Undergraduate Students Research Articles

A Correlational Study of Burnout and Mitigating Psychological Factors in Undergraduate Nursing Students.

Evidence indicates that many nursing students exhibit signs of burnout and consider leaving nursing during nursing school. However, there is scant literature on the extent of this problem or mitigating factors. Undergraduate nursing students (n = 129) participated in a correlational study examining patterns of burnout and Psychological Capital (PsyCap), a four-pronged construct that captures hope, efficacy, resilience, and optimism. Burnout and PsyCap were measured using the Maslach Burnout Survey (MBI-GS) and the PsyCap Questionnaire (PCQ-24). Burn-out prevalence was calculated. Correlations were assessed using MBI-GS subscales and the PCQ-24. Bivariate regressions were used to assess the effects of PsyCap on burnout dimensions. High levels of exhaustion were identified, with 38.8% of the participants scoring in the overex-tended range, the first stage of burnout. Moderate PsyCap levels were found to be protective against burnout. Strategies to increase PsyCap in nursing students may enhance well-being and reduce dropout. [J Nurs Educ. 2025;64(X):XXX-XXX.].

Effects of Mindfulness-Based Therapy and Counseling Group on Emotional Intelligence and Mindfulness of Clinical Psychology Students

This study assessed the impact of mindfulness-based group therapy and counseling on emotional intelligence, mindfulness, stress, happiness, self-compassion, and compassion for others among clinical psychology students. A quasi-experimental design was employed involving fourth-year undergraduate students in a clinical psychology program at a university in northeastern Thailand. Fourteen participants were purposefully selected based on slightly elevated stress levels and received therapy and counseling utilizing mindfulness techniques. Data collected through various assessment tools revealed that immediately after the intervention and three months later, participants demonstrated significantly higher levels of emotional intelligence, mindfulness, happiness, self-compassion, and compassion for others compared to pre-intervention levels. Moreover, stress levels significantly decreased post-intervention and remained lower three months later. These findings suggest that incorporating mindfulness-based therapy and counseling can effectively enhance emotional well-being and mitigate stress among clinical psychology students.

The Effect of Blended Learning of Management Course on Art Management Students’ Performance at College of Sichuan, China

Background and Aim: Blended learning, or hybrid learning, is the integration of online educational resources and opportunities for interaction with traditional face-to-face classroom approaches. This study examined the impact of blended learning on the academic performance of art management students taking management courses at Sichuan College, China, with a specific focus on the application of the Chaoxing platform. Additionally, it explored the students' viewpoints regarding the utilization of the Chaoxing platform. The research objectives had been to determine the effectiveness of blended learning methods in enhancing the performance, management skills, and problem-solving ability of art management students in their management course, and to determine the extent to which blended learning methods influenced students' attitudes towards their intention to adopt the Chaoxing platform for management learning. Materials and Methods: The study employs a combination of qualitative and quantitative approaches and combines quantitative analysis of pre-test and post-test scores with qualitative insights obtained from the open-ended questionnaire. There were a total of 61 undergraduate students who were studying art management and took part in the pre-test/post-test design. Each group underwent a single modality of teaching for a duration of eight weeks. The JAMOVI software program was used to analyze the quantitative data. The NVivo program was used to analyze qualitative data to investigate the experiences, usage, and recommendations of students regarding the Chaoxing platform. Results: The quantitative analysis revealed significant enhancements in performance, management skills, and problem-solving ability among students in the experimental group. Independent sample t-tests for all evaluated variables confirmed that there were statistically significant differences between the experimental and control groups. The inclusion of qualitative observations provided additional depth, highlighting the favorable impact of blended learning on experience, usage, and recommendation. Conclusion: The study revealed that blended learning had a favorable impact on student learning outcomes, improving their performance, managerial skills, and problem-solving ability. The experimental group, which got blended learning using the Chaoxing platform, showed significant score changes compared to the control group, indicating the effectiveness of this platform in management education. The qualitative data indicates that the effective integration of blended learning can greatly improve the outcomes of art management education.

The effect of childhood interpersonal trauma on social anxiety: Implications for using emotion-focused therapy with young adults

Abstract According to emotion-focused therapy (EFT), childhood interpersonal trauma predicts social anxiety in adulthood through internalized shame. While internalized shame is characterized by the negative self-evaluation of the self, the mechanism linking childhood trauma and internalized shame remains unclear. This study examined whether emotional clarity, as posited by EFT, serves as a mediating factor between childhood interpersonal trauma and subsequent internalized shame. Specifically, it investigated the sequential mediating effect of emotional clarity and internalized shame on the relationship between childhood interpersonal trauma and social anxiety among Korean college students. A group of 202 undergraduate students in South Korea participated in the study by completing self-report questionnaires on key variables. The research model was evaluated using structural equation modeling. The results showed that the model fit was acceptable, explaining 46% of the variance for social anxiety. The indirect effect of childhood interpersonal trauma on social anxiety via internalized shame was significant at the p < .05 level. The indirect effect of childhood interpersonal trauma on social anxiety through emotional clarity and internalized shame was also significant at the p < .05 level. The findings support the applicability of an EFT model for working with young adults with social anxiety. Childhood interpersonal trauma can foster a shame-ridden/defective-self scheme, leading to anxiety in social situations where perceived flaws might be ridiculed. Improving one’s emotional clarity is likely to alleviate internalized shame, consequentially reducing social anxiety.

Identity-related problems: direct and indirect associations with emotional intelligence and childhood environment

ABSTRACT Objective Identity-related problems are associated with various negative outcomes including depression and self-inflicted injury. Researchers theorise that childhood invalidating environments may contribute to identity problems, whereas high parental emotional availability facilitates adaptive identity functioning. We investigated the association between these developmental environments and identity functioning using a cross-sectional design, and the potential intermediary role of emotional intelligence. Method Undergraduate students (N = 186; Mage = 18.43, SD = 1.64; 77% female; 53.2% Asian; 38.2% White) completed online questionnaires assessing emotional intelligence, childhood invalidation, parental emotional availability, and identity functioning. We used PROCESS Macro with bootstrapped samples to examine the direct and indirect associations (via emotional intelligence) between developmental environments (i.e. childhood invalidation and parental emotional availability) and identity functioning (global identity problems, disturbed identity, lack of identity, and consolidated identity). Results Childhood invalidating environments and parental emotional availability were each directly and indirectly (via emotional intelligence) associated with identity problems. Higher childhood invalidating environment scores were associated with poorer emotional intelligence, which in turn were associated with more severe identity problems and lower consolidated identity scores. Conversely, higher parental emotional availability scores were associated with higher emotional intelligence scores, which in turn were associated with higher consolidated identity scores and lower identity problems. Discussion Distinct aspects of identity-related functioning were implicated in these pathways, underscoring the importance of conceptualising identity functioning as a multifaceted construct. Our findings provide preliminary support for the role of emotional intelligence and developmental environments as important correlates of and potential contributors to identity problems.

Undergraduate students’ satisfaction with flexible learning in humanities and health during COVID-19: An application of self-determination theory

Undergraduate students’ satisfaction with flexible learning in humanities and health during COVID-19: An application of self-determination theory

Scholarly information source access and use by undergraduate students: Lesson from COVID-19 pandemic in Tanzania

Scholarly information source access and use by undergraduate students: Lesson from COVID-19 pandemic in Tanzania

Premed Pressure: Examining whether premed students experience more academic stress compared to non-premeds.

Academic stress is one of the primary factors threatening university students' well-being and performance. Undergraduate students who are working towards applying to medical school, defined as being on the pre-medicine or "premed" pathway, are suspected to have higher academic stress compared to their peers who are not premed. However, what factors contribute to academic stress for premed students is not well understood. We sought to answer: Do undergraduates perceive premeds have higher, same, or lower stress than non-premeds? How do academic stress levels between these groups actually differ? What aspects of being premed cause academic stress? and Who has left the premed track and why? We surveyed 551 undergraduates from one large institution in the U.S., and answered our research questions using descriptive statistics, chi-squares, and linear regressions. Overwhelmingly, participants perceived that premed students experience greater academic stress than their counterparts. Yet, we found no significant differences in academic stress reported among students in our sample (p > 0.05). Premed students reported their academic stress was exacerbated by not feeling competitive enough to get into medical school and by needing to maintain a high GPA. Further, students with lower GPAs were more likely to leave the premed track compared to those with higher GPAs (p = 0.005). Students reported leaving the premed track because another career appeared more interesting and because of the toll the premed track took on their mental health. In conclusion, our findings can inform instructors and universities on how to best support premed students.

Preparing physiotherapists for the future: the development and evaluation of an innovative curriculum

BackgroundEducational innovation in health professional education is needed to keep up with rapidly changing healthcare systems and societal needs. This study evaluates the implementation of PACE, an innovative curriculum designed by the physiotherapy department of the HAN University of Applied Sciences in The Netherlands. The PACE concept features an integrated approach to learning and assessment based on pre-set learning outcomes, personalized learning goals, flexible learning routes, and programmatic assessment. PACE distinguishes itself from traditional education because of the flexible learning routes, vertical organization in learning communities, absence of pre-defined learning activities and class schedules, and a culture of continuous learning and development. PACE is based on three guiding principles: 1) flexible and varied, 2) self-directed and collaborative, 3) future-oriented. PACE was implemented in 2021 for first-year students. This study evaluates the implementation to inform future curriculum development.MethodsA sequential explanatory mixed methods design was used to evaluate the implementation of PACE using a questionnaire, focus groups, in-depth interviews, and a national progress test allowing for benchmarking results. Participants were undergraduate physiotherapy students of cohort 2021–2022, the first group who experienced PACE and teachers involved with this cohort. Questionnaire data were analyzed using descriptive statistics. To compare mean total scores of the national progress test between four different universities a one-way ANOVA was conducted including a post-hoc analysis. Reflexive thematic analysis guidelines were applied to analyze the interview data.ResultsIn total 82 first year students (44,6%) of cohort 2021–2022 and 36 teachers (60%) completed the questionnaire. Results show that the guiding principles were implemented as intended. Results of the national progress test on knowledge and clinical reasoning showed that students of the HAN University performed well compared to other universities. Thematic analysis of interviews and focus groups resulted in three themes and nine subthemes: 1) navigating a personalized curriculum, 2) caring and sharing, and 3) shaping professional identity. PACE contributed positively to students' intrinsic motivation, learning joy, identity development, and life-long learning skills. Areas for improvement were self-directed learning support, and teaching strategies to prompt deep learning.ConclusionThe evaluation showed that the guiding principles of PACE were implemented as intended and that the innovation positively contributed to student learning,

Randle Cycle in Practice: a student exercise to teach glucose- and fatty acid metabolism in fasted, fed and exercised states.

Here we describe an approach and overall concept on how to train undergraduate university students to understand basic regulation and integration of glucose and fatty acid metabolism in response to fasting, intake of carbohydrates and aerobic exercise. During lectures and both theoretical and practical sessions, the students read, analyse, and discuss the fundamentals of Randle cycle. They focus on how metabolism is regulated in adipose tissue, skeletal muscle, and liver at a molecular level under various metabolic conditions. Subsequently, students perform one of four different trials: 1) overnight fast followed by ingestion of jelly sandwiches and lemonade ad libitum; 2) overnight fast followed by ingestion of a chocolate bar and a soda; 3) overnight fast followed by ingestion of carrots and 4) light fast and aerobic exercise for 2 hours, while monitoring glucose- and fatty acid levels. The data from these trials clearly show that glucose levels are kept constant around 5 mM while fatty acid levels raise to 300-700 mM, after an overnight fast. Upon carbohydrate intake, glucose levels increase whereas fatty acid levels are reduced. In response to aerobic exercise, the glucose level is kept constant at 5 mM, while fatty acids levels increase over time. Collectively, the data clearly recapitulates the essence of Randle cycle. The exercise shows the great pedagogical value of experiments within practical courses to help students gain knowledge of energy metabolism and regulation of biochemical pathways. In an active learning environment, students successfully tackled physiological assignments, enhancing constructive communication and collaboration among peers.

Rubric for peer evaluation of oral presentations: Use and perceptions among experienced and non-experienced students.

A properly designed rubric for oral presentations should be useful both to assess students' performance and to help them prepare for the task. However, its use and perceptions might be influenced by scholars' previous familiarization with rubrics during pre-university courses. The aim of this study was to evaluate how the previous experience of students in the use of rubrics can influence their assessment of oral presentations and to compare their ratings with those assigned by educators. Eighty-six first-year undergraduate dentistry students were randomly distributed in teams to prepare oral presentations. A newly designed assessment rubric was presented to the students prior to the assignment. Six weeks later the students performed the presentations and were anonymously assessed with the rubric by their peers and seven educators (EDU). Students' perceptions towards the rubric as a learning and assessment tool were registered with an anonymous survey, which also recorded if they were familiar with the use of rubrics (experienced students, ES) or not (not-experienced students, NES). Assigned scores by NES, ES, and EDU were compared. Sixty-seven students completed the survey. No differences were found in the scores assigned among experienced (41) and non-experienced students (26). Educators assigned significantly lower scores than students. ES and NES considered the rubric a complete easy to use and useful tool that helped them feel confident during assessment and performance. Previous experience does not influence students' use and perceptions of the newly developed rubric, however, ratings assigned by students are not comparable to those of EDU.

Revamping field practicum: insights for future health services management professionals

BackgroundThe effectiveness of Health Services Management curricula relies heavily on practical experiences that reflect the evolving needs of the healthcare sector. This study focuses on revising Field Practicum 4 for undergraduate students to better prepare them for leadership roles in healthcare.MethodsThis qualitative and cross-sectional case study was conducted during the 2022–2023 academic year at Zabol University of Medical Sciences. Data were collected through semi-structured, in-depth interviews and document analysis of the undergraduate curriculum. Purposeful sampling was used to select a diverse group of interviewees, including faculty members, healthcare managers, graduates, and current students, with a total of 38 interviews conducted until data saturation was reached. Thematic analysis was performed using MAXQDA software version 11. The CIPP (Context, Input, Process, Product) evaluation model was applied to systematically assess and enhance the practicum program.For the quantitative data analysis, SPSS version 23 was utilized.ResultsThe central finding from this study was the enhancement of productivity in Field Practicum 4. Thirteen core issues were identified and categorized into primary codes, including causal, contextual, intervening, focal, strategies, and outcomes. To achieve desirable outcomes through a fundamental revision strategy, it was decided that, in addition to students’ presence in hospitals (including the office of senior hospital managers and the quality improvement and accreditation unit), students should also be present in the deputyships and central units of Zabol University of Medical Sciences (treatment, resource development and management, food and drug administration, and the center for management of medical emergencies). Furthermore, students should engage with the county health insurance organization and a private insurance company to gain comprehensive familiarity with their operations. The level of consensus among the faculty members of the Health Services Management Department was at least 90%. The findings indicate that both students and internship supervisors generally rated the program positively (Mean > 4.5), although areas for improvement are highlighted, particularly in aspects of process and product.ConclusionsThe study concludes that revising Field Practicum 4 using the CIPP model provides a structured approach to enhancing practical training for Health Services Management students. Implementing these modifications in the apprenticeship syllabus is expected to improve the capabilities of graduates, better preparing them to meet the needs of healthcare system.

Validation of predictive equations for aerobic fitness in young healthy male students of the University of Ibadan

BackgroundMaximum oxygen consumption is a measure of an individual’s cardiorespiratory fitness which is a singular predictor of an array of diseases. Several exercise and non-exercise assessments are frequently compared to know which method(s) provide the most accurate estimation of aerobic capacity due to difficulties in using the direct method. There is a need to know if an estimation method is the right fit for a population without huge overestimation or underestimation due to ethnical variation. This study was undertaken to assess the estimations of the cardiorespiratory fitness of healthy African males by the submaximal exercise-based and the non-exercise-based equations in undergraduate students of the University of Ibadan, Nigeria.ResultsVO2 was significantly higher in the undergraduate students of the University of Ibadan in all the equations used (44.38 ± 39.07, 62.46 ± 27.61, 44.38 ± 39.07, 62.46 ± 27.61, 46.37 ± 3.31, 46.16 ± 3.64, 47.08 ± 3.19). The two submaximal exercises compared using the Bland–Altman Plot showed a high degree of agreement, further linear regression performed showed no proportional bias on the distribution of data around the mean difference line (p > 0.05). Cross-validation using the Bland–Altman plot and linear regression for the five non–exercise predicted equations with the YMCA submaximal exercise test and Bruce submaximal exercise test all showed a significance difference of (P < 0.05) showed that data from all the methods provided proportional bias on the distribution of data around the mean difference line.ConclusionThis study asserts that caution should be taken when using a non-exercise equation to predict VO2 in the African population. It is therefore recommended to carry out various assessment methods of VO2 estimation in a wider population using various protocols, and also develop a predictive equation for VO2 specific to the African population.

Symptoms of ADHD and Other Common Mental Disorders Influence Academic Success in South African Undergraduates.

ADHD symptoms are highly prevalent among university students. These symptoms, particularly the inattentive cluster, predispose students to poorer academic performance and worse academic adjustment. Moreover, ADHD symptoms are often comorbid with other common mental disorders; this comorbidity also leads to poor outcomes. South African students often have fewer resources to successfully transition to university. Hence, our longitudinal study used data from a sample of South African first-year undergraduate students to investigate (a) associations between ADHD symptoms and academic performance/adjustment, (b) separate influences of the inattentive and hyperactivity-impulsivity clusters on academic performance/adjustment, and (c) the influence of the combination of ADHD and psychiatric comorbidities on academic performance/adjustment. We collected data three times through the first semester of 2023. Predictors within our regression models included sociodemographic variables, psychological variables (self-reported symptoms of ADHD, depression, anxiety, and risky alcohol use), and high school academic performance. Outcomes were first-semester GPA and self-reported academic adjustment (magnitude of change across the semester and overall adjustment at the end of the semester). Analyses showed that, unlike academic performance (N = 506), magnitude of change in academic adjustment (N = 180) was significantly predicted by ADHD symptoms and the combination of ADHD (p = .02), depression (p < .001), and anxiety symptoms (p = .01). Inattentive ADHD symptoms predicted both academic performance and magnitude of change in academic adjustment. Our findings suggest that the presence of ADHD symptoms (both with and without other common mental disorders) is associated with a smaller magnitude of academic adjustment, and that the presence of inattentive symptoms of ADHD is associated with both poorer academic performance and smaller magnitude of academic adjustment. These findings are significant in informing future interventions targeting the academic outcomes of first-year university students.

“I learned a lot about me as a person”: University students’ development as non-formal education professionals

IntroductionThe role of non-formal educational professionals has implications for the growth and development of the children they interact with. This group of professionals includes university students who volunteer their time in educational and youth-service organizations.MethodsIn this collective case study, we utilized Cultural-Historical Activity Theory to (a) understand how undergraduate and graduate students negotiated their development as a non-formal educational professional within an afterschool program and (b) consider how contradictions influenced their growth as educators, if at all. Three forms of data were collected from 10 graduate and undergraduate students as they volunteered their time as an educator in a 10-week afterschool program in partnership with two rural middle schools.ResultsResults highlighted shared contradictions among university students, such as lack of content knowledge and being viewed as friend versus being viewed as an educator, as they individually and collectively reflected upon their development and growth as non-formal educators within the afterschool program. Results also underscored how being a part of the afterschool program and reflecting on practice supported only some of the university students’ initial goal(s) for volunteering their time.DiscussionWe conclude with implications of this study for universities to consider in supporting the professional growth and development of their students as active learners and future educational professionals.

Learning physics while monitoring vibrations of the Earth—investigating seismic phenomena by using a Raspberry Pi

Abstract This article deals with the context of seismology and its relevance to the teaching of physics in a modern and highly motivating way. A modular system called Raspberry Shake RS1D is presented, which is capable of detecting earthquakes as well as everyday vibrations. The Raspberry Shake 1D Vertical Motion Seismograph combines a Raspberry Pi mini-computer, a vertical geophone, a 24-bit digitizer and a near-real-time (miniSEED) data transmission. While the Raspberry Shake is a low cost professional and already well known tool for seismologists, we as physicists 'simply' used that computer-based measurement system. &amp;#xD;&amp;#xD;We describe how the seismometer works. We present the detection of ground motion from earthquakes as well as from everyday vibrations using selected examples. Thereby, we focus on teaching physics in the context of seismology, presenting didactic ideas for learning about acoustics, for utilizing measurement systems and for applying scientific methods.&amp;#xD;&amp;#xD;This article is especially relevant for teaching undergraduate students. Basic facts about earthquakes that are essential for the study of the seismic phenomena discussed in this article are conveyed.

Nursing Students' Attitudes Towards Research at College of Nursing, Allama Iqbal Medical College, Jinnah Hospital Lahore

Background: Nursing research advocates for the highest quality of patient care by emphasizing evidence-based nursing practices. The attitude of students towards research serves as a driving force, inspiring them to actively participate in research endeavors, cultivate essential research skills, and implement research discoveries within clinical environments, ultimately enhancing positive patient outcomes. Aim: This study aims to examine undergraduate nursing students' attitudes toward the research component to identify implications for enhancing teaching and learning practices. Materials and Methods: From March to August 2023, a descriptive cross-sectional study was conducted at the College of Nursing, AllamaIqbal Medical College, Jinnah Hospital Lahore, involving a convenient sample of n = 100 undergraduate students. Participants signed informed consent and completed a self-administered questionnaire consisting of 25 items rated on a Likert scale. Data analysis was conducted using SPSS version 23. Results: The majority of nursing students hold a positive attitude towards research, as evidenced by a mean score of 74.05% with a standard deviation of 6.580. A vast majority (91.2%) acknowledge the utility of research in their profession. Specifically, 86.88% of nursing students demonstrate a positive attitude towards research, while 72.75% recognize its significance in both professional and personal life. However, a notable proportion (41.2%) finds research challenging, viewing it as difficult, complicated, and stressful, with 55.3% expressing difficulty with statistical aspects. Conclusion: While a significant portion of students recognize the value of research in nursing and maintain a positive attitude towards it, some find the research course stressful. Many students express negative feelings and anxiety about the research process. To improve student experiences, it's suggested to integrate research courses into pre-university curricula and involve statistical experts from research centers to teach effective learning strategies.

Design and validation of the usability framework of learning management systems

Purpose This study aims to identify the most important factors affecting the usability of Learning Management Systems (LMSs) and present these factors in the form of a comprehensive and practical framework and validate the framework. Design/methodology/approach In this research, a mixed research method and sequential exploratory research design were used. In the qualitative section, the qualitative meta-synthesis method was utilized to extract usability factors from the research literature and formulate the framework of factors, and in the quantitative section, the survey method was employed to validate the framework. In the qualitative section, the research field included the research available in the Scopus and Web of Science databases, and the data collection tool included electronic and printed documents on the usability factors of LMSs. To validate the findings, in addition to citing research literature and theoretical foundations, the audit trail, consensual validity and expert peer review methods were used. Also, to analyze the data, the thematic analysis method and thematic network via MAXQDA 2020 software were used. In the quantitative section, the statistical population was students of the Faculty of Psychology and Educational Sciences at Allameh Tabatabai University in Iran, and the sample included undergraduate students of this faculty with a volume of 200 people. The tool for collecting information was a researcher-made questionnaire that was provided to students in the first half of the academic year 2022–2023. To validate the findings, content-related validity through Content Validity Ratio (CVR) and Content Validity Index (CVI) and construct validity through Confirmatory Factor Analysis (CFA) and Convergent Validity were examined. Cronbach’s alpha coefficient and Composite Reliability (CR) were also used to check reliability. To analyze the data one-sample T-test via SPSS 27 software was used, and the PLS-SEM was utilized via SmartPLS 4 software to validate the framework proposed by the researcher. Findings The findings from the qualitative part of this research include basic themes and organizing themes related to the global theme of usability. Based on the findings from the qualitative part, it can be concluded that the factors in terms of frequency in the research literature have the following ranks: interaction (first rank), ease of use and usefulness (second rank), learnability (third rank), navigation (fourth rank), satisfaction and enjoyment, visual design and accessibility (fifth rank), help and assessment and feedback (sixth rank) and content, errors correction and privacy and security (seventh rank). The findings of the quantitative part include the external fit indexes of the framework and the internal fit index of the framework; based on the obtained values, it can be concluded that the framework of LMS usability factors has a good fit. Research limitations/implications This research is the first comprehensive study of all theories on the usability of LMSs, in which a framework is proposed that combines the important factors mentioned in the relevant theories and models for the first time. Additionally, practical and applicable suggestions are provided in this study to enhance each of the usability factors of LMS. Originality/value To the best of the authors’ knowledge, this research presents a framework for the first time in which all important factors of usability theories and models are combined and prioritizes these factors based on their importance in relevant research. It also provides practical recommendations for enhancing these factors in LMSs for system developers and instructional designers.

Shell Noun Usage in Science Undergraduate Academic Writing: Insights from Mukuba University, Zambia

This study examined the use of shell nouns in the academic writing of science undergraduate students at Mukuba University, Zambia, focusing on their frequency, patterns, and functions across multiple disciplines. The topic was chosen due to the critical role of shell nouns in enhancing coherence, formality, and objectivity in academic writing, which are essential skills for scientific communication. Grounded in Halliday and Hasan’s theory of cohesion, the research aimed to (1) investigate the frequency of shell noun use across disciplines, (2) identify patterns in their usage across academic years, and (3) evaluate their functional contributions to coherence, formalization, and objectivity in student writing. A qualitative approach was employed, involving the analysis of written samples from disciplines including Biology, Chemistry, Public Health, Nutrition Science, Agricultural Science, Computer Science, Environmental and Climate Change, and Biomedical Science. The data set consisted of lab reports, research papers, and essays collected from first-year to final-year students. The data analysis involved frequency counts and thematic coding to identify trends and patterns in shell noun usage. The findings revealed notable disciplinary variations, with Chemistry and Biomedical Science demonstrating higher frequencies of shell noun use. Shell nouns played a vital role in maintaining textual coherence, formalizing tone, and enhancing objectivity in the students' writing. More advanced usage was evident among final-year students, suggesting a developmental progression in academic writing skills. However, challenges such as inconsistent use and difficulty applying shell nouns effectively in complex writing tasks were also identified. The study highlighted the importance of targeted pedagogical interventions, recommending the inclusion of explicit instruction on shell noun usage in writing curricula. Suggestions for future research included expanding the sample size, incorporating a broader range of genres, and adopting a longitudinal approach. By examining linguistic features in academic writing within a sub-Saharan African context, this research provided valuable insights for educators seeking to enhance writing instruction and support student success.

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

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