Viewpoint Of Students Research Articles

Comparison of Life Ways From the Viewpoints of Slovak and Spanish University Students

Comparison of Life Ways From the Viewpoints of Slovak and Spanish University Students

Nursing students’ stressors and coping strategies during their first clinical training: a qualitative study in the United Arab Emirates

BackgroundUnderstanding the stressors and coping strategies of nursing students in their first clinical training is important for improving student performance, helping students develop a professional identity and problem-solving skills, and improving the clinical teaching aspects of the curriculum in nursing programmes. While previous research have examined nurses’ sources of stress and coping styles in the Arab region, there is limited understanding of these stressors and coping strategies of nursing students within the UAE context thereby, highlighting the novelty and significance of the study.MethodsA qualitative study was conducted using semi-structured interviews. Overall 30 students who were undergoing their first clinical placement in Year 2 at the University of Sharjah between May and June 2022 were recruited. All interviews were recorded and transcribed verbatim and analyzed for themes.ResultsDuring their first clinical training, nursing students are exposed to stress from different sources, including the clinical environment, unfriendly clinical tutors, feelings of disconnection, multiple expectations of clinical staff and patients, and gaps between the curriculum of theory classes and labatories skills and students’ clinical experiences. We extracted three main themes that described students’ stress and use of coping strategies during clinical training: (1) managing expectations; (2) theory-practice gap; and (3) learning to cope. Learning to cope, included two subthemes: positive coping strategies and negative coping strategies.ConclusionsThis qualitative study sheds light from the students viewpoint about the intricate interplay between managing expectations, theory practice gap and learning to cope. Therefore, it is imperative for nursing faculty, clinical agencies and curriculum planners to ensure maximum learning in the clinical by recognizing the significance of the stressors encountered and help students develop positive coping strategies to manage the clinical stressors encountered. Further research is required look at the perspective of clinical stressors from clinical tutors who supervise students during their first clinical practicum.

Coping With the Challenges in Teaching MAPEH Subjects among Non-specialized Teachers of Division of Davao Del Sur

Given the current state of the educational system, only some educators teach outside their field of expertise, which causes difficulties and stresses in the subjects they teach. This descriptive-comparative research examined the coping mechanisms and performance of 150 non-specialized MAPEH teachers in Davao del Sur. One standardized questionnaire from Montesur (2021) was utilized to collect data computed using the mean and KruskalWallis test to determine the coping mechanisms and performance of the non-specialized MAPEH teachers and assess their differences concerning their profile. The findings showed a very high level of coping mechanisms and performance as they teach MAPEH subjects. Furthermore, there is no significant difference between their coping mechanisms and performance as analyzed in terms of gender, educational attainment, age, years in service, and specializations. This implied that non-specialized MAPEH teachers managed the subjects well and performed excellently despite not specializing in the course. Thus, the researchers recommended that future researchers conduct an in-depth understanding of the experiences of these out-of-field teachers and the viewpoints of students under their tutelage.

Integration of figital sports from the student community point of view

Fijital sport is a new word in the development of physical culture, fijital is on the border between cybersports and traditional sports. This type of sport has been developing lightning fast in the last few years, large nationwide events have already been held, where hundreds of thousands of people watch athletes in the new field. The development of fijtal-sports in the country's universities, its timely integration helps motivate students to engage in physical education, especially cyber athletes, whose activities are closely associated with hypodynamia. In order to address the issue of integrating fijital sport into the framework of the educational program, it is necessary to have feedback from the representatives of the student community, for this purpose in this paper it was decided to conduct a survey among students to determine the student point of view on fijital sport. The key points of integration of this sport into practice students consider: 1) sufficient modern equipment, which unmistakably provides an opportunity for athletes to train to perform at any events - 96% of students, consider this a primary issue, 2) 84% of students supported the idea of a systematic unified approach to integration, 3) 78% were in favor of the need for regular classes, trainings, 4) in achieving the goal the most important point, according to 72% of students, is the active position of the student community. Thus, the program of integration of fijital-sport will be built on a number of key aspects highlighted by students - future sportsmen.

A Student's Viewpoint on ChatGPT Use and Automation Bias in Medical Education.

A Student's Viewpoint on ChatGPT Use and Automation Bias in Medical Education.

“If the End Justifies the Means, Then This Is Permissible…”: Academic Deviations of Russian Postgraduate Students in Socio-Humanitarian Areas

This article looks at academic deviation practices from the viewpoint of graduate students, as well as whether or not they find certain types of deviant behavior in science and education acceptable. The theoretical framework consisted of two mutually exclusive approaches to the interpretation of academic deviations: the normativist R. Descartes and the epistemic anarchism of P. Feyerabend. The study purpose is to evaluate graduate students in socio-humanitarian scientific specializations regarding the prevalence and attitude toward academic deviation. Main hypothesis: postgraduate students’ views regarding academic deviations, especially plagiarism, fall on a continuum, ranging from total denial to total acceptance. Research design: quantitativequalitative. Empirical base: online survey (1276 respondents, including 185 graduate students), 5 focus groups. Methods of analysis: cluster analysis using the k-nearest neighbors method, qualitative analysis of focus group materials. Main results. It was discovered that creating crib sheets was the most prevalent form of academic deviation among graduate students. Of the respondents, 66% selected “often” and “very often” as their options. The purchase of exams, abstracts, and coursework showed the least amount of variation. Ten percent of those surveyed said that graduate students used plagiarism frequently or extremely frequently. Based on their attitudes regarding plagiarism, five distinct groups could be identified using cluster analysis, three of which would be more tolerant of it. Simultaneously, two of the five groups place the blame on students, and three see plagiarism as a result of the educational system’s failure to some extent. Directions for further research are related to the analysis of other forms of deviation, for example, practices of academic collusion within a university, as well as a description of the objective reasons for graduate students committing academic deviations, consideration of the prevalence of academic deviations of graduate students as a sign of a crisis in the normative foundations of the institution of graduate school.

Factors affecting success and failure in higher education mathematics: Students' and teachers’ perspectives

BackgroundStudents from Bangladesh pursuing STEM education often encounter obstacles when tackling diverse mathematical problems within various educational settings. Frequently, they find themselves lacking the essential prerequisite knowledge and strong foundational skills necessary to engage with the teaching and learning resources utilized at the undergraduate level, resulting in a significant number of students needing to seek readmission annually. ObjectiveThe objective of this study is to explore the determinants of academic achievement among university undergraduates majoring in mathematics in Bangladesh. Employing a mixed-method research approach, the study combines quantitative and qualitative data analysis to examine the viewpoints of both students and educators concerning these factors. The authors primarily emphasize classifying the factors that impact the efficacy of mathematics pedagogical methods. MethodologyThe study is structured into three phases: i. An initial exploratory qualitative survey. ii. A quantitative triangulation survey. iii. Followed by explanatory semi-structured interviews. FindingsTo begin, the initial qualitative survey identified significant factors that contribute to students' achievements and setbacks in mathematics. Subsequently, the quantitative analysis verified both similarities and distinctions in the perspectives of students and educators. Furthermore, the correlation coefficient analysis revealed that male students frequently exhibit inconsistency and a lack of enthusiasm for studying, resulting in subpar performance. Conversely, female students frequently cited challenges like the difficulty of connecting mathematical theories to real-world applications, heavy course loads, and limited resources as reasons for their academic difficulties. Lastly, insights from interviews with students highlighted their acknowledgment of inadequate study practices, excessive reliance on memorization, suboptimal teaching methods, low motivation, and external distractions as key factors leading to their struggles. They also recognized the importance of consistent practice, a solid comprehension of concepts, regular study routines, and effective learning strategies for successful mathematics education. In contrast, educators emphasized the significance of students having clear concepts, natural aptitude, motivation, and a sense of curiosity as pivotal elements for successful learning in mathematics. ConclusionThis conclusion suggests a new beginning in the realm of local mathematics pedagogy, achieved by scrutinizing teacher-student feedback about the factors influencing success and failure, considering the diverse individual and contextual variables at play. To foster mutual trust and understanding between students and teachers, it may be beneficial to engage in open discussions and interactions.

The measurement of the quality of educational services provided to medical students of Semnan University of Medical Sciences based on the SERQUAL model.

The SERQUAL model is a model that measures quality by comparing the level of expectations and perceptions of service recipients to identify gaps. Since students are the main recipients of services in universities, this study was conducted with the aim of the measurement of educational services from the viewpoint of medical students of Semnan University of Medical Sciences based on the SERQUAL model. The present study was based on a cross-sectional study, and its statistical population included 180 medical students. The SERQUAL questionnaire has two parts; the first part has demographic information including gender and age, and the second part has 24 questions with two parts (including the performance part and the importance part) about the quality of educational services in the form of a 5-item Likert rating list. The obtained data were analyzed using SPSS-24 software. In all five evaluated areas, the scores of the male group were significantly higher than the scores of the female group (P < 0.05). In all five evaluated areas, the scores of the age group less than 25 years old were significantly higher than the scores of the 25-30-year-old group (P < 0.05). The results of the present study showed that in general, according to the points of view of students of all different educational levels, there is a gap between the student's perception and their expectations of quality in all five dimensions of educational services. Based on this issue, it seems that educational services need to be revised and reviewed in all studied courses and in all dimensions.

Difficulties in studying the scientific concepts from the view point of 10th grade students at Irbid governorate

This study sought to identify the difficulties of studying the scientific concepts among the tenth-grade students in Irbid governorate. In order to achieve the objectives of the study, a questionnaire was used to measure the students’ view point about difficulties they faced in learning scientific concepts. The questionnaire contained three areas: content, teachers and students. The sampling method involved selecting tenth-grade students from the first Irbid Directorate of Education at the end of the 2018-2019 academic year. A total of 415 students were included in the study; the gender distribution was nearly equal, and they were grouped according to their GPA. The results of the study showed that these three domains were a source of determining the difficulty levels. The students’ domain came first, followed by teachers, and content ranked last. The results also showed that there were statistically significant differences in the sources of difficulty due to gender differences in males, and due to the average difference in the benefit of students whose grades were less than 84%. In light of the results, the study framed a set of recommendations, including the need to emphasize the activation of technology in teaching, and holding lectures showing the importance of science and scientists.

A Study of Organizational Silence from the Viewpoint of Female Students in Male-Dominated Classrooms

Organizational silence behavior is one of the problems frequently experienced by women working in male-dominated workplaces. Women working in such workplaces prefer to remain silent about the problems that they face or the issues that concern the organization in general for various reasons. The aim of this study is to determine whether the same behavior is experienced by female students in male-dominated classrooms. The study was conducted with 102 students in a male-dominated university. On the evaluation of the survey, it is seen that female students showed behaviors similar to those of male students in all three sub-dimensions of organizational silence, and they were able to express the problems they experienced or observed without worrying about damaging the image of the class, being labeled as troublemakers, or being excluded from the class. It is thought that this study will have a positive contribution to the literature researching not only the relations between female and male students in the classroom but also different aspects of organizational silence. Future research may focus on investigating whether the differences in the behaviors of male and female employees in workplace or their reactions to events are also experienced by male and female students in the educational environment, comparing the behaviors of male and female students in male-dominated classrooms, and identifying differences between generations in this regard.

The Role of Chatbots in Developing Scientific Research Skills

The research aimed to understand the role of chatbots in developing research skills from the viewpoint of university students. The researchers followed a descriptive approach and used a questionnaire as a research tool. The results showed that chatbots have a moderate role in developing research skills among university students. The main problem with employing chatbots in scientific research is the accuracy and reliability of the data they provide. The potential risks of this employment were found to be high, including increased dependency and apathy among students, loss of creativity, and the possibility of personal data violation and sharing with external parties. Furthermore, responses to the research’s hypotheses showed that undergraduate students benefited more from chatbots in their research writing compared to postgraduate students, and students in theoretical colleges relied on chatbots in their research more than students in applied colleges. The researchers recommended integrating chatbots into university courses related to teaching research methodologies and forming expert programming teams to develop interactive chat applications capable of providing accurate documented information and translating reports and abstracts accurately while formatting data to fit the writing style in scientific research. Additionally, there should be an awareness campaign about the risks of using chatbots, especially regarding the protection of user data and ownership rights, and increasing researchers' reliance on chatbots to complete their scientific research. KEYWORDS Artificial intelligence, database, electronic fraud, interactive chat, search engines, simulation.

Viewpoints of students toward direct instruction in remedial class: Input for a proposed learning plan in physical science

Viewpoints of students toward direct instruction in remedial class: Input for a proposed learning plan in physical science

The Role of Catholic Life Formation in Fostering Sustainable Environmental Attitudes among Selected Filipino SHS Students

A relevant Religious Education needs to confront the life-threatening global issues humanity faces today. The present study investigates how Catholic Life Formation (CLF) through religious instruction may predict environmental attitudes among students in Cebu City, Philippines. This study analyzes how the following variables may influence Christian environmentalism: students’ reception of CLF inputs, Catholic Social Teachings (CST) perceptions, and students’ beliefs and environmental responses (STB) from a sample of 491 Grade 12 SH students of a private university in Cebu, Philippines. This descriptive quantitative survey used ordinal logistic regression to test our model. We adopted a two-step procedure to gather data: First, an open-ended interview was used to tease the themes and viewpoints of students. Second, incorporating the qualitative output from the interviews, a survey was conducted using a researcher-made self-report paired with the Christian Environmentalism Scale (CES) to describe student attitudes toward the environment. The findings are discussed with respect to Religious Education and CLF environmental advocacy.

Understanding student perceptions and motivations in non-traditional online degree completion programs: An exploratory case study

Student enrolment in higher education is increasing, as are enrolments in non-traditional pathways, such as degree completion programs, particularly those that are offered online. These changes have shifted the nature of student learning needs and perceptions. Therefore, stakeholders in higher education need a greater understanding of the drivers and obstacles to degree completion from the student point of view, especially in online degree completion programs. Beyond overall and subgroup insights into online degree seeking motivations and other factors, our findings revealed that (1) there is a mismatch between student goals and perceived employer needs, (2) many students expected modest financial gains upon completion, and (3) the primary barrier of continuing higher education was balancing education and life responsibilities. The findings are useful for administrators, faculty, and other stakeholders involved in the recruitment of online degree completion program students and the design of online courses and curricula for this audience.

Cross Campus Perceptions of the Role of a Novel Regional Medical Campus

Regional medical campuses (RMCs) were initially established to address a projected physician shortage and have gained popularity throughout the country in also providing unique medical educational experiences. Despite the increasing prevalence of RMCs and progress toward meeting these needs, the overall perceptions of RMCs by faculty and students at the associated main campus have yet to be fully explored. In an attempt to address this gap, we administered a survey to both main campus and RMC students and faculty inquiring about perceptions of its associated RMC, including relative student competencies and opportunities for academic success at the RMC compared to their main campus counterpart. Furthermore, we paired these subjective perceptions with objective Match data, USMLE Step 1 and Step 2 CK results, and research output data in order to better substantiate or challenge these viewpoints. Not only did we find significant differences in a variety of perceptions surrounding the RMC and its associated students, but we also identified overall negative viewpoints of RMC-trained students by main campus students and faculty. Looking more deeply, RMC students surveyed were found to believe their RMC may be even more negatively perceived by main campus faculty than actual responses indicated. Contrary to the prevailing views by main campus students and faculty, Match data revealed no significant differences between successful acceptance into both primary care and surgical specialties across both campuses. Furthermore, there were no significant differences between USMLE Step 1 and Step 2 CK scores or research output across both campuses. This study identifies several unexpected perceptions of a successful RMC curriculum and its students held by main campus students and faculty responding to a survey. However, such viewpoints do not correlate with objective evidence, suggesting the presence of bias. Results suggest the need to further explore and define cross-campus perceptions between main campuses and their RMCs with objective metrics while also considering the potential unintended effects of crosscampus bias.

Learning narratives: the paths of adults in short-term higher education

This article presents an outline of the research work carried out on the formation in the Higher Courses of Technology (CST) in relation to the search for graduation from the perspective of students entering the CST/Gastronomy of a private college in the city of São Paulo. This text aims to identify the motivations for entering the CST in emerging contexts and to answer the question about the needs of the learner for professional qualification. The research methodology adopted was qualitative in nature and investigative in the narrative mode. As a result, the discussion of learning is established from the student point of view, respecting the human formation of individuals in the search for an education that constitutes a socially inclusive process.

Enhancing English writing competence in higher education: a comparative study of teacher-only assessment versus teacher and student self-assessment approaches

Despite the critical role of academic English writing proficiency in higher education, existing research has inadequately addressed the comparative impact of teacher-led and student-involved assessments on writing outcomes. To address the research gap, this study aimed to evaluate the effectiveness of 'Teacher-Only Assessment' compared to 'Combined Teacher and Student Self-Assessment' in English writing at a university in southern Thailand. Additionally, the study examined the viewpoints of students regarding the implementation of these approaches. It utilized a sequential explanatory research design in conjunction with a quasi-experimental design. The research instruments included a series of writing tasks, a teacher assessment rubric, a self-assessment form, and a questionnaire with open-ended questions. A group of 62 first-year English majors was divided into two groups: a control group and an experimental group, consisting of 31 students each. Both groups were taking an English Composition I course for 12 weeks and were assigned the same writing tasks. The experimental group was provided with both self-assessments and teacher evaluations, whereas the control group solely received teacher evaluations. The quantitative data was analyzed using an independent sample, while the qualitative data was examined through a thematic analysis. Quantitatively, the independent t-test results indicated that there was no statistically significant distinction in overall writing performance between both groups, except for narrative paragraphs. Moreover, the qualitative findings emphasized the merits of incorporating teacher-led and student-involved assessments. This study suggests various implications for English as a Foreign Language (EFL) instruction and assessment practices.

Academic communication with AI-powered language tools in higher education: From a post-humanist perspective

AI-powered language tools (AILTs) are commonly used by university students, yet there is a limited understanding of how students utilise and perceive these tools in everyday academic communication practice. Employing a post-humanist lens and based on over 1700 open-ended comments from a nationwide student survey, this qualitative study examined students' lived AILT experiences to explicate the impact of AILTs on academic communication in higher education learning and assessment. Thematic analysis of the data shows that students' academic writing is realised by assemblages of distributed spatial and personal linguistic repertoires, underscoring AILT's role in enhancing students' communicative performance and personal language development. AILTs are also conducive to transforming the academic writing process into an additional learning space. Students have developed a new identity as spatially advised learners, enabling them to assert their agency in terms of language development and subject-content knowledge while also holding critical perspectives on the limitations of AI. Furthermore, the findings point to divergent and eclectic student viewpoints on the ethical concerns of AILTs in assessment in the absence of university instructions. The study discusses implications for university policymaking and pedagogy in developing teaching and assessment methods that match students' stances and needs in AI-mediated academic communication.

Service Quality Assessment Tool in a State University in Northern Mindanao

Higher education institutions (HEIs) worldwide are increasingly being recognized as integral components of the service industry. However, established models for assessing service quality, such as SERVQUAL and HiEduQual, have primarily focused on foreign higher education systems. This study explored the unique context of a Philippine State University. It aims to localize existing quality assurance mechanisms by developing a tool to evaluate service quality from the viewpoint of undergraduate students. The results offer valuable insights into evolving service quality assessment practices within Philippine state universities and colleges (SUC), serving as a template for refinement and adaptation in similar contexts. 708 undergraduate students answered the initial 52-item questionnaire. After initial data analysis, only 630 cases were subjected to further analysis using Principal Component Analysis (PCA) and Confirmatory Factor Analysis (CFA). This resulted in a seven-factor model comprising 31 indicators, exhibiting favorable model fit indices (RMSEA = 0.039, CMIN/DF = 2.073, PCFA = 0.785, PNFI = 0.751, CFI = 0.951). These factors encompassed the following dimensions: ease of doing business, leadership quality, teacher quality, knowledge services, activities, e-governance, and continuous improvement. The findings demonstrated strong internal consistency and reliability across all scale factors. Convergent and discriminant validity were also confirmed. It is recommended that SUCs consider adopting the localized tool in their internal quality assessment procedures to complement existing service quality assessment mechanisms. As the tool is specifically tailored to students’ perspectives as primary end users of SUC services, further research can focus on integrating the results of the study to develop a multi-stakeholder internal quality assessment tool or framework to meet evolving needs and expectations.

Political and Social Viewpoints of High School Students: How do Social Media Influencers, Cancel Culture, and Political Correctness affect these?

Social media usage, especially among young people, has become intertwined with daily life. High school students, who are heavily exposed to social media, are influenced by influencers, cancel culture, and political correctness. This study explored how these factors affect students’ perspectives on political and social issues. A purposive sampling technique was used to amass 12 participants. Data gathering used the administration of semistructured interviews, recording audio, and obtaining written responses. Thematic analysis was used in analyzing the transcription of the recordings from the interview. The findings revealed that political correctness significantly influences students’ viewpoints, while influencers and cancel culture have a lesser impact. Participants emphasized the importance of research, personal growth, and maturity over cancel culture and influencers. Further research is needed, involving older participants and diverse settings, due to limited literature on this topic.