Social Science Students Research Articles

Valtiotieteilijöiden menettelytapatietämys, metakognitio ja näiden vastaavuus työpaikkailmoitusten vaatimusten kanssa

Social scientists’ procedural knowledge, metacognition, and the correspondence of these to the requirements of job advertisements The study examines the alignment between university students’ reported skills, particularly focusing on procedural knowledge and metacognition, and the skill requirements outlined in job advertisements within the field of social sciences. Data were gathered from career portfolios of 261 social science students, compiled during the 2020-21 academic year, and 179 job advertisements sourced from the Finnish TE Office webpages, collected between 2021 and 2022. The research draws upon a qualitative content analysis of these documents. The results reveal that procedural knowledge and metacognition constitute a category rarely mentioned in the job advertisements. Employers prefer a different type of procedural knowledge from what is discerned in the portfolios. Metacognition skills are highly valued in both the advertisements and portfolios, but collective regulative knowledge is more pronounced in the portfolios.

Grey Literature Citations by Social Science Researchers in India: A Study

Grey literature has a pivotal role in the research study. It offers valuable insights that are often overlooked in traditional academic publications. Non conventional published materials such as reports, theses, and conference proceedings are examples of grey literature. This study investigates the utilization of grey literature by social science students in India, and the findings reveal that it is widely utilized due to its accessibility, relevance to local contexts, and provision of current information. The recent publication of grey literature is used more than the earlier published literature. Researchers frequently rely on government reports and NGO publications. This study encourages researchers to cite grey literature in their research.

Las competencias digitales y la autonomía del estudiantado de educación superior. Validación y diagnóstico

Aim. This study aims to analyze the levels of digital competencies (DC) and autonomy among higher education students and to characterize the possible correlation between these variables. Method. A non-probabilistic convenience sample of 294 Mexican undergraduate Social Sciences and Humanities students was used. The research was quantitative-correlational, descriptive-cross-sectional, and non-experimental. Self-administered online questionnaires were used to measure the DC and autonomy variables: an adaptation to Mexican Spanish of the instrument “Basic Digital Competencies 2.0 of University Students” (COBADI®) (Zapata-Ross, 2013) and the “Autonomy” by Bei et al. (2019), respectively. Results. Diverse levels of DC and autonomy were found among students from the different universities. Higher levels of DC and autonomy were associated with being female, using ICT for academic activities, having computer equipment and the Internet, and using the computer for more hours. Non-parametric tests confirmed direct and moderate associations between the variables, particularly when considering some of their dimensions. Conclusions. Adequate levels of DC are associated with higher student autonomy in ICT-mediated education.

CalcEs-supported activities in reciprocal teaching on senior high school students’ mathematics learning

CalcEs is an educational software application that enhances students' comfort and efficiency in problem-solving. The integration of reciprocal teaching with educational software like CalcEs not only improves mathematical understanding but also aligns with the broader goals of developing 21st-century skills, such as critical thinking, collaboration, and digital literacy. This quasi-experimental research investigated the impact of CalcEs-supported activities on students' performance in General Mathematics. The control group, consisting of 24 Grade 11 Humanities and Social Sciences (HUMSS) students, used conventional teaching methods, while the experimental group, comprising 30 Grade 11 Shielded Metal Arc Welding (SMAW) students, engaged in reciprocal teaching with CalcEs supported activities. Significant differences were observed in the pre-test and post-test scores within both groups, as well as between the post-test scores of the two groups, indicating that CalcEs-supported activities in reciprocal teaching positively influenced student performance.

Prevalence of self-medication practices with antibiotics and associated factors among students in five colleges in Eritrea: a cross-sectional study

BackgroundDespite their significant contribution to reducing mortality and morbidity from infectious diseases, antibiotics face challenges due to their inappropriate use, one of which is self-medication. This study assessed the prevalence of|| self-medication with antibiotics among Eritrean college students and its associated factors.MethodsAn analytical cross-sectional study evaluated the prevalence of self-medication with antibiotics among students from five colleges from September 2019 to February 2020. Participants were selected through simple random sampling, and each participant completed a structured questionnaire covering socio-demographic characteristics, knowledge and attitudes toward antibiotics, and self-medication practices. Logistic regression analysis was employed to identify factors associated with self-medication with antibiotics.ResultsThe study distributed 380 questionnaires, with 375 returned, yielding a response rate of 98.68%. Findings revealed that 80.3% of participants were familiar with antibiotics. Additionally, 18.8% agreed with non-prescription antibiotic use for simple ailments. Of the 252 respondents who answered, 67.1% reported self-medication with antibiotics. Within the preceding six months, the prevalence of such self-medication was 34.3%. Factors associated with self-medication included college affiliation, with participants from the College of Science (COS) exhibiting lower odds (AOR = 0.38, 95% CI: 0.16–0.91, p = 0.03) compared to the College of Business and Social Sciences (CBSS) students. Those living in dormitories had 2.4 times higher odds (AOR = 2.42, 95% CI: 1.7–5.02, p = 0.017) to self-medicate compared to those living with family. Moreover, individuals unaware of antibiotic resistance had higher odds (AOR = 2.41, 95% CI: 1.24–4.7, p = 0.009) of self-medication. Attitude score was also significantly associated with self-medication (AOR = 0.88, 95% CI: 0.8–0.98, p = 0.027).ConclusionsThese results highlight the necessity for tailored educational programs to advocate for appropriate antibiotic utilization and mitigate the prevalent misuse of antibiotics among college students. Initiatives focused on increasing knowledge about the dangers linked with self-medication and advocating for conscientious antibiotic usage are essential in combating the escalating challenge of antibiotic resistance and safeguarding public health.

Impact of Self-Efficacy and Self-Regulated Learning on Satisfaction and Academic Performance in Online Learning

During the COVID-19 pandemic, universities widely adopted online and blended learning highlighting the need to investigate students’ self-efficacy and self-regulation in such an environment. This study examines the impact of self-efficacy and self-regulated learning on students’ satisfaction and academic performance in online learning contexts. Data were collected from 442 university students across various disciplines focusing on six dimensions of online learning self-efficacy and self-regulated learning. The findings reveal that both online learning self-efficacy and online self-regulated learning are at high levels for students in general, with no significant gender differences. Younger students, those in lower semesters and those with reliable internet connectivity exhibited higher levels of these attributes. Non-graduates demonstrated greater self-efficacy in social and academic interaction while management science social science and humanities students exhibited higher levels of online self-regulated learning. Further analysis shows that total online learning platforms used and online learning quality significantly predicted both self-efficacy and self-regulated learning. However, the total semesters using online learning and total online courses taken had no significant effect on these factors. Online self-regulated learning was strongly determined by self-efficacy. Self-efficacy in computer or internet, in the online learning environment, and in time management were significant predictors of online learning self-efficacy. In contrast, environment structuring, time management, goal setting and help-seeking were significant predictors in online self-regulated learning. Self-efficacy in time management and environment structuring were the highest contributing factors for online learning self-efficacy and online self-regulated learning respectively. However, only online self-regulated learning significantly influenced academic performance.

Factors to Improve School Management and Social Science Student Learning Outcomes Through Cooperation with Parents

The curriculum expects parental involvement in their children's education. Actively involving parents in the learning process can improve student learning outcomes. But the fact is that many schools do not involve parents because of social gaps. It is urgent to study the gap between the expectation that parents are involved in schools and the fact that many schools do not involve parents. This study aims to determine the background of the parents studied and to provide a descriptive analysis of the school's cooperation with parents in stimulating them to be involved in their children's education. The research sample consisted of 285 parents of junior high school social studies students who were selected randomly. The study used quantitative data, collected through a questionnaire that was compiled and developed based on indicators. The data analysis technique used descriptive statistics with the help of SPSS version 25.0 by calculating the mean, percentage, and standard deviation for each indicator and interpreting them. The results found a significant relationship between school and parent collaboration in improving their children's education. The more the parents feel that their presence is appreciated by the school, the greater their involvement in their children's education. The conclusion reached was that a sound relationship established by the school can encourage parents to be directly involved in various educational activities and important activities organized by the school.

Exploring social and computer science students’ perceptions of AI integration in (foreign) language instruction

Artificial intelligence (AI) has gained acceptance in the field of education. Nevertheless, existing research on AI in education, particularly in foreign language (FL) learning and teaching, is notably limited in scope and depth. In the present study, we addressed this research gap by investigating social and computer science students' perceptions of the integration and use of AI-based technologies in education, focusing specifically on foreign language teaching. Using an online questionnaire, we analysed factors such as students' field of study, gender differences, and the type of AI used. The questionnaire included statements categorised into thematic clusters, with responses measured on a five-point Likert scale. Statistical analysis, including chi-square tests and Cohen's d, revealed that individuals studying computer science, males, and supporters of generative AI are more likely to use AI tools for educational purposes. They perceive fewer barriers to the integration of AI into FL education. Social science students and women are less likely to use AI tools in FL education and express scepticism about their potential to improve academic outcomes. They tend to be more critical or cautious regarding the role of AI in FL education. They view AI as a valuable tool that enhances the learning experience but, at the same time, recognise the irreplaceable role of human teachers. The study highlights the need for targeted educational initiatives to address gender and disciplinary gaps in AI adoption, promote informed discussions on AI in education, and develop balanced AI integration strategies to improve FL learning. These findings suggest educators and policymakers should implement comprehensive AI training programs and ethical guidelines for responsible AI use in (FL) education.

Impact of Demographic Backgrounds by Humanities and Social Sciences Students on Their Psychological of Emotional Intelligence Skill: Structural Equation Multiple Cause and Multiple Indicator (SEM-MIMIC) Model

Impact of Demographic Backgrounds by Humanities and Social Sciences Students on Their Psychological of Emotional Intelligence Skill: Structural Equation Multiple Cause and Multiple Indicator (SEM-MIMIC) Model

The uses of digital technologies in dissertation writing: Perspectives of Argentine graduate students in social sciences and humanities

The uses of digital technologies in dissertation writing: Perspectives of Argentine graduate students in social sciences and humanities

Factors Associated with the Academic Performance of Humanities and Social Sciences Students in Philippine Politics and Governance Subject

Factors Associated with the Academic Performance of Humanities and Social Sciences Students in Philippine Politics and Governance Subject

Teachers' Consideration on Students' Learning Strategies in Speaking on Blended Leaning: is it proper?

Since the Covid-19 pandemic hit the world, blended learning techniques have become very important in the learning process. Therefore, this research aims to find out students' learning strategies, teachers' and students' use of learning media, and whether students' learning strategies align with teachers' and students' choices of learning media for speaking skills in blended learning during the Covid-19 pandemic. This is a qualitative research study conducted through questionnaires and interviews. The researcher employed a purposive sampling technique to select 26 students from class XI Natural Science, class XI Social Science, and 3 English teachers from a public school in Jambi Province. The findings reveal that, firstly, students in XI Natural Science and XI Social Science predominantly used metacognitive strategies. However, the lowest strategy employed by XI Natural Science students was the cognitive strategy, while for XI Social Science students, it was the social strategy. Secondly, the most frequently used learning media by the teachers was E-book. Thirdly, this research demonstrates that the learning strategies employed by students are consistent with the learning media chosen by both teachers and students. Furthermore, the implications of this study are that teachers can gain insights on how to teach students to enhance their speaking abilities, and English teachers can benefit from adapting the learning media to the preferences of their students.

Why should we punish and how? The role of moral intuitions and personal worldviews for punitiveness and sentencing preferences

ABSTRACT This research investigated the role of moral foundations and broader worldviews in judgments about why and how criminal offenders should be punished. In Study 1, Swedish law students (N = 103) and social science students (N = 130) evaluated how harsh the punishment for crimes that varied across three crime categories and five contexts should be. In Study 2, Swedish adults (N = 161) evaluated eight sentencing goals and thirteen sentencing methods. Humanism and individualizing intuitions were associated with higher punitiveness for crimes that involved a selfish motive or harm inflicted upon the victim and with increased focus on rehabilitation and counseling. Normativism and binding intuitions were associated with higher punitiveness when the damage was primarily material, less leniency when there were mitigating circumstances, and more focus on retribution, deterrence, restoration, incapacitation, denunciation, and imprisonment. The moral foundations predicted preferences concerning sentence goals and methods better while the worldviews predicted punitiveness better. The results show that we need to take both people’s moral foundations and their broader worldviews into consideration to understand why and how they think criminals should be punished.

Training and Technology Acceptance of ChatGPT in University Students of Social Sciences: A Netcoincidental Analysis.

This study analyzes the perception and usage of ChatGPT based on the technology acceptance model (TAM). Conducting reticular analysis of coincidences (RAC) on a convenience survey among university students in the social sciences, this research delves into the perception and utilization of this artificial intelligence tool. The analysis considers variables such as gender, academic year, prior experience with ChatGPT, and the training provided by university faculty. The networks created with the statistical tool "CARING" highlight the role of perceived utility, credibility, and prior experience in shaping attitudes and behaviors toward this emerging technology. Previous experience, familiarity with video games, and programming knowledge were related to more favorable attitudes towards ChatGPT. Students who received specific training showed lower confidence in the tool. These findings underscore the importance of implementing training strategies that raise awareness among students about both the potential strengths and weaknesses of artificial intelligence in educational contexts.

The Factors That Influence Social Science Student Achievement of Class VII of State Junior High School in Subdistrict Tampan Pekanbaru

This study aims to analyze the factors that influence student learning achievement. The population of this study is students of class VII State Junior High School in the Sub district of Tampan, Pekanbaru City as many as 1,091. Sampling using Proportional Random Sampling to obtain 296 students. Data collection using questionnaires and documents with a Likert scale both for exogenous variables namely learning achievement and for endogenous variables namely self-concept, learning facilities, and discipline of learning, as well as intervening variables that are motivational learning. The data analysis technique used is path analysis. The analysis showed that self-concept, learning facilities, learning discipline had direct and significant influence on learning motivation. Self concept, learning facility, learning discipline and learning motivation have direct and significant effect on learning achievement. Self concept, learning facility, learning discipline have indirect effect on learning achievement through learning motivation. This shows that learning achievement can be improved if the quality of self-concept, learning discipline, learning facilities and learning motivation are improved.

The Effect strategic administration of the activists and the advanced organization has developed on the development of divergent thinking in the subject of history by the readers of the social science department.

The aim of this study is to determine the effect strategic impact of cognitive activators and advanced organizations on the development of divergent thinking thinking about history among social science students The research subject is the students of the Department of Social Sciences. The research option is the second year students of the Department of Social Sciences. The researcher chose this stage for two reasons The researcher used an experimental design for thirty balanced groups, the first experimental group being the subject of Kurdish history in the Middle Ages The second experimental group received the subjects according to the strategy of advanced organizations. The third group received the subjects according to the normal strategy Out of (57) students, each group has (19) students and researchers A construct for long-term thinking with the number of items was (30) items of questions at (6) levels of questions The following conclusions: Cognitive activation strategies are a successful way to teach history. According to the strategy of advanced organizations, it is successful and effective for the subject of history among the students of the department of social sciences and the development of Divergent thinking.

Analysis of Student's Problems in Learning SocialStudies in Tertiary Institutions

This study aims to analyze the problems of students in learning Social Sciences in junior secondary schools. This type of research is qualitative research. The results of this study indicate that students' problems in studying in junior secondary schools include: (1) In the learning process, students do not enter school without permission, often go out at certain class hours and do not re-enter after asking permission to leave, (2) Students have difficulty learning because of physical disabilities, namely impaired hearing, and nearsightedness, (3) Reasons students do not do assignments (homework) because they forget, late at night go home, do not understand about the assignment material given by the teacher, (4) Students being late for school because of not preparing homework, (5) Students violating school rules such as smoking, playing games during the teaching and learning process, not using school attributes, and (6) Students are not confident because of innate since childhood.

Identification of Students’ Comprehension of Radiation Concept Using Rasch Analysis

This community service was conducted using a survey method. The survey aimed to test the understanding of high school students regarding the dangers of radiation exposure from the surrounding environment. Participants in this activity were 48 students (35 science students and 13 social science students) from a high school in Majalaya, Bandung Regency. The instrument used was a two-tier diagnostic test consisting of 4 essay questions related to physics concepts concerning radiation exposure. The analysis of the test results was divided into two parts: conception analysis and Rasch analysis. The conception analysis was done by interpreting students' answers and categorizing them into five conception categories: Full Understanding (FU), Partial Understanding (PU), Misconception (MC), Not Understanding (NU), and No Coding (NC). This categorization was presented in percentage form. The Rasch analysis was conducted based on the distribution of students' answers and item bias detection to identify the spread of students' answers to each question item and the biases present. First, the conception analysis results showed that 53% of students were included in the FU category, while only 5% were in the Not Understanding (NU) category. This indicates that students' understanding of the dangers of radiation exposure is quite good, as more than half of the participants are in the FU category. Second, the Rasch analysis results based on the distribution of students' answers showed that more students could answer basic comprehension questions compared to classification and analysis-based questions. Additionally, the Rasch analysis results based on item bias detection indicated that there was no gender or academic major bias in the four question items.

Criterios y parámetros de evaluación de competencias comunicativas e interculturales en estudiantes universitarios quechua hablantes de Perú

The present research is qualitative in nature and its objective is to determine the criteria and parameters for the evaluation of oral and intercultural communicative competence in the Quechua language in order to propose an instrument and a rubric to measure the level of oral competence of these mutually interrelated competencies. This instrument was submitted to the judgment of experts and subsequently applied to Quechua-speaking university students of social sciences and humanities at Universidad Nacional Federico Villarreal. These students were selected through the application of a diagnostic file card. The result of the study was that, in order to evaluate oral and intercultural communicative competences in Quechua and other indigenous languages of the country, it is necessary to consider the linguistic, sociolinguistic and pragmatic dimensions of such knowledge, as well as the cognitive, affective and attitudinal aspects, in a holistic way and having interculturality as the transverse axis.

HAPPINESS THROUGH CONCEPT MAPPING STRATEGY: AN EXPERIMENT WITH SOCIAL-SCIENCE STUDENTS

Happiness could also be learned from the outside because the schemas of our brains are customized for positive connections with happiness and others (Celestine, 2022). Therefore, the present study explored the effect of concept mapping strategy on the happiness level of IX-grade social-science students of the U.P. board school. The researcher employed the Quasi-Experimental Method of research with a Pretest-Posttest Randomized Experimental Design. The study utilized a sample of 66 students through purposive sampling and a standardized Oxford Happiness Questionnaire (OHQ) developed by Hills and Argyle (2002) was employed to assess the happiness level. The experimental group was taught using developed instructional material on concept mapping strategy and the control group was through lecture-cum-demonstration method. The Independent Samples t-Test revealed a significant effect of the concept mapping strategy on the happiness level of the secondary-level students. It could be inferred that the concept mapping strategy is much superior to the lecture-cum-demonstration method for ensuring significantly improved happiness level of secondary-level students of social-science subject. This research suggests that using concept mapping teaching strategy with the use of introductory videos could help students feel happier, which would ultimately improve their overall academic performance.