Student Perceptions Research Articles

Study on Analysing the Student Perspectives on Cultural and Social Diversity in Education

Education is presently required to create inclusive, supportive, and validating environments for education and experiences, while educational organizations continue to maintain students from many different kinds of cultural and socially diverse backgrounds. This research investigates how students engage and collaborate with diverse cultures and social environments to identify the key features influencing their social relationships and learning outcomes. To determine the possibilities and difficulties that students experience in a varied educational environment and make suggestions for the enhancements and assessment techniques for fostering a multicultural and diverse classroom. In this research, the details gathered from 350 students, and utilize 15 questionnaires related to cultural and social diversity in education that were developed, based on five variables, such as students attitudes towards diversity (SATD), impact on the learning environment (ILE), cultural awareness (CA), perception of cultural and social diversity (PCSD), and social interactions (SI). The Wilcoxon-Mann-Whitney test and inferential statistics analysis methods are evaluated through the SPSS software. From both analyses, the variable PCSD performance is higher than other four variables in the field of student perception of social and cultural diversity in education.

Health‐Promoting Learning Environments in Higher Education: A Scoping Review of Structural Interventions to Protect Student Mental Health

ABSTRACTA rapidly growing body of research spanning several scientific disciplines and countries converges to show that mental health problems among students are an increasing challenge for higher education institutions. Mental health problems among students threaten academic performance, degree completion and student well‐being. Structural efforts aimed at building health‐promoting, learning environments for all students are lacking in the literature. This study aims to identify and describe what is currently known about structural approaches to promote mental health or prevent mental health problems among students in higher educational settings. We conducted a scoping review of studies published in peer‐reviewed journals between 2001 and 2021, which studied structural interventions to promote mental health or prevent mental health problems among students in higher educational settings. The search identified 8372 articles, and 27 were included in the final sample. Four broad categories of approach were identified: (1) inclusion and diversity approaches, (2) adaptations to the physical environment, (3) teaching health‐related skills and behaviours and (4) adaptations to pedagogical practices and teaching approaches. The general finding from the studies reporting student perceptions was that students were favourable to the interventions to which they were exposed. Studies investigating pre‐ to post‐test changes in well‐being had mixed findings. Institutions aiming to support student mental health at the structural level should rigorously study and describe these approaches and their outcomes to advance our combined understanding of how we might design and deliver structural interventions to support students' mental health.

Study on Analysing the Student Perspectives on Cultural and Social Diversity in Education

Education is presently required to create inclusive, supportive, and validating environments for education and experiences, while educational organizations continue to maintain students from many different kinds of cultural and socially diverse backgrounds. This research investigates how students engage and collaborate with diverse cultures and social environments to identify the key features influencing their social relationships and learning outcomes. To determine the possibilities and difficulties that students experience in a varied educational environment and make suggestions for the enhancements and assessment techniques for fostering a multicultural and diverse classroom. In this research, the details gathered from 350 students, and utilize 15 questionnaires related to cultural and social diversity in education that were developed, based on five variables, such as students attitudes towards diversity (SATD), impact on the learning environment (ILE), cultural awareness (CA), perception of cultural and social diversity (PCSD), and social interactions (SI). The Wilcoxon-Mann-Whitney test and inferential statistics analysis methods are evaluated through the SPSS software. From both analyses, the variable PCSD performance is higher than other four variables in the field of student perception of social and cultural diversity in education.

Evolving Perceptions of Intellectual Freedom and the Right to Read in Library Science Students: An MLS Program Self-Study

To understand the effect of library science coursework on student perceptions of issues related to intellectual freedom, researchers surveyed students at the start and end of their enrollment in a Master of Library Science program. When the results were compared, the percentage of graduating students who indicated that they might rethink purchasing a resource because of non–age-appropriate content and potential parent objection was significantly higher than that of beginning students. The percentage of graduating students who identified sexual content and profanity as potential reasons not to acquire an item was also significantly higher than that of beginning students. On the other hand, graduating students were less likely to classify their own personal views as potential reasons to avoid collecting a title. Finally, a greater percentage of graduating students were uncertain about the appropriateness of restricted collections for potentially controversial items than beginning students. In the second phase of the study, researchers interviewed program graduates with at least five years of professional experience in libraries to ascertain how their work experiences and environments had affected their perception of intellectual freedom, censorship, and the right of access to information regardless of age. These librarians were strong advocates for diverse collections despite increasing external pressure to censor resources, particularly items with LGBTQ content and characters. Most felt it necessary to have some type of restricted collections so that children did not check out material above their grade or age level.

Perceptions of students on artificial intelligence-generated content avatar utilization in learning management system

PurposeThis study aims to explore students’ perceptions of the use of an artificial intelligence-generated content avatar (AIGC avatar) within a learning management system (LMS).Design/methodology/approachThis qualitative research involved seven postgraduate students. Data were collected through individual, in-depth interviews. The videos of the AIGC avatar, created using Leonardo, ChatGPT and Heygen, were uploaded to the LMS to communicate with students for the purposes of a welcome note, assignment guide, assignment feedback, tutorial reminders and preparation as well as to provide encouragement and study tips. Students were interviewed at the end of the semester.FindingsThe findings of this study indicated that the majority of participating students held positive perceptions regarding the use of the AIGC avatar in the LMS. They reported that it enhanced their perceived instructor’s social presence and motivation to learn. The assignment guide and feedback were particularly valued by the participants. While some students noted the AIGC avatar’s lack of naturalness, others appreciated the clear and professional speech it delivered.Research limitations/implicationsThe study was confined to seven students from a single course at one institution, which may limit the generalizability of the findings. Future research could involve a larger and more diverse group of participants.Practical implicationsThe findings may offer education providers an alternative solution for engaging students in an LMS.Originality/valueThis study highlights the potential of AIGC avatars to replace text-based communication in LMS and enhance students’ perceived instructor social presence.

Inclusion in the clinic: A mixed methods study of left-handed student's perceptions of using cordless keyboards.

Little is written on obstacles for left-handed students in the dental clinic. This mixed methods study evaluates the experiences of using cordless keyboards for left-handed dental students. Researchers purchased four Logitech K400 Plus wireless keyboards. Using Qualtrics, a survey software, a pre-survey was sent out at the beginning of the spring semester prior to introducing the cordless keyboards. A post-survey circulated at the end of the semester. Quantitative analysis statistical analysis was conducted using IBM SPSS Statistics. Researchers conducted a thematic analysis of the qualitative survey responses. Twenty-three left-handed D3 and D4 dental students were asked to participate in a survey about cordless keyboards. The pre-survey had a 100% response rate, and the post-survey had a 71% response rate. The surveys indicated that left-handed students often face a range of barriers in clinical settings, including ergonomic challenges to enter data, difficulty managing time due to double entry of data on right-handed equipment, and feelings of psychological unsafety due to fear for asking for support. The most significant finding was as follows: not only did the cordless keyboard assist clinical performance, but the cordless keyboard project also helped students feel heard and validated as left-handed learners. Researchers recommend that educators prioritize the inclusion of left-handed learners through various practices like making adjustments to physical spaces and creating inclusive environments where all learners feel supported.

The Relationship Between Time Perception and Academic Performance in Primary School Students and the Apparent Mediating Effect of Academic Procrastination.

In this study, we explored (i) the relationship between time perception and primary school students' academic performance and (ii) the mediating effect of their academic procrastination. We measured time perception in 321 students in primary grades 2, 4, and 6 in Shenyang, China. Students also completed the General Procrastination Acale, and we obtained measures of their academic performance during the semester from their teacher. Results indicated that time perception was significantly and positively correlated with academic performance (β = 0.16, t = 3.18, p < .001), and time perception and academic procrastination were significantly negatively correlated (β = -0.16, t = -2.92, p < .01); academic procrastination and academic performance were also significantly negatively correlated (β = -0.27, t = -5.38, p < .001). Academic procrastination played a mediating role in the relationship between time perception and academic performance, with an indirect effect of 0.04 that accounted for 25.96% of the total academic performance effect. The bootstrap 95% CI was 0.01-0.08. These results may help teachers improve primary school students' academic performance and inspire parents and schools to cultivate students' accurate time perception and prevent academic procrastination in young learners.

It's Not Just What Parents Say, It's Why They Say It: Students' Perceptions of Parents' Motives for Alcohol Communication.

Previous work has investigated parents' reports of motives for communicating with their young adults about alcohol. While parents' self-reported motives may predict intentions to communicate, young adults' perceptions of their parents' motives may be important for understanding young adults' responses to parent alcohol communication. The present study was conducted to explore college students' perceptions of their parents' motives for alcohol communication and to investigate whether perceptions of these motives predict changes in alcohol consumption and related consequences during the transition to college. First-year college students (N = 306) participated in a longitudinal survey study. Baseline measures at pre-matriculation (T1) included assessments of student perceptions of their parents' motives for alcohol communication and covariates (e.g., perceived peer descriptive drinking norms, parental modeling and alcohol communication, and drinking and consequences). At a 1-month follow-up (T2), students reported on their alcohol use and consequences. Controlling for other predictors of college student drinking, results indicate that for each one-unit increase in perceived parental reactive communication motives, the incidence rate of typical weekly drinking increased by 9%, and heavy episodic drinking (HED) increased by 21%. Conversely, the incidence rate of HED decreased by 27% for each one-unit increase in perceived maternal family history communication motives. These findings suggest that college students' perceptions of their parents' motives for alcohol communication can significantly influence their drinking behavior during the transition to college.

Graduate Student’s Perception on Effectiveness of Virtual Education during Covid-19: Evidence from Structural Equation Modelling in Nepal

Background: The COVID-19 pandemic forced educational institutions worldwide to shift to online learning, disrupting traditional academic calendars. In Nepal, this transition significantly impacted graduate students, raising concerns about the effectiveness of virtual education. Objective: This study aims to examine the effectiveness of virtual education on student satisfaction and performance during the COVID-19 pandemic among graduate students in the Kathmandu Valley. Method: Based on the achievement goal theory, 203 graduate students from management colleges in Kathmandu Valley were selected through purposive sampling. Data were collected using a structured questionnaire administered via KOBO Toolbox. Both descriptive and inferential analyses, including Structural Equation Modeling (SEM), were employed to analyze the data. Result: The findings reveal that while the majority of students showed a positive attitude toward online classes, dissatisfaction arose due to a lack of training and familiarity with new information technologies. The SEM results indicate that course design, prompt feedback, and student expectations significantly influence student satisfaction, which in turn mediates the relationship between these factors and student performance. Challenges such as power outages, difficulty concentrating, lack of access to technology and insufficient instructor knowledge were identified as major obstacles. Conclusion: Although graduate students in Kathmandu Valley reported a generally positive outlook towards virtual education, several significant challenges need to be addressed to improve the effectiveness of online learning, particularly in terms of instructor quality and technological infrastructure. Paper Types: Research Paper Keywords: COVID-19, Virtual Education, Management Student, Effectiveness, Graduate Students Perception JEL Classification: D83, I20, L86, A23

Persepsi Siswa SMP tentang Pembelajaran Hybrid IPA dan Pengaruh Kehadiran Live Synchronous terhadap Efektivitas Pendidikan di Jakarta Utara

The impact of Covid-19 on children and families is very felt, namely with the implementation of online or online learning. However, the implementation of full online learning cannot accommodate the needs of all students for education, so other alternative learning methods are needed, namely the hybrid or blended learning method, a learning method that combines face-to-face for some students and online face-to-face for others in each meeting. To find out students' perception of the hybrid learning method and the effectiveness of education with this hybrid method, a researcher is needed on students' perception of hybrid learning and how the relationship between student attendance in live synchronous sessions and educational effectiveness. Data collection was carried out by survey method by distributing questionnaires to 52 respondents of students of a private junior high school in North Jakarta. After that, the data is tested for validity and reliability and then processed using validity and reliability analysis. From the results of the study, it was found that there was a relationship between student perception and educational effectiveness.

PSLBI-25 Students’ perceptions of an artificial intelligence photo generation tool in upper-level animal science curriculum

Abstract Domesticated livestock behavior (DLB) is an advanced animal science lecture course that emphasizes behavior associated with domestication of various animal species such as livestock, equine, companion animals and exotic species. Meat Science (MS) is an introductory dual lecture and laboratory course that focuses on muscle biology, food-borne illnesses, humane livestock harvesting, and fabrication techniques. With the emerging usage of artificial intelligence (AI) generative technologies, an assignment was developed utilizing the free AI photo generation tool, Craiyon. Students in DLB and MS were tasked with completing an AI assignment, generating images relevant to either DLB or MS concepts, to expose students to AI technologies. Therefore, the objective of this study was to determine students’ perceptions, knowledge, concerns, and willingness to use AI generative tools and evaluate differences relative to course enrolled (DLB compared with MS). Students (n = 60) enrolled in DLB and MS completed a post-completion survey instrument that consisted of demographic and 5-point Likert-scale questions to gauge student perceptions of the AI assignment. Student survey responses were compiled online using Qualtrics and subsequent respondent data was analyzed using JMP. To give some demographic information relative to the population of students enrolled in DLB and MS, 81 and 76% of the students were female while 19 and 24% were male, respectively. Both courses contained students further along in their degree-seeking program (&amp;gt; 80% Junior or Senior classification). Approximately, 43% of respondents were first generation college students and 66% commute over 14 km daily. When asked about their previous experience using AI generative technologies, 75% of respondents reported no previous experience using AI generative programs. Students enrolled in MS showed a greater concern (P ≤ 0.03) of AI technologies limiting their opportunity to interact and socialize with others as compared with DLB students. Student experience, knowledge, and willingness to use AI tools was not impacted by course enrolled (P ≥ 0.14). Most students reported that they had a positive experience with the AI assignment and felt the experience would be useful in their future (53 and 73%, respectively). Additionally, a majority of students reported that the AI assignment allowed them to visualize concepts and offered a unique learning experience. Participants seemed to have a solid understanding of AI technologies reporting knowledge in tool limitations and inaccurate output. Students were neutral regarding concerns in becoming over-reliant on AI tools and AI use hindering the development of transferable skills. Students felt that AI image generation tools boosted creativity and could be useful in the realm of DLB and MS. Overall, students possessed a general knowledge of AI generative technologies and saw value in using AI image generation tools as it relates to domesticated animal behavior and meat science principles.

Student Perceptions and Attitudes About the Usage of Chatgpt in Online K-12 Education and Student Preferences About Learning to Use Artificial Intelligence from Teachers

Student Perceptions and Attitudes About the Usage of Chatgpt in Online K-12 Education and Student Preferences About Learning to Use Artificial Intelligence from Teachers

Undergraduate rheumatology teaching in the UK: a survey of current practice by teachers and students.

The last major UK survey of medical undergraduate rheumatology teaching was 25 years ago. This study aimed to describe current teaching practice, the perceptions of teachers and students and their engagement with Versus Arthritis teaching resources and future challenges and opportunities. Electronic surveys were distributed by e-mail and/or social media to relevant teachers and students identified within all 37 UK medical schools. A total of 34/37 (91%) teacher and 30/37 (81%) student surveys were returned. Compared with the last survey, the proportion of schools delivering rheumatology-identifiable teaching has fallen from 100% to 86% and the mean number of teaching days from 30 to 10. Rheumatology teaching is now more dispersed throughout the curriculum. Students preferred active learning methods such as simulation and expert patient teaching, while teachers preferred small-group teaching, online learning and lectures. The Versus Arthritis resources appeared underutilized by students but were considered useful. Most students thought rheumatology careers were not promoted within their medical school. A decrease in dedicated rheumatology teaching time was noted since the last survey 25 years ago. Greater promotion of rheumatology as a speciality and future career is required to maintain its professional identity and prevent marginalization.

340 Training cognitive skills to improve integration and application of knowledge in animal physiology

Abstract Case-based learning immerses students in real-world scenarios, prompting observation, action, and reflection to enhance cognitive skills. The open-ended nature of such learning can challenge students to reach greater levels of critical thinking; however, we have noticed that without guidance, students often do not know how to approach these types of questions. Therefore, the objective of this study was to investigate how two low-input interventions strategies may help train cognitive skills and improve student performance. Three semesters of an undergraduate physiology course employed a case-based assessment strategy, which included three-unit case studies and one cumulative final case study. Semester 1 (S1; n = 48) represented no intervention, Semester 2 (S2; n = 59) included two dedicated class periods of instructor led guidance on approaching case studies, and Semester 3 (S3; n = 95) utilized an online peer evaluation platform, where students evaluated and provided feedback to each other. For S2 and S3 the interventions first took place between case study 1and case study 2. In all semesters, students also received individualized feedback from the instructor or teaching assistants after each case study. In S2 and S3 pre-semester and post-semester surveys were administered to understand changes in perceptions of their own cognitive skills. In S2 and S3, case study grades decreased and increased (P &amp;lt; 0.05), respectively, between the first and second case study. The average grade on case studies after intervention was greatest (P &amp;lt; 0.05) in S3 where peer intervention was employed, compared with S1 or S2, which did not differ. When comparing changes in perceptions between the beginning and end of the semester, student confidence in their cognitive skills, determined by agreeance with Likert scale statements, tended to increase more (P &amp;lt; 0.10) in S3 compared with S2 (7.9% vs. 3.4%, respectively). The most notable change was agreeance with the statement “I can take multiple ideas from different concepts and combine them to create new understanding” which increased 7.0% and 16.5% in S2 and S3, respectively. Interestingly, free response questions indicated that students did not enjoy peer evaluation and felt that it was not beneficial to their learning. However, these data indicate that students benefited most from peer led intervention, when evaluated by student performance and perceptions of their cognitive skills. Peer evaluation provides a unique opportunity for students to actively engage in the learning process and to practice cognitive skills. This process holds dual benefit as reviewing peers requires students to reflect, analyze, and evaluate, which are cognitive skills also needed to solve the case studies.

Workshop Writing in Composing Paragraph to Improve Students' Writing Skills at SMA Negeri 1 Sampolawa'S Eighth Grade

The purpose of this study was to determine whether or not using collaborative writing to compose paragraphs improves students' writing abilities at SMA Negeri 1 Sampolawa's VIII grade students. It also sought to determine whether or not using collaborative writing sparks students' interest in writing. An experiment using a quassi design was used in this study. Cluster random sampling was utilized as the sample-taking technique, with two classes out of three being taken. 25 students from the XI IPA-2 class were separated into an experimental group by the researcher. and the XI IPA-1 class, which served as the control group, had 25 students. As a result, 50 students made up the research sample. The test and questionnaire served as the study instrument. The research tool was categorized using multiple methods. Pretest, posttest, and questionnaire were those.The results of this study demonstrated that, following treatment with the collaborative writing approach, students' English writing proficiency increased. Based on the experimental group's pretest mean score of 65.97 and posttest mean score of 77.23. The research's hyphotesis resulted in notable effects. Based on the average student perception score of 3,87—a very high level—it is determined.

A case study on evaluation of the context, input, process, product (CIPP) implementation in the child-friendly school program

This study evaluates the effectiveness of the Child-Friendly School (CFS) program at Al Mumtaz Integrated Islamic Elementary School in Pontianak using the CIPP (Context, Input, Process, Product) Evaluation Model. Through field research and purposive sampling, it delves the experiences and perceptions of principals, vice-principals, students, teachers, and parents on the program's impact. The school has successfully implemented the CFS program, noted for its qualified teachers with professional educational backgrounds and a focus on religious knowledge. The context evaluation revealed that the program aligns with child-friendly school policies, receiving a very positive evaluation and documented by official decrees. Input evaluation indicates Al Mumtaz meets all criteria including qualified staff, infrastructure, educator training, and engagement from students and parents. Process evaluation highlights the school’s effectiveness in facilitating positive educational dynamics, with non-violent disciplining, affection towards students, democratic educational practices, and teachers as role models. Finally, product evaluation shows significant achievements in fostering students' holistic development across various dimensions such as honesty, tolerance, communicative skills, democracy, social concern, responsibility, environmental care, and academics. The suggestion for this school involves establishing an organizational framework within the child-friendly school initiative to facilitate the efficient allocation of responsibilities and to confirm that the program’s monitoring and evaluation procedures are conducted in a more organized and methodical manner.

Prospective teachers’ views and experiences with e-portfolios

ABSTRACT The use of electronic portfolios (e-portfolios) is a burgeoning area of research, with many teacher education programs utilising as both a product of and a process of reflective practice. This case study aimed to explore prospective primary teachers’ (students) perceptions, perspectives and experiences of the use of e-portfolios, focusing on the affordances and limitations of using e-portfolios in Initial Teacher Education (ITE). Eleven second-year undergraduate students from secondary and primary ITE programs were interviewed. A reflexive thematic analysis was conducted on the transcripts, in which the module tutors’ experiences were also incorporated. Findings suggest that e-portfolios can be valuable agentic and reflective pedagogical tools that can scaffold learning, although with a number of important caveats for future implementations. This paper speaks to the paucity of research that extends the view of e-portfolios as simply repositories for content.

Factors that promote cooperation, learning, and engagement with geoscience concepts when playing educational board games in an entry-level college paleontology lab

Interactive games can invigorate undergraduate curricula, promote collaboration, and engage students, but few studies evaluate which conditions facilitate learning and collaboration during game-based geoscience activities. This study examines educational gains, cooperative learning elements, and enjoyment during two educational board games, “Taphonomy: Dead and Fossilized” and “Reef Survivor,” deployed in two-hour geoscience labs (n = 136 students). Varying conditions (in-person versus online labs, team versus solo play, and an introduction to counter stereotype threat versus a neutral introduction) were assessed to understand effects of playing in teams, use of priming conditions, and class modality. We used pre- and post-lab low-stakes assessments to test knowledge, student perception surveys following gameplay (both described in Martindale et al., 2024; Martindale & Weiss, 2020), and the Kern et al. (2007) cooperative learning observation protocol during lab to document and quantify student behaviors. Although gameplay conditions did not result in significantly different learning gains (no significant differences between student demographic groups), team play was typically related to cooperative learning advantages, including strategizing, group processing, and positive interdependence. Overall, individual accountability was high, and conflict was low no matter the conditions, but cooperative learning was less common during online labs than in-person. Working together may support connections to the material and other students, as well as encourage engaged learning; moreover, students preferred playing in teams. Therefore, when using games or game-based learning, we recommend playing in-person with teams; together, these conditions can support student engagement and cooperative learning during gameplay.

What About Language?: A Mixed Methods Examination of the Impact of Person-Centered Language on Students' Perceptions of Individuals Who Commit Sex Offenses.

Person-centered language is a well-known approach to reducing stigmatizing labels among marginalized groups. However, little research has explored person-centered language's impact in criminal justice classrooms. Utilizing a mixed-method research design, this study explores the impact of person-centered language on students' perceptions of persons convicted of sex offenses. The study used three sections of an online Sex Crimes course. The course sections were identical, except for the language used and awareness of person-centered language; the control group section did not utilize person-centered language, the second section utilized person-centered language, and the third section utilized person-centered language and was given an informational lecture on stigmatizing language. Quantitative data was collected from the Perceptions of Sex Offenders Scale at the beginning and end of the semester. Students' end-of-semester reflection papers served as the qualitative component. The findings suggest shifts in punitive attitudes toward sentencing and management for the group exposed to person-centered language and the informational lecture. These differences were not apparent for the other groups and subscales. While qualitative data provided a more in-depth understanding of students' perceptions, overall, exposure to person-centered language didn't seem to impact student perceptions. However, exposure alongside a lecture about person-centered language, seemingly had a more pronounced impact on students' perceptions, suggesting that transparency surrounding language and reducing stigma are important components of person-centered language. The findings have implications for using person-centered language for criminal justice pedagogical practices, as well as considerations beyond the classroom (e.g., program development and curricula).

Analysis the Implementation of Independent Learning-Independent Campus Program based on Students’ Perceptions

Investigations of the independent learning-independent campus program still encounter obstacles in its implementation. This research is research that is motivated by the phenomenon of certain obstacles and problems faced by students when implementing independent learning-independent campus program in the mathematics department, FMIPA UNM, so it needs to be reviewed and carried out further analysis as material for further improvements. This research aims to explore student perceptions regarding the implementation of independent learning-independent campus program which is focused on the implementation of existing programs at independent learning-independent campus program which is implemented in the Mathematics Department of FMIPA UNM. This research is quantitative descriptive research using survey methods. The research was carried out at the Mathematics Education Study Program, Department of Mathematics, Faculty of Mathematics and Natural Sciences, State University of Makassar. The sample in this study were students in semester IV and semester VI from the FMIPA mathematics department who were selected purposively based on research interests and needs, namely students who took part in the independent learning-independent campus program. Data was analyzed descriptively to see students' perceptions of the implementation of the independent learning-independent campus program. Research finds that students majoring in mathematics at FMIPA UNM responded well to the MBKM program, it can be seen that the majority of students were interested in joining the program.