Student-centered Learning Methods Research Articles

Unlocking Learning: The Impact of an Educational Escape Room on Energy Transition

Since the first escape room opened in 2007, the industry has grown to attract people from all over the world and is expected to continue to grow. This trend of rising social and recreational interest has, in turn, being introduced in the education sector in many countries. The use of escape rooms for educational purposes has become increasingly popular across different levels of education, including higher education institutions. This innovative and ludic approach involves students in their learning environment, encourages the use of numerous soft skills (creativity, problem solving, teamwork, etc.), and provides opportunity to escape the ‘routine’ of traditional and less student-centered learning methods. Although Educational Escape Rooms (EER) are becoming more prevalent in formal education, initiatives related to the topic of energy transition are scarce. As a result, there is limited information on the impact of these strategies to promote youth motivation and learning towards the energy transition. Exploring this issue is particularly relevant as young people have the potential to play an active and important role in achieving a sustainable future. This case study employs a quasi-experimental pretest-posttest design with mixed data. The sample consist of 32 students playing an EER, designed by higher education students, on energy transition. The study aims to assess the quality of the resource design and its impact on students’ knowledge, motivation to learn, soft skills utilization, and engagement. The study results show a noteworthy improvement in self-perceived knowledge regarding the energy transition after playing the EER. This increase is associated with new knowledge gained by the players about energy consumption, production and transformation. The results indicate that the EER is ineffective in increasing or decreasing motivation to learn among players. Engagement is perceived as positive with respect to the experience of playing the EER. However, there is no correlation between motivation to learn and engagement. The study also suggests that the EER has the potential to improve various soft skills, especially teamwork, communication, and problem-solving. Finally, the EER was generally praised by the players for its engagement, on both quantitative and qualitative data in the study. On the other hand, the thematic analysis revealed some design issues that may have affected the players' experience and learning outcomes. These included excessive difficulty in some puzzles, lack of guidance, and insufficient time to complete. These issues need to be addressed in order to improve the overall impact of the EER, despite players' generally positive perceptions of it. In relation to the four puzzles that compose the EER (which relate to energy consumption, production, storage and transformation), they were generally positively rated by the participants, with the energy consumption puzzle being the highest rated for its practical application.

Application of Student-Centered Learning in Improving Teaching English as a Foreign Language Students’ 21st-Century Skills Performance

A student-centered learning (SCL) method has been applied to improve Teaching English as a Foreign Language (TEFL) students’ 21st-century skills at the English department of a university. Therefore, this study aimed to investigate the effect of SCL application on TEFL students’ 21st-century skills performance. To achieve this objective, a total of 220 questionnaires were distributed to TEFL students, and ten course designs were obtained from the department. Content analysis on course designs showed that hard skills were more prioritized than soft skills, while character slightly ebbed in learning design. Furthermore, SCL application through Group, Independent, and Online learning methods significantly increased TEFL students’ 21st-century skills. Hard and soft skills were most and slightly associated with cumulative grade point average (CGPA), respectively. These results showed that SCL should be properly applied to deliver course content and improve 21st-century skills performance.

East Meets West: Perceptions of Teachers and Students of Secondary Reform in China in 2012 and 2022

This mixed-methods study compares how secondary teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions indicate that even though teacher-directed lessons (teacher talk, individual work, and questioning) still dominated, subject teachers were using a variety of student-centered learning (SCL) methods (activities and group work) and integration of technology (ICT) in accordance with reform initiatives. Surveys also revealed that classroom management needs decreased as a result of the reforms. The problem lies with the examination system, as there is little room for introducing reform initiatives.

The Impact of Using Collaborative Learning Platforms on Increasing Student Creativity

One of the student-centred learning (SCL) methods is collaborative learning. In collaborative learning, students are required to actively participate in learning together or in groups. And collaborative learning is also based on the needs of students to improve the quality of learning. This research is conducted to find out how the use of collaborative learning platforms can help students become more creative in collaborative activities. By understanding the different types of collaborative learning platforms, teachers and parents are able to incorporate the role of technology in students' learning process. In conducting this research, researchers used quantitative methods in the implementation of the research. The data obtained by researchers was obtained through distributing questionnaires presented by researchers through a goggle from application. The distribution of this questionnaire was carried out by researchers online, which then the results of the acquisition of the distribution of this questionnaire will be processed using an SPSS application. From this research, the researcher can conclude that the impact of using a collaborative learning platform on increasing student creativity shows positive results. With the use of collaborative learning platform, it can visualise abstract and complex concepts, opening opportunities for students to develop their imagination and creativity through rich visual exposure. Based on the results of this study, it shows that collaborative learning platform can enhance students' creativity as it allows students to interact more actively and interactively during the learning process. In addition, rich visual exposure enables better understanding and enhances students' creativity and imagination.

Attitude and Perception of Preclinical Undergraduate Medical Students about Problem Based Learning in Medical College of Nepal: A Descriptive Cross-sectional Study.

Problem-based learning is a student-centered learning method. Assessing students' understanding, settled way of thinking and interpretation towards problem-based learning is essential. The objective of the study was to understand the attitude and perception of preclinicalM.B.B.S. students about problem-based learning. A descriptive cross-sectional study was conducted from July 5, 2023 to September 4, 2023 for the duration of two months after duly approval from Institutional Review Committee (Protocol No: IRC-LMC-04/Q-23). First and second year M.B.B.S. students who had good experience of attending problem-based learning sessions in integrated basic science subjects were included in the study. Fifteen close-ended questions related to attitude and perceptions were designed in Google Form. The responses were taken on five point Likert scale ranging from strongly disagree (1), disagree (2), neutral (3), agree (4), and strongly agree (5). Data were expressed as frequency and percentage. Among 164 participants, 92 (56.09%) strongly agreed and 67 (40.87%) agreed that problem based learning enhances self-directed learning on the topic. Similarly, 103 (62.80%) strongly agreed and 59 (35.98%) agreed that problem based learning improves communication skills. Likewise, 78(47.57%) agreed and 53 (32.32%) strongly agreed that this learning method improves confidence in decision-making. Moreover, 89 (54.28%) agreed and 58 (35.36%) strongly agreed that tutors motivate students to learn themselves through problem based learning. Majority of the students have positive attitude and good perception towards problem based learning. This method helps in generating skills like communication skills, group discussion, constructive critical reasoning, decision-making.

Peran Guru PKn dalam Membentuk Wawasan Kebangsaan Peserta Didik di Era Globalisasi

The era of globalization, which is marked by the increasingly open flow of information and culture from various parts of the world, also has its own impact on Indonesia's young generation. On the one hand, globalization opens up horizons of insight and knowledge, but on the other hand, it can erode national values and national identity if not addressed wisely. This study aims to analyze the role of Civic Education (Civics Education) teachers in shaping students' national insight amidst the swift flow of globalization. By using qualitative method through observation, interview, and document study, this research examines learning strategies and approaches applied by Civics Education teachers in instilling national values. The results show that Civics teachers have a central role in fostering students' national awareness and insight, including through the use of contextual learning media, the application of student-centered learning methods, and the integration of Pancasila and Unity in Diversity values in every learning material. In addition, Civics teachers also act as role models in practicing national values in daily life. This study recommends the need to increase the competence and awareness of Civics teachers in facing the challenges of globalization, as well as support from all education stakeholders in building the character and national insight of Indonesia's young generation.

회계전공자의 플립러닝(Flipped Learning) 학습 효과에 관한 연구

[Purpose] It is a study to analyze whether the flipped learning teaching method, which is a student－centered active learning method, is effective. The purpose of this study is to analyze whether an active self－directed flipped learning teaching method for students has a learning effect on accounting majors in the existing teaching－oriented passive lectures. [Methodology] In fact, the learning effect of learners on flipped learning classes of students who took flipped learning classes for a semester was empirically analyzed through a survey. [Findings] As a result of empirical analysis, first, in order to determine the reliability of the population of the questionnaire, most of the Cronbach’s alpha values were 0.7 or higher, indicating high reliability. Second, as a result of univariate empirical analysis of learners’ satisfaction with flipped learning classes, it was found that time convenience (TC), locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC) all had a significant positive (＋) effect. Third, as a result of multivariate empirical analysis, learners’ satisfaction with flipped learning classes was found to have a significant positive (＋) effect on locational convenience (LC), cognitive convenience (CC), and empathetic convenience (EC). [Implications] Considering the characteristics of accounting majors, research on learners’ satisfaction through flipped learning classes is expected to serve as an opportunity for future accounting major classes to develop into various online teaching methods that can increase learners’ self－directed satisfaction rather than cramming education.

Exploring Students’ and Teachers’ Perceptions of Student-Centered Learning in a Community College, England – United Kingdom

Purpose: Student-centered learning technique is no longer a new pedagogical approach to classroom teaching. Its use as a teaching technique is now a universal move in teaching and learning practices. This study explores students’ and teachers’ perception on the effectiveness of student-centered teaching/learning approach on the learning practices of students in a selected community college in a metropolitan city of England. Several literatures were also explored in order to get indepth knowledge into the conceptual and empirical framework of the subject matter. Methodology: This research was a case study, thereby the research method was a mixed method research. Questionnaire was used to collect the quantitative data, while interview was used to collect the qualitative data. The study found that a number of factors influence how positively student-centered learning approaches affect students' learning practices. Findings: The findings revealed cooperative approach, which consists of various types of group tasks, motivating factors like independence and opinion exchange, and teaching/learning instruments like debates, discussions, presentations, etc. Unique contribution to theory, policy and practice: This study demonstrates that the development of cooperation and collaboration is one of the key outcomes of a student-centered learning method. Students are more able to view one another as complements rather than rivals. Student achievement in the classroom is supported by student-centered learning, which is another essential aspect. Through various exercises, students may increase their scores, which makes it simple for them to reach their desired grade.

Project-Based Learning (PjBL) Practice in Technical and Vocational Education and Training (TVET) in Indonesia and Malaysia: A Comparative Study

This qualitative-comparative study examined the use of Project-Based Learning (PjBL) in Technical and Vocational Education and Training (TVET) institutions in Indonesia and Malaysia. It observed the use of PjBL as a student-centered learning method to bridge the gap between academic knowledge and practical skills required for the changing needs of the job market. Empirical research in Indonesia demonstrates that PjBL improves students' collaboration, communication, and interpersonal abilities. The implementation of PjBL in Politeknik Negeri Padang (PNP) Indonesia follows a structured approach categorized into small, medium, and large-scale projects, integrating various subjects and fostering interdisciplinary collaboration among students. Similarly, in Malaysia, PjBL supports efforts to restructure TVET to satisfy industrial demands, particularly at institutions such as Kolej Komuniti Selayang (KKSY) and Politeknik Sultan Idris Shah (PSIS). The Malaysian model stresses regular review and weekly assessment of student projects, with the goal of improving students' critical thinking, problem-solving, and innovative skills. However, there are significant variances in the evaluation time and the duration of project application between Indonesia and Malaysia. Overall, the comparative analysis offers insight on the changing pedagogical approaches in TVET schools in Indonesia and Malaysia, highlighting the importance of PjBL in preparing students to face the recent globalized workforce.

The Efforts of Implementing the 21st Century Learning in English Education

This research aims to reveals the efforts of implementing 21st century learning and the challenges faced by respondents in applying 21st century learning in English Education Study program at STAIN Bengkalis. This study was a survey research. The findings indicated that several efforts to implement 21st century learning conducted by lecturers in the English Education Study Program at STAIN Bengkalis included: 1) In general, the lecturers have implemented 21st century learning models such as Collaborative Learning, Project Based Learning, and Problem Based Learning; 2) Lecturers employed student-centered learning methods; and 3) Digital literacy was utilized by lecturers in the teaching processes. Meanwhile, some challenges faced are: 1) Inadequate facilities and infrastructure; 2) Many students still lack proficiency in digital literacy; 3) Students face difficulties in mastering the 4C skills (Critical Thinking and Problem Solving, Communication Skills, Creativity and Innovation Skills, and Collaboration Skills); and 4) The concept and principles of 21st century learning are not fully understood by lecturers and students. In order to support better implementation of 21st century learning, institution should provide enough facilities and a workshop about how to implement 21st learning.

STRATEGY FOR IMPLEMENTING EMBEDDED SYSTEMS PROGRAMMING LEARNING WITH THE STUDENT CENTERED LEARNING METHODS

Student centered learning (SCL) focuses on students achieving learning objectives. This study aims to determine the impact of applying student centered learning (SCL) learning methods in embedded system programming subjects. The student centered learning (SCL) method is used to train creativity and improve student understanding in carrying out practical learning in the classroom. The subjects of this study were 64 students of class XI Electronics Engineering from 2 classes, namely TE 1 and TE 2. This research used descriptive qualitative research methods. The data analysis used is descriptive statistics. In each meeting, students can fulfill the expected learning concepts and fulfill part of the learning outcomes so that the learning objectives and practicum results can be achieved well. The results showed that the application of the student centered learning (SCL) model can improve student learning outcomes by 4,12%, obtained from learning results with an average job sheet work value of 83.71 in the TE 1 class and 84.28 in the TE 2 class. This shows that through the student centered learning (SCL) approach students can understand and practice the learning material well. The application of learning with the student centered learning (SCL) model received a positive response from students because students felt freer in learning and practicing embedded system programming material.

Application of the Project Based Learning Model in Improving Creativity and Entrepreneurial Skills for Independent Entrepreneur Students at the Kupang Negeri Polytechnic Campus

Implementation of the Independent Curriculum requires that lecturers carry out learning and teach students using a student-centered learning model. Project Based Learning (PjBL) is a studentcentered learning method. Entrepreneurship is a science that emphasizes attitudes and creativity, where creativity is a skill needed in the digital era. The Merdeka entrepreneurship program is one of the independent learning programs in the Merdeka learning curriculum at the Merdeka campus as a certified independent entrepreneurship development program to prepare individuals who are competent in developing businesses. Learning is used with a project based learning model. This learning activity includes individual and team learning. The aim of the research is to determine the process of implementing the project based learning model in increasing students’ creativity and skills in making business products and the results of increasing students’ creativity and skills in making business products through the project based learning model in learning creative product entrepreneurship courses for the even semester of the 2022/2023 academic year. This research is classroom action research with a project based learning model. The research subjects were students in the 6th semester of the Public Sector Accounting study program, totaling 100 students. Implementation from April to August 2023, consisting of 3 cycles, with stages: “Observation, Planning-Action & Reflection”. Actions are carried out by researchers and collaborators who are tasked with observing and recording any existing developments. The data collection method used is observation. Data analysis was carried out by measuring the creativity and skills of the product results of several types of businesses, namely by presenting them in the form of tables and percentages. The research results show that initial observations show that many groups still lack creativity and skill. In implementing the project based learning (PJBL) method, students experience an increase in their creative thinking and skills after being given action. Increased creativity in making student business products in learning creative products and entrepreneurship in semester 6 2022/2023 amounted to 84.66%, and increased skills in making student business products amounted to 81,25%. The description above shows that the project based learning (PJBL) method can increase student creativity and skills in learning creative products and entrepreneurship.

Inquiry in uncertainty-nursing students' learning experience in challenge-based learning: A qualitative study

BackgroundCurrently, nursing students face a significant lack of preparedness in efficiently addressing complex issues. The use of challenge-based learning, a student-centred situational learning method that utilizes practice scenarios to solve complex problems, can help alleviate the challenges in nurse education. However, there remains to be more extensive exploration on the application of challenge-based learning in nurse practice education. ObjectivesThis study aims to explore the learning experiences of nursing students in challenge-based learning to gain a deeper understanding of the ways and mechanisms through which challenge-based learning enhances specific learning abilities. Design/methodsThis study utilized a hermeneutic phenomenological design, employing semi-structured interviews and thematic analysis. SettingsA university in Hunan, China, hosted the nursing skills competition based on the principles of challenge-based learning, targeting senior students from nursing schools in Hunan province. ParticipantsA total of 24 fourth-year students from six colleges, including one male and twenty-three female students. ResultsTwo themes and seven sub-themes emerged from the study. Theme 1 Constructing a knowledge system in complex scenarios with sub-themes: Case-based education centred on comprehensive knowledge promotes knowledge linkage; Reverse reasoning promotes knowledge differentiation; Making mistakes helps finding the correct path of knowledge; Traps inspire identification of potential problems. Theme 2 Inquiry in uncertainty with sub-themes: Unexpected changes promote exploration of general principles; Combining knowledge with diverse case scenarios promotes flexible thinking; The uncertainty of knowledge fosters independent thinking. ConclusionsThe complexity and variability inherent in challenging learning situations promote the construction of students' knowledge systems and the cultivation of an inquisitive spirit. The identification of these mechanisms contributes to the optimization of instructional environment design, the development of a culture of continuous learning and innovation, and effectively tackling complex issues within an ever-evolving global context.

Analysis of Students Creative Thinking Abilities Through Project-Based Learning in Environmental Knowledge Courses

The competency of creative thinking for students is very important in the era of global competition because of the level of complexity. This is because creative thinking skills are included in the six competencies that must be possessed in competition in the 21st century. This is because creative thinking skills are included in the six competencies that must be possessed in facing competition in the 21st century. Project-based learning is one method that can be used to train and improve students' creative thinking skills. This research aims to analyze students' critical thinking abilities through a project-based learning model in environmental knowledge courses. The method used in this research is descriptive. The research subjects consisted of 38 participants. The instrument used in this research is an essay test, and four indicators of creative thinking skills are considered: fluency thinking, flexible thinking, original thinking, and elaboration ability. The data analysis technique used is descriptive. The research results show that students' creative thinking abilities in environmental knowledge courses are in the high (creative) category, with a total score for all indicators is 74,75. It indicates that project-based learning is an effective strategy adapted to train and improve students' creative thinking abilities. Project-based learning is an innovative student-centered learning method where students can work autonomously to construct their learning. This is thought to cause students' creative thinking ability scores in environmental knowledge courses to be in the high category.

The effect of student-centred learning approaches in physical education on positive youth development

Background Problems: Recognising the pivotal role of holistic development and positive youth development in empowering young individuals, physical education emerges as a crucial component for fostering comprehensive growth in children. Research Objectives: This study seeks to provide valuable insights to enhance the implementation of physical education programmes in schools, aiming to facilitate positive growth among teenagers in both physical and psychosocial dimensions. Methods: Employing a play-teach-play (PTP) treatment, this research engaged students from Public Junior High School in Sidamulih. The study population comprised four classes of class VIII students, totaling 94 participants. The students were divided into two groups: Class VIII B (experimental group, n = 23) and Class VIII D (control group, n = 23). These groups were given the PTP treatment, and the independent sample t-test was used to compare changes in Positive Youth Development (PYD) between the two groups at the statistical level. Findings/Results: The study revealed a significant difference in PYD growth between teenagers participating in the play-teach-play programme and the control group. These results underscored the efficacy of the PTP strategy in promoting healthy teenage development within the realm of physical education. Conclusion: This research provides compelling evidence supporting the effectiveness of the play-teach-play (PTP) approach in fostering positive youth development (PYD) during adolescence. The data emphasises the impactful role of student-centred learning methods in adolescent development. The study's findings underscore the importance of incorporating such approaches into instructional strategies to empower students to achieve their academic potential fully. This contributes significantly to the evolving body of knowledge and practices in the field of education.

Construction and Application of Complex Student-Centered Teaching and Learning Method in a University General Chemistry Course

In this study, we constructed and applied a complex student-centered teaching and learning method (CSCTL) that can be used in a university general chemistry course, and analyzed students' satisfaction and perceptions of it. Specifically, we aimed to construct a CSCTL that enables students to actively understand chemical concepts and phenomena, recognize the importance of quantitative thinking, take an active stance to acquire concepts and knowledge, and cultivate attitudes such as thinking for themselves, expressing their opinions, listening to their peers' opinions, and persuading their peers. Based on the theoretical considerations, we designed and applied a CSCTL, including ConcepTests, quantitative problem-solving, and peer discussion to general chemistry classes, and conducted two surveys to analyze students' satisfaction and perception. The results were analyzed in combination with the students' opinions on essay questions in a course evaluation. The results showed that, first, the CSCTL induced students' learning motivation, increased their concentration and understanding of the learning content, led to longer retention of scientific knowledge, and increased their satisfaction with learning efficiency comparing with the conventional lecture-centered teaching method. Second, the CSCTL provided students with opportunities to construct knowledge and to think logically, stimulating them to think more deeply, consider conflicting viewpoints, and continuously consider their chemistry knowledge. Third, the CSCTL provided opportunities for interactive communication, allowing members to communicate with each other and share knowledge. Fourth, despite the above positive results, we found that the students felt academic pressure in the class. The results of this study are significant in that we are suggesting the CSCTL that can be applied to a university general chemistry course, which is part of a general education in university.

Empowering EFL students: A review of student-centred learning effectiveness and impact

In the dynamic landscape of education, the paradigm shift towards student-centred learning (SCL) has emerged as a pivotal pedagogical approach, particularly in the context of EFL, the study of English for non-native speakers. This review explores the background and urgency of comprehending the effectiveness and impact of student-centred learning methods in enhancing students' empowerment within the EFL domain. The pressing need for this exploration arises from the imperative to tailor educational practices to meet the diverse learning needs of contemporary students, equipping them for a rapidly changing and complex global environment. Employing a comprehensive review methodology, this study synthesizes insights from a diverse array of prior research on SCL, specifically within EFL settings. Literature spanning various educational contexts, disciplines, and levels is systematically analysed to distil overarching conclusions about the effectiveness and impact of student-centred approaches in EFL instruction. The review critically examines methodologies, sample sizes, and key findings from selected studies, offering a nuanced understanding of the existing body of knowledge within the specific context of English proficiency development for diverse learners. The analysis focuses on key themes emerging from the reviewed literature, including student engagement, motivation, learning outcomes, and the development of critical thinking skills in the EFL context. Through a comparative lens, the review identifies patterns, trends, and gaps in the current understanding of SCL's impact on EFL education. Special attention is given to variations in outcomes based on educational levels, language proficiency levels, and cultural contexts specific to EFL instruction. Drawing on the synthesized evidence, the review concludes with insights into the overall effectiveness of SCL approaches in teaching and studying of English for non-native speakers. It underscores the positive impact on student motivation, language proficiency, and the cultivation of essential skills for lifelong language learning. The review also acknowledges challenges unique to EFL contexts and suggests areas requiring further investigation, contributing to the ongoing discourse on optimizing student-centred methodologies in language education. The pedagogical impact of this review lies in its potential to inform EFL educators, policymakers, and researchers about the nuanced benefits of adopting student-centred learning practices specifically tailored for English language instruction. By synthesizing diverse findings within the EFL context, the study offers practical insights into designing and implementing effective student-centred strategies for teaching English for non-native speakers., thus contributing to the advancement of language education practices.

Revisiting Secondary Education Reform in China: Comparing the Perceptions of Teachers and Students between 2012 and 2022

This mixed methods study compares how secondary school teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions of the current study indicate that even though teacher-directed lessons (teacher talk, questioning, and discussions) still dominated, sample teachers were able to use a variety of student-centered learning (SCL) methods (activities and group work) in accordance with the Reform initiatives. A significant obstacle to reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge.

The experiences of health sciences students with hybrid learning in health sciences education—A qualitative study

BackgroundGiven the importance of health professionals in society, investing in their education and developing educators' competence to provide high-quality education to health sciences students is important. Health sciences education is evolving and hybrid learning is becoming increasingly common. However, there is a lack of knowledge on how hybrid education influences the competence development of health sciences students. In this study, hybrid learning means synchronised simultaneous learning in a group of students, where face-to-face and online teaching occurs via the hybrid learning environment. ObjectivesThe aim of this study was to describe the experiences of health sciences students with hybrid learning in health sciences education. DesignThis is a qualitative descriptive study. ParticipantsA total of 19 health sciences students, who participated in hybrid learning, both face-to-face and online, were interviewed. MethodsThe data were collected using semi-structured focus group interviews during winter 2022. Data were analysed inductively using content analysis. ResultsThe experiences of health sciences students revealed that successful hybrid learning requires educators to have pedagogical, technical, ethical and interaction competences, effective technical solutions, and shared interactivity. Students indicated that hybrid learning enables meaningful learning as well as supports their competence development and well-being. Students need support for hybrid learning, for which organisational support is considered important. In addition, students desire that hybrid learning be developed as a student-centred and varied learning method. ConclusionsThe results of this research can be used in the development of health sciences education, in ensuring the development of competence among health sciences students, and in supporting the digital pedagogical competence of health sciences educators.

Statistical Analysis and Employability skills Equation for Graduate Students in the Bahamas

A statistical analysis was carried out to systematically explain and evaluate how the possibilities of acquisition of entry-level positions are raised by aiding and improving different employability skills. The data was collected from final-year undergraduate (Accounting, Banking & Finance, Computer Information Systems, Management & Marketing) students by using a convenient sample technique through a questionnaire, floated on an online G Monkey survey instrument to collect primary source of information based on Likert scale. The study finds that students used a combination of traditional and student-centred learning methods and pedagogies to acquire employability skills. The students’ responses data was analyzed using SPSS based techniques, ‘Cronbach’s Alpha’ , ‘backward regression’, and ‘ANOVA’ respectively to check the reliability of data, to iteratively examine the statistical significance of the employability factors, and to check whether ‘employability skills’, ‘academic skills’, ‘personal management skills’, ‘Teamwork skills and learning methods’ are the important employability factors, for the final-year undergraduate (Accounting, Banking & Finance, Computer Information Systems, Management & Marketing) students. However, based on student’s response analysis, it was investigated, the ‘employability skills’ ( F=28.45, P<0.000, α=0.05, Fc=1.39),‘personal management skills’( F=3.391, P<0.000, α=0.05, Fc=1.29) , ‘Team skills’( F=6.531, P<0.000, α=0.05, Fc=1.27) have no impacts on the possibilities of acquisition of entry-level positions, but students of all disciplines agrees with the significance of employability factors in ‘academic skills’( F=0.559, P=0.812, α=0.05, Fc=1.32). By knowing the effect and significance of employability factors/indicators it will be very beneficial and easy for graduate students to choose and acquire employability skills. The study contributes to the literature by providing the perceptions of graduate students from specific premises and respondents of a particular background in the Bahamas context. The statistical analysis of students’ responses shows, the employability factors were ‘numeracy skills (mathematical)’, ‘IT literacy skills’, ‘decision making skills’, ‘communication skills’, ‘critical-analysis skills’, ‘competence in specialized subject area’, and ‘ability to apply specialized knowledge from various field’. While the literature finds communication skills, problem-solving skills and interpersonal skills often appear among the highest ranked skills in terms of importance, the significance of this study is that ‘learning skills’ ranked as the second most important employability skill [1]. A regression model equation was developed for forecasting the probabilities of acquisition of entry-level positions based on ‘numeracy skills(mathematical)’, ‘IT literacy skills’, and ‘decision making skills’, ‘communication skills’, ‘critical-analysis skills’, ‘competence in specialized subject area’, ‘ability to apply specialized knowledge from various field’, skills [2].