Student Reactions Research Articles

The Use of Oculometry and Associative Modeling in the Formation of the Content for “Image of the Future of Russia” of the Discipline “Fundamentals of Russian Statehood”

The article shows the results of oculometric research and metaphorical associative modeling of the image of the future development of the Russian Federation in the minds of Russian students. The analysis of the oculomotor reaction of students to a battery of stimuli associated with basic needs and values of various levels is carried out. Using metaphorical associative maps and the subsequent specially organized conversation, the main intentions in building a model for the future development of Russian society are revealed. A comparison of the results of projective and instrumental diagnostics made it possible to establish the main problem field in the perception of the image of the future of the country by the studying youth: cognitive simplicity, centralization at the microlevel of life fulfillment, a low degree of readiness for social responsibility, a low level of subjectivity in the attitude towards achieving the desired future. The results of the study canserve as a methodological basis for the formation of the content and formats of work in practical classes on the topic “The image of the future of Russia” of the discipline “Fundamentals of Russian statehood”.

Delving into the Design and Implementation of Specifications Grading Systems in Higher Education

Specifications grading is an alternative grading system that has been used with increasing frequency in higher education. Since first introduced by Linda Nilson in 2014, more than 90 publications on the design and implementation of specifications grading systems have been published. This work presents a systematic review of the current literature to analyze the variety of ways specifications grading systems are executed, including the diverse design and implementation considerations, as well as to present and discuss emergent themes. We analyzed 90 publications and present their relevant findings in the results. The following databases were last searched on 5 October 2024 for publications: IEEE Xplore, ACS Publications, ASEE PEER, PER, Scopus, ERIC, ACM, ScienceDirect, and Web of Science. All peer-reviewed journal articles, conference proceedings, and book chapters that implemented at least two structural features of specifications grading in an undergraduate or graduate course were included in this review. Theses, dissertations, conference abstracts, posters, workshops, blogs, opinion pieces, social media exchanges, and content provided on websites were not included. Additionally, reports of specifications grading systems in K-12 courses or those that only presented the design and/or implementation of less than two structural features of the grading system were similarly excluded. Our findings from the literature reveal that the following themes emerge from educators who use specifications grading: instructor commentary on time investment, academic performance, and student reactions to specifications grading. This review provides a resource for those interested in exploring this alternative grading system, and the emergent themes indicate that there are ripe opportunities for future study.

Pengembangan Aplikasi Media Pembelajaran Wordwall bagi Siswa Kelas V pada Mata Pelajaran PAI SDN Banjardowo 1 Jombang

A This study aims to describe the feasibility of wordwall learning media applications for grade V students in Islamic religious education subjects and to describe student responses to wordwall learning media applications for grade V students at SDN Banjardowo 1 Jombang. Product development that will be applied at SD Negeri Banjardowo 1 Jombang is in the form of wordwall learning media based on the problems that exist in the school. In this research, the development model uses ADDIE, which consists of analysis, design, development, implementation, and evaluation. This development research aims to test the feasibility of learning media, evaluate better learning outcomes, and determine student reactions to the developed application-based learning media. Based on the feasibility of wordwall application learning media from the results of the validator getting an average score of 82% and the results of material expert validation with an average score of 83% included in the very good category. At the student response stage based on the trial to 33 students, the average score was obtained to be 87 with a very good category. The results of student responses can be seen from 5 indicators in the closed questionnaire, namely: (1) students' opinions on learning based on contextual problems score percentage 81% positive category; (2) the ease of students in understanding the subject matter through a contextual approach score percentage 90% very positive category; (3) student motivation in learning that leads to concept discovery score percentage 92% very positive category; (4) student interest in learning based on real experience score percentage 91% very positive category; (5) enthusiasm for student learning with a contextual approachscore percentage 80% positive category. So it can be concluded that the wordwall application learning media is feasible to use and apply as a teaching media.

Relation Between Learning Pressure, Learning Burnout and Academic Self-efficacy in Junior Middle School Students

In modern society, the level of education is improving rapidly, followed by various educational problems. The importance of period of junior high school is obvious. The study pressure significantly influence the students' physical and mental health in this period. Most parents are very upset about the adverse reactions of students when they suffer from study stress. Therefore, this study will provide effective suggestions by analyzing the the influence of learning stress on learning burnout and academic self-efficacy. This study uses a literature review to make the research findings more unbiased and understandable. The results indicate that learning stress and learning burnout are strongly positively correlated. When faced with learning pressure, many middle school students will display negative emotions such as retreat, delay, and even quit up, which exhausts them. The results suggest that learning stress and academic self-efficacy are negatively correlated and interact. When learning pressure rises, students' learning self-efficacy falls, and when self-efficacy rises, the opposite occurs. In addition to creating psychological lessons on how students perceive learning pressure, educators can increase students' academic self-efficacy and learning self-confidence and adjust study pressure and intensity to a level that is generally acceptable to students.

Evaluation of skill-based training program on Integrated Management of Neonatal and Childhood Illnesses (IMNCI)

Objectives: To assess student reactions to the skill-based training program on IMNCI. To assess student learning in the skill-based training program on IMNCI by OSCE and retro-pre feedback. To assess the reaction of students to OSCE as an assessment tool. Material and Methods: It was a mixed method interventional educational research. Students were assessed by using OSCE stations, retro pre feedback, and open ended questions about the training program and OSCE. Results: Retro?pre feedback of self?assessment of the 75 students shows that, after the training program, there is a significant increase in the self perceived post-test scores of Knowledge of Importance of IMNCI (2–4), Chart booklet (1.5–3.9), Skills of assessing the child for danger signs (1.7–3.9), cough (1.9–3.9), diarrhoea (2.1–4.2), anemia (2.2 –4.1), malnutrition (2.2 –4.2), counseling the care giver of the child (2-4.2). The students liked the skills taught interactively through videos, case scenarios, and role plays. Student liked the OSCE because of the clinical scenarios, photos, diverse cases were evaluated. Conclusions: Overall, the training program was taken well by the students and their IMNCI skills were improved.

Research on monitoring college students’ sports psychological stress response and ideological and political education intervention based on biosensors

The current study aims to find out the psychosocial stress reactions of college students involved in sports and assess the impact of ideological and political education (I&PE) treatment based on the biosensor. Thus, we plan to use the biosensors including the heart rate monitors and the skin conductance devices to define the level of physiological stress in physical activities. The study also evaluates the extent to which the organizationally developed I&PE program effectively reduces psychological stressor by promoting resilience improvement, ideological awareness, and community support. This makes the research investigate the correlation between biosensor-based performance data on sports, stress and impressions of I&PE together with non-quantitative participants’ feedback. The outcomes of the study will identify stress management among college sports with potential biosensor use in educational contexts. This study fosters the sciences of sports psychology, interventional education, and mental health with a view of developing an all-inclusive student well-being framework.

A psychological reaction of higher education students to the new national exit exam in the case of Dilla University, 2023.

Test anxiety is an emotional state characterized by physiological and behavioral responses linked to the fear of poor exam results. It can result in a significant impact in the overall academic achievement of students. Addressing the contributing factors of the problem is better to intervene in the academic challenges of students and create a conducive learning environment. Thus, this study investigated the association between test anxiety and the newly implemented national exit exam program among prospective graduate students at Dilla University in 2023. A community-based cross-sectional design was employed, involving 357 participants recruited from August 15 to September 14, 2023. Data collection utilized structured questionnaires combined with interviews. The Westside Test Anxiety Inventory (WTAI) assessed test anxiety levels. Epi Info version 7 facilitated data entry, with subsequent analysis conducted using SPSS version 25. A p < 0.05 was used to determine statistical significance in the multivariate logistic regression model. The prevalence of test anxiety associated with the national exit exam among prospective graduates at Dilla University was 68.9% (95% CI: 63.9-73.7%). The analysis identified significant associations between test anxiety and several factors: non-formal educational background of parents (AOR = 2.84, 95% CI: 2.12-4.65), moderate social support (AOR = 0.24, 95% CI: 0.12-0.46), and poor coping mechanisms (AOR = 3.67, 95% CI: 2.45-5.67). This study revealed a substantial prevalence of test anxiety among graduating students about the national exit exam. The findings suggest that factors such as limited social support and inadequate coping mechanisms contribute to test anxiety. Targeted interventions, including social support programs, counseling services, coping mechanism training, parental education, and support for students with lower academic performance, may be beneficial in mitigating test anxiety.

Enhancing teaching materials development course with the ICARE learning model in e-learning

Using e-learning in higher education has many important benefits and advantages in todays world of education. Therefore, this research aims to develop e-learning based on the introduction, connection, application, reflection, extend (ICARE) learning model for developing teaching materials courses in the Faculty of Education, Universitas Pendidikan Ganesha. The Hannafin and Peck development model was adopted as a foundational method, and the digital content developed was subjected to formative evaluation methods, including i) expert validation, ii) individual assessment, and iii) small group evaluation. To ascertain the quality of the developed content, the research engaged 3 expert evaluators, each specializing in media, instructional design, and content. Concurrently, individual evaluation was carried out with 3 students, followed by a small group evaluation involving 9 additional students. Data collection techniques involved both observational measures and questionnaire-based inquiries. The expert assessment showed that the design, media, and content dimensions all fell within the "very good" category. Student reactions, as measured through both individual and small group evaluations, consistently aligned with the "very good" category. Therefore, the attractiveness and practicality of electronic learning (e-learning) fell under the "very good" classification, due to the implementation of the ICARE learning model as the foundational design principle.

Error Climate and Gender as Factors Influencing Error Reactions in Primary School Children

Errors can support learning processes when students react to errors on an affectivemotivational adaptive and action-adaptive level. Empirical findings indicate that these adaptive reactions to errors are influenced, among others, by the error climate in the classroom as an overarching factor of different dimensions. There is further evidence that there are gender differences in student reactions to errors and that these are differently associated with the dimensions of the error climate. Less is known about the interaction between these variables and whether there are gender-specific differences in adaptive reactions to errors, specifically in primary schools. The aim of the study was to replicate findings on the relevance of error climate as an overarching factor and its dimensions for adaptive reactions to errors in primary school children. The study also investigated gender differences in student perceptions of the error climate, which may explain gender differences in students' adaptive reactions to errors. The sample encompassed third and fourth graders (N=675). Analyses at both the individual and class levels replicated findings from the secondary level for the primary level and revealed further gender-specific differences in student learning from errors that were associated with gender differences in primary school children’s perception of the error climate.

The Relationship between Knowledge and Attitudes with Financial Literacy Program Among Secondary School

This study was conducted to determine the relationship between students' reaction towards the financial literacy education program with the knowledge and attitudes acquired after the program. This study is also to determine differences in knowledge and attitudes and skills of students before and after the program. Quantitative research design involved the respondents' secondary school. Questionnaires were distributed among secondary school students and analyzed using the descriptive statistic, paired t-test and correlation. The findings show that student reaction towards the financial literacy program was good and there is a significant difference between knowledge and attitude before and after the program undertaken.

Students’ attitudes to lecturers’ English in Englishmedium higher education in Denmark

This study examines the evaluative reactions of university students to their nonnative lecturers’ English skills in English-medium instruction, i.e. when English is used as a lingua franca in an academic context. In particular, we examine the relationship between perceptions of English language proficiency and perceptions of general lecturing competence (defined here as knowledge of subject and teaching skills). Statistical analyses of 1,700 student responses to 31 non-native English-speaking lecturers at a major business school in Denmark revealed that the students’ perceptions of the lecturers’ English language proficiency is a significant predictor of their perceptions of the lecturers’ general lecturing competence and vice versa. We interpret this as a two-way relationship caused by speech stereotypes similar to those which have been demonstrated in socialpsychological experiments. This effect should be addressed when universities use student ratings to evaluate teaching in English-medium content courses.

РОЛЬ ЧЕЛОВЕЧЕСКОГО ФАКТОРА ПРИ ИСПОЛЬЗОВАНИИ ЦИФРОВЫХ ПРОФИЛЕЙ СТУДЕНТОВ, ПОСТРОЕННЫХ НА ОСНОВЕ БИГ ДАТА

The article is devoted to the consideration of a number of socio-cultural effects and ethical problems accompanying the process of building a digital learning environment and its integration into the traditional educational system of higher education institutions, namely the attitude of students to the digital registration of their academic and non-academic achievements and their operation, the use of their personal data and ethical problems arising from their use. The student's digital profile provides a lot of information for analysis and decision-making to improve learning effectiveness. In turn, there are a number of costs of this process: ambiguous reactions of students to the operation of data on their achievements in the educational process, raising issues of confidentiality and freedom of decision-making.

‘So… like I’m responsible for ending war?’: centering anti-war activism in our teaching of war

ABSTRACT Primary Objective This study examines student reaction to a unit of instruction teaching war through a more critical lens focusing on anti-war movements and how student sense of civic agency was impacted. Research Design A design study that centered student voice on activism and experiences of a unit of instruction of the USA at war. Design study was used to surface student experience, understanding and perspective. Outcomes and Results Students gained greater awareness of the USA at war and the history of the anti-war movement. Students gained a more robust understanding of civic agency and how to engage in acts of change. Many students indicated they were unlikely to participate in activism because of the overwhelming complexity of the problem of war. Conclusions This research speaks to the problem of educating students about critical civic agency and literacy as well as developing engaged and activist youth and adults. It provides guidance and commentary on how to organize and arrange curriculum to complicate topics typically taught in traditional curriculum to teach skills of activism and societal change. This article reconsiders how we can examine content in a more critical and authentic way.

Analogy use in textbook introductions to isostasy: Presentations, perceptions and physics

In teaching, analogies can be used to support the introduction of a new concept or idea with reference to a more familiar one. This relies on the learner’s correct understanding of the (supposedly) familiar situation, their identification of the relevant similarities (structural relations) between the two situations, and of the limits of the similarities. Without these, analogies may reinforce or introduce misconceptions. Through content analysis of 14 introductory textbooks, semi-structured interviews with four students, and analysis of two analogies, we explore how analogies are used as part of introductions to isostasy in introductory geoscience textbooks. Analogies were ubiquitous, but prior knowledge of the source domain was typically assumed and the majority were not elaborated (explained to the learner). Interviews indicate that, in the absence of sufficient elaboration, students turn to superficial similarities for clues on how to apply the analogies. Many textbooks used analogies amenable to this approach, indicating an alignment between textbook strategy and student reactions. However, giving precedence to superficial similarities over explicit elaboration of structural relations may favor a novice approach to learning. Analyzing an analogy using free-body diagrams demonstrates how an apparently relevant analogy can introduce misconceptions, both in terms of the underlying physics (introducing a fictitious force) and the Earth application (unnatural behavior of the lithosphere) when not sufficiently, or correctly, elaborated. We conclude that the introductory textbooks place much of the responsibility for appropriate use of their analogies, and for avoiding misconceptions, on the learners and their teachers.

Students’ views on Amazonian ethno-herpetofauna

Ethnoherpetology is the ethnoscience that studies the interactions of humans from different cultures with amphibians and reptiles. The present work aims to describe students' conception of ethnoherpetofauna. Semi-structured questionnaires were administered to students (n= 25) in the 7th year of Elementary School. In order to expand and improve the retention of the content covered in classes, a Didactic Sequence (SD) was carried out. The majority of research participants are unaware of or have never heard of the concept of Herpetology (96.0%), not being able to distinguish animals belonging to herpetofauna, such as amphibians. The majority demonstrated an aversion to these animals and considered them to be venomous and poisonous (23.0% frogs and 50.0% snakes). Despite this, the majority recognized the ecological importance of these individuals in the environment, mainly for the balance of the food chain (60.0%). The students pointed out that the main cause of the decrease in reptiles and amphibians in nature is the destruction of habitats (44.0%). It was observed that students' knowledge regarding Herpetology is based on myths and popular beliefs. Such erroneous information contributes to aggressive reactions (19.2%) of students to animals. The teaching methods and resources used were well accepted (80%), especially the exhibition of animals (reptiles and amphibians) preserved in formaldehyde (64%), thus facilitating the retention of the content. In view of this, we reinforce the need for more interventions in the area of ​​environmental education, which address the ecological importance of these animals and which help to conserve the environment.

Development and evaluation of scenario-based e-simulation for humanitarian health training: a mixed-methods action research study

ObjectivesThis study aimed to develop and evaluate a scenario-based e-simulation (SBES) to address the limited avilability of accessible and practical training for humanitarian public health responders. The objectives included SBES...

Story of revision social studies units in the midst of racial isolation

Black teachers encounter various microaggressions in and around schools that make the profession taxing (King, 2016). While hurdling relational challenges, Dr. Bell funneled his energy and revised two units for fourth and fifth grade students in the learning community. One unit, Events Leading Up to the American Revolution received limited edits due to the restraint of planning time and COVID19 quarantine mandates before implementation. The second unit, Activism, received a major overhaul as it was originally cut short during the Spring 2020 semester. This article reflects Dr. Bell’s account of the year spent revising both Social Studies units that students engaged in. He includes the events that led to the decision to focus on Social Studies content and the reactions of students and their involvement as they learned content and participated in class discussions. His students enjoyed the interactive lessons, although a majority of the planning was done by him without much collaboration from his team members. As a result, this experience has inspired him to find an opportunity to develop a secondary social studies course.

Enhancing Scientific Argumentation Skills in High School Physics: A Blended Learning Approach with Project-based Instruction

This empirical investigation delves into the application of blended learning within project-based instruction (project-based blended learning), within the framework of physics education for eleventh-grade students in a high school setting. The primary aim is to unravel the repercussions of this teaching model on the students' proficiency in scientific argumentation, particularly in the domain of optical instruments. Employing the non-equivalent control group design, the study enlists two classes: the experimental and the control group at a senior high school in Bandar Lampung, Indonesia, encompassing a total of 60 students during the academic year 2022/2023. Quantitative evaluation of scientific argumentation skills was conducted through tests, while qualitative insights into student reactions were garnered via an open-ended questionnaire. The findings underscore a noteworthy enhancement in the scientific argumentation abilities of the experimental group (n-gain: 0.69) as opposed to the control group (n-gain: 0.40), with the test of mean differences yielding a significance level (2-tailed) of 0.00. Qualitative scrutiny of the data also brought to light a more pronounced positive reception from students in the experimental cohort, lending support to the potential refinement of the project-based blended learning model for the augmentation of students' scientific argumentation aptitude.

Exploring the Challenges of Implementing the Integration Plan of Students With Borderline Intellectual Functioning in Ahvaz City Ordinary Schools: A Qualitative Study

Background and Aims Integrated education is a movement towards educational justice and integration of the education program for all, the implementation of which is still facing challenges. The present study aimed to explain the challenges of implementing the integration plan for students with borderline mental functioning in the ordinary schools of Ahvaz City, Iran. Methods The present study was conducted using a qualitative approach in primary schools in Ahvaz City using conventional content analysis based on the approach of Lundman and Graneheim from December 2020 to August 2021. Data were collected through field notes and 17 in-depth semi-structured interviews with 12 individuals, including 7 teachers, 2 principals and 3 assistants. Data coding and analysis were performed using MAXQDA software, version 18. Results Data analysis led to the emergence of 28 codes, including 3 categories of educational system challenges (with two subcategories of lack of planning and poor system of appraising borderline students), teachers’ challenges (with 5 subcategories of annoyance and objection of ordinary students, not following educational calendar program, high workload in integration classes, crowding and confusion of integration classes, and the teacher’s emotional reaction to not learning of the borderline students), and the attitude and response to integration plan (with 3 subcategories of reaction of ordinary students’ parents toward the integration plan, negative attitude of educational staff toward integration plan, and teachers’ objection toward integration plan). Conclusion The results showed that the administrators have a negative attitude toward implementing the integration plan and are against it. The successful implementation of the integration plan depends on solving the challenges in the path of this plan. It seems that the results of the present study can help education managers and policymakers design suitable and desirable programs to solve the challenges and facilitate the integration of students with borderline mental functioning in ordinary schools.

Hygienic assessment of weather sensitivity and meteotropic reactions in students

Hygienic assessment of weather sensitivity and meteotropic reactions in students