Representation Of Students Research Articles

Integration of Artificial Intelligence Technology in Distance Learning in Higher Education

Background. Higher education in this digital era is faced with significant changes, especially with the development of artificial intelligence (AI) technology. Purpose. This research aims to explore the potential and limitations of integrating AI technology in improving the quality of distance learning and present findings that can guide the development of AI-based pedagogy. Method. This research method adopts a quantitative survey approach to detail the integration of artificial intelligence (AI) technology in the context of distance learning in higher education. A total of 20 students were randomly selected as respondents, with sample selection using the purposive sampling method. This process ensures maximum representation of students who have significant experience with the integration of AI technology in their learning. Data was collected through questionnaires focused on effectiveness, adaptability of material, and level of interactivity during learning. Next, descriptive and inferential statistical analysis will analyze patterns and relationships between variables to explore the effectiveness of AI technology, the factors that influence it, and its impact on student learning experiences. Results. Survey results show that the majority of students actively use AI technology, especially several times a week, and express a high level of satisfaction with the use of AI technology in distance learning. Virtual Reality or Augmented Reality learning experiences were considered to benefit the most, even though all respondents experienced challenges or obstacles in using AI technology. Conclusion. The conclusions of this research emphasize the need to address these challenges to maximize the benefits of integrating AI technology in increasing the effectiveness and efficiency of distance learning in higher education.

Math Anxiety, Achievement and Perceptions of Same-Ethnic Peers in Math Class

Using multiple linear regression analysis, this research explores racially and ethnically diverse students’ feelings of math anxiety, how these beliefs shape their achievement in the subject, and whether students’ math anxiety and performance in mathematics vary based on students’ gender, race/ethnicity, and math level. Moreover, this study investigated the potential protective functions of perceiving a high proportion of same-ethnic peers in math class for buffering against the detrimental effects of high math anxiety on achievement. Results showed that when African American students reported a high level of math anxiety, their math grades were lower when they also perceived there to be a high proportion of same-ethnic peers in their math course compared to White students with similar levels of math anxiety and perceptions of same-ethnic peers. These results suggest that the effects of classroom same-ethnic representation for students’ academic outcomes are more nuanced than labeling it as a “protective” factor. Other contextual factors may influence the relationship between math anxiety, perceived same-ethnic representation in math class, and achievement and should be explored in future research.

An exploration of the impact of science stratification in the English school curriculum: the relationship between ‘Double’ and ‘Triple’ Science pathways and pupils’ further study of science

ABSTRACT Supply of students to ‘the science pipeline’ remains an important imperative for economic policy, and for individual life chances. In England, Science courses from age 14–16 have been divided into ‘Double’ and (extended) ‘Triple’ Science. This article draws on data from 6,053 students to investigate the effects of science course designation on progress to further science study and qualifications, as well as exploring the representation of students according to variables such as gender, ethnicity and social background. It finds that the study of Triple Science at age 16 is associated with future science study. Holding other variables constant, including attainment, those students that took Triple rather than Double Science are significantly more likely to pursue A Level Science (post 16/age 16–18), and to study Science at degree level. Hence Triple Science is significantly associated with an increase in undergraduate participation in science; however, for Double Science (the majority route), the likelihood of future participation is significantly diminished. The findings are analysed in relation to efficacy and social justice, arguing for further research to distil the explanation for these trends, and for reflection on access to Triple Science.

Peran Dukungan Sosial terhadap Career Search Efficacy dengan Moderator Future Work Self pada Mahasiswa di Kota Bandung

One of the developmental tasks in adolescence and early adulthood is finding the right career direction. Finding a career that matches your interests and ways to actualize yourself, becomes something that needs to be explored and start in adolescence. Students also cannot be separated from the exploration process to find a career that is in line with their interests and abilities. This career exploration process is lead to career search efficacy. In addition, the student's representation of himself in the future that reflects his expectations and aspirations related to work becomes very important to have. This research wants to see the role of social support, especially from parents and peers towards career search efficacy with the moderator of future work self-students. The population of this study is students in the city of Bandung. Data analysis techniques using linear regression between social support variables and career search efficacy, with future work self variables as moderators. The results showed that parental social support and peer social support simultaneously did not contribute to the variable career self-efficacy. Partial parental social support showed no contribution to predicting career self-efficacy. Similar results also occurred in peer social support that did not significantly contribute to predicting career self-efficacy. The future work self variable does not moderate the influence between parental social support and career self-efficacy. On the other hand, the future work self variable can moderate the influence between peer social support on career self-efficacy.

Exploring Student Representations of Biodiversity in Science Education in Morocco: A Didactic Perspective

<p style="text-align: justify;">In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable cognitive structures whose organization is sought to be inferred through questionnaires and interviews. This study aims at identifying and analyzing high school students’ representations related to the concept of biodiversity. To meet this objective, a semi-structured interview and a questionnaire were used to collect data. 202 Moroccan students participated in this survey (46.5% from rural areas and 53.5% from urban areas of the "Direction Provinciale" of education of Guelmim city in Morocco). The results of the interview indicated that only 1.82% of the students gave a definition that consists of the three biodiversity dimensions, namely the species, the ecosystems, and the genetic diversity. The questionnaire results revealed a low to medium correlation between their representations and their acquired knowledge related to the concept of biodiversity dealt with in Moroccan school programs (from the discipline of "scientific activity" in the primary cycle and that of "life and earth sciences" in the secondary cycle). The results further indicated a low presence of supervised activities related to biodiversity within the school and therefore a low degree of influence on the students' representations. It was concluded that there was no effective transmission or adequate assimilation of the concept of biodiversity among the students surveyed.</p>

Examining the Potential of Cartoon-Based Simulations for Studying Mathematics Teachers’ Handling of Student Emotions: A Replication Study

Abstract Technology-mediated simulations of teaching are used increasingly to represent practice in the context of professional development interventions and assessment. Some such simulations represent students as cartoon characters. An important question in this context is whether simplified cartoon representations of students can convey similar meanings as real facial expressions do. Here, we share results from an implementation and replication study designed to observe whether and how (1) cartoon-based representations of emotion using graphical facial expressions can be interpreted at similar levels of accuracy as photo representations of emotions using actors and (2) the inclusion of markers of student emotions in storyboard-based scenarios of secondary mathematics teaching affects teachers’ appropriateness rating of the actions taken by a teacher represented in the storyboard. We show graphical representations of emotions can evoke particular intended emotions and that markers of student emotions in representations of practice could cue mathematics teachers into particular judgments of action. The Impact Sheet to this article can be accessed at 10.6084/m9.figshare.24219964

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Undue Burden the Medical School Application Process Places on Low-Income Latinos

Perceptions of diversity, equity, and inclusion within undergraduate curriculum and university: A qualitative study

Objective Diversity, equity, and inclusion (DEI) efforts are important at university campuses, especially preparing students for the workforce. This study aimed to identify perceptions of DEI among seniors related to their major curriculum and at the university. Participants In Spring 2021, 101 graduating seniors, who are future health professionals, completed an online survey. Methods Open-ended and multiple-choice survey items were analyzed. Thematic coding for open-ended questions and SPSS was used for the quantitative analysis. Results Analyses revealed the university kept students informed of DEI activities; however, more could be done. In the department, participants reported that classes focused on DEI activities; however, some faculty entered classrooms without evaluating their own implicit biases. Future suggestions include creating a DEI-focused course and increasing faculty and student representation from underrepresented backgrounds. Conclusions Findings from this study can be used to inform DEI-related courses as well as faculty hiring and student recruitment guidelines.

Multimodal Student Voice Representation Through an Online Digital Storytelling Project

A thriving body of literature has identified student voice as being vital to education and literacy development. However, the understanding of multimodal student voice representation is still modest in literacy-based pedagogical practices. Thus, this article presents a study that examined the development of students’ multimodal authoring through the inclusion of multiliteracies in the higher education foreign language curriculum based on design analysis (Kalantzis et al., 2016) and the protocol Voice and Choice (Sheya, 2018) as a way to aid student voice representation. Specifically, the article describes the qualitative analysis of the design choices resulting from the collaborative work of three students during an online course project (CP) implemented in an intermediate intensive L2 Spanish undergraduate hybrid course. The CP was based on the tenets of (1) multiliteracies and (2) digital storytelling in combination with (3) a protocol that guides students to look into the voices and perspectives of specific content. The results showed that participants described the elements of digital storytelling design in depth, monomodally, and multimodally. Also, when creating their digital story, they expanded their authorial choices, honed their sensitivity in selecting fitting voices and perspectives to express an intentional message, and reflected on whose voices were missing from the content. This investigation offers insight into and advances understanding of the existing body of literature on multiliteracies, multimodal authoring, and student voice representation.

Equality, diversity and inclusion: learning from laying our cards on the table (resource showcase)

In this showcase, we presented a card resource for learning developers who work with staff or students to set up an inclusive learning environment. These are often personal interactions and need to be explored respectfully (Love, Gaynor, and Blessett, 2016; Mahmood, Gray and Benincasa, 2022). The Equality, Diversity and Inclusion (EDI) cards were created by the University of Hertfordshire and comprise 26 topics and illustrations, ranging from ‘belonging’ to ‘trust’, and exist in both a physical and digital format. Resources used as games can encourage participation, reflection, and transformational thinking (Peabody and Noyes, 2017; Clark, Dickerson, and Jarvis, 2022), which are all important for encouraging respectful conversations about EDI issues.
 A collaborative project with the University of East Anglia to explore the use of the cards was funded by ALDinHE. Full ethics approval was gained from both universities before beginning. It recruited staff and students at Hertfordshire and East Anglia who worked with EDI issues and gathered reflections from facilitators and participants who used the cards in different learning contexts, such as academic support staff development exercises and student representation workshops. They reported that the card prompts allowed for personal storytelling and they suggested further topics for the cards set.
 This session, led by learning developers and teaching staff, explored the idea of the ‘brave space’ (Arao and Clemens, 2013, p. 142; Palfrey, 2017) and why ‘serious play’ is important in learning (Rieber, Smith and Noah, 1998, p. 29). It discussed where and when the cards can be used, in terms of: a physical or digital space; the curriculum or disciplinary context; and the stage of the learner’s journey. The EDI cards and new guidance booklet were made available for delegates to take away.

Development of Physics Test Instrument to Measure Verbal Representation of High School Student on Optical Instrument Topic

In the context of Physics learning, verbal representation is very important to foster problem solving skills. However, the role of these representations has not been thoroughly measured and supported by good measurement instruments. In addition, the topic of optical instruments has concepts that can be expressed with verbal representations and is one of the important topics in physics. Therefore, in this study, an instrument was developed to measure students' verbal representation ability on optical instrument topic. The objectives of this research are to (1) determine the instrument's construction and (2) find out the feasibility of the instrument. The instrument was developed following the modified Wilson, Oriondo, and Antonio procedure through three stages: design, testing, and test preparation. The test was piloted on 88 randomly selected students who had studied optical instrument topic. The analysis carried out in this development includes content validity, item-model fit, reliability, and item difficulty level analysis. The development was successful in providing feasible test instrument items for evaluating students' verbal representation of optical instrument topic. This instrument is expected to be used to capture information about students' verbal representation ability, which will then be analyzed to produce more appropriate physics learning instructions.

Students’ Visual Representation of Lights and Visions

Visual representations are used by scientists to communicate scientific conceptions and are used by teachers to teach science in the classroom. The 2013 Curriculum textbook reduces this visual representation. Meanwhile, visual representations will help students develop a comprehensive understanding of the concept. This case study research aims to reveal cases of misconceptions in the visual representation of students at an X elementary school. We used observations of fifty-nine fourth-grade elementary school students to find students with different cases of misconceptions. Eleven students were further identified using interviews and drawing tests. We analysed the data qualitatively based on the collection of these two types of data. We found misconceptions in the representation of luminous objects and how students draw visions of luminous objects and non-luminous objects. Research results showed that we found cases of misconceptions similar to the findings from previous studies. While light and vision are prerequisite concepts, a student's conception of vision is affected when he has a misconception about light. Content can be developed by paying attention to the various modes of representation, conceptual change, and learning progression in the future. The pattern of learning progression can be studied in more detail using the microgenetic method.

Learning While Black: Racial and Educational Challenges of Black Students

Learning while Black: racial and educational challenges of Black students, is based on a qualitative study focused on the educational experiences of high school seniors, undergraduate and graduate students. Focus groups with students from the three targeted groups revealed that Black students experience several challenges: (1) inadequate student, faculty and teacher representation, (2) inadequate mentoring, (3) isolation, (4) overt racism/microaggressions, (5) inadequate information regarding resources, and (6) mental health issues. This study operationalizes these barriers using students’ lived experiences and quotes. Students also provide insight on possible solutions for addressing racial and educational challenges including hiring Black faculty, and mental health counselors, increasing diversity, racial and cultural training for students, staff, and faculty, and providing mentoring, financial and other resources for Black students. Predominately White institutions can create safer, more inclusive environments for Black students by utilizing these strategies. Students’ resiliency and strengths can also play an important role in implementing these strategies to reduce educational disparities.

Formation of Elementary Mathematical Concepts in Junior Schoolchildren with Speech Impairment

The article presents the practical aspects of studying the formation of elementary mathematical representations in younger students with speech impairment. The specificity of elementary mathematical representations in younger schoolchildren with speech impairment is analyzed. During the experimental study, it was found that at the ascertaining stage of the experiment, children of primary school age with speech disorders showed low levels of formation of elementary mathematical representations. A program was developed that consists of three stages: preparatory, main and final. A feature of the main stage was the inclusion in the classes not only of tasks for the development of counting skills and mathematical representations, but also of motor exercises. At the control stage of the experiment, the indicators of the development of elementary mathematical representations became higher in the experimental group, which indicates the effectiveness of the use of a psycho-correction program aimed at the growth of elementary mathematical representations of children of primary school age with speech impairment.

Representasi Santri Milenial dalam Wacana Literasi Digital di Instagram (Analisis Wacana Kritis Norman Fairclough pada Instagram: @elmahrusy)

This study aims to analyze the representation of millennial students in digital literacy on Instagram using Norman Fairclough's critical discourse analysis. This study describes how millennial students represent themselves in the context of digital literacy through popular social media platforms such as Instagram. A critical discourse analysis approach is used to reveal the power relations involved in this representation. This research method involves analyzing visual and text content uploaded by millennial students on their Instagram accounts. This study's results indicate that millennial students' representation of digital literacy on Instagram is strongly influenced by their cultural, religious, and social context factors. They use Instagram to express their religious identity, share religious knowledge, and promote Islamic values relevant to the digital era. However, there are also constructions of representation that face conflict with the dominant narrative. Millennial students face challenges in navigating the complex digital literacy space, often facing negative stereotypes or discrimination. This research identifies the efforts of millennial students to challenge negative narratives and build strong communities on Instagram. Thus, this research provides a deeper understanding of the representation of millennial students in digital literacy on Instagram. The implications of this research can be used to strengthen the role of millennial Santri in influencing public narratives and promoting a better understanding of Islam in the digital era.

Mental Representation Level of Junior High School Students in Cell Biology Concept Based on Gender

This study aims to determine the level of mental representation of seventh-grade junior high school students in cell concepts. The research method used was the explanatory sequential mix method with 60 research subjects. The instruments used in this research were the Mental Diagnostic Test (MDT), which consists of a reasoned true and false test, a symbolic test, and an imaging test. Based on the results obtained from the answers to the MDT instrument, it can be seen that the levels of mental representations are categorized into Initial mental representation, Intermediate mental representation 1, Intermediate mental representation 2, Consensus representation, and Target representation. The results show that on the MDT instrument, the average student is included in the intuition and experience mental model. The level of the mental representations of male students is higher than that of female students. The mental representation of the initial level, intermediate 1, and the target in male and female students have the same level; the difference occurs at the intermediate level 2 and consensus. Male students (30%) have higher intermediate level 2 than female students (20%). Furthermore, there are 10% male students and no female students at the consensus level. This research concludes that the information level profile of mental representation is identified as having the type of intuition and experience.

Оценка согласованности ментальных репрезентаций эмоций как класса явлений у студентов непсихологических и психологических специальностей

Psychologists studying emotion repeatedly noted that the meaning of the concept of «emotion» in both everyday and scientific area is characterized by insufficient coherence and fuzzy boundaries. This raises the question of whether the representations of people in everyday life include a related set of properties that characterize emotions as a class of phenomena, and whether these representations differ in non-psychologist and psychologist students. Our goal was to study the coherence of mental representations of emotions as a class of phenomena among psychologist and non-psychologist students. Participants included non-psychologist (100 male, 110 female, mean age – 19 years) and psychologist students (31 male, 159 female, mean age – 20 years). Methods used included the method of definitions, the method of associations; the coherence of the answers was estimated with frequency analysis, the method of family resemblance by E. Roche, the Pearson association coefficient, the method for calculating the indices of coherence, divergence and structure organization proposed by A.V. Karpov. The results of the study showed that non-psychologist students' answers were characterized the lower level of categorical validity, structure coherence, overall organization, established less amount of correlations then psychologist students' answers. It can be concluded that mental representations of non-psychologist students demonstrate lower coherence than psychologist students. The observed differences may be due to the fact that psychologist students learn scientific concepts of emotion as part of their education. At the same time, the answers that psychologist students give cannot be called completely coherent, which may be due to the difficulty of identifying a related set of properties that consist the meaning of the scientific concept of emotion. In conclusion are given some recommendations for the teacher aimed at increasing the level of coherence in mental representations of emotions among students.

Course Prophet: A System for Predicting Course Failures with Machine Learning: A Numerical Methods Case Study

In this study, our purpose was to conceptualize a machine-learning-driven system capable of predicting whether a given student is at risk of failing a course, relying exclusively on their performance in prerequisite courses. Our research centers around students pursuing a bachelor’s degree in systems engineering at the University of Córdoba, Colombia. Specifically, we concentrate on the predictive task of identifying students who are at risk of failing the numerical methods course. To achieve this goal, we collected a dataset sourced from the academic histories of 103 students, encompassing both those who failed and those who successfully passed the aforementioned course. We used this dataset to conduct an empirical study to evaluate various machine learning methods. The results of this study revealed that the Gaussian process with Matern kernel outperformed the other methods we studied. This particular method attained the highest accuracy (80.45%), demonstrating a favorable trade-off between precision and recall. The harmonic mean of precision and recall stood at 72.52%. As far as we know, prior research utilizing a similar vector representation of students’ academic histories, as employed in our study, had not achieved this level of prediction accuracy. In conclusion, the main contribution of this research is the inception of the prototype named Course Prophet. Leveraging the Gaussian process, this tool adeptly identifies students who face a higher probability of encountering challenges in the numerical methods course, based on their performance in prerequisite courses.

Recruiting the next generation of rural healthcare practitioners: the impact of an online mentoring program on career and educational goals in rural youth.

There is increasing recognition that encouraging and supporting rural youth to pursue healthcare careers could be a promising strategy for addressing shortages of rural healthcare practitioners. Although rural students in health science programs often return to their home communities to practice, they continue to be underrepresented in these programs. Geographic isolation and small community sizes create barriers to entry for rural students, including a lack of educational and outreach services and a smaller pool of role models with experience in pursuing health science careers. Online mentoring has the potential to overcome these barriers by connecting rural youth with experienced role models from outside their communities; therefore, we tested whether this type of intervention could be used to increase interest in and guide rural youth towards rural healthcare careers. From 2016 to 2020, our intervention, Rural eMentoring BC, matched 364 youth in rural British Columbia to near-peer mentors enrolled in health science programs. Through an online platform, dyads discussed career and educational options and pathways through a semistructured curriculum consisting of eight units. To determine the likelihood of mentees pursuing a career in rural health care after participating in the program, we deployed pre- and post-unit surveys that evaluated their interest in the following areas: healthcare careers, post-secondary education, working rurally, and finding allies. After completing the program, 209 mentees were invited to complete a program evaluation, which consisted of short-answer questions intended to capture their overall impressions of the program. After completing the career exploration unit, 63 students (out of the 103 who completed the unit) indicated that they were interested in healthcare careers, compared to 37 before. However, students' attitudes towards post-secondary education and finding allies did not change after completing those units, nor did their opinion of working rurally (although there was no unit dedicated to this topic). Encouragingly though, most already held positive opinions of these areas before entering the program. Of the 41 students who took our program evaluation, most viewed the program and their mentors favorably; discussion topics they found most useful included career exploration, learning life skills, and learning how to prepare for, and what to expect from, post-secondary education. This study suggests that online mentoring can direct rural youths' career interests toward, and provide a refreshing approach to imparting information about, healthcare professions. Although its longitudinal impacts need to be studied, the changes in attitudes and gains in knowledge observed while participating in this program put these students on the right track for eventually transitioning to health science programs. Arming rural youth with the knowledge and motivation to pursue healthcare careers through near-peer mentorship could be a unique strategy for increasing rural student representation in health science programs, and ultimately the number of rural healthcare professionals.

John Frank Allen. 6 May 1908—22 April 2001

John Frank (Jack) Allen was a Canadian-born pioneer of low temperature physics. With his graduate student, Don Misener, he discovered the phenomenon of superfluidity on passing HeII through very narrow glass capillaries. Simultaneously, and independently, the phenomenon was discovered by Piotr Kapitza FRS in the Soviet Union. Jack's most famous discovery in 1938 was the fountain effect in liquid HeII, a further manifestation of the role of superfluidity at very low temperatures. The Nobel Prize for the discovery of superfluidity was awarded to Kapitza in 1978. Jack invented the O-ring as a reliable vacuum seal and, in 1947, followed this by the indium-ring cryogenic seal. In 1958, with John Bardeen (ForMemRS 1973) and Jan de Boer, he initiated a project that saved three million cubic feet of helium gas from being lost to the world. After running the Mond Laboratory in the Cavendish Laboratory from the late 1930s, in 1947 he was appointed professor of natural philosophy at St Andrews University, where he led the construction of a new physics building and built up an internationally respected department. He campaigned for student representation, and was well known for his physics demonstrations. In later life, he carried out a programme to erect plaques to Nevil Maskelyne FRS, who measured the gravitational constant G , and to celebrate the achievements of St Andrews luminaries.