Different Types Of Students Research Articles

Financing Preprimary Education: How Vietnamese Provinces Allocate Scarce Resources

This study is the first to examine how provinces allocate resources for preprimary education in Vietnam. We find that despite reliance on the central government’s Decision 46, provinces in Vietnam show considerable autonomy and exhibit substantial variation in how they allocate education aid to preprimary education. The variation comes to light in how they allocate funds between salary and non-salary purposes and how they fiscally treat different types of students, namely socio-economically disadvantaged students, students with disabilities and in different grade levels. This study paves the way for exploration of a multitude of unanswered research inquiries in preprimary education in Vietnam.

Centre assessment grades in 2020: a natural experiment for investigating bias in teacher judgements

The COVID-19 pandemic meant that, in 2020, students in England were unable to sit their examinations and instead received predicted grades, or “centre assessment grades” (CAGs), from their teachers to allow them to progress. Using the Grading and Admissions Data for England (GRADE) dataset for students from 2018 to 2020, this study treats the use of CAGs as a natural experiment for causally understanding how teacher judgements of academic ability may be biased according to the demographic and socio-economic characteristics of their students. A variety of machine learning models were trained on the 2018–19 data and then used to generate predictions for what the 2020 students were likely to have received had their examinations taken place as usual. The differences between these predictions and the CAGs that students received were calculated and then averaged across students’ different characteristics, revealing what the treatment effects of the use of CAGs were likely to have been for different types of students. No evidence of absolute negative bias against students of any demographic or socio-economic characteristic was found, with all groups of students having received higher CAGs than the grades they were likely to have received had they sat their examinations. Some evidence for relative bias was found, with consistent, but insubstantial differences being observed in the treatment effects of certain groups. However, when higher-order interactions of student characteristics were considered, these differences became more substantial. Intersectional perspectives which emphasise interactions and sub-group differences should be used more widely within quantitative educational equalities research.

The latent category of resilience and its relationship with the mental health and coping styles of medical students

BackgroundMedical students suffer more pressure due to various reasons and their mental health problems get more attention. Resilience is a positive psychological perspective to explore the medical students’ mental health and coping style problems. This study focuses on the medical students in school and uses the method of latent category analysis (LCA) to analyze the classification characteristics of their resilience. Therefore, the study aims to help psychological educators in medical colleges to develop positive mental health education strategies for medical students.ObjectiveTo explore the potential categories of resilience of medical students and the relationship between these categories and mental health and coping style.MethodsA total of 1,457 medical students from four medical colleges in Anhui Province were selected as the research subjects by a convenience sampling method. A general information questionnaire, the Connor-Davidson Resilience Scale (CD-RISC), Kessler 10 and the Simplified Coping Style Questionnaire (SCSQ) were used to investigate; SPSS 25.0 and Mplus 7 software were used for basic analysis and latent category exploration.Expected resultsThe medical students were divided into three potential categories of mental resilience: the low resilience group, moderate resilience self-improvement group and high resilience tough group. The optimism dimension level of the three categories was low. There were statistically significant differences in the distribution of resilience among medical students, such as gender, source of students, and paternal and maternal education level. There were significant differences in the mental health, positive coping style and negative coping style scores among the three categories. Female medical students with low parental education levels have a lower level of resilience. Logistic regression analysis showed that a lower maternal education level was a risk factor for resilience level, and a high positive coping style score and gender were protective factors for resilience level.DiscussionThere are group differences in the resilience of medical students, which suggests that school health workers should formulate targeted intervention programs for different types of students to improve their resilience and mental health, and further more, this study reminds mental health workers in colleges and universities to pay more attention to the mental health status of female medical students whose parents are less educated.

Factors Affecting Graduates’ Employability of Business-Related Programs: A Tracer Study

The goal of the study was to ascertain the job history and status of Jose Rizal Memorial State University graduates, in particular those who completed the bachelor's degree programs in tourism and hotel and restaurant management between 2012 and 2016. The design of this tracer study utilized a descriptive quantitative methodology. To collect pertinent study data, a modified, standardized questionnaire and interviewing methods were employed as the instrument. Only 109 graduates out of a total of 241 responded to the survey via email and social networking sites. In order to determine the respondent's profile and mean for the degree of usefulness and relevance of the work-related values and abilities and curriculum-related elements, a frequency count and percentage computation were used. According to the survey, honesty and love of God are "Very Much Helpful" in the tourism industry, along with work-related qualities. Communication abilities were identified as being "Very Much Connected" to the job requirements for both tourism and the management of hotels and restaurants. With the exception of Natural Science, Culinary Arts and Services, and Accounting for HRM, practically all of the variables had significant relevance from elements relating to the curriculum. It is advised that the curriculum be modified to reflect changes in the new educational system and to accommodate the shifting needs of business. To increase the number of graduates, teachers should also improve or change their teaching methods to better meet the needs and requirements of the different types of students they are teaching.

ИЗСЛЕДВАНЕ НА ВЛИЯНИЕТО НА ОНЛАЙН ОБУЧЕНИЕТО ВЪРХУ ОТДЕЛНИТЕ СТИЛОВЕ НА УЧЕНЕ

The COVID-19 pandemic has forced a complete lifestyle change. All educational institutions switched to distance training as swiftly as possible. This study engages in analyzing the change of degree of students‘ assimilation of the learning material in distance learning environment. A comparative analysis of the evaluation points obtained from electronic-based tests used for the semester exam is performed. The results achieved by the students for the individual types of questions and answers were examined. In conclusion, suggestions are made on how to modify electronic tests to cover different types of students, according to their individual learning abilities.

Developing Vietnamese communicative competence for ethnic minority students in Vietnam’s lower secondary boarding schools—current situation and solutions

ABSTRACT Based on the survey results of Vietnamese Linguistics and Literature teachers and students at 7 ethnic minority boarding secondary schools located in 7 different districts of Tra Vinh Province, Vietnam, we discovered that Khmer students’ communicative competence is still below the national average. There is no distinction between different types of students, and the curriculum materials and textbooks show this as well as many other flaws in the implementation of the educational program, which is focused on learner competence. Ethnic minority students in lower secondary schools have not been able to meet their own needs, including practical application needs, in teaching and learning. Because of this, the study was conducted by examining the status of the communicative competence of Khmer students in ethnic minority boarding secondary schools, inadequacies in policy, stages of the innovation process, and current textbooks. Based on the survey results, research proposed the flexible application of the CLT method in improving Vietnamese communicative competence for Khmer students in ethnic minority boarding secondary schools. The practical, analysis-based recommendations that the research provides will be of practical value to Vietnam's ongoing education reform efforts, especially at the stage of teacher training to meet the specific needs of specialized learners.

Development and Psychometric Testing of the Clinical Reasoning Scale Among Nursing Students Enrolled in Three Types of Programs in Taiwan

There is no instrument currently available to assess the essential nursing competency of clinical reasoning (CR). The purpose of this study was to develop and test the psychometric properties of CR assessment instrument appropriate for use with nursing students across different types of programs. H. M. Huang et al.'s (2018) Framework of Competencies of Clinical Reasoning for Nursing Students was used to guide this study. Two rounds of Delphi study and confirmatory factor analysis (CFA) were conducted to test content and construct validity. Internal consistency was tested for reliability. The four-domain, 16-item Likert-scale Clinical Reasoning Scale (CRS) was developed. One thousand five hundred four nursing students currently enrolled in three different types of nursing programs completed the CRS. The content validity index was .85-1.0, the CFA indicated goodness of fit, and the Cronbach's α score range was .78-.89. The CRS is a valid and reliable tool for assessing CR in nursing students in different types of nursing program.

Do college entrance examination admission characteristics influence students' college satisfaction? Evidence from China.

Students' college satisfaction is an important part of measuring the quality of college teaching. The admission of college entrance exam is the first step for college students to enter colleges and corresponding majors. Whether they affect students' college satisfaction after enrollment is related to the formulation and adjustment of college admission strategies and training methods. This paper is based on data from students in colleges in Beijing enrolled in the fall of 2006 and 2008 and adopts propensity score matching to analyze the influence of the admitted characteristics of college entrance exams, such as whether they were accepted by their first choice. We also further explored the heterogeneity. The empirical results show that whether the student was admitted to the first-choice college has a significant positive impact on overall satisfaction and academic and nonacademic satisfaction, while whether the student was admitted to the first-choice major has no significant impact on nonacademic satisfaction. In addition, making an independent major choice has a positive effect on the improvement of overall satisfaction and academic satisfaction, and the impact on overall satisfaction is even greater than that of being admitted to the first-choice major. The impact of the admission characteristics of college entrance examinations on the satisfaction of students in liberal arts and science and students of different types of colleges and universities presents different characteristics.

Dealing with different types of students: Teachers' blind spot

Dealing with different types of students: Teachers' blind spot

Interface elements of an online classroom platform for students with visual perceptual disabilities

For a significant amount of time, due to the pandemic of Covid-19, most classes were conducted online through online classroom platforms where students and teachers did not need to physically attend classes. The wide use of online classroom platforms involved all levels of students from preschool to higher education level. These included students with disabilities as well. Most issues arise due to most online classroom platforms not focusing on different types of students, especially students with special needs. Preliminary findings show that most of the platforms designed do not meet the needs of students with disabilities. For this study, the focus is given to students with visual perceptual disabilities. Previous research proved that students with visual perceptual disabilities mostly faced issues that deal with interface elements that include the selection of color, font, size, and design. These issues make their learning process challenging. Hence this study has been carried out with two objectives which are to identify the visibility issues for students with visual perceptual disabilities with the current interface of online learning platforms and to identify the interface elements that suit their needs. Findings from this study can be used as a guideline in developing the interface of an online learning platform for visual perceptual disabilities students. This study will bring a positive change in the life of students with visual perceptual disabilities as they will be able to use the online classroom with ease.

Educational Technology Research Trends: A 10-Year Content Analysis of PhD Dissertations

This study investigates the trends of doctoral dissertations produced in Türkiye in the field of Educational Technologies. 292 doctoral dissertations were included in this study which was conducted in the design of document analysis in the period between 2011 and 2020. The dissertations were put to content analysis by using the Dissertation Analysis Form developed within the scope of this study. The results demonstrated that the approach of the mixed method research was more commonly used in the dissertations. As a research model, it has been determined that case study from qualitative approaches and quasi-experimental model from quantitative approaches are mostly preferred. It is seen that the students of the faculty of education are greatly used as the sample. It is concluded that descriptive statistical methods are mostly used during the data analysis phase and the SPSS program is the most frequently preferred data analysis program. It has been determined that simple level statistical analysis techniques are used in theses. It is clear that although effect size calculations were made, there were also studies in which the type was not specified. Of the statistical techniques used for validity and reliability, Cronbach’s Alpha internal consistency coefficient was found to be frequently used. 1376 keywords emerged in the analysed theses. These keywords were presented visually using a force-directed algorithm. Stating sampling methods clearly in studies will guide the studies to be conducted in the future. The sampling of different types of students is important in that it enriches the potential areas of study paving the way for the emergence of different perspectives.

The effect of face-to-face versus online learning on student performance in anatomy: an observational study using a causal inference approach

IntroductionThis study aimed to estimate the causal effect of face-to-face learning on student performance in anatomy, compared to online learning, by analysing examination marks under a causal structure.MethodsWe specified a causal graph to indicate how the mode of learning affected student performance. We sampled purposively to obtain end-semester examination marks of undergraduate and postgraduate students who learned using face-to-face (pre-COVID, 2019) or online modes (post-COVID, 2020). The analysis was informed by the causal graph. Marks were compared using linear regression, and sensitivity analyses were conducted to assess if effects were robust to unmeasured confounding.ResultsOn average, face-to-face learning improved student performance in the end-semester examination in undergraduate students (gain of mean 8.3%, 95% CI 3.3 to 13.4%; E-value 2.77, lower limit of 95% CI 1.80) but lowered performance in postgraduate students (loss of 8.1%, 95% CI 3.6 to 12.6%; E-value 2.89, lower limit of 95% CI 1.88), compared to online learning.DiscussionUnder the assumed causal graph, we found that compared to online learning, face-to-face learning improved student performance in the end-semester examination in undergraduate students, but worsened student performance in postgraduate students. These findings suggest that different modes of learning may suit different types of students. Importantly, this is the first attempt to estimate causal effects of the mode of learning on student performance under a causal structure. This approach makes our assumptions transparent, informs data analysis, and is recommended when using observational data to make causal inferences.

STUDENTS’ LEARNING STYLES IN LEARNING TRANSACTIONAL SPEAKING SKILLS

The diverse backgrounds of students in learning English lead to a great challenge to the teacher to accommodate different types of students’ learning styles. This research aims to identify the students’ learning styles in learning transactional speaking skills in the fourth semester students of English Education Department, UIN Alauddin Makassar. The method used in this research was the descriptive qualitative research method. The instrument used to gather the data were questionnaires and interview guidelines. The results showed that the students like to learn transactional speaking skills by watching videos or films, pictures or posters, talking to their friends, practicing their English outside, and making conversations with their friends. Besides, some students like studying alone, reading books in a foreign language, working problems set by the teacher, memorizing conversations or dialogue, and writing in a notebook. Based on the categorization of the learning styles as concrete, analytical, communicative, and authority-oriented learners, the researchers found that the dominant learning styles were concrete learners. Based on the findings, the researchers recommend that it is essential for the lecturers to implement learning and teaching methods that are appropriate to students’ learning styles when teaching transactional speaking skills in the classroom. In addition, the students are expected to be able to develop their transactional speaking skills by understanding their individual learning styles for better learning and teaching process.

From good to great: the 10 habits of phenomenal educators for Pacific learners in Aotearoa New Zealand

ABSTRACT Pacific learners are often theorised as minority learners or diverse learners in Aotearoa New Zealand (NZ). Taking a strengths-based approach with an appreciative inquiry lens, this study explored how certain educators were phenomenal in their practices, and how they enhanced teaching and learning for Pacific learners’ achievement and success in New Zealand tertiary educational settings. This qualitative ethnographic studied 12 educators teaching practices with their Pacific students in different types of tertiary education. Fifty-six students participated in student Talanoa (Pacific discussion) groups to discuss who had been phenomenal educators during their times of study. This paper presents some of the successful practices of these phenomenal educators who created engaging processes of learning, considering the question, ‘Who are phenomenal educators for Pacific learners, and what do they do in their practices?’ The phenomenal educators’ practices focus on the core belief of inclusivity in their teaching by ensuring that Pacific learners’ identities and cultures remain at the core of their tertiary teaching practice. Inclusivity was relayed through their practice and/or mindset which purposefully involved a concept of relational processes, aligned to Pacific learners’ values. The use of cultural methods of engagement enabled deep and richer articulations of student cultural realities and journeys.

Bibliometric analysis of the flipped classroom pedagogical model: Trends and strategic lines of study

The Flipped Classroom (FC) emerged at the beginning of the 20th century as an alternative pedagogical model to the traditional classroom. It consists of inverting (flipping) some teaching-learning procedures, transferring some activities outside the classroom and reformulating the roles of the teacher and the student. The aim of this study is to identify the main existing trends and emerging strategic lines of research with respect to the FC pedagogical model. To this end, a bibliometric study was carried out by analyzing the international scientific production found in the Web of Science (WoS) database. A total of 2,194 articles were reviewed during the period from 2007 to 2021. The results showed an increase in publications on FC from 2013 onwards, reaching a significant peak in the scientific literature in the last 2 years. Scientific evidence is presented on the didactic virtue of the model, together with the increase in the degree of student satisfaction and motivation. New lines for the future are suggested, such as: providing evidence of the improvement in academic performance and solid and profound learning results in its application to different fields of knowledge, educational contexts, or with different types of students. Also, to investigate the co-responsibility of students by stimulating autonomy and self-regulation.

Intervention Algorithm of Horse Racing for Students’ Psychological Disorders Based on Big Data

Horse racing is a competitive activity in which humans control horses. It is a worldwide traditional sports activity. In the history of human-horse racing, horse racing activities in various eras have been followed but also constantly innovated. According to the K-means clustering algorithm, a cluster analysis model is constructed for the model, and the algorithm model is applied to the students’ mental health counseling work. After six iterations to get the classification and six iterations of the cluster center algorithm, it was found that the mixed psychological population accounted for 50%. Horse racing can not only effectively relieve students’ psychological problems and exercise students’ willpower and thinking ability, but also promote traditional sports. Through K-means clustering algorithm research, frame design, and program design, a complete psychological disorder intervention system is established, which provides scientific, objective, and reliable data guarantee for the correct implementation of decision-making strategies. Integrating cluster analysis into the process of students’ mental health analysis makes it easier for decision-makers to understand and master all aspects of students’ information, to analyze and customize solutions for different types of students. It provides a good foundation for providing different psychotherapeutic methods for different groups of students.

Struggling or Succeeding in Science and Technology Education: Elementary School Students’ Individual Differences During Inquiry- and Design-Based Learning

The primary aim of this study was to identify how elementary school students’ individual differences are related to their learning outcomes and learning process in science and technology (S&T) education, using a mixed methods design. At the start of the study, we assessed the reading comprehension, math skills, science skills, executive functions, coherence of speech, science curiosity and attitude toward S&T of 73 fifth and sixth graders. The students then received a four-lesson inquiry- and design-based learning unit on the concept of sound. Learning outcomes were measured through a pre- and post-test regarding students’ conceptual knowledge of sound, a practical assessment of design skills and a situational interest measure. A factor score regression model (N = 62) showed significant influence from prior conceptual knowledge and the latent factor “academic abilities” (reading, math, and science skills) on post conceptual knowledge. The latent factor “affective” (curiosity and attitude toward S&T) and to a lesser extend also prior conceptual knowledge were predictive of situational interest. Learning process was measured through individual interviews and student worksheets within a subsample (N = 24). We used latent profile analysis to identify three profiles based on students’ individual differences, from which the subsample for qualitative analyses was selected. Codes and themes that emerged from the qualitative analyses revealed differences between students from the three profiles. The results of this study show how different types of students succeed or struggle within S&T education, which is essential for teachers in order to differentiate their instruction and guidance. Differentiation aimed at supporting language and the integration of science into design, while facilitating a variety of learning activities and assessments that move beyond written assignments, could help achieve the most optimal learning conditions for each student.

QoE oriented intelligent online learning evaluation technology in B5G scenario

Students' demand for online learning has exploded during the post-COVID-19 pandemic era. However, due to their poor learning experience, students' dropout rate and learning performance of online learning are not always satisfactory. The technical advantages of Beyond Fifth Generation (B5G) can guarantee a good multimedia Quality of Experience (QoE). As a special case of multimedia services, online learning takes into account both the usability of the service and the cognitive development of the users. Factors that affect the Quality of Online Learning Experience (OL-QoE) become more complicated. To get over this dilemma, we propose a systematic scheme by integrating big data, Machine Learning (ML) technologies, and educational psychology theory. Specifically, we first formulate a general definition of OL-QoE by data analysis and experimental verification. This formula considers both the subjective and objective factors (i.e., video watching ratio and test scores) that most affect OL-QoE. Then, we induce an extended layer to the classic Broad Learning System (BLS) to construct an Extended Broad Learning System (EBLS) for the students' OL-QoE prediction. Since the extended layer can increase the width of the BLS model and reduce the redundant nodes of BLS, the proposed EBLS can achieve a trade-off between the prediction accuracy and computation complexity. Finally, we provide a series of early intervention suggestions for different types of students according to their predicted OL-QoE values. Through timely interventions, their OL-QoE and learning performance can be improved. Experimental results verify the effectiveness of the proposed scheme.

Turn on the CC: Increase Inclusion for All Your Students

ABSTRACT Social work education is mandated to provide inclusivity and accessibility to all students. Critical disability theory (CDT) challenges the notion that disabilities should be eradicated; rather, it declares that different abilities should be acknowledged and embraced as contributions. Universal design (UD), originating as a framework for accessible architectural building designs, has become a pedagogical approach in education. UD supports CDT and takes it farther by suggesting how to develop an inclusive environment. Through the lens of CDT and UD, this conceptual paper provides the rationale for educators to increase classroom inclusivity and accessibility by adding closed captions to all learning materials, presentations and videos, Closed captions, the text of verbal language, is beneficial for many different types of students, including those with processing disorder or hearing loss, those who did not learn English as their primary language, and those who have difficulty with focus. Further, this paper seeks to provide a step-by-step instruction manual to assist instructors with immediately including captions in their learning materials.

Effects of the COVID-19 Pandemic on Chinese Graduate Students' Learning Activities: A Latent Class Analysis.

To investigate the impact of the pandemic on graduate students’ learning activities, a series of questionnaires were distributed to graduate students in universities across China, and 2,818 responses were collected. A latent class analysis was performed to classify the effects of the pandemic on graduate students’ learning activities. Then, a multinomial logistic regression analysis and an analysis of variance analysis were carried out to explore the impact of demographic variables on the classification and their mental health status. The analysis identified four latent classes: “the overall less affected” (34.83%), “the overall more affected” (31.97%), “course activities were more affected” (19.40%), and “social activities were more affected” (13.79%). The multinomial logistic regression analysis indicated that during the pandemic, the learning activities of graduate students in all grades were affected to varying degrees, and the impacts on second-year and third-year graduate students were greater than those of first-year graduate students. The analysis of variance revealed that the scores for anxiety, depression, and social anxiety of “the overall more affected” were significantly greater than those of the other three groups, and nearly one-third of students belonged to this class, suggesting that more attention and care should be given to these students. As a result of the COVID-19 pandemic, a number of graduate students have suffered mental problems (anxiety and depression). Under the current backdrop of a new normal, schools and teachers should pay attention to graduate students’ mental health, providing targeted assistance to different types of students.