Undergraduate Education Students Research Articles

Analysis of Scientific Field Suitability and the Goal Achievement of Certified Independent Study Internship and Learning Activity Form for Undergraduate Students of Social Science Education at Universitas Negeri Malang

Form of Learning Activity (BKP) of certified independent study internship (MSIB) is an activity that is intended for students to get to know the current world of work. However, based on its implementation, the achievement of the objectives and suitability of BKP MSIB with the scientific field study programs becomes a real issue in the implementation of BKP MSIB. This paper aims to describe the achievement of the objectives of BKP MSIB for undergraduate students at the Social Science Education Study Program of UM, as well as the suitability of BKP MSIB followed by undergraduate students at the UM Social Science Education with the scientific field study program. The study uses a descriptive narrative study method to answer the formulation of the problem based on the students’ experience of BKP MSIB participants who came from S1 UM Social Science Education. The research results indicate the achievement of the objectives of BKP MSIB. Students get the right fulfillment to obtain experience in the implementation of BKP MSIB. The right fulfillment to obtain experience is evidenced by the experience of getting off the field for 1-4 months (for certified internships), as well as the real-world issues, which are raised to be reviewed in the classroom (for Certified Independent Studies). Based on its implementation on undergraduate students of UM Social Science Education, it turns out that BKP MSIB still has shortcomings. The shortcomings include the incompatibility between BKP MSIB taken by S1 students of UM Social Science Education with the scientific field study program. Furthermore, based on the research, it is still found students who have a sense of “compulsion” to undergo BKP MSIB MBKM.

Undergraduate Students' Attitudes and Mathematical Reasoning During the Pandemic: The Mediating Role of Metacognitive Awareness

<p style="text-align:justify">During the Covid-19 pandemic, this study investigated the role of metacognitive awareness as a mediator in the correlation between attitude and mathematical reasoning among undergraduates who are first year university students. These studies distribute mathematical reasoning assessments, metacognitive awareness questionnaires, and attitude surveys as research data. One hundred eighty-four undergraduate students from one public institution in Malaysia's Klang Valley area participated in the research. The impact of metacognitive awareness on attitude and mathematical reasoning was studied using Version 25 of the Statistical Packages for the Social Sciences. The findings indicated that undergraduate mathematics and science education students excelled in non-mathematics and science education students in mathematical reasoning capacity. According to the findings, undergraduate mathematics and science education students had good metacognitive understanding and used more approaches in mathematical reasoning assessment. Further study implies that more research should be conducted to assess different demographics, such as institute training teachers' metacognitive awareness and attitude towards mathematical reasoning.</p>

The interplay of TPACK, self-efficacy, and career motivation among economics teachers: a mediation analysis

Problem and aim. The paper emphasizes self-efficacy in education and career choice. Self-efficacy and a willingness to learn are the main differentiators in competitive human resource development in the digital age. A school's competence and graduates' potential determine its success. The paper investigates how selfefficacy (EK) mediates Technological Pedagogical Content Knowledge (TPACK) and career choice motivation for economics teachers. Technology, pedagogy, and economics content knowledge (TPACK) are taught separately and together to undergraduate economics education students. In the post-COVID-19 era, where technology is vital to education, the research is relevant to assessing college students' TPACK competencies. The study aims to clarify the relationship between TPACK, self-efficacy, and career choice motivation in economics education students by evaluating the self-efficacy mediation model. Material and methods. The study used a conceptual modeling research design with a quantitative approach, examining four observational variables such as TPACK, self-efficacy as a prospective teacher as the exogen variable, and career choice motivation as an economics teacher as the endogen variable. This research involves 346 students in Java, Indonesia, using the CB-SEM analysis to identify the TPACK components and students' selfefficacy as prospective teachers. The result of the study. The study discovers a substantial relationship between TPACK, self-efficacy, and career choice motivation, with an index of goodness of fit of RMSEA = 0.021, ChiSq/df =1.146, CFI = 0.966, and TLI= 0.965 considered acceptable. The indirect effect test of the relationships between TPACK and career choice motivation as an economics teacher (b = 0.064, p = 0.022) reveals that self-efficacy mediates the relationship between TPACK and career choice motivation as an economics teacher. The results confirm that TPACK has a significant relationship with career choice motivation as an economics instructor, both directly and indirectly through selfefficacy mediation. Conclusion. The differences show that the TPACK components might help students, parents, and institutions evaluate the teaching and learning process. The researchers also expect the facilitators and constitutional bodies to take strategic moves to improve and develop the supporting infrastructures for education. The next fundamental questions are about the quality of technology integration and the effectiveness of college students' skills development.

Experience of online physiology laboratory teaching for undergraduate students during the COVID-19 pandemic in Thailand.

Covid-19 pandemic has disrupted traditional face-to-face human physiology teaching for students at Faculty of Medicine, Thammasat university, Pathumthani, Thailand since February 2020. Online curriculum for both lectures and laboratory sessions were developed to continue the education. This work compared the effectiveness of online physiology labs to the traditional onsite counterparts for 120 dental and pharmacy sophomore students during 2020 academic year. The method used was a Microsoft Team synchronous online laboratory experience consisted of eight topics. Faculty lab facilitators created protocol, video script, online assignments and instruction note. Group lab instructions prepared and delivered the content for recording and led student discussion. Data recording and live discussion were synchronized and executed. The response rate for the control (2019) and study groups (2020) were 36.89 and 60.83%, respectively. The control group reported higher satisfaction, compared to the online study group. The online group rated the laboratory online experience with equal satisfaction to that would be of an onsite lab experience. Onsite control group reported 55.26% satisfaction with equipment instrument while only 32.88% online group voiced their approval on this measure. It was understandable because the excitement in physiology work relied heavily on experiences the work (p<0.05). With the same difficulty index of both academic year examination papers, the non-significant different of academic performance of the control and study (59.50±13.50 and 62.40±11.43, respectively showed the effectiveness of our online synchronous physiology lab teaching. The conclusion was physiology learning experience could be appreciated online when a good design was achieved.

Test of Creative Imagery Abilities (TCIA): A Study of Adaptation into Turkish

The relationship between imagery ability and creative skill has been researched by many theorists, and it has been stated that individuals with high artistic skills, who are educated in art or who are creative individuals, have high imagery ability. For this reason, it is important to determine the imagery ability in the admission of art education students in undergraduate education, in identifying creative individuals and in revealing the cognitive skill levels that art education requires. This research was carried out in order to adapt the “Test of Creative Imagery Abilities (TCIA)”, developed by Polish researchers Jankowska and Karwowski into Turkish and to examine its psychometric properties. The original language is English and there are seven incomplete figures in the test. Each figure is evaluated in three dimensions (vividness, originality and transformativeness) in light of the guide handbook of the test. Both the test and the handbook were translated into Turkish by Turkish-English language experts and expert opinion was taken for Turkish-English compatibility. For linguistic equivalence, the original and Turkish forms were administered to 39 students two weeks apart, and the correlation between the two forms was calculated. In order to check the validity of the fit structure with the model of the test, a sample group of 300 undergraduate students participated in the research. The results of the reliability values and model fit criteria that emerged after the analyses revealed that the test is a valid and reliable measurement tool to measure the level of creative imagery.

A Study on Teaching Efficiency of Seminar Teaching for Undergraduate Students

A Study on Teaching Efficiency of Seminar Teaching for Undergraduate Students

Pengaruh Literasi Keuangan dan Persepsi Manfaat Terhadap Minat Penggunaan E-Wallet Mahasiswa Prodi S1 Manajemen Universitas Pendidikan Ganesha

This study aims to examine the effect of financial literacy and perceived benefits on the intention to use e-wallets. The research method used in this study is a causal quantitative research method. The population in this study were students of Management Study Program, Ganesha University of Education. The sampling method in this study was purposive sampling. The data for this study were collected using a questionnaire distributed online via the Google form which was then processed by testing multiple linear regression analysis. The results of the study show that (1) financial literacy and perceived benefits simultaneously have a significant effect on the interest in using e-wallets, (2) financial literacy and perceived benefits partially have a positive and significant effect on the interest in using e-wallets for undergraduate students of University Management Study Program Ganesha Education

Deconstructing Gender Gaps in Basic Physics Education: A Multivariate Analysis of Practical Work Performance, Semester Outcomes and Literacy among Undergraduate Biology Education Students

Basic physics plays a crucial role in the education of undergraduate biology students. Proficiency in physics literacy, learning outcomes, and practical work is essential for their success. This study investigates the influence of gender on these aspects among undergraduate biology education students. A quantitative approach was employed, utilizing questionnaires, tests, and observations. The sample comprised 17 students from biology education program PMIPA FKIP Mataram University. The results do not provide evidence to suggest that there are significant differences between genders in terms of practical work performance, semester outcomes, or literacy scores.

Analysis of Classroom Action Research Studies: The Effectiveness of Inquiry Learning Models on Biology Education Undergraduate Students Problem Solving Ability

The ability to solve problems is a skill that students should have in the 21st century to support better life activities. Observations on learning activities found that students were still relatively passive in learning activities, lacked confidence in conveying ideas, lacked the motivation to learn, and had no more interaction between students during learning, which affected low problem-solving abilities. It is in line with the evidence obtained through the acquisition of pre-research data where the results of problem-solving abilities include indicators of understanding problems with an average score of 55.63, indicators of preparing a settlement plan with an average value of 43.78, indicators of implementing a settlement plan with an average value of 50.37, and the indicator checks back with an average value of 46.53. Low problem-solving abilities can impact the quality of life of students who are less able to compete for jobs in the future. Increasing student solving needs to be considered so that from these problems, it is necessary to conduct classroom action research using the inquiry learning model to improve student problem-solving abilities, where this model has learning steps in guiding students to study in a directed manner and be able to solve problems. The research sample was 21 undergraduate students in Biology Education program. They obtained data through student activity questionnaires, student responses to learning models, model teacher activity questionnaires, and the results of problem-solving skills through giving test questions in the form of essays. This classroom action research was conducted in 3 learning cycles, with an average score between cycle I of 45.96%, cycle II of 94.78%, and cycle III of 95.26%. The acquisition of the average value shows an increase in problem-solving results between cycles I and II, cycles I and III. Testing the effectiveness of the learning model was carried out by the N-Gain test of 86.63% with the interpretation of "effective," and the distribution of the N-Gain score of 0.86 was greater than g &gt; 0.7 with the "high" category. Obtaining these data can be concluded that the inquiry learning model effectively improves students' problem-solving abilities.

Mediação em Museus e Centros de Ciências: contribuições para a formação docente

This article is part of the Master’s research "Museums, Science Centers and initial teacher education: contributions from the mediation practice held at the Science and Life Museum". We stuck to this subject because we understand it as an important contribution to the education of undergraduate students who are in a period of professional training, thus allowing them to broaden their views regarding scientific dissemination. Based on this proposition, we sought to understand the differences and similarities that emerge from this formation. The dynamics of scientific dissemination and the popularization of science for teacher education are points that present differences among themselves, but that approach each other in the stages of application. To better understand this scenario, we performed a bibliographic review about the themes and, from there, we aimed to interconnect them. The question that motivated the research was how and what are the contributions of mediation practice in Museums and Science Centers that strengthen the initial education of teachers during the mediation process. We observed that there is a considerable theoretical production about the importance of such practice. The research assumption was confirmed. We noted that the contributions obtained by mediators during initial formation are related to the acquisition of professional experience and the knowledge that best qualifies them as future teachers. Thus, we highlighted as positive the mediation contributions in Museums and Science Centers for teaching practice in the acquisition of experience and professional knowledge.

Influence of Inflation on Business Education Undergraduate Students’ Ability to Incur Indirect Costs of Studying in Tertiary Institutions in Rivers State

This study investigated influence of inflation on Business education undergraduate students’ ability to incur indirect costs of studying in tertiary institutions in Rivers State. Three specific purposes posed based on the proxies of inflation related to the indirect costs of studying which are transportation, feeding and accommodation guided the study. Descriptive research design was adopted for the study. Population was made up of 1065 Business Education undergraduate students from year 1 through to year 4 in the four tertiary institutions in Rivers State offering the programme during the 2022/2023 academic session. Sample size consists of 50% of the entire population which was 534. Proportional stratified random sampling technique was used to select the sample size. Primary data was collected using structured questionnaire and secondary data was obtained from the published National Bureau of Statistics monthly CPI transportation, housing utility and food for Rivers State. The instrument was validated by two experts, one expert of Educational Measurement and Evaluation, and the other of Business Education all from Ignatius Ajuru University of Education (IAUE). Test retest method was used to determine reliability of the instrument and Pearson Product Moment Correlation was calculated to obtain r value of 0.86. Data collected were analysed using Simple Linear Regression Model (SLRM) to answer both the research questions and test the hypotheses at 0.05 level of significance. The findings revealed that inflation proxies such as CPI transportation and CPI housing utilities positively influenced Business Education undergraduate’s ability to incur indirect cost (transportation and accommodation costs) of studying in tertiary institutions in Rivers State. The finding also revealed that CPI food has negative influence on Business education students’ ability to incur indirect cost (feeding cost) of studying in tertiary institutions in Rivers State. The findings also revealed that none of the influences were significant. Based on the findings, it was recommended amongst others that Business education students’ association in tertiary institutions in Rivers State should collaborate with their respective Students’ Union Government to request the three tiers of governments to provide respective students with not less than N6,000 lunch allowance as part of their palliatives for subsidy removal till the inflation abate.

Course Development to Address Gaps in Horticulture Content Standards for Students in an Agricultural Education Undergraduate Degree Program

Agricultural Education teacher licensure programs face a growing list of coursework needed to meet requirements with a shrinking number of credit hours available. A new course – ‘Greenhouse and Landscape Fundamentals for Educators’ was developed at Purdue University with an Agricultural Education Teacher Licensure B.S. degree program. Data utilized in creating the course included: 1) an evaluation of current Agricultural Education coursework; 2) a review of state and national Agricultural Education content and academic standards; and 3) a survey of current Indiana Agriculture teachers. Responses from the survey (n=72) of high school teachers of horticulture and/or landscape management show 61% of respondents had teaching greenhouses at their schools, and 62% reporting they were not confident with operating and maintaining a greenhouse based on bachelor level coursework they took. Respondents indicate needing more coursework in several topics: greenhouse management landscape design, landscape installation and maintenance, and plant identification. Results pointed to gaps in existing required coursework. The new course was specifically tailored to meet the needs of the Agricultural Education undergraduate students, and equip them with information and resources to call upon when they begin their teaching careers.

Entrepreneurship Skills Preference among Undergraduates’ Technology Education Students for National Development during COVID-19 Pandemic

During covid-19 social distancing requirements makes limited in class teaching. To respond to these changes there has been a rapid uptake in remote and digital learning entrepreneurship education methods. This study analyzes the Entrepreneurship skills preference among undergraduates’ technology education students for National Development during covid-19 Pandemic. The study adopted for the study is survey research. The area covered in this research work is undergraduate technology education students offering technology education courses. The population for the study consists of 200 undergraduate students’ technology education students. All the 200 undergraduate technology students were participants. Descriptive statistics and Inferential statistics were used to answer the research questions with the aid of stastistical product and service solution (SPSS) version 20.0 at 0.05 level of significant. The result indicated that there was no significant difference in the mean rating of male and female on entrepreneurship skills preference among undergraduate technology education students for national development during covid-19 pandemic. The study concluded that various Problem influencing the preferred entrepreneurial skills by students during COVID-19 Pandemic. The study recommended that students should embrace entrepreneurial skill that cannot be restricted by any crisis.

Assessment of Opportunity-Based Entrepreneurial Skills'Acquisition of Students in Tertiary Institutions During ASUU strike

The study investigated the opportunity-based entrepreneurial skills acquisition of undergraduate students in public universities during industrial actions by ASUU in Nigeria. Three research questions and one hypothesis guided the study. A descriptive survey research design and a sample of 744 undergraduate students using a purposive sampling technique, were used for the study. The instrument used for the study was a questionnaire, which was subjected to validation and reliability test. Data were collected online using Google Forms. Mean, standard deviation, percentage, and Chi-Square statistical tools were used to analyze the collected data. The results revealed that faculty of education undergraduate students in Nnamdi Azikiwe University, Awka, Anambra State are not idle but are meaningfully engaged in the learning of diverse entrepreneurial skills during ASUU strikes. The study also revealed significant gender stereotyping among the students in favour of female students in the acquisition of entrepreneurial skills. It was recommended amongst others that male students should be reoriented to begin embracing Culinary/Art skills. On the other hand, female students should be encouraged to also embrace technical skills.

We Wear the Mask: The Lived Experiences of Black Undergraduate Music Education Students in Predominantly White Schools of Music

The purpose of this hermeneutic phenomenological study was to understand how Black undergraduate music education students make meaning of their lived experiences in predominantly White schools of music (PWSOM). The study was guided by the overall research questions: (1) What makes the lived experience of Black undergraduate music education students unique? and (2) What meaning(s) and understanding(s) do Black undergraduate music education students ascribe to their experiences in PWSOM? Data were collected primarily through open-ended interviews with nine Black undergraduate music education students in PWSOM in the United States. Data analysis revealed seven emergent themes, including (a) navigating the negative perceptions of White people; (b) making White people comfortable; (c) working harder to prove myself; (d) “Do I belong here?”; (e) a climate of racial and cultural insensitivity; (f) distrust of White faculty; and (g) sacrifice and survival. Findings were interpreted using Du Bois’s theory of double consciousness and van Manen’s four existentials of lived experience. Interpretation revealed the essence of the phenomenon to be living a dissonant existence.

Mediation of academic self-efficacy between emotional intelligence and academic engagement in physical education undergraduate students.

The aim of this study was to analyze academic self-efficacy as a mediator between emotional intelligence and academic engagement. A non-experimental, cross-sectional, correlational-causal study was designed in which 1,164 Mexican students participated (Mage = 21.21; SD = 3.26) (30.0% female; 69.6% male; 0.4% other). The scales of emotional intelligence, academic self-efficacy and academic engagement were used, and a structural equation analysis with latent variables was conducted. The results obtained demonstrate that emotional clarity and repair have a positive and direct effect on academic self-efficacy. In addition, emotional repair predicts behavioral and emotional engagement. It was also found that academic self-efficacy is an excellent mediator between emotional clarity and repair, and the dimensions of academic engagement, as it substantially improves behavioral and emotional engagement while decreasing behavioral and emotional disaffection.

Technicians as teachers: the emerging role of technical staff within higher education teaching and learning environments

ABSTRACT Technicians and technical staff are making increasingly significant contributions to the teaching and learning of undergraduate and postgraduate students in the UK. This paper reports on a survey of 1766 technical staff regarding their roles within teaching and learning environments, and a series of follow-up focus groups with 44 technical staff further exploring the roles, visibility, and recognition of technical staff. Analysis suggests many technicians’ roles have transitioned to such an extent that traditional lines between academic and technical teaching responsibilities, expertise, and contributions are becoming increasingly blurred. This trend is particularly noticeable for disciplines within creative arts but is also found in other discipline areas. This is likely accelerated by a competitive higher education environment and global graduate job market which incentivise skills-based learning and graduate employability, with a general transition towards increased value of ‘know-how’ as well as ‘know-what’. Although this can greatly enhance students’ skills-based learning at the hands of experienced practitioners, there is a danger that under-valued ‘cheap labour’ could be used to replace under-resourced academic teaching communities, or that technical staff find expansion of their teaching responsibilities are not being matched with adjustments in value, recognition, or reward. Specific examples are explored, and the impact of COVID-19 related disruption is further used to highlight these overall themes. The authors advocate for common understanding and recognition of teaching roles throughout the higher education sector, regardless of job family.

Moderating influence of government policy on relationship between entrepreneurship education and business start up of undergraduate business education students in North East Nigeria

The study aimed at determining the Moderating Influence of Government Policy on Relationship Between Entrepreneurship Education and Business Start-Up of Undergraduate Business Education students in Nigeria. Survey was used for the study; the population of the study comprises 998 final year undergraduates’ business education students. Stratified proportionate sampling technique was used for the study. Instrument used for data collection was a structured questionnaire. Reliability of the instrument was determined using Cronbach Alpha to test the internal consistency of the instrument. The data was collected by the researcher with the help of research assistants. Data collected was analyzed using Statistical Package of Social Science (SPSS, 25). The findings of the study revealed that Entrepreneurial mind set does not significantly influence business startup of undergraduate business education students and also Government policy does not significantly moderate the relationship between, entrepreneurial mind set on business startup. Based on this the study recommended among others that, Lecturers in the universities should ensure entrepreneurship education is directed toward inculcating, and instilling, entrepreneurial mind-set for business start-up of undergraduate business education students of federal universities in North-east, Nigeria.

Past resources, future envisioning, and present positioning: how women who are medical students at one institution draw upon temporal agency for resistance.

While women entering medical school are faced with a patriarchal system, they also enter into a community with other women and the potential for resistance. The purpose of this study is to use the theory of temporal agency to explore how first-year medical students who identify as women draw upon past, future, and present agency to resist the patriarchal system of medicine.The data for this study were drawn from the first year (October 2020-April 2021) of a longitudinal project using narrative inquiry to understand the socialization of women students in undergraduate medical education. Fifteen participants performed two interviews and a series of written reflection prompts about their childhood and medical school experiences, each lasting approximately 45min.Participants' resistance drew on past resources, recognizing themselves as Other, which contributed to categorically locating themselves as part of a broader resisting community, even outside their institution. They also hypothesized future possibilities as part of resistance, either an ideal future where they would exercise power, or an unchanged one and the hypothetical resolutions they would use to manage it. Finally, they contextualized past and future in the present, identifying problems to make strategic decisions and execute actions.Our creative interweaving of the constructs of temporal agency, communal agency, and resistance allows us to paint a nuanced picture of how these women conceive of themselves as part of a larger group of women amidst the hierarchical, patriarchal structures of medical school while, at times, internalizing these hierarchies.

When Science Is Taught This Way, Students Become Critical Friends: Setting the Stage for Student Teachers

Effective science education draws on many different ways of teaching science. The literature on science education documents some potential benefits of argumentation instruction as a powerful tool for learning science and maintaining wonder and curiosity in the classroom. Unlike expository teaching, which relies on a teacher-driven pedagogy in which students accept the teacher’s authority over any content to be justified a priori, argumentation teaching allows students to focus on the importance of high-quality evidence for epistemic knowledge, reasoning, and justification. Using a quasi-experimental design, two study groups of undergraduate student teachers were exposed to two different learning conditions, the Exp-group with dialogic argumentation instruction (DAI) and the Ctrl-group with expository instruction. Each group received the same science content twice a week for 12 weeks (2 h per lesson). Pre- and posttests were administered to collect data. One-way MANCOVA with the pretest results as covariates showed that the instructional approaches (Wilk’s Λ = 0.765, p < 0.001) had a significant effect on the tested variables after the intervention. A pairwise comparison of performance indices between the two study groups revealed that the exp-group was better able to evaluate alternative solutions and defend arguments for collaborative consensus on unstructured scientific problems. This suggests that dialogic argumentation instruction can be used to help students improve their scientific reasoning, thinking, and argumentation skills, which are required to solve problems involving scientific phenomena.