Undergraduate Education Students Research Articles

Medical student use of practice questions in their studies: a qualitative study

Practice questions are highly sought out for use as a study tool among medical students in undergraduate medical education. At the same time, it remains unknown how medical students use and incorporate practice questions and their rationales into their studies. To explore this heavily relied upon study strategy, semi-structured interviews were conducted with second-year medical students to assess how they approach using practice questions. Qualitative thematic analysis revealed several recurrent themes: (1) Medical students use practice questions for primary learning, (2) Medical students place more importance on the rationale of a practice question versus selecting the right answer, and (3) Medical students view practice questions as being designed to be used once or having a single-use. Together, these themes provide insight into how medical students use practice questions to study, which may guide medical educators in their creation of practice questions with appropriate rationales and provide foundational data for future mixed methods analyses seeking to generalize these findings.

Leveraging online platforms for coach-peer conferences among university student entrepreneurs: building entrepreneurial self-efficacy

PurposeThe present study aims to examine the lived experience of undergraduate students in learning entrepreneurship education through online coach-peer conference at a university in Indonesia, in order to explore the lived experience of undergraduate students in developing entrepreneurial self-efficacy during the COVID-19 pandemic.Design/methodology/approachAnchored in a phenomenological case study, the student participants were interviewed using online platforms such as WhatsApp and Zoom. To triangulate the data, photographs were taken during observation while the participants were engaged in the online learning process. The interview data were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed.FindingsThis study showed that participants built businesses with (1) the formation of entrepreneurial attitudes and behaviors, (2) increased their entrepreneurial literacy, and (3) increased their involvement in entrepreneurship education coaching programs. This study suggests that the development of entrepreneurial self-efficacy through an online coach-peer conference is important in the development of student businesses.Originality/valueThe findings suggest that nurturing the role of online coach-peer conferences in building student entrepreneurial self-efficacy, both during the pandemic of COVID-19 and in the future.

PARALINGUISTIC FEATURES IN STUDENTS' STORYTELLING WITHIN MULTIMODAL COMMUNICATIONS

This study assessed paralinguistic features in Indonesian university students' contextual interaction during storytelling. Data collection was recorded from respondents' two video-based storytelling performances, while a self-rated questionnaire was distributed to 235 respondents out of 481 undergraduate English education students using simple random sampling. Data analysis used a mixed-methods approach to qualify students' paralinguistic features using the eduistic linguistics annotator (ELAN) and to quantify the paralinguistic features using statistical analyses through the significance of .05. The findings revealed that the ELAN analyzed the contextual interaction among freshmen, sophomores, juniors, and seniors. The students’ paralinguistic features corresponded with the lexical and semantic evidence, which approached the function of monosyllabic and bisyllabic words, nonverbal expressions, and interpretations. Bodily gesture quantitatively showed moderate category for 44.7% (t = 2.434; p = .016), articulation showed attributable category for 54.0% (t = 3.789; p = .000), facial expression showed moderate category for 61.7% (t = 2.472; p = .014), and voice loudness showed attributable category for 47.7% (t = 4.121; p = .000). Herein, positive and significant attribution were shown by these paralinguistic features towards students' contextual interactions in storytelling for 34.9% with the multiple regressions (F = 7.990, R² = .349, and p < .000). The paralinguistic features empirically address the multimodal communication modes to improve teaching and learning activities.

Emotional regulation, academic self-efficacy, and academic engagement among art education students: A cross-sectional study

We conducted a study of 362 undergraduate art education students to investigate the influence of emotional regulation skills on academic engagement, and the mediating role of academic self-efficacy in this relationship. The results revealed a significant positive correlation between emotional regulation skills and academic engagement. Furthermore, academic self-efficacy mediated this relationship. Our research contributes to a better understanding of the interplay of emotional regulation skills, academic engagement, and academic self-efficacy among undergraduate art education students in the context of higher education in China. The findings offer practical insights for educators to enhance academic engagement among students in art education programs and suggest future directions for research.

Environmental Factors, Undergraduate Science Education Students’ Achievement, and Interest in Nigeria Universities: Implications for Funding

This study investigated the effects of environmental factors on the academic performance and interest of undergraduate scientific education students in Nigerian universities, as well as the funding implications. A descriptive survey research design was used in the study. The study included 270 final-year undergraduate students from the Department of Science Education at two Nigerian universities: Chukwuemeka Odumegwu Ojukwu University, Igbariam, and Nnamdi Azikiwe University, Awka. Both universities are located in the sixth state of Anambra. The study used a sample of 161 students, 56 of whom were male and 105 of whom were female, that was drawn by chance sampling methods. Three experts verified the questionnaire, which was used as the data gathering tool. Using the Cronbach Alpha formula, the dependability of 0.90 was determined. The hypothesis was examined using t-test statistics at the 0.05 level of significance, and the research topic was addressed using mean and standard deviation. The study's conclusions showed that, while gender had no discernible impact on how science education students responded to the aforementioned environmental factors, socioeconomic background, good school infrastructure, extracurricular activities, class size, accommodations, attitudes of teachers and parents, appropriate teaching methods, and poor lighting in school buildings and hostels could all affect students' interest and achievement in science education at universities. Further strategies for enhancing the environmental elements that affect academic achievement and interest of science education students in universities include the government's and alumni's funding of science labs and infrastructure, fostering university competition, using appropriate teaching methods, and properly citing of schools.

The Mediating Effect of Positive Psychological Capital in the Relationship between Protean Career Attitudes and Employability among Special Education Undergraduate Students

The Mediating Effect of Positive Psychological Capital in the Relationship between Protean Career Attitudes and Employability among Special Education Undergraduate Students

Applying the UNESCO ICT competency framework to evaluate digital competencies among undergraduate students in teacher education in Tanzania

The study employed the UNESCO ICT Competency Framework for Teachers (ICT CFT) to assess undergraduate student-teachers' digital competencies in an educational context. Within the quantitative approach, the study adopted a descriptive cross-sectional research design. The data was collected from a sample of 549 student-teachers through the self-developed questionnaire. Data analysis involved both descriptive and inferential analysis. The study found that student-teachers' digital competencies at both knowledge acquisition and knowledge deepening levels were moderate. However, their digital competencies were moderately higher at the knowledge acquisition level, which signifies confidence in basic digital skills. In addition, it was found that gender and age had statistical significance on perceived digital competencies, particularly at the knowledge acquisition level. Based on the findings, it is recommended that while considering the varying levels of comfort with technology across the gender and age groups, a tiered teacher training programme should be put in place where student-teachers can progress from the basic level to the advanced level of digital competencies.

Beliefs of Undergraduate Mathematics Education Students in a Teacher Education Program about Visual Programming in Mathematics Classes

AbstractIn the digital age, the range of digital technologies used in mathematics education grows. Since beliefs are affective-cognitive elements that significantly determine teachers' behavior in the classroom, they are an interesting field of research in mathematics education. A review of previous research has identified different groups of beliefs about the use of digital technologies in mathematics classes. These studies are not focused on specific digital technologies. In an empirical case study that is presented in this paper, the aim was to figure out how beliefs that can be described specifically about the use of visual programming relate to general beliefs about the use of digital technologies in mathematics education. A qualitative content analysis of the reflection journals of seven undergraduate mathematics education students on their work with Scratch, a visual programming environment, in a university seminar led to the formation of ten belief categories about the use of visual programming in mathematics classes. Most of the beliefs are associated with a positive attitude towards visual programming in mathematics education. However, some beliefs could also be identified that refer to the limits and challenges of using visual programming and thus demonstrate rather negative associations. Only a few of the categories identified match the list of belief groups about digital technologies in mathematics education identified in previous research. Some possible reasons for these results are discussed and further research interests in the field of beliefs about the use of digital technologies are suggested.

Self-Perception About Digital Skills of Pre-Service Teachers in a Thailand University Context

The digital revolution has significantly impacted education, with digital technology becoming an integral part of teaching and learning, resulting in the emergence of a digital society. Educational institutions at all levels currently demand new qualifications and knowledge from modern-day teachers, including digital skills for effectively transmitting knowledge to learners to ensure that learning outcomes align with societal needs. Developing pre-service teachers poses a challenge in being educators who effectively transfer knowledge to learners. This study examined the digital skills competence required for future teachers, linking these skills with Thailand’s National Qualifications Framework for Higher Education, Professional Teacher Standards, and National Educational Standards. A total of 36 competencies across six areas have been identified. This paper analyzed 360 responses from a convenience sample of undergraduate education students in Thailand based on this validated instrument. The research findings indicated that users prioritize information technology and communication skills, necessitating a diverse range of skills, including search, tool usage, communication, and collaboration through technology. This data can be used to design learning management systems to develop digital skills aligned with the evolving needs and essential skills of future teachers.

Midwifery student engagement with digital interactive books: A cross sectional survey

AimTo explore the benefit and engagement of undergraduate students’ use of H5P interactive books for student learning. DesignAn evaluation study of technology enabled learning for first year undergraduate Bachelor of Midwifery students in Australia. MethodsStudents were invited to complete an online evaluation survey of their use and engagement with H5P interactive books. The survey included the long form User Engagement Scale which has four subscales of focused attention, aesthetic appeal, reward factor and perceived usability scored on a 5-point Likert scale. Content analysis was used to analyse the text comments given to five open text questions. ResultsThere were 21 students who completed the survey. There was a high overall User Engagement Scale score of 73.1 % with aesthetic appeal and reward factor being the highest scoring subscales. The content analysis showed students found the interactive books engaging and easy to navigate. Areas for improvement identified were not including a large amount of content and providing downloadable content. ConclusionsThis study demonstrates the valuable and engaging use of H5P Interactive Books for undergraduate students in higher education. Students who used H5P Interactive Books identified their ease of use, organised layout and engaging format.

Online Social Comparison and Impostor Phenomenon Among Music Education Undergraduates

The purpose of this study was to investigate online social comparison and impostor phenomenon (IP) in undergraduate music education students. In Phase 1, participants provided demographic information and completed measures of online social comparison, Facebook use, and the Clance Impostor Phenomenon Scale (CIPS). Facebook social comparison emerged as the only significant predictor of IP in participants accounting for 13.3% of the variance in CIPS scores. In Phase 2, I conducted focus groups to investigate participants’ perceptions of how they engaged in online social comparison. I identified four themes in the data: (a) comparing to peers online, (b) using Facebook for professional purposes, (c) psychological effects of online comparison, and (d) withdrawing from social media to avoid adverse effects. The findings provide insight for music teacher educators into how online social interactions among students may influence music educator identity and well-being during the undergraduate degree.

A Literature Review on Coaching Methods for Tutoring Students in Undergraduate Education

Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, and entrepreneurship), there remains a notable research gap regarding its application within undergraduate educational environments, where coachees have unique characteristics in terms of background, age/maturity, resources availability, and population size. This literature review aims to address this gap by synthesizing existing research on the implementation of coaching strategies in educational settings and how they can cope with a large number of students. Through a comprehensive analysis, this study elucidates the current state of knowledge, identifies prevailing methodologies, and evaluates the outcomes associated with employing coaching techniques in group contexts. Moreover, this work explores the potential benefits and challenges of utilizing coaching strategies in group sessions, offering insights into their scalability and applicability within diverse educational settings. The findings of this review underscore the importance of further research in this domain to advance our understanding of how coaching methodologies can be effectively adapted to facilitate collaborative learning experiences and promote student success on a broader scale. Ultimately, this study advocates for the integration of group coaching approaches as a promising avenue for enhancing the efficiency and accessibility of traditional tutoring and mentoring practices in education.

Critical Thinking Profile and Environmental Literacy Analysis of Al-Washliyah Labuhanbatu University Biology Education Undergraduate Students

Critical Thinking Profile and Environmental Literacy Analysis of Al-Washliyah Labuhanbatu University Biology Education Undergraduate Students

The association between perceived social support and future decent work perception: A moderated mediation model

This study examined the relationship between perceived social support, career exploration, and future decent work perception among undergraduate teacher education students in Fujian Province, China. The research focused mainly on the moderating role of proactive personality in these relationships. Data from 542 valid questionnaires revealed that perceived social support significantly influenced career exploration, impacting students' perceptions of future decent work. More importantly, our analysis showed that proactive personality intensified the positive effects of social support on career exploration activities, enhancing students' outlook on their future careers. These findings confirmed social cognitive theory's relevance in understanding career development processes and highlighted the potential of proactive personality traits to leverage social resources more effectively. Given the evolving educational demands and the current socio-economic conditions in China, our study suggested that educational programs should emphasize nurturing proactive behaviors and strengthening social support systems to better prepare students for future professional challenges. These insights were crucial for educators aiming to enhance the quality and effectiveness of teacher education programs, promoting a more robust entry into the workforce for future educators.

Development of an Interactive E-Module on the History of Quantum Physics Assisted by Flip PDF Professional

The rapid development of technology greatly affects the education system in Indonesia, especially in the use of Information Technology (IT) devices such as hardware and software in the teaching and learning process. This research focuses on developing interactive e-modules using the Flip PDF Professional application to improve students' quantum physics learning experience. This research problem addresses the difficulties faced by students in understanding quantum physics concepts, which leads to low academic achievement. This study aims to assess the feasibility and user satisfaction of the interactive e-module "History of Quantum Physics" developed with the help of the Flip PDF Professional application. The research method used is ADDIE (Analyse, Design, Development, Implementation, Evaluation) which involves validation by material experts and trials on physics education students at two universities. The results showed that the feasibility of interactive e-modules of quantum physics history by media and material experts obtained results that were feasible to be tested without revision with a percentage of 81.8%. So that the e-module can be tested on undergraduate and postgraduate physics education students. User satisfaction test results show that e-modules can be used as a support for quantum physics learning media with a satisfaction percentage of 91.33% or very satisfied.

Co-teaching in higher education: implications for teaching, learning, engagement, and satisfaction.

This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning. Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data. The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional, students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social, students learning to listen, request assistance, support, encourage, and collaborate; and cognitive, students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction. Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success.

Formation of technical competencies of undergraduate students in higher education

This study explores how university students develop technical competence to meet societal and industry demands, with a particular emphasis on their ability to set goals, organize group work, and plan technical activities. A comprehensive model of students' technical competence is proposed, comprising three key components: technological, informational, and value-motivational. The research findings, illustrated through detailed tables and diagrams, reveal the varying levels of students' technical competence. The experiment confirmed the hypotheses about the necessity of developing technical competence and established a clear link between the effectiveness of training and the proposed criteria-based structure. Ongoing research is focused on designing a professionally oriented, pedagogical training framework to further enhance competence in this discipline. Keywords: Diagnostics; profession; student; technical competencies; university.

Exploring Confidence and Experience in Improvisation

This study examines the role of improvisation in music education and the challenges of integrating it into collegiate-level courses. Despite its significance in music learning, improvisation is often overlooked in school curricula. The research reveals a gap between the importance of improvisation and its limited presence in music education beyond jazz. The case study focuses on undergraduate music education students and addresses key research questions related to professors' perspectives, challenges in providing improvisational experiences, current implementation, and possibilities for further integration. Five participants, who are music professors specializing in music education, performance, and entrepreneurship, were interviewed, and observed. Data analysis identified primary themes, including confidence and experience, value, relevance, and time constraints as the main challenges to integrating improvisation. Further research will shed light on professors' views and the incorporation of improvisation in collegiate music curricula.

Investigation-based multiple representation online model to improve students’ problem-solving skills

Introduction. 21st-century learning requires human resources with student competencies and achievements directed at learning skills and innovations, including problem-solving skills (PSS), which are still a trend. This study aims to produce a practical and effective IBMRO Model to improve the problem-solving skills of physics education students. Study participants and methods. This research was conducted at the State University of Surabaya, Indonesia from 2022 to 2023. A sample of this research is the undergraduate students of physics education. This research is Educational Design Research (EDR). The main product was qualified as an IBMRO model to improve the PSS of physics education students. The quality of the IBMRO model was determined based on the validity, practicality, and effectiveness of the IBMRO model to improve the PSS of the physics education students. The instruments used in collecting data in this study include (1) Learning Observation Sheet (LOS), (2) Problem-Solving Skills Test Instrument (PSSTI), and (3) Student Response Sheet (SRS). LOS is used during IBMRO Model learning by two observers. Results. IBMRO model on the electrical circuit and Ohm's Law are considered effective in enhancing the PSS of physics education students. The effectiveness of enhancing the PSS is based on the following: 1) the validity and reliability of the IBMRO model in the valid criteria by the empiric test has an average validation score of 3.75, 3.80 and 3.60 for content validity and 3.80, 3.75, 3.80, 3.75, 3.80, 3.60, 3.75 for construct validity with very valid criteria. In line with this, the content validity scores of 3.85, 3.75, 3.75, 3.80, 3.85, 3.75, and 3.75, with valid criteria. Furthermore, it is concluded that the learning instruments of the IBMRO model have fulfilled the content and construct validity requirements to improve the PSS of physics education students, 2) the IBMRO model have an impact on enhancing the PSS to physics education student based on the Wilcoxon test, 3) the increase of the N-gain scores in the average to each class is 0.76, 0.77, and 0.75, can be categorized as high criteria in physics education students' PSS, and 4) physics education students' response positively to the implementation of IBMRO model in the classroom. Practical significance. This study aims to produce a practical and effective IBMRO Model to improve the problem-solving skills of physics education students. IBMRO Model Book, IBMRO Model Learning Tool, and Student Textbook have been declared valid. This research product can be used as an alternative solution to improve the problem-solving skills of physics education students.

Utilization of Library Resources Among Undergraduate Business Education Students at Al-Hikmah University, Ilorin, Nigeria

This study was carried out to examine the utilization of library resources among undergraduate business education students at Al-Hikmah University, Ilorin. The study had three specific objectives and research questions. The population of the study consisted of all the 91 students who registered for business education programme in the 2023/2024 academic session at Al-Hikmah University, Ilorin. The entire population was considered for the study. The data was collected with the use of a 44-item structured questionnaire which was designed by the researchers. Ninety-one copies of the questionnaire were administered through a research assistant. Only 80 copies of the questionnaire were returned by the respondents and used for the data analysis. The collected data were analysed using mean scores with a benchmark of 2.50 for accepting or rejecting a questionnaire item. The study revealed that there is availability of library resources for the consumption of undergraduate business education students at Al-Hikmah University, Ilorin, the students use them for numerous purposes and the extent of their usage by the students is high. The study concluded that since the university provides the library resources which are needed and the students are utilizing them, it stands the chance of producing competent and qualified business education graduates who can contribute toward repositioning Nigeria to the path of progress. As a way forward, the study among others, suggested that there should be increased budgetary allocation for the library, workshops and orientations should be regularly organized for the students on the use of the library and the students should ensure that they continue to use the library resources for their academic advancement.