Skills Of Students Research Articles

Effectiveness of Facebook Reels in Developing Viewing Skills of English Language Students at a Philippine State University

Despite the growing use of social media in education, there is limited research on the effectiveness of Facebook Reels in enhancing the viewing skills of English language students. The study aimed to determine the effectiveness of Facebook Reels in developing the viewing skills of students. One of the key challenges in teaching and learning viewing skills is that students often lack the necessary skills to interpret visual information effectively, as well as the digital literacy skills to use digital media proficiently. Conducted at a Philippine State University in Libungan, North Cotabato, the research involved 155 English language students as respondents. Descriptive statistics were employed to show the effects of Facebook Reels on enhancing the viewing skills of the respondents. The study utilized adapted questionnaires based on David’s (1986) Technology Acceptance Model (TAM) and Oxford. The findings revealed that the majority of the respondents occasionally view Facebook Reels. The students had a positive attitude towards using Facebook Reels, finding it to be a fun and valuable tool for learning that is also cost-effective and accessible anytime and anywhere. Additionally, the respondents reported gaining more knowledge and improving their viewing skills after watching the videos. The results indicated that the students' actual performance in using Facebook Reels was average, and notably, the actual performance was higher than the perceived effectiveness in developing their viewing skills. Based on the findings, Facebook Reels is an effective tool for enhancing viewing skills, particularly in understanding grammar lessons such as tenses, modals, and questions. University instructors may find Facebook Reels a valuable educational tool, particularly in teaching grammar.

The Effect of Discovery Learning Model Assisted by PhET Media on The Critical Thinking Ability of Class X High School Students

This study aims to determine the effect of the discovery learning model assisted by PhET media on Alternative Energy material on the critical thinking skills of class X high school students in Cirebon city of 2024/2025 year. This type of research is a kuasi experiment. The research sample was an experimental class of 34 students and control class of 32 students with purposive sampling technique. The instrument was a student critical thinking skills test with the form of essay questions and has been validated by experts. In addition, based on the results of statistical tests, the instrument was declared valid and reliable with a value of 0.676. The average posttest score of the experimental class was 87 and the control class posttest was 81. The prerequisite test results stated that the samples were normally distributed and homogeneous. In addition, an independent t-test was conducted with a result of 0.002. These results indicate that there is a significant effect of the discovery learning model assisted by PhET media on Alternative Energy material for X grade high school students.

Развитие критического мышления студентов аграрного вуза в процессе изучения иностранных языков

The purpose of the study is to substantiate the need for students of an agricultural university to develop critical thinking skills in the process of teaching foreign languages. The article analyzes the main theoretical approaches to understanding critical thinking as a fundamental phenomenon for the development of universal and professional competencies of future specialists in philosophy, psychology, and pedagogy; identifies the main components in the structure of critical thinking of university students. The author highlights the knowledge and skills that are important for the development of this phenomenon in the process of teaching foreign languages, namely, the skills of analysis, synthesis, and argumentation. The scientific novelty of the research consists in the development of a methodology for the development of students’ critical thinking skills in teaching a foreign language at an agricultural university, taking into account the identified methodological conditions: the use of educational and professional tasks, problematic situations in a professional context; a consistent transition in the process of foreign language learning from techniques and tasks for the development of analysis skills to the development of synthesis and argumentation skills; reporting the individual intellectual abilities of the student, as well as the characteristics of the modern digital generation of students. As a result, pedagogical scenarios have been developed for the organization of students’ learning activities in a foreign language, contributing to the development of critical thinking skills of students of an agrarian university in teaching a foreign language.

Characterizing the Growth in Spatial Thinking Skills in Undergraduate Meteorology Students Across the Curriculum

Abstract Spatial thinking skills, which encompass the ability to mentally perceive, manipulate, and find meaning in spatial information, are essential to student success across science, technology, engineering, and mathematics (STEM) disciplines, including meteorology. Atmospheric data are inherently spatial, with meteorology coursework requiring students to comprehend, interpret, and predict meteorological data across spatial scales. Spatial skills are known to improve over time in response to instruction, but the rate and nature of that progression in meteorology students as they move through the curriculum has yet to be characterized. In this study, the Spatial Thinking Abilities Test (STAT) was used to quantify spatial thinking skills in undergraduate students in 10 courses required for the meteorology major at a single institution. The STAT was administered twice a semester over a three-semester period at the start and end of each course. Gains in spatial reasoning skills were typically modest for a single semester, though overall levels of spatial skills were sensitive to declared major; meteorology and STEM majors scored significantly higher than non-meteorology and non-STEM majors. Additionally, meteorology majors regularly exhibited improved performance on questions evaluating the skill of disembedding, which is particularly important for interpreting meteorological maps. Even so, disembedding was the weakest spatial thinking skill for all cohorts of meteorology majors. Longitudinal analysis of meteorology majors revealed that novice students progressed the least in their spatial skills, while students in the middle of curriculum exhibited the strongest gains, likely tied to an increased number of required meteorology courses and their specific content.

Data Processing Training Using Partial Least Squares (PLS) for Management Students on Quantitative Research

Quantitative research is one of the key pillars in the development of science and technology. In this era of globalization, the ability to conduct quality research has become essential for students, especially management students. One of the popular and effective statistical methods for quantitative research is Partial Least Squares (PLS). This community engagement activity aims to enhance the knowledge and skills of management students in processing quantitative data using PLS methods for their research. The training was conducted over two days with a total of 30 final-semester students participating in the drafting of the thesis. The training material includes basic PLS concepts, measurement models, structural models, the operation of SmartPLS software, as well as the interpretation of the analysis results. The methods used in this training are lectures, demonstrations, and practical practice. The results of this training show an improved understanding of the PLS concept, the ability to operate PLS software, and the ability to correctly interpret analysis results by students. This training is expected to improve the quality of students' research and prepare them for the world of management work

Analisis Kemampuan Pemecahan Masalah Ditinjau dari Self-Efficacy Matematis

Problem solving skill is an essential component of mathematics learning. However, in reality, students's problem-solving skills are still low. Internal factors are among the causes that affect students in learning mathematics. One of these internal factors is mathematical self-efficacy. This study aims to examine mathematical problem solving skill in relation to the mathematical self-efficacy of eight-grade students at SMP Negeri 16 Sungai Raya on the topic of linear equations in two-variable. The method used in this research is qualitative descriptive, with data collection techniques including questionnaires, written tests, and interviews. The subjects of study consisted of 6 students representing each category of mathematical self-efficacy. The results indicate that students with high mathematical self-efficacy have very good problem-solving skills. Students with moderate mathematical self-efficacy demonstrate good problem-solving skills, although they have not maximally met all problem-solving indicators. Meanwhile, students with low mathematical self-efficacy exhibit less satisfactory problem-solving skills.

The Competitive Edge of Hong Kong Universities: Distinct Features and Advantages of Studying in Hong Kong

Along with the trend of education globalization, more and more students choose to study abroad. This paper discusses and explores the competitive advantages of studying in Hong Kong, particularly for Chinese students. With its globally recognized universities such as the University of Hong Kong and the Hong Kong University of Science and Technology, the region offers a high-quality, internationalized educational experience that facilitates adaptation for Mainland students. The mutual recognition of Hong Kong degrees fosters academic collaboration with mainland China, while English as the primary language of instruction enhances students communication skills and employability in multinational corporations. The paper highlights Hong Kong's robust academic environment, characterized by distinguished faculty and advanced facilities, as well as diverse post-graduation pathways, including students opportunities for further study, employment in Hong Kong, and career development in Mainland China. Ultimately, studying in Hong Kong not only enriches students' cross-cultural educational experiences but also equips them with valuable perspectives and networks essential for their future careers, which can be beneficial throughout their whole lives

Practical Value of Intensive Learning, use and Development of Communicative Skills for Students of Mathematics Based on Professional English Language

Research relevance: the article deals with the special application of methods and techniques that have shown their effectiveness in world practice for the successful implementation of professional communication of mathematicians-students in English. Research purpose: clarification in a practical context of the objective aspects need for methods to achieve the expected results in teaching English in the system of higher mathematical professional education in Kyrgyzstan. Research materials and methods: analysis of their influence on the development of the professional speech of mathematicians-students through the views of students who studied this question, and also the ways of verifying these methods in practice are proposed. The content of these methods is revealed in the article, taking into account public and social conditions. This is related to the task of preparing mathematicians-students for international competition by forming professional English language at the required level, and also demonstrates the content of methods used in practice with examples. Research results: on the basis of the proposed points, a number of problems in teaching English in the field of professional education and mathematics are highlighted. Conclusions: a comprehensive approach is required to improve the teaching of English in mathematics.

Dynamic versus Static Diagnostics

The presented article summarizes the importance of the dynamic diagnostic approach, which focuses on revealing the student's potential and his ability to develop through interaction with the examiner of the diagnostic battery. Dynamic diagnostics does not look only at the current level, but follows the process and change in the student's abilities and skills. Furthermore, it emphasizes the way in which the student comes to solving tasks and how his approach to them changes. It also takes into account the individual needs of the student, which can lead to a longer diagnostic process. Research has shown that students with ADHD/ADD have different performances in the test of distracted attention. We identified differences in their ability to internalize tasks in the speed and accuracy of work. This knowledge helps to better understand the individual needs of students and adapt the diagnostic process to support their learning and development.

Education on the Importance of Doctor-patient Communication in Orthodontic Clinical Teaching.

In the process of orthodontic clinical teaching, it is very important to teach medical students how they are expected to communicate effectively with patients and their families, as this has a direct impact on patient compliance throughout the process of diagnosis and treatment and on patient satisfaction after treatment. Doctor-patient communication is therefore an essential skill for medical students to gain before taking up clinical work. In view of the problems that are often encountered in each stage of orthodontic treatment, the present paper discusses the specific content of doctor-patient communication education in clinical teaching. The discussion is given in both theoretical and practical terms to lay a solid foundation for improving the overall quality of medical service provided by medical students in teaching hospitals and establishing a harmonious medical environment.

Development of an Active Play Learning Model to Promote Executive Functions for Elementary School Students

In this study, we aimed to develop an active play learning model to enhance cognitive thinking skills in elementary school students. We employed a qualitative research methodology, targeting health and physical education teachers from schools in Suphan Buri Province in Thailand. We collected data through individual surveys and in-depth interviews and performed data synthesis using documents and focus groups to guide the model’s development. The research findings revealed that teachers have a moderate understanding of cognitive thinking skills and the active play learning model. Although sports activities are regularly incorporated into lessons, they are not done so effectively enough to develop cognitive thinking skills. However, teachers recognize the importance of organizing activities to help students develop social skills through play. Therefore, we recommended additional training to enhance the active play learning model’s knowledge and understanding and ensure its effective implementation in teaching and learning. Based on data synthesis, we focused on three key areas: working memory skills, inhibitory control and reflective thinking skills, and cognitive flexibility skills. We utilized a variety of games and activities, such as rock-paper-scissors, imaginative block games, and treasure hunts using maps, to stimulate skill development in each area.

The Impact of Digital Literacy Skills and ICT Self Efficacy on Academic and Functional Skills at Secondary Islamic School District Kotaddu South Pakistan

Amid present day’s fast technological development, the incorporation of information technology in teaching and learning can no longer be overlooked. However, the results found that despite the improved digital literacy skills and self-efficacy about ICT among the students of Kot Addu which was the DBGb/rDBG rural and semi-urban students there was have lack of research work that investigates the ways to strengthened the students’ learning outcomes through digital literacy and ICT self-efficacy. The effects of digital literacy and ICT self-efficacy on academic and functional skills of students of secondary Islamic schools in District Kot Addu, South Pakistan. In this quantitative study, the author assesses the participants’ levels of digital literacy, ICT self-efficacy, and functional skills using structured questionnaires on 300 students enrolled in 5 different secondary Islamic schools in the region. The quantitative data was collected using an Administration Questionnaire. The collected data was processed by calculating the percentage distribution of the demographics of the respondents. Cronbach Alpha score and the experts’ opinion was then utilized to establish the validity and reliability of the questionnaire during the pilot test conducted in Kot Addu district. Descriptive and inferential techniques were applied on the data collected from the participants to examine the correlation between the independent measures; digital literacy and ICT self-efficacy to the dependent measures; the academic performance and the functional skills. The findings also show a similar significant positive relationship between the following variables: digital literacy and students’ functional skills, ICT self-efficacy, and academic performance.

The Feasibility of TOAFL Instrument as a Measuring Tool for Reading Skills of Students Faculty of Education

Evaluation of Arabic language learning requires a valid and reliable instrument to measure students' abilities accurately. This study aims to analyze the feasibility of the ITMAM (Ikhtibar Tahdid Mustawa al-'Arabiyyah lil Muta'allimin) instrument as a measuring tool for the Arabic reading skills of STITMA Yogyakarta students. The research method uses a descriptive quantitative approach by analyzing 60 questions tested on 311 students using SPSS version 25 software to test validity, reliability, level of difficulty and discriminatory power. Analysis is needed to ensure the quality of the test instrument that can provide accurate measurement results and become the basis for effective learning evaluation. The results showed that all questions were valid and reliable, with 65% having a moderate difficulty level, 37.7% at an easy level and 3.3% at a difficult level. The results of the Discriminatory Power Test showed that 60% of the questions were accepted well and 40% needed revision so the ITMAM instrument is suitable for use as a standard evaluation tool for Arabic reading ability with several improvements to certain questions.

Students Mathematical Reflective Thinking Ability in Solving Higher Order Thinking Skills (HOTS) Type Problems as Seen From Cognitive Style

One of the high-level thinking skills that plays an important role in problem solving is reflective thinking. Reflective thinking helps students think about what they do and why they do it. In fact, this ability is still in the low category. Each student has different characteristics. This is related to the way a person absorbs and processes the information they receive, resulting in different ways of thinking in solving problems. The purpose of this study was to describe the mathematical reflective thinking skills of students with dependent cognitive styles and independent cognitive styles when solving HOTS-type problems. This study involved teachers and students at SMK Muhammadiyah 1 Surakarta. The data collection method in this study was the test and interview method and will be analyzed using descriptive analysis. The results showed that students with independent cognitive styles were able to meet all indicators of reflective thinking, such as reaction, evaluation, and reflection. Students with dependent cognitive styles were unable to meet the three indicators of reflective thinking. Students with domain dependent cognitive styles were only able to meet the reaction indicator, but the evaluation and reflection indicators had not been met. It can be said that students with domain independent cognitive styles solve problems more thoroughly than students with domain dependent cognitive styles.

The Effect of Project-based Learning and Self-Efficacy on Collaboration Skills in Higher Education within a Mobile LMS Environment

This study examines the impact of project-based learning (PjBL) and self-efficacy on collaboration skills among higher education students, utilizing a mobile Learning Management System (LMS). With the increasing integration of mobile technologies in educational settings, this research highlights how mobile LMS platforms can enhance collaborative learning experiences. This study aimed to determine the effect of PjBL and self-efficacy on improving collaboration skills and interaction on the collaboration skills of high school students. This study used a pretest-postest control group design. The number of research subjects was 68 students. The data collection techniques used were questionnaires, observations, and tests. Questionnaires are used to determine the results of student self-efficacy, observations are used to determine student collaboration skills, and tests are used to determine student learning outcomes. The data analysis technique is Manova (multivariate analysis of variance). The result of this study is that project-based learning and self-efficacy have a significant effect on collaboration skills. The results of the Manova test calculation (multivariate analysis of variance) Sig value of the learning model variable and Self Efficacy on collaboration skills is 0.003 significance <0.05 (0.003 <0.05), so it can be concluded that there is an interaction between project-based learning and self-efficacy on collaboration skills

Enhancing Innovative Thinking Skills via Digital Narratives in Translation Training

In this study, the authors take the presented pedagogical approach, Digital Narratives in Translation Training (DNTT), as the starting point to promote innovative thinking in translation education. Specifically, it evaluates the framework’s impact on three dimensions of cognitive creativity: associative reasoning, visual structuring, and ideational fluency. In the present study, a quasi-experimental research design was employed, and the participants were 63, divided into two experimental and control groups to assess the impact of integrating digital storytelling in translation training. The results presented have revealed a relatively significant improvement, particularly in the conceptual fluency that has dramatically enhanced the generation of multiple and novel ideas. This means that the performance of associative reasoning was moderately improved to support the enhanced creative ideas connected to the translation tasks. Visual structuring, however, only needed moderate advance, indicating specific problems in transferring spatial and visual factors into cognitive processes of interpretation. The quantitative data and graphical illustrations serve as evidence of those outcomes and underscore the value of the DNTT framework for developing mental and creative skills. All these outcomes show that the integration of the use of digital stories is a strategic factor in the training of translators. The study encourages higher learning institutions in translation to embrace progressive, creativity-based strategies alongside mainstream strategies to train translation students in innovative skills. This study attempts to contribute to reducing cognitive creativity gaps in translation training to enhance the field's educational model.

Divided by a common language? The impact of a joint international field trip on student skills

ABSTRACT Fieldwork is often cited as one of the most important and effective parts of geography education, despite increasing scrutiny over its environmental and financial cost. As a result, it is imperative that any overseas fieldwork is as impactful as possible, enabling deep experiential learning. Here, we investigate the success of a joint field trip (Liverpool John Moores University, UK and Southern Connecticut State University, USA) to East Iceland. Such field trips are rare but have the potential to be extremely impactful on both cohorts of students. We outline the origins of the field trip, the considerations taken into account during planning, and the student skills we embedded into teaching. Surveys and interviews demonstrated that the field trip was highly successful, with students reporting excellent development of environmental and global awareness as well as research and leadership skills. Students also developed strong, lasting social networks, including those in the alternate university, and in Iceland. Cohorts responded similarly, suggesting that the trip presents similar opportunities to all students. We demonstrate that undertaking a joint field trip can deliver huge benefits to students, becoming a “perspective changing, and a once in a lifetime opportunity” affecting future study and career choices.

Advancing surgical education: An evaluation of laparoscopic simulation training for medical students.

To examine the medical students' awareness of laparoscopic surgery as well as assess the perceived importance of laparoscopic simulation training, and its impact on students' confidence, career aspirations, proficiency, spatial skills, and physical tolerance. Descriptive and comparative study using pre- and post-training assessments. Simulation training sessions centred on laparoscopic surgery techniques. Medical students in year three (n = 49) participated in laparoscopic simulation training sessions. Before the simulation training, 85.7% of students were unaware of laparoscopy, with females being less familiar than males (96.3% vs. 72.8%). 85.7% believed mastering laparoscopy was crucial before training, and 81.6% believed simulation training could enhance surgical skills. A disparity existed in this belief between the sexes, with 91% of males and 74.1% of females seeing the value in such training for skill improvement. Pretraining, males (54.5%) were more confident than females (26%) in mastering laparoscopy. Post-training, confidence increased for both groups, and the percentage of students wishing to pursue a surgical career also rose from 50% to 72.7%. Despite initial disparities in the time spent on training modules between males and females, both groups achieved similar proficiency levels by the end of the training. Although females initially lagged in spatial awareness and skills, post-training results showed significant improvement, matching their male counterparts. 26.5% of students experienced physical fatigue post-training, with a higher percentage of females (33.3%) reporting fatigue than males (18.2%). Regarding concentration during simulations, 81.8% of males could maintain focus compared to 48.2% of females. Laparoscopic simulation training effectively improved the understanding, confidence, and surgical skills of medical students, with evident benefits in shaping their career aspirations. While both genders exhibited significant gains, female students faced challenges in terms of physical tolerance and initial spatial awareness. However, their post-training achievements mirrored those of their male peers, highlighting the effectiveness and importance of such simulation training programmes.

Effects of Robotic Coding on Computational Thinking Skills of Secondary School Students

In recent years, computational thinking has garnered increased attention as an essential problem-solving skill. One of the methods to develop students’ computational thinking skills is robotic coding activities. This study sought to investigate the impact of robotic coding activities on the self-efficacy perceptions of secondary school students’ computational thinking skills. A one-group pretest-posttest quasi-experimental design was employed, involving 32 secondary school students. These students, organized in groups of four, engaged in hands-on robotic coding activities using Lego Mindstorms EV3 Education robots over a total of 20 hours. Data were collected before and after the robotic coding activities using the Self-Efficacy Perception Scale for Computational Thinking Skills (SEPSCTS) instrument, comprising 36 items categorized into five factors. The data were analyzed using paired samples t-tests and analysis of covariance (ANCOVA). The results demonstrated a significant increase in students’ self-efficacy perceptions of computational thinking skills following the activities, with this increase observed consistently across genders. Finally, the challenges encountered during research and practice were reported, along with the study’s limitations, to inform future research endeavours.

Penerapan Mind Mapping dalam Pembelajran Writing Bahasa Inggris di MTs. Alwashliyah

This community service program aimed to enhance the writing skills of students at Mts. Alwashliyah by applying the mind mapping technique. The primary objective was to assist students in organizing their thoughts and generating structured written content. The method involved a series of workshops, practical sessions, and evaluations. The students were first introduced to the concept of mind mapping, followed by hands-on practice sessions to apply the technique in their writing exercises. The program utilized pre-tests and post-tests to assess the effectiveness of the intervention. The results showed a significant improvement in students' writing performance. After implementing mind mapping, students demonstrated better organization, richer vocabulary, and enhanced creativity in their written texts. The post-test scores increased by an average of 20% compared to the pre-test results, indicating a positive impact of the technique on their writing abilities. In conclusion, mind mapping proved to be an effective strategy for improving students' writing skills by helping them systematically organize their ideas. This technique not only enhanced their writing competence but also boosted their confidence in expressing themselves. The program’s success highlights the potential for broader application in other educational settings to support English language learning.