Academic Skills Of Students Research Articles

Deficit to development: rethinking centralised workshops

Centralised academic skills provision has been criticised for being ‘generic’, ‘remedial’, or ‘bolt on’ (Wingate, 2006). Critics argue it takes a deficit approach towards student learning, simplifying academic processes and failing to meet students’ discipline-specific needs. Embedded provision is often seen as the solution. However, embedded does not necessarily mean non-deficit. Indeed, Schneider (2023) highlights that academic tutors can perceive students in relation to skills they are lacking. Subsequently, Learning Developers can be brought in to ‘fix’ students, and as such, embedded sessions may still be disconnected from the curriculum and designed to offer pre-prescribed solutions, reflecting deficit approaches. As Webster (2023) asserts, the Learning Developer’s role is not ‘to give students academic skills’ but rather to help them make sense of the skills and literacies that are hidden in the curriculum. In this workshop, we discussed how we redesigned our entire skills programme using a non-deficit pedagogic approach that aims to help students ‘uncover their curriculum’. Inspired by the University of Manchester’s constructive and collective approach (Blake and Illingworth, 2015), we see our co-curricular offer as providing a unique opportunity to create empowering and developmental learning spaces which sit alongside embedded provision. To meet these aims, our redesign was informed by four principles: Reflection: centring students’ prior knowledge and experience. Collaboration: harnessing knowledge from a community of learners, rather than a ‘sage on the stage’. Choice: students customise their own learning experience, tailoring sessions to meet their own needs. Application: students relate session content to their own discipline and apply learning to their own work. Workshop participants considered debates around deficit thinking in relation to centralised training, working together to redesign learning activities and reflect on the opportunities and challenges of such an approach.

Think Carefully, Let’s Bond, and Other Tutoring Strategies: Socio-academic Participation Patterns in Peer Tutoring

CONTEXT. This article investigates how an intervention called SYKL (SYstematiseret Klassekammerathjælp), which used systematized reciprocal peer tutoring in mathematics in the fourth grade, affected student participation and socio-academic inclusion. APPROACH. In contrast to most international peer tutoring projects, SYKL simultaneously focuses on social relations and academic inclusion. Teachers recruited to conduct SYKL lessons attended a four-day course to learn how to apply SYKL peer tutoring techniques, which touch upon social, organizational, and subject matter-related perspectives. Following students are specifically taught how to help each other, and engage in academic conversations when working in pairs. SYKL is specific instruction in how students can become better at helping each other and engaging in academic discussions when working in pairs. Students are assigned one of two positions, either as a tutor or a tutee. To fulfill the role of the tutor, the student receives Scaffold Cards and academic Hints for task completion. The Scaffold Cards remind students to, for example, listen, acknowledge tentative answers, and identify connections. Hints are specific ideas for task completion developed by professionals with the assignment in mind. Based on 15 video-recorded, peer-to-peer conversations, the analysis explores what characterizes the various participation strategies of students who play the role of tutor. FINDINGS. The analysis identified four typical strategies: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’ The study highlights that these strategies are all potentially conducive to inclusion. The current research supports earlier studies indicating that peer relationships significantly contribute to learning and active participation in mathematics classes. KEY MESSAGE. Teachers can work simultaneously with the social and academic skills of students. The SYKL approach promotes synchronous development of their social and academic skills. Points of Interest New Danish teaching program in math and science is designed to support student well-being and collaboration in fourth grade. Students help each other through peer tutoring. Four tutoring strategies typically occur: ‘Let’s bond,’ ‘I’ll wait for you,’ ‘Think carefully,’ and ‘Let’s go.’ Teacher awareness of these strategies allows them to spot inclusion and exclusion processes to better assist students in helping each other.

Developing Research and Academic Competencies of Students through Three Cycles of Studies

One of the primary goals of university education is to develop research and academic competencies of students as key factor for their academic success and further professional career. European strategic documents on education also stress the importance of these skills as an immanent part of generic skills of students. The aim of this paper is to present how research and academic skills of students are acquired through the three cycles of studies starting from the undergraduate to the doctoral level of studies. For this purpose, we first review the definitions of the research competencies in relevant papers and documents, so that we are able to identify which skills, values and knowledge university student should possess to be considered as competent to do research. Then we analyze to what extent courses for developing of research competencies are incorporated in the university education for pedagogues, educators and teachers, as well as how global research trends and tendencies affect the content of curricula and training. We can conclude that reforming of curricula in the past decades continuously enhanced the research skills of students through the university education at all three levels. Yet there is much more that has to be done in terms of better organized programs, gaining good research practice with introducing of peer mentoring, taking advantage of information technology which will include virtual classroom strategies for research, and strong cooperation with research institutions.

Teachers’ Opinions on the Attending of the Hearing-Impaired Students in the Inclusion Environment and the Resource Room Services

Examine the perspectives of teachers on inclusive practices is important in terms of plannig and implementing the support services. The purpose of this research is to examine the opinions of classroom and branch teachers who have hearing loss students in their classrooms on mainstreaming practices and support services. Phenomenology model was used in the study. A focus group discussion was held. The participants of the research are 6 teachers working in a primary and secondary school. The themes of the research; (a)views on the physical environment and the number of students, (b)views on the components of the support education service, (c)views on the performances of students with hearing loss in the inclusive environment. Participants stated they that observed improvements in the social adaptation and academic skills of students with hearing loss in the inclusive environment. As a results, it can be said that planning support education systematically and in accordance with student needs, presenting it by field specialist teachers, informing classroom/branch teachers about students with hearing loss and establishing cooperation with support education teachers have an important place on the development of academic and social skills.

Application of Model Group Investigation based on Experiments Against Student Academic Skills

This study aims to see the effect of the Experiment-based Group Investigation learning model on the academic skills of students at one of the Madrasah Aliyah Negeri in Tebo. This research is quantitative by using the experimental method. using a posttest-only control group design. This study used two classes, namely the experimental class and the control class, sampling using the cluster random sampling technique. The instruments used for data collection are test questions and observations. Before the data were analyzed, normality and homogeneity tests were first performed. Then, the data were analyzed using a t-test and effect size. Based on the results of the study, it is known that there is an effect of using the Experimental-based Group Investigation learning model on the Academic Skills of students in learning physics. This can be seen from the calculation of the average post-test academic skill score for experimental class students, 78.7 out of 26 students, and the average post-test academic skill score for control class students, 73.7 out of 25 students.

Preparing International Scholarship Students for Graduate Education: The Case of the Open Society Foundations’ Pre-Academic Summer Program

To support higher education, global philanthropies provide diverse funding to organizations, individuals, and networks. This case study focuses on a unique model in philanthropy in education: the Open Society Foundations' Pre-Academic Summer Program or "OSF Summer School." To prepare civil society leaders and activists for graduate level study, this month-long intensive program aims to mirror the academic environment and expectations of the grantees' host universities. Through this case study, findings show that the OSF Summer School teaches students academic skills and provides valuable lessons in interpreting academic culture. By funding and administering this initiative, OSF extends its commitment to educational access by providing programming designed for non-traditional profiles. This case study aims to inform other global foundations and higher education institutions working to prepare scholarship grantees, including individuals from marginalized communities, for international graduate education.

The Impact of Microsoft Mathematics Visualization on Students Academic Skills

The purpose of this study is to examine whether there is a relationship between academic skills and Microsoft Mathematics Visualization as a result of the use of Microsoft Mathematics Visualization in the classroom. Specifically, when it comes to academic skills, Microsoft Mathematics Visualization is considered an independent variable, and academic skills are considered a dependent variable that has been influenced by the negative or positive characteristics of various instructional methodologies. The quantitative research approach has been used in the development of this document. Approximately 300 responses were collected during data collection, and, following correction, the sample size was decreased to 268 responses, which were mined in SPSS to generate the results. In the findings of the model summary, it is shown that the selected model has a very good above-average value of adjusted R2, suggesting a good fit, in accordance with the results of model summary. Microsoft Mathematics Visualization is regarded to be a predictor for academic skills since its coefficient of 0.794 on conversion explains up to 79.4 percent of the variance of the model when converted. We have “B” = “0.892” as the value of the predictor’s beta in our first regression. For example, a one-unit change in Microsoft Mathematics Visualization will result in an 89.2 percent change in academics skills, which may be interpreted as follows: Aside from that, the correlation coefficient between Microsoft Mathematics Visualization and student caliber (r = 0.840) indicates a positive relationship between student caliber and Microsoft Mathematics Visualization. 0.963 indicates that formal schooling has been significantly influenced by Microsoft Mathematics Visualization training, which might be further elaborated as that formal education has been boosted by Microsoft visualization training, according to the results of the test.

A Transformative Approach to Collaborative Learning for Higher Education

AbstractLearning outcomes sought through collaborative practices are well-studied and include improvements in student academic skills and achievement. Based on the large body of research that supports this claim, higher education faculty may seek to develop collaborative learning practices for their courses. However, this can be a challenge when a clearly defined theoretical process for transforming a traditional pedagogical approach into one that is collaborative is missing. This paper seeks to address this gap and provide practical guidance through a comprehensive approach that systematically transforms siloed learning into collaborative learning. This approach identifies three key attributes and four key competencies that transform a fragmented team of individual learners into an interdependent, self-sustaining collaborative team. A theoretical model for the process is provided, which demonstrates how this transformation occurs.

The Level of Digital Literacy and Its Impact for Self-Regulated and Effective Language Learning

This study aims to discuss the effect of digital literacy level on independent language learning skills and effective learning abilities. The research respondents (n = 147) were the students of Universitas Islam Indonesia from various years who took English courses as General Education (MKU). Respondents were chosen randomly from students who participated in researcher English courses. This research is quantitative. The data was obtained through a Likert scale questionnaire with a range number; 0-1 and 1-5. The quantitative data were analyzed by correlation (Pearson product-moment) and regression (ANOVA) techniques. The results displayed; first, there is no significant effect of digital literacy variables on Self-Regulated language learning skills. Second, there is a substantial impact of digital literacy on effective learning abilities. Third, there is a significant impact of Self-Regulated language learning on effective language learning. This study suggested that higher education institutions need to provide formal programs in training or workshops to increase digital literacy capacity and student academic skills to achieve effective learning goals.

Understanding the Effect Size of Peer-Mediated Academic Instruction: A Meta-Analysis

A deficit in social skills often makes teaching academics a second thought when instructing students with autism. Peer-mediated instruction has been well studied for increasing academic skills across various disabilities and social skills for students with autism spectrum disorder (ASD). The purpose of this study was to determine the effect size of peer-mediated academic instruction (PMAI) to increase academic skills for students with ASD. Results indicate studies demonstrate a weak to moderate effect when using PMAI to teach students with ASD. These results validate PMAI can be effective when teaching academic skills to students with ASD; however, more studies are needed to better understand for whom and under what conditions PMAI is most effective.

The effect of cooperative learning strategy on the engagement in architectural education

Cooperative learning is one of the important educational strategies that have been adopted in the student-centered curricula, and an important step in learning and education is the development and enhancement of student learning and their interaction with improving the effectiveness of teaching. The aim of this research is to study the impact of the use of cooperative learning strategy and its impact on academic engagement and its reflection on student performance achievement and results of their learning process for a sample of students from the Department of Architecture in the College of Engineering at Mustansiriyah University. The results showed a strong correlation between cooperative learning strategy and academic engagement in the educational process with high impact factor between the two variables, so the result was positive, which enhanced the academic achievement results for the stage as well as an increase in technical and academic skills for students by helping them meet the design requirements and enhancing their social skills, so they became more motivating and willing to learn and strengthen social relations between students and the faculty as well as the influence of time factor where teamwork significantly reduced time at the level of achievement, in addition to the time devoted to criticism for five groups compared to (15) individuals. The experiment demonstrated the effect of cooperative learning strategy on the level of student engagement in terms of its four characteristics:• Behavioral engagement through effective engagement into group work.• An increase in the desire to work and an improvement in social relations, and hence, increase in the rates of emotional engagement.• Cognitive merger by noting an improvement in academic performance in general compared to individual performance.• The individual effort may not be apparent to some students due to the interlock of joints of work at the group level.

Bringing a Learning Strategies Project to Scale in a First-Year Seminar

This paper describes the impact of a learning strategies intervention conducted in first-year seminar courses that, 1) disaggregated components of academic skills into meaningful components for first-year students, 2) taught students academic skills within an authentic context, and 3) scaled-up the intervention for implementation at a programmatic level. This work is grounded in research on metacognition, self-regulation, and motivation, as well as literature on the academic transition to college. Results reinforced earlier findings indicating significant improved use of metacognitive learning strategies, even when the intervention was expanded to include multiple instructors in multiple course sections. Further research is needed to determine the precise factors precipitating improvement when the project was brought to scale.

The Value-Added Nature of Service-Learning

This research explores the benefits of service-learning among a group of Midwestern college students. Students enrolled in a section of a Juvenile Delinquency course served as volunteers at a juvenile detention facility and were studied using a pre-test/post-test survey design. This pilot project also included a comparison group of students in a section of the course which did not involve service-learning. The study compared service-learning to non-service-learning students in terms of attitudes regarding juvenile delinquency, punishment, and attributions of criminal behavior. We also examined any possible effects of service-learning on student academic skills, career goals, and comfort level with delinquents. Overall, we found that the service-learning project was a valuable educational tool having a positive impact on a number of student outcomes. We discuss the implications of these findings for service-learning research and practice.

Exploring the Level of Utilizing Online Social Networks as Conventional Learning Settings in UAE from College Instructors’ Perspectives

This research study aims to measure the level of accepting the Online Social Networking applications as an appropriate environment for learning in both of the social and the academic skills of undergraduate students in the UAE colleges from the instructors’ point of view. Moreover, this study investigates the social skills of undergraduate students and their learning attitudes through their use of social applications and webpages. Ten instructors from the City University College of Ajman were the participants of this research study. The paper followed a qualitative method of collecting and analyzing data through assigning a set of semi-structure interview with instructors and a number of observation sessions for their students. The results came up with a positive feedback about using online learning through social networking sites and applications. Both of the social and academic skills of students were improved positively. Keywords: social networking, distance education, perspectives.

Identifying sets of maximally efficient items from the Academic Competence Evaluation Scales-Teacher Form.

The Academic Competence Evaluation Scales-Teacher Form (ACES-TF; DiPerna & Elliott, 2000) was developed to measure student academic skills and enablers (interpersonal skills, engagement, motivation, and study skills). Although ACES-TF scores have demonstrated psychometric adequacy, the length of the measure may be prohibitive for certain applications in research and practice. Thus, the purpose of this project was to use item response theory to identify sets of maximally efficient items (SMIs) for each subscale of the ACES-TF that could inform the development of an abbreviated version. Results supported the reliability and precision of SMI scores. As such, the SMIs demonstrate promise to inform the development of an abbreviated version of the ACES-TF. (PsycINFO Database Record

Industrial product design project: building up engineering students’ career prospects

ABSTRACTThe needs to bridge the academic skills of students involved in higher education and improve their readiness for employment in industry are being widely addressed. Most academic curricula cover the natural, technical and scientific topics of engineering in depth but lack practical engineering experience and soft skill development crucial for a successful engineering career. A novel national tender-based programme has been launched to provide students with industrial-grade experience during studies through direct cooperation between students, university staff and the industry. This paper presents results of a specific engineering project case supervised by the authors. Within the project, students got an opportunity to practice engineering skills without sacrificing the time needed for a company-based internship. During a 6-month project, a group of interdisciplinary students designed an instrument as specified by the industrial project partner. Participation in the project was optional and organised as a student’s side activity. The project was stimulating development of a range of engineering competences and soft skills among the participants. The participating students showed an above-average commitment and responsibility, fulfilling the specified project goals. The indirect measures demonstrate the positive influence of participating in the project on the career futures of the students.

THE IMPLEMENTATION OF LEARNING DEVICES WITH SCIENTIFIC APPROACH TO IMPROVE STUDENT LIFE SKILLS

The purpose of this study was to test the effectiveness of the implementation of learning device with scientific approach to improve student life skills. The research uses one group pre testpost test design. Subjects in this study were students of grade ten (class X). Implementation of learning device supports effectively in learning activities if the implementation of a lesson plan by teachers, student social skills and student academic skills at least in a good category. The results showed that the implementation of lesson plan by teachers to get the average value of 3.38 are in the very good category, gain value of the student social skill at average value of 3.03 is in the very good category, and gain of student academic skill at average value of 76 is in the good category. It concludes that the implementation of learning tools with scientific approach support effectively in learning activities.

PROFIL KECAKAPAN SOSIAL DAN PERSONAL SISWA DALAM HUBUNGANNYA DENGAN KECAKAPAN AKADEMIK PADA PEMBELAJARAN KIMIA

The purpose of this research was to describe the life skills of students in learning chemistry and reveals the connections between life skills. The methods used in this research is descriptive research. The subject of research as much as 144 students of class XI in one of senior high school in the city of Padang. The selection of samples was conducted with stratified random sampling technique that divides students into 3 groups based on the level of their intelligence (IQ). Research data taken with observation, interview guidelines and tests of the student’s life skills. The results showed that the personal skills for students classified as well. The social skills of students is very good, students are able to manage their emotions very well, able to communicate well, has good interpersonal relationships, and understanding the other person very well. Student's academic prowess is quite good the ability of critical thinking, creative thinking, problem solving, and decision making students are on a category is good enough. The connection between life skills showed that a) there is a weak relationship between personal proficiency students with social skills among students with the values of the coefficients of correlation 0.33, b) there is a very weak relationship between students personal skills with the academic skills of students with the value of the correlation coefficient 0,004, and c) there is a very weak relationship between social skills among students with the academic skills of students with the value of the correlation coefficient 0,062.

Towards the improvement of the cognitive, motoric and academic skills of students with special educational needs using Kinect learning games

There is an ongoing interest in developing motion Kinect-based learning games that are in accordance with intervention protocols for helping children with special educational needs. These games, which offer natural user interaction modalities, seem to be very beneficial for this population because of the combination of physical activities with cognitive-training tasks. There is still an open research issue about how to integrate such games into schools and how to organize systematic evaluation studies for showing their added value. This paper presents the positive findings of a pilot research study in inclusive classroom settings that were carried out at two primary schools with 20 children who have special educational needs and who used the Kinems suite that contains movement-based educational games for such children. Analysis of data gathered via pre- and post-test questionnaires, interviews and an in-depth study of kinetic and learning analytics showed that these games have a positive impact on childrens academic performance and improvement of their cognitive, motor and academic skills.

Postgraduate peer tutors supporting academic skills in online programmes

This case study presents an evaluation of an online, distance-learning, postgraduate peer tutor project, covering the pilot and post-pilot years 2013-15. The project has two core aims: first, to develop student academic skills in group facilitation and learning support; second, to enhance support for increasing numbers of online, distance-learning students by facilitating more live sessions and providing postgraduate study advice. Feedback from staff, peer tutors and the students involved suggests that peer tutoring is successful in improving distance learners’ experience through enhanced support and fostering a sense of community; for the peer tutors, the opportunities to develop graduate skills in tutoring and collaborating as part of the academic community.ÂÂ