Students Encounter Research Articles

A Study of Problems Faced by Engineering Students in Mathematical Subjects using Fuzzy Cognitive Mappings

Introduction: One of the main concerns and issues for educators, particularly for engineering students, has been the caliber of mathematics instruction and learning. There are many different concepts and skills that make up mathematics. The improvement of problem-solving skills is one of mathematics' key functions. Numerous colleges struggle with the issue of students quitting because of mathematics because it is frequently thought of as a topic that students find difficult to master. Objectives: The study's goal is to examine the reasons why engineering students struggle with math. In this research, using fuzzy cognitive map techniques (FCM), we analyze the challenges engineering students encounter when trying to earn grades in math-related courses. FCM is a blend of some fuzzy logic and neural network ideas. FCM is made up of collections of concepts and all the different causal relationships that connect them. Methods: We created a model of the issues and causal relationships that engineering students faced when trying to succeed in mathematics classes. Both statically and dynamically, utilizing concepts from graph theory and simulations, the model is examined. Also we applied DEMATEL one of the Multi Criteria Decision Making method. Results: The analysis reveals that the main issue is not just the students' lack of mathematical background knowledge, but also their attitude toward learning, psychological response to the first failure, and lack of effort to complete additional tasks or attend tutorials. Conclusions: Using the FCM method, a model was created for the case of problems faced by engineering college students in scoring marks in mathematical related subjects based on the opinion of a domain expert. The model was first examined statically. The model was then simulated in a dynamic and it was predicted that there should be an attitude change in teachers and as well as students. Through the above static and dynamic studies of the FCM model was identified as important and useful decision support system, since it capable to provide support to decision makers, by making predictions on various scenarios that are imposed on the FCM model.

Beyond Stereotypes

The Chinese government provided a narrow window for Chinese students during the recent COVID-19 pandemic, enabling them to remain in China and enrol in online courses provided by foreign universities. This was not authorised before the pandemic (Ministry of Education [MOE], 2020). As a result, there was limited research focusing on Chinese overseas students’ distance learning experiences before the pandemic (e.g., Kung, 2017). Furthermore, these studies have been criticised for their overuse of monolithic approaches and the underuse of theories, producing stereotypes and misunderstandings about Chinese students (Lee & Bligh, 2019; Xu, 2022). Despite the increasing number of studies on Chinese overseas students conducted during the pandemic, their online learning experiences have been significantly influenced by the unique situation, which may not be applicable in a post-pandemic scenario. Therefore, this qualitative study aims to investigate Chinese overseas students' networked learning experiences in the post-pandemic era. Building on the ongoing conceptualising effort (NLEC, 2021a), the authors have used learner-content interaction (Moore, 1989) and Berry’s acculturation theory (Berry, 2005) to explore online international Chinese students’ experiences of interaction with learning contents. The focus is on developing a holistic and balanced perspective of these students. Twelve students, enrolled in online graduate degree programmes offered by Western universities while residing in China, were recruited and interviewed. The results of the authors’ thematic analysis of the interview transcripts suggest that online Chinese international students are active agents in their interaction with the learning content and their adaptation to the new settings, in which they bridge a strong connection between Chinese and Western learning content to enrich their understanding of knowledge and promote cultural diversity in both their new environment and their home country. Here, online Chinese international students predominately employ an integration strategy to engage in learning content. Similar to international students from other countries, online Chinese international students encounter challenges due to differences in educational backgrounds, including differences in learning materials and extensive reading requirements. However, online Chinese international students proactively cope with these challenges by integrating knowledge and skills from their home country into their studies, facilitating successful adaptation to the new environment. In addition, the student interaction experience is undermined by a loss of diversity in content provided by Western universities. Therefore, the recommendations are for online educators and universities to take into account the cultural backgrounds of their students and design diverse course content.

Morphophonemic analysis boosts orthographic and semantic learning of academic words for Spanish–English bilinguals

BackgroundUpper elementary grade students encounter increasingly complex texts with abundant morphologically complex words. Despite the positive effects of morphology‐based vocabulary instruction, emergent bilinguals with limited word reading skills may need additional support.MethodsThis study investigated the effects of morphological analysis and morphophonemic analysis instruction on the orthographic and semantic learning of morphologically complex academic words. Fourth‐ and fifth‐grade Spanish–English bilingual students (N = 30) in the United States participated in two learning tasks. In learning task one, participants learned two sets of carefully matched derivational words under morphological and whole‐word learning conditions. In learning task two, the same participants learned two other sets of words under morphophonemic and whole‐word learning conditions. Each learning task included two learning sessions interweaved by meaning recall and spelling production assessments. Cross‐classified multilevel regression was used to assess the effects of intervention conditions, child and item predictors, as well as cross‐level interactions.ResultsFindings showed no significant difference in meaning recall and spelling measures between morphological and whole‐word conditions. Students performed significantly better in the morphophonemic condition than in the whole‐word condition for both meaning and affix spelling outcomes. The effect of morphophonemic intervention over whole word condition was stronger for younger students and words of lower base frequencies. Student meaning and spelling performance was significantly predicted by their word reading skills.ConclusionsMorphophonemic analysis instruction enhances word meaning recall and spelling of complex derivative words.

The Prevalence and Predictors of Sleep Disorders and Their Impact on Academic Performance Among Saudi University Students: A Cross-Sectional Study.

University students encounter a variety of sleep problems that have an impact on their health and academic performance. Therefore, the aim of this study was to evaluate the prevalence of sleep disorders and their impact on academic performance among Saudi university students. This is an online cross-sectional study that involved university students and was conducted between November 2022 and February 2023 in Saudi Arabia. Sleep disorders were examined among undergraduate students through online screening surveys including the Epworth Sleepiness Scale (ESS) to assess excessive daytime sleepiness, the Insomnia Severity Index (ISI) to measureinsomnia, and the Berlin questionnaire to examine obstructive sleep apnea (OSA). Restless leg syndrome (RLS) was measured using the RLS rating.SPSSversion 29.0 (IBM Corp., Armonk, NY, USA)was used for all statistical analyses. Binary logistic regression analysis was used to identify predictors of having excessive daytime sleepiness, insomnia, sleep-disordered breathing, and RLS. The sample included 449 participants. According to the ESS, 56.6% (n=254) of students reported excessive daytime sleepiness. Using the ISI, 78.4% (n=352) of students were found to have insomnia. The Berlin questionnaire indicated that 6.7% (n=30) of students had sleep-disordered breathing. Additionally, 13.6% (n=61) of students reported having RLS. Male students had higher odds of sleep-disordered breathing compared to females (p<0.01), while marital status showed that married students had higher odds of sleep-disordered breathing (p<0.05). Students who reported nighttime sleeping had lower odds of insomnia and restless leg syndrome (p<0.05). Having regular sleeping times was associated with higher odds of insomnia (p<0.05). Napping sometimes was associated with higher odds of excessive daytime sleepiness and sleep-disordered breathing (p<0.05). Students working day and night shifts had higher odds of sleep-disordered breathing (p<0.01). Interestingly, students with comorbidities had lower odds of RLS (p<0.01). This study established that sleep disturbances among students significantly reduce grade point averages (GPAs), where the most affected were male students and those who were married. The government should implement sleep education programs, provide resources for the management of sleep, encourage consistent sleep schedules, and come up with targeted interventions for at-risk groups. More research is also recommended on effective sleep interventions.

Research on the Challenges and Countermeasures of Post Practice for Students Majoring in Design

This article delves into the various challenges that design major students encounter during their on-the-job internship. One of the significant challenges is the lack of practical experience. Design students often find it difficult to apply theoretical knowledge to real-world scenarios, resulting in a sense of uncertainty and inefficiency in their work. Additionally, they may face difficulties in communication and collaboration. Interacting with colleagues and clients from diverse backgrounds can be challenging, as they struggle to convey their ideas effectively and understand the needs of others. Moreover, the high work pressure can be overwhelming for these students, as they are required to meet tight deadlines and handle multiple tasks simultaneously. Another issue is the lack of creative inspiration. Coming up with innovative design concepts on a regular basis can be mentally exhausting, and students may find it hard to stay motivated and inspired. in response to these challenges, several countermeasures can be implemented. Firstly, students should actively participate in practice. By engaging in more practical projects and seeking opportunities to gain hands-on experience, they can enhance their skills and confidence. Secondly, improving communication skills is crucial. Students should learn how to express themselves clearly, listen attentively to others, and build effective relationships. Thirdly, it is important to reasonably arrange time. Creating a schedule that balances work and rest can help students better manage their workload and avoid burnout. Lastly, broadening the vision is essential. By exploring different design styles, trends, and cultures, students can expand their creative horizons and generate more innovative ideas.

Learning Obstacle of Students in Geometrical Sequence and Series

Geometrical sequence and series are mathematic topics that should be mastered by students, but some students encounter obstacles in learning these topics. This research aims to identify the learning obstacle by students in solving geometrical sequence and series problems. The research question was what kind of learning obstacles students face in the topic of geometrical sequence and series. The research is qualitative method with a case study research design. The participants were students of senior high school in Cirebon. Data collection was done by conducting tests and interviews. The test method was to identify the learning obstacles faced by the students and interviews as supporting data. The results show that students meet learning obstacles in solving geometrical sequence and series problems, namely ontogenical obstacle, didactical obstacle, and epistemological obstacles. Ontogenical obstacles were experienced by those students who do not understand the concept of geometrical sequence material, and that the answer written was wrong. The didactical obstacle is experienced by those students who find it easier to do it manually compared to using formulas in solving geometrical sequences and series problems. An epistemological obstacle is experienced by those students who are not able to write down the correct answers because the questions are different from habits. Keywords: geometrical sequence and series, learning obstacle, senior high school

Need Analysis of Ecology Course Teaching Materials Based on Student Needs

One of the important components of the lecture process is the existence of quality teaching materials. Teaching materials will assist students in understanding content delivered by lecturers theoretically or in practice. Results of preliminary study indicate that there are teaching materials unsuitable to student needs. Some students opine that it is difficult to obtain learning sources for the Ecology course. This research aims to find out the results of needs analysis of Ecology course teaching materials that will be used as a basis in preparing STEM (Science, Technology, Engineering, Mathematics)-based Ecology course module. The method employed in the research is survey method. Data collection were done using survey questionnaire in Google Form. The survey respondents were 104 students of Biology Education in three universities who had taken the Ecology course. The data analysis was done by describing the survey results of need analysis of ecology course teaching materials. The research results suggest that about 52.9% of respondents had difficulties in obtaining ecology learning sources. About 98% of respondents state that most lecturers only used PowerPoint in teaching and did not recommend teaching materials according to the content delivered. Therefore, in certain ecology contents, students encounter difficulties to work on their assignments and understanding the existing content. Keywords: ecology course, teaching materials, student need

Structural equation modeling for the effects of family dysfunctions and communication on perceived mental health status among under/graduate students in the U.S.

Many of the college students expressed experiencing moderate or severe psychological distress. In their emergence as adults, college students encounter significant periods of drastic change. Family functions play a crucial role in determining individuals' mental health status. The first objective of this study was to investigate whether family communication mediates the relationships between family dysfunctions and perceived mental health status among under/graduate students. The second objective was to investigate whether the mediation effects of family communication on the relationships between family dysfunctions and perceived mental health status differ by gender. The current study applied Minuchin's Structural Family Theory with under/graduate students (N = 348) in Ohio. Structural Equation Modeling was conducted to examine the effects of family dysfunctions and communication on perceived mental health status among under/graduate students. Disengaged family function significantly influenced family communication, which, in turn, significantly impacted perceived mental health (mediation effect). Enmeshed family function did not show a significant relationship with family communication, whereas family communication had a significant impact on perceived mental health (no mediation effect). The model comparison test indicated that there were differences between males and females: the structural weights of the current path models were consistent with the full models, and there was a significant difference in the effect of parents' marital status on perceived mental health, with males being significantly impacted in both models. Practitioners should recognize that improving positive communication skills within the family unit can be a realistic approach to supporting the perceived mental health of under/graduate students. Colleges/universities should offer regular education programs to promote an understanding of the relationship between family communication strategies and the mental health of under/graduate students.

Some Measures to Develop Literary Competence for Secondary School Students of Ethnic Minority in the Northern Mountainous Area of Vietnam

Developing literary competence for ethnic minority students is a necessary requirement of education today. Due to linguistic characteristics and socio-economic conditions, ethnic minority students encounter many difficulties in reading and creating texts. Therefore, Philology teachers need to be active, responsible, and dedicated in the process of organizing teaching activities. Depending on the students and physical conditions, teachers need to be flexible and creative in choosing and applying appropriate teaching methods and forms to help ethnic minority students practice and develop literary capacity with the following skills: listening, speaking, reading, and writing.

Developing Iranian EFL Learners’ Grammatical Knowledge: Insights from Spaced versus Massed Instruction

Despite grammar receiving greater emphasis than other language skills in Iranian schools, Iranian EFL students encounter challenges in acquiring the linguistic structures they are exposed to, resulting in insufficient grammar knowledge. This experiment looked into the effects of spaced versus massed instruction on learning modal auxiliaries among Iranian EFL learners with a lower-intermediate command of English. To this end, through an Oxford Quick Placement Tests (OQPT), 78 lower-intermediate learners were selected and assigned in three conditions, with 26 subjects in each: Spaced condition, Massed condition, Control condition. Using a Levene’s test, it was shown that the subjects were homogenous prior to the experiment. Then, a pretest was used. The results of the pretest showed that there was no between groups’ difference prior to the treatment. Afterward, the spaced group received three 30-minute sessions on modal auxiliaries based on Fundamentals of English Grammar by Azar (2016), while the massed condition received the instruction in just a single 90-minute session. The subjects in all conditions were then posttested. The results of a one-way between groups analysis of variance (ANOVA) showed that both treatment groups outperformed the comparison group (p &lt; .05) with a large effect size (eta squared = .63). The results of post-hoc analyzes using Bonferroni adjustment further revealed that there was a statistically significant difference between the two experimental conditions (p &lt; .05). That is, the spaced subjects gained more compared to their massed counterparts with regard to the targeted L2 form. Pedagogically, this study suggests ESL/EFL instructors could integrate spaced instruction strategies for enhancing students' proficiency in modals. Material developers may also leverage these findings to create more engaging and effective instructional materials.

Exploring Students' Reading Fluency and Accuracy through the Implementation of ORVT

Reading is an indispensable foundational skill crucial for success in life. However, numerous Indonesian students encounter difficulties with reading comprehension, as highlighted in the PISA National Report. Addressing this challenge necessitates a focus on enhancing both reading fluency and accuracy. The Oral Reading Verification Test (ORVT) is a valuable tool to assess reading ability and guide interventions. This study used quantitative methods, focusing on improving students' reading comprehension through the ORVT. A total of 61 junior high school students from grades VI, VII, and IX participated in the study, with assessment results revealing progress in comprehension and specific error patterns. Pronunciation errors topped the list in grades 7, 8, and 9, with an average percentage of 51.71%. The three classes' achievement on the reading comprehension assessment reached an average of 85.1%, understanding well (complete). The results showed improvement in reading comprehension, highlighting areas of strength and improvement across different aspects of oral reading skills (highly satisfactory). This study underscores the effectiveness of ORVT in improving reading skills and emphasizes the importance of targeted support for reading comprehension.

Exploring mathematic struggles among STEM students at Fairmont State University

Mathematics serves as the cornerstone of every STEM major, and proficiency in this subject is paramount for achieving academic success, societal integration, and meaningful participation in the workplace. However, numerous students encounter challenges in mastering mathematical concepts. In West Virginia, students face an additional hurdle, poverty, with households in the state ranking among the lowest earners in the nation. This can have significant implications for the funding and resources available to the West Virginia School System. Recognizing the interplay between socioeconomic factors and academic performance is crucial for devising targeted interventions and providing necessary support. In pursuit of this understanding, during the 2023-2024 school year, we administered a survey in 50 STEM courses at Fairmont State University (n = 447) and collected data from the LEAD Center on tutoring. Preliminary results show that math made up 50% and chemistry 37% of requested tutoring subjects in STEM and 69.7% receiving tutoring were in their first two years. Survey demographics are the following: gender identity: 212 male, 212 female, and 4 non-binary; economic status: 82% were middle class, 13% working class, and 4% on assistance; 29.5% are first generation; 62% are within their first two years of study. The most common math completed in high school was algebra (24.8%), trigonometry (34%), and calculus (24.4%). There was a strong correlation between major and enjoying math (0.99) and having a good math teacher in high school (0.62). Through data analysis and working with students directly, our goal is to discover why students struggle with math and how to better prepare future generations.

Learning from Mistakes—Dental Students’ Learning Experiences from Adverse Clinical Events

Clinical training in the teaching practice is essential for developing patient-specific skills, yet the transition from preclinical to clinical training presents significant challenges for students. This study aimed to comprehend the challenges and issues faced by students at the onset of clinical training. It retrospectively investigated adverse events presented at the advanced dentistry course by third-year pre-doctoral students from classes 202A, 202B, and 202C during their initial ten months of clinical practice at the teaching institution. In this study, adverse events were defined as any undesirable experiences or incidents associated with a clinical treatment and administrative procedures. A total of 279 adverse events presented were categorized into eight disciplines: Treatment planning (TP), Operative (OP), Periodontics (PER), Endodontics (EN), Oral Surgery (OS), Fixed Prosthodontics (FP), Removable Prosthodontics (RP), and Patient Management (PM). The distribution of events was as follows: TP (11.5%), OP (17.7%), PER (13.1%), EN (6.9%), OS (6.2%), FP (24.2%), RP (5.0%), and PM (15.4%), with FP, OP and PM experiencing the highest rates of adverse events. The distribution pattern within the disciplines was consistent, and no statistical difference was observed. Across these disciplines, a lack of clinical skill competency was identified as a primary cause of adverse events. Other contributing issues included miscommunication, insufficient explanations to patients, a lack of administrative support, case complexity, and a deficit in diagnostic examinations and skills. The frequency of causes varied across the three classes, but no significant differences was noted in OP, FP and OS, in which over 80% of causes were related to clinical skill competency. Adverse events in clinical settings are frequent. Knowing these beforehand can aid students’ performance. Students should prepare thoroughly before clinical practice and understand common causes of errors. Educators should recognize the challenges inexperienced students encounter. Awareness of typical mistakes can enhance success in demanding clinical scenarios.

İNGİLİS DİLİNDƏ ESSE YAZMAQ ÜÇÜN METODİK TÖVSİYƏLƏR

Methodical Recommendations for Writing an Essay in English Summary Essay is a common form of writing that every student encounters during their studies. The article talks about methodological recommendations for writing essays, which play an important role in the development of writing skills in English. These tips cover everything from the basics of essay structure to creating a compelling introduction, creating body paragraphs, logical conclusions, and even refining your essay through editing. After reading this article, you will be able to write an essay in English that will interest your readers, convey your ideas clearly, and leave a lasting impression. Key words: language skills, essay, the structure of the essay, methodical recommendations, connecting words

Balancing Medical School and Manage a Social Life and Perform in Class

Background: Medical students face significant challenges in balancing academic obligations with maintaining a social life, which is crucial for their well-being and interpersonal skills. This study aims to explore the difficulties medical students encounter in this balance, the effects of social activities on their health and academic performance, and to propose actionable solutions. Methods and Materials: Employing a mixed-methods research design, this study integrates quantitative data from survey questionnaires with qualitative insights from semi-structured interviews. Purposive sampling was used to select participants from various medical schools, ensuring a diverse representation of experiences. Data analysis combined statistical tools for quantitative data and thematic analysis for qualitative interviews, highlighting the intricate dynamics between social engagement, academic responsibilities, and well-being. Results: The findings reveal that many medical students struggle with balancing their social and academic lives, citing heavy workloads and limited free time as substantial barriers. However, a robust social support network was correlated with reduced stress and better overall mental health. Time management skills emerged as crucial for achieving a satisfactory work-life balance. Qualitative data underscored the value of emotional support from peers, family, and mentors and effective time management strategies. Conclusion: This study underscores the importance of social support and time management in navigating the demands of medical education. It suggests that educational institutions should foster supportive environments and offer programs that enhance students' social well-being and time management capabilities. Addressing these issues can lead to improved mental health, academic performance, and a more balanced life for medical students.

Linguistic deviation in the speech of Chinese students as a result of mixing languages (at the initial stage of studying Russian as a Foreign Language)

This article explores the methodology of teaching Russian as a second language, as well as the unique aspects of its acquisition by students whose native language is Chinese. It is noted that students universally make both general errors that are independent of their native language and specific errors that serve as indicators of their language proficiency. This paper presents a typology of errors commonly made by students whose first language is Chinese. Using the concept of linguistic deviation, this study examines the range of deviations in phonetic, lexical, grammatical, as well as syntactic aspects from standard Russian explained by differences between language systems at several levels in the mind of the emerging bilingual individual. The nature of these errors and strategies for their correction are considered. Additionally, the paper addresses the comparative ease with which educators can identify and rectify errors in students’ oral and written expressions versus the complexities involved in discerning inaccuracies in their comprehension of meanings. Through extensive practical engagement, educators aim to unearth, categorize, and address the diverse array of challenges and misunderstandings that Chinese students encounter in their acquisition of Russian, underlining the importance of their native linguistic background in this learning process. Guided by the insights of esteemed Russian linguist L.V. Shcherba, this study advocates for the constructive integration of students’ native languages into the learning environment, transforming potential obstacles into assets for language acquisition. By delving into these aspects, the article contributes to the pedagogical strategies for teaching Russian to Chinese speakers, aiming to enhance their linguistic proficiency and cultural understanding.

Using practical programming tasks to enhance combinatorial understanding

AbstractProbability theory has extensive applications across various domains, such as statistics, computer science, and finance. In probability education, students are introduced to fundamental principles which may include mathematical topics such as combinatorics and symmetric sample spaces. Students pursuing degrees in computer science possess a robust foundation in programming, software engineering, and algorithmic thinking. Despite entering probability courses with a unique perspective and learning potential, these students encounter challenges in grasping combinatorial concepts. In this experiment, we challenged first‐year postsecondary computer science students to program a simulation of a practical combinatorics problem. Students commented on whether and how this task helped them internalize the basic concepts of combinatorics. We aim to show how utilizing programming tasks may empower students with a deeper grasp of combinatorics.

Transmigrant Students’ Motivation and Problems in Learning Local Languages: Language Maintenance

Some transmigrant students in their interactions with others have desires to get to know other local languages for various reasons including the student's desire to get to know people who speak the local language more intimately. This study aims to find out the motivations or factors that cause transmigrant students to learn other local languages and what obstacles they face when learning these other local languages. The benefits of this research are to find out the factors the students have and the problems the students encounter in learning local languages as a part of language maintenance. This study used the descriptive qualitative method. The selection of respondents was carried out using the snow bowling technique. There were 50 respondents (transmigrant students) who were living in the dormitory of Universitas Kristen Indonesia, Jakarta. The researcher collected data using questionnaires. The researcher used thematic analysis to analyze the data. This research reveals that there are four main reasons for the students to learn the local language, namely a) because they want to increase their knowledge and skills in the local languages; b) because they want to understand the language and culture of friends from other tribes; c) because they like the local languages (the accent, expression, and intonation); and d) because they want to get closer with fellow students who use the local languages. This study found that there were two types of general barriers that transmigrant students experienced when learning local languages, namely external and internal barriers. This research finds that transmigrant students who live in UKI’s dormitory can be ambassadors of various Indonesian local language maintenance.

A MULTIDIMENSIONAL ANALYSIS OF REFUGEE HIGH SCHOOL STUDENTS’ POVERTY EXPERIENCES IN ESKİŞEHİR

The main aim of this research is to present the experiences and problems of refugee high school students studying in different types of high schools in Eskişehir from a multidimensional perspective. The study revealed that refugee high school students encounter difficulties to varying degrees in areas such as education, accommodation, participation, meeting personal needs, leisure activities, and social relationships. It was determined that a large portion of them live in rented accommodations, some work in conditions that are not favorable outside of school hours, and the majority are unable to participate in leisure activities. Furthermore, it was found that a significant number of students rely on assistance, while some resort to seeking help through transnational migrant networks.

Assessing perceived stress, sleep disturbance, and fatigue among pilot and non-pilot trainees

Pilots operating in a distinctive professional realm face substantial stress and fatigue from the crucial responsibility of navigating airplanes at high altitudes with inherent risks. Similarly, college-level students encounter heightened stress and fatigue while pursuing academic goals and engaging in different activities. Stress, a non-specific response to various demands, and fatigue, characterized by extreme tiredness, are prevalent health conditions experienced across a spectrum of intensity in daily life. In this study, we conduct an extensive analysis to address a fundamental question: how do stress, sleep disturbance, and fatigue experiences differ between pilots and non-pilot college students? Delving into stress and fatigue levels within these populations contributes to understanding these phenomena and their potential implications for overall well-being and performance. Building on a comprehensive analysis of the Perceived Stress Scale (PSS), Jenkins Sleep Scale (JSS), and Multidimensional Fatigue Inventory (MFI) scores, we explore variations in stress, sleep disturbance, and fatigue across multiple dimensions. Our findings indicate intriguing disparities among pilot and non-pilot cohorts. Through graphical representations and statistical tests, we reveal that non-pilot college students exhibit higher perceived stress and sleep disturbance levels. In contrast, pilots demonstrate expected higher perceived fatigue levels. Our detailed analysis of subcategories, including General Fatigue, Physical Fatigue, Reduced Activity, Reduced Motivation, and Mental Fatigue, sheds light on the complexity of these differences. Notably, pilot students experience heightened fatigue, potentially linked to the demanding nature of their tasks. In conclusion, our extended analysis contributes valuable insights into the intricate dynamics of stress, sleep disturbance, and fatigue among pilot and non-pilot college students. These findings hold implications for future research and interventions aimed at enhancing the well-being and performance of individuals in these distinct educational and professional domains.