Undergraduate Student Population Research Articles

Revisión sistemática: Expectativas de carrera y acción de elección en el interés de los estudiantes por disciplinas STEM

The choice of a career is a complex process influenced by various factors, with expectations about the professional future being particularly significant. Historically, it has been found that STEM disciplines are underrepresented compared to others. Additionally, it has been observed that most students who choose these disciplines are male. The objective of this systematic review was to identify empirical studies on students' career expectations and their influence on the decision to pursue careers related to STEM disciplines. This systematic review is limited to studies conducted on high school and undergraduate student populations, published between 2018 and 2024, using databases such as SCOPUS, Dialnet, ERIC, Springer, Core, and DOAJ. Inclusion and exclusion criteria were considered. It was found that few studies address career expectations and their influence on students' decision-making regarding these disciplines.

Impactos da pandemia de covid-19: compreendendo as percepções dos estudantes de graduação da Unicamp

This article investigates the perceptions of undergraduate students at the University of Campinas (Unicamp) regarding the period of emergency remote teaching during the years of 2020 and 2021. The research was developed through the analysis of discursive topics (Jubran, 2006; Rezende, 2006; Pinheiro, 2006) present in the responses to the survey ‘Understanding the performances, contexts, and perspectives of Unicamp students during the years 2020 and 2021 of the covid-19 pandemic’ (2022). The aim of this article is to present partial results of this research, focusing on the analysis of the responses from the 554 students who participated in the survey about their physical and mental health conditions, and the impact of these conditions on their academic activities. The methodology employed involves the analysis of referential processes in the students' answers to two survey questions that address individual and family health conditions during the pandemic. The main conclusion is that there were significant and profound impacts on Unicamp’s undergraduate student population, considering the socio-cognitive implications brought by covid-19 and its impacts on academic practices.

Support for Neurodivergent Students in Veterinary Education Part 1: Current Practice and Roundtable Discussion of Recommendations.

Approximately 10% of undergraduate student populations are neurodivergent. Such students have differences in executive functioning and social communication skills, which can confer both strengths and challenges in the academic environment. Specific challenges presenting in the veterinary curriculum include the intense workload, unpredictable nature of work, and high level of interpersonal and communication skills required in clinical settings. Extramural studies (EMS) occur remote from university support systems, adding further challenge for some students. A survey was sent to all current United Kingdom veterinary schools in 2022 to identify current support for neurodivergent students. An interactive roundtable discussion was held to brainstorm best practice for harnessing the power of neurodiversity in the clinical learning environment. Several consistent themes emerged. Most veterinary schools provide some degree of support for neurodivergent individuals, but support varies widely. Four of the 8 schools provide support at open days and/or following offers, with one school offering a summer school. Five schools confirmed that accommodations were made to clinical rotations and/or extramural studies in line with a support plan from their Disability Service. Despite these steps to assist neurodivergent students, support could, and should, be increased to improve the student experience. Suggested enhancements include a supportive environment for the empowerment of disclosure, neurodiversity awareness training for university staff and placement providers, provision of reasonable adjustment guidelines for EMS providers, clinical/intramural rotation orientation and support, and student access to a neurodiversity mentor/coach.

Health literacy among an undergraduate student population: a comparative study

The transition from adolescence to young adulthood is a critical period in the development of an individual’s long-term health behaviour. Health literacy is a critical factor in promoting and maintaining health-enhancing behaviours and preventing non-communicable diseases. Undergraduate students often have limited health literacy, regardless of their educational experience. This quantitative study compared the health literacy of a sample of undergraduate students enrolled in degree programmes in the Faculty of Health Sciences with a similar sample from the Faculty of Humanities at a South African university. The Health Literacy Questionnaire was used to measure health literacy across nine subscales. The sample included 77 participants ( n = 77). An independent samples t-test and Mann–Whitney U test were employed to compare the health literacy of students from the two faculties. The study found that students enrolled in the Faculty of Health Sciences generally demonstrated higher health literacy levels across several subscales compared to those from the Faculty of Humanities. This research contributes to understanding the disparities in health literacy among undergraduate students across distinct academic disciplines, underscoring the importance of implementing interventions to enhance health-related knowledge within specific academic domains.

Too hard, too easy, or just right? The effects of context on effort and boredom aversion.

Despite people's general desire to avoid cognitive effort, there is a limit to our parsimony: boredom, a state defined by a lack of successful mental engagement, is found to be similarly aversive. The work presented here investigates how context - the alternative tasks present and the environmental context - impacts people's aversion to exerting cognitive effort and avoiding boredom via a demand-selection task. In a population of undergraduate students, we assessed how people's willingness to exert mental effort (in a working memory task) is affected by the presence of an easier alternative (less cognitively demanding) or a boring alternative (doing nothing at all). To manipulate environmental context, we conducted the experiment online, where participants completed the task remotely, and in a controlled laboratory setting. We find people willingly seek out effortful tasks to avoid boredom, despite avoiding high demands when both tasks on offer required some effort. We also find large effects of the participants' environmental context, with preferences for the most demanding task increasing by over 150% in the lab compared to online. These results bear relevance to theories that argue the costs of effort are determined relative to the alternatives available (e.g., opportunity cost theories). Moreover, the results demonstrate that researchers who deliberately (or inadvertently) manipulate effort and boredom must consider the effects context (both choice and environmental) may have on people's behaviour.

The Media and Technology Usage and Attitudes Scale (MTUAS): Adaptation and Psychometric Analysis for University Students in Saudi Arabia

The aim of this study was to adapt an Arabic version of the Media and Technology Usage and Attitudes Scale (MTUAS) to the Saudi culture and examine the psychometric properties of the adapted version in a sample of 1,709 undergraduate students. Evidence of construct validity and internal consistency reliability was first compiled through exploratory and confirmatory factor analyses (EFA and CFA) and Cronbach’s α coefficients. Multigroup CFA (MGCFA) was then conducted to test gender-related measurement invariance. The EFA yielded nine factors for the Usage scale and four factors for the Attitudes scale of the MTUAS, all of which were satisfactorily confirmed via CFA. Factors of the MTUAS exhibited adequate to good reliability and were gender invariant. Overall, the Arabic MTUAS displayed good psychometric properties in the Saudi undergraduate student population and was gender unbiased. Therefore, it can be used confidently across educational, public health, and marketing research in Saudi and Arabic contexts. Nevertheless, it is important to note that other psychometric properties, such as criterion-related validity, were not compiled in the present study, and the generalizability of the current findings might be restricted to the Saudi undergraduate student population. Hence, these limitations should be given more consideration in future studies by examining additional psychometric properties of the Arabic MTUAS and using comprehensive national data.

Assessment of knowledge, attitude and practice to promote hand hygiene among undergraduate medical and nursing students in a teaching hospital

: A considerable number of epidemiological evidences proved that efficient hand hygiene practices has reduced the risk of infection cross-transmission in hospital facilities. Despite the effortlessness and simplicity of the practice, compliance with hand hygiene among health care workers has been relatively very less. There is a significant lack of evidence regarding infection control training among undergraduate medical and nursing students, hence it becomes essential to re-examine the efficacy of our hand hygiene sessions and conduct programs, CMEs, workshops frequently to keep health care workers sensitized and oriented towards hand hygiene.: The present study was undertaken to assess the overall exposure of medical and nursing students towards basic hand hygiene practices through a knowledge, attitude and practice questionnaire based cross- sectional study. 100 medical and 100 nursing students were grouped into good, moderate and poor categories, based on scores from the questions testing the overall knowledge of hospital acquired infections, attitude towards hand hygiene and actual practice at the field level.: The present study showed poor knowledge among medical and nursing students i.e 41% and 60% of the participants respectively. Nursing staff showed good attitude when compared to medical students (71% and 56%). Regardless of the knowledge, practice of hand hygiene was good in both the groups 59% of medical and 71% of nursing students. On the whole, in comparison nursing population displayed better results compared to undergraduate medical student population. Nevertheless, evidently showing unsatisfactory results among both the study groups in the grounds of knowledge.: Therefore, the study concludes that knowledge and exposure to hand hygiene practices should be improved in undergraduate curriculum for both medical and nursing students which provides an opportunity to correct the bed side hygiene practices of the future health care providers at the foundation level.

Prevalence of Alcohol Use Disorders and Self Esteem Levels among Undergraduate Students: A Cross-Sectional Study at Kampala International University's Western Campus, Uganda

This cross-sectional study conducted at Kampala International University's Western Campus (KIU-WC) in Western Uganda aimed to investigate the prevalence of alcohol use disorders and assess self-esteem levels among undergraduate students. Utilizing the Alcohol Use Disorders Identification Test (AUDIT) and the Rosenberg Self-esteem Scale, data were collected from 366 participants to explore the relationship between alcohol consumption and self-esteem within the academic environment. Results revealed that 33.1% of participants acknowledged alcohol use, with 18.6% identified as being at a higher risk of alcohol use disorder. Among alcohol users, the prevalence of alcohol use disorders (AUDIT score ≥20) was 33.9%, leading to an overall prevalence of 11% across the entire undergraduate student population. Self-esteem scores ranged from 11 to 30, with a median of 18. Findings indicated that 7.9% of respondents exhibited low self-esteem, while 91% demonstrated normal self-esteem, and 1.1% showcased high self-esteem. These findings underscore the need for targeted interventions to address alcohol use disorders and promote positive self-esteem among university students in Uganda. Keywords: Prevalence, Alcohol, Disorders, Self-esteem, Undergraduate Students, Uganda.

Best Practices for Growing a Diverse Materials Science Workforce

Abstract For US industry to remain competitive, materials science and engineering fields must develop strategies for attracting, retaining, educating, and graduating a broader population of undergraduate and graduate students. This article proposes ways to build the STEM pipeline and establish a more resilient and diverse workforce to meet future demands.

Prevalence and risk factors of obesity among undergraduate student population in Ghana: an evaluation study of body composition indices

BackgroundObesity is a classified risk factor for several of the world’s leading causes of death. In this study, we combined information contained in body mass index (BMI), total percentage body fat (TPBF) and relative fat mass (RFM) to estimate obesity prevalence and examine the risk factors associated with obesity.MethodsThe study recruited 1027 undergraduate students aged between 16 and 25 years using a cross-sectional study design and two-stage stratified random sampling between January and April 2019 from the Kwame Nkrumah University of Science and Technology, Kumasi, Ghana. Demographic, lifestyle, and family history of chronic disease data, were collected using a structured questionnaire. Bioelectrical impedance, along with height, weight, age, and gender, were used to estimate BMI and TPBF. The RFM was calculated using a published equation. The TPBF and RFM ranges were evaluated based on standard BMI thresholds and an informative combined obesity prevalence estimated in a Bayesian framework. Multiple logistic regression analysis was used to evaluate potential risk factors of overweight/obesity.ResultsConcordance between BMI, TPBF and RFM for obesity classification was 84% among female and 82.9% among male students. The Bayesian analysis revealed a combined prevalence means of obesity of 9.4% (95%CI: 6.9-12.2%) among female students and 6.7% (95%CI:4.3-9.5%) among male students. The odds of obesity were increased between 1.8 and 2.5 for females depending on the classification index. A significant increasing trend of obesity was observed with university-level. A family history of obesity was associated with a high estimate of general, central, and high TPBF.ConclusionUsing multiple adiposity indicators conjointly in a Bayesian framework offers a greater power to examine obesity prevalence. We have applied this and reported high obesity prevalence, especially among female students. University level and family history of obesity were key determinants for obesity among the student population.

Approaches to teaching about mechanisms of obesity in undergraduate pathophysiology courses.

Views of obesity as a consequence of "lack of willpower" or other behavioral choices, rather than a complex array of biological and other factors, are quite common among undergraduate students. Many undergraduates in prenursing or biology programs have little exposure to the physiology and pathophysiology of obesity, including learning about leptin and other hormones involved in appetite control. I developed materials for teaching about the pathophysiology of obesity in two different pathophysiology courses: one designed as a survey of pathophysiology topics for prenursing majors, and the other designed as an in-depth exploration of the molecular and cellular basis of selected diseases for upper-division biology majors. In the molecular basis of disease course, obesity is covered as part of a unit organized around metabolic syndrome. The discussion includes molecular and cellular mechanisms that link obesity to several other diseases, including type 2 diabetes and atherosclerosis. This article briefly describes the approaches I have taken for teaching obesity to two different undergraduate student populations and lists several resources that may be useful tools for teaching about obesity.NEW & NOTEWORTHY This article describes approaches for teaching obesity in an allied health major pathophysiology course, and, additionally, in an upper-division biology major course on the cellular and molecular basis of disease.

Relationship between rumination, self-compassion, and psychological health among Japanese university students: A cross-sectional study.

Rumination is suggested to exacerbate psychological health, but there is room for investigating the potential protecting factors for individuals with high ruminative tendencies against psychological symptoms. The present cross-sectional study aimed to uncover the associations between rumination as a maladaptive dimension of self-focus, self-compassion, and psychological health, and whether and how components of self-compassion may moderate the associations between rumination and psychological health in Japanese undergraduate students. A questionnaire survey was conducted by using both an online platform and a paper-based questionnaire. The survey included established Japanese versions of psychological scales on rumination, self-compassion, perceived stress, trait anxiety, and depression. The results revealed statistically significant positive correlations between rumination and negative dimensions of self-compassion, and rumination and psychological symptoms. Positive dimensions of self-compassion were significantly negatively correlated with both rumination and psychological symptoms. Reflection as a positive dimension of self-focus did not show significant correlations with most psychological variables. Furthermore, hierarchical multiple regression analyses involving subscales of self-compassion and their interactions with rumination as predictors revealed that the interactions between rumination and components of self-compassion, i.e., over-identification and mindfulness, significantly predicted trait anxiety. Higher rumination predicted higher anxiety when over-identification was high, but not when over-identification was low. Also, lower rumination predicted lower anxiety when mindfulness was high, but not when mindfulness was low. The results suggest significant associations between rumination, components of self-compassion, and psychological health in a population of Japanese undergraduate students. The data also suggest that components of self-compassion play moderating roles in the relationship between rumination and psychological health, potentially serving as aggravating/protective factors for psychological health. Longitudinal studies and comparisons between different cultures should be conducted in the future quest.

E-book acceptance by first-year undergraduate students: A longitudinal examination and implications for library researchers

This paper presents the findings of a seven-year longitudinal survey conducted from 2016 to 2022, examining e-book acceptance among first-year undergraduate students in the information management program. Targeting students who were new to their educational journey and had minimal exposure to academic contexts, the study used convenience sampling to gather data from 301 participants. Employing the Technology Acceptance Model (TAM), we assessed four dimensions of e-book acceptance: Perceived Usefulness, Perceived Ease of Use, Attitude Towards Using, and Behavioral Intention to Use E-books. A Confirmatory Factor Analysis (CFA) validated these dimensions, indicating a robust model applicable to a broader undergraduate student population. The results highlighted strong interrelations among these factors, with significant implications for academic librarians. Notably, from their initial exposure, students associated e-books primarily with a source of new information, rather than as a time-saving tool. Although e-books were perceived as easy to use, this aspect did not strongly influence students' attitudes and intentions to use them as much as their perceived usefulness did. The study reveals that students, particularly in social sciences, have long viewed e-books as a vital technology for exploratory knowledge acquisition. While they perceive e-books as easy to use, this perception likely stems from their habitual use for managing learning activities, rather than from recognizing any added value of the technology itself.

Emotional problems and academic performance: the role of executive functioning skills in undergraduate students

ABSTRACT Increasing mental health issues, such as emotional problems, pose a threat for the academic performance of undergraduate students. We propose a route connecting emotional problems and academic performance through executive functioning skills (EFS). Despite the abundance of research on the topic of EFS, there is a significant gap in understanding this route, specifically among a population of undergraduate students. The aim of this study was to examine whether EFS mediated the association between emotional problems and academic performance among undergraduate students. Cross-sectional data (n = 2,531) was used from a survey among Dutch undergraduate students from a large variety of faculties at a university of applied sciences. We assessed emotional problems using the Depression Anxiety Stress Scale-21, five EFS (cognitive inhibition, task initiation, sustained attention, planning, time management), and academic performance (study delay; yes/no). Mediation analyses were performed, using the Hayes PROCESS macro, adjusted for gender. We found that cognitive inhibition, task initiation, sustained attention, planning, and time management mediated the association between emotional problems and academic performance. Regarding separate EFS, no large differences were found. The data suggests that improving all EFS in undergraduates experiencing emotional problems could be a fruitful strategy for preventing academic delays.

Investigation of the diversity, equity, inclusion, and belonging within the undergraduate student population within the Department of Animal Science at Iowa State University.

Iowa State University (ISU) provides resources for diversity, equity, inclusion, and belonging (DEI-B) to provide students with a comfortable academic home regardless of their demographics or prior experiences. The objective of this study was to investigate undergraduate students' DEI-B perspectives in the Department of Animal Science at ISU. One survey instrument was developed containing 14 questions that covered demographics, feelings of inclusion, comfort-seeking tools, and ways to improve DEI-B. Answer choices were either multiple choice, 1 to 5 sliding scale, or a specified text sliding scale. Eligible participants were undergraduate students enrolled in Animal or Dairy Science (n = 974). Demographics and comfort-seeking tools will be presented descriptively. Inclusion at the start and after 2 yr were compared using six different linear models. A variable was deemed significant if the P-value was ≤ 0.05. A total of 383 students (88% of total respondents) completed 50% or more of the inclusion questions. Seniors had the highest response rate. More students reported coming from a rural background. Primary species of interest was companion animals. There were no observed differences in feelings of inclusion in classes, with peers, or with faculty for hometown, admission type, ethnic group, and first generation when students started (P ≥ 0.067). There was a difference for primary species of interest (P ≤ 0.011) and with female students feeling less included (P ≤ 0.039). There were no observed differences after 2 yr in classes, with peers, or with faculty for classification year, admission type, or first generation (P ≥ 0.088). Suburban students felt the least included in classes compared to rural and urban students (P ≤ 0.036). Female students felt less included in all three categories (P ≤ 0.017). The majority of students reported having companion animal experience but almost half reported having no experience with livestock prior to ISU. A total of 51% of students said they never considered transferring to another major and 48% indicated that they plan to pursue a career in veterinary medicine. A total of 75% of students felt inclusion could be improved by creating more hands-on opportunities and 60% suggested the department provide more study space. In conclusion, the Department of Animal Science at ISU has some effective inclusion practices but needs to evolve and improve in its DEI-B practices for the undergraduate student population.

ACTIVATING THE NEXT GENERATION OF GERONTOLOGY ENTHUSIASTS... ONE SEMESTER AT A TIME

Abstract At the Engagement Center for Creative Aging at Virginia Tech, we are activating the next generation of gerontology enthusiasts while breaking down stigmas associated with aging and cognitive change. Each semester, we have an opportunity to engage with the undergraduate and graduate student population here on campus through field work, volunteerism and student employment. Here, students engage with adults in our community through a wide range of programs to support aging from community clubs, caregiver wellness and our adult day services program. This paper focuses on Reframing Aging with students who engage in field work at our adult day services program through the Department of Human Development and Family Science at Virginia Tech through strategic application of active learning pedagogical techniques including lecture, class discussion, experiential activities and application exercises. In addition to classroom components, students participate in service delivery at our center. At the beginning of each semester, students are asked (using an anonymous online polling tool), “What words do you associate with older adults” and “… older adults with dementia.” The most common words that have appeared, semester after semester, are: stubborn, inflexible, angry, sad, decline, struggling, forgetful and confused. At the end of the semester, sixteen-weeks later, students are asked the same questions. The most common words associated with older adults and those experiencing dementia at the end of the semester are: interesting, unique, wise, lovely, welcoming, insightful, experienced, helpful, normal, honest and human. In one semester, we are helping to Reframe Aging with this approach.

Development of an undergraduate certificate in clinical and translational science: improving competence of the clinical research workforce.

Introduction: Academic research centers often struggle to recruit and retain a well-trained and diverse clinical and translational science (CTS) workforce. In particular, the clinical research professional (CRP) career pathway is not well known to undergraduate students and other individuals outside of academic medicine despite being a potential career route. To address these workforce challenges, the CRP Task Force at the University of Cincinnati (UC) aims to train a competent and diverse CRP workforce through targeted educational programming in the UC undergraduate population. Methods: Using a six-step curriculum development process that included: 1) performing a needs assessment, 2) determining content, 3) writing goals and objectives, 4) selecting the educational strategies, 5) implementing the curriculum, and 6) evaluating the curriculum, we designed an undergraduate certificate program in CTS. Results: The needs assessment included both internal and external data gathering to inform curriculum development and program decisions. Content was determined using the Core Competency Framework for the Clinical Research Professional Version 3.1., and program learning outcomes were written with both the competency framework and local workforce needs in mind. Educational strategies were selected based on optimization of available resources and local expertise with an emphasis on interactive didactics complemented by experiential learning. Implementation is underway and evaluation will follow once students begin enrolling. Discussion: By educating an undergraduate student population about CTS methods and career opportunities, we anticipate increased numbers of well-qualified, diverse applicants who pursue CRP careers locally and regionally.

Abstract A111: Summertime fun: Findings from three cohorts of C-STEPS summer research trainees

Abstract Introduction: For the past three summers (2021-2023), a National Cancer Institute-funded R25 research education program has been underway at the University of New Mexico Comprehensive Cancer Center, entitled “Cancer Research—Scholarship and Training Experiences in Population Sciences” (C-STEPS). The program engages a diverse population of undergraduate students from across the nation in hands-on, mentored 10-week summer research education and training in cancer control and population science (CCPS). Methods: Using a data-driven methodology, the C-STEPS team has collected quantitative and qualitative data via REDCap surveys to evaluate program aims and student progress and ascertain how students experience the program to improve it for future cohorts. Students who decline admission are provided a one-time survey about the reasons they declined and asked to prioritize factors in their selection of summer research programs. Students enrolled in the program complete a pre- and post-program survey, pre- and post-seminar surveys, and a bi-annual alumni survey. The pre- and post-seminar surveys reflect expected competencies for each of the eight seminars that are part of the curriculum. The alumni survey captures academic accomplishments and career updates since completion of the summer program. Results: We have collected three years of pre/post-program data and pre/post-seminar data. Student knowledge, confidence, and interest in CCPS has steadily increased within each cohort across each of the three time periods: pre-program, immediately post-program, and alumni (1-3 years after the initial research experience). The pre/post seminar surveys indicated that the structure of the seminars inhibited interactions between the presenter and students and warranted change. We have administered the decliner and alumni survey twice each. Data from the decliner survey suggest that students apply to multiple programs each summer and the timeframe for notification to students about their acceptance may need to be shortened to give students more time to consider their C-STEPS offer in relation to other summer opportunities. Data from the alumni survey indicate that students continue to engage in research with their C-STEPS mentor and present the research at their home institution. Conclusion: Efforts to decrease the length of time between when a student applies and when they are notified of their acceptance are at the forefront of the refinement process for the next cohort. The seminars have been restructured to promote more student-led discussions and interactions between presenters and students. The CCPS research experiences and professional networks students develop during the summer have led to new educational and career opportunities. Initial evidence indicates that the success of C-STEPS extends well beyond the immediate one-time immersive research experience. Citation Format: Shoshana Adler Jaffe, Paige A. Lynch, Judith Sheche, Joseph Rodman, Miria Kano, Shiraz I. Mishra. Summertime fun: Findings from three cohorts of C-STEPS summer research trainees [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A111.

393 Impact of Concurrent Enrollment in Laboratory and Lecture Sections of an Animal Reproduction Course on students’ Final Course Percentages

Abstract As undergraduate animal science student populations shift to more diverse backgrounds, hands-on learning activities have been shown to increase engagement and are necessary for students with diverse backgrounds in animal exposure. Student feedback and engagement in the classroom suggest that students value and seek hands-on learning opportunities. The outcomes of lecture courses with concurrent enrollment in laboratory or hands-on style courses warrant evaluation. Thus, our study aimed to investigate potential impacts of concurrent enrollment in lecture and laboratory sections on final course percentages. Data were collected from students enrolled in the farm animal reproduction lecture and (or) laboratory courses in the spring semesters of 2021 and 2022 including final course percentage in lecture, college classification (sophomore, junior, senior), gender, and degree option (science or production focus). Student learning outcomes and structure of the laboratory course were designed to provide hands-on learning opportunities that coincided with concepts discussed in lecture. A total of 193 students majoring in Animal Science were included in the analysis, of which 65 were concurrently enrolled in the laboratory and lecture, and 128 were enrolled in the lecture alone. Students concurrently enrolled in laboratory and lecture had a greater (P < 0.03) final course percentage in the lecture as compared with those enrolled in lecture alone. Students in the science degree option had a greater (P < 0.01) final lecture course percentage when compared with those in the production degree option. Neither student gender nor college classification affected (P > 0.10) final lecture course percentage. At the end of the semester, students were surveyed about perceived value of the laboratory course on their learning. Among students enrolled in laboratory sections, only 1.6% indicated the hands-on activities did not improve their learning of course concepts in lecture. In 2022, 82.2% of students enrolled in lecture, but not in a laboratory section indicated they wished they had enrolled in a laboratory section, because they believe it would have improved their grade in the lecture course. These student beliefs are supported by our results which indicate that not only did taking the laboratory and lecture together improve student final course percentages, but that students valued the hands-on learning opportunities provided in laboratory sections. Benefits of hands-on learning activities warrant providing student access to these types of activities and incorporating them in lecture courses when laboratory classes are unavailable to improve student performance and experiences.

IMPACT OF SYARIAH COMPLIANCE PERCEPTION AND INVESTMENT KNOWLEDGE ON SYARIAH STOCK INTEREST AMONG STUDENTS

The advancement of technology and innovation in the capital market has significantly impacted public interest and participation in investment. This study aims to analyze the influence of factors such as perception of Syariah compliance and investment knowledge, as well as the combined impact of these factors on students' interest in investing in Syariah-compliant stocks in the Syariah capital market. The research employs a quantitative approach to the population of undergraduate students majoring in Islamic Economics and Sharia Economics Law at STIS AL-WAFA. The sample consists of 147 students selected through a questionnaire method. Validity, reliability, classical assumption tests, and multiple linear regression analysis are used for data analysis. The study's findings reveal that perception of Syariah compliance is insignificant in students' interest in investing in Syariah-compliant stocks at STIS AL-WAFA. Knowledge about Syariah investment significantly impacts students' interest in investing in Syariah-compliant stocks in the Syariah capital market. Perception of Syariah compliance and knowledge about Syariah investment jointly influence students' interest in investing in Syariah-compliant stocks in the capital market. Nevertheless, it is acknowledged that other factors not covered in this study might also influence students' interest in investing in Syariah-compliant stocks in the capital market. Therefore, in this context, understanding and reinforcing these factors are crucial to stimulate students' interest in investing in Syariah-compliant stocks in the Syariah capital market.