Student Freedom Research Articles

THE REASONS FOR THE RELUCTANCE AND RELUCTANCE OF THE UNIVERSITY STUDENT TO ENGAGE IN SPORTS ACTIVITIES

The aim of the current research is to identify the reasons for the sizes of the university student to practice sports activities, and to measure the level of sizes and feet of the university students, and the limits of the research were limited to female students at the University of Baghdad for the academic year 2019-2020, and sports activities were defined as: Various activities carried out by the student under the supervision of trainers in the college, such as football, volleyball, tennis, table, arena and field. Based on the above and the importance of sports activities in building the human being physically, mentally and psychologically, and to meet some of the values and practices that are outdated and intersect with the principles of contemporary life. By using scientific research tools and scientific statistical methods on a sample of 250 female students, it was found that the first reason is conflict with prevailing customs and traditions that prevent the student's freedom from exercising her right to sport.

Epistemology Study: The Role of Christian Teachers Regarding Students Freedom in Learning

School epistemological belief is essential as it directly influences the goal and center of education. Following this logic, Christian education ideally aims to guide students to the knowledge of God as Christian epistemology believes that God is the source of knowledge. However, in teaching and learning practices, Christian teachers may be unaware of the world’s modern philosophy and thus unconsciously adopt the practices from the modern educational approach. As a result, the goal of Christian education can be shifted from God-centered to student-centered learning within progressive educational practice. Misleading knowledge and truth may bring schools away from the responsibility to fulfill God’s will in education. Thus, it is necessary for Christian teachers to guide students throughout the learning process to see God as the source of knowledge. This paper aims to critically discuss the Christian teachers’ role as a guide regarding students’ freedom in learning. To this end, this study employs a literature review method. The study concludes that Christian teachers can exercise the God-given authority to guide students in using their intellectual and free-will to serve God and others.

Improving Teachers’ Self-Efficacy through Training: An Impact for the Freedom of Students’ Mathematical Thinking

Teacher self-efficacy is an important component of teacher competence. At present, efforts to improve teacher competencies have not been carried out simultaneously for teacher activities in the classroom (open class) and outside the classroom (training). This quasi-experimental study aimed to examine the effectiveness of soft skills training and the practice of lesson study on improving mathematics teacher self-efficacy and describe the impact of teacher self-efficacy on the freedom of students' mathematical thinking. The study involved three mathematics teachers and 90 students from three different junior high school regions in Bandar Lampung, Indonesia (city center, semi-urban, and suburban). Data was collected through questionnaire, observation, and interview. The data were then analyzed descriptively. The effectiveness of soft skills training and the practice of lesson study on improving mathematics teachers’ self-efficacy was examined using Wilcoxon Test. The results showed the differences in the average teachers’ self-efficacy before and after participating in soft skills training and the practice of lesson study (with an increase of 0.82/high). The increase in teachers’ self-efficacy also positively affected the freedom of students’ mathematical thinking.

Evaluation of a Multidisciplinary Bachelor Course on Pain with Autonomy-Supportive Teaching Strategies through the Lens of Self-Determination Theory.

To stimulate learners’ autonomy, autonomy-supportive teaching strategies were included in the design of a multidisciplinary elective course on pain. During this course, students explored pain from different disciplinary angles, i.e., from biomedical, psychological, arts, philosophical, and anthropological perspectives. In the course, autonomy was stimulated by giving students freedom of choice, especially in their final assignments. The aim of this study was to explore students’ freedom of choice and students’ perceptions of the multidisciplinary course on pain, particularly students’ perception of autonomy in the light of self-determination theory (SDT). To address the aim of this study, a mixed methods approach was used. Directed content analysis was conducted on a reflective part of the final individual assignment and was used to find categories fitting within SDT and also outside it. In addition to this, the diversity of topics as well as different disciplines present in the final individual assignments was explored to demonstrate students’ freedom of choice. This study shows that the course setup supported students’ autonomy and relatedness and stimulated students’ interest in and relevance to pain. Moreover, it stimulated students’ freedom of choice and stimulated curiosity towards disciplines such as arts and philosophy. Therefore, it can be concluded that we successfully developed a multidisciplinary course on pain in which students are exposed to different autonomy-supportive teaching strategies based on the SDT framework.

International implementation standards autonomy of higher education institutions

The article analyzes the main international regulations aimed at implementing the autonomy of higher education institutions. It is noted that the planned creation of a single European higher education area and increase the prestige of the European higher education system in the world will be fully implemented. It is emphasized that the final result is planned to be achieved by solving the following tasks: adoption of the system of scientific degrees; organization of higher education in two cycles; establishment of a single system of credit units; increasing mobility, autonomy and ensuring academic freedom for students and teachers; development of European cooperation in the field of quality assurance of education; preservation of cultural and linguistic diversity, originality of national higher education systems and autonomy of higher education institutions. The main principles of functioning of universities are singled out, which include: university autonomy, which performs the function of understanding reality in order to spread culture through teaching and research; university independence from economic, political and ideological power; a significant link between research and teaching; achieving compliance with the needs of society and the economy; freedom of research, teaching, learning; fulfillment of the mission subject to compliance with the requirements of mutual will: universities and authorities; rejection of intolerance and at the same time maintaining dialogue, the formation of universities as a meeting place for teachers who are able to transfer their knowledge, as well as students who are motivated to learn them; preservation and transmission of the values of European humanism; realization of the main tasks in the context of achieving general knowledge beyond geographical and political borders, mutual knowledge and interaction of cultures.

Motivation: Up and down: Implementation of a motivational model and assessing the results

The opportunity to enroll in a foreign university skyrockets the motivation of many students. However, a huge number of these students eventually find themselves, in the midst of their studies, to unsure that they will even be able to graduate. This article focuses on the causes of demotivation for these students and aims to find a solution to this problem. Our study relies on previous research conducted by H. Douglas Brown, Zoltan Doernyei, Natalie Ness, Penny Ur, Desley I. Watson-Raston, and others. This article contributes to this literature by, first, looking into the causes of motivation loss among foreign students studying the English language in Russia, and second, by proposing certain tactics that could be put into practice in the classroom. By conducting our research over the last year and a half, we have come to several conclusions. According to our observations, authentic materials, along with the freedom for students to choose study topics and the way assignments are presented determinately increases not only student motivation but also improve learning results in speaking and writing. In our research, we tried to use a big variety of research methods. These included focus and control groups, general and individual questionnaires, video essays, and classic tests.

RETRACTED: Research on the dilemma of the “triple independent” teaching reform of college physical education under the situation of “healthy China”

The teaching reform of “Triple independent” in college physical education has been implemented in Colleges and universities all over the country since 2003. The serious problems of “students' physical health level is still the obvious short board of students' quality,” 1 “poor eyesight and physical health level are still the short board of students' quality” have not been overcome and solved. 2 It is of great significance to study the birth and development mechanism of students' short physical health level for enhancing students' physical fitness and promoting the healthy development of teenagers. According to the idea that the connection between causes and results is the connection between things or phenomena, the retrospective perspective based on the “Triple independent” teaching mode of sports and the experience and practice beyond “point” and “level” are adopted. Based on the characteristics of “Triple independent” teaching mode and the problems existing in the implementation of “Triple independent” teaching mode and the countermeasures to solve the problems, two explanatory variables of “Triple independent” freedom and project diversity of students are extracted. Through the analysis of the two explanatory variables caused by the qualitative comparative analysis method, it is concluded that the main position of “Triple independent” of students is the effective condition configuration that causes the short board of students' physical health level. The results show that the contradiction between the students' independent choice of curriculum content and the setting of sports events, the contradiction between the students' independent choice of teachers and PE teachers are the main contradiction of the “Triple independent” Teaching mode and the root of the defect of the “Triple independent” Teaching mode. The crux of the teaching reform of “Triple independent” lies in the understanding and interpretation of the subject status of students' Triple independent. The teaching mode of “Triple independent” in physical education is to teach students in the main position of “Triple independent”. The virtual teaching objectives and the lack of depth in teaching are the reasons for the short physical health level of students. The teaching reform of “Triple independent” in Physical Education in Colleges and universities, whose form is greater than content, is the reform of teaching methods, not the reform of teaching content.

A research on transformation of social wellbeing and life attitudes in students from the occupied territories and the demarcation line at relocated higher education institutions from the east of Ukraine

We connect the urgency of the article with the preservation of the integrity of Ukraine in the conditions of military conflict. The article describes the research on transformation of the current state of social wellbeing and life attitudes in students from the occupied territories of Ukraine under conditions of relocated higher education institutions. The goal: to study the transformation in social wellbeing and life attitudes in the mentioned strata of students under conditions of operation of a relocated state higher education institution. The methods: analysis, synthesis, generalization, specification, systematizing, comparison, documentation study, interviewing, mathematics statistics methods. Scientific novelty: theoretical foundations and the essence of reintegration of such students, as well as the measures are determined that facilitate it: information and explanatory work, socio-educational, psychological, pedagogical, socio-economic, and legal ones. It is proved that national-oriented upbringing is the priority in successful reintegration on condition of solving students' problems. The results: the efficiency in the use of the mentioned measures is proved by transformational changes related to overcoming the imbalance between the social wellbeing indicators (the level of life satisfaction, interest in life, general mood) and life attitudes (focus on process, result, freedom) of such students.

Optimization of Character Education in Social Studies Learning at Merdeka Belajar Era

Merdeka Belajar is a Ministry of Education and Culture program that aims to provide freedom for teachers and students in planning the learning process. The freedom (merdeka) in Merdeka Belajar meant the freedom to innovate and learn independently and creatively. So far, the learning paradigm, especially in social studies subjects in the independent era of learning, is still oriented to students' learning outcomes. This results in the inadequate implementation of character education for students in social studies learning. Therefore, it is necessary to optimize students' character education in social studies learning using effective learning methods in the independent learning era. This is relevant to the principle of independent learning, namely student-centred learning, where there are eight values of character education in the concept of student-centred learning developed in the era of independent learning. This research method uses descriptive qualitative methods with a library research approach. The results of the research, through the optimization of character education in social studies learning in the era of independent learning, students are expected to be able to implement character values as an effort to face the development of science and technology. In addition, later social studies learning in the independent era of learning will be more meaningful and relevant to the goal of independent learning, namely to make students who have generic life skills (GLS) and specific life skills (SLS).

The degree to which faculty members at Imam Abdul Rahman bin Faisal University possess educational and social values from the students’ viewpoint and its relationship to some variables.

The progressive rise in technological and socio-economic dynamics has given rise to certain social challenges which resulted from inadequate transference of values successive generations among several societies. This study aims to ascertain the degree to which faculty members of Imam Abdul-Rahman Bin Faisal University possess educational and social values. To achieve this objective, a structured questionnaire was designed to collect primary data from 360 students of the university. A simple random sampling technique was used to select respondents. The data obtained were analyzed statistically with the aid of Statistical Package for Social Science (SPSS) 20. The results shows that most (142, 40.6%) of the students (respondents) reported that faculty members possessed high degree of imparting students with information and knowledge. Majority of the respondents (37.1%) reported a low degree of freedom of students within the lecture. Also, the faculty members generally possessed a medium degree of social values such as integrity (35.1%), modesty (39.4%), empathy (36.6%); training of students on social responsibility (39.4%), altruism and enhancement of students’ citizenship values (40.0%); dedication/teamwork/healthy dealings with others (37.7%). Furthermore, the correlation between educational and social values is 0.993 indicating a positively strong relationship between educational and social values. The p-value was less than 0.05 indicating that there was no statistically significant correlation between the variables of educational and social values.

ВІДПОВІДАЛЬНІСТЬ У КОНТЕКСТІ РОЗВИТКУ АКАДЕМІЧНОЇ ДОБРОЧЕСНОСТІ СТУДЕНТІВ У США

The paper considers the issues of responsibility in connection with the characteristics of the problem of academic integrity in the researches in the USA, whose experience is because the researchers and administration have developed a significant amount of information materials. The main purpose of this paper is to describe the peculiarities of interpretation of the concept of responsibility as a component of the value basis of academic integrity by the US researchers. The research methods used are analysis and content analysis. The understanding of responsibility as a value element of academic integrity is shown in researchers' papers, codes of ethics of university students, documents covering academic integrity policies and specialized manuals for students. Responsibility appears as one of the key aspects of academic integrity. The main approaches to defining the concept of responsibility in the researches in the United States include the study of responsibility in the context of academic integrity and its study in the context of general issues of rights and freedoms of students. At the present stage, various aspects of the problem of responsibility are considered at the scientific level, including the issue of measuring the level of responsibility, description of behaviors defined as responsible / irresponsible, and the role of responsibility in meeting the academic integrity of higher education. It is common to interpret the responsibility of students in relation to the standards of professional ethics of the future sphere of their professional activity. Key words: academic integrity, responsibility, values of academic integrity, students, higher education.

Giving Students Freedom to Learn Through the Implementation of Lesson Study

Giving Students Freedom to Learn Through the Implementation of Lesson Study

THE EFFECT OF STORY TELLING METHOD ON SOCIAL STUDIES LEARNING RESULTS OF CLASS IV ELEMENTARY SCHOOLS

Adding insights about the results of the pretest-posttest as well as the influence of when or without using the storytelling method on social studies learning results in grade IV elementary schools is the purpose of this study. The research design used was a quasi-experimental design with a pretest-posttest design, non equivalent control group design. Where examining two groups, that is the experimental class and the control class in one class. Grade IV elementary school students, that is group A and group B are the population in this study. Sampling technique is a technique used in determining research samples. The test of student social studies learning results (cognitive) that has been tested for validity by experts is a research instrument. The test analysis used is the normality test and hypothesis testing. The results showed that there was a significant influence in the use of storytelling methods on social studies learning results. The results of the t-test show that learning without using the method of storytelling is in the control class with tcount (7,786)> ttable (2.131). The same from the t test on learning using the story telling method, is in the experimental class with tcount (10.647)> t table (2.131). This proves that there is a positive influence on the use of storytelling methods on social studies learning results in grade IV elementary schools. The use of the storytelling method can help teachers in providing creative learning, giving students freedom in conveying their ideas and creativity in understanding the material and being presented in learning that is not boring will make students interested in the learning that takes place so that the material can be conveyed well.

Assessing Pre-Service Teachers View On Improving Discipline in Colleges of Education in Ghana: A Study at Wesley College of Education

Education at every level is expected to affect behaviour of those who experience it. This makes discipline very essential component in delivery of education. The study was a case study designed to examine students’ views on improving discipline in Colleges of Education. Data was collected from 244 respondents at Wesley College of Education in Ashanti Region, Ghana using a 4-point Likert and 5-point Likert scale questionnaire. The data were analysed using frequency and percentage. The study revealed that students viewed the concept of discipline as punishment which was generally perceived as severe. Punishment in the College included withdrawing students’ privileges, in-school suspension and out-of-school suspension among others. They regarded the causes of indiscipline to be the result of lack of students’ participation in the decision making process of the school, unclear rules. Students’ indiscipline was also attributed to bad training at home, students falling into bad company in school and lack of freedom for students. However disciplinary measures such as the use of guidance and counselling services, religious training, and parental involvement, had more positive responses. Based on the findings, some recommendations were made to improve discipline in Colleges of Education. For instance, there should be clarity of rules, this will enable students to understand the rules and abide by them. In addition, Students of colleges should be taught the value of self-discipline. These will help the student teacher to learn more appropriate ways to ensure discipline when they go out to practice.

학교숲 트레킹 프로그램 참여 대학생의 인지된 자유감이 스트레스대처 및 대학생활적응에 미치는 영향

본 연구는 학교숲 트레킹 프로그램 참여 대학생의 인지된 자유감이 스트레스대처 및 대학생활적응에 미치는 영향 을 탐색하는데 목적이 있다. 본 연구를 위하여 2019년 9월 16일부터 12월 6일까지 C대학 교양체육 수강생중 기숙사입사 생 178명을 유목적표본추출하였다. 이들을 대상으로 12주간의 학교숲 트레킹 프로그램을 진행한 다음 설문조사를 실시 하였다. 수집된 자료를 SPSS 22.0 통계프로그램으로 다중회귀분석하여 다음과 같은 결론을 얻었다. 첫째, 12주간의 학교숲 트레킹 프로그램에 참여한 대학생들의 인지된 자유감은 스트레스 대처에 유의한 영향을 미치는 것으로 나타났다. 둘째, 12주간의 학교숲 트레킹 프로그램에 참여한 대학생들의 인지된 자유감은 대학생활적응에 유의한 영향을 미치는 것으로 나타났다. 이에 따라 대학구성원들의 숲체험에 대한 전반적인 이해와 다양한 요구를 파악하고 이를 바탕으로 학내 산림환경의 생태적 특성을 반영한 학교숲 체험 공간이 마련되어야 할 것이다. 또한 실효성있는 프로그램을 개발하고 지속 적으로 진행해나감으로써 바람직한 여가행태로 전환하여 대학생들의 정서안정 및 건강증진을 이끌 수 있을 것이다.

Atividades experimentais de Física da revista Ciência Hoje das Crianças

A revista Ciência Hoje das Crianças (CHC), criada pela Sociedade Brasileira para o Progresso da Ciência, se destaca como material paradidático de divulgação científica na educação básica brasileira por sua distribuição pelo Programa Nacional do Livro e do Material Didático (PNLD) no Brasil. Desde o final do século XX são realizados estudos sobre a importância das atividades experimentais no ensino de Ciências que objetive a alfabetização científica. As pesquisas recomendam que o encaminhamento das atividades deve partir de um problema, não se limitando à manipulação ou observação. Ressaltam também que as crianças dos anos iniciais de escolaridade são capazes de fazer reflexões e buscar explicações, indo além da mera execução de roteiros ou da contemplação. Assim, o objetivo desse trabalho é apresentar a análise das atividades experimentais de Física propostas na CHC. O resultado mostra que a CHC está na contramão do que recomendam as pesquisas em ensino de Ciências. As atividades experimentais apresentam características empírico indutivistas marcadas por uma visão rígida da Ciência. Permitem pouca ou nenhuma liberdade para atuação criativa e reflexiva dos estudantes, sem espaço para erro ou discussão dos resultados. A revista não é um material didático e não explicita entre seus objetivos a alfabetização científica. Porém, considerando as pesquisas em ensino de Ciências das últimas décadas, acreditamos que um material que pode compor as bibliotecas de mais de 150 mil escolas públicas brasileiras não pode encaminhar concepções estereotipadas da Ciência como, por exemplo, a visão empírico-indutivista. Pelas dimensões do PNLD e sua política de avalição de materiais distribuídos, a CHC deveria se destacar como mediadora entre as pesquisas e o ensino nas escolas.

Leisure Activity Participation, Exercise Level and Perceived Freedom in University Students (Akdeniz University Example)

One of the main topics handled in leisure literature is “The benefits obtained by leisure activity participation”. Besides physical health benefits, positive emotion outcomes are inquired very often in studies. Perceived freedom in leisure is one of the positive outcomes mentioned by researchers in leisure sciences. The aim of this study is to examine recreative activity participation, leisure time exercise participation and perceived freedom of university students that attended to elective physical education courses. The population of the study consists of students attending to elective physical education courses, meanwhile the sample of the study consisted of 500 voluntary students. As data collection tool “Godin Leisure Time Exercise Questionnaire” and “Perceived Freedom in Leisure” scales were used. In data analysis, non parametric correlation and hypothesis tests were used as the data were not normally distributed. According to the results leisure time exercise levels and perceived freedom scores showed a positive significant correlation (r=0.234, p<0.05). This shows that the level of exercise in leisure time increases the perception of freedom obtained from leisure activities. Men participants showed higher level of perceived freedom when compared with women (p<0.05). Men participants were also found to be more actively participating to exercise than women (χ2=22,064, p<0.05). The participants that perceived their economic status better than the other group showed higher percentage of active participation (χ2=8,472, p<0.05). For future research, the positive emotion effects of leisure activity participation could be studied in different study groups such as disabled participants, elderly people, recovering patients, immigrants and other different groups.

Teacher-Student Interaction and Chinese Students' Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions.

This study aimed to investigate secondary students’ mathematics achievement emotions and their mediating effects on the relationships between classroom environmental characteristics, namely, teacher–student interactional styles (i.e., teacher leadership and student freedom styles), and students’ mathematics learning outcomes in mainland China. A sample of 1423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales for assessing students’ perceived teacher–student interactional styles, mathematics achievement emotions, and cognitive and affective learning outcomes. The results indicated that students’ mathematics learning outcomes were positively associated with both teacher leadership and student freedom styles. Moreover, students’ mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes. These results highlight the importance of mathematics achievement emotions in student learning, and provide implications for the improvement of mathematics classroom environments.

Association Between Teacher-Student Interaction and Students Interpersonal Skills, Self-Management Skills and Academic Behavior

This study aimed to find out the association between secondary school teachers' ways of interaction with students and students' interpersonal skills, self-management skills, and academic behavior. A sample of 2764 students, peers, and teachers was taken from Punjab province. The survey method was used to collect data and analyzed through percentage, mean, and Pearson correlation. Results indicate that uncertainty in teachers having a strong correlation with students' interpersonal skills. Moreover, teachers admonishing style and freedom of students have a significant negative correlation with the self-management skills of students. Whereas, all eight factors about teacher-student interaction remained a positive correlation with the academic behavior of students.

Academic freedom of students

Academic freedom is often regarded as an absolute value of higher education institutions. Traditionally, its value is related to such topics as tenure, and the need for academic work to be free from undue political influence and other pressures that can challenge time-consuming research processes. However, when an analysis of student freedom begins with arguments about free research and free speech, undergirded as they generally are by liberal political philosophy, other considerations, related to broader views of freedom, can slip through the cracks. In this essay, I want to take a step back from typical discussions of academic freedom, to take a broader perspective, before considering how freedom relates to student experience. The first part of this essay explores diverse elaborations and defences of freedom: How it is upheld in the liberal philosophy of Kant, the critical pedagogy of Freire, existentialism, and the capabilities approach to development. Exploring the often contrasting insights and implications of these views, I then connect relevant theoretical understandings derived from them to an exploration of the experience of freedom and (lack thereof) of students (in a university context). This essay thus considers how student freedom, and student academic freedom, are more precarious concepts than typically assumed.