Undergraduate Education Students Research Articles

Using the perceptions of online university students to improve the pedagogy and practice of distance educators

This paper reports on the findings of an investigation into the experiences of undergraduate and postgraduate distance education students from one higher education institution, Avondale College of Higher Education. All of the institution’s current students who were enrolled in a distance course or who had previously completed a distance component of their course were surveyed using an online questionnaire. A subgroup of this population also contributed to focus group discussions. Findings from an analysis of the combined data gathered from the online questionnaire and the focus groups were used to inform the institution’s professional development (PD) program that supports lecturers to design and teach online courses. Results of the study are outlined in terms of distance students’ perceptions about the institution’s distance education program, specifically in relation to course structure, interaction and communication, presentation of materials, use of media and design consistency. The paper concludes with recommendations for addressing the weaknesses of online learning programs including both curriculum design and PD strategies.

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

Development of a Mathematical Experience from a STEM and Sustainable Development Approach for Primary Education Pre-Service Teachers

"The things I see from here, you don’t see from there": Multicultural Awareness in Intercultural Encounters in Two Museum Spaces in Israel

Encounters with artworks in museum spaces are interactive processes that interweave physical, personal, and sociocultural contexts. This qualitative case study addresses an additional context – a multicultural one – in examining the impact of two contemporary art museum spaces associated with different cultures on the emerging awareness of multiculturalism in intercultural encounters. The study examines a “Multicultural Museum Dialogue” course attended by Palestinian-Arab and Jewish-Israeli undergraduate students of art and art education in college in Israel. Trained in co-teaching bilingual instruction, the college students led Palestinian-Arab and Jewish high school youth in artwork encounters at the Herzliya Museum of Contemporary Art (Jewish-Israeli majority culture) and the Umm al-Fahm Art Gallery (Palestinian-Arab minority culture). Analysis of twelve semi-structured interviews with students of both groups indicated that both characterized the museum space as fertile ground for intercultural encounters and diverse interpretive discourse that raised multicultural awareness as well as a universal human perspective. This effect was most powerful at the Umm al-Fahm Art Gallery, visited second. Nevertheless, additional training appears needed to further expand students’ multicultural awareness. Following Banks' (2009) and Chin’s (2013) five dimensions of multicultural education and art education, this research suggests a sixth – learning in diverse cultural spaces. To enhance cultural awareness, we recommend developing multicultural educational curricula that include joint active learning in cross-cultural spaces (e.g., art museums), focusing on physical egalitarian encounters and interpersonal and intergroup dynamics that consider power relations.

Improving the Cardiovascular Endurance of Teacher Education Students through the Utilization of the TikTok Application

Driven by the widespread usage of mobile applications, the expansive development of TikTok application has carried considerable challenges and opportunities to the Physical Education industry. Hence, it is imperative to examine the usefulness of this application to mitigate the low cardiovascular endurance of college students since the conduct of research to improve their physical activity engagement is still significant. Thus, this action research sought to improve the cardiovascular endurance of undergraduate teacher education students using the TikTok application as a tool for their physical activity. This study utilized a quantitative approach, specifically, the pretest-post-test design which is classified as quasi-experimental research. Using the normative data from YMCA 3-minute step test, 50 participants from the Bachelor of Elementary Education (BEEd) enrolled in their physical education classes were determined to be qualified based on their pre-test scorecards. Two groups were formed out of them: 25 in the experimental group who were exposed to the intervention and another 25 in the control group who were instructed using the standard discussion. Descriptive statistics and ANOVA-type test analysis were utilized using participants' pre-test and post-test results to ascertain the efficacy of the intervention. Results unveiled that the intervention has significantly improved the experimental group's post-test scores compared to the control group since the post-test results of the control group remained almost stagnant, indicating the intervention's effectiveness by rejecting the null hypothesis. Therefore, this action research inferred that the intervention has efficiently strengthened the cardiovascular endurance of the 1st year BEEd students.

Strengthening Generic Skills in Undergraduate Students in Physical Education. Perception of University Professors

Purpose: Demonstrate the effectiveness of the proposal for strengthening generic and specific competencies, which are evaluated in the Saber Pro tests in students of the Bachelor's program in Physical Education at a Colombian university, through the perception of participating teachers. said proposal.
  
 Methodology: A qualitative methodology was implemented, with the purpose of trying to understand the reality and behaviors of individuals who belong to a certain social context (Vílchez, 2022), in addition to understanding and identifying various characteristics associated with the qualities and descriptions of a social phenomenon without resorting to the collection of specific numerical data (Morenos, 2021).
  
 Results and Conclusions: They indicate the development of innovative teaching strategies in academic spaces in order to strengthen competencies. Likewise, it demonstrates the viability of the proposal in relation to the teaching strategies that make a theoretical and practical approach, since they adjust to the focus and thematic contents of the subjects, therefore, they facilitate the assimilation and appropriation of the knowledge that requires a future graduate, thus concluding the need to incorporate innovative tools that promote the appropriation of knowledge to train better professionals in the area of Physical Education.
  
 Implications: This research provides implications for educational and government policy to continue to strengthen standardized testing policies in higher education.
  
 Originality/value: This research offers novelty by glimpsing the impact of the formation of the pedagogical model in higher education.

Beyond whiteness: exploring pedagogical aspects of resistance to multicultural education

ABSTRACT Recently, there has been a focus on the experiences of students who belong to society’s dominant groups. One aspect of this focus is on the resistance to multicultural concepts. While some studies have explored cultural identity as a cause of this resistance, more explorations from a social-pedagogical perspective are needed. This qualitative case study examines the resistance to multicultural education expressed by Israeli Jewish undergraduate education students who were enrolled in an academic course on multiculturalism. Using Critical Whiteness Studies as a theoretical lens, the study shows how students from this privileged group oppose multiculturalism through pedagogical aspects of teaching. This approach to resistance highlights the role of social positionality in critiquing this field without directly engaging with its core ideas. Therefore, pedagogy is presented as a crucial concept to be considered.

Cone-Beam Computed Tomography for the Evaluation of Dental Pulp Chamber Volume: Implications for Clinics and Teaching.

The dental pulp chamber volume is a fundamental measurement in the field of endodontics, but also in forensic sciences, teaching and training, or tissue engineering. This study evaluates the precision of cone-beam computed tomography (CBCT) in comparison with computed micro-tomography (micro-CT) in evaluating the pulp chamber volume of the upper central incisors ex vivo. The intra-operator and inter-operator errors were evaluated, and the results for the two techniques were compared with those of a T-test for paired samples. The intra-operator and inter-operator errors were >0.05, indicating adequate reproducibility in each operator and no significant differences between their measurements. On the other hand, no significant differences between the two measurement techniques were found. The present results demonstrate that CBCT is a precise, feasible, and reproducible technique for the evaluation of the dental pulp chamber volume ex vivo. The results provided with this method are useful for different medical domains but also for the teaching and training of undergraduate and postgraduate students. Furthermore, the findings of this study carry significant clinical implications, as the accurate assessment of the pulp chamber volume is critical in the diagnosis and treatment of various endodontic conditions. The ability of CBCT to provide reliable 3D dental anatomy measurements can enhance the planning of endodontic treatments by allowing for a better understanding of the internal tooth morphology. Additionally, the precision and reproducibility of CBCT in assessing the pulp chamber volume can contribute to improved clinical outcomes and reduced complications during endodontic procedures. These findings further support the increasingly vital role of CBCT in modern clinical practice and underscore its value as an indispensable tool in the field of dentistry.

PREDICTORS OF UNDERGRADUATE SCIENCE EDUCATION STUDENTS’ ENTREPRENEURIAL INTENTIONS IN GOVERNMENT OWNED UNIVERSITIES IN SOUTH-EAST NIGERIA

The study examined the predictors of undergraduate science education students’ entrepreneurial intentions in government owned universities in South-East Nigeria. Three research questions guided the study. Descriptive survey research design was used in the study. The population for the study consisted of all the 472 undergraduate science education students in two federal government owned universities in South-East Nigeria, this include Nnamdi Azikiwe University Awka (261 students) and University of Nigeria Nsukka (211 Students). Simple random sampling was used in selecting the sample for the study. The sample size for the study consists of 127 students. The research instrument was a structured questionnaire on four-point Likert scale adapted from Lee, et al. (2012) and Manzoor, Meheraj and Wali (2020), in addition, the research instrument was validated by three lecturers in the Department of Science Education, Nnamdi Azikiwe University, Awka. Similarly, the reliability of the instrument was calculated using Cronbach Alpha reliability technique and a value of 0.76 was obtained. The data collected was analyzed using mean and standard deviation. The finding of the study shows that attitude, subjective norms (SN) and perceived behavioral control (PBC) have influence on entrepreneurial intentions (EI) of undergraduate science education students. Moreover, students’ attitude accounted to a high extent their EI than SN and PBC which were to a moderate extent. Based on the results, it was recommended that Parents should encourage their children to associate themselves with entrepreneurship-based groups that support entrepreneurship since social norms have a significant influence on entrepreneurial intention and Government should establish entrepreneurship networks in universities and communities to support entrepreneurship activities set up.

Teacher-student relationships and mental disorders of undergraduate and graduate students in online education: A moderated mediation model of mobile phone addiction and hometown setting

To solve the problem of distance education and cope with emergencies, online education has become one of the common educational methods in recent years. ObjectsThis study aimed to explore the relationship between the teacher-student relationship (TSR) and mental disorders of university students in online education. Measures2032 full-time undergraduate and graduate students from a comprehensive university in China participated in the online survey. The Chinese version of the Depression, Anxiety, Stress Scale-21 Items, the Chinese version of the Mobile Phone Addiction Index (MPAI), and the 7-item Teacher-Student Relationship Perception Questionnaire were administered to the students. ResultsWe found that higher quality of perceived TSR and a lower level of mobile phone addiction were associated with better mental health among undergraduate and graduate students during online education. Mobile phone addiction mediated the relationship between TSR and mental disorders, and hometown setting moderated the relationship between TSR and mobile phone addiction. Specifically, a higher quality of perceived TSR was associated with a lower level of mobile phone addiction. In addition, for students with low-quality perceived TSR, those who came from rural areas had a higher level of mobile phone addiction than those who came from urban areas. In contrast, when students had high-quality perceived TSR, the differences between students from urban and rural areas in mobile phone addiction were insignificant. ConclusionThe results of this study are of great significance in improving the mental health and mobile phone addiction of undergraduate and graduate students during online education and reveal the urban-rural differences in the impact of TSRs during online education.

Hidden Figures: an interdisciplinary resource to understand the relationship between Mathematics, history, and society

This study analyzed the impact of the interdisciplinary pedagogical activity carried out in the Integrated Project of Educational Practice I discipline on the understanding of Mathematics Education undergraduate students at Instituto Federal de Mato Grosso (IFMT), campus Confresa, about the relationship between historical aspects of the constitution of Mathematics, social contexts in the constitution of humanity, and the representation of scientists in cinema, using the film Hidden Figures as a didactic resource. The results indicated that the activity contributed to a greater awareness among students about the importance of addressing issues of diversity, inclusion, and representation in their future teaching practices. Despite some limitations, the study pointed to the potential of interdisciplinary pedagogical activities to enrich the training of future teachers and promote a more inclusive and contextualized Mathematics Education.

Self-reported preparedness of final year undergraduate dental students and interns in Saudi Arabia: a multi-institutional study

BackgroundContemporary undergraduate dental education aims to equip the dental students with clinical competence, empathy, and professionalism to enable them to deliver safe and effective dental care to the communities. The purpose of this study was to assess the self-reported preparedness of final year dental students and interns at three Saudi dental institutions, using the pre-validated Dental Undergraduates Preparedness Assessment Scale (DU-PAS).MethodsA cross-sectional study design was employed to assess the self-reported preparedness of the participants using the DU-PAS. Following ethics approval, a probability sampling technique was used to recruit undergraduate dental students and interns from three dental institutions in Saudi Arabia. The data was collected online on Google Forms and all participants provided their consent to participate in the study prior to providing their responses to DU-PAS.ResultsResponses were received from 397 participants including 171 males and 226 females yielding a response rate of 60.3%. The total mean score of the participants was 81.85 ± 13.11. Although higher scores were reported in males, the interaction between gender and DU-PAS scores were not significant. Interaction between DU-PAS scores and stage of education showed significant effect of the stage of education with interns reporting higher overall scores. The participants reported that they were able to perform most clinical procedures independently. However, low confidence was reported in performing multi-rooted endodontics, fabrication of removable dentures and orthodontic assessment. The participants also expressed their confidence in a wide range of behavioural attributes related to communication, teamworking and professionalism. However, lack of experience was noted in referral for oral cancer, interpreting research, and evaluation of new dental products using an evidence-based approach.ConclusionThe study provides useful insights into the self-reported preparedness of undergraduate dental students and interns in three dental institutions. While the overall preparedness of the participants was comparable to their international peers, the findings underscore the need for further enhancements to the teaching and training of undergraduate students particularly in multirooted endodontics, removable prosthodontics and orthodontics.

IMPACT OF TECHNOLOGY ON ENGLISH LANGUAGE TEACHING AND LEARNING: DIGITAL PEDAGOGY FOR GLOBAL CITIZENS

The advent of technology has significantly impacted language teaching and learning approaches, necessitating a fusion ofvirtual platforms and traditional resources like textbooks and classrooms. This integration has become indispensable in theconstantly evolving global landscape. The emergence of innovative digital models for teaching and learning has opened upnew possibilities and experiences. Digital pedagogy is gradually replacing traditional language teaching methods, enablingblended teaching, flipped learning, student-paced learning, learner-centric learning, self-learning, collaborative learning,project-based learning, VAK learning, gamification, and more. To meet these dynamic requirements, various futuristic digitaltools for teaching and learning are gaining popularity. This research paper aims to explore the significance, scope, andinfluence of digital pedagogy in the digital era. Additionally, it investigates the effectiveness of different tools available formaking the teaching and learning of the English language engaging and enjoyable, using a combination of qualitative andquantitative research methodologies. The paper also addresses the challenges posed by this paradigm shift in Englishlanguage education for undergraduate students.

Consideration of the nature of science in a modern physics course

The current study examined the effect of considering the nature of science in the classroom on the worldview and knowledge of undergraduate students of physics education. It seems that the historical, cultural, and social situation of physics and physicists during the modern physics period, plus some implicit challenges about the philosophy of science help to promote the worldview and physical knowledge of undergraduate students. So, we sought to determine this issue on experimental and control groups of students during the course of modern physics. They were provided with two types of pre-exam and post-exam sheets followed by an interview. The responses to the exams and the interviews of the students were analyzed qualitatively. It was concluded that simply learning modern physics by the control group did not change their beliefs about science considerably while the experimental group show promotion on their worldview and physical knowledge.

Investigating Virtual Teaching Experiences: Perspectives of Undergraduate Student Teachers in Singing and Choral Techniques

The COVID-19 pandemic has prompted a widespread shift toward virtual learning across various educational domains, significantly impacting music instruction. This qualitative study, conducted at a university in the Eastern Cape Province, delved into the experiences of third-year undergraduate music students enrolled in the "Singing and Choral Techniques" module. Guided by the Technology Acceptance Model (TAM) and Constructivist Learning Theory, the research employed thematic analysis on in-depth interviews with 30 purposefully sampled students, revealing intricate dynamics related to technology, collaboration, student engagement, and motivational factors. Findings not only illuminate the challenges faced by students but also present innovative strategies aimed at elevating the quality of online teaching. Key motivational factors, including effective time management and interactive teaching methods, emerged as crucial elements for fostering meaningful online learning experiences. These insights are paramount for educators and policymakers, shaping the trajectory of online music education. The study emphasised the importance of strategic investments in technology, the creation of collaborative environments, targeted student support, and specialised training for educators. Policymakers can leverage these insights to formulate inclusive policies and initiatives that enhance the quality of virtual music education. Serving as a guiding compass for music education in the digital age, this research not only highlighted hurdles encountered but also unveiled innovative solutions, thus contributing significantly to the evolving landscape of online music education.

Entrepreneurial Socio-psychological Adjustment and Employment Opportunity Identification of Business Education Students in Ignatius Ajuru University of Education

The study examined the relationship between entrepreneurial socio-psychological adjustment and employment opportunity identification among business education students at Ignatius Ajuru University of Education. Two objectives—research questions and hypotheses—guided the study. A correlation survey research design was adopted. The population of the study was 365 final-year undergraduate Business Education students in the 2021–2022 academic session, with a sample size of 320 students, which is an 88% return rate. Two different sets of questionnaires were used for data collection. The copies of the questionnaires were validated by three experts: two business educators and one psychometrician. The reliability of the instruments was established, and the computations yielded coefficient indexes of 0.81 and 0.89 for entrepreneurial socio-psychological adjustment and employment opportunity identification, respectively. The research questions and hypotheses were answered and tested using Pearson Product Moment Correlation (PPMC), respectively, at the 0.05 level of significance. The study exposed the fact that assimilation and integration relate to employment opportunity identification. The study recommended that the stakeholders who are saddled with the core responsibility of planning and executing the curriculum of the entrepreneurship education program should systematically review the curriculum in order to accommodate the concept of assimilation and integration as a component of entrepreneurial socio-psychological adjustment into the program.

Impact of Physical Activity and Bio-Psycho-Social Factors on Social Network Addiction and Gender Differences in Spanish Undergraduate Education Students.

Social network use has increased in recent years. Social networks are fast-changing and may cause negative effects such as dependence and addiction. Hence, it was decided to establish two research aims: (1) to identify the social network used by university students and their use levels according to their sex and (2) to analyse how age, body mass index, physical activity, emotional intelligence and social network type affect addiction to social networks according to young people's sex. A cross-sectional study was designed involving Spanish university students from Education Degrees. The mean age of the participants was 20.84 years (±2.90). Females made up 69.8% of the sample and males 30.2%. An online questionnaire was administered that included sociodemographic questions, IPAQ-SF and TMMS-24. This study found that all students use WhatsApp and more than 97% have YouTube and Instagram accounts. The linear regression model obtained was as follows: social network addiction = 3.355 + 0.336*emotional attention - 0.263*emotional clarity. There is a positive relationship between social network addiction and emotional attention (r = 0.25; p < 0.001) and negative relationships between social network addiction and emotional clarity (r = -0.16; p = 0.002) and between social network addiction and age (r = -0.17; p = 0.001). University students report lower levels of social network addiction and slightly higher levels of social network addiction among females. In addition, there are significant differences between the average social network addiction scores of university students in terms of their use of Telegram, TikTok and Twitch.

Digital-Based E-module in Tennis Learning for Undergraduate Students in Sports Education

Although many studies have examined the use of e-modules for physical education at school and university levels, very few explore the development of digital-based e-modules in tennis learning. This research aims to develop a digital-based e-module in tennis learning for undergraduate sports education students. It was conducted using the Research and Development (R&amp;D) design by adopting the Plomp model. The model consists of preliminary research, prototyping, and assessment phases. This research invited 12 experts, consisting of 4 material experts, 4 language experts, and 4 media experts. The experts were professors and lecturers with profound expertise in their respective fields. This research also involved 35 sports education undergraduate students taking tennis courses, consisted of males (n=25) and females (n=10). The instrument was a Likert scale questionnaire. Validity testing was measured using Aiken’s V validity coefficient. The reliability was calculated using Intraclass Correlation Coefficients (ICC), while product practicality was analyzed using percentages. The results show that the average product validity before and after revision was 0.790 (medium) and 0.904 (high), while the average reliability was 0.754 (high). In terms of practicality, the average was 89.71, which means the product is very practical. In conclusion, digital-based e-modules in tennis learning can be used for undergraduate sports education students. This research is expected to facilitate undergraduate sports education students, lecturers, and tennis practitioners to overcome limitations in teaching tennis. Future research is needed to test the product’s effectiveness by conducting an experimental design and comparing it with other groups.

Effects of a first-year undergraduate engineering design course: survey study of implications for student self-efficacy and professional skills, with focus on gender/sex and race/ethnicity

BackgroundStudents’ academic self-efficacy maximizes likelihood for success and retention, yet prior research suggests that historically underrepresented (minoritized) undergraduate students in higher education and in college-level engineering show lower self-efficacy, which has been linked to histories of systemic exclusion. To address such gaps in student success, this work examines the effect of a new first-year undergraduate engineering design course on students’ self-efficacy, as measured by students’ assessment of their ability to achieve engineering design goals, and their confidence in their professional skills such as teamwork, communication, and leadership. It draws upon two aligned survey studies that examine this development (a) among the students participating in the course during the academic semester and (b) among both course participants and non-participants in the year following the course. Survey results for all students were considered, with attention to specific demographic subgroups traditionally underrepresented in engineering.ResultsAnalyses indicate effect of the course on self-efficacy and other examined constructs, such as communication and teamwork, during the course semester and continued effects in engineering design self-efficacy and tinkering self-efficacy in the year following course participation. Results also reveal differences for specific racial/ethnic and gender/sex subgroups in numerous constructs, including suggestion of specific effect for female students.ConclusionsThis study’s focus on the implication of engineering design education on self-efficacy and other critical professional outcomes, as well as its attention to specific demographic subgroups, adds to research on engineering education and the effect of design-focused coursework using project-based learning. The study indicates an increased potential role for such coursework, as early as the first year of a university trajectory, in fostering student growth and increased representation in the field. Findings on differences by gender/sex and by racial/ethnic groups, including clearer positive effect for female students but more complexity in effect for underrepresented racial/ethnic groups, support added research probing experience and outcomes within and across these groups.

Investigating academic performance and perceptions of human physiology and exercise physiology courses among undergraduate students of physical education at a Brazilian public university

PurposeTo compare the academic performance of undergraduate students in physical education who studied exercise physiology before and after studying human physiology and investigate students’ perceptions of human physiology and exercise physiology courses.MethodsThis study included 311 undergraduate students pursuing a bachelor’s degree in physical education. Participants were divided into two groups: those who had previously attended and completed the human physiology course (group 1, n = 212, 68.2%) and those who had not previously attended or had attended but failed the human physiology course (group 2, n = 99, 31.8%). The prevalence ratio (PR) and 95% confidence interval (95% CI) were calculated using a Poisson regression model with a robust variance estimator. The second aim comprised 67 students with bachelor’s degrees in physical education who completed an electronic questionnaire about their perceptions of human physiology and exercise physiology curriculum.ResultsCompared with those who attended human physiology and passed, those who had not previously attended or had attended but failed the human physiology course have a higher PR of 2.37 (95% CI, 1.68–3.34) for failing exercise physiology. Regarding the students’ perceptions of human physiology and exercise physiology courses, most students reported that they were challenging (58.2% and 64.2%, respectively), but they also recognized the importance of these courses for professional practice (59.7% and 85.1%, respectively).ConclusionHuman physiology should be considered a prerequisite for an undergraduate course leading to a bachelor’s degree in physical education. Furthermore, students considered human physiology and exercise physiology courses important yet challenging. Therefore, continuous student assessment is vital for improving the teaching–learning process.

Reflections from the Experiences of Elementary Mathematics Teaching Undergraduate Students within the scope of Mathematicians Who Left a Mark on History Project: A Project of CSP Course

This study aimed to examine the experiences of the second year undergraduate students of Elementary Mathematics Teaching (EMT) within the scope of the Mathematicians Who Left a Mark in History (MWLMH) Project carried out within the scope of the Community Service Practices (THU) course. The case study method, one of the qualitative research designs, was used in the study. The participants of the research consist of 14 undergraduate students studying in the second year of the EMT program of a state university in the Western Black Sea region in the spring semester of the 2021-2022 academic year. The data of the research were obtained from the reflective diaries that the students kept regularly every week from the beginning to the end of the project process, and from the focus group interviews held with the students after the process was over. The obtained data were subjected to content analysis. As a result of the research; it has been determined that the MWLMH project contributes to PEMT undergraduate students in different aspects such as gaining teaching experience, experiencing designing materials and how to integrate MH into lessons and strengthening their communication skills. In addition, EMT undergraduate students were determined mostly pre-service teacher-related challenges as designing materials, also administrator-related challenges as being unwilling/indifferent. Lastly, EMT students emphasized that the activities/materials they developed were useful, interesting and entertaining for students and contributed to their awareness towards MH. Based on the results of the research, various recommendations were provided.