Faculty Students Research Articles

Problem-Based Learning: An Effective Teaching Method for Science Competence Development

Modern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding.

Investigation of Global Climate Change Awareness Levels Among Faculty of Medicine Students

Abstract Background According to the WHO, climate change is the biggest threat to global health in the 21st century. Thus, it is important to understand medicine faculty students’-who are future doctors-awareness of climate change and its effects on human health. The aim of this study is to determine the level of awareness of Inonu University Faculty of Medicine students about global climate change. Methods This descriptive cross-sectional study was conducted between February and March 2024. The target population consisted of 1692 students studying in a medical university. The sample size was calculated as 260 students based on a percentage of awareness of global climate change of 32.3%, and 283 respondents were included in the study. A questionnaire was used that included questions about the respondents’ sociodemographic characteristics and global climate change awareness. In addition, they answered the items of the Awareness Scale of University Students About Global Climate Change (GCCAS). The dependent variable was total GCCAS scores, and the independent variables included age, concern about climate change, and knowledge status. A Student’s t-test was used in the statistical analysis. Results Of the students, 50.2% were female, 51.6% were older than 22 years of age, 82% were worried about the negative effects of climate change, 79.5% said they received no education about climate change during their medical education. The mean total GCCAS score in the study group was 71.74 +/-13.81. Women, students who were concerned about climate change, and those who had knowledge about climate change had significantly higher mean GCCAS scores (p < 0.05). Conclusions More than 75% of study group said that they had received no education about climate change. However, the percentage of students who were aware of and concerned about climate change and who had information about climate change was even higher. Key messages • Due to the potential for medical students to encounter the health effects of climate change, these issues should be included in education programs to increase their awareness of this important issue. • Medical students need to take conscious and informative steps regarding climate change to help protect the health of future generations.

Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

Implementation of Role-Playing Strategies in Increasing Maharah Kalam in State Universities

Maharah Kalam learning in PKPBA at the Faculty of Science and Technology. Arabic learning activities for five consecutive days, from Monday to Friday, make students bored and tired. So, to minimize these problems, variations, and innovations applied by teachers are needed to encourage students to be more communicative in using Arabic. The goal of this study is to understand how the implementation of role-playing strategies (Role Play) improves Maharah Kalam. This study is descriptive qualitative research which is to illustrate, describe, interpret, explain also answer in more detail the problems to be studied by studying as much as possible an individual, a group, or an event. The data collection method in this study is observation. The population in this study were all PKPBA students of Faculty of Science and Technology 2 and the sample in this research were all PKPBA students of Faculty of Science and Technology 2 totaling 40 people. Data analysis techniques used in this study include conclusion drawing, namely concluding also verification. The results of the implementation of the application are designed through 3 stages, namely: (1) Introduction which includes greetings then asking how are you to explain the learning scenario with role-playing strategies, (2) Core which includes the implementation of learning using role-playing strategies per group, and (3) closing which includes learning evaluation. Keywords: Maharah Kalam, Arabic Language Learning, Role-Playing Strategies

Appraisal of Transition Challenges and Adjustment of First-Year Students at a Nigerian University

Advancement in educational pursuit seems to be an ideal dream for the majority of students preparing to leave secondary school to enter university. Students at this stage have conceptualized courses and professions they would like to follow, the types and names of universities they would like to attend, and are mostly overwhelmed by the euphoria of leaving secondary school for university without the knowledge of the demands, the challenges and the expected behavior awaiting them in their envisioned dream of an institute of higher learning. Purpose: This paper appraised the transition challenges and adjustment strategies of first-year students in Obafemi Awolowo University, Ile-Ife, Nigeria. Methodology: A descriptive survey research design was employed. A simple random sampling technique was used in selecting five of the eight departments in the Faculty of Education. A convenience sampling technique was used in selecting 200 participants in the departments selected for the study. A questionnaire titled ‘First Year Students Transition Challenges and Adjustment Questionnaire’ (FYSTCAQ) made up of four sections was used to obtain data from the sample. Results: The findings showed that first-year students experience transition challenges among which are cultural, social and economic. Separation, identification, and integration into the university lifestyle were coping strategies employed by the first-year students. Conclusion: Raising the consciousness of the university community (management, lecturers and non-teaching staff, and even older colleagues) to render necessary assistance, provide necessary support, and motivate first-year students to develop workable strategies that will help them cope with the university demands were recommended.

The impact of social media and family attitudes on the body image and eating patterns of male and female students

Abstract Background Body image has gained increasing importance in recent times due to the fact that it is commonly recognized that having body dissatisfaction is a major indicator of eating disorders. The development of dissatisfaction with the body can often be attributed to perceived societal expectations and pressures to adhere to idealized appearance standards. The purpose of the study is to examine the relationship between social media usage and family attitude influences on eating behavior and body image satisfaction in both male and female students. The design of this study was cross-sectional to collect data from 620 students in different faculties and academic disciplines within King Abdulaziz University. Participants completed a self-reported questionnaire to measure the Eating Attitude Test, social media exposure, Body Shape Questionnaire, family influence scale, and body satisfaction. Results Among the participants, 41.1% of students are at risk of eating disorders, and 25.2% have marked concern with body shape. The correlational analysis identified significant correlations as eating disorder score demonstrated negative correlations with the Family Influences Scale, Body Shape Questionnaire, body satisfaction, and social media (r = 0.455, r = 0.388, r = 0.388, and r = 0.373, respectively) and positive correlations with the with body mass index (r = 0.166). The Family Influences Scale score displayed positive correlations with the body shape questionnaire (r = 0.487), body satisfaction (r = 0.487), and media (r = 0.582) and negative correlations with body mass index (r = 0.289). Conclusion The study highlighted the influential roles of both the media and family in shaping eating habits and body image satisfaction. Also, the results indicated that eating disorders and concerns related to the body are highly prevalent among students. Accordingly, parents and educators should identify the risks of media and eating disorders and encourage them in seeking therapy.

ASLO Opportunities for Students and Early Career Professionals in Aquatic Sciences

AbstractStudents and early career researchers/professionals (ECRs) must increasingly acquire a variety of skills and expand their collaborative networks to become more competitive as they apply for jobs and grants. Funding for skills training and overall availability of opportunities can, however, pose a challenge to this career plan. The Association for the Sciences of Limnology and Oceanography (ASLO) is proud to support the professional development of member and non‐member students and ECRs by offering a myriad of skill‐building programs. These include opportunities to: receive mentoring, travel to ASLO events, expand networks, conduct outreach projects, research exchanges, and internships, better understand scientific publishing, and exercise leadership within the society. In addition, ASLO recognizes the contribution of member students and ECRs to their communities, field, and to the society. Participation in ASLO‐sponsored programs can, thus, assist in the successful transition of students to ECRs, and of ECRs to independent researchers.

“See me for who I am”: An exploratory study of undergraduate music major belonging

The purpose of this exploratory instrumental qualitative case study with nested mixed methods was to examine undergraduate music majors’ perceptions of their sense of belonging within one public university music program. We surveyed undergraduate music majors within a single music program and completed purposeful and targeted follow-up interviews of selected respondents who represented a diverse cross-section of the student body. Quantitative analysis included descriptive demographic statistics and linear multiple regression with belonging as the dependent factor. There was a statistically significant relationship between faculty interactions and student sense of belonging ( p < .001). Qualitative findings suggested that student–faculty interactions were a primary contributor to a student’s sense of belonging, as well as the importance of a network of friends and the overall school culture. Implications of these results may assist music administration and faculty members in developing a culture of belonging within their respective studios or departments.

A Study on Veterinary Faculty Students' Opinions on Ethics Education and Career Choices: A Case of Ondokuz Mayıs University.

Veterinary ethics is a multifaceted element of the veterinary profession as it deals with various ethical issues related to medical practice, animal welfare, professional behaviour and societal expectations. By focusing on teaching ethics in veterinary medicine education, it will be possible to guide future veterinarians through the ethical dilemmas and conflicts they may encounter in their careers. To evaluate the opinions of the Ondokuz Mayıs University Faculty of Veterinary Medicine intern students about ethics education in veterinary medicine. Evaluation and comparison of the perspective on ethics education and career choice. A cross-sectional descriptive survey design was used to collect data via a questionnaire. Data obtained from 87 out of 119 students in the intern programme were evaluated. Responses were analysed by statistical methods. In the study, it was determined that pet veterinary services (private sector) and government veterinary services (public sector) were the leading career choices of intern veterinary students; female and male students wanted to turn to different fields of work; and the difference in career preferences did not change the views on ethics education. It was observed that students needed applied teaching and measurement-evaluation methods in ethics education and sought role models in developing ethical attitudes and behaviours. In addition to gaining ethical knowledge in veterinary education, it was observed that they attach importance to professional and legal obligations. This study is one of the few studies on veterinary ethics education and career choice in Turkey. The study results provide information to guide the development of veterinary ethics education to prepare future veterinarians for the complex ethical issues they will face in their careers.

The effectiveness of a proposed unit in Radiation Physics for developing literacy of radioactive pollution risks among students of the physics Department Faculty of Education، Upper Nile University and Juba University - Republic of South Sudan

The effectiveness of a proposed unit in Radiation Physics for developing literacy of radioactive pollution risks among students of the physics Department Faculty of Education، Upper Nile University and Juba University - Republic of South Sudan

Преемственность начальной и основной школы: современный взгляд (Часть 1)

The article discusses the results of a round table held at the Institute for Education Development Strategy, which considered the problem of the transition of a primary school student to a basic school, possible causes of maladjustment to the educational process and ways to overcome it. For the first time, the problem of teacher adaptation to the educational process in the fifth grade was proposed for discussion, recommendations were made on how to establish successful interaction in the “teacher - student” system and overcome maladjustment of subjects of the educational process.

Student–Faculty Interaction and Academic Self-Concept: Gender as a Moderator

This study examines the moderating effect of gender on the relationship between student–faculty interaction and academic self-concept. Using data from a large public Hispanic-serving institution (HSI) in Southern California, the analysis suggests that although student–faculty interaction positively impacts academic self-concept for all students, the effect is stronger for female students. Despite these gains, a persistent gender gap remains, with female students reporting lower academic self-concept than male students. These findings emphasize the importance of tailored initiatives to improve student–faculty interaction and academic self-concept, especially for female students.

Gender Characteristics of the Psychoemotional Status of Students with Different Levels of Academic Performance

The study of the health of student youth remains one of the important areas in scientific research, since the task of higher educational institutions is not only to instill professional skills, but also to form a full-fledged personality. Neuropsychiatric adaptation is one of the keys, so it is important to identify the factors that influence its formation. 120 students of the medical faculty of the Kyrgyz-Russian Slavic University were examined: 1) young men (n=30) and 2) girls (n=30) with high academic performance; 3) young men (n=30) and 4) girls (n=30) with low academic performance. We evaluated emotional intelligence according to the N. Hall scale, aggression according to L. G. Pochebut, the level of depression according to the Tsung test, emotional orientation according to B. I. Dodonov, level of self-esteem, style of behavior in conflict. Young men with high academic performance compared to similar girls are more likely to have a low level of emotional intelligence, high self-esteem, face mild depression, show more physical aggression, and have lower scores in communicative and aesthetic emotional orientation. Among those with low academic performance, girls, in comparison with young men, manage their own emotions worse, do not have high self-esteem, and have higher scores in communicative, hedonic and aesthetic emotional orientation. Sex differences in the psycho-emotional sphere are more clearly manifested among students with a high level of academic performance. The study of gender features in more detail assesses the psycho-emotional state of students, makes it possible to predict possible violations and timely carry out preventive or correctional measures, and, therefore, increase the success of adaptation.

Artificial intelligence knowledge, attitudes and application perspectives of undergraduate and specialty students of faculty of dentistry in Turkey: an online survey research

BackgroundThis study aimed to investigate the knowledge, attitudes, and perceptions of fourth- and fifth-year undergraduate as well as specialty dentistry students in Turkey concerning artificial intelligence (AI) and its applications.MethodsThe study was conducted between October 16, 2023, and January 16, 2024, with participants consisting of volunteers from dental faculties in Turkey. A total of 335 undergraduate students and 62 specialty students participated in the survey, which utilized non-probability convenience and snowball sampling methods. Cronbach’s alpha was utilized to measure the internal consistency of the scale. Statistical analysis was performed using IBM SPSS version 26.0, with quantitative data presented as mean ± standard deviation and categorical data as frequency (percentage). The statistical level was set at 0.05, and the analysis involved Pearson’s Chi-square test and Fisher-Freeman-Halton tests.ResultsThe results indicate that undergraduate and specialty students perceive the integration of large datasets as the primary advantage of AI. The speed, objectivity, and potential to reduce misdiagnosis rates associated with AI are also highlighted. Undergraduate students express more significant concern about the impact of AI on patient understanding and empathy compared to specialty students. Additionally, both groups strongly advocate for the inclusion of AI-related courses in dental education and acknowledge the indispensability of AI in dental practice. The significant roles of AI in dentistry, such as providing evidence-based dental approaches and compensating for human intellectual limitations, are widely recognized. Furthermore, consensus exists that AI will primarily assist in diagnosis and treatment decisions.ConclusionsThe findings emphasize the importance of cautiously managing AI’s role in healthcare services and underscore the need to prioritize patient privacy and data security. AI should be regarded as a complement to the work of dental professionals rather than a substitute. The study recommends further research involving a larger and more diverse sample to obtain a comprehensive understanding of attitudes toward AI in dentistry.

Help your students transition to the world of work

With everything disability services offices must do, helping with students’ job transitions may seem like one more responsibility you may not wish to take on. But connecting with career services can not only benefit students in their pursuit of a job after graduation, but also during their time at college. I spoke to Amanda Feaster of Kent State, Christy Oslund of Michigan Technological University, Joan Rachmel of Nevada State, and Gabe Wright of the University of Tampa about this process.

DYNAMICS OF THE STRUCTURE OF SOCIAL REPRESENTATIONS OF ARTIFICIAL INTELLIGENCE IN THE CONTEXT OF SOCIAL CHANGE

The aim of the research is to study the dynamics of the structure of social representations of artificial intelligence (AI) among non-professionals. 258 students of different faculties aged from 18 to 24 took part in this study. The study took place in two stages: 1) November 2021, 2) March 2022. To identify the structure of the social perception of AI, the Vergès method was used based on the material of free associations. At the second stage, the level of respondents’ concern about the events of recent weeks in the economic and political spheres was additionally monitored. It was found that elements related to expectations of AI capabilities have strengthened the central core of the representation. Words with a connotation of danger appear in the periphery elements. Probably it is caused by both the activities of communication agents and the context of disturbing social changes. Against this background, it is important to enrich the knowledge of AI among ordinary people in order to form an adequate level of trust and distrust of recommendations based on it.

StaffsVerse: Building a Metaverse Campus Utilising the Unreal Editor for Fortnite

In pursuit of redefining the conventional campus introductory experience, this paper presents the development and implementation of the StaffsVerse project - a virtual campus immersion tool. Designed as a Metaverse representation, the StaffsVerse project intends to transform the physical campus of Staffordshire University into an interactive digital environment. Its purpose extends to serving as a versatile tool for remote education delivery, virtual campus tours, public science outreach, and facilitating a seamless transition for students into the university community. Through immersive digital engagement, the StaffsVerse project seeks to bridge the gap between remote learners and the campus environment while facilitating a smooth integration into academic and social aspects of university life. In contrast to previous implementations of virtual campuses, the StaffsVerse project is unique in leveraging the capabilities of Unreal Editor in Fortnite (UEFN). This approach enables the development of highly detailed, interactive, and engaging environments within the expansive Fortnite ecosystem. The project's primary objective is to harness the infrastructure and extensive user base of one of the world's most widely played multi-platform games, thereby ensuring a low barrier to access. Therefore, this paper will explore how the UEFN system's adaptability can effectively create an accurate virtual replica of the physical Staffordshire University campus. The key contribution of this paper includes an overview of the design and developmental journey of the StaffsVerse project. The evolution of the project will be outlined by discussing the two pivotal iterations of the game-based implementation and explaining the decision-making process that led to the resulting version. The examination extends to the unique features of the UEFN build, addressing the inherent challenges and opportunities specific to the platform. Furthermore, specific game-based decisions are discussed, such as replicating essential campus locations, integrating interactive features, and incorporating elements unique to the virtual environment. The paper will discuss the specific educational opportunities UEFN offers, including the potential for enhancing student engagement through gamified campus experiences, insights into creating a Metaverse university campus, and contributions to the growing discourse on the intersection of game-based virtual environments in learning.

Level of psycho-emotional stress, its causative factors and impact on the health of medical faculty students

Level of psycho-emotional stress, its causative factors and impact on the health of medical faculty students

Selected lifestyle factors as students transition from secondary school to university in Slovakia.

The study aimed to evaluate self-perceived changes in lifestyle factors, particularly physical activity (PA), following the transition from secondary school to university. A secondary objective was to examine the relationship between lifestyle variables and weekly PA frequency. Key factors assessed included sleep quality, dietary habits, alcohol and tobacco consumption, and PA frequency. The study surveyed 1,665 first-year undergraduate students at Slovak public universities (mean age: 20.73 years, SD ±1.39) using adapted versions of Healthy Lifestyle Questionnaire (CEVS-II) and the Brief Pittsburgh Sleep Quality Index (B-PSQI). Data collection took place between December 2022 and February 2023. Significant declines were observed in most lifestyle variables after students transitioned to university. The proportion of students engaging in irregular, or no PA increased from 37% before university to 46% during their studies (p < 0.01). Reports of tiredness upon waking also rose, from 52 to 64% (p < 0.01). Meal frequency decreased, particularly among males, with the percentage of students eating only 1-2 meals per day rising from 9 to 15% (p < 0.05). Conversely, the regularity of breakfast consumption increased, increasing from 65 to 73% (p < 0.01). No significant changes were observed in tobacco smoking habits. The findings highlight a notable reduction in PA and other lifestyle factors during the transition to university life. These results emphasize the need for targeted interventions to support healthy behaviors during this critical life phase.

Exploring Investment Practices in Initial Public Offerings (IPOs) among Undergraduate Students

This study aimed to explore the investment behavior of undergraduate students focusing on their participation in initial public offerings (IPOs). Data was collected through structured questionnaires from a sample of 321 students out of a total population of 1476 covering management, humanities, and education faculties. The data were collected during two-months period from April 1 to June 1, 2024. The study used exploratory research design with a quantitative approach to analyze data. The study explored that management faculty students are more likely to invest in IOPs compared to humanities faculty and education faculty students. It is also revealed that third and fourth year students were more involved in IPOs than first and second year students. Gender differences in investment behavior were also noted. Male students participate more actively in IPOs than female students. Parental education and profession did not significantly influence the investment behavior. The study pointed-out the need for targeted educational programs to improve financial literacy and informed investment decisions among students.