Second-year University Research Articles

To stay, switch, or leave: A four-year longitudinal study of the situated and stable social influences on women’s STEM major choices

Research on situational antecedents for women’s persistence is critical to advancing gender equity in science, technology, engineering, and mathematics (STEM) fields. To disentangle the influences of stable and situated aspects of motivational antecedents, we used survival analysis to predict if, when, and to where undergraduate women change majors (i.e., staying in, switching across, or out of STEM) from between-person average and within-person fluctuations in Tripartite Integration Model of Social Influence (TIMSI) motivational constructs (science self-efficacy, identity, and community values) and stereotype threat. Women (N = 413) STEM majors in their first or second year of college were recruited from nine U.S. universities and followed over four years. Women were most likely to leave STEM in the first year of college and were most likely to change STEM majors within the first two years. Major change was predicted by (a) between-person average and within-person fluctuations in science identity, (b) within-person fluctuations in stereotype threat, and (c) an interaction between average stereotype threat and fluctuations in science identity. These findings emphasize the importance of distinguishing between-person and within-person aspects of motivational antecedents of STEM choices and developing tailored motivational interventions for short- and longer-term periods.

Moderated serial mediation effects of adaptation problems, academic stress, and interpersonal relationships on the sleep quality of early-year university students.

Due to heightened anxiety levels, sleep disorders become more prevalent among university students. This study, centered on adaptive capacity in early-year university students, aimed to explore the underlying mechanisms through which anxiety affects sleep quality. Between February 2023 and June 2023, a cohort of first- and second-year university students (mean age 18.8 years) from Hunan Province, China, took part in an online survey. Anxiety was assessed using the Self-rating Anxiety Scale; adaptation problems, academic stress, and interpersonal relationships were assessed using the Adolescent Self-Rating Life Events Checklist; and sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI). A moderated serial mediation model, based on Hayes' Model 92, was used to assess the hypothesized model. The survey resulted in 3,490 valid responses. Among respondents, 24% exhibited anxiety symptoms and 30.4% showed abnormal sleep patterns (i.e., PSQI score ≥ 8). The most significant path identified based on indirect effects was anxiety (β = 0.109), adaptation problems (β = 0.183), academic stress (β = 0.081), and sleep quality (all p-values < 0.001). Furthermore, interpersonal relationships moderated the effects of adaptation problems (β = -0.015, p < 0.001), academic stress (β = -0.012, p < 0.001), and anxiety (β = 0.003, p = 0.002) on sleep quality. Elevated anxiety and sleep disorders are common among university students. Adaptive capacity may play a crucial role in sleep disorders among early-year university students. Interventions such as fostering strong interpersonal relationships in campus environments, may prove beneficial in improving academic performance and sleep quality.

Using Grammarly in Enhancing Students’ Grammatical Accuracy in English Writing: A Case at a Private College in Hanoi

Writing is regarded as a hard-to-deal skill in English, and achieving grammatical accuracy in writing is considered challenging for most English learners. As technologies advance, Automated Writing Evaluation (AWE) tools have increasingly been implemented in English language education to enhance learning outcomes. As an AWE assistant, Grammarly has been found beneficial in improving English learners' writing skills. This study aimed to investigate the effectiveness of using Grammarly in enhancing learners’ grammatical accuracy in writing. The study utilized a case study design with qualitative and quantitative data collected from thirty-two second-year college students. Learners’ writing assignments were analyzed using surface structure taxonomy followed by a survey questionnaire to get quantitative data for the research. Qualitative data was provided through a focus-group interview. The findings revealed a reduction in learners’ grammatical errors after Grammarly intervention and their positive attitude toward using Grammarly to improve their English writing. Afterward, there were several recommendations for teachers to foster their students’ English writing skills.

The Impact of Using Say Something Strategy on Iraqi EFL University Students' Achievement in Reading Comprehension

Reading is the most important skill among the four skills in learning English and being able to comprehend various English texts as expected. Yet, the experience has not seemed to be realized. The goal of the "Say Something Strategy" is to assist students in understanding what they are reading by predicting, questioning, clarifying, connecting, or commenting. Telling students to "say something" about the reading, or offering them specific things to say, keeps them engaged with the content. In this study, the Say Something strategy is an appropriate strategy to progress accomplishment for improving students' reading comprehension success. The study's sample comprises of second-year university students from the English Department, the College of Art, and Tikrit University during the academic year 2022–2023. It has been randomly chosen and has been divided into two groups, the experimental group with (33) students taught by Say Something Strategy and the control group with (33) students without Say Something Strategy, both groups completed the same reading comprehension test. An accomplishment exam was developed, validated, and administered to the two groups involved. The essential data has been collected and statistically analyzed. Because of the implementation of the Say Something Strategy, the obtained results show that there are statistically significant differences in the success of the two groups of students in favor of the experimental group.

Reading Automated Feedback (RAF) in English for Nursing: Augmenting Perceptions and Reading Ability

Despite adopting a variety of tactics, nursing students struggle to grasp main ideas, read and skim, and acquire specialist vocabulary. Reading automated feedback (RAF) can help by providing contextual information and dynamic vocabulary guidance, and assisting with summarizing and reflecting on content. The primary objective of this study was to thoroughly examine the effects of RAF on the reading abilities of second-year university students who participated in a English for Nursing course in their third semester, and to examine their perspectives regarding the incorporation of RAF in the education setting. The study used both quantitative and qualitative methods to assess the impact of RAF. The quantitative methods were an intervention for 60 students who had been sampled purposively and separated into experimental and control groups (30 students each), and a survey, and the qualitative method involved interviews. The data show that implementing RAF significantly improved nursing students’ reading abilities, particularly comprehension, scanning and skimming, identifying main ideas, summarizing, and vocabulary development, while also fostering a highly positive classroom environment. In short, implementing RAF could bring about significant gains in nursing students’ reading abilities and promote a positive teaching environment. Ongoing examinations and comprehensive reviews of the long-term impacts of RAF are projected to result in major education gains.

An Analysis of Student Satisfaction and its Relationship with Academic and Social Factors in University Dropout

Over the last 50 years, Higher Education has experienced significant development, which has been associated with challenges that have yet to be solved. In this sense, university dropout is a global phenomenon that worries universities all over the world. Many research studies describe the possible causes of this phenomenon, but the most interesting are those that, due to their predictive potential, have the possibility of preventing it. The aim of this article is to study how important students perceive the different reasons for dropout in relation to the idea of abandoning the degree. For this purpose, the Spanish version of the Questionnaire of Motives for Higher Education Dropout (QMA_es; Almeida et al., 2019) was applied to a sample of 927 first- and second-year university students. These data have been processed using educational data mining (EDM) techniques, obtaining a decision tree that correctly classifies the sample in 81.1%. The results show that variables related to student satisfaction (satisfaction with academic choice, satisfaction with performance, and satisfaction with the financial situation) and to the academic and social environments play a predominant role in the approach to dropout, above other institutional, financial, and wellbeing variables.

Mindsets, contexts, and college enrollment: Taking the long view on growth mindset beliefs at the transition to high school.

Socioeconomic disparities in academic progress have persisted throughout the history of the United States, and growth mindset interventions-which shift beliefs about the malleability of intelligence-have shown promise in reducing these disparities. Both the study of such disparities and how to remedy them can benefit from taking the "long view" on adolescent development, following the tradition of John Schulenberg. To do so, this study focuses on the role of growth mindsets in short-term academic progress during the transition to high school as a contributor to longer-term educational attainment. Guided by the Mindset × Context perspective, we analyzed new follow-up data to a one-year nationally representative study of ninth graders (National Study of Learning Mindsets, n = 10,013; 50% female; 53% white; 63% from lower-SES backgrounds). A conservative Bayesian analysis revealed that adolescents' growth mindset beliefs at the beginning of ninth grade predicted their enrollment in college 4 years later. These patterns were stronger for adolescents from lower-SES backgrounds, and there was some evidence that the ninth-grade math teacher's support for the growth mindset moderated student mindset effects. Thus, a time-specific combination of student and teacher might alter long-term trajectories by enabling adolescents to develop and use beliefs at a critical transition point that supports a cumulative pathway of course-taking and achievement into college. Notably, growth mindset became less predictive of college enrollment after the onset of the COVID-19 pandemic, which occurred in the second year of college and introduced structural barriers to college persistence.

Students' perceptions of well-being

BACKGROUND: In today's society, there is a need to explore strategies for attaining and improving overall well-being. This exploration requires an examination of perceptions of well-being in different social groups. First and second-year students in higher education institutions represent the future social capital of the nation. Understanding the factors that contribute to their sense of well-being is essential, as it can determine their future social interactions and behaviors. AIM: to identify the content of students’ perceptions of well-being. MATERIAL AND METHODS: The study included 258 first- and second-year university students. The main research method was a modified free association technique, where students were asked to provide three associations in the form of verbs, adjectives, and nouns, resulting in a total of nine associations per participant. Data were analyzed using frequency analysis and calculation of ranks. RESULTS: A total of 2322 associations were identified among students. These associations were then organized to form 51 associative groups, which were further combined into 16 semantic groups for meaningful interpretation. The concept of "well-being" was analyzed within a structured semantic space, focusing on emotional and motivational-need characteristics. The semantic space of the concept of “well-being” is structured according to emotional and motivational-need characteristics. The emotional component of well-being encompasses a range of positive emotions with varying degrees of intensity. On the other hand, the motivational-need component primarily addressed needs related to physical comfort, safety, basic life support, and material support. CONCLUSION: In the content of university students’ perceptions about well-being, the emotional sphere holds the most significant position. Students associate well-being with feelings of calm joy, happiness and emotional stability. Additionally, perceptions of well-being are centered around fulfilling basic and material needs.

Quality of Student–Faculty Interactions, Persistence, and the Mediating Role of Student Satisfaction

Rising student attrition, exacerbated by the COVID-19 pandemic, has resulted in increased calls for higher education officials to better understand factors associated with increasing persistence rates, especially from the first- to second year of college. Though many studies have documented the influence of the frequency of student–faculty interactions on student persistence, less research has focused on the quality of those interactions, including potential mediating influences. To address these issues, this study used longitudinal data from 8,475 students among 44 four-year institutions to explore whether the quality of student–faculty interactions influences student persistence and whether student satisfaction mediates this relationship. Guided by theoretical models of persistence, we found that even in the presence of a range of potential confounders, students’ perceived quality of student–faculty interactions increased the odds of persistence to the second year of college. Furthermore, results from a Karlson–Holm–Breen (KHB) decomposition analysis suggest this relationship occurred indirectly through students’ satisfaction with the overall college experience.

Utilising Features of Sport Commentating to Provide a Framework for Co-Teaching the Online Lecture

Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and satisfaction for students and academics alike. However, how co-teaching can transition to the on-line space and take full benefit of the communication software features is not well known. We recognised that some aspects of sports announcing (commentating) align with desirable qualities of co-teaching on-line. In this paper we use these features to develop a practical framework for co-teaching in the on-line space and evaluate the model in a second-year university science subject. Using data from student surveys, we found that the co-teaching model helped integrate the chat functionality into the main lecture and led to improved engagement and enjoyment of on-line classes. The model also assisted students in identifying key learning outcomes. Using the framework as a practical guide for how to incorporate co-teaching into on-line classes helps realise the benefits of contemporary communication software.

An Examination of the Use of Oral Communication Strategies by Second-Year University Undergraduate Students in Intensive Speaking Class

For many university-level EFL students, speaking in a second language can be quite a challenge. It often involves grappling with the complexities of the L2 language. To help tackle these hurdles and boost students' speaking confidence, Oral Communication Strategies can be quite beneficial. In this research, we used a mixed-method approach, which included surveys via questionnaires and in-depth interviews. We received responses from 110 completed questionnaires and gained further data by interviewing 10 students. The findings revealed that students tend to rely on Oral Communication Strategies when they face difficulties in communicating in a second language. They often resort to such strategies, such as using gestures, facial expressions, miming, or sound imitation, especially when they struggle to explain a vocabulary item. These results are anticipated to be a valuable resource for educators and practitioners, assisting them in tailoring the curriculum and providing a more enriching learning experience for students learning a second language. The study's findings can help language learners and educators in higher education by using oral communication strategies to create effective learning environments for improved communication.

The Impact of Authentic Listening-Viewing Materials on ESL University Students’ Listening Comprehension Skills

The study investigates the effects of authentic listening-viewing and textbook listening material on ESL university students' listening comprehension skills. The experimental and control groups, that consist of second-year university students, completed pre- and past-tests. The pre-test showed approximately the same level of listening comprehension skills in the experimental and control groups. The result of the post-test does not show a significant impact of authentic listening-viewing material on listening comprehension of the experimental group. Employing the post-questionnaire, that the experimental group filled out, we determined the challenges, such as speakers’ tempo and accents. However, students have a positive attitude to such authentic aids. These findings confirm the constant difficulties caused by implementing listening-viewing material and indicate students’ positive perception of authentic aids. The study also proves that the regular employment of authentic listening-viewing materials decreases anxiety of the experimental group and improves confidence when working on authentic videos.

A suggested Strategy Based on Information Technology and its Impact on Developing Creative Writing Skills and Academic Self-efficacy among Alzawyaa EFL university Students

The current study aimed to construct a strategy based on information technology for teaching English (English course102), and its impact on developing creative writing skills and academic self-efficacy among Alzawya EFL university students. The literature and previous studies were analyzed to describe the study variables and construct the strategy the proposed strategy, in which teaching and educational practices in the strategy stages (revitalization, research and viewing, design the writing framework, digital publishing of written creativity, and final evaluation) were described. A test of creative writing skills (fluency, flexibility, and originality) was also prepared Including 9 items graded open-ended essay questions in creative writing skills, also the preparation of the academic self-efficacy scale, including (25) items in the following dimensions: (the student's self-motivation to learn, the student's confidence in the ability to achieve, perseverance and continuity in learning, self-regulation of learning and recall habits). The study relied on the experimental method, designing two groups, the experimental and the control group (before - after). The study based on the experimental method, designing two groups, the experimental and the control group (pre - post). The study sample consisted of (60) second-year college students studying the course (English 102), which aims to develop language proficiency in writing skills. The sample was divided into two groups: experimental (30) and control (30)

Activating argumentation schema to write argumentatively and tactfully

To argue tactfully is a goal in argumentative writing, which entails balanced argumentation schema. Although computer-supported collaborative learning (CSCL) has been widely acknowledged as language learning mediation, especially in writing, few studies investigate its effectiveness in activating the balanced argumentation schema. This study explores the effectiveness of QQ group discussion, a kind of CSCL mediation most popular in China, in argumentative writing by means of quasi-experiment and interview. Fifty-six second-year college students in an English Department participated in this study. The experimental group were asked to have a pre-writing QQ group discussion on a disputable topic while the control group had an in-class face-to-face discussion (a regular teaching method for English majors). Content analysis of the essays was made to investigate the use of Counterargument elements, Qualifier and Concession. The results show that the two groups had no difference in the use of Counterargument-claim and Rebuttal. However, the experimental group surpassed the control group in Counterargument-data, Concession and Qualifier, which signifies more argumentativeness and tactfulness. In the delayed post-test this group still performed better. The interview transcriptions were coded and analyzed by inductive content analysis with the functions of QQ discussion as the themes. The result not only supported that of the experiment, but also revealed why and how QQ mediation could help activate the balanced argumentation schema. It is suggested that CSCL mediation should be promoted in argumentative writing instruction so that the students could write argumentatively and tactfully.

An Intelligent Controller of LED Street Light Based on Discrete Devices

To combat global environmental deterioration and energy scarcities, it is crucial to implement energy-saving upgrades for urban road lighting. Comparatively, LEDs have emerged as an advanced and eco-friendly lighting option due to their low energy consumption, excellent performance, high color rendering index, and prolonged lifespan. By incorporating solar cell technology, a smart LED street light controller based on small-scale integrated circuits was developed to enable intelligent control for various lighting needs such as dimming, timing, automatic detection, and sound and light control. Through circuit simulations and experimental outcomes, it has been validated that the controller’s structure and performance parameters align with the design specifications. This design encompasses knowledge from diverse fields, including fundamentals of circuit and electronic technology, photovoltaic cell technology, power electronics, and sensor technology, showcasing robust engineering and practicality. Its utilization in the experimental course for second-year college students majoring in electrical engineering contributes to the grooming of professionals and expands the perspectives of future talents, enriching their application of knowledge and practical innovation capabilities.

Transforming Educational Assessment: Insights Into the Use of ChatGPT and Large Language Models in Grading

The integration of Artificial Intelligence (AI) technologies in the field of education has prompted significant advancements, particularly in the domain of assessment and grading. This research delves into the potential of large language models, specifically OpenAI's ChatGPT, in simulating human-like interactions and accurately grading student assessments. To accomplish its objectives, the study compares the grading performance of ChatGPT with that of human correctors in a sample of second-year university students. The research findings indicate only a moderate correlation between the grades assigned by ChatGPT and those of human correctors, suggesting nuanced capabilities in providing comprehensive feedback and streamlining the grading process. While the study highlights the benefits of AI integration in education, it also addresses potential risks, including the exacerbation of educational inequalities and the limitations associated with AI's automated nature. This research contributes to the ongoing discourse surrounding AI's role in education, emphasizing the importance of striking a balance between AI and human instruction for optimal educational outcomes.

Association between pre-service science teachers’ self-efficacy beliefs and their confidence in physics content

This exploratory study examined the relationship between the knowledge of selected physics concepts from the South African National Senior Certificate curriculum and the self-efficacy beliefs of preservice science teachers. Forty-one preservice physical science teachers between the ages of 16 and 30 enrolled in a higher education institution to earn a Bachelor of Education degree made up the participants. Of these, 56.1% were female and 43.9% were male. Every respondent was a recent high school graduate from South Africa enrolled in a second-year university course on basic physical science. The preservice teachers completed the Science Teaching Efficacy Belief Instrument (STEBI-B) and a teaching confidence ranking scale. A confidence ranking for teaching topics from a typical high school science curriculum was determined by analyzing the data. According to the data analysis, preservice teachers are confident and self-sufficient enough to teach science concepts.

More pain, more gain? Extricating the effect of student involvement in rubric co-construction

This quasi-experiment tested whether co-constructing a writing rubric gives students an advantage over only using the co-constructed rubric. We used students’ perception and use of the rubric, and their writing performance as outcome variables. One hundred and twenty-six second-year university students who enrolled in an elective course participated. The experimental group (N = 63) co-constructed the rubric with the lecturer. The rubric was then distributed to both groups to facilitate their writing. A peer-feedback session was held for the students to use the rubric to offer and interpret feedback. Independent-samples t-tests revealed no significant differences between the two groups in terms of their perception of the rubric, use of the rubric and writing performance. The overall null result suggests that as a one-off activity, rubric co-construction does not bring extra benefits to the students involved.

A Closer lens on Musicology: A Curriculum Audit

The musicology curriculum audit serves as a form of curriculum inspection to achieve the Sustainable Development Goals, which aim to ensure the sustainable development of education through student satisfaction surveys. In addition, collaborative review, assessment is an interactive process that enables students to work together and participate in shared decision-making to achieve jointly defined goals. The aim of this study was to investigate the effect of the setting of musicology curriculum on the collaborative assessment of college students by gender and grade level. This research will help to educate learners on the value of collaboration in the course of studying musicology majors and will strengthen global citizenship. The study used a cross-sectional survey of quantitative research design with 100 participants in the second year of college. Important findings show that male and female sophomores in musicology show a normal distribution of course satisfaction, which contributes to good academic performance, easier task completion, enhanced communication skills, apparent cooperation, and the submission of high-quality output.

The Effect of Digital Storytelling on English Vocabulary Learning in Inclusive and Diverse Education

Despite a rich body of research on digital storytelling within language education, studies focusing on its effects from an inclusive perspective remain scarce. This paper addresses the gap by exploring the impact of digital storytelling on vocabulary learning through an inclusive and diverse lens. It aims to fill this gap by pursuing three primary objectives: (1) examining pre-service teachers' prior knowledge of digital storytelling usage, (2) evaluating teacher candidates' digital skills in creating collaborative digital stories from an inclusive viewpoint, and (3) measuring the effect of using these inclusive digital stories on vocabulary learning among children aged 8-10. Employing a mixed-methods research design based on convenience sampling, the study involved 62 second-year college students from a teacher education program and 112 primary education children aged 8-10. The teacher candidates were first introduced to the benefits and limitations of digital storytelling in EFL contexts, followed by the creation of 12 digital stories reflecting an inclusive perspective, which were later implemented with the children. Quantitative and qualitative data were gathered through pre-post-tests, questionnaires, and class discussion, and analyzed using SPSS for quantitative analysis and QDA Miner for qualitative analysis. The findings revealed that teacher candidates exhibited proficient digital and critical thinking skills necessary for creating effective digital stories. The results showed a positive impact on vocabulary learning related to inclusive and diverse education among children, contributing to the understanding of digital storytelling's role in enhancing vocabulary acquisition and supporting the integration of inclusive digital narratives in language education.