Search results for: student evaluations

Authors: Yuan Liu, Hongyun Liu

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Teacher-student relationship plays an important role on facilitating students’ learning behavior, school engagement, and academic outcomes. It is believed that good relationship will enhance the human agency—the intrinsic motivation—mainly through the strengthening of autonomic support, feeling of relatedness, and the individual’s competence to increase the academic outcomes. This is in line with self-determination theory (SDT), which generally views that the intrinsic motivation imbedded with human basic needs is one of the most important factors that would lead to better school engagement, academic outcomes, and well-being. Based on SDT, the present study explored the relation of among teacher-student relationship (teacher’s encouragement, respect), students’ motivation (extrinsic and intrinsic), and achievement outcomes. The study was based on a large scale academic assessment and questionnaire survey conducted by the Center for Assessment and Improvement of Basic Education Quality in Mainland China (2013) on Grade 8 students. The results indicated that intrinsic motivation mediated the relation between teacher-student relationship and academic achievement outcomes.

Keywords: teacher-student relationship, intrinsic motivation, academic achievement, mediation

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Authors: Addion Nizori, Mursalin, Dharia Renathe, Lavlinesia, Fitry Tafzi

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Tempoyak was made from fermented durian flesh, which very popular among Jambi people Indonesia. This study aims to isolate and identification of bacteria developed during fermentations, determine physical-chemical properties of Tempoyak as the effect of adding salts at various concentration and the sensory evaluations of Tempoyak produced is also evaluated. The predominant microorganisms present in Tempoyak were Lactobacillus bacteria. The results also showed that the level of salts concentration has a significant effect on pH, lactic acid content, however, not has a significant impact on sensory evaluations. The best results were 3% of adding salts with the product properties of pH 3.64, lactic acid content 3.11% and overall acceptance score is 3.41.

Keywords: Tempoyak, fermented foods, salts, sensory

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Authors: Kathryn Watson

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In 2020 North Carolina passed legislation mandating all educators be trained in identifying, referring, and supporting students showing signs of mental health issues, drug use, suicidal ideation, and sex trafficking. This study collected survey responses from 226 educators in North Carolina to better understand their perspectives on the legislation and their self-efficacy in supporting student mental health needs. Key findings of the study reveal that the mandated trainings increased educator awareness of student mental health, and higher awareness was linked to higher self-efficacy in supporting student mental health needs. Additionally, the results showed that educators who identify as Black had lower levels of self-efficacy in supporting student mental health. Additionally, rural educators were least likely to support the legislation in comparison to their urban and suburban counterparts. These findings can help inform policymakers in evaluating the policy and district decision-makers in selecting and implementing school-based mental health training.

Keywords: school-based mental health, education policy, student health, North Carolina, K-12 education

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Authors: Thomas Roche, Erica Wilson, Elizabeth Goode

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Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of increasingly diverse student cohorts and shifting student learning preferences. This paper reports on a descriptive case study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters were replaced with a 6-week immersive block model drawing on active learning pedagogy. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on student performance data and senior management staff interviews (N = 5) to outline the key changes necessary for successful HE transformation to deliver increased student pass rates and retention. The findings from this case study indicate that an institutional transformation to an immersive block model requires both a considered change in institutional policy and process as well as the appropriate resourcing of roles, governance committees, technical solutions, and, importantly, communities of practice. Implications for practice at higher education institutions considering reforming their curriculum model are also discussed.

Keywords: student retention, immersive scheduling, block model, curriculum reform, active learning, higher education pedagogy, higher education policy

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Authors: Maria Poulou

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The study investigated how teachers’ self-rated Emotional Intelligence (EI), competence in implementing Social and Emotional Learning (SEL) skills and teaching efficacy relate to teacher-student relationships and students’ emotional and behavioral difficulties. Participants were 98 elementary teachers from public schools in central Greece. They completed the Self-Rated Emotional Intelligence Scale (SREIS), the Teacher SEL Beliefs Scale, the Teachers’ Sense of Efficacy Scale (TSES), the Student-Teacher Relationships Scale-Short Form (STRS-SF) and the Strengths and Difficulties Questionnaire (SDQ) for 617 of their students, aged 6-11 years old. Structural equation modeling was used to examine an exploratory model of the variables. It was demonstrated that teachers’ emotional intelligence, SEL beliefs and teaching efficacy were significantly related to teacher-student relationships, but they were not related to students’ emotional and behavioral difficulties. Rather, teachers’ perceptions of teacher-students relationships were significantly related to these difficulties. These findings and their implications for research and practice are discussed.

Keywords: emotional intelligence, social and emotional learning, teacher-student relationships, teaching efficacy

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Authors: Arvind Lal, Chumphila Bhutia, Bidhan Pradhan, Retika Sharma, Monisha Limboo

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There have been many proposals to optimize the students’ management system in higher education. Managing student attendance during lecture periods have become a difficult challenge. Manual calculation of attendance produces errors and wastes a lot of time. This proposed system manages the student’s attendance in a web portal and the records of the attendance will be stored in a database. The attendance of the students will be further forwarded to their HOD (Head OF Department), class teacher and their parents/guardians. This system will use MySQL for the database. The template of the website will be built using HTML and CSS (Cascading StyleSheet) code. JavaScript will be added to improve the use of the system. Student’s details will be stored in the database. Also, it will contain the details of the teachers according to their subjects and the classes they teach. The system will be responsive which can be used in mobile phones. Also, the development of this project will be user-friendly by facilitating with clear and understandable tabs. Hence, this website will be beneficial to institutes.

Keywords: website, student's attendance, MySQL database, HTML, CSS, PHP, JavaScript

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Authors: Ademola Ibukunolu Atanda, Gbenga Nathaniel Adeola

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The study examined awareness of child rights as a determinant of effective student personnel services in public secondary schools in Southwestern Nigeria. It was survey research. The sample comprised 433 teachers, 137 school administrators, and 968 students who were drawn by simple random sampling techniques. The respondents were given copies of questionnaires tagged “school administrator/teacher’s awareness of child’s rights and student personnel services elements inventory.” Key Informant Interview (KII) was also employed. The data were analysed using frequency count, percentages, weighted average, grand mean, standard deviation, and Pearson Product Moment Correlation, while KII was qualitatively analysed. The findings of the study revealed that public secondary school administrator awareness of child rights was at a moderate level, but the awareness of child rights was low among the teachers. The study equally revealed that student personnel services are moderately provided in public secondary schools in Southwestern Nigeria, but security remains a major challenge. It was also found that there was a significant relationship between awareness of child rights and effective student personnel services. It was therefore recommended, based on the findings, that attention should be given to heightening awareness of child rights among public secondary school administrators and teachers for effective student personnel services. Copies of the Child Right Act 2003 should also be made available in all public secondary schools in Southwestern Nigeria, as the study revealed that the documents were not available.

Keywords: student personnel, child right, administrator awareness, practice of child right

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Authors: Joaquin Navarro Perales, Ana Lidia Franzoni Velázquez, Francisco Cervantes Pérez

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The Mexican educational system faces diverse challenges related with the quality and coverage of education. The development of Intelligent Tutoring Systems (ITS) may help to solve some of them by helping teachers to customize their classes according to the performance of the students in online courses. In this work, we propose the adaptation of a functional ITS based on Bloom’s taxonomy called Sistema de Apoyo Generalizado para la Enseñanza Individualizada (SAGE), to measure student’s metacognition and their emotional response based on Marzano’s taxonomy. The students and the system will share the control over the advance in the course, so they can improve their metacognitive skills. The system will not allow students to get access to subjects not mastered yet. The interaction between the system and the student will be implemented through Natural Language Processing techniques, thus avoiding the use of sensors to evaluate student’s response. The teacher will evaluate student’s knowledge utilization, which is equivalent to the last cognitive level in Marzano’s taxonomy.

Keywords: intelligent tutoring systems, student modelling, metacognition, affective computing, natural language processing

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Authors: Aiman Turgaliyeva

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This study investigates the ethical boundaries of teacher-student relationships and their impact on educational outcomes in Kazakhstan. The significance of this research lies in understanding how ethical considerations within these relationships influence students' academic success, motivation, and engagement. Ethical pedagogy, as seen through the lens of Nel Noddings' Ethics of Care and Vygotsky's Cultural-Historical Activity Theory, forms the theoretical framework, emphasizing relational ethics and the socio-cultural context of learning. Methodologically, a mixed-methods approach is employed, combining quantitative surveys using the Teacher-Student Relationship Scale (TSRS) and qualitative interviews with teachers, students, and parents. The research aims to quantify relationship quality and explore lived experiences, integrating both data types for a comprehensive analysis. Preliminary findings suggest that culturally grounded ethical practices in teacher-student relationships foster better educational outcomes, highlighting the importance of empathy, care, and cultural sensitivity in Kazakhstan’s classrooms. The study concludes that a balance between maintaining ethical boundaries and promoting supportive relationships is key to enhancing both academic and socio-cultural student development.

Keywords: ethics, teacher-student relationships, educational outcomes, perception, Kazakhstani context, qualitative research

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Authors: Rachel C. F. Sun

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This study aimed to examine the similarities and differences between teachers’ and students’ causal explanations of classroom misbehavior. In-depth semi-structured interviews were conducted with twelve teachers and eighteen Grade 7-9 students. The qualitative data were analyzed, in which the attributed causes of classroom misbehavior were categorized into student, family, school, and peer factors. Findings showed that both interviewed teachers and students shared similarity in attributing to student factors, such as ‘fun and pleasure seeking’ and ‘attention seeking’ as the leading causes of misbehavior. However, the students accounted to school factors, particularly ‘boring lessons’ as the next attributed causes, while the teachers accounted to family factors, such as ‘lack of parent demandingness’. By delineating the factors at student, family, school, and peer levels, these findings help drawing corresponding implications for preventing and mitigating misbehavior in school.

Keywords: causal explanation, misbehavior, student, teacher

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Authors: Rosaline Govender, Shubnam Rambharos

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Universities are, to a certain extent, the source of under-preparedness ideologically, structurally, and pedagogically, particularly since organizational cultures often alienate students by failing to enable epistemological access. This is evident in the unsustainably low graduation rates that characterize South African higher education, which indicate that under 30% graduate in minimum time, under two-thirds graduate within 6 years, and one-third have not graduated after 10 years. Although the statistics for the Faculty of Accounting and Informatics at the Durban University of Technology (DUT) in South Africa have improved significantly from 2019 to 2021, the graduation (32%), throughput (50%), and dropout rates (16%) are still a matter for concern as the graduation rates, in particular, are quite similar to the national statistics. For our students to succeed, higher education should take a multi-pronged approach to ensure student success, and student engagement is one of the ways to support our students. Student engagement depends not only on students’ teaching and learning experiences but, more importantly, on their social and academic integration, their sense of belonging, and their emotional connections in the institution. Such experiences need to challenge students academically and engage their intellect, grow their communication skills, build self-discipline, and promote confidence. The aim of this mixed methods study is to explore the multi-pronged nature of student success within the Faculty of Accounting and Informatics at DUT and focuses on the enabling and constraining factors of student success. The sources of data were the Mid-year student experience survey (N=60), the Hambisa Student Survey (N=85), and semi structured focus group interviews with first, second, and third year students of the Faculty of Accounting and Informatics Hambisa program. The Hambisa (“Moving forward”) focus area is part of the Siyaphumelela 2.0 project at DUT and seeks to understand the multiple challenges that are impacting student success which create a large “middle” cohort of students that are stuck in transition within academic programs. Using the lens of the sociocultural influences on student engagement framework, we conducted a thematic analysis of the two surveys and focus group interviews. Preliminary findings indicate that living conditions, choice of program, access to resources, motivation, institutional support, infrastructure, and pedagogical practices impact student engagement and, thus, student success. It is envisaged that the findings from this project will assist the university in being better prepared to enable student success.

Keywords: social and academic integration, socio-cultural influences, student engagement, student success

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Authors: Kerri Alderson

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There is pervasive awareness by post secondary faculty that written feedback on course assignments is inconsistently reviewed by students. In order to support student success and growth, a novel method of providing feedback was sought, and screen casting - short, narrated “movies” of audio visual instructor feedback on students’ scholarly papers - was provided as an alternative to traditional means. An overview of the teaching and learning experience as well as the user-friendly software utilized will be presented. This study covers an overview of this more direct, student-centered medium for providing feedback using technology familiar to post secondary students. Reminiscent of direct personal contact, the personalized video feedback is positively evaluated by students as a formative medium for student growth in scholarly writing.

Keywords: education, pedagogy, screen casting, student feedback, teaching and learning

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Authors: W.Appamana, S. Jantasee, P. Siwarasak, T. Mueansichai, C. Kaewbuddee

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Heat transfer is important in chemical engineering field. We have to know how to predict rates of heat transfer in a variety of process situations. Therefore, heat transfer learning is one of the greatest challenges for undergraduate students in chemical engineering. To enhance student learning in classroom, active-learning method was proposed in a single classroom, using problems based on videos and creating video, think-pair-share and jigsaw technique. The result shows that active learning method can prevent copying of the solutions manual for students and improve average examination scores about 5% when comparing with students in traditional section. Overall, this project represents an effective type of class that motivates student-centric learning while enhancing self-motivation, creative thinking and critical analysis among students.

Keywords: active learning, student-created video, self-motivation, creative thinking

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Authors: Prapoj Na Bangchang

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This research aimed to study the satisfaction of university students on the Suan Sunandha Rajabhat University television station. The sample were 250 undergraduate students from Year 1 to Year 4. The tool used to collect data was a questionnaire. Statistics used in data analysis were percentage, mean and standard deviation. The results showed that student satisfaction on the University's television station location received high score, followed by the number of devices, and the content presented received the lowest score. Most students want the content of the programs to be improved especially entertainment content, followed by sports content.

Keywords: student satisfaction, university TV channel, media, broadcasting

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Authors: Aliya Moreira, Blake Duffy, Sam Kosinski, Kate Heckman, Erika Steensma

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Introduction: The One Health initiative promotes recognition of the interrelatedness between people, animals, plants, and their shared environment. The field of comparative medicine studies the similarities and differences between humans and animals for the purpose of advancing medical sciences. Currently, medical school education is narrowly focused on human anatomy and physiology, but as the COVID-19 pandemic has demonstrated, a holistic understanding of health requires comprehension of the interconnection between health and the lived environment. To prepare future physicians for unique challenges from emerging zoonoses to climate change, medical students can benefit from exposure to and experience with One Health and Comparative Medicine content. Methods: In January 2020, an elective course for medical students on One Health and Comparative Medicine was created to provide medical students with the background knowledge necessary to understand the applicability of animal and environmental health in medical research and practice. The 2-week course was continued in January 2021, with didactic and experiential activities taking place virtually due to the COVID-19 pandemic. In response to student feedback, lectures were added to expand instructional content on zoonotic and wildlife diseases for the second iteration of the course. Other didactic sessions included interprofessional lectures from 20 physicians, veterinarians, public health professionals, and basic science researchers. The first two cohorts of students were surveyed regarding One Health and Comparative Medicine concepts at the beginning and conclusion of the course. Results: 16 medical students have completed the comparative medicine course thus far, with 87.5% (n=14) completing pre-and post-course evaluations. 100% of student respondents indicated little to no exposure to comparative medicine or One Health concepts during medical school. Following the course, 100% of students felt familiar or very familiar with comparative medicine and One Health concepts. To assess course efficacy, questions were evaluated on a five-point Likert scale. 100% agreed or strongly agreed that learning Comparative Medicine and One Health topics augmented their medical education. 100% agreed or strongly agreed that a course covering this content should be regularly offered to medical students. Conclusions: Data from the student evaluation surveys demonstrate that the Comparative Medicine course was successful in increasing medical student knowledge of Comparative Medicine and One Health. Results also suggest that interprofessional training in One Health and Comparative Medicine is applicable and useful for medical trainees. Future iterations of this course could capitalize on the inherently interdisciplinary nature of these topics by enrolling students from veterinary and public health schools into a longitudinal course. Such recruitment may increase the course’s value by offering multidisciplinary student teams the opportunity to conduct research projects, thereby strengthening both the individual learning experience as well as sparking future interprofessional research ventures. Overall, these efforts to educate medical students in One Health topics should be reproducible at other institutions, preparing more future physicians for the diverse challenges they will encounter in practice.

Keywords: medical education, interprofessional instruction, one health, comparative medicine

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Authors: Melissa C. LaDuke

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The overarching purpose of this study was to determine the relationship between the current format of online delivery for Defense Acquisition University (DAU) courses and Air Force Acquisition (AFA) personnel participation. AFA personnel (hereafter named “student”) were particularly of interest, as they have been mandated to take anywhere from 3 to 30 online courses to earn various DAU specialization certifications. Participants in this qualitative case study were AFA personnel who pursued DAU certifications in science and technology management, program/contract management, and other related fields. Air Force personnel were interviewed about their experiences with online courses. The data gathered were analyzed and grouped into 12 major themes. The themes tied into the theoretical framework and spoke to either teacher-centered or student-centered educational practices within Defense Acquisitions University. Based on the results of the data analysis, various factors contributed to student perceptions of DAU courses, including the online course construct and relevance to their job. The analysis also found students want to learn the information presented but would like to be able to apply the information learned in meaningful ways.

Keywords: educational theory, computer-based training, interview, student perceptions, online course design, teacher positionality

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Authors: Marlon B. Espedillon

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This qualitative study examines practice teaching as an important component of teacher education and its entanglement with the teacher quality discourse. How the key actors -student teachers, supervising instructors, cooperating teachers, and school principals- construe teacher quality is essential in understanding how the student teachers articulate their voices and challenge the cultural myths in teacher education. The ethnographic method of research was used to provide an ecological picture of field experiences. Three cultural myths were uncovered based on the thematic analysis of the interview transcripts, observations, and documents.

Keywords: teacher quality, practice teaching, student teacher agency, cultural myths

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Authors: M. T. Becerra, F. Martín, P. Gutiérrez, S. Cubo, E. Iglesias, A. A. Sáenz del Castillo, P. Cañamero

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The consolidation of the European Higher Education Area (EHEA) in universities has led to significant changes in student training. This paper, part of a Teaching Innovation Project, starts from new training requirements that are fit within Undergraduate Thesis Project, a subject that culminate student learning. Undergraduate Thesis Project is current assessment system that weigh the student acquired training in university education. Students should develop a range of cross curricular competences such as public presentation of ideas, problems and solutions both orally and writing in Undergraduate Thesis Project. Specifically, we intend with our innovation proposal to provide resources that enable university students from Teacher Degree in Education Faculty of University of Extremadura (Spain) to develop the cross curricular competence of public speaking.

Keywords: interaction, public speaking, student, university

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Authors: B. O. Diyaolu

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The web created by sport in academics has made it difficult for it to be separated from adolescent educational development. The enthusiasm expressed towards sport by students in higher institutions is quite enormous. Primarily, academic performance should be the pride of all students but whether sports affect the academic performance of student-athletes remain an unknown fact. This study investigated the influence of sports participation on academic performance among Afe Babalola University student-athletes. Ex post facto research design was used. Two groups of students were used for the study; Student-athlete (SA) and Regular Students (RS). Purposive sampling technique was used to select 224 student-athletes, only those that are regular in the university sports team training were considered and their records (i.e. name, department, level, matriculation number, and phone number) were collected through the assistance of their coaches. For the regular students, purposive sampling technique was used to select 224 participants, only those that have no interest in sports were considered and their records were retrieved from the college registration officer. The first and second semester examination results of the two groups were compared in 10 general study courses without their knowledge, using descriptive statistics of frequency counts, mean, and standard deviation. Out of the 10 compared courses, 7 courses result showed no significant difference between students-athlete and regular students while student-athletes perform better in 3 practically oriented courses. Sports role in academics is quite significant. Exposure to sports can help build the confidence that athletes need especially when it comes to practical courses. Student-athletes can perform better in academics if the environment is friendly and not intimidating. Lecturers and coaches need to work together in order to build a well cultured and intelligent graduate.

Keywords: academic performance, regular students, sports participation, student-athlete, university sports team

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Authors: Jarrod Sio Jyh Lih

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This paper discusses the factors contributing to student achievement in literacy and numeracy in primary schools within Sibu division. The study involved 694 level 1 primary schoolteachers. Using descriptive statistics, the study observed high levels of practice for teacher efficacy, instructional leadership and professional learning communities (PLCs). The differences between gender, teaching experience and academic qualification were analyzed using the t-test and one-way analysis of variance (ANOVA). The study reported significant differences in respondent perceptions based on teaching experience vis-à-vis teacher efficacy. Here, the post hoc Tukey test revealed that efficaciousness grows with experience. A correlation test observed positive and significant correlations between all independent variables. Binary logistic regression was applied to predict the independent variables’ influence on student achievement. The findings revealed that a dimension of instructional leadership – ‘monitoring student progress’ - emerged as the best predictor of student achievement for literacy and numeracy. The result indicated the students were more than 4 times more likely to achieve the national key performance index for both literacy and numeracy when student progress was monitored. In conclusion, ‘monitoring student progress’ had a positive influence on students’ achievement for literacy and numeracy, hence making it a possible course of action for school heads. However, more comprehensive studies are needed to ascertain its consistency within the context of Malaysia.

Keywords: efficacy, instructional, literacy, numeracy

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Authors: Victoria Appatova

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internal and external, that are largely shaped by the student’s perceptions. Since 2006, the ELE concept has been studied by an international group of scholars through the creation of an ELE survey which was administered in nine countries and translated into five languages. The survey compares students’ perceptions of their learning environments and self-efficacy across A student’s effective learning environment (ELE) is comprised of multiple factors, both cultures as well as distinguishes similarities and differences in the students’ needs related to their learning. The main objectives of this international project include the following: Determine a system of components constituting ELE from the perspective of students and other academic populations Analyze students’ expectations, and their chances to succeed in college based on their expectations Conceptualize a comprehensive approach for assessing the effectiveness of a learning environment Compare the actualization of the ELE concept in American schools versus other national educational systems Compare student perceptions of ELE with those of faculty, administrators, and professional staff Four major factors influencing student learning across cultures and various national educational systems were determined: students’ initiative in using support services; learning skills; external comfort; and curriculum. Recent changes in the students’ perceptions, resulting from technology advances and a rapid shift to online learning, are being explored. The findings call for administrative and pedagogical actions which would cultivate more equitable education systems.

Keywords: learning environment, student perception, global perspectives, self-efficacy

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Authors: Mohamad Musa, Khaldoun Aldiabat, Chelsea McLellan

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In higher education, academic advising and counseling are pivotal for guiding students towards successful academic and professional trajectories. Within this landscape, professors play a critical role as academic advisors, offering guidance and support to students navigating their educational journey. This study endeavors to delve into the effectiveness of professors in this capacity through a comprehensive quantitative survey. Amidst the research objectives lies a profound exploration of students' perceptions regarding professors' effectiveness as academic advisors. Additionally, the study aims to elucidate the nuanced strengths and limitations inherent in professors' advisory roles. Through meticulous examination, the research seeks to uncover the profound impact of professors' engagement on student academic accomplishments and contentment. Moreover, it will scrutinize the requisite qualifications, training, and support mechanisms necessary for professors to excel in advisory roles. Utilizing a quantitative survey methodology, this research will gather invaluable insights into students' perspectives on professors' advisory competencies. Rigorous statistical analysis of survey responses will illuminate the efficacy of professors as academic advisors. The survey instrument will intricately measure diverse dimensions such as students' satisfaction levels with advisory sessions, the perceived efficacy of advice rendered by professors, and the holistic influence of professors' involvement on academic triumphs. Anticipated outcomes encompass a meticulous quantitative evaluation of professors' efficacy in academic advisory roles. Moreover, the research endeavors to delineate areas of proficiency and areas necessitating refinement within professors' advisory practices. Through these efforts, the study aims to provide valuable insights that can inform strategies for enhancing professors' advisory practices and optimizing the support systems available to students in higher education institutions. The study seeks to go beyond surface-level evaluations by delving into the intricate relationship between professors' involvement in academic advising and student academic outcomes. By unraveling this complex interplay, the research endeavors to shed light on the mechanisms through which professors' guidance impacts students' academic success, satisfaction, and overall educational experience.

Keywords: academic advising, professors, effectiveness, quantitative survey, student outcomes

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Authors: Emmanuel Osaze Oshoiribhor, Adetokunbo MacGregor John-Otumu

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There has been a need in recent years to predict student academic achievement prior to graduation. This is to assist them in improving their grades, especially for those who have struggled in the past. The purpose of this research is to use supervised learning techniques to create a model that predicts student academic progress. Many scholars have developed models that predict student academic achievement based on characteristics including smoking, demography, culture, social media, parent educational background, parent finances, and family background, to mention a few. This element, as well as the model used, could have misclassified the kids in terms of their academic achievement. As a prerequisite to predicting if the student will perform well in the future on related courses, this model is built using a logistic regression classifier with basic features such as the previous semester's course score, attendance to class, class participation, and the total number of course materials or resources the student is able to cover per semester. With a 96.7 percent accuracy, the model outperformed other classifiers such as Naive bayes, Support vector machine (SVM), Decision Tree, Random forest, and Adaboost. This model is offered as a desktop application with user-friendly interfaces for forecasting student academic progress for both teachers and students. As a result, both students and professors are encouraged to use this technique to predict outcomes better.

Keywords: artificial intelligence, ML, logistic regression, performance, prediction

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Authors: Amit Kumar, Rajdeep Chakrabarty, Ganesh Gupta

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This paper illustrates the detailed accreditation process of Accreditation Board of Engineering and Technology (ABET) for accrediting engineering and Technology programs. ABET is a non-governmental agency that accredits engineering and technology, applied and natural sciences, and computing sciences programs. ABET was founded on 10th May 1932 and was founded by Institute of Electrical and Electronics Engineering. International industries accept ABET accredited institutes having the highest standards in their academic programs. In this accreditation, there are eight criteria in general; criterion 1 describes the student outcome evaluations, criteria 2 measures the program's educational objectives, criteria 3 is the student outcome calculated from the marks obtained by students, criteria 4 establishes continuous improvement, criteria 5 focus on curriculum of the institute, criteria 6 is about faculties of this institute, criteria 7 measures the facilities provided by the institute and finally, criteria 8 focus on institutional support towards staff of the institute. In this paper, we focused on the calculative part of each criterion with equations and suitable examples, the files and documentation required for each criterion, and the total workflow of the process. The references and the values used to illustrate the calculations are all taken from the samples provided at ABET's official website. In the final section, we also discuss the criterion-wise score weightage followed by evaluation with timeframe and deadlines.

Keywords: Engineering Accreditation Committee, Computing Accreditation Committee, performance indicator, Program Educational Objective, ABET Criterion 1 to 7, IEEE, National Board of Accreditation, MOOCS, Board of Studies, stakeholders, course objective, program outcome, articulation, attainment, CO-PO mapping, CO-PO-SO mapping, PDCA cycle, degree certificates, course files, course catalogue

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Authors: Lin Xie, Yang Wang

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An extensive body of research studies suggest that students, teachers, and supervisors can enhance the likelihood of reaching their goals by improving their communication skills. It is highly important to learn how and when to provide different kinds of feedback, e.g. anticipatory, corrective and positive) will gain better result and higher morale. The purpose of this mixed methods research is twofold: 1) To find out what factors affect effective communication among different stakeholders and how these factors affect student learning2) What are the good practices for improving communication among different stakeholders and improve student achievement. This presentation first begins with an introduction to the recent research on Marshall’s Nonviolent Communication Techniques (NVC), including four important components: observations, feelings, needs, requests. These techniques can be effectively applied at all levels of communication. To develop an in-depth understanding of the relationship among different techniques within, this research collected, compared, and combined qualitative and quantitative data to better improve communication and support student learning.

Keywords: education, communication, psychology, student learning, language teaching

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Authors: Mawuli M. Sedegah, Emmanuel O. Sarpong, Ernest Y. Acheampong

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Sports injuries among student-athletes in high schools have become prevalent in most developing countries. The study explores the risk factors influencing sports injuries and identify those sustained among high schools’ competitions in the Akuapem Municipality. Drawing on literature from sports injuries, 610 student-athletes were used to understand how they sustained various injuries during schools’ sports and games. Using a cross-sectional survey, the study reveals how wounds, knee injury, muscle cramps, and thigh injury are common injuries in the municipality. The physiological factor was rampant, resulting from the number of games played by student-athletes, which significantly influenced sprain, strain, dislocation, and nose bleeding injuries among them. Results recorded a low correlation accounting for 9% occurrence of sports injuries in the Akuapem Municipality. Further study can be done in the other districts to have a general approach to remedy some of these sports injuries.

Keywords: common injuries, physiological factors, sports injuries, student-athletes

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Authors: Hui-Yu Peng, Hsiu-I Hsueh, Li-Ming Chen

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Most studies focused on bullying behaviors among students, however few research concerns about teachers’ bullying behaviors against students. In order to have more understandings and reduce teacher bullying, it is important to examine what factors may affect teachers’ bullying behaviors. This study aimed to explore the connections between different psychological variables and teacher bullying. Four variables, neuroticism, extraversion, teacher-student relationship, and belief in a just world for others (BJW-others), were selected in this study. Four hundred and five elementary and secondary school teachers in Taiwan endorsed the self-reported surveys. Multiple regression method was used to analyze data. Results revealed that teachers’ BJW-others and extraversion did not have significant correlations with teacher bullying scores. However, closed teacher-student relationship and neuroticism can negatively and positively predict teachers’ bullying behaviors against students, respectively. Implications for preventing teacher bullying were discussed at the end of this study.

Keywords: belief in a just world for others, big five personality traits, teacher bullying, teacher-student relationship

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Authors: Joanne Danker, Iva Strnadová, Therese Cumming

Abstract:

As a consequence of the increased evidence of the bi-directional relationship between student well-being and positive educational outcomes, there has been a surge in the number of research studies dedicated to understanding the notion of student well-being and the ways to enhance it. In spite of these efforts, the concept of student well-being remains elusive. Additionally, studies on student well-being mainly consulted adults' perspectives and failed to take into account students' views, which if considered, could contribute to a clearer understanding of the complex concept of student well-being. Furthermore, there is a lack of studies focusing on the well-being of students with autism spectrum disorder (ASD), and these students continue to fare worse in post-school outcomes as compared to students without disabilities, indicating a significant gap in the current research literature. Findings from research conducted on students without disabilities may not be applicable to students with ASD as their educational experiences may differ due to the characteristics associated with ASD. Thus, the purpose of this study was to explore how students with ASD, their parents, and teachers conceptualise student well-being. It also aims to identify the barriers and assets of the well-being of these students. To collect data, 19 teachers and 11 parents participated in interviews while 16 high school students with ASD were involved in a photovoice project regarding their well-being in school. Grounded theory approaches such as open and axial coding, memo-writing, diagramming, and making constant comparisons were adopted to analyse the data. All three groups of participants conceptualised student well-being as a multidimensional construct consisting of several domains. These domains were relationships, engagement, positive/negative emotions, and accomplishment. Three categories of barriers were identified. These were environmental, attitudes and behaviours of others, and impact of characteristics associated with ASD. The identified internal assets that could contribute to student well-being were acceptance, resilience, self-regulation, and ability to work with others. External assets were knowledgeable and inclusive school community, and having access to various school programs and resources. It is crucial that schools and policymakers provide ample resources and programs to adequately support the development of each identified domain of student well-being. This could in turn enhance student well-being and lead to more successful educational outcomes for students with ASD.

Keywords: autism spectrum disorder, grounded theory approach, school experiences, student well-being

Procedia PDF Downloads 288

Authors: Emmanuel Osaze Oshoiribhor, Adetokunbo MacGregor John-Otumu

Abstract:

In recent years, there has been a desire to forecast student academic achievement prior to graduation. This is to help them improve their grades, particularly for individuals with poor performance. The goal of this study is to employ supervised learning techniques to construct a predictive model for student academic achievement. Many academics have already constructed models that predict student academic achievement based on factors such as smoking, demography, culture, social media, parent educational background, parent finances, and family background, to name a few. This feature and the model employed may not have correctly classified the students in terms of their academic performance. This model is built using a logistic regression classifier with basic features such as the previous semester's course score, attendance to class, class participation, and the total number of course materials or resources the student is able to cover per semester as a prerequisite to predict if the student will perform well in future on related courses. The model outperformed other classifiers such as Naive bayes, Support vector machine (SVM), Decision Tree, Random forest, and Adaboost, returning a 96.7% accuracy. This model is available as a desktop application, allowing both instructors and students to benefit from user-friendly interfaces for predicting student academic achievement. As a result, it is recommended that both students and professors use this tool to better forecast outcomes.

Keywords: artificial intelligence, ML, logistic regression, performance, prediction

Procedia PDF Downloads 97

Authors: Fani Firmahandari

Abstract:

The development learning module physics based on guided inquiry approach on model cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat. The research development aimed to produce physics learning module based on guided cooperative learning type STAD (Student Team Achievement Division) in the main subject of temperature and heat to the student in X class. The research method used Research and Development approach. The development procedure of this module includes potential problems, data collection to meet the need, product design, and feasibility of this module. The impact of learning can be seen or observed clearly when the learning process takes place, the teachers or the students already implemented measures cooperative learning model type STAD, so that the learning process goes well, the interaction of teachers and students, students with student looks good, besides that students can interact and work together in group.

Keywords: cooperative learning type STAD (student team achievement division), development, inquiry, interaction students

Procedia PDF Downloads 360