Second-year University Students Research Articles

Analyzing Second-Year University Students’ Rational Number Understanding: A Case on Interpreting and Representing Fraction

<p style="text-align:justify">This research aims to determine second-year university students’ understanding in interpreting and representing fractions. A set of fraction tests was given to students through two direct learning interventions. An unstructured interview was used as an instrument to obtain explanations and confirmations from the purposive participants. A total of 112 student teachers of primary teacher education program at two private universities in Indonesia were involved in this research. A qualitative method with a holistic type case study design was used in this research. The results indicate that a significant percentage of the participants could not correctly interpret and represent fractions. In terms of interpretation, it is found how language could obscure the misunderstanding of fractions. Then, the idea of a fraction as part of a whole is the most widely used in giving meaning to a fraction compared to the other four interpretations, but with limited understanding. Regarding data representation, many participants failed to provide a meaningful illustration showing the improper fraction and mix number compared to the proper fraction. Improvement of fraction teaching at universities - particularly in primary teacher education programs - is needed so that students get the opportunity to develop and improve their knowledge profoundly. We discuss implications for teaching fractions.</p>

The Relationship Between Academic Encouragement and Academic Self-Efficacy: A Moderated Mediation Model.

To explore the influence mechanism and boundary conditions of academic encouragement on college students’ academic self-efficacy, this study did a questionnaire survey and used the four scales, namely, Academic Encouragement Scale (AES), Course Subscale of the College Self-Efficacy Inventory (CCSI), Adult Hope Scale (AHS), and Campus Connectedness Scale (CCS). The questionnaires were distributed both online and offline. A total of 355 questionnaires were distributed, with 267 valid returns. Among them, 139 were women (52.1%) and 128 were men (47.9%), and the age range is 18–24 years old. As for the grade level, 123 were first-year college students (46.1%), 58 were second-year college students (21.7%), and 86 were third-year college students (32.2%). The results of this study showed the following. (1) Campus connectedness or hope mediated the relations between (challenge-focused or potential-focused) encouragement and academic self-efficacy. (2) Academic engagement could not moderate the above mediation models.

The Matter of Teaching Skimming in Foreign Electronic Sources of Information

The article actualizes the topic of skimming in foreign language. The author describes the characteristics of skimming and notes the main problems faced by first- and second-year students of a non-linguistic university when reading linear or non-linear electronic text materials in a foreign language for skimming. The author describes the features of reading in an electronic foreign language environment. The article presents a comparison of reading electronic sources of information in a foreign language with reading traditional paper sources. The reasons for possible cognitive overload when working with electronic texts in a digital environment are described. The author suggests an algorithm of actions to help foreign language learners overcome possible difficulties during skimming.

Effectiveness of Using Animated Videos via Google Sites in Enhancing Socio-culture of Native English-Speaking Countries

This research aimed at 1) studying the second-year university students’ achievement after using animated videos through Google Sites to enhance socio-culture of native English-speaking countries, 2) examining the efficiency of animated videos with an efficiency criterion of 75/75, and 3) exploring the students' level of satisfaction after using animated videos. The samples of the study selected purposively were 48 third-year students majoring in English for Communication program at a university in the southern part of Thailand. 15 aminated videos on Socio-culture of native English-speaking countries, pre-test, post-test, and a questionnaire asking for the users’ satisfaction were used to collect data which were analyzed by means of average value ( ), standard deviation (S.D), T-test, and E1/E2. The results were as follows: 1) pre-test scores averaged to 13.81 ( = 13.81) while post-tests averaged to 22.52 ( = 22.52). This revealed a statistically significant different level of .00, 2) the efficiency of the created animated videos on Socio-culture of native English-speaking countries was at 75.09/75.06 which was higher than the set efficiency criterion of 75/75, and 3) the students had a positive satisfaction towards the animated video at the highest level with the overall mean scores of 4.55 ( = 4.55). The results pointed out that using animated videos to enhance Socio-culture of native English-speaking countries can effectively help the students increase their knowledge and understanding.

Analysis of quality of knowledge structure and students\u2019 perceptions in extension concept mapping

Extension concept mapping is a technique to connect prior existing concept maps with new knowledge structures. It offers advantages in each stage of the knowledge-integrating process and encourages learners to improve their performance. While previous studies have confirmed that the extended kit-build concept map outperformed the extended scratch-build approach in terms of comprehension test scores and map size, they have yet to evaluate the quality of concept maps and students' perceptions. Although the size of the concept map components could represent the breadth of personal knowledge, it does not constantly describe the good knowledge structure. In addition, the student's degree of acceptance after the concept mapping demonstrates their intention to use systems in the future. The present study aims to compare the effect of extended scratch-build and extended kit-build on the students' quality of knowledge structures and perceptions. Fifty-five second-year university students were involved and divided into two groups: control and experimental. The control group utilized the extended scratch-build map, while the experimental group used the extended kit-build concept mapping tool. Quality of propositions and structural map scores as learning outcomes were used to measure the students' knowledge structures. The possibility of a relationship between quality scores was expressed using the Spearman correlation. This study involved the Technology Acceptance Model to confirm the students' perceptions of extension concept mapping tools. The perceived ease-of-use, perceived usefulness, and behavioral intention constructs were used to investigate users' intentions. The findings suggest that the quality of propositions and structural map scores in the experimental group were significantly higher than in the control group. This study also found that the extended kit-build method achieved better perceptions scores than the extended scratch-build.

Co-Teaching as Mentors: Maximizing Instructor and Librarian Collaboration for Teaching Information Literacy Skills

This article describes a co-teaching collaboration between an instructor and an academic librarian, working together to deliver an innovative, inquiry-based course offered to first- and second-year university students. The authors describe the context for this relationship and the methods that were used to ensure that this collaboration intentionally and purposefully met the course objectives and students’ needs. The interaction between the instructor and librarian could best be described as a co-teaching mentorship in which both were responsible for teaching and working with the students as well as reflecting on the learning benefits that this opportunity provided for students as well as for each other.

Enhancing and expanding intercultural learning through collaborative online international learning.

This study investigated first-year Japanese university students' perspectives of their intercultural learning from a collaborative online international learning (COIL) project with second-year university students in China. Drawing upon Deardorff's (2006) process model of intercultural competence, this pilot study used reflections and data from a questionnaire adapted from Ceo-DiFrancesco and Bender-Slack (2016) to monitor students' perspectives for intercultural attitudes (openness, curiosity, respect), intercultural knowledge (culture-specific information)), and motivation to learn English after participating in an eight-week-long virtual cross-cultural exchange. Following this eight-week virtual cross-cultural exchange with second-year university students in China, self-assessment from participants in Japan (n=39) revealed intercultural attitudes of valuing others, withholding judgment, and curiosity. Additionally, the students described the importance and enjoyment of English. In addition to highlighting the Japanese participants' perspectives of this COIL project, this paper describes the impetus for setting up the program, the program itself, and implications for various stakeholders in higher education in Japan.

CYBERBULLYING AND VIDEOCONFERENCE EFFECTS ON BODY IMAGE DISTURBANCE IN MEDICAL STUDENTS OF YOGYAKARTA

Medical students are often expected to have ideal appearance and thus, may be susceptible to body dysmorphic disorder (BDD). Limited data exist about the influence of demographic factors on the severity of BDD in this population, especially during the COVID-19 pandemic. We aimed to understand the association between demographic variables and severity of body image disturbance in Indonesian medical students. Second-year medical students of Islamic University of Indonesia participated in the study (n=116). Participants completed the informed consent form, self-reported demographic questionnaire, Body Image Disturbance Questionnaire (BIDQ), and additional questions about bullying, cyberbullying, videoconference, and COVID-19. Data were analyzed using Pearson’s correlation and linear regression. We found significant correlations between height, female gender, history of being bullied, history of being cyberbullied, history of being body-shamed, history of being sexually-harassed, lack of confidence about appearance during videoconference, and the behavior of comparing appearance during videoconference with total BIDQ score (|r|=0.304-0.433, p=0.000-0.002). Regression analysis showed that only history of being cyberbullied, lack of confidence about appearance during videoconference, and the behavior of comparing appearance during videoconference (p=0.009 – 0.037) significantly predicted BIDQ score. Internet-related factors such as cyberbullying and worrying or comparing appearance during teleconference could significantly affect body image of medical students.

The current system of sexuality education in Polish secondary schools: University students’ perspectives

In secondary schools in Poland, sexuality education was formally introduced in 1993 in the form of Education for Family Life (EFL) classes. The EFL curriculum is largely based on Catholic doctrine. The current study examined the opinions and attitudes of students attending a university in Poland regarding sexuality education in public secondary schools. A sample of 498 first- and second-year university students completed a questionnaire that collected information on demographic characteristics, the student’s sources of information about sexual health, and their opinions and attitudes related to sexuality education. Over 80% of the students used the Internet as a source of sexual health information while far fewer students cited teachers/classroom activities (24.3%). Over three-quarter of females (79.5%) and males (75.9%) agreed that it is important to have sexual health education as part of the secondary school curriculum. Students’ responses to the question on the importance of sexual health education in schools did not differ significantly based on their level of religious commitment. However, few women (12.9%) and men (9.2%) rated the current effectiveness of sexuality education in schools as “high.” For topics that should be covered in the curriculum, the students rated birth control methods, abortion, sexual orientation/lesbian, gay, bisexual, and transgender issues, and sexually transmitted diseases the highest. The findings indicate that Polish university students view school-based sexual health education as important but currently ineffective. Policies to reform public school-based sexual health in Poland are needed to ensure that Polish youth have the information and skills to protect and enhance their sexual health.

Comparative study of traditional face-to-face teaching, audience response system, and a flipped classroom plus audience response

The audience response system (AUD) and flipped classroom (FLP) strategies have been applied globally in higher education. However, to the best of our knowledge, there have been no studies comparing AUD and AUD with FLP(FLP+AUD). This study examined whether FLP+AUD might be the most effective teaching method for pharmaceutical students compared with the traditional face-to-face (TRA) and AUD lecture styles. We recruited second-year (P2) university students in Japan from 2017 to 2019 and conducted

The Mediating Effect of Understanding Mathematics Classroom Instruction on The Relationship Between Teaching Styles of Teachers and Student Adjustment

The study determined the mediating effect of understanding mathematics classroom instruction on the relationship between teachers’ teaching styles and student adjustment among 400 second-year college students in the three components cities of Davao Del Norte, Philippines. A quantitative, non-experimental research design with correlational technique was applied. The data were analyzed using the Mean, Pearson-r, Multiple Regression Analysis, and Medgraph using the Sobel z-test. The results revealed that the levels of teaching styles of teachers and student adjustment were high and the level of understanding of mathematics classroom instruction is very high. There was a significant relationship between teaching styles of teachers and student adjustment, teaching styles of teachers and understanding mathematics classroom instruction, and understanding mathematics classroom instruction and student adjustment. Furthermore, the result of the medgraph using Sobel z-test of understanding mathematics classroom instruction on the relationship between teaching styles of teachers and student adjustment was significant but partial. Nevertheless, understanding mathematics classroom instruction aided teachers to adapt their teaching styles to help students adjust in a mathematics classroom.

Developing an English Grammar Practice Book based on Multicultural Values for Second-year University Students

The aim of this study is to develop an English grammar practice book model based on multicultural values as teaching materials for compulsory subjects of the university in Indonesia. This research-based on Research and Development approach, which is adopted from Gall, Gall, and Borg (2003). The data were collected through interviews and questionnaires. While qualitative data were analyzed using an interactive analysis and quantitative data analysis used percentages. The research participants consisted of lecturers and students at two universities in Indonesia. The findings showed that 1) the conceptual model of the English grammar practice book is applicable and contextual which presents the latest issues in accordance with the issue of Indonesian multicultural values. 2) The content of an English grammar practice book constitutes the following components: chapter titles, introductions, material presentation and elaboration of multicultural values, competence performances, summaries, reflections, variation exercise. It is suggested that the textbook model more help in developing multicultural competencies students in communication with other people from different backgrounds through using English as an international language.

Beliefs influencing students’ career choices in Sweden and reasons for not choosing the accounting profession

This study, employing the simplified Theory of Reasoned Action (TRA), investigates student beliefs that influence their attitudes and subjective norms, leading them to not choose the accounting profession in Sweden. Questionnaires were sent electronically to first-year and second-year university students, and, after applying the exclusion criteria, the sample size comprised 228 students. The results reaffirmed the simplified TRA model and revealed that both behavioral (no personal interest in accounting, a boring profession, and higher salaries in other occupations) and normative beliefs (the influence of teachers and peers), through personal attitudes and subjective norms, influenced students’ decision to avoid the accounting profession. The findings suggest that accounting departments and business school faculties should recruit professional accountants and invite Swedish professional accounting bodies to create supportive activities that will motivate and help students learn more about the profession. Furthermore, accounting teachers should be more practical and equipped with engaging pedagogical techniques, and mandatory internships and seminars should be included in the school curriculum. It is also suggested that these implications should be positively communicated through social media.

The Impact of Information Technology on Developing Creative Writing Skills and Academic Self-Efficacy for Undergraduate Students

The current study aimed to construct a strategy based on information technology for teaching English (English Course 102), and assess its impact on developing creative writing skills and academic self-efficacy for university students. A test of creative writing skills (fluency, flexibility, and originality) was also prepared, including (9) 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 based on the experimental method, involving two groups, the experimental and the control group (pre-post). The study sample consisted of (64) second-year university students studying the course (English 102), which aims to develop language proficiency in academic writing skills. The sample was divided into two groups: experimental (32) and control (32). Results indicated that: There are statistically significant differences at level (α ≤ 0.01) between the mean scores of the students from the experimental and control groups in the post application for testing creative writing skills and each skill separately in favor of the experimental group, there are statistically significant differences between the mean scores of the experimental group students in the pre and post applications for testing creative writing skills and each skill separately and also of the academic self-efficacy scale and each dimension separately in favor of the experimental group , there are statistically significant differences between the mean scores of the students from the experimental and control groups in the post application of the academic self-efficacy scale and each dimension separately in favor of the experimental group, and there is a positive correlation between scores of the experimental group in favor of the post application of the creative writing test and their scores on the academic self-efficacy scale.

Impostor Phenomenon on First- and Second-year College Students

New students tend to experience the stress and anxiety of transitioning from the school environment to the campus environment. Anxiety in dealing with new situations or roles can lead to the Impostor Phenomenon (IP). This study aimed to determine the effect of family relationships, general anxiety, and the Big-five personality traits on impostor phenomena. The sample of this study was 439 first and second-year students taken by the non-probability sampling technique. The measuring instruments used in this research are Clance Impostor Phenomenon Scale (CIPS), Brief Family Relationships Scale (BFRS), Four-Dimensional Anxiety Scale (FDAS), and Big-five Inventory (BFI). Data analysis in this study used Confirmatory Factor Analysis (CFA) and multiple regression analysis techniques. The results showed a significant effect of family relationships, general anxiety, and the Big-five personality traits on the impostor phenomenon. Based on testing the minor hypothesis, there are six significant variables: emotional, physiological, cognitive, behaviour, extraversion, and awareness. Other variables such as cohesion, expressiveness, conflict, agreeableness, neuroticism, and openness have no significant effect on the impostor phenomenon.

Building a Culture of Computing in the Sciences Using Images as Data Within a Community of Practice

The digital imaging and vision applications in science (DIVAS) program was built to improve the computational self-efficacy and skill of first- and second-year college students majoring in biological and chemical sciences. Our three-year pilot study showed that the program could be successful in both fronts. The scholars, faculty, and staff who participated formed a community of practice that became the heart of the DIVAS program. Through this community, we expanded access to the image processing workshop in collaboration with The Carpentries, supported faculty and secondary educators in developing computing modules for their classrooms, and created and staffed a “writing center for computing” on the host campus. Overall, the DIVAS program has sparked a local computing culture. DIVAS interventions and resources are freely available for adoption by other institutions. We hope to grow the community in a way that builds student access and opportunities and supports educators in the process.

Competence of Students in the Realm of Communication Process: A Descriptive Study

The study employed the descriptive method of research with the questionnaires as the gathering tools. This method was used to gather necessary information regarding the communication process implemented at the Mandaue City College in Mandaue City, Cebu. The research subjects of the study were the second-year college students of Bachelor of Elementary Education college students of Mandaue City College. This study utilized a researcher-made survey questionnaire as the main tool in gathering the necessary data. The indicators on the questionnaire were based on the theories and principles of communication process and understanding by Wiggins and McTighe. The researcher prepared a questionnaire for the college students and the other for the college teachers. The questionnaire determines the level of competence of the college students in the communication process. It also includes the methods and the instructional materials used by the teachers in enhancing the communication process. The validation was done by having this instrument answered by 10 or 10 percent of the final number of college student respondents. This validating group was not part of the final group who provided the answers to the questions asked. Moreover, in relation to the level of competence of the student and teacher respondents in the communication process, it is exemplified that the college students are better at explaining compared to interpreting and applying. It is also revealed that the college teachers utilize varied teaching methods and techniques to the students in tertiary education. Furthermore, the following recommendations are hereby suggested: (1) The proposals of this study are presented to the administration of Mandaue City College for implementation and application in actual classroom practice. (2) The college students' interpreting skills be strengthened through the teacher’s employment of varied and engaging strategies to develop their ability to interpret critically. (3) Teachers should employ exercises that would develop their students’ applying skills through written and oral exercises.

An Interpretative Phenomenological Analysis of Japanese EFL Learners’ Motivation during the COVID-19 Pandemic

In the spring of 2020, many educational institutions around the world were thrust into novel and challenging situations due to the spread of COVID-19. These situations have been highly consequential for educators and students. The purpose of this study was to explore how the motivation of four Japanese, second-year university students to learn English as a foreign language (EFL) was affected by the sudden shift to virtual learning and scaling down of their study abroad program following international travel restrictions brought about by the COVID-19 pandemic (referred to hereinafter as “the pandemic”). Interpretative phenomenological analysis (IPA) was adopted to analyze the data obtained from semi-structured interviews. The five themes that emerged from the interviews suggested that the students’ motivation to learn English remained stable despite the shift to online learning and modification of the study abroad program. In this regard, the following was observed: (1) All participants expressed that they inherently enjoyed learning English; (2) They imagined themselves using English in their future work or travel; (3) They derived motivation from other EFL learners; (4) They realized the practical benefits of online learning; (5) They became proactive in seeking ways to supplement their EFL studies. Themes 1, 2, and 3 applied to the participants even before the pandemic. Themes 4 and 5 emerged as they had to adjust their studying practices in response to the pandemic-induced restrictions. The findings of this study provide insights into how EFL learners’ motivation has been affected by the pandemic, and they serve as an important reference for students and educators in the EFL field.

Emotional Intelligence and Academic Adjustment of Second-Year University Students in Akwa Ibom State, Nigeria

The importance of emotional intelligence on academic outcomes cannot be overstated. Several studies have been conducted in the past to shed light on the associations that exist between EI and these outcomes. Making use of Goleman’s Emotional Intelligence model, the researchers investigated the relationship between the personal skills of EI and academic adjustment of second-year University students in Akwa Ibom State. The correlational design was adopted for the study. The population of the study consisted of all the second year university students from two universities in Akwa Ibom state. A sample of 500 students was selected for the study using the Taro Yamane Sampling formula. The subjects were drawn using simple random sampling technique. The instruments for data collection were adopted standardized “National Health Service Emotional Intelligence Questionnaire” (NHSEIQ) and “Academic Adjustment Scale” (AAS). The instruments were used to obtain information with regards to both the dependent and independent variables. Three research questions and hypotheses were formulated and tested at .05 significance level using the Pearson Product Moment Correlation analysis. The results indicated that there is a positive and significant relationship between emotional intelligence and academic adjustment. Based on the results of the data analysis, a conclusion was drawn that emotional intelligence is a prerequisite for academic adjustment of second-year university students.

Derivational Morphemes in Guihulngan-Visayan

Studies indicate that morphology is vital in examining word systems to understand a specific language better. Morphology helps in assessing the internal structure to discover natural language and linguistics. This study employs a mixed-method design that gives a quantitative analysis of the derivational morphemes and a qualitative approach that examines the corpora made by second-year college students to understand the meanings and functions of derivational morphemes of the Visayan language, specifically the Guihulngan-Visayan because it is believed that word structures and processes can provide an efficient relationship between speakers. Although Guihulngan-Visayan is not an established dialect, significant research proved that the Visayan language is composed of different dialects unique to every place. This present study aims to uncover the features and to distinguish the characteristics of the dialect. After careful analysis of the author and the meticulous attention of the inter-raters, it was revealed that the derivative morphemes used include prefixes, infixes, and suffixes, which shows that the language has contained varied and exciting morphological methods that could influence the message of a speaker, considering that it is 'divided between grammar and lexicon.’ In summary, these kinds of morphemes should not be generalized; instead, critical understanding of the dialect should always be given priority to show proficiency and appropriate communication.