Semester Course Research Articles

DEVELOPMENT OF A MULTIMODAL TOOL TO SUPPORT TEACHING OF ROOT CANAL ANATOMY OF PRIMARY MOLARS: AN OBSERVATIONAL CROSS-SECTIONAL STUDY TO EVALUATE THE ACCEPTANCE OF UNDERGRADUATE STUDENTS

The study developed a multimodal imaging tool to support the teaching of root canal anatomy of primary molars and evaluated its acceptance by dentistry students. A cross-sectional study was developed and divided into two parts: creation of a video and elaboration of an electronic questionnaire to assess acceptance. Both were pre-tested for content and comprehension. Undergraduate dental students who were attending or had already attended a Pediatric Dentistry course were eligible. Data were collected from for two months and analyzed descriptively and comparatively (Wilcoxon test). A total of 135 students, mostly female (79.26%), from last or before last year (54.81%) at private institutions (86.67%), with an average age of 25.36±6.46 years old. Most of them (78.52%) were attending the Pediatric Dentistry course in the current semester, with online classes, synchronously (57.04%). Almost half (50.37%) thought they had reasonable knowledge about the anatomy of primary teeth before watching the video, and 59.26% did not seek extra information about the subject. Self-knowledge on the topic improved after watching the video (p<0.01). From those who answered the questionnaire completely (115), 99.13% considered the video relevant and 100% thought the information was clear. Video was well accepted by students while being important to help increase their knowledge.

The Impact of Using the Trainings of Mental Visualization on Learning Crawl Swimming

Objectives: The study aimed to investigate the impact of using mental imagery exercises in teaching crawl swimming. Methods: The experimental approach was adopted for its suitability to the nature of the study. The study sample consisted of 30 male students enrolled in the swimming course (1) for the second semester of the academic year 2020-2021 at the College of Sports Sciences, Mu'tah University. They were purposefully selected and randomly assigned to two equally matched groups. The experimental group, comprising 15 students, utilized a proposed educational program accompanied by mental imagery exercises, while the control group, also consisting of 15 students, followed a standard educational program. The implementation of the educational program lasted for 8 weeks, with two instructional sessions per week and a total of 16 instructional units. Results: There were statistically significant differences at a significance level (≥ α 0.05) in teaching crawl swimming between the two groups in dimensional measurement, in favor of the experimental group, indicating the impact of using mental imagery exercises in teaching prone crawl swimming compared to the control group. The effect size ranged from 25.31% to 15.77%. The results also showed no statistically significant differences at a significant level (≥ α 0.05) between the two groups according to the "arm movements" test. Conclusions: It is recommended to incorporate mental imagery exercises into the instructional program for teaching the front crawl swimming technique, as they have a positive impact on improving and expediting the learning process. The use of mental visualization exercises for motor skills requiring more precise motor coordination and conducting studies and scientific research on different types of swimming and more complex skills, is recommended.

The Effect of Using Digital Educational Content Based on Learning Styles (Audio, Visual, Kinesthetic) on the Achievement and Motivation Towards Learning among Students Enrolled in the "Design and Production Educational Materials" Course at Al al-Bayt University

This study aimed at exploring the effect of using digital educational content based on learning styles (auditory, visual kinesthetic) on academic achievement and motivation towards learning for students enrolled in the " Design and Production of Educational Materials" course at Al al-Bayt University. The study adopted a quasi-experimental design where it was conducted on (136) male and female Class Teacher students at Al al-Bayt University, and who enrolled in two sections in " Design and Production of Educational Materials" course in the first semester of the academic year 2021/2022. The two sections were randomly divided into two groups: the experimental group was taught by using digital educational content, while a control group taught by using the traditional methods. To achieve the objectives of the study, an achievement test and a motivation scale were developed and validated by the researcher before being administered to the study groups. The data were analyzed using covariance analysis (ANCOVA) to test the significant differences in group means. The results showed that the use of digital educational content based on learning styles had a positive impact on academic achievement and motivation towards learning for students. The study also revealed that students who preferred different learning styles (auditory, visual or kinesthetic) greatly benefitted from digital educational content based on learning styles.

Nursing students' experiences of community nursing school subject classes based on the Havruta learning method: A qualitative study

BackgroundNursing is encountering increasingly complex and unpredictable challenges, and traditional lecture-style education is inadequate for preparing future nurses to meet these societal demands. In nursing, it is important to expand the variety of student-centered educational methods that empower students to build and contemplate their own knowledge. The Havruta educational method is recognized for its effectiveness in fostering critical thinking and promoting self-directed learning skills. ObjectivesThis study aims to elucidate the nature and significance of experiences among nursing students who engage in community nursing classes through the Havruta learning approach. DesignQualitative research. SettingsNursing universities in Korea. ParticipantsThis study was conducted on 68 nursing students who participated in the Havruta learning method. MethodA total of 68 third-year students enrolled in community nursing courses in the second semester of 2022 at a university participated in this qualitative study. Data were collected through the analysis of reflection journals. ResultsThe study identified four overarching themes and 10 sub-themes relating to the application of the Havruta learning method in community nursing classes. The primary themes included: “how to increase motivation to participate in classes,” “learning through communication,” “Gaining insight through problem-solving,” and “Regrets about the lack of time.” ConclusionsThe findings suggest that the Havruta learning approach allows students to broaden their intellectual scope and perspective on a more comprehensive body of knowledge. This is achieved through interactive methods that encourage self-organization and reflective thinking.

Analysis of Quantum Physics Lectures from the Perspective of the MBKM and OBE Based Higher Education Curriculum

Lecture analysis in the core courses of the study program contributes to the evaluation of the curriculum used. This field study was carried out to analyze Quantum Physics lectures from the perspective of a university curriculum based on Independent Learning Campus (MBKM) and Outcome-Based Education (OBE). Data collection techniques were carried out through observing the implementation of learning in the Quantum Physics course, interviews with lecturers teaching quantum physics courses, and reviewing curriculum tools in the form of curriculum books, semester lecture plans (RPS), and assessment documents. The instruments used refer to content standards, process standards and learning assessment standards listed in Permendikbud Number 3 of 2020, Permendikbudristek Number 56 of 2022, and Permendikbudristek Number 53 of 2023. The participants involved in this research were a lecturer and 29 students of the undergraduate physics education study program at one of the universities in Garut Regency. The lecturer in question is a lecturer who teaches quantum physics courses, while the students in question are final year students who are taking quantum physics courses in the odd semester of the 2023/2024 academic year. Data collection was carried out over the period October – November 2024. Data analysis was carried out qualitatively using a data triangulation approach. The results of data analysis show that in the Bachelor of Physics Education curriculum, the Quantum Physics course is in the group of upper-level compulsory courses with physics concept study material. From an MBKM perspective, this course can be converted to Program Pertukaran Mahasiswa (PMM) and Program Magang dan Studi Independen Bersertifikat (MSIB), but cannot be converted to the Teaching Campus Program. Conversion to the PMM program is carried out by taking courses in other study programs that have course learning outcomes that are related to quantum physics. Conversions to the MSIB program are carried out at companies or agencies related to the application of quantum physics concepts. From an OBE perspective, this course contributes to graduate learning outcomes in Specific Skills and supports the graduate's profile as a Physics Teacher. The special skill in question is being able to apply mathematical models in explaining physical phenomena in learning.

A case study of HyFlex in GIS classes at the University of Illinois

This paper is a case study of two undergraduate geographic information systems (GIS) classes offered in hybrid flexible (HyFlex) mode at the University of Illinois (USA) in the Spring semester of 2022. A specific focus is placed on the relationship between student performance and the percentage of course time spent in in-person vs. online synchronous mode during semiweekly interactive sessions. Multiple regression analysis was performed using final semester course scores as the dependent variable and percentage of online interactive session participation, absenteeism, overall grade point average, and expressed gender as independent variables. The analysis results were consistent with existing research in finding no significant relationship between levels of online interactive session participation and final semester course scores. Although the results in this case study cannot and should not be generalized, the broader objective of this report is to share specific performance results that can inform future research on the effectiveness of HyFlex instruction in GIS.

Lecturer’s Encouragement Factors Influencing EFL Students’ Willingness to Communicate in Speaking Class

This qualitative research aimed to explore the lecturer’s encouragement factors influencing EFL students’ WTC in speaking class. Participants of this research were a lecturer and students who took a public speaking course in the fifth semester of the English Education Department at Yayasan Pendidikan Ujung Pandang. The data was collected through observation notes and semi-structured interviews. The finding of this research revealed that lecturer’s encouragement factors that influence students’ willingness to communicate in speaking class were the lecturer’s decision on the topic, the lecturer’s support, the lecturer’s positive feedback, and the lecturer’s appreciation. In addition, based on the students’ perceptions, the lecturer’s encouragement factors that influence their willingness to communicate in speaking class were increasing their self-confidence and participation in speaking class.

The Development of Student Soft Skills through the Integration of PJBL STEAM Learning in The Organic Chemistry 1 Topic of Hydrocarbons

This research aims to improve students' soft skills in facing the 21st century, making learning more interesting and enjoyable so that the quality of human resources becomes better. This study explores how integrating Project-Based Learning (PjBL) with the STEAM (Science, Technology, Engineering, Art, and Mathematics) approach can improve students' soft skills in Organic Chemistry 1, specifically focusing on the topic of hydrocarbons. The research subjects were students taking Organic Chemistry 1 courses in the odd semester of the 2022/2023 academic year. This type of research is qualitative research with data collection techniques in the form of interviews, field observations, and reflective journals. The STEAM approach, encompassing Science, Technology, Engineering, Art, and Mathematics, is implemented through a six-stage learning process, namely providing essential questions, making a project plan, preparing a project schedule, monitoring students and project progress, assessing/testing results, and providing student experience. The research results show that students like project learning using the STEAM approach with an average questionnaire response result of 89.14% with very good criteria. 36% of students experienced problems when making project planning assignments in finding interesting ideas related to organic chemistry 1 material using the STEAM approach. The integration of STEAM in project-based learning can develop students' soft skills.

Mastery concepts and misconceptions in biotechnology courses with a three tier diagnostic test

This research aims to determine the mastery of concepts and misconceptions of students in the Biology Education Study Program wich is in Pekanbaru. This type of research is survey research with a porpusive sampling type. The population of the study was all students who had taken biotechnology courses, while the research sample was 6th semester students who had just completed biotechnology courses in the previous semester. The total research sample was 32 students. The instrument used to measure mastery of concepts and misconceptions is a diagnostic test with 20 multiple choice questions accompanied by reasons and level of belief. The questions are given using a Google form and students work on the questions during class and are given 90 minutes.The research data were analyzed descriptively. Based on the results showed that for indicator 1 30.01% of students understood the basic concepts of biotechnology well and 55.63 had misconceptions. In indicator 2, only 5% of students understood the concept of biotechnology process while 64.38% had misconceptions and 29.38 did not understand the concept. Indicator 3, as many as 10.63% of students understand the concept of conventional and modern biotechnology characteristics and 59.38% of students have misconceptions and 25.63% do not understand the concept while indicator 4 as many as 30.63% of students understand the examples of biotechnology products while still 43.13% have misconceptions and 22.50% still do not understand the concept. Students' mastery of concepts in biotechnology courses is in a very low category and while more than half of the students still experience misconceptions and do not understand the concepts.

동시대미술 기반 예술놀이 경험의 교육적 의미탐색

Objectives The purpose of this study is to suggest implications for art education methods for pre-service early childhood teachers by exploring the educational meaning of art play experiences based on contemporary art. Methods To this end contemporary art-based art play was conducted for 14 weeks for 39 pre-service early childhood teachers who took the ‘Creative Arts Education’ course in the first semester of 2022 at a three-year university located in S city. The data collected in this study are personal portfolios, art play creation results ppt, and reflective journal. Results The results of the study showed that pre-service early childhood teachers experienced ‘discovering the artist within themselves’, ‘expanding art experience into daily life’, ‘positive perception of play-centered art education’, ‘improving confidence through proactive art play practice’ through the art play based on contemporary art. Conclusions Based on the results of this study, it was revealed that contemporary art-based art play experiences have educational value in art education for pre-service early childhood teachers, and further implications related to art education for pre-service early childhood teachers were suggested.

A Study on Learner’s Awareness of English Class Using Movies

The purpose of this study was to conduct Media English Class using movies by implementing various activities and to investigate the learners' perceptions of it. In particular, among various language skills, it was intended to focus on productive learning, that is, speaking and writing. In order to overcome the limitations of the existing classes using movies that focus on listening & comprehension and native-like pronunciation. The study participants consisted of 50 university students in Busan who took media English courses in the second semester of 2023, and after the 15-week class was over, a questionnaire was conducted regarding the on learner's perception. The films were ‘500 Days of Summer (2009)’ by Marc Webb and ‘The Internal (2015)’ by Nancy Meyers, and lectures were conducted in four parts for each film. The questionnaire consisted of questions related to the student’s interest in movies, and the effects of movies in language learning, satisfaction of the movie’s authentic feature. Based on the results of the questionnaire, educational implications were presented for the learners' perceptions of movies.

The Effect of Using the Contemplative Approach to Enhance Speaking and Critical Thinking Skills in the EFL Undergraduate Literature Classroom

This research study explored the effect of using the contemplative approach to enhance speaking skills and critical thinking skills in the EFL literature classroom which aimed to 1) investigate English speaking skills and 2) investigate students’ critical thinking skills in the EFL literature classroom. This research study applied a mixed-method research design. Data collection was conducted in both qualitative and quantitative formats. Instruments were an English speaking test, a critical thinking test, classroom observations, semi-structured interviews, and a reflective journal. The sample group was eleven second-year students of the English studies major who enrolled in the literary adaptation course in the second semester of the academic year 2022 at Chiang Rai Rajabhat University, Thailand by purposive sampling with the volunteers who were interviewed and joined the activities. The quantitative data was analyzed by descriptive statistics while the qualitative data was classified, analyzed, and reported by the objective items. The findings indicate that contemplative approaches can significantly enhance students' English-speaking skills. Although the results suggest that participating in contemplative activities did not have a statistically significant impact on the participants' critical thinking abilities, a slight improvement was observed in their critical thinking skills.

Flipped online teaching of histology and embryology with design thinking: design, practice and reflection

BackgroundFlexible hybrid teaching has become the new normal of basic medical education in the postepidemic era. Identifying ways to improve the quality of curriculum teaching and achieve high-level talent training is a complex problem that urgently needs to be solved. Over the course of the past several semesters, the research team has integrated design thinking (DT) into undergraduate teaching to identify, redesign and solve complex problems in achieving curriculum teaching and professional talent training objectives.MethodsThis study is an observational research. A total of 156 undergraduate stomatology students from Jining Medical University in 2021 were selected to participate in two rounds of online flipped teaching using the design thinking EDIPT (empathy, definition, idea, prototype, and test) method. This approach was applied specifically to the chapters on the respiratory system and female reproductive system. Data collection included student questionnaires, teacher-student interviews, and exam scores. GraphPad Prism software was used for data analysis, and the statistical method was conducted by multiple or unpaired t test.ResultsAccording to the questionnaire results, the flipped classroom teaching design developed using design thinking methods received strong support from the majority of students, with nearly 80% of students providing feedback that they developed multiple abilities during the study process. The interview results indicated that teachers generally believed that using design thinking methods to understand students' real needs, define teaching problems, and devise instructional design solutions, along with testing and promptly adjusting the effectiveness through teaching practices, played a highly positive role in improving teaching and student learning outcomes. A comparison of exam scores showed a significant improvement in the exam scores of the class of 2021 stomatology students in the flipped teaching chapters compared to the class of 2020 stomatology students, and this difference was statistically significant. However, due to the limitation of the experimental chapter scope, there was no significant difference in the overall course grades.ConclusionThe study explores the application of design thinking in histology and embryology teaching, revealing its positive impact on innovative teaching strategies and students' learning experience in medical education. Online flipped teaching, developed through design thinking, proves to be an effective and flexible method that enhances student engagement and fosters autonomous learning abilities.

The Impact of Compressing MBA Courses on Student Satisfaction: Empirical Results

A Master of Business Administration (MBA) degree is the most popular graduate degree available. It is valuable to those who work in a wide range of business management areas or to prospective entrepreneurs. Many universities have developed compressed 8-week semesters to better meet student needs. Critics question instructor course delivery and student learning. We examine the impact of compressed semesters on MBA student satisfaction and learning in both face-to-face and online courses. Five instructors were assigned courses to be taught in a 16-week semester, followed by the same courses in an 8-week semester. At least one section of the courses was taught in face-to-face and/or online formats. Student satisfaction was measured via transactional distances as well as by their willingness to recommend the course to a friend. A total of 602 responses were obtained, of which 402 were usable. Stepwise multiple regression was used to measure satisfaction. Logistic regression was used to determine which factors influenced students to recommend the course to a friend. The results indicated that there was no reason to believe that there was a significant difference in student satisfaction, nor in their willingness to recommend the course. We also did not find a difference in learning outcomes.

Learning curves in abdominal ultrasound in medical students.

Ultrasound (US) is an essential diagnostic and educational tool in medical practice, and its effective implementation into medical curricula is critical. This study aimed to compare the efficacy of two disparate educational approaches-anoptional semester course and a specifically curated intensive workshop-on the learning curve of medical students in abdominal ultrasonography. Engaging fourth and fifth-year medical students, this study, incorporated boththeoretical and practical elements of US, providing participants with hands-on experience and evaluative assessments pre- andpost-training. Students were segregated into two groups: one experienced a 14-hour optional semester course and the othera 6-hour intensive workshop, both yielding distinct teaching methodologies yet aspiring for synonymous educational outcomes. Involving a total of 93 participants, findings elucidated that regardless of the educational method employed,post-training identification of US structures exhibited a significant enhancement compared to pre-training. Interestingly, nosubstantial disparities were discerned between the two educational approaches nor gender-based differences in learning outcomes. This investigation provides pivotal insights into the versatile utility of different educational strategies inabdominal US training for medical students, affirming that varied pedagogical methods can achieve comparable augmentations in student proficiency. Further research is paramount to ascertain the optimal integration of US education into medicalcurricula, considering aspects such as duration, depth, and mode of delivery.

STUDENT PERSPECTIVE IN ExCoS APPROACH IN ELECTRONIC COURSE IN UNIVERSITI TEKNIKAL MALAYSIA MELAKA (UTeM)

For students studying electronic engineering, having a firm grasp of the foundations of electronic circuits is essential. This prowess includes both academic and practical components, preparing students for more challenging courses by helping them become resilient. Additionally, having a solid understanding of the fundamentals of electronic circuits equips students to apply their learning in courses that include design components, such as Integrated Design Projects (IDP) and Final Year Projects (PSM). Based on these issues, the Experiential with Cooperative and Service Learning (ExCoS) approach has been designed and implemented in Fundamental Electronic courses in semester 1 2023/2024 at Fakulti Kejuruteraan Elektronik & Kejuruteraan Komputer (FKEKK), UTeM. The ExCoS approach integrates experiential, cooperative, and service-learning theory in this course. As a result of this approach, the achievement percentage of Learning Outcome 1 (LO1) in Fundamental Electronics increased from 83% to 93%. Moreover, this method has nurtured students who are more confident, skilled, and critical thikers attributes that contribute to their future success in the professional realm. According to students’s feedback the ExCoS approach enhances student understanding of basic electronic circuit and boost their communication confidence. Besides, participant from SMK Durian Tunggal have benefited from the service-learning program embedded in this approach. Through this program, students have improved their understanding of fundamental circuit concepts and have been successful in rekindling the students' enthusiasm in the science and technology sector, which has recently received less attention.

Implementation of Incubation Class and Exhibition As Marketing Strategies for Students' Television Program Projects

Broadcasting Study Program at Polimedia requires its final year students to make television programs as one of their Final Projects. In the process, students were given materials to support the creation of the final work. However, it is such a shame for those Final Projects are just sitting uselessly in campus repository. The initiation of forming an incubation class as an exhibition preparation to market these works is gradually being implemented through courses in the final semester. Thus, this research was conducted with the aim of identifying the effectiveness of the implementation of incubation and exhibition classes in marketing television programs to the industry. The method used is the implementation of the incubation class and exhibition observationally and experimentally. The results achieved are the application of academic and practical processes by students to present their media value program to investors in broadcasting industry.
 Keywords: incubation class, exhibition, television programs, broadcasting

Salvaging College Registrations During COVID-19 via Integer Programming

Summary The onset of COVID-19 in the spring of 2020 disrupted academic schedules for many colleges, including course registration for the fall of 2020. We solve the problem of salvaging the majority of an existing semester course registration when separating the semester into two terms. The problem was solved using integer programming.

Readiness and Challenges of Prishtina University Students for ESP Classes

Learning and teaching a language for specific purposes, in our case English language, is quite a new approach at the Public University of Prishtina, which was established only in 1970. Considering this fact, English language teaching in Kosovo has been around ever since. It was initially taught as General English (GE) in the schools of the capital city and later, namely from the 1980s to date throughout the country. Nevertheless, English for Specific Purposes (ESP) is one of the most recent courses that have started to attract the attention of the domestic teaching authorities, mainly at the university level, while it continues to be absent in secondary schools. Despite this, the reason for the absence of ESP in secondary education relates to the lack of planning, extracurricular teaching materials or specific textbooks. In this paper, we will review the current state of GE at the University of Prishtina by assessing the English language first-term exam results for two groups of students in the first year in the Departments of History and Political Sciences, with the aim of finding out whether they are ready to attend ESP courses in the second semester. Research has taken place amongst male and female students, aged 18-19, who attended the A1 and B2+GE level as per the CEFR requirements. The students who pass the exam may be qualified to attend the ESP classes in the second semester, whereas students who did not should continue with GE classes.

Effects of Self-Regulated Strategy Instruction in an Accelerated Developmental English Course: A Quasi-experimental Study

This study examines the effects of a curriculum based on self-regulated strategy instruction in an accelerated developmental education (DE) English course in a community college. Faculty at the college had established a four-week, two-credit compressed course that enabled students to enroll in an eleven-week first-year composition (FYC) course in the same semester, reducing remediation from fifteen weeks to just four weeks. The course focused on writing argumentative essays using sources. The study used a quasi-experimental design with five instructors and sixty-six students to compare the experimental curriculum to a business-as-usual control condition. In the experimental curriculum, students learned strategies for writing using sources, including strategies for critical reading and for planning and revising. In addition to writing and reading strategies, students also learned metacognitive, self-regulation strategies, such as goal setting, task management, and reflection. The study found a large positive effect (ES = .96) of the treatment on quality of an argument essay written using sources. However, no significant effects were found on a summary outline, self-efficacy, or completion of the subsequent FYC course. The study demonstrates the value of strategy instruction in DE English courses; it is the first experimental study of strategy instruction in an accelerated DE course. Further research is needed to evaluate the effects of strategy instruction in corequisite courses and in FYC.