and cultivate college students’ interest in sports and lifelong sports.

Influence of Gender Stereotype on Participation in Physical Education Class of High School Students

Some researchers have discovered that gender stereotypes in physical education courses have a significant impact on the course participation rates of high school students; however, the formation mechanisms and influencing factors that are behind them still lack a unified explanation. Gender stereotypes in physical education courses have become one of the most important topics of research in recent years. As a result, the purpose of this paper is to investigate the impact that gender stereotypes have on the level of participation that high school students have in physical education classes. For this purpose, this paper undertakes a case study and gathers information from the curriculum, family, society, and schools that may have an impact on how many boys and girls choose to participate in physical education in high school, respectively. According to the findings of the study, male and female high school students physical education (PE) self-perceptions as well as their engagement in PE were influenced by gender stereotypes in PE. The number of females who participated in physical education was often far smaller than the number of males who did so, and many people had the impression that boys dominated the field. In light of this, eradicating gender stereotypes in sports will make it possible to make better use of the athletic interests and abilities of both young men and young women.

Perception of Pathology Online Classes for MBBS (Pre-Clinical Students): A Covid Generated Evolution

The unexpected COVID-19 crisis has disrupted medical education and patient care in unprecedented ways. As the pandemic occurred unexpectedly, University and its affiliated colleges, their faculty members had to hurriedly switch to online courses without reflecting on how to transform the curriculum to align well with the online learning platform. As Nepal Medical College, Teaching Hospital (NMCTH) had also embraced e-learning as teaching learning tools in undergraduate students, this study tried to focus on the participation and satisfaction rate of students regarding the same. This is a cross-sectional descriptive study conducted at NMCTH. MBBS second year students (Pre-clinical years) were given a validated, anonymous, self-administered questionnaire to fill in. The following categories were looked for: 1) participation in the online classes and 2) level of satisfaction of online class in Pathology subject. The questionnaire consist a total of 14 questions and answers were given in the form of yes/ no or option wise. Out of total of 98 students, 95 students responded. Most of MBBS second year students (69%) felt that online classes were not as effective as physical classes and were also not satisfied with this method of teaching. Most of the students (88%) felt that they paid more attention in physical classes than online classes. However, they didn’t find any differences between the physical or online examinations. Mobile phones were the most used device and Microsoft teams was the preferred platform. Despite the interference of learning due to network problem, the audio and video quality was satisfactory. The participation in online classes was good. The advantages were that there was no disturbance from fellow class mates during online class as stated by 68% of participants. There was room for open discussions and interaction with teacher (60%) just as in case of physical lectures. The major disadvantage was that most of the students were not satisfied with this method of learning and they find it ineffective compared to physical classes. Thus from this study, we can conclude that students prefer physical classes and online classes cannot replace the physical classes. However, with the implementation of online classes, we can ensure that it has overcome the vent created by Covid-19 pandemic.

Optimalisasi Madrasah Digital melalui Implementasi Transformasi Digital di MTs Negeri 5 Sleman

The goal that will be achieved in this study is to find out the optimization of madrasah digitalization learning carried out by teachers, students, and parents using the MS Office 365 A1 series platform. This research uses survey-based action research methods. The achievements obtained in optimizing digital madrasahs in semesters 1 and 2 of the 2021/2022 academic year at MTs Negeri 5 Sleman using Office 365 are as follows; 1) the quantity of Office 365 usage has not changed; 2) Teams Meeting usage increased by 10.60%; 3) student participation rate increased by 17.25%; 4) the use of Office 365-provided applications increased by 79.29%; and 5) the comfort level of using Office 365 increased by 10.33%. From the results obtained, it shows that Office 365 is one of the madrasah digitization applications that suits the needs of madrasahs.