Analysis Of Student Responses Research Articles

Development of Literacy Engagement in Chinese Students with Varying Language Proficiencies

The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura’s social cognitive theory and Boekaerts and Corno’s self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and language proficiency. The study employs a qualitative analysis of student responses and reflective journals with quantitative measures of language proficiency and engagement metrics. The research site includes Chinese university classrooms with both low-proficiency (LP) and high-proficiency (HP) students. Key informants are LP and HP students who receive teacher-written corrective feedback. Data analysis involves thematic coding of student responses and statistical analysis of language proficiency scores and engagement levels. Results show that LP students initially display passive engagement but improve with targeted feedback, while HP students demonstrate active engagement and advanced literacy skills. The study suggests tailored pedagogical strategies for LP students and challenges for HP students to enhance literacy engagement and language proficiency.

Pengembangan E-Modul Praktikum Berbasis Kimia Komputasi Tentang Bentuk Dasar Molekul

This study aims to develop an e-module based on computational chemistry based on molecular shape. The type of research used is research and development (R&D). This development model uses a 4D model. The sampling technique used is simple random sampling. The population of this study was students of class X MIA SMAN 9 Mataram, amounting to 144 people and 23 people were taken as samples. Data collection techniques using interviews and questionnaires. The results showed that (1) the developed e-module can show the shape of the compound in 2D or 3D, (2) the results of the analysis of the e-module validation sheet for computational chemistrybased chemistry practicum on the basic shape of the molecule assessed by two validating (experts) was obtained. the value of V, which is 0.6, Is in the valid category, (3) the results of the analysis of student responses using response questionnaires for all aspects obtained on average students respond well to the computational chemistry-based chemistry practicum e-module about the basic shape of the molecule developed on average. The average practicality of the student response questionnaire are 80% with a very practical category. Based on these data, it can be concluded that the computational chemistry-based chemistry practicum e-module on the basic molecular shape material developed is feasible and very practical to use in the learning process.

Quantext

We introduce a web-based tool for teachers to support the rapid analysis of student responses to short answer or mini-essay questions. Designed to support teaching in large-class settings, it aims to bring to practicing teachers analytic tools that can reveal insights in their student text data. We background development of the tool to date, briefly describe its architecture and features, and report on a benchtest evaluation. Finally, we introduce a pilot study to evaluate the tool in classrooms at three NZ universities and one polytechnic. We conclude with options for accessing the tool and outline plans for ongoing development.

Analysis of student responses toward activities using e-learning in higher education

The aim of this study is to investigate how students respond to learning activities using e-learning. Researchers analyzed students' responses based on four aspects of activity, including attendance discipline, assignment collection accuracy, enthusiastic use of e-learning teaching materials, and participation in group discussions. The research method used in this study is a quantitative descriptive method and usability testing method. The data analysis technique used is descriptive percentage. The sample for this study consisted of 100 students from the informatics education study program, including the batches of 2019, 2020, and 2021. The results showed that the average response rate of students towards e-learning activities was 67.19% for the year 2019, 81.32% for the year 2020, and 78.59% for the year 2021. Based on the findings, it can be concluded that students from all three batches responded positively to the e-learning activities.

Effectiveness of the Scientifically based Flipped Classroom Model to Increase Students' Critical Thinking Ability

In fact, the physics learning process in senior high schools does not encourage students to think critically, resulting in low learning outcomes. This research aims to test the effectiveness of a scientific-based flipped class model to enhance students' critical thinking abilities. The research method used is a quantitative method with a quasi-experimental design, specifically nonequivalent pre-test post-test control group design. The population of this study consists of all tenth-grade science classes at Kutacane State Senior High School 3, and the sampling technique used is total sampling, where tenth-grade science class I serves as the experimental group, while the tenth-grade science class II serves as the control group. The instruments used are observation sheets, tests, and questionnaires. Data were analyzed using the N-Gain test, the classical completeness test, and student response analysis. The results of the study showed that critical thinking skills, as measured by both the classical completeness test and N-Gain test, improved in both classes, with the experimental class showing a high gain index category, while the control class showed a moderate gain index category. Learning using a scientific-based flipped class model is effective in enhancing students' critical thinking abilities because it can facilitate students in accessing the provided learning materials.

Student definitions of ownership and perceived ways ownership influences writing in a biology laboratory class.

Laboratory courses offer a unique opportunity, and sometimes challenge, to engage students in projects where they can experience ownership and authentic science practices. An important science practice is writing, which can lead to increased learning about concepts and science communication. Experiencing a sense of ownership in research can lead to various student outcomes, such as increased motivation, greater interest in research, and higher retention in STEM fields. Although previous work has extracted aspects of ownership from students' descriptions of research experiences, studies have not examined directly how students define and perceive ownership. In addition, we do not have a clear idea of whether a sense of ownership is related to student attitudes toward scientific writing in a lab course setting. To better understand the relationship between ownership and writing directly from students' perspectives, we used analysis of student responses to surveys and interviews in an upper-division laboratory course. Using a grounded theory approach for the analysis of 167 survey responses and 9 interviews, we found that students have varying perceptions of project ownership, with the most frequent being opportunities to contribute ideas and shape the project (autonomy), doing the work, and leadership. Students largely perceived that increased ownership had positive influences on their writing, such as increased understanding and thinking, freedom in writing, and increased motivation. Learning about how students perceive ownership in the context of a lab course is useful for considering how lab course structure may support the development of a sense of ownership and may influence how we can engage students in meaningful writing practices.

The Impacts of an Academic Intervention Based in Metacognition on Academic Performance

Providing reflective opportunities for students to independently develop their metacognition and expand their abilities to make judgments about themselves as learners, including which learning strategies are personally most effective for any given task, have been shown to improve academic performance. We designed a metacognition-based intervention that was structured to provide four weeks of reflective opportunities for students following a metacognitive learning strategies workshop. Qualitative analysis of student responses from the first week’s survey found evidence of metacognitive skill development and self-reported improvements in learning, including an improvement in confidence and preparedness for classes and exams, and better understanding and retention of course content. Our results suggest that students who described an increase in their confidence during the first week were two times more likely to complete the intervention. This completion was correlated with a higher semester GPA, regardless of student identity, prior academic performance, and strategy choice or outcome description during the first week.

Critical literacies, imagination and the affective turn: Postgraduate students’ redesigns of race and gender in South African higher education

In this paper, we build on critical literacy scholarship and the affective turn, focusing particularly on the redesign process. A close and critical textual analysis of student responses to two assignments in the postgraduate education module Language and Literacy, Theories and Practices, enables us to trace the critical-creative-affective moves that students made when required to analyse and redesign university student recruitment advertisements. Students’ analyses and redesigns illustrate 1) how identification/disidentification with issues of power across gender, race, and (de)coloniality enable them to enter ‘relations of affective solidarity’ as a complex form of empathy, 2) the nuanced negotiations of affect in doing critical literacies across reading and redesign and 3) the ways in which affect surfaces differently for each student across contrasting genres and ‘revealed spaces’ (Boler, 1999).

Development of a Tool to Measure Student Perceptions of Equity and Inclusion in Medical Schools

Creating an inclusive and equitable learning environment is a national priority. Nevertheless, data reflecting medical students' perception of the climate of equity and inclusion are limited. To develop and validate an instrument to measure students' perceptions of the climate of equity and inclusion in medical school using data collected annually by the Association of American Medical Colleges (AAMC). The Promoting Diversity, Group Inclusion, and Equity tool was developed in 3 stages. A Delphi panel of 9 members identified survey items from preexisting AAMC data sources. Exploratory and confirmatory factor analysis was performed on student responses to AAMC surveys to construct the tool, which underwent rigorous psychometric validation. Participants were undergraduate medical students at Liaison Committee on Medical Education-accredited medical schools in the US who completed the 2015 to 2019 AAMC Year 2 Questionnaire (Y2Q), the administrations of 2016 to 2020 AAMC Graduation Questionnaire (GQ), or both. Data were analyzed from August 2020 to November 2023. Student race and ethnicity, sex, sexual orientation, and socioeconomic status. Development and psychometric validation of the tool, including construct validity, internal consistency, and criterion validity. Delphi panel members identified 146 survey items from the Y2Q and GQ reflecting students' perception of the climate of equity and inclusion, and responses to these survey items were obtained from 54 906 students for the Y2Q cohort (median [IQR] age, 24 [23-26] years; 29 208 [52.75%] were female, 11 389 [20.57%] were Asian, 4089 [7.39%] were multiracial, and 33 373 [60.28%] were White) and 61 998 for the GQ cohort (median [IQR] age, 27 [26-28] years; 30 793 [49.67%] were female, 13 049 [21.05%] were Asian, 4136 [6.67%] were multiracial, and 38 215 [61.64%] were White). Exploratory and confirmatory factor analyses of student responses identified 8 factors for the Y2Q model (faculty role modeling; student empowerment; student fellowship; cultural humility; faculty support for students; fostering a collaborative and safe environment; discrimination: race, ethnicity, and gender; and discrimination: sexual orientation) and 5 factors for the GQ model (faculty role modeling; student empowerment; faculty support for students; discrimination: race, ethnicity, and gender; and discrimination: sexual orientation). Confirmatory factor analysis indicated acceptable model fit (root mean square error of approximation of 0.05 [Y2Q] and 0.06 [GQ] and comparative fit indices of 0.95 [Y2Q] and 0.94 [GQ]). Cronbach α for individual factors demonstrated internal consistency ranging from 0.69 to 0.92 (Y2Q) and 0.76 to 0.95 (GQ). This study found that the new tool is a reliable and psychometrically valid measure of medical students' perceptions of equity and inclusion in the learning environment.

Developing Student Worksheets Based on Problem Posing Approach to Improve Students' Reasoning Ability

This research aims to obtain problem-posing-based student worksheets that are valid, practical, and effective. This type of development research aims to produce products through problem posing-based student worksheets. The development of problem posing-based worksheets is carried out through Four-D steps consisting of define, design, development, and disseminate. The test subjects in this research were 8th-grade students at Muadz Bin Jabal Kendari. The instruments used in data collection consisted of a validation sheet, a response questionnaire for using problem-posing-based student worksheets, and a reasoning ability test. The results of the research show that (1) the validation results with an average score of 4.6, which means that the problem posing-based student worksheets are within the criteria of being very valid and suitable for use, (2) The results of the analysis of student responses to the use of problem posing-based student worksheets show that the average response The student's class is 88.54, which means the class response is positive and is included in the practical category. (3) Students' reasoning abilities on the circle concept have an average score of 76.0, and based on the established criteria, the average level of students' reasoning is categorized as high. This shows that the problem posing-based student worksheets meet the effective category. Thus, problem posing-based student worksheets are valid, practical, and effective for learning circle material.

Increasing the Results of Bullet Rejection Skills Using the Jigsaw Learning Method

This study aims to evaluate the impact of using the Jigsaw learning method in improving students' shot put skill outcomes. The Jigsaw method is applied in a classroom environment to facilitate group collaboration, where students are given the responsibility to learn a particular aspect of the shot put technique and then teach it to the rest of the group. The study involved observation of the learning process, evaluation of skill progress, and analysis of student responses using the PTK (class action research) method to students SMK Tamansiswa, Mojoagung, Kab. Jombang, with a total of 38 students. The results showed a significant improvement from the pre-cycle which was complete 5 students with 13.2%, incomplete 33 students and 86.8%. In cycle 1, 13 students with 34.2% were complete, while 25 students with 65.8% were incomplete. In cycle 2 100%, in students' in-depth understanding of the shot put technique, increased collaboration between students, and higher learning motivation. These results highlight the potential of the Jigsaw method as an effective approach in improving classroom skills in the sport of shot put. This study provides a foundation for further integration of collaborative learning methods in the context of teaching sport in schools

What's in a word? Student beliefs and understanding about green chemistry

For the past decade, the College of Chemistry at UC Berkeley has iteratively redesigned general chemistry laboratory courses to introduce students to green chemistry concepts, while simultaneously using green chemistry as a relevant context to learn chemistry. To investigate the effectiveness of this curriculum we developed approaches to investigate student understanding of green chemistry. We adapted a constructivist educational framework to iteratively design fixed and free response items appropriate for large enrollment courses that probe student knowledge of green chemistry concepts and practices. Two free response items were designed to probe students’ ability to define green chemistry and make green chemistry decisions in the context of a case study. A set of fixed response items were designed to probe particular aspects of green chemistry knowledge that were included in the course. Together, we used these items to characterize (1) changes in student understanding of green chemistry and (2) how prior “green” knowledge impacts student learning of new green chemistry principles in the general chemistry laboratory course. Analysis of student responses indicated that, on average, students demonstrated increased green chemistry understanding after completing this green chemistry aligned laboratory course. Students were able to integrate more normative green chemistry principles in their answers and began to indicate awareness of complex interconnected systems. Because the items focused on assessing student knowledge of green chemistry, rather than their self-assessment of knowledge, they provided valuable insight regarding students’ prior green chemistry knowledge that will be used to develop future versions of the curriculum.

Implementing Computational Thinking Skills in Socio Scientific Issue (SSI) of Force Material Around Us at Elementary School

Computational thinking is a sophisticated problem-solving approach based on computer science. Implementing computational thinking in elementary schools remains a challenge for education, particularly for teachers and students. Teachers must construct learning experiences using computational thinking to make the learning process more engaging, while students must solve issues logically, systematically, and effectively. This study aims to present an overview of the application of computational thinking in natural and social sciences (IPAS) learning and identify its application in fifth-grade elementary school students. The research employed a qualitative research design with a single one-shot case study. The research subjects were 40 fifth-grade students and four teachers. This investigation was conducted during a single meeting that followed the lesson plan for the force material around us. The findings revealed that (a) analysis of student activity data yielded a percentage of 81.25%; (b) the data analysis of student responses to learning yielded favorable results, approaching 100%. According to interviews and observations of CT (Computational Thinking) in SSI (Socio-scientific Issue) in IPAS subjects, implementing CT learning on the forces around us might bring up aspects of the CT foundation, such as pattern recognition decomposition, abstraction, and algorithms. The learning scenario is that students are requested to assess many types of activities that occur in everyday life. Additionally, students will outline various actions that use force.

"The Water in Which We Swim:" A Unique, Post-Clerkship Multidisciplinary Course.

To improve patient outcomes and promote health equity, medical students must be taught not only biomedicine, but also the social sciences to understand the larger contexts in which patients live and health care operates. Yet, most undergraduate medical education does not explicitly cover these topics in a required, longitudinal curriculum. In January 2015 at Harvard Medical School, we created a two-part sequence (pre- and post-clerkship) of required, 4-week multidisciplinary courses-"Essentials of the Profession I and II"-to fill this gap. "Essentials of the Profession II (EOP2)" is an advanced social sciences course anchored in patient narratives and the lived experiences of students and includes clinical epidemiology and population health, healthcare delivery and leadership, health policy, medical ethics and professionalism, and social medicine that engages students to conduct structural analyses to be effective healers, advocates, and leaders. Per student course evaluations, the overall course rating was 1.7 (SD 0.9, 1 = excellent and 5 = poor); its overall rating has improved over time; and it has scored well even when run virtually. It was rated highly in application of critical thinking, integration of the disciplines, and relevance for clinical work. Qualitative analyses of student responses revealed the following key course strengths: breadth of topics, teaching faculty and guest speakers, and small group discussions. The weaknesses included workload, lack of diversity of opinions, repetition, and time spent in lectures. We argue that EOP2 is "essential" for post-clerkship medical education. It offers an opportunity to re-ignite and enhance humanism and activism; remind students why they chose the medical profession; equip them with frameworks and toolkits to help them to overcome challenges; and devise solutions to improve health care and patient outcomes that are applicable to their future training and ongoing practice of medicine.

Practical electronic maintenance and repair technique to support sustainability development

Electronic Maintenance and Repair is fundamentally a combination of theoretical and practical learning to support higher education in the vocational or polytechnic specialization. This material is outlined in a course by conducting experiments with existing problems with objects that are students in practicum classes. In this practice, it is explained about the specifications, damage, ways of measuring and diagnosing damage based on the Project Based Learning (PBL) method. All Standard Operating Procedure (SOP) are explained in Job Safety Analysis (JSA) and Job Safety Operation (JSO) followed by different circuits and work steps for each electronic circuit. In actual fact, after this method is applied, students can determine and make specifications for an electronic equipment/system, understand and also complete calculations about reliability and failure in electronic systems. One more thing is to recognize damage and how to measure electronic components both passive and active. It is also explaining work principles and looking for damage to a simple digital and analog electronic circuit. In the process, this method experiments with various circuits by measuring normal conditions and damage according to the given switch. The entire measurement method is performed through the specified testing point thereby analysis can be implemented based on the comparison of measurement results under normal conditions and damage. Based on the results of data and analysis of student response results aspects of PBL can be applied to tackle and solve the problems diagnosed by damaged conditions of the circuits. It can be used as MR Electronics practicum to gain and collaborate based on theory and data analysis.

Analysis of Student Responses to Downstream of the Inquiry Learning Model Integrated Ethno-STEM for Aroma Compounds from Indonesian Herbal Tea to Give a Conservation Character

This research is related to downstream research from an innovative learning model. This research aims to (a) downstream the Ethno-STEM integrated inquiry learning model, (b) analyze the profile of aroma compounds from herbal tea extracts in Indonesia, and (c) analyze student responses to the downstream of the Ethnoscience and STEM (Ethno-STEM) integrated inquiry learning model. STEM). Research was conducted at the Faculty of Mathematics and Natural Sciences. The research subjects were students of chemistry education at UNNES for the 2022/2023 academic year. The research instruments consisted of questionnaires, questionnaires, and observation sheets from the test results of Indonesian herbal tea aroma compounds. In this research the trapping of tea aroma compounds uses Arduino sensors. Data obtained from questionnaires and data on Indonesian herbal tea aroma compounds were analyzed descriptively qualitatively and quantitatively. The results of the research concluded that (a) the integrated Ethno-STEM inquiry learning model that was down streamed was the Sudarmin syntactic model, (b) Indonesian herbal tea aroma compounds consisted of hydrogen compounds, propane, carbon monoxide (CO), alcohol, carbon dioxide (CO2), toluene, ammonia, acetone, heptane, and sulfuric acid gas, and (c). students respond well to the integrated Ethno-STEM inquiry learning model that was developed, and this model is able to increase the Conservation character.

Istikhdām Namudhaj al-Ma’raḍ al-Māshi (Gallery Walk) li Ta’līm al- Tarākib fī al-Madrasah al-Thānawiyyah al-Islāmiyyah al-Ḥukūmiyyah 3 Agam

<p><em>The problem in tarkib learning (structure) is the lack of student motivation and interest in learning because teachers use traditional learning models that center on the teacher. The purpose of this study was to determine how tarkib learning with the Gallery Walk model, its effectiveness, and how students respond to tarkib learning using the Gallery Walk model at MTsN</em><em> </em><em>3</em><em> </em><em>Agam. Researchers use experimental methods with True Experimental Design. The research instruments were a post-test test and a questionnaire. The population of this study was all seventh-grade students of MTsN 3 Agam in the 2022-2023 school year while the research sampling technique was Simple Random Sampling. Research results: (1) Students share thoughts and discussions about tarkib, pour it on large paper, and then stick it on the wall of the classroom. Then the group goes around while the speaker stays in the group to explain the results of the group to visitors who continue to return to their respective groups and explain it to the speaker of the group. (2) The Sig. (2-tailed) value of 0.032 is smaller than 0.05 and the results of the t-count value (2.190) and t-table (1.998). The t-count is greater than the t-table, so the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. (3) Analysis of student responses showed (a) 85.31% of students were interested in the Gallery Walk model (very positive response) (b) 86% of students stated that the Gallery Walk model was useful (very positive response) and (c) 86.25% of students' desire to use the Gallery Walk model in other lessons.</em></p>

Development Of Google Form-Based Learning Outcome Evaluation Instruments For Animal Development Courses In The Biology Education Study Program FMIPA UNIMED

This study aimed to develop a valid and reliable google form-based learning outcome evaluation instrument for the Animal Development course. The instrument was developed following the 4D development model (define, design, develop, dessiminate). The research subjects were Biology Education Study Program (PSPB) class of 2021 class B students totaling 26 people. Data were obtained from validation questionnaires and student response questionnaires. The initial design of the learning outcome evaluation instrument consisted of 50 questions. Based on the validator's assessment, an instrument consisting of 25 valid and reliable questions was obtained. The results of validation by evaluation instrument experts obtained an average percentage of 98.6% with a very feasible category. Based on the validity analysis of the Aiken index, the value V = 0.942 was obtained with high validity criteria. Instrument reliability using Cronbach's Alpha obtained a value of 0.796 with high criteria (reliable), while the analysis of ICC reliability data obtained the results of inter-rater agreement of 0.796, and for each rater the consistency is 0.565. It can be concluded that the agreement between raters is very strong and each rater has a fairly good consistency. The results of the data analysis of student responses showed that each indicator was rated very well with an average percentage of 88%.theresa612

Development of Physics Learning Video Media Based on Microlearning

This study aims to produce learning media through microlearning-based physics learning videos. The feasibility test is measured through validation by experts and responses from teachers and students. So, the problem formulation for this research is: (1) How is the feasibility of the developed microlearning-based physics learning videos? (2) How did the Class XI MA PP DDI As-Salman Allakuang students respond to the developed microlearning-based physics learning video? (3) What is the teacher's response to the microlearning-based physics learning video? This research uses research and development methods, often called research and development (R&D). In this study, the ADDIE development design was used. This design consists of five development stages: analysis, design, development, implementation, and evaluation. The media and material validation results by the two validators were analyzed using the Gregory model, and the results of Gregory's analysis obtained the coefficient. Gregory's internal consistency is ≥ 0.75. In this case, microlearning video media can be used. As for the results of the analysis of student responses to this development, the video media received a very good response from students, with 98 students in a score interval of 81–100 in the "Very Good" category. Meanwhile, in the analysis of teacher responses, the developed video media received a very good response from the teachers, with two teachers scoring at an interval of 81–100 in the "Very Good" category. Based on the results of the research put forward, it can be concluded that the developed microlearning-based physics learning video media is suitable for support the learning process and gets a very good response from students and teachers.

IMPACT OF THE TEACHING NURSING HOME ON NURSING STUDENT’S COMPETENCIES AND WILLINGNESS TO WORK IN LONG-TERM CARE

Abstract The Teaching Nursing Home (TNH) is designed to improve the long-term care workforce and improve quality of care in nursing homes. The initiative has multiple components: enhanced clinical rotations for nursing students with partner schools of nursing, implementation of the Institute for Healthcare Improvement Age-Friendly Health System “4M” quality improvement model, and an online learning network. Nursing students at three schools of nursing participated in clinical rotations at four regional nursing homes. The experience was limited to students in one specific course at each school of nursing. At the beginning and end of the Spring 2023 semester, students rated their competence in: patient assessment, collaborating with the care team, gathering clinical information, medication review, eliciting resident values, and health promotion. Students also rated their preferences for working in long-term care and with older adults. Data from 165 responses at the start of semester (January 2023) and 155 responses to the end of semester (April 2023) survey were analyzed. Analysis of student responses found that students self-rated competencies improved in all areas. Prior to their clinical experience, students ranked working in long-term care and with older adults lower than other settings or populations. The rankings were unchanged after their clinical experiences. Qualitative analysis found that most student comments (50%) were about skills, while only 1.5% were about potential careers in nursing homes. These findings suggest that the Teaching Nursing Home Program is meeting the pedagogical goals, however attitudinal shifts may require different strategies.