Undergraduate Science Students Research Articles

More Math for Data Scientists, Not Less

Undergraduate data science students need more math, not less, but the typical sequence of mathematics courses does not meet their needs. Core courses provide concepts. that are crucial to data scientists: differential calculus, integral calculus, multivariable calculus, discrete mathematics, linear algebra, and probability. We need to find ways to successfully move students through the core faster. What is needed is a revision of the applied math curriculum that is accessible and useful to students majoring in the cognate disciplines of statistics, computer science, data science, physics, and engineering, as well as economics, environmental science, psychology, and political science. A revision is possible if the curriculum is adapted to leverage (rather than ignore) the power of computing.

Levels of some coagulation parameters among apparently healthy Medical Laboratory Science undergraduate students of Rivers State University, Port Harcourt

Introduction: Prothrombin time (PT), International normalized ratio (INR) and activated partial thromboplastin time (APTT) are screening tests used to evaluate the overall integrity of the intrinsic, extrinsic and common coagulation pathway as well as monitoring and management of coagulation disorders. This study was aimed at assessing the PT, INR and APTT among apparently healthy undergraduate Medical Laboratory Science students of Rivers State University, Port Harcourt. Materials and Methods: A total of 100 apparently healthy undergraduate Medical Laboratory Science students of Rivers State University, Port Harcourt comprising of 44 males and 56 females within the age range of 17-40 years were recruited for this study. Five milliliters (5ml) of venous blood was collected from each participant using a standard venipuncture technique into a vacutainer bottle containing 3.2% tri-sodium citrate anticoagulant in a ratio of 1:9 of the anticoagulant and the blood and mixed thoroughly. Prothrombin time and activated partial thromboplastin time were determined by clotting method using the Helena C4 semi-automated, photo-optical coagulation analyzer and the Agappe thromboplastin test kit manufactured by Agappe Diagnostics Switzerland while INR was calculated by using the ratio of the study subjects’ PT to the mean of control PT raised to the power of the reagent international sensitivity index (ISI). The data obtained was analyzed using Graphpad Prism Software version 6.00. Data was presented as means, median, range and standard deviation. Results: The mean ± SD of the PT, INR and APTT were 12.9± 1.624s, 1.01±0.1281 and 37.99±8.898s in the same order. The reference intervals obtained for PT, INR and APTT were 9.7-16.2s, 0.8-1.3 and APTT 20.2-55.8s in the same order. The lower limits were within the ranges established by previous researchers while the upper limits were higher. The age range 21-25 had the highest frequency count (54), which was followed by <20 (26), 26-30 (17) and then <30 (3). The overall mean values for the age groups were within the established normal values and as such no statistically significant difference was observed between the various groups. Conclusion: This study has established the mean values and reference intervals of PT, INR and APTT for apparently healthy Medical Laboratory Science undergraduate students of Rivers State University, Port Harcourt as well as established that age does not have any significant effect on PT, INR and APTT. Due to geography, lifestyle, and genetic diversity, it is recommended that each laboratory establishes geography-specific reference intervals for PT, INR and APTT.

The Influence of ChatGPT on Social Science Students: Insights Drawn from Undergraduate Students in the United States

Recently, the artificial intelligence known as ChatGPT has turned into a global sensation, especially among students. This research paper investigates the influence of this AI-powered chatbot, on undergraduate social science students based on insights drawn from semi-structured interviews. The study aims to understand the level of awareness, adoption, perceived usefulness, and impact of ChatGPT on academic performance. 200 undergraduate students were selected and verbatim transcription was used and later thematic analysis was implemented. We implied our custom code to analyze the data based on sample collection from the students. The findings indicate that most of the participants were aware of ChatGPT and had used it for academic work. Perceived usefulness and ease of use were found to be significant factors that influenced the adoption of this technology. Social influence was also found to be a significant factor, with peer recommendations playing a role in shaping students' attitudes toward new technology. ChatGPT had a positive impact on the academic performance of the participants, particularly in assisting them in understanding difficult concepts and providing them with relevant study materials. The study suggests that chatbots can be valuable tools for learning and academic assistance, particularly in disciplines such as social science that require extensive research and analysis. The findings provide useful insights for educators and researchers seeking to integrate chatbots into existing teaching and learning methods to optimize their benefits. More research is needed to assess the future impacts on students and the education sector alike.

The Benefits of Using Case Study Focussed, Problem Based Learning Approaches to Unit Design for Biomedical Science Students.

As part of the Biomedical Sciences undergraduate degree course students are required to apply biological principles to the interpretation of clinical case studies and the diagnosis of patients. Case study-based learning, i.e., application of knowledge to patient diagnosis, is new to most students as case studies do not form part of non-applied A level courses in biological sciences. This approach is an example of Problem Based Learning (PBL) which has been shown to support higher levels of student learning, encouraging critical thinking and analysis. PBL approaches have also been shown to increase academic satisfaction and student engagement. In recent years we have observed a downwards trend in student engagement and historically student performance in applied case study-based assessments to be lower than that observed for assessments based on detailing fundamental biological principles. We hypothesised that PBL teaching delivery would support students in preparing for case study-based assessments, helping them to demonstrate their critical evaluation and problem-solving skills, and hence, improve student performance. We also hypothesised that the student learning experience would be enhanced by a PBL teaching delivery approach which would improve overall engagement. We therefore redesigned a second year Biomedical Sciences degree haematology and clinical biochemistry unit: "Blood Science," with a stronger focus on PBL, including case study focussed activities throughout the unit. We subsequently analysed whether this PBL-focussed unit design improved student experience and feedback, student engagement and student confidence for biomedical science undergraduate students. We present here, our teaching strategy and the impact our changes had on student feedback for the 21/22 and 22/23 academic years. Our findings demonstrate that case study-based activities and tutorial PBL exercises, when incorporated into the curriculum design, can improve student experience in the Biomedical Sciences and other biological science undergraduate degree courses.

Macronutrient Intake, Sleep Quality, Anxiety, Adherence to a Mediterranean Diet and Emotional Eating among Female Health Science Undergraduate Students.

COVID-19 provoked a myriad of challenges for people's health, poor life satisfaction and an unhealthy diet that could be associated with serious negative health outcomes and behaviours. University is a stressful environment that is associated with unhealthy changes in the eating behaviours of students. The association between diet and mental health is complex and bidirectional, depending on the motivation to eat; emotional eaters regulate their emotions through the increased consumption of comfort foods. The aim of this study was to compare the nutritional habits, alcohol consumption, anxiety and sleep quality of female health science college students. A cross-sectional study of 191 female undergraduate students in Madrid was used. Their body mass index and waist hip ratio were measured. The questionnaires used included the Mediterranean Diet Adherence test, AUDIT, Emotional Eater Questionnaire, Pittsburgh Sleep Quality Index, and Food Addiction, Perceived Stress Scale and STAI questionnaires. We observed a high intake of protein, fat, saturated fatty acids and cholesterol. Overall, 9.5% never had breakfast, and 66.5% consciously reduced their food intake. According to Pittsburgh Sleep Quality Index, they mainly slept 6-7 h, and 82% presented with a poor sleep quality; 13.5% presented moderate-high food addiction, and 35% had moderate Mediterranean Diet Adherence score. Female students' macronutrient imbalances were noted, with a high-level protein and fat intake diet and a low proportion of carbohydrates and fibre. A high proportion of them need alcohol education and, depending on the social context, they mainly drank beer and spirits.

Gender Variations in Social Media Usage and Its Perceived Impact on The Academic Performance of Nigerian Science Undergraduates

University students frequently use social media, which has an impact on their everyday life, but the impact may differ by gender and other circumstances. The purpose of this study was to examine how social media usage differs by gender and how this is believed to affect the academic performance of undergraduate science students in Nigeria. This descriptive survey comprises a sample of randomly selected 464 undergraduate science students of Tai Solarin University of Education, Nigeria. The students' social media usage was assessed with an adapted and validated questionnaire rated on a 4-point Likert scale (Strongly Agree (4), Agree (3), Disagree (2), and Strongly Disagree (1). Data were analyzed using Statistical Package for Social Sciences, Version 21. Our results show that there are no gender differences in total time spent on social media daily (P= 0.275) and usage of social media during class (P= 0.487). Male versus female usage of Twitter (60.2% versus 30.6%, P= 0.000) and Youtube (62.2% versus 48.6%, P= 0.017) were significantly different but not in usage of Whatsapp, Facebook and Instagram. Both males and females felt that social media had a high impact on their academic performance, but the impact was significantly higher in males than females (P= 0.049). Males use more social media applications than females and opined that social media highly impacted their academic performance. These findings could be explored for better academic performance.

Barriers to Graduate Applications: Perspectives of Undergraduate Students From Underrepresented Backgrounds in Communication Science and Disorders

Purpose: The purpose of this preliminary study was to examine the perspectives of students from underrepresented backgrounds on the graduate school application process and identify ways to improve diversity, equity, inclusion, and accessibility in communication science and disorders. Method: A novel 15-item survey was used to solicit information about the experiences and perspectives of the graduate application process from 39 senior undergraduate students in a communication science and disorders program. Semistructured interviews were then conducted with seven students from underrepresented backgrounds to further explore perceived barriers to graduate applications and potential resources and supports. Results: Results demonstrated a variety of factors, including financial demands, Graduate Record Examinations requirements, and program location and prestige, that influenced student decision making during the application process. Students from underrepresented backgrounds reported applying to more programs on average but engaged in numerically fewer hours of research and practicum experiences than peers from majority backgrounds. The most significant barriers to the graduate application process included learning and mentorship challenges during COVID-19, limited experiential learning opportunities, and difficulties forming social connections. Departmental support, application assistance, and mentorship initiatives were highlighted as potential levers of change. Conclusions: Based on reported barriers to the graduate application process, more research is necessary to further investigate the extent these factors influence achievement, retention, and overall success of students from underrepresented backgrounds. Additional resources and supports, especially those recommended by students in this study, may serve as potential action steps to improve diversity, equity, inclusion, and accessibility in communication science and disorders programs. Supplemental Material: https://doi.org/10.23641/asha.23519058

Validity and Reliability of a Load Cell Sensor-Based Device for Assessment of the Isometric Mid-Thigh Pull Test.

In recent years, there has been an exponential increase in the number of devices developed to measure or estimate physical exercise. However, before these devices can be used in a practical and research environment, it is necessary to determine their validity and reliability. The purpose of this study is to test the validity and reliability of a load cell sensor-based device (LC) for measuring the peak force (PFr) and the rate of force development (RFD) during the isometric mid-thigh pull (IMTP) test, using a force plate (FP) as the gold standard. Forty-two undergraduate sport science students (male and female) participated in this study. In a single session, they performed three repetitions of the IMTP test, being tested simultaneously with an LC device and a Kistler force platform (FP). The PFr and RFD data were obtained from the force-time curve of the FP and compared with the LC data, provided automatically by the software of the device (Smart Traction device©). The mean difference between the results obtained by the LC device and the gold-standard equipment (FP) was not significantly different (p > 0.05), for both PFr and RFD, which suggests the validity of the ST results. Bland-Altman analysis showed a small mean difference in PFr = 1.69 N, upper bound = 47.88 N, and lower bound = -51.27 N. RFD showed that the mean difference was -5.27 N/s, upper limit = 44.36 N/s, and lower limit = -54.91 N/s. Our results suggest that the LC device can be used in the assessment of the isometric-mid-thigh-pull test as a valid and reliable tool. It is recommended that this device's users consider these research results before putting the ST into clinical practice.

Models of Data Structures in Educational Visualizations for Supporting Teaching and Learning Algorithms and Computer Programming

Teaching and learning computer programming is challenging for many undergraduate first-year computer science students. During introductory programming courses, novice programmers need to learn some basic algorithms, gain algorithmic thinking, improve their logical and problem-solving thinking skills, and learn data types, data structures, and the syntax of the chosen programming language. In literature, we can find various methods of teaching programming that can motivate students and reduce students’ cognitive load during the learning process of computer programming, e.g., using robotic kits, microcontrollers, microworld environments, virtual worlds, serious games, interactive animations, and visualizations. In this paper, we focus mainly on algorithm visualizations, especially on the different models of data structures that can be effectively used in educational visualizations. First, we show how a vector (one-dimensional array), a matrix (two-dimensional array), a singly linked list, and a graph can be represented by various models. Next, we also demonstrate some examples of interactive educational algorithm animations for teaching and learning elementary algorithms and some sorting algorithms, e.g., swapping two variables, summing elements of the array, mirroring the array, searching the minimum or maximum of the array, searching the index of minimum or maximum of the array, sorting elements of thearray using simple exchange sort, bubblesort, insertion sort, minsort, maxsort, quicksort, or mergesort. Finally, in the last part of the paper, we summarize our experiences in teaching algorithmization and computer programming using algorithm animations and visualizations and draw some conclusions.

Level of consistency between students' self-reported and observed study approaches in flipped classroom courses: How does it influence students' academic learning outcomes?

Using Student Approaches to Learning research as a theoretical framework, the present study used both self-reported and observational log data to understand students' study approaches in a flipped classroom course amongst 143 computer science undergraduate students. Specifically, it aimed to examine: 1) to what extent students' study approaches identified by self-reported and observational log data are consistent with each other; and 2) to what extent students' academic learning outcomes differ between students who showed consistent and inconsistent study approaches by self-reported and observational log data. Using The Revised Study Process Questionnaire, students were clustered as reporting either a Deep or a Surface Study Approach. Using frequencies of students' participation in five online learning activities, they were classified as adopting either an Active or a Passive Study Approach. A 2 x 2 cross-tabulation showed a positive and moderate association between clusters of students' study approaches resulted from two types of data. Amongst students who self-reported a Deep Study Approach, the proportion of students who adopted an Active Study Approach (80.7%) was significantly higher than those who adopted a Passive Study Approach (19.3%). In contrast, of the students who self-reported a Surface Study Approach, the proportion of students who used a Passive Study Approach (51.2%) was significantly higher than those who used an Active Study Approach (48.8%). Furthermore, students who had good study approaches by both self-report and observation did not differ from students who adopted an Active study approach by observation but reported a Surface Study Approach on course grades. Likewise, there was no significant difference in terms of academic learning outcomes between those who had poor study approaches by both self-report and observation and those who adopted Passive study approach by observation but reported a Deep Study Approach. Future studies may consider incorporating some qualitative methods in order to find out possible reasons behind the inconsistencies between self-reported and observed study approaches.

Personalised learning paths for information literacy using Canvas MasteryPaths

This project report describes using MasteryPaths in the Canvas Virtual Learning Environment as a method of helping improve the information literacy (IL) competence for undergraduate science students studying in their first year at university. The MasteryPaths incorporated a series of formative quiz assessments on referencing and finding and evaluating information, which depending on the students’ initial score directed them to further enrichment or support materials. Four degree courses (Biology, Forensics, Biomedicine and Sport) each included the MasteryPaths in a first-year module in 2020/21, which were available in Canvas following face-to-face IL sessions. Focus groups were conducted with students, and interviews were carried out with two module leaders to explore perceptions of the MasteryPaths design and effectiveness for IL skills. The article provides insight into how online, self-paced, IL formative quiz assessments can be developed in a way to motivate and engage students in their learning.

Teaching beginner-level computational social science: interactive open education resources with learnr and shiny apps

The article presents the use of open, inclusive pedagogical frameworks to develop a series of open education resources (OERs), specifically, interactive shiny web applications for teaching beginner-level computational social science (CSS) in undergraduate social science education. CSS is an emerging discipline that integrates data science methods with social science theories and research designs. However, undergraduate social science students could face a lack of a sense of STEM identity or belonging. Also, compared to STEM majors in natural science or engineering, average undergraduate social science students come in with limited mathematical or statistical knowledge. The OERs developed and tested in this article are designed with pedagogical frameworks that help overcome these barriers faced by students from diverse backgrounds and offer students a jump-start in learning CSS. This article presents the details of the tools, classroom implementation (in the form of a 6-week workshop series), the pedagogy frameworks applied, and the assessment methods and outcomes.

Mapping the Course Objectives and Program Learning Outcomes of Software Engineering Course by Bloom’s Revised Taxonomy

The outcomes of software engineering can have a significant impact on the success of a software project and the satisfaction of its stakeholders. The results of the study provide a clear understanding of how success can be achieved in a program. Bloom’s Revised Taxonomy is a framework used to classify learning outcomes in terms of different levels of complexity and cognitive ability. It can be used to assess the active learning outcomes of a software engineering course. Bloom's Revised Taxonomy can be applied to assess the active learning outcomes of a software engineering course. Assessing the active learning outcomes of a software engineering course using Bloom's Revised Taxonomy, educators can ensure that students are gaining a deep understanding of the material and are able to apply what they have learned in new and innovative ways. The main goal of the survey was to enable computer science students to use real-world software to help them make better decisions. Other objectives of this research include: (1) students having good communication with teachers gives them the opportunity to feel motivated and involved in the software engineering learning process and (2) Improve teaching and learning methods for Software Engineering. This research design is for undergraduate computer science students.

Integrating metacognitive strategies impact in virtual science experiments for undergraduate students’ HOTS

Higher Order Thinking Skills (HOTS) are essential variables that support the achievement of science learning objectives. However, distance learning during the Covid-19 Pandemic was the cause of the lack of maximum HOTS for undergraduate science students due to their lack of involvement in experiments. Therefore, this study aims to apply a metacognition-integrated science virtual experiment model and examine its impact on students' HOTS science. A quasi-experiment was involved with a randomized pretest-posttest comparison group design to see the impact of the implementation of this model. Participants in the two treatment groups were randomly selected from two private universities in Indonesia. The HOTS of participants were assessed using multiple-choice questions. Observation sheets were used to measure the implementation of the learning model being developed. A general linear model with MANOVA was used to test the effect of the model, while Partial Eta Squared was used to measure the effect size of the model on HOTS. The results showed that the virtual science experimental model integrated with metacognition strategies significantly affected students' HOTS. The effect size measurement shows a high effect in the experimental group. Researchers recommend that universities apply a similar model to encourage students' achievement of HOTS.

Teaching computer programming: impact of Brown and Wilson's didactical principles

This research studies the effects of the application of didactics to the teaching of computer programming, focusing on programming skills in the Python computer language. The problem arises from the failure and dropout rates of students in computer programming in computer science careers in INACAP and the consequent interest in promoting better learning. The general objective is to study the effects of an innovative methodology, based on Brown and Wilson's didactic principles, on the teaching process of Python programming in computer science students at INACAP. The theoretical framework is based on the didactics of teaching computer programming and the concepts of computational thinking skills of various theoretical references, and in particular on the didactic principles of Brown and Wilson. This research is carried out with a quantitative methodology of explanatory scope and with a quasi-experimental design, with a purposive sample, for the experimental stage the sample will consist of 100 first year undergraduate students of Computer Science, of which 50 will be the experimental group and 50 will be the control group. The hypothesis proposed is that “The students in the experimental group obtain a higher performance when applying Brown and Wilson's didactic principles than the students in the control group who are taught in a traditional way.” The data collection technique used will be a 45-question multiple-choice test. The data analysis will be performed by applying statistical criteria, comparison of means and variances, among others.

Life Sciences undergraduate students' preferences on online learning.

Online learning is implemented in response to emergency remote teaching during global pandemic. We conducted a survey on Life Sciences undergraduate students on their preferences on mode of lesson delivery, mode of learning and learning activities. Students across different study years responded in a similar order ranking blended learning delivery as highly favorable. The survey gathered insightful understandings on Life Sciences undergraduates' learning preferences on online learning which inform future purposeful learning design taking student's preferences into consideration.

Low Back Pain and its Associated Factors among First-Year Health Science Undergraduate Students: A Cross Sectional Study

Low Back Pain and its Associated Factors among First-Year Health Science Undergraduate Students: A Cross Sectional Study

Redesigning Laboratory Learning for Undergraduate Science Students: A Cross-Canadian Student Perspective

In Short Pressure to perform and fear of failing are known stressors for university students, and in rigid or unsupportive laboratory environments, these emotions are heightened (Hsu & Goldsmith, 2021). The COVID-19 pandemic has exacerbated the need for increased equity and accessibility in undergraduate laboratory learning environments. Accordingly, we have identified effective strategies to promote positive laboratory environments for undergraduate students based on our following experiences: laboratory bootcamps, worksheets/quizzes, point-of-view and animated videos, and postlaboratory responses.

Developing Scientific Communication Skills Using Primary Literature in an Undergraduate Cell Biology Course.

Being able to communicate scientifically is an important skill for students graduating with a science degree. Skills used in future graduate school and careers for science majors include oral and written communication, as well as science literacy and being able to create figures to display information. There is a consensus that these skills should be taught throughout an undergraduate science curriculum; however, many instructors have cited insufficient time to cover skills and develop materials to effectively incorporate these skills, especially into lower-level content-focused courses. Here, we present an active curriculum that can easily be incorporated into any content-focused undergraduate Cell Biology course. The curriculum is designed around scientific literature that engages students in a multitude of active learning activities to develop different types of scientific communication skills. This curriculum not only develops student skills and self-efficacy in scientific communication, it also engages them in course content and stimulates their interest in research. While making changes to a course to include scientific communication can be difficult, making small changes, such as addition of this curriculum to an already-existing content-focused course, could make a big difference in the skills and attitudes of early undergraduate science students.

Assessment of undergraduate health students' perception and satisfaction on training and participation in community health outreach.

The need to improve training of health professionals has increased in recent years due to increasing frequencies of public health events. Consequently, a descriptive cross-sectional survey was carried out to determine the level of satisfaction and knowledge acquired by undergraduate students in the health sciences during a community health outreach program. Students were invited to complete an online-administered questionnaire (consisting of both open- and closed-ended questions) to assess their perceptions and experiences on the community health outreach program. Additionally, the survey was carried out to assess the quality of training provided and obtain suggestions for further improvements. Responses were collected and analysed using Microsoft Excel. Most respondents (>83%) reported satisfaction with the community diagnosis and community intervention briefing and training sessions. All respondents reported familiarity with standard community health outreach instruments and were capable of identifying environmental health risk factors that may contribute to the spread of communicable diseases. Interestingly, respondents reported greater appreciation of health challenges faced by rural communities. However, respondents expressed dissatisfaction with the duration of the outreach program (24%) and funding (15%). Although respondents reported overall satisfaction with the organization and execution of the health outreach program, certain aspects of the program were deemed unsatisfactory. Despite the shortcomings, we believe that our student-centred learning strategy is readily adaptable for training future healthcare professionals and improving health literacy of rural communities, particularly in sub-Saharan Africa.