Student Confidence Research Articles

Principal's Leadership In Implementing The Independent Curriculum To Improve The Quality of Learning at SMAN 1 Labuhanhaji and SMAN Unggul Darussalam Labuhanhaji South Aceh

The principal's leadership is the ability and authority to influence, mobilize and direct action and encourage the emergence of a strong will with enthusiasm and confidence of teachers, staff and students in carrying out their respective duties for the progress and inspiring the school in improving learning. The purpose of this study is to find out how the leadership of school principals in implementing the independent curriculum to improve the quality of learning at SMAN 1 Labuhanhaji and SMAN Unggul Darussalam Labuhanhaji. This research uses a qualitative approach with a descriptive type of research. Based on the research findings, it was found that: (1) The planning process is carried out through meetings held at the end of each school year or before the start of the new school year. The parties involved in this planning are the principal, school superintendent, vice principals, teachers, and school committee; (2) The implementation strategy is already on the basis of a very good, effective and efficient concept. The implementation strategy is carried out through: guidance and workshops, education and training, MGMP, motivation, and through control; (3) Obstacles experienced by school principals, namely: teachers who lack mastery of material related to the independent curriculum, lack of infrastructure, workshops that are not on target, lack of funding, and lack of teacher motivation to upgrade knowledge; (4) Evaluation is carried out by determining the focus of evaluation, resource persons, assessment instruments, data collection and final reports, through questionnaires and observations / direct interviews that are routinely conducted. The parties involved in this evaluation are high school supervisors, principals, and vice heads of curriculum.

Membangun Kemampuan Public Speaking dalam Meningkatkan Kepercayaan Diri Siswa Sekolah Dasar

Developing self-confidence is an essential aspect that needs to be nurtured in elementary school students from an early age. This research aims to explore ways to build public speaking skills to enhance self-confidence in elementary school students. This research employs a literature study approach by analyzing various relevant literature. The results show that public speaking skills can help students become more confident, express their opinions bravely, and communicate effectively. Teachers can implement innovative teaching methods such as role-playing, group presentations, and storytelling to practice these skills. Support from the students' surrounding environment also plays a crucial role in developing their self-confidence. This research concludes that building public speaking skills from an early age is essential for elementary school students to boost their self-confidence and prepare them to face future challenges.

Comparison Of Inquiry And Problem Solving Approaches Towards Improving Students' Mathematical Reasoning Ability And Self Confidence High School Students

The study aims to identify differences between improved mathematical reasoning skills of students taught with inquiry approaches and mathematics problem solving education approaches; to determine differences in improved self-confidence of teaching students with inquisition approaches, and in mathematically solving educational approaches. This research is categorized into quasy experimental research. This research is being carried out at one of the Higher Secondary Schools in Labuhan Batu regency in the academic year 2023/2024, with the timetable for the conduct of research coordinated according to the school's activities. The subject of this study is a total of 72 high school X-grade students. The results of this survey show that; there is a difference between improved mathematical reasoning skills of students with inquiry approaches and problem solving approaches; there are differences in improved self-confidence students with Inquiry and Problem Solving Approaches; There is a distinction between inquery and problem-solving mathematics education approaches to enhanced mathematic reasoning ability and self confidence

The Student Grand Round: A Peer Teaching Initiative.

Introduction Oral presentation and public speaking skills are poorly emphasised in the medical school curriculum. The student grand round was created to tackle this deficiency by changing the way in which students are taught, from traditional lecture-based learning to interactive small-group peer-to-peer teaching. This approach encourages students to become responsible for their own learning, develop their public speaking and teaching skills, as well as identify and address gaps in their knowledge. Aims The primary aims of this study were to determine the understanding of students before and after peer teaching, including retention of concepts via quiz scores and confidence of students in giving SBAR (Situation, Background, Assessment, Recommendation) handovers. The secondary aim is to determine the place of student-led grand round teaching in the medical curriculum as a means of developing teaching skills and encouraging active learning. Methods A cohort of 21 third-year medical students from Leicester University attended a weekly peer teaching programme where students presented a case they had encountered during their clinical attachment. Peer teachers were required to research some background and pathophysiology regarding the topic and teach in an interactive manner and create discussion regarding the topic. The students then summarised the case and practised the skill of concise handovers using the SBAR format.Knowledge and understanding were assessed with an interactive quiz, and feedback via a survey was gathered before and after sessions. Each student engaged in case discussion and received input from a specialty registrar regarding their presentation skills, case knowledge, and SBAR handover. Results Individual and combined session analysis demonstrated a significant improvement in scores across understanding the topic and confidence in SBAR. Student recommendation for the session cumulatively was significant (p=0.02); however, comparison of medical student recommendations of individual sessions did not yield statistically significant results. There was a significant improvement in the overall quiz score (p=0.045), and average scores improved from 51% to 70% (p=0.043). There was a significant increase in the mean quiz result after the first two sessions (28-55% (p=0.002) and 56-85% (p=0.0001), respectively). Summary The student grand round is a promising teaching initiative that capitalises on peer teaching, a valuable learning theory that centres around students taking on the role of teachers to instruct their peers. Results from this study have shown that this method of collaborative teaching is effective in improving the understanding of medical topics, increases confidence in public speaking and precise handover skills, and therefore better prepares medical students for their career as future clinicians.

Constructing a Confidence-guided Multigraph Model for cognitive diagnosis in personalized learning

In modern education, personalized learning has garnered increasing attention, with cognitive diagnosis (CD) serving as a fundamental component. The objective of CD is to deeply comprehend students’ cognitive abilities, thereby identifying individual differences and providing support for personalized learning. However, many existing models ignore the influence of data noise and confidence in students’ responses. In addition, most existing methods equally extract evidence of students’ strengths and weaknesses from their overall responses, disregarding the characteristics of various types of relationships in students’ correct and incorrect responses. To this end, this study proposes a Confidence-guided Multigraph Model (CMM) for CD. First, to capture the changes and uncertainties in the student’s cognitive process, CMM dynamically calculates the confidence scores of the students’ responses. Second, CMM constructs multiple graphs to represent various relationships in students’ correct and incorrect responses. Then, CMM aggregates the unique information within the students’ correct and incorrect responses from various graphs. Finally, CMM uses a joint training strategy of multigraph iteration to simulate students’ cognitive ability in multiple dimensions. Extensive experimental results on two real-world datasets clearly demonstrate the efficacy of our proposed model. This innovative approach provides a novel perspective for the development of CD and lays the foundation for more accurate personalized learning support.

Beyond the surface: unveiling gaps in medical education through eyes of diverse learners.

Inadequate education regarding disease manifestations in diverse skin colors hinders diagnosis and exacerbates health disparities. All levels of medical trainees report low confidence in accurately identifying disease in skin of color (SOC). To help further elucidate these concerns, our research aims to assess medical student confidence in recognizing cutaneous diseases in SOC and their viewpoints regarding SOC education within their institution. An eight-question, open-ended survey was provided to medical students before and after a SOC presentation. The survey assessed participants' confidence in their diagnostic ability and perspectives on educational material. Among the 70 attendees, 58 (82.8%) and 64 (91.4%) completed the pre- and post-seminar surveys, respectively. There was a significant discrepancy in confidence levels when assessing cutaneous manifestations of internal pathology in light (Monk Skin Colors 1-5) versus dark (Monk Skin Colors 6-10) skin (p < 0.009). Notably, 78.7% (37/47) perceived the institutional learning materials as insufficient for SOC. Post-seminar reflections indicated that 87.2% (40/46) of students lacked confidence in diagnosing SOC, with 78.7% (32/46) citing inadequate curriculum coverage as the cause. An additional 8.5% (6/46) identified the predominance of white-centric medical descriptions as a hindrance. Students collectively called for improved educational approaches, including better visual representation of diseases in darker skin. Medical education must continue to strive for increased SOC representation to train competent physicians in treating a diverse patient population and reduce disparities in SOC patients.

Using Neurology Trainees as Standardized Patients in a Neurological Emergency Simulation Curriculum for Medical Students.

Simulation manikins have limited ability to mimic neurological exam findings, which has historically constrained their use in neurology education. We developed a cased-based simulation curriculum in which neurology trainees acted as standardized patients (SPs) and portrayed the neurologic exam for medical students. We ran monthly simulations of two cases (acute stroke and seizure) with resident/fellow SPs. Pre-/post-session surveys assessed students' self-rated confidence in neurological clinical skills (gathering a history, performing an exam, presenting a case) and knowledge domains. Questions about students' attitudes about neurology were adapted from a validated assessment tool. Paired t-tests were performed for quantitative items. Qualitative thematic analysis identified key themes. Sixty-one students participated. Post-session, students reported significantly higher self-confidence in all neurological clinical skills and knowledge domains (p < 0.002). Greater than ninety-five percent agreed the session met the learning objectives; 95% recommended it to others. Resident/fellow SPs were cited as the most effective educational component. Students appreciated evaluating acute emergencies and reported an increased interest in neurology careers. A case-based simulation curriculum with neurology trainees portraying the SP increased students' self-reported knowledge, skills, and confidence in managing neurological emergencies. Our intervention may improve medical student neurology education and increase interest in the field. Future research should evaluate clinical skills objectively. The online version contains supplementary material available at 10.1007/s40670-024-02016-w.

A scaffolded learning approach to increasing student comfort with Microsoft Excel

As the availability and importance of data to support marketing decision-making continue to grow, universities need to prepare students for working in data-rich environments. Part of this preparation involves equipping students with skills necessary to access, manipulate, organize, explore, summarize, and visualize data. Microsoft Excel is a widely used tool for these tasks. We present results obtained across four years and seven sections of an undergraduate Marketing Metrics and Analytics courses that demonstrate the effectiveness of a scaffolded learning approach for enhancing student comfort with Excel. To support instructors who teach Marketing Metrics and Analytics courses, we provide the framework of assignments that we have found to effectively grow student confidence in using Excel.

간호대학생의 윤리적 가치관, 윤리적 민감성, 간호전문직관이 윤리적 의사결정 자신감에 영향을 미치는 요인

Objectives This study aimed to lay the groundwork for enhancing the ethical decision-making confidence of nurs-ing students by identifying factors influencing this competence. Methods The study participants were 180 second-year nursing students from two universities in J Province. They were surveryed from January 5 to 15, 2024 using questionnaire. The data were analyzed using descriptive sta-tistics in the SPSS/23.0 program, in addition to an Indepent t-test, Pearson correlation coefficients, and stepwise multiple regression. Results The results are as follows. First, nursing students’ ethical decision-making confidence had a significant positive correlation with ethical values (r=.597, p&lt;.001), ethical sensitivity (r=.589, p&lt;.001), and nursing pro-fessionalism (r=.528, p&lt;.001). Second, the factors influencing participants’ ethical decision-making confidence were ethical values (β=.332, p&lt;.001), ethical sensitivity (β=.220, p=.009), nursing professionalism (β=.215, p=.003), and awareness of the Korean Nurses Code of Ethics (known) (β=.177, p=.040), in that order. These varia-bles explained 45.1% of nursing students’ ethical decision-making confidence. Conclusions This study is meaningful as it identified factors that affect the ethical decision-making confidence of lower-grade nursing students. To improve lower-grade nursing students’ confidence in ethical decision-mak-ing, it is necessary to impart appropriate ethical values, improve ethical sensitivity and nursing professional in-tuition, and develop curriculum and programs for accurate recognition of the Korean Nurses Code of Ethics, tail-ored to the level of the target audience. Various learning methods that take these factors into account will be needed.

Implementation of 21st Century Integrative Thematic Learning: Efforts to Form Entrepreneurship Students

This study aims to find out about the implementation of integrative thematic learning in 21st century learning as an effort to form entrepreneurship students. This research method is library research. Library research is research where the data or materials needed to complete the research come from the library either in the form of books, encyclopedias, dictionaries, journals, magazines and so on. The results of this study indicate that the implementation of Integrative Thematic learning in forming edupreneurship students can be done by: Integrated in all subjects, integrating with extracurricular activities, instilling a sense of responsibility, instilling in students to dare to take risks, instilling self-confidence in students towards their own abilities, instilling in students to have leadership skills, easily adapting to everyone, and being open to people's suggestions and criticisms, instilling in students to be able to be innovative, creative and flexible. The implications of implementing 21st century integrative thematic learning for entrepreneurship students are very important in current education. First, this approach allows the integration of various disciplines under one relevant theme, such as agriculture and fisheries, enriching students' learning experience and preparing them with a holistic understanding of entrepreneurship.

Student-generated multimedia for supporting learning in an undergraduate physiotherapy course

Outside the university, rapid authoring tools and ubiquitous technologies have fuelled a rise in usergenerated multimedia and participatory culture. The educational equivalent, digital student-generated content, has been heralded as one approach for supporting active and student-centered learning. This is especially relevant in tertiary education, where multimedia is mainly used as a method for transmission of content. Though student-generated multimedia may seem pedagogically ideal, especially for applied areas such as Health Sciences, the diversity of adoptions and limited evidence in the area make broad claims to its efficacy difficult to support. This study uses mixed methods to assess the outcomes of a student-generated multimedia assignment within a third-year university physiotherapy subject. This study found that all students were able to complete the assessment task in a way that demonstrated key disciplinary learning and professional communication skills despite many not having prior experience of this kind of assessment. Student survey data demonstrated that students were able to navigate between new tools and methods to achieve a complex task. While multimedia gave students new and creative ways through which to engage with practitioners, patients and the profession, attitudes varied in accordance with student self-efficacy and confidence. The self-directed nature of the task appears to be both an opportunity and a challenge. These findings further contribute to our understanding of implementing student-generated multimedia projects and extend this knowledge to the health sciences’ discipline.

Integrating Translanguaging in Formative Assessments

The study "Integrating Translanguaging in Formative Assessments" investigates how a Chinese immersion classroom Content and Language Integrated Learning (CLIL) educator adopts a translanguaging pedagogy approach to classroom assessments. Using the Translanguaging Design Cycle framework, the research analyses the perspectives of the teacher and students on how assessments reflect their multilingual identities. The researchers collaborated with a seventh-grade teacher to co-develop classroom lessons and assessments, collecting data through classroom observations, interviews, and student work. Their findings show that incorporating translanguaging boosts student engagement, confidence, and critical thinking, allowing students to use their full linguistic range and affirm their multilingual identities. The study advocates embedding translanguaging practices in assessments to authentically capture students' understanding and foster collaboration between educators and researchers. It recommends specialised training for teachers to equip them with practical strategies for effectively implementing translanguaging in assessments.

Basic life support training: Is student confidence enhanced by advanced levels of simulation?

Basic life support (BLS) is a mandatory skill for nurses. The confidence of the BLS provider should be enhanced by regular training. Traditionally, BLS training has used low-fidelity manikins, but more recent studies have suggested the use of high-fidelity manikins and alternative levels of simulation such as virtual reality. A quasi-experimental study including 125 nursing students. Data on confidence levels in various elements of BLS were collected using pre-validated questionnaires and analysed using SPSSv23. The study revealed that high-fidelity simulation had a significant impact on the BLS learner's confidence levels. The study identified the importance of high-fidelity simulation in BLS training in preparing students for clinical practice. This highlights the need for further exploration of simulation technologies, such as virtual reality, to enable students to gain the knowledge, skills, confidence and competence required to enable safe and effective practice.

The challenges for Arab lecturer in Hebrew academic institutions, and how his presence impacts the Arab students

This study addresses the status and conduct of the Arab lecturer in Jewish-Hebrew academia in Israel, and how this impacts Arab students. The study is conducted through the self-research of a case study, in light of my having served as an Arab lecturer in Hebrew academia for more than two decades. The case study is based on my students’ written reports submitted over the past three years, from two different courses. The findings indicate that an Arab lecturer who is proud of being an Arab and is confident in himself can increase the self-confidence of Arab students, encouraging them to speak and participate in class. One main factor that enhances Arab students is legitimizing the use of the Arab language in lessons, enabling them to participate and speak in Arabic. Combined, this leads to the legitimization of the Arab students’ identity, enabling them to sound their voice.

EPortfolios: Enhancing confidence in student radiographers' communication of radiographic anatomy and pathology. Across-sectional study.

In 2020, the Medical Radiation Practice Board of Australia made several revisions to its professional capabilities. To address this, medical radiation practitioners, including diagnostic radiographers, are required to escalate urgent findings in all radiographic settings. However, the confidence of radiographers in articulating descriptions of radiographic findings varies despite this requirement. This cross-sectional study explores how the implementation of eportfolio affects student self-perceived confidence in identifying and describing radiographic findings in both an academic and a clinical setting. A Qualtrics survey was distributed to second-year radiography students who had used eportfolios. The survey comprised of four questions using a Likert-scale and one open-ended question. Quantitative data were analysed using the Wilcoxon signed-rank test and qualitative data was thematically assessed. Overall, 55 of 65 radiographic students (85%) completed the survey. Confidence (strongly agree and agree) decreased from 89% to 74% between academic and clinical environments when identifying abnormalities, and 89% to 73% when describing findings. This finding highlights the challenges students face when in the clinical environment. Wilcoxon signed rank test analysed a statistically significant relation between the two environments (P < 0.05). However, the relationship between identifying and describing skills was not statistically significant (P > 0.05). Following a review of the qualitative data, three recurring themes were identified among responses. ePortfolios assist in improving confidence in identification and description of radiographic abnormalities, particularly in an academic setting. The clinical environment presents unique challenges which may limit student clinical performance; however, this requires further investigation.

Peran Guru Pendidikan Agama Islam Dalam Meningkatkan Motivasi Belajar Siswa Difabel di SMA Negeri 1 Mojotengah Wonosobo

This research aims to: 1) determine the learning motivation of students with disabilities at SMA Negeri 1 Mojotengah; 2) to determine the role of Islamic religious education teachers in increasing the learning motivation of disabled students at SMA Negeri 1 Mojotengah; 3) to determine the obstacles for Islamic religious education teachers in increasing the learning motivation of disabled students at SMA Negeri 1 Mojotengah. This research uses a qualitative research approach with field research. Data collection techniques use observation, interviews and documentation methods. Then, data sources were obtained from primary data sources and secondary data sources (Islamic religious education books, references related to students with disabilities, learning motivation, previous theses, articles, journals and internet sites). Apart from that, data sources were also obtained from research subjects, namely the school principal, PAI subject teachers, and 5 students with disabilities at SMA Negeri 1 Mojotengah. The data analysis technique used is an inductive qualitative data analysis technique. Based on the research results, it can be concluded that the learning motivation of disabled students at SMA Negeri 1 Mojotengah is not good due to several factors, namely the less conducive learning environment, bullying, and the lack of self-confidence of disabled students. The role of PAI teachers in increasing learning motivation is as a demonstrator, class manager, facilitator and mediator, evaluator and motivator. Some of the obstacles for teachers in increasing the learning motivation of disabled students are in growing and increasing learning motivation because students lack self-confidence, inadequate facilities, communication with deaf disabled students, there is no special accompanying teacher (GPK) who accompanies them in class and integrates learning methods with needs of students with disabilities.

Relationship between clinical belonging, professional identity, and nursing information ability among nursing interns: Model construction.

Clinical belonging refers to the feeling that clinical medical staff feel recognized and accepted by others or groups. The level of clinical belonging of nursing interns affects students' learning motivation and confidence, which in turn affects their clinical practice behavior. To explore the effects of professional identity and nursing information ability on clinical belonging among nursing interns and establish a relationship model for these factors. The researchers used the convenience sampling method to select 682 nursing interns from China. The survey was conducted using a general information questionnaire, clinical sense of belonging scale, nursing information ability self-assessment scale, and a nursing student professional identity questionnaire. The mediating effect of nursing information ability between their professional identity and clinical sense of belonging was analyzed using SPSS 21.0 and the path analysis in structural equation modeling. The total scores of clinical belonging, professional identity, and nursing information ability of nursing interns were (104.29 ± 13.11) points, (57.89 ± 7.16) points, and (70.29 ± 6.20) points, respectively. Nursing information ability had a direct effect on the clinical sense of belonging (effect value = 0.46, P < 0.05). Occupational identity had a direct effect (effect value = 0.52, P < 0.05) and an indirect effect (effect value = 0.21, P < 0.05) on clinical belonging. Nursing administrators in nursing colleges and hospitals should take effective measures to improve the professional identity and nursing information ability of nursing interns, as well as the clinical sense of belonging among nursing interns.

Empowering ESL Learners: Unleashing Autonomy through Project-Based Learning

The growing interest in learner autonomy is propelled by the swift advancement of information technology and globalization. Embedded within the Malaysian Education Blueprint (MEB 2013-2025), Autonomous Language Learning (ALL) is promoted to elevate language proficiency among students. Traditional educational methods are declining in relevance for preparing learners for contemporary workforce demands, prompting a shift towards a self-directed approach. Educators are currently tasked with fostering individuals who can continually learn and excel in a rapidly evolving global economy driven by knowledge. Consequently, project-based learning (PBL) emerges as a powerful tool for educators to foster learner autonomy in ESL classrooms. This qualitative study explores the impact of project-based learning (PBL) on learner autonomy and personal development among first-semester Diploma students majoring in Business Administration at Universiti Mara Kedah Branch. The study employed a descriptive qualitative research design to delve into students' perceptions of PBL and its influence on their learning experiences, outcomes, and self-improvement. The research aimed to provide a comprehensive understanding of how PBL fosters learner autonomy, aligning with the overarching goal of promoting self-directed learning. The study involved 30 first-semester Diploma students, who collaborated in teams on a poetry writing project centered around a theme of solidarity with Palestine. Data collection included open-ended survey questions to gather detailed insights into students' perceptions of project work, learning outcomes, and personal development. Thematic analysis of the qualitative data revealed key themes such as positive attitudes towards project work, enhanced problem-solving skills, effective communication, and personal growth. These findings underscore the transformative effects of PBL on students' autonomy and confidence, emphasizing the importance of integrating PBL approaches in ESL classrooms to empower students for success in a dynamic global economy.

A junior doctor led near-peer acute ENT/head and neck surgery workshop for medical students

BackgroundNear-peer teaching (NPT) involves teaching by peers who are at a close, but not the same, level of training. This study investigated whether a novel surgical NPT workshop, designed and delivered by junior doctors using simulation models for acute otolaryngology conditions, improved the knowledge and confidence level of senior medical students. MethodsA one-day NPT workshop was held for medical students in their third year of a four-year postgraduate medical degree at the University of Notre Dame, Sydney, Australia. Four acute otolaryngology/head and neck surgery problems that might be encountered by junior doctors and require prompt management were chosen. These were post-operative neck swelling, epistaxis, and tracheostomy management (obstruction and bleeding). Six junior doctors facilitated didactic tutorials and practical skills training using models. Multiple choice question mini-tests and questionnaires were administered before and after the workshop to assess changes in students' knowledge and confidence in assessment, management, and practical skills. ResultsThe most common reason for participation was to acquire knowledge and practical skills (93.2 %). Mean correct MCQ mini-test knowledge scores increased significantly from 60 % pre-workshop to 83.9 % post-workshop (p < 0.05). Students reported significantly increased confidence in recognition and management of all four conditions. All students favoured including the course in their curriculum and would recommend the course to others. The tutors subjectively reported valuable teaching experience. ConclusionNPT is an effective method for teaching medical students how to assess and manage acute otolaryngology/ENT surgery conditions that may present as emergencies for junior medical officers on the ward.

Kelas BTQ sebagai Inovasi Kurikulum PAI dalam Memberantas Buta Huruf Al-Qur’an Siswa MAN 2 Karanganyar

This research focuses on the BTA class as an innovation of the PAI curriculum to eradicate the al-Qur’an letter blindness in MAN 2 Karanganyar. The BTA class program is in response to the search of PAI teachers against students and pupils who are not able or not smooth in reading the Qur'an so affecting their level of understanding in PAI subjects. This method of research uses qualitative descriptive research that explains what is happening in accordance with the facts on the field. Data collection techniques are done through observation, documentation and interviews. The results of the research show that the innovation of the PAI curriculum, i.e. the establishment of this BTA class, has a very positive impact on students. With this BTA class, students who are inadequate or unable to read the Qur'an can be helped especially in understanding religious subjects. The Quran is the most important part of the Qur'an. Another positive impact is that it can increase the level of confidence of students as graduates of the madrasah who are viewed by the community as people who are committed in the field of religion and of course in terms of reading the Qur'an.