Search results for: post graduate students

Authors: Alhanouf Alharbi, Wafa Alotaibi

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This study aims to analyse students’ and teachers’ perceptions of using Plickers as a formative assessment tool in EFL classrooms. The study implements a mixed methods approach. First, a questionnaire was administered to 64 students from two schools in Almadinah, a Saudi city. Then, in structured interviews, two English teachers provided their opinions on the advantages and disadvantages of integrating Plickers into their classrooms. The findings reveal that both teachers and students believe that using Plickers positively impacts students’ learning. Moreover, the findings encourage teachers to integrate technology-based formative assessments in EFL classrooms. However, there are some drawbacks to using Plickers, such as technological issues. Finally, English teachers are recommended to engage all their students in a daily formative assessment by implementing Plickers in their classes.

Keywords: plickers, formative assessment, technology, students, EFL classroom

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Authors: Eleanor F. Willard

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The attrition rate on distance learning courses can be high. This research examines how online students often react when faced with poor results. Using q methodology, it was found that the emotional response level and the type of social support sought by students were key influences on their attitude to failure. As educational and psychological researchers, we are adept at measuring learning and achievement, but examining attitudes towards barriers to learning are not so well researched. The distance learning student has differing needs from onsite learners and, as the attrition rate is notoriously high in the online student population, examining learners’ attitude towards adversity and barriers is important. Self-report measures such as questionnaires are useful in terms of ascertaining levels of constructs such as resilience and academic confidence. Interviewing, too, can gain in depth detail of the opinions of such a population, but only in individuals. The aim of this research was to ascertain what the feelings and attitudes of online students were when faced with a setback. This was achieved using q methodology due to its use of both quantitative and qualitative methodology and its suitability for exploratory research. The emphasis with this methodology is the attitudes, not the individuals. The work was focused upon a population of distance learning students who attended a school on site for one week as part of their studies. They were engaged in a psychology masters conversion course and, as such, were graduate students. The Q sort had 30 items taken from the Academic Resilience Scale (ARS-30). The scale items represent three constructs; perseverance, reflecting (including adaptive help-seeking) and negative affect. These are widely acknowledged as being relevant concepts underpinning psychological resilience. The q sort was conducted with 19 students in total. This is done by participants arranging statement cards regarding how similar to themselves they believe each statement to be. This was done after reading a vignette describing an experience of academic failure. Commonalities and differences between the sorts from all participants are then analyzed in terms of correlations and response patterns. Following data collection, the participants' responses were initially analyzed and the key perspectives (factors) to emerge were labelled ‘persevering individuals’ and ‘emotional networkers’. The differences between the two perspectives centre around the level of emotion felt when faced with barriers and the extent that students enlist the help of others inside and outside of the university. The dominant factor to emerge from the sorts of ‘persevering individuals’ demonstrated that many distance learners are tenacious. However, for other students, the level of emotional and social support is pivotal in helping them complete their studies when facing adversity. This was demonstrated by the ‘emotional networkers’ perspective. This research forms a starting point for further work on engaging and retaining online students at university and can potentially provide insight into how universities can lower attrition rates on distance learning courses.

Keywords: academic resilience, distance learning, online learning, q methodology

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Authors: Saba Latif

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The use of social media among university students is a topic of ongoing debate, with conflicting views on its impact on academic achievement. This study aimed to explore the relationship between social media use and academic achievement among university students and to identify factors that may contribute to positive or negative effects. The study used a mixed-methods design, including a survey of 500 university students and qualitative interviews with a subset of participants. The survey results showed that social media use was prevalent among students, with Facebook and Instagram are the most commonly used platforms. The findings also indicated a positive relationship between social media use and academic achievement, with students who reported higher levels of social media use also reporting higher GPAs. However, the qualitative interviews revealed that excessive use of social media could be a distraction that hinders academic performance, especially when students use it to procrastinate or to stay up late at night. Overall, the findings suggest that social media use can have both positive and negative effects on academic achievement among university students. Responsible and balanced use of social media, such as setting limits on usage and avoiding procrastination, may help students maximize the benefits while minimizing the risks.

Keywords: social media, university, achievement, effective, learning

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Authors: Eda Orhun

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This paper studies the IELTS exit scores of Emirati university students before graduation and specifically compares the IELTS exit performance of the English foundation program (FP) students to direct entry (DE) students. Direct entry (DE) students are the students who were able to directly start with the undergraduate program without the need to attend English foundation program courses as they were able to prove a sufficient level of English at the university admittance. The results clearly show that the gap that existed already between these two groups of students at the start does not seem to disappear at the end of university studies, as DE students’ IELTS exit scores are significantly higher compared to FP students. Further work of a regression analysis exhibits that GPA and CMATH scores do have a positive and significant effect on IELTS exit scores. In addition, while the College of Education students are found to have the lowest performance in every sub-section of the IELTS exam across colleges, students of the College of Humanities and Social Sciences and the College of Natural and Health Sciences seem to have the best reading skills. Another important determinant of IELTS exit scores is found to be the English level of students at inception. With these results, the study offers important policy implications regarding the public education system of the UAE and sheds light on the main roots of the problem.

Keywords: English proficiency, higher education, IELTS exit scores, English foundation program, United Arab Emirates

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Authors: N. Nor Azman, M. F. Kamarudin, S. I. Ong, N. Maaulot

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PERMATApintar^® National Gifted Center is, to the author’s best of knowledge, the first center in Malaysia that provides a platform for Malaysian talented students with high ability in thinking. This center has built a teaching and learning biology curriculum that suits the ability of these gifted students. The level of PERMATApintar^® biology curriculum is basically higher than the national biology curriculum. Here, the foundation students are exposed to the PERMATApintar^® biology curriculum at the age of as early as 11 years old. This center practices a 4-time-a-year examination system to monitor the academic performances of the students. Generally, most of the time, male students show no or low interest towards biology subject compared to female students. This study is to investigate the association of students’ gender and their academic performances in biology examination. A total of 39 students’ scores in twelve sets of biology examinations in 3 years have been collected and analyzed by using the statistical analysis. Based on the analysis, there are no significant differences between male and female students against the biology academic performances with a significant level of p = 0.05. This indicates that gender is not associated with the scores of biology examinations among the students. Another result showed that the average score for male studenta was higher than the female students. Future research can be done by comparing the biology academic achievement in Malaysian National Examination (Sijil Pelajaran Malaysia, SPM) between the Foundation 3 students (Grade 9) and Level 2 students (Grade 11) with similar PERMATApintar^® biology curriculum.

Keywords: academic performances, biology, gender differences, gifted students,

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Authors: Shakila Singh

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Research on gender, sexual risk, and gender violence at universities has found alcohol to be a significant contributor. Studies from universities around the world suggest that drinking at universities is characterised by excess. However, not much attention has been given to the connections that students make between alcohol and violence. In this qualitative study, alcohol-fuelled violence against female students from the perspectives of male students themselves is analysed. In-depth individual interviews were conducted with ten volunteer undergraduate male students who reside in university residences. The findings reveal that alcohol continues to be seen as a masculine privilege. Male students explain that they use alcohol to give them the courage to perform hegemonic heterosexual masculinities. They use alcohol to enhance their capacity to control women. At the same time, they hold alcohol responsible for their loss of control when drunk. Male students also exploit alcohol as currency to coerce women into submission of sexual favours. By blaming alcohol for any deviant behaviour, they relinquish themselves from the responsibility of violating female students. The paper argues that violence prevention efforts in educational contexts must address the ways in which alcohol shapes the experience of gender, sexuality, and violence.

Keywords: alcohol-related violence, gender, and alcohol, hegemonic masculinities, university students

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Authors: Ranala Nirmala, Rajanala Krishna Gopal

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Business schools train management graduates to join the industry in managerial positions. Most of the managerial positions require leadership competency and while some of the business schools have leadership development as a course, many assume leadership development among students through their curriculum. While literature supports the need for leadership development among students, there are few studies which explored the role of department and leadership skills in business management students. This paper is based on an empirical study of students of a university based business school and explored the relationship between the perceived role of department, including the faculty, infrastructure, etc on the leadership skills and potential of the students. Students have been administered an instrument that captured different leadership aspects of the students and the data was reduced into fourteen dimensions including leadership skills perceived by student, role of department in developing leadership skills, leadership potential of students, etc. Anova and regression analysis are the primary statistical tools were used (using SPSS 17.0) and the results revealed that there is a significant relationship between the student perceptions of their leadership potential and the role of department, the faculty, the curriculum, etc. This study supports introducing focused courses in management curriculum to promote leadership among students.

Keywords: students, management education, leadership, role of institution

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Authors: Astrid de Leeuw, Pierre Valois

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Environmental education is the key to enhancing or changing students’ ways of thinking and acting in order to create an environmentally robust future for all. The present study investigates the beliefs of 812 primary school students, which merit consideration when developing educational interventions. Results of multiple regression analyses reveal that educational interventions should focus on promoting students’ feelings of control over pro-environmental behaviors (PEB). For example, schools could provide recycling bins on the premises. Furthermore, it is critical to develop positive attitudes in students by stressing the various benefits of PEB for keeping our planet clean and protecting wildlife. Unfortunately, our results indicate that students believe that PEB is boring and annoying. Suggestions are offered for making PEB more interesting and relevant. Further research is needed to test the effectiveness of interventions based on the present results.

Keywords: pro-environmental behavior, primary school students, theory of planned behavior, beliefs, educational interventions

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Authors: Gunniga Anugkakul, Suwaree Yordchim

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The objectives were to study language learning strategies (LLSs) employed by Chinese students, and the frequency of LLSs they used, and examine the relationship between the use of LLSs and gender. The Strategy Inventory for Language Learning (SILL) by Oxford was administered to thirty-six Chinese students at Suan Sunandha Rajabhat University in Thailand. The data obtained was analyzed using descriptive statistics and chi-square tests. Three useful findings were found on the use of LLSs reported by Chinese students. First, Chinese students used overall LLSs at a high level. Second, among the six strategy groups, Chinese students employed compensation strategy most frequently and memory strategy least frequently. Third, the research results also revealed that gender had significant effect on Chinese Student’s use of overall LLSs.

Keywords: English language, language learning strategy, Chinese students, compensation strategy

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Authors: Michael Airton

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This case study examines the development of a new service delivery model for prisons that focuses on using NGO’s to provide more effective case management and post release support functions. The model includes the co-design of the service delivery model and innovative commercial agreements that encourage embedded service providers within the prison and continuity of services post release with outcomes based payment mechanisms. The collaboration of prison staff, probation and parole officers and NGO’s is critical to the success of the model and its ability to deliver value and positive outcomes in relation to desistance from offending.

Keywords: collaborative service delivery, desistance, non-government organisations, post release support services

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Authors: Sakapas Saengchai, Vilasinee Jintalikhitdee, Mathinee Khongsatid, Nattapol Pourprasert

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This paper studied the preparing education enter the ASEAN Community by the year 2015 the Ministry of Education has policy on ASEAN Charter, including the dissemination of information to create a good attitude about ASEAN, development of students' skills appropriately, development of educational standards to prepare for the liberalization of education in the region and Youth Development as a vital resource in advancing the ASEAN community. Preparing for the liberalization of education Commission on Higher Education (CHE) has prepared Thailand strategic to become ASEAN and support the free trade in higher education service; increasing graduate capability to reach international standards; strengthening higher educational institutions; and enhancing roles of educational institutions in the ASEAN community is main factor in set up long-term education frame 15 years, volume no. 2. As well as promoting Thailand as a center for education in the neighbor countries. As well as development data centers of higher education institutions in the region make the most of the short term plan is to supplement the curriculum in the ASEAN community. Moreover, provides a teaching of English and other languages used in the region, creating partnerships with the ASEAN countries to exchange academics staff and students, research, training, development of joint programs, and system tools in higher education.

Keywords: ASEAN community, education, institution, dissemination of information

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Authors: Piroska Biró, Mária Csernoch, János Máth, Kálmán Abari

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Testing the first year students of Informatics at the University of Debrecen revealed that students start their tertiary studies in programming with a low level of programming knowledge and algorithmic skills. The possible reasons which lead the students to this very unfortunate result were examined. The results of the test were compared to the students’ results in the school leaving exams and to their self-assessment values. It was found that there is only a slight connection between the students’ results in the test and in the school leaving exams, especially at intermediate level. Beyond this, the school leaving exams do not seem to enable students to evaluate their own abilities.

Keywords: deep and surface approaches, metacognitive abilities, programming and algorithmic skills, school leaving exams, tracking code

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Authors: Mark Archei O. Javier

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The Fourth Industrial Revolution (FIR) is a major industrial era characterized by the fusion of technologies that is blurring the lines between the physical, digital, and biological spheres. Since this era teaches us how to thrive in the fast-paced developing world, it is important to be able to adapt. With this, there is a need to make learning and teaching in the bioscience laboratory more challenging and engaging. The goal of the research is to find out if using in silico and in vitro laboratory activities compared to the conventional conduct laboratory activities would have positive impacts on the academic performance of the learners. The potential contribution of the research is that it would improve the teachers’ methods in delivering the content to the students when it comes to topics that need laboratory activities. This study will develop a method by which teachers can provide learning materials to the students. A one-tailed t-Test for independent samples was used to determine the significant difference in the pre- and post-test scores of students. The tests of hypotheses were done at a 0.05 level of significance. Based on the results of the study, the gain scores of the experimental group are greater than the gain scores of the control group. This implies that using in silico and in vitro labs for the experimental group is more effective than the conventional method of doing laboratory activities.

Keywords: academic performance, general biology, in silico laboratory, in vivo laboratory, virtual laboratory

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Authors: Jezza Mae T. Francisco, Marianet R. Delos Santos, Crisjame C. Toribio

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This study aims to determine the reading preference for English enrichment and reading comprehension among primary students and the difference in the reading preference and comprehension for English enrichment among primary students. This study employed a Descriptive-Quantitative Correlational Research Design. This study yielded the following findings: (1) It reveals that primary students got fair on their reading comprehension, and (2) It shows that there is no significant relationship between the reading preference for English enrichment and reading comprehension of the students. It is safe to conclude that the students’ reading preference is growing evidently in various milieus. This can inform the English department curriculum planners to consider their students’ text preferences that interest them to maximize engagement within a dynamic interactive learning process.

Keywords: reading preferences, reading comprehension, primary student, English enrichment

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Authors: Joan Esper Kuhnly, Jess Holden, Lynn Shelley, Nicole Kuhnly

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Empathy serves as a foundational nursing principle inherent in the nurse’s ability to form those relationships from which to care for patients. Evidence supports, including empathy in nursing and healthcare education, but there is limited data on what methods are effective to do so. Building evidence supports experiential and interactive learning methods to be effective for students to gain insight and perspective from a personalized experience. The purpose of this project is to evaluate learning activities designed to promote the attainment of empathic behaviors across 5 levels of the nursing curriculum. Quantitative analysis will be conducted on data from pre and post-learning activities using the Toronto Empathy Questionnaire. The main hypothesis, that simulation learning activities will increase empathy, will be examined using a repeated measures Analysis of Variance (ANOVA) on Pre and Post Toronto Empathy Questionnaire scores for three simulation activities (Stroke, Poverty, Dementia). Pearson product-moment correlations will be conducted to examine the relationships between continuous demographic variables, such as age, credits earned, and years practicing, with the dependent variable of interest, Post Test Toronto Empathy Scores. Krippendorff’s method of content analysis will be conducted to identify the quantitative incidence of empathic responses. The researchers will use Colaizzi’s descriptive phenomenological method to describe the students’ simulation experience and understand its impact on caring and empathy behaviors employing bracketing to maintain objectivity. The results will be presented, answering multiple research questions. The discussion will be relevant to results and educational pedagogy in the nursing curriculum as they relate to the attainment of empathic behaviors.

Keywords: curriculum, empathy, nursing, simulation

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Authors: Muhammad Ramzan

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STEM Education and Critical Thinking Skills are important 21st-century skills. STEM Education is necessary to promote secondary school students’ critical thinking skills. These skills are critical for teachers to respond to students. Pakistan is in the preliminary stages of integrating STEM Education in institutions like other developing countries. Unfortunately, most secondary school students in Pakistan are unaware of STEM Education and teachers are not applying critical thinking skills in classrooms. The study's objectives mainly deal with; to identify the importance of STEM Education in the teaching-learning process; to find out the factors affecting critical thinking skills that can develop interest in students in STEM Education and suggestions on how to improve critical thinking skills in students regarding STEM Education. This study was descriptive. The population of the study was secondary school students. Data was collected from 200 secondary school students through a questionnaire. The research results show that critical thinking skills develop interest in students towards STEM Education.

Keywords: STEM education, teachers, students, critical thinking skills, teaching and learning process

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Authors: J. W. Mbogani, B. A. Bunyasi

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The special skills for five students in the vocational class in Kakamega program for Hearing impaired were identified within one term period of the Kenyan education system. Three students were identified as having a liking for tailoring. The remaining two students did not show any interest in any vocational subject. The three students were attached to two professionals in practicing general tailors within the school vicinity for scaffolding purposes. The students were allowed to attend general classes under the normal curriculum and were withdrawn after eleven in the morning for tailoring classes. The students were then monitored with the guideline of a checklist. The purpose of monitoring was to establish whether the behavior of the students reflected a motivated student. It was established that two of them improved in their school attendance in terms of regularity, punctuality and responsibility accomplishment. The third student ended up attending only tailoring classes. The socialization aspect of the two students improved a lot. They also tended to identify more with the teachers than their fellow students. We recommend that learners with special needs in education should be subjected to the normal curriculum. They may benefit more and attain a skill that could help them economically. Further study should also be done to in several institutions involving learners in other classes.

Keywords: general tailoring, scaffolding, term, vocational class

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Authors: H. Naccache, R. Hleiss

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The aim of this research is to study the relationship between the performance of engineering students in different math courses and their performance in specific engineering courses. The considered courses are taken mainly by engineering students during the first two years of their major. Several factors are being studied, such as gender and final grades in the math and specific engineering courses. Participants of this study comprised a sample of more than thousands of engineering students at Lebanese University during their tertiary academic years. A significant relationship tends to appear between these factors and the performance of students in engineering courses. Moreover, female students appear to outperform their male counterparts in both the math and engineering courses, and a high correlation was found between their grades in math courses and their grades in specific engineering courses. The results and implications of the study were being discussed.

Keywords: education, engineering, math, performance

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Authors: Angela Mathias Kavishe

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Sexual harassment directed at women is reported in many societies, including in Tanzania. The advent of ICT technology, especially in universities, seems to aggravate the situation by extending harassment to cyberspace in various forms, including cyberstalking. Evidence shows that online violence is more dangerous than physical one due to the ability to access multiple private information, attack many victims, mask the perpetrator's identity, suspend the threat for a long time and spread over time and space. The study aimed to measure the magnitude of cyber harassment in Tanzanian higher learning institutions and to assess institutional sensitivity to ICT-mediated gender-based violence. It was carried out in 4 higher learning institutions in Tanzania: Mwalimu Nyerere Memorial Academy and Institute of Finance Management in Dar es Salaam and SAUT, and the University of Dodoma, where a survey questionnaire was distributed to 400 students and 40 key informants were interviewed. It was found that in each institution, the majority of female students experienced online harassment on social media perpetrated by ex-partners, male students, and university male teaching staff. The perpetrators compelled the female students to post nude pictures, have sexual relations with them, or utilize the posted private photographs to force female students to practice online or offline sexual relations. These threats seem to emanate from social-cultural beliefs about the subordinate position of women in society and that women's bodies are perceived as sex objects. It is therefore concluded that cyberspace provides an alternative space for perpetrators to exercise violence towards women.

Keywords: cyberstalking, embodiment, gender-based violence, internet

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Authors: Wenxuan Li, Lei Li, Jin Li, Yuanhang He

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This paper designed a secure chip for IoT communication security integrated with the PUF-based firmware protection scheme. Then, the Xilinx Kintex-7 and STM-32 were used for the prototype verification. Firmware protection worked well on FPGA and embedded platforms. For the ASIC implementation of the PUF module, contact PUF is chosen. The post-processing method and its improvement are analyzed with emphasis. This paper proposed a more efficient post-processing method for contact PUF named SXOR, which has practical value for realizing lightweight security modules in IoT devices. The analysis was carried out under the hypothesis that the contact holes are independent and combine the existing data in the open literature. The post-processing effects of SXOR and XOR are basically the same under the condition that the proposed post-processing circuit occupies only 50.6% of the area of XOR. The average Hamming weight of the PUF output bit sequence obtained by the proposed post-processing method is 0.499735, and the average Hamming weight obtained by the XOR-based post-processing method is 0.499999.

Keywords: PUF, IoT, authentication, secure communication, encryption, XOR

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Authors: Sarwat Sultan, Muhammad Saleem, Frasat Kanwal

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Adolescence is a transition period of life that brings physical and psychological changes and always results in several challenges for an adolescent. An adolescent must learn life skills for a healthy transition from adolescence period to adulthood. Therefore this study was planned to examine the effects of life skill education on adolescents' mental health and academic benefits. A random sample of 720 school students aged between 13-17 years was categorized into two groups; experimental (n=360) and control (n=360). Life skill education was given to the students of the intervention group with repeated assessments of mental health and academic benefits at pre-intervention (T1) and post-intervention (T2) for both groups. Both groups were compared on scores of mental health and academic benefits across two times T1 and T2 by employing a mixed between-within-subjects analysis of variance. Findings showed the main effect of time suggesting the largest changes in mental health and academic benefits over time. Interaction effects between time and both groups were also found significant indicating the largest changes across time between both groups. Results of between-group comparisons showed significant values for Wilks’ Lambda and partial eta squared for students of the intervention group who scored higher on mental health and academic benefits after receiving life skills training than the students of the control group. Results of the present study determined the efficacy of life skill education and have implications for both teachers and psychotherapists to improve the students’ mental health and academic performance.

Keywords: academic benefits, life skills, mental health, adolescents

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Authors: Hui-Fang Lee, Hsuan-Jung Hsieh, Wen-Chi Lu, Meng-Chu Liu

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The purpose of the study was to examine abnormal BMI students of Chien Hsin University of Science and Technology, implement teaching aerobics course through elementary and advanced curriculum design, dietary education and three-day dietary record, analyze participant fitness improvement, an 10-week course as well as pre-test and post-test were carried out to evaluate the effect of the aerobics course on the fitness ability. The actual participate elementary and advanced courses each of 40 people, with low participation deduction course unfinished fitness testing, access to elementary curriculum valid samples 35 (87.5%) people, advanced courses valid samples 38(95%) people, 16 students participated in two consecutive courses. The fitness activities included sit-bending, one-minute sit-ups, standing long jump, and three minutes to board the stage. Analysis and comparison to the average three-day dietary record difference, an independent samples t-test was conducted to analyze the differences in the four activities between pre-test and post-test. The results showed that the elementary course had significant effects on females’ sit-bending and one minute sit-ups, the females also had high fat intake in three-day dietary record. The advanced course had significant effects on males’ sit-bending and on females’ BMI, sit-bending and standing long jump, males and females in three-day dietary record carbohydrate intake slightly low, slightly higher protein and fat intake. In conclusion, aerobics course teaching, dietary education and three-day, dietary record implementation can significantly enhance the physical fitness indicators, and continued to participate in advanced courses better. In the practice of sport should be the future course planning elementary and advanced courses, while introducing dietary education, achieve concrete results in improving physical fitness.

Keywords: physical fitness, aerobics course, dietary education, three-day dietary record

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Authors: Deborah Amas

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Global accreditation standards require Higher Education Institutions to ensure social work students develop self-awareness by reflecting on their personal values and critically evaluating how these influence their thinking for professional practice. The knowledge base indicates there are benefits and vulnerabilities for students when they self-reflect and more needs to be understood about the learning environments that nurture self-awareness. The connection between teaching methods and self-awareness is of interest in this paper which reports findings from an on-line survey with students on BA and MA qualifying social work programs in an English university (n=120). Students were asked about the importance of self-awareness and their experiences of teaching methods for self-reflection. Generally, students thought that self-awareness is of high importance in their education. Students also shared stories that illuminated deeper feelings about the potential risks associated with self-disclosure. The findings indicate that students appreciate safe opportunities for self-reflection, but can be wary of associated assessments or feeling judged. The research supports arguments to qualitatively improve facilitation of self-awareness through the curriculum.

Keywords: reflection, self-awareness, self-reflection, social work education

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Authors: Victoria L. Nkosi, Parvaneh Farhangpour

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Often a Grade 12 certificate is perceived as a passport to tertiary education and the minimum requirement to enter the world of work. In spite of its importance, many students do not make this milestone in South Africa. It is important to find out why so many students still fail in spite of transformation in the education system in the post-apartheid era. Given the complexity of education and its context, this study adopted a case study design to examine one historically underperforming high school in Bushbuckridge, Mpumalanga Province, South Africa in 2013. The aim was to gain a understanding of the inner and outer school contextual factors associated with the high failure rate among Grade 12 students.  Government documents and reports were consulted to identify factors in the district and the village surrounding the school and a student survey was conducted to identify school, home and student factors. The randomly-sampled half of the population of Grade 12 students (53) participated in the survey and quantitative data are analyzed using descriptive statistical methods. The findings showed that a host of factors is at play. The school is located in a village within a municipality which has been one of the poorest three municipalities in South Africa and the lowest Grade 12 pass rate in the Mpumalanga province.   Moreover, over half of the families of the students are single parents, 43% are unemployed and the majority has a low level of education. In addition, most families (83%) do not have basic study materials such as a dictionary, books, tables, and chairs. A significant number of students (70%) are over-aged (+19 years old); close to half of them (49%) are grade repeaters. The school itself lacks essential resources, namely computers, science laboratories, library, and enough furniture and textbooks. Moreover, teaching and learning are negatively affected by the teachers’ occasional absenteeism, inadequate lesson preparation, and poor communication skills. Overall, the continuous low performance of students in this school mirrors the vicious circle of multiple negative conditions present within and outside of the school. The complexity of factors associated with the underperformance of Grade 12 students in this school calls for a multi-dimensional intervention from government and stakeholders. One important intervention should be the placement of over-aged students and grade-repeaters in suitable educational institutions for the benefit of other students.

Keywords: inner context, outer context, over-aged students, vicious cycle

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Authors: Shirly May Balais

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This study aims to evaluate the effects of vocabulary instruction in improving the students’ learning in science. The teacher-researcher utilized the vocabulary instructional materials in enriching the science vocabulary of grade four learners. The students were also given an achievement test to determine the effects of vocabulary instructional materials. The assessment indicated that students had shown improvement in comprehension and science literacy. This also helps the students to grasp, understand, and communicate appropriate science concepts and the integration of imagery makes learning science fun. In this research, descriptive qualitative methods and observation interviews were used to describe the effects of using vocabulary instructional materials in improving the science vocabulary of grade four learners. The students’ perceptions were studied, analyzed, and interpreted qualitatively.

Keywords: instruction, learning, science, vocabulary

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Authors: Kaine Gulozer

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A strong methodological conception in the practice of teaching, content, and language integrated learning (CLIL) is adapted to boost efficiency in the second language (L2) instruction with a range of proficiency levels. This study aims to investigate whether the incorporation of two different mediums of meaningful CLIL reading activities (in-school and out-of-school settings) influence L2 students’ development of comprehension skills differently. CLIL based instructional methodology was adopted and total of 50 preparatory year students (N=50, 25 students for each proficiency level) from two distinct language proficiency learners (elementary and intermediate) majoring in engineering faculties were recruited for the study. Both qualitative and quantitative methods through a post-test design were adopted. Data were collected through a questionnaire, a reading comprehension test and a semi-structured interview addressed to the two proficiency groups. The results show that both settings in relation to the development of reading comprehension are beneficial, whereas the impact of the reading activities conducted in school settings was higher at the elementary language level of students than that of the one conducted out-of-class settings based on the reported interview results. This study suggests that the incorporation of meaningful CLIL reading activities in both settings for both proficiency levels could create students’ self-awareness of their language learning process and the sense of ownership in successful improvements of field-specific reading comprehension. Further potential suggestions and implications of the study were discussed.

Keywords: content and language integrated learning, in-school setting, language proficiency, out-of-school setting, reading comprehension

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Authors: Cristina Galván-Fernández

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Students differentiate the different contexts of their lives as well as employment, hobbies or studies. In higher education is needed to transfer the experiential knowledge to theory and viceversa. However, is difficult to achieve than students use their personal experiences and social readings for get the learning evidences. In an experience with 178 education students from Chile and Spain we have used an e-portfolio system and a methodology for 4 years with the aims of help them to: 1) self-regulate their learning process and 2) use social networks and professional experiences for make the learning evidences. These two objectives have been controlled by interviews to the same students in different moments and two questionnaires. The results of this study show that students recognize the ownership of their learning and progress in planning and reflection of their own learning.

Keywords: competences, e-portfolio, higher education, self-regulation

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Authors: Achirawatt Tungsombatsanti, Toansakul Santiboon, Kamon Ponkham

Abstract:

Strategies of the STEM education was aimed to prepare of an interdisciplinary and applied approach for the instructional of science, technology, engineering, and mathematics in an integrated students for enhancing engagement of their science skills to the Problem-Based Learning (PBL) method in Borabu School with a sample consists of 80 students in 2 classes at the 12th grade level of their learning achievements on electromagnetic issue. Research administrations were to separate on two different instructional model groups, the 40-experimental group was designed with the STEM instructional experimenting preparation and induction in a 40-student class and the controlling group using the PBL was designed to students identify what they already know, what they need to know, and how and where to access new information that may lead to the resolution of the problem in other class. The learning environment perceptions were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Students’ creating attitude skills’ sustainable development toward physics were assessed with the Test Of Physics-Related Attitude (TOPRA) The term scaling was applied to the attempts to measure the attitude objectively with the TOPRA was used to assess students’ perceptions of their science attitude toward physics. Comparisons between pretest and posttest techniques were assessed students’ learning achievements on each their outcomes from each instructional model, differently. The results of these findings revealed that the efficiency of the PLB and the STEM based on criteria indicate that are higher than the standard level of the 80/80. Statistically, significant of students’ learning achievements to their later outcomes on the controlling and experimental physics class groups with the PLB and the STEM instructional designs were differentiated between groups at the .05 level, evidently. Comparisons between the averages mean scores of students’ responses to their instructional activities in the STEM education method are higher than the average mean scores of the PLB model. Associations between students’ perceptions of their physics classes to their attitudes toward physics, the predictive efficiency R2 values indicate that 77%, and 83% of the variances in students’ attitudes for the PLEI and the TOPRA in physics environment classes were attributable to their perceptions of their physics PLB and the STEM instructional design classes, consequently. An important of these findings was contributed to student understanding of scientific concepts, attitudes, and skills as evidence with STEM instructional ought to higher responding than PBL educational teaching. Statistically significant between students’ learning achievements were differentiated of pre and post assessments which overall on two instructional models.

Keywords: learning instructional managements, problem-based learning, STEM education, method, enhancement, students learning achievements, science attitude, physics classes

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Authors: K. A. Razhiyah

Abstract:

Disruptive behavior is a problem that is usually associated with those with autism. There is a need to overcome this behavioral problem because the negative impact of this problem does not only effect the social relation of the students but also can cause uneasiness to those around them. This condition will be worse if the techniques used failed to motivate students to change the behaviour. The purpose of this study was to determine the effect of the circus games technique on the disruptive behavior amongst students with autism. The positive results of the intervention that was carried out for three months show the reduction in disruptive behaviour, and also improvement in the turn-taking and focusing ability aspect. Positive changes shown by the students had an encouraging effect and in a way are helping them in the teaching and learning process.

Keywords: autism, desruptive behaviour, circus, effect

Procedia PDF Downloads 240

Authors: Ratna Elizabeth

Abstract:

Motivation is a very important factor since it contributes a lot to the students’ success in learning a language. Using authentic materials is believed as a mean of increasing the motivation. The materials define as authentic if they are not specifically written for the purpose of language teaching. They are genuine spoken or written language data which are drawn from many different sources. The intention of this study is to investigate the impact of using of authentic materials on students’ motivation. A single case study is conducted to the grade 9 students who learn Indonesian Language as a Foreign Language (ILFL) at an international school in Jakarta, Indonesia. Questionnaires are also distributed to the students to know their perceptions on the using of authentic materials. The results show that the using of authentic materials has increased the students’ motivation in learning the language.

Keywords: authentic materials, ILFL, language learning, motivation

Procedia PDF Downloads 379