Science University Students Research Articles

A Study of Social Intelligence among College Students in Himachal Pradesh, India

Abstract: The ability to make sense of the actions of others is critical to people’s daily functioning. Humans are social beings and are often said to social experts. They understand that people’s actions are directed at goals and are driven by intentions. The present study is done with the purpose to examine and measure the Social intelligence and academic achievement among college students of Himachal Pradesh. For the study, the samples were selected on the basis of a random sampling technique which consisted of 280-degree college students (Management = 150 and Social Science= 130) selected from various degree colleges of Himachal Pradesh. The factors of social intelligence included for the study are Patience, Cooperativeness, Confidence, Sensitivity, Tactfulness, Sense of Humor, Recognition of Social Environment, and Memory. A standardized questionnaire of SI by N.K. Chadha and Usha Ganeshan were administrated for this purpose. Proper statistical tools and analysis were applied in order to obtain the results. The study indicates that Social science college students have better social intelligence than Management college students. However, it was found that Management students have better academic achievement than their Counterparts.

Enhancing Student Performance Prediction via Educational Data Mining on Academic data

Educational data mining is widely deployed to extract valuable information and patterns from academic data. This research explores new features that can help predict the future performance of undergraduate students and identify at-risk students early on. It answers some crucial and intuitive questions that are not addressed by previous studies. Most of the existing research is conducted on data from 2-3 years in an absolute grading scheme. We examined the effects of historical academic data of 15 years on predictive modeling. Additionally, we explore the performance of undergraduate students in a relative grading scheme and examine the effects of grades in core courses and initial semesters on future performances. As a pilot study, we analyzed the academic performance of Computer Science university students. Many exciting discoveries were made; the duration and size of the historical data play a significant role in predicting future performance, mainly due to changes in curriculum, faculty, society, and evolving trends. Furthermore, predicting grades in advanced courses based on initial pre-requisite courses is challenging in a relative grading scheme, as students’ performance depends not only on their efforts but also on their peers. In short, educational data mining can come to the rescue by uncovering valuable insights from academic data to predict future performance and identify the critical areas that need significant improvement.

COVID-19 Vaccine Acceptance, Attitude, Hesitancy, and Its Associated Factors among Wolaita Sodo University Students: A Mixed-Method Study.

Countries in the world have been experiencing the ongoing impact and spread of the coronavirus disease (COVID-19) virus pandemic. The health and financial burden of the pandemic has prompted the need for timely and effective vaccination to be considered as the best strategy for controlling disease transmission. However, vaccine acceptability remains an area of concern in developing countries like Ethiopia. To assess attitude, hesitancy in the COVID-19 vaccine acceptance, and associated factors among health science students at Wolaita Sodo University. A triangulated mixed-method study was conducted. Quantitative data were entered into SPSS Windows version 25 for analysis, and the qualitative data were transcribed using open code version 4.3. A binary logistic regression model was used to establish the association between dependent and independent variables. Adjusted odds ratio (AOR) with a 95% confidence interval (CI) was used to measure the strengths of the association. Thematic approach was used for qualitative data analysis. A total of 352 students participated in this study. Having family members who were infected with COVID-19, information about COVID-19 vaccine, the need for a vaccine with the level of concern, intention to take COVID-19 vaccine, and academic year were strongly associated with vaccine acceptability. Graduating class and other senior students were about 4 and 2 times more likely to accept vaccination as compared to freshman-year students (AOR = 4.128; 95% CI: 1.351-12.610;P = 0.012) and (AOR = 2.195; 95% CI: 1.182-4.077; P value = 0.013), respectively. Even if 67% of students had a good attitude towards the vaccine, 56% of the students hesitated to take the vaccine. The majority of respondents had a constructive attitude towards the COVID-19 vaccine, and only a few of them were vaccinated against the COVID-19 virus. It is of utmost importance to design an evidence-based strategy to increase the uptake of vaccination for healthcare students and other nonhealth science students in universities.

Efektivitas Kampanye Vaksinasi Covid-19 Melalui Media Sosial di Kalangan Mahasiswa Ilmu Komunikasi Universitas Islam Negeri Sumatera Utara

The aim of this research is to determine the effectiveness of the Covid-19 vaccination campaign through social media among Communication Science students of the State Islamic University of North Sumatra, where effectiveness includes opinions, attitudes, and behaviors. The theories used in this research are effectiveness, campaign, social media, and students as Generation Z. This research method utilizes a quantitative approach. The population in this research is Communication Science students of the State Islamic University of North Sumatra with a student registration number of 2019, totaling 146 individuals. The sample is determined using the Slovin formula, resulting in 59 respondents. The data collection technique in this research is a questionnaire, and data analysis is conducted using SPSS version 16.0. The research results indicate that the Covid-19 vaccination campaign through social media among Communication Science students of the State Islamic University of North Sumatra is considered effective.

The impact of English reading attitude on students' achievement at a health science university

AbstractReading occupies a prominent place in teaching English as a foreign language (EFL) as students learn best by engaging with written materials. Positive reading attitudes are believed to affect students' present and future academic success. The aim of this study is to investigate the impact of English reading attitudes on students' achievement. A total of 267 first‐year Saudi health science university students were selected to participate in this study during the academic year 2021/2022. The study followed a simple random sampling technique where every students has an equal chance to participate. Two data sources were used: a reading attitude questionnaire administered to students and their cumulative GPA. The questionnaire was adopted from Yamashita (2007) and consisted of 22 items covering five categories: comfort, anxiety, intellectual value, practical value and linguistic value. The study revealed that students were clearly less comfortable and more anxious about reading in English. This had a negative impact on their achievements, especially on the three English courses they had to take that year. The study concluded with some pedagogical implications and recommendations for further research.

Perception towards Mobile Learning among Arts and Science College Students in Madurai District

The present study reports on the perception towards M- Learning among arts and science college students in the Madurai district. A sample of 350 arts and science students in the Madurai district served as the subjects of the study. The perception towards M- L earning was constructed and standardized by Ajeetha (2023) was used. This study reveals that the Who are Male and Day- Scholars, who use technology for more than 2 hours have a favourable perception towards M- Learning than their counterparts. Mobile learning tailored the scholastic performance as well as techno intelligence. Hence Mobile learning gave an intellectual perception among future generations.

Chronotype in college science students is associated with behavioral choices and can fluctuate across a semester

ABSTRACT Many students self-report that they are “night owls,” which can result from neurodevelopmental delays in the circadian timing system. However, whether an individual considers themselves to be an evening-type versus a morning-type (self-reported chronotype) may also be influenced by academic demands (e.g. class start times, course load) and behavioral habits (e.g. bedtime social media use, late caffeine consumption, daytime napping). If so, then chronotype should be malleable. We surveyed 858 undergraduate students enrolled in demanding science courses at up to three time points. The survey assessed morning/evening chronotype, global sleep quality, academics, and behavioral habits. Evening and morning-type students showed similar demographics, stress levels, and academic demands. At baseline measurements, relative to morning-types, evening-types showed significantly worse sleep quality and duration as well as 22% greater bedtime social media usage, 27% greater daytime napping duration, and 46% greater likelihood of consuming caffeine after 5pm. These behavioral habits partially mediated the effects of self-reported chronotype on sleep quality/duration, even after controlling for demographic factors. Interestingly, 54 students reported switching from being at least moderate evening-types at baseline to being at least moderate morning-types later in the semester and 56 students showed the reverse pattern (6.3% of students switched from “definitely” one chronotype to the other chronotype). Evening-to-morning “chrono-switchers” consumed less caffeine after 5pm and showed significantly better sleep quantity/quality at the later timepoint. Thus, some students may consider themselves to be night owls in part because they consume caffeine later, take more daytime naps, or use more social media at bedtime. Experimental work is needed to determine whether nudging night owls to behave like morning larks results in better sleep health or academic achievement.

Do social influences, awareness, or experience matter? Toward a better understanding of Farm-related Injury Risk Perception among agricultural science college students in Ireland.

Formal farm safety education/training should be tailored, in terms of the approach, content and delivery, to students undertaking agriculture education and training to enhance Farm-related Injury Risk Perception (FIRP). To this end, this paper assesses factor(s) explaining or predicting levels of FIRP amongst students studying for a degree in agriculture science. A cross-sectional online survey was conducted with a nationally representative sample of Bachelor of Agriculture Science (BAgrSc) students (N = 417) (aged 18-20) in Ireland. Descriptive [frequency and cross-tabulations) and inferential (Ordinal Logistic Regression (OLR)] analyses were applied to evaluate the effects of social influences, experience (of farming, of a near-miss or injury), and awareness (of others who were injured or killed on the farm) on FIRP. The study found that social influences negatively affected FIRP (P < 0.05). A relatively small number of students reported experiencing an injury (n = 56, 13.4%) that resulted in them being unable to participate in educational or social activities. A quarter of the respondents did, however, record experiencing a near-miss/close call (n = 106, 25.4%). A notable proportion (n = 144, 34.5%) of students had personal connections to someone who died as a consequence of a farm-related incident and 56.4% (n = 235) knew someone who was moderately or severely injured. OLR findings established that experiencing a severe injury, having a near-miss or close call, and awareness of a farm-related death or injury positively affects FIRP (P < 0.05). Perception of farm risks amongst students in Ireland is low. Students who recorded higher levels of risk perception were, however, more likely to report experiencing a near-miss, close call or severe injury, or knowing someone who experienced a farm-related injury or fatality. Farmers, family or friends were found to negatively impact the FIRP and this reflects previous research findings. Our findings highlight the need for education and training programs to enhance opportunities for student peer-to-peer learning through sharing of experiences and/or knowledge of farm injuries and/or fatalities. Such activities will enhance awareness and understanding amongst the general population of students leading to increased FIRP and contribute to a reduction in risk-taking.

Generation Stress Affecting Students’ Interpersonal Skills at Higher Level

The research was designed to assess the level of stress and interpersonal skills of students at higher education level. Further to measure the effect of stress on students’ interpersonal skills of young students. Research was of descriptive-correlational style. The population of the study was based on 9132 social sciences university students (session 2018). 724 students contributed in the data collection. S

Prevalence of self-medication and associated factors among female students of health science colleges at Majmaah University: A cross-sectional study.

Globally, the prevalence of self-medication among young people has increased exponentially. Due to the basic knowledge and easy access to medicines, undergraduate students at health science colleges are likely to self-medicate. This research was undertaken to assess self-medication prevalence and its contributing factors among female undergraduate students in health science colleges at Majmaah University, Saudi Arabia. A descriptive, cross-sectional study involving 214 female students from the Majmaah University in Saudi Arabia's health science colleges-Medical: (82, 38.31%) and Applied Medical Science College (132, 61.68%)-was conducted. A self-administered questionnaire with sociodemographic information, drugs used, and reasons for self-medication was used for the survey. Non-probability sampling techniques were used to recruit participants. Of the 214 female participants, 173, 80.84 % (medical: 82, 38.31% and applied medical science: 132, 61.68%) confirmed that they were on self-medication. The majority of participants (42.1%) were between the ages of 20 and 21.5 years (mean ± SD: 20.81 ± 1.4). The main reasons for self-medication were quick relief from the illness (77.5%) followed by saving time (76.3%), minor illnesses (71.1%), self-confidence (56.7%), and laziness (56.7%). The use of leftover drugs at home was common among applied medical science students (39.9%). The main indication for self-medication included menstrual problems (82.7 %), headache (79.8%), fever (72.8%), pain (71.1%), and stress (35.3%). The most common drugs used included antipyretic and analgesics (84.4%), antispasmodics (78.9%), antibiotics (76.9%), antacids (68.2%), multivitamins, and dietary supplements (66.5%). On the contrary, the least used drugs were antidepressants, anxiolytics, and sedatives (3.5, 5.8, and 7.5 %, respectively). Family members were the main source of information for self-medication (67.1%), followed by self-acquired knowledge (64.7%), social media (55.5%), and least were friends (31.2%). For adverse effects of the medication, the majority of them consulted the physician (85%) followed by consulting the pharmacist (56.7%) and switched to other drugs or decreased drug dosage. Quick relief, saving time, and minor illness were the main reasons for self-medication among health science college students. It is recommended to conduct awareness programs, workshops, and seminars to educate on the benefits and adverse effects of self-medication.

Authenticity and interest in virtual reality: Findings from an experiment including educational virtual environments created with 3D modeling and photogrammetry

Virtual Reality (VR) and photogrammetry are emerging technologies that facilitate and shape the ongoing digital transformation of education. VR offers new opportunities for creating immersive and interactive educational experiences. Photogrammetry enables new ways to create lifelike educational virtual environments and is becoming an alternative to manual 3D modeling with graphics software. The manner in which VR affects the authenticity of educational experiences has been addressed in previous educational and psychological research. Empirical papers have so far focused on the authenticity of educational VR environments created by 3D modeling. However, little is known about the authenticity of educational VR environments developed with photogrammetry. Given that VR provides rich multi-sensory experiences and interests can be stimulated by engaging contexts, educational VR environments also possess great potential to support interest development. What is still unknown regarding this topic are the beneficial characteristics of VR environments and the individual variables required to trigger and explain interest development. Consequently, we conducted an experiment following up on the mentioned authenticity and interest research questions in the context of higher education. A two-group between-subjects design was used and N = 64 educational science and psychology university students gathered information about a railroad bridge wearing a head-mounted display (HMD). The control group encountered an educational virtual environment created with 3D modeling. The intervention group was presented with the same educational virtual environment but the main object of the railroad bridge was generated by photogrammetry. Situational interest was measured in the pretest and the posttest; authenticity-related variables (i.e., presence and representation fidelity) were assessed in the posttest. Concerning authenticity, there were no significant group differences. Photogrammetry might thus not affect authenticity in educational contexts in which participants focus on gathering information. Regarding interest development, there were two main findings. First, interest in VR for learning increased from pretest to posttest, supporting that interest can be induced in VR. Second, a large share of posttest interest was explained by presence and pretest interest, highlighting the importance of these variables.

The Implementation of Online Learning in Conventional Higher Education Institutions During the Spread of COVID-19: A Comparative Study

The purpose of this study is to investigate and explore the degree of success of the implementation of online learning in conventional higher education institutions instead of face-to-face learning during the spread of the Covid-19 Pandemic during the 2019/2020 academic year, via exploring the undergraduate students' perceptions of the application of the online learning system at Ajman University in UAE, and Griffith University in Australia. In the study, the descriptive approach was used. A questionnaire consisting of 40 items was designed and distributed to 630 students from Ajman University and 675 students from Griffith University, who were randomly selected from different faculties of the two universities during the 2019/2020 academic year during the COVID-19 pandemic. The results of the study revealed that students' a moderate satisfaction with the University's readiness, training, and technical support for online learning and the university's teaching and learning process during the COVID-19 pandemic, with female students finding them more satisfaction than male students. Disciplines and computer skills also showed an impact on such satisfaction, with Pharmacy &amp; Health Science College students at Ajman University and Architecture, Art, and Design discipline students at Griffith University, and those with excellent computer skills in both Universities. In addition, the results showed positive attitudes of students towards the use of online learning at the two universities during the COVID-19 pandemic.

Covid-19 vaccine uptake and associated factors among health science University students in northeastern Ethiopia, a cross-sectional study

ABSTRACT The aim of this study is to assess COVID-19 vaccine uptake and associated factors among health science students at Wollo University, Northeast Ethiopia. Institution based cross-sectional study was conducted among 403 health science students at Wollo University from 1 to 15 July, 2022. The data was collected using a structured self-administered questionnaire and analysis was performed using SPSS version 26. Adjusted Odds Ratio (AOR), with 95% CI and p-value <.05 were used to declare factors significantly associated with COVID-19 vaccine uptake. The prevalence of COVID-19 vaccine uptake was 23.3% (95% CI: 19.2, 27.4). Being in the age category of 22–25 years old (AOR = 0.392, 95% CI (0.197, 0.780)), being >25 years old (AOR = 0.253, 95% CI (0.086, 0.741)), have a known disease (AOR = 0.202, 95% CI (0.044, 0.935)), source of income is self (AOR = 2.504, 95% CI (1.104, 5.677)) and screened for COVID-19 disease (AOR = 4.278, 95 % CI (2.418, 7.570)) before are significantly associated with uptake of COVID-19 vaccine. In conclusion, majority of the respondents didn’t take COVID-19 vaccine with age greater than 22 years and have a known disease found to be negative predictors of COVID-19 disease.

Social media addiction and effect on academic performance among library and information science students in universities in Nigeria

The purpose of the study is to investigate the effect of social media addiction on academic performance of undergraduate students in universities in Nigeria. The study adopted a quantitative research method. Online questionnaire was developed by the researchers using Google form to collect data from 1,239 LIS students in Nigerian Universities. The study found that WhatsApp, Facebook, YouTube and Twitter are the commonly used social media tools by the students of Library and Information Science in Nigerian universities. The students mostly used the social media tools for the purpose of entertainment &amp; fun, and social communications (e.g birthdays). The study also revealed that the majority of the students agree and strongly agree to the statements which show their level of social media addiction. The majority of the students agree that the time they spend on social media affect their school grades. The findings of the paper will inform the management of universities, lecturers, university authorities, healthcare practitioners, library staff, library directors, researchers and parents to take rectification measures to avoid facing the perils of social media addiction. The high prevalence of social media addiction among students therefore calls for university authorities to develop a policy on the use of social media among students.

Integrating Theatre and Biology: How Embodied Performance Can Enhance Empathy Among College Science Students

Integrating Theatre and Biology: How Embodied Performance Can Enhance Empathy Among College Science Students

Knowledge, Attitude, Perception and Hesitancy towards Covid-19 Vaccine among Arts and Science College Students in Coimbatore city, India.

Knowledge, Attitude, Perception and Hesitancy towards Covid-19 Vaccine among Arts and Science College Students in Coimbatore city, India.

Impact of Analogical Learning on Metacognition and Scholastic Achievement of College Students in Physical Science

This quantitative research study employed a quasi-experimental design to examine the effects of the analogical learning approach on metacognitive development and academic performance in physical science education. A total of 385 students enrolled in physical science courses at Iligan Medical Center College participated in the study. Stratified random sampling was used to select participants from different courses, ensuring representation across various domains. The experimental group received instruction using the analogical learning approach, while the control group received traditional instruction, allowing for a comparison of outcomes. The findings demonstrated significant support for the effectiveness of the analogical learning approach in enhancing multiple aspects of learning, including knowledge transfer, conceptual understanding, problem-solving ability, metacognition, and motivation. The results were consistent with prior research, further affirming the benefits associated with this instructional method. Additionally, the participants displayed a commendable level of metacognitive awareness, particularly in areas such as progress monitoring, identifying strategies for challenging problems, adapting learning strategies, understanding learning styles, and recognizing metacognitive strengths and weaknesses. These findings contribute to the existing literature by emphasizing the advantages of incorporating analogical learning strategies in educational settings. By harnessing analogical reasoning and fostering metacognitive development, educators can facilitate knowledge transfer, deepen conceptual understanding, enhance problem-solving skills, cultivate metacognitive awareness, and promote motivation among students. The results of this study underscore the potential benefits of implementing analogical learning strategies to improve learning outcomes in physical science education. The significant differences observed between pretest and post-test scores provide compelling evidence of the positive impact of the implemented intervention on participants’ learning outcomes. In conclusion, this study provides valuable insights into the effectiveness of the analogical learning approach and its influence on metacognitive awareness in the context of physical science education. The results support the adoption of analogical learning strategies to enhance learning outcomes, while highlighting the importance of fostering metacognitive awareness to optimize students’ learning experiences. These findings offer robust evidence of the positive effects of the implemented intervention on participants’ learning outcomes, indicating the potential of the analogical learning approach to improve performance and understanding within the studied domain.

Perspectives on Online Learning and Technostress Experienced by Science and Non-science First-year University Students during COVID-19

Perspectives on Online Learning and Technostress Experienced by Science and Non-science First-year University Students during COVID-19

Fostering Intercultural Communicative Competence in English Education for Science and Engineering College Students

Fostering Intercultural Communicative Competence in English Education for Science and Engineering College Students

Understanding covalent bonding – a scan across the Croatian education system

This article reports on a study of understanding of key sub-topics of the curricular model of covalent bonding among participants at all levels of the chemical education system in Croatia, including among secondary school students, university students (some of whom are pre-service teachers), and secondary school chemistry teachers. The diagnostic instrument, specially designed for that purpose, was a three-tiered conceptual test. It was administered to 739 high school students, 284 university science students, and 62 secondary chemistry teachers. The study focuses on the sub-topics of bond polarity, molecular polarity, the octet rule, shapes of molecules, intermolecular forces and covalent networks. The aim is to investigate (a) the extent to which the understanding of participants from each group corresponds to curricular models, (b) which deficits in understanding can be classified as misconceptions, and which are due to lack of knowledge, and (c) the misconceptions exhibited by the participants in each category. The results highlight many cases of lack of correspondence between participants’ knowledge and scientifically accepted models, especially among students. Serious misconceptions, even among teachers, were found in each sub-topic area. Many students demonstrated lack of knowledge of concepts (rather than misconceptions). The results underline the need for better understanding of the teaching and learning demands of the six sub-topics of covalent bonding at all levels of the educational system in Croatia. Special attention needs to be paid to the sub-topics shapes of molecules and molecular polarity. This scan of understanding across the Croatian educational system, showing extensive lack of understanding of fundamental chemistry topics, reveals serious systemic problems. These findings are a call to chemistry teachers, curriculum developers and education administrators to take action in all domains and realms of pedagogical content knowledge (PCK) related to covalent bonding.