Views Of Students Research Articles

Higher education students’ views of conducting traditional research projects under supervision

Higher education students’ views of conducting traditional research projects under supervision

Understanding the pleasure reading habits of university students

Purpose: This study investigates the reading habits of students at Dhaka University. It focuses on the demographic factors that influence their engagement in pleasure reading, their preferred materials and formats, the perceived importance of such reading, the impact of technology, and the challenges they face in their reading practices. Methods: A quantitative research approach was utilized, employing a semi-structured questionnaire to gather data on the demographics, reading habits, and attitudes of 250 students University of Dhaka. This method provided diverse insights into students' perceptions and practices regarding leisure reading. Findings: This study revealed that Dhaka University students often engage in pleasure reading, mainly through digital formats like e-books and online articles. Preferred materials include short stories, job-related guides, and non-fiction. Most students view pleasure reading as beneficial for personal development. Major barriers to pleasure reading include academic workload and limited access to appealing materials. Supportive measures, such as better library resources and dedicated reading spaces, are essential for helping students balance pleasure reading. Research implications: Educational institutions could promote more balanced academic schedules to encourage leisure reading. Additionally, improving access to engaging and diverse reading materials, both digital and physical, could foster a more robust culture of pleasure reading. The influence of technology indicates that universities could collaborate with digital platforms and online reading communities to enhance students' reading experiences, supporting their personal and academic development. These insights can help policymakers, educators, and librarians design initiatives that integrate leisure reading into the academic environment while leveraging the benefits of digital media.

REPRÉSENTATIONS DES ÉTUDIANTS UNIVERSITAIRES VIS- À -VIS DE L’ÉVALUATION À DISTANCE EN ALGÉRIE/REPRESENTATIONS OF UNIVERSITY STUDENTS TOWARDS DISTANCE EVALUATION IN ALGERIA

Distance assessment in higher education represents a significant advancement, providing a relevant alternative to traditional in-person evaluation methods. To ensure the success of this approach, it is essential to consider students' perceptions, which play a crucial role in the acceptance and effectiveness of this mode of assessment. Our research aims to explore in depth the representations of students regarding distance assessment, analysing their understanding through the lens of their lived experiences. To achieve this, we developed a questionnaire survey targeting a diverse sample of university students. This methodology allowed us to collect both qualitative and quantitative data, offering a nuanced view of students' attitudes and perceptions. The analysis of the results highlighted the various ways in which students experience and interpret distance assessment. By revealing their ideas, concerns, and challenges, we hope to make a significant contribution to improving the implementation of this approach.

Alternative teaching strategies and activities for non-science enthusiast learners in higher education

Developing student interest in non-major science courses in higher education can be extremely difficult, particularly for students who do not identify as science majors. This study explores the challenges faced by non-science enthusiast learners in engaging with science courses, focusing on their perceptions and learning behaviors. Many students view science as difficult and disconnected from their daily lives, leading to decreased motivation and participation. The study aimed to identify the learning behaviors of these students and to determine effective teaching strategies to enhance their engagement. Qualitative data were collected through one-on-one interviews with 20 educators using purposive sampling, allowing for in-depth insights into their experiences with non-enthusiast learners. The findings revealed that students often displayed disengaged behaviors, such as distractibility and passive participation, which hinder their academic success. Effective teaching strategies identified included making science relatable to students’ everyday experiences, creating inclusive and supportive classroom environments, and employing engaging, interactive methods like hands-on activities and collaborative projects. Additionally, fostering emotional connections between educators and students was found to be crucial in enhancing interest and participation in science. Furthermore, future research should investigate the long-term impacts of these strategies to develop effective educational frameworks.

Understanding Student Attitudes toward GenAI Tools: A Comparative Study of Serbia and Austria

This study explores university students’ attitudes toward generative AI technology and tools in two European countries. Driven by the increasing integration of AI in education and the limited research on student perceptions, particularly in European contexts, this study aimed to understand how students view GenAI and its implications for higher education. The study employed a quantitative approach, using surveys to collect data on student attitudes toward AI across different fields of study, genders, and countries. A key innovation of this research is the development of a novel “Attitude toward AI” scale, designed to provide a robust and theoretically grounded instrument for measuring student perceptions of GenAI. The scale offers a valuable tool for evaluating the effectiveness of AI integration in education. The results showed that students’ attitudes toward AI differed significantly based on their field of study and gender. Male students in technical sciences had the most positive attitudes toward AI adoption, indicating their potential to drive positive changes in AI implementation. While the effect size was small, this finding underscores the importance of considering individual factors when designing interventions to promote AI acceptance. The study underscored how prior experience shapes positive attitudes, highlighting the need for resources to familiarize students with GenAI and its ethics. The “Attitude toward AI” scale is a significant contribution addressing the lack of reliable instruments for assessing student perceptions of GenAI, enabling deeper understanding of factors influencing students’ adoption, informing targeted interventions for different student groups. Further research is needed on GenAI’s long-term impact.

Benefits, challenges, and recommendations of cultural instruction in second language learning

In the fast-growing globalized and culturally diverse society today, multiculturalism, i.e. knowledge of variegated culture, is considered to be an essential individual resource. This study examines the views of international postgraduate students on the benefits and challenges of incorporating cultural instruction into second language learning within an English-speaking higher education context in the UK. The objectives are to identify the advantages of cultural instruction, the barriers to its implementation in academic settings, and strategies to overcome these barriers. To achieve this, surveys and face-to-face discussions were conducted with a group of multiracial postgraduate language learners at Westminster University in London. The findings reveal that cultural instruction enhances learners’ understanding and engagement by providing contextually relevant information. The findings also show that there is a significant lack of institutional curricula and standards for integrating cultural materials into language learning, along with limited awareness among students and educators. The study recommends that academic stakeholders—including students, educators, and institutions—collaborate to incorporate cultural education into second language programs to enhance learning outcomes.

Obstacles to achieving quality field application performance from the point of view of fourth-stage female students at the College of Physical Education and Sports Sciences, University of Baghdad

The aim of the research was to prepare a scale of obstacles to achieving quality performance, field application from the point of view of fourth-stage female students, to identifyOn the difficulties and obstacles to achieving quality performance through field application from the students’ point of view for the topic (school administrative procedures, learners, cognitive achievement, school tools).The researchers used the descriptive approach in the research procedures as it is an appropriate approach to achieve the research objectives.,The following questions were asked:There are obstacles and difficulties faced by female students during the process of choosing schools, dealing with school administrations, and the difficulties faced by female students during field application. Therefore, the importance of this study came in knowing the obstacles facing female students.The scale of obstacles to achieving quality performance consisted of 24 paragraphs, as it included four axes, each axis had 6 paragraphs. The first axis was school procedures, the second axis was learners, the third axis was students’ cognitive achievement, and the fourth axis was school tools. The number of fourth-stage female students reached 128 female students who graduated for the academic year 2022-2023. A proportional random research sample was chosen at a rate of 78.12% From 100 students.The researchers concluded that the scale of obstacles to achieving quality performance field application from the point of view of fourth-stage female students in the College of Physical Education and Sports Sciences, University of Baghdad, the quality of field application depends entirely on school variables (school tools and procedures and knowledge of students and learners) and the researchers recommend that there be a scientific study regarding the quality of schools before field application, developing educational methods and approaches in colleges for implementers, having the sports lesson at the beginning of the school schedule, holding workshops with school principals to develop the field application process.

Sentiment Analysis of Computer Science Students’ Attitudes Toward Programming Languages: An in-Depth Study

This study investigates the sentiments of computer science students toward programming languages, focusing on Python, Java, and C, to explore factors influencing their learning experiences, motivation, and career aspirations. Data from forums, surveys, and social media platforms were analysed using sentiment analysis and thematic qualitative analysis. The findings reveal that students view programming as both challenging and rewarding. Python is valued for its role in data science, Java for enterprise solutions and Android development, and C for its foundational importance in programming. Students reported frustrations with syntax complexities, usability, and industry relevance despite these strengths. Despite these strengths, students reported frustrations with syntax complexities, usability, and industry relevance. The research highlights the need for adaptive teaching strategies that connect programming concepts to practical applications, foster resilience, and offer diverse learning opportunities. By bridging the gap between industrial expectations and academic preparation, these ideas hope to improve programming education and bring it into line with changing professional requirements.

Elevating Student Voice and Levelling Traditional Power Hierarchies Through Open Textbook Co-Creation: What Do Students Say?

There are calls for the democratisation of higher education in line with the principles of social justice. Collaboration with students offers the potential for creating a more inclusive higher education environment, and open textbook development initiatives can be a vehicle for change. This paper focuses on the experiences of students as co-creators in open textbook initiatives at the University of Cape Town, South Africa. Drawing on interviews with 11 open textbook collaborators, this paper utilises Nancy Fraser’s social justice framework to explore students’ perspectives on injustices, challenges of collaboration and co-creation, and power dynamics in student–staff partnerships. The study shows that students experience and navigate various injustices in their classroom contexts related to economic maldistribution, cultural misrecognition and political misrepresentation. It reveals a complex interrelationship between student voice, power dynamics in the classroom, and the power of student–staff partnerships to build confidence and flatten hierarchies in open textbook co-creation. The student views presented here provide powerful evidence of a range of benefits they experience when the traditional hierarchies between student and lecturer are levelled through collaborative open textbook development processes. Results indicate that co-creation activities enabled them to have a voice through the power of publication and own their academic journeys.

Students’ Perceptions of ChatGPT in Higher Education: A Study of Academic Enhancement, Procrastination, and Ethical Concerns

The integration of AI tools in education is reshaping how students view and interact with their learning experiences. As AI usage continues to grow, it becomes increasingly important to understand how students' perceptions of these technologies impact their academic performance and learning behaviours. To investigate these effects, we conducted a correlational study with a sample of 44 students to examining the relationship between students' perceptions of ChatGPT’s utility—focusing on usage frequency, perceived usefulness, accuracy, reliability, and time efficiency—and key academic outcomes, including content mastery, confidence in knowledge, and grade improvement. Additionally, we explored how these perceptions influence student behaviours, such as reliance on ChatGPT, procrastination tendencies, and the potential risk of plagiarism. The canonical correlation analysis revealed a statistically significant relationship between students' perceptions of ChatGPT's utility and their academic outcomes. Students who viewed ChatGPT as reliable and efficient tended to report higher grades, improved understanding of the material, and greater confidence in their knowledge. Furthermore, the bivariate correlation analysis revealed a significant relationship between dependency on ChatGPT and procrastination (r = 0.546, p < 0.001), indicating that a higher reliance on AI tools may contribute to increased procrastination. No statistically significant association was identified between ChatGPT dependency and the risk of plagiarism. Future research should prioritize the development of strategies that promote effective use of AI while minimizing the risk of overreliance. Such efforts can enhance academic integrity and support independent learning. Educators play a critical role in this process by guiding students to balance the advantages of AI with the cultivation of critical thinking skills and adherence to ethical academic practices.

Competências Técnico-Especializadas Desenvolvidas na Formação do Aluno Especialista em Meteorologia

This study aimed to determine whether the Training Course for Sergeants (CFS) at the School for Specialists in Aeronautics (EEAR) has developed, since 2005, the Meteorology students’ (BMT) skills for the aforemetioned specialized technical field. The professionals who have competence in their area of expertise are able to add values, knowledge and skills to solve both daily and unusual situations. Thus, this research sought to focus on the curriculum structure of the course, on the view of the instructor about their teaching practice, on the view of the undergraduate student about their training and future operational performance, and on the view of the Meteorologist officer about the sergeant received during the considered period. The result revealed by the survey showed that the CFS BMT has developed, since the considered period, the students’ competence to do the job expected from the sergeants after their training.

Sparking Students’ Interest: Teaching About International Climate Negotiation with a Renewable Energy Transition Simulation Game

International climate negotiations stall when countries do not view problems outside of their national interest or do not consider renewable energy as collectively beneficial. This is not inevitable. Political science university educators can help students view climate negotiations beyond national interest and imbue needed negotiation skills through the use of simulation games. Simulation games can depict uneven distribution of existing energy infrastructure, wealth, natural resources, and population – all of which make the energy transition “geopolitical.” By negotiating policies and trading inputs, technology, resources, or knowledge with other countries, it is possible to phase out fossil fuels. This study imparts lessons learned from a European project to turn the concept of international cooperation on the energy transition into a simulation game called ‘Geovania.’ Game sessions reinforced the learning objectives to teach students about the politics of renewable energy transitions, gave practical experience negotiating, and portrayed the two-level domestic/international interface. In this study, we begin with the need for simulation games on the geopolitics of energy transitions, present the development of this game, and offer observations from instructors who developed and used this game in their classrooms. The results include cumulative insights from 14 sessions in six countries with 292 university students. We find that the game sparked students’ interest in the energy transition, in part due to the features of the digital interface, and that skilled facilitation can build on students’ understanding of material to meet various course objectives.

Persepsi Mahasiswa PPGMI terhadap Relevansi Sejarah Kebudayaan Islam dalam Menanamkan Nilai-nilai Karakter Religius

The study of Islamic Cultural History (SKI) in higher education, particularly in the PGMI program, plays a significant role in shaping students' religious character. This research aims to explore the perceptions of PGMI students on the relevance of SKI in instilling religious character values. The study used a qualitative method with a case study approach. Data were collected through in-depth interviews, observations, and documentation of third-semester PGMI students at UIN Raden Intan Lampung. Data analysis was conducted using the Miles, Huberman, and Saldana model. The results show that students view SKI not only as a course that provides historical knowledge but also as a medium for internalizing Islamic moral and spiritual values such as honesty, patience, and discipline. Students are inspired by the exemplary behavior of Islamic figures and are motivated to apply these values in their daily lives, both in worship and social interactions. The study concludes that SKI effectively contributes to shaping students' religious character, making them more concerned with noble ethics and more disciplined in performing religious duties.

How the master’s level is implemented in internships within master’s programmes — exploring the views of students, clinicians, and educators in midwifery and public health nursing

In the course of worldwide attempts at the academisation of professional education and the Bologna process, nursing education has become both bachelor’s and master’s programmes at colleges, polytechnics, and universities.We investigated how a master’s level in internships is conceptionalised by the involved parties. Our focus was on Norwegian master’s education programmes in two different health professions, midwifery and public health nursing.The study also aimed at providing a better understanding of barriers and facilitators of realising the master’s level in internships.Using the Theory of Planned Behaviour as a theoretical and methodological framework, we conducted individual in depth interviews with representatives of all involved parties (supervisors, students, university teachers, and clinic managers). After content analysing the interview data, we held focus group meetings aiming to confirm the findings from the first part of the study.The findings reveal a controversial debate over the necessity of a master’s level education and the challenges participants reported from their attempts to implement the master’s level into student internships. The main result is the lack of consensus on the role of internships within a master’s programme and on how students, practise supervisors, and educational institutions should collaborate on this issue. Various assumptions about the roles, accountability, and professional functions of a master’s student during an internship have been distilled into five distinct models. Instead of comparing and ranking these models, their mere coexistence is discussed as an obstacle to implementing advanced nursing practise. Recommendations are provided to help resolve this confusion.

An Exploration of Placement Travel and Accommodation Issues for Nursing, Midwifery and Allied Health Profession Students, Universities, and Practice Educators

Travel and accommodation challenges for student’s access to pre-registration learning environments were explored through a National Health Service England (NHSE) funded project. This was hosted by XXXX Community Health and Care NHS Foundation Trust covering the XXXXX Integrated Care Board (ICB) area. A mixed methods service evaluation was used, using three cross-sectional surveys to discover local university placement teams, practice education facilitators and practice educators and nursing, midwifery and allied health profession student views on placement transport and accommodation challenges. One student focus group was also held to explore issues in more depth. Stakeholder participants described a range of transport and accommodation concerns, including student personal safety, transport routes, timetable challenges, financial and health burdens, and working to fixed shift patterns. Recommendations for practice include flexible shift patterns, car use guidance, free car parking, personal safety training, provision of overnight accommodation to protect wellbeing, and placement costs paid in advance. The project identified the need for a greater range of bus routes from transport providers, plus consideration for a university minibus service to reach rural community settings. The findings from this study will support placement providers and universities to maximise placement opportunities and will improve the student experience across the ICB setting. The results are applicable to other regions.

Teaching Reading Skills in the Indian Engineering Context: Challenges and Experiences

ABSTRACT This study focuses on teaching Engineering students reading skills in the English classroom. The methodology comprised conducting surveys—with the aid of three questionnaires—to gather the views of Engineering students, English faculty, and Engineering faculty on how reading skills could be taught and learned effectively. In addition, the researchers conducted semi-structured interviews to clarify some doubts that arose after the survey. The survey questions gathered the survey participants’ background, their reading purposes, their preferences regarding reading and reading activities, reading expectations and challenges, suggestions for interesting reading materials, and ways to improve reading skills. The data interpretation of the three surveys and the subsequent interviews highlights the steps to be taken to enhance the Engineering learners’ English reading skills.

Summative assessment with Artificial Intelligence: Qualitative analysis and comparison of technology acceptance in student and teacher populations

ABSTRACT This qualitative study explores the levels of technology acceptance of students and teachers in higher education regarding the use of artificial intelligence (AI) in summative assessment. Twelve students and eight teachers of a university expressed their views on a series of hypothetical scenarios. Stimulated recall interviews, using hypothetical scenarios, were conducted with 12 of them, applying convenience sampling. Student and teacher views were aligned regarding technology’s potential for efficiency and personalised feedback, while both groups underlined the need for explainability and trust, noting also that a teacher knows more about a student’s learning trajectory than a submitted assignment could depict. Both groups also expressed concerns that reach beyond technology performance. For students, introducing AI for summative assessment could break the student-teacher connection, while for teachers such a step could take away opportunities for professional development, as grading is considered an essential skill for them.

Applying AlAfnan Taxonomy to English Composition Courses: Structuring Learning Outcomes for Effective Teaching

The article explores the significance of adopting AlAfnan’s (2024a) educational taxonomy in teaching composition courses. Moving beyond the traditional focus on technical writing skills, this framework incorporates foundational knowledge, critical thinking, ethical reasoning, practical application, creativity, and adaptability. The aim is to cultivate proficient writers and holistic communicators equipped to navigate the complexities of the dynamic 21st-century landscape. The foundation of the educational taxonomy lies in acknowledging that composition courses are more than exercises in mastering mechanics; they represent a journey into ideas. By infusing foundational knowledge and comprehension, students gain a profound understanding of the subjects they engage with, ensuring clarity and coherence in their expression. Evaluation and synthesis go beyond the transmission of information to foster intellectual rigor and depth in student writing. Integrating ethical and moral reasoning into the taxonomy prompts students to consider the societal implications of their language choices, instilling a sense of responsibility in communication. Practical application and strategic thinking are deemed indispensable for effective writing. The framework prepares students for the diverse challenges of the professional world to transcend the boundaries of academic writing. Creativity and innovation are embraced to create an environment where original ideas and innovative writing approaches are encouraged and celebrated. In recognition of the rapid changes characterizing the modern era, AlAfnan’s educational taxonomy incorporates lifelong learning and adaptability elements. This ensures that students view writing skills as dynamic tools requiring continuous refinement, cultivating a mindset essential for success in an ever-evolving global environment. The achievement of the learning outcomes in this study shall transform composition courses into transformative experiences that shape students into adept communicators prepared for the multifaceted demands of a rapidly evolving world.

Views of Design Students on Improvements in Critical Thinking Through PBL in China's HyFlex Environment

This study explores how problem-based learning (PBL) in a hybrid-flexible (HyFlex) environment has affected critical thinking skills among Chinese university students. Recognizing the importance of critical thinking in producing quality design solutions, the authors involved a mixed-methods approach including quantitative research using analysis of covariance (ANCOVA) and qualitative analyses. Pretests and posttests with 30 students revealed significant improvements in critical thinking. The findings led to seven proposed teaching strategies, offering insights into the effectiveness of PBL and its implications for future educational practices.

Understanding student perspectives on peer feedback: Written versus video versus face-to-face dialog

Despite the growing emphasis on peer feedback, its effectiveness and students’ perceptions remain uncertain. Therefore, it is essential to evaluate different feedback techniques to understand the strengths and limitations of each. This study aims to assess students’ perceptions and attitudes toward peer feedback, its impact on motivation and engagement, and their preferred feedback channels—text, video, or face-to-face interactions. The findings reveal that most students view peer feedback as beneficial to their learning process, with a strong preference for face-to-face feedback over text and video. This preference stems from the ability to seek immediate clarification, which enhances the feedback’s effectiveness and promotes a deeper understanding among students. Additionally, the survey results indicate that peer feedback fosters closer interactions among peers and boosts motivation and engagement in the learning process. A majority of students expressed a desire to continue receiving peer feedback in future courses.