Search results for: college students’ performance

Authors: Long-Shan Wu, Ming-Chen Ko, Chien-Chang Ho, Po-Fu Lee, Li-Yun Chen, Ching-Yu Tseng

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The purpose of this study was to determine whether progressive aerobic exercise intensity effects the changes in insulin resistance indicators among obese college students in Taiwan. Forty-eight obese subjects [body mass index (BMI) ≧ 27 kg/m2, aged 18-26 years old] were randomized into four equal groups (n = 12): light-intensity training group (LITG): 40-50% of their heart rate reserve (HRR); middle-intensity training group (MITG): 50-70% of their HRR; high-intensity training group (HITG): 70-80% of their HRR, and control group (CG). The aerobic exercise training program was performed 60 minutes per day on a treadmill three days/week in a training period of 12 weeks. All subjects’ anthropometric data, blood biochemical parameters, and health-related physical fitness components were measured at baseline and after 12 weeks. At baseline, all insulin resistance indicators did not differ significantly among the four groups (p > 0.05). After 12-week exercise intervention, the HITG had significantly more changes in insulin level than the MITG, LITG, and CG. Our findings suggested that a short-term aerobic exercise program can play an important role in improving insulin resistance indicators; either middle-intensity training significantly increases the insulin level, but the high-intensity exercise training program effectively improves obese college students’ insulin resistance.

Keywords: aerobic training, exercise intensity, insulin resistance, obesity

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Authors: Peter Ecke

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This research presents insights from a questionnaire study and autobiographic narrative analyses about the language and cultural backgrounds, challenges, interests, and needs, as well as perceptions about bilingualism and language learning of undergraduate students at a Public University in the southwestern United States. Participants were 650 students, enrolled in college-level general education courses, entitled “Becoming multilingual: Learning and maintaining two or more languages” between 2020 and 2024. Data were collected via pre- and post-course questionnaires administered online through the Qualtrix XM platform and complemented with analyses of excerpts from autobiographical narratives that students produced as part of the course assignments. Findings, for example, show that course participants have diverse linguistic backgrounds. The five most frequently reported L1s were English (about 50% of course participants), Spanish, Arabic, Mandarin, and Korean (in that order). The five most frequently reported L2s were English, Spanish, French, ASL, Japanese, German, and Mandarin (in that order). Participants also reported on their L2, L3, L4, and L5 if applicable. Most participants (over 60%) rated themselves bilingual or multilingual whereas 40% considered themselves to be monolingual or foreign language learners. Only about half of the participants reported feeling very or somewhat comfortable with their language skills, but these reports changed somewhat from the pre- to the post-course survey. About half of participants were mostly interested in learning how to effectively learn a foreign language. The other half of participants reported being most curious about learning about themselves as bi/multilinguals, (re)learning a language used in childhood, learning how to bring up a child as a bi/multilingual or learning about people who speak multiple languages (distributed about evenly). Participants’ comments about advantages and disadvantages of being bilingual remained relatively stable but their agreement with common myths about bilingualism and language learning changed from the pre- to the post-course survey. Students’ reflections in the autobiographical narratives and comments in (institutionally administered) anonymous course evaluations provided additional data on students’ concerns about their current language skills and uses as well as their perceptions about learning outcomes and the usefulness of the general education course for their current and future lives. It is hoped that the presented findings and discussion will spark interest among colleagues in offering similar courses as a resource for college students (and possibly other audiences), including those from migrant, indigenous, multilingual, and multicultural communities to contribute to a more harmonious bilingualism and well-being of college students who are or inspire to become bi-or multilingual.

Keywords: autobiographic narratives, general education university course, harmonious bilingualism and well-being, multilingualism, questionnaire study

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Authors: Farina Yasmin

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Motivation is an important issue in an EFL setting where very little exposure to English in everyday life is clearly evident. In Bangladesh, English is taught as a foreign language. Language teachers cannot effectively teach a language if they do not understand the relationship between motivation and its effect on foreign language learning. The main purpose of this research is to explore the fact why HSC students are less motivated towards English language learning, what factors are affecting motivation, how to motivate them and the role of motivation in their success. The research questions were (a) what are the reasons of lack of motivation? and (b) what are the impacts of motivation on English language learning? The study was both qualitative and quantitative in nature. The data was collected via pretest - posttest, interviews, and a questionnaire on the five point Likert scale. Triangulation of the data was made for the validity of the research. The population of this research consisted of 50 HSC level students from Jatir Janak Bangabandhu Sheikh Mujibur Rahman Government College, Dhaka, Bangladesh. The data was analyzed with means, comparison and t-test. The results showed that there is a strong relation between motivation and success in foreign language learning. Finally, some pedagogical implications and suggestions were presented to arouse the students’ motivation to learn English.

Keywords: EFL, HSC, motivation, success

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Authors: Eddiebal P. Layco

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The purpose of this study is to describe students' virtual classroom relationships in terms of their relationship to their peers and teachers; academic resilience; and performance. Further, the researcher wants to examine if these virtual classroom relations predict students' resilience and performance in their academics. The data were collected from 720 junior and senior high school or grade 7 to 12 students in selected state universities and colleges (SUCs) in Region III offering online or virtual classes during S.Y. 2020-2021. Results revealed that virtual classroom relationships such as teacher-student and peer relationships predict academic resilience and performance. This implies that students' academic relations with their teachers and peers have something to do with their ability to bounce back and beat the odds amidst challenges they faced in the online or virtual learning environment. These virtual relationships significantly influence also their academic performance. Adequate teacher support and positive peer relations may lead to enhanced academic resilience, which may also promote a meaningful and fulfilled life academically. Result suggests that teachers should develop their students' academic resiliency and maintain good relationships in the classroom since these results in academic success.

Keywords: virtual classroom relationships, teacher-pupil relationship, peer-relationship, academic resilience, academic performance

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Authors: JaeYoon Park

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The ability to communicate effectively across different cultures is a necessary skill in today’s increasingly globalized world. Intercultural communication competency (ICC) is a way of being that benefits all members of a society in their living, learning, and working environments as well as in the context of mediated communications. This study examines the effects of self-reflection processes on the improvement of intercultural communication skills focusing on college students at the University of Arkansas-Fort Smith. A total of sixty-nine students’ works were analyzed based on the data collected in the past three years (2016, 2017 and 2018). The students in the ‘Culture and Communication’ class, each spring, completed the Diversity Awareness Profile (DAP) survey as a pre- and post-test for the course. DAP is a self-assessment tool designed by Karen Stinson and widely used in college classes, companies, and organizations to evaluate an individual’s behaviors in various intercultural settings. It can assist individuals in becoming more aware of diversity issues and also provide a foundation for developing strategies for modifying any undesirable behavior they may discover in the assessment. In addition to the DAP surveys, the students also submitted self-reflection essays that discussed their own scores. The University of Arkansas-Fort Smith is a small regional university located in the Bible Belt of the United States. White, Christian, working-class students dominate its student population. The students, whose data were collected, were predominantly seniors in college majoring in either Media Communication or International Business. Approximately, 80% of the students increased their scores, and 42% of them moved forward to a new category. The findings also indicate that the students in the underrepresented groups (i.e., women, minority, and international students) show less change in their scores and behaviors than the rest of the students (i.e., white heterosexual male students). These findings, in most part, result from the fact that the underrepresented students were already aware of diversity and intercultural issues through their personal experiences before taking the class. The white heterosexual male students demonstrated the greatest improvements, judging from their DAP scores (pre- and post-tests) and self-reflection essays. Through the class assignments and discussions, which emphasized critical thinking and self-reflection, the latter group of students not only became more aware of the meaning of their own words and behaviors, but they were also able to develop greater proficiency in intercultural communication. This e-poster presentation will analyze the findings of this research data, and also discuss the pedagogical implications of such results.

Keywords: cross-cultural communication, diversity awareness survey, self-reflection, underrepresented students

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Authors: Indhumathi Gopal, Ashley Johnson

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Social media use for communication among college student-athletes is growing. There is little research on student-athletes use of Blogs, one of the online communication tool outlets. Twenty-seven student-athletes, aged 18-24 years completed a student perception questionnaire which assessed demographics, the effect of blogging on college student-athletes self-concept, the correlation of age, GPA and blogging as well as the training students received in the use of social media. Descriptive statistics and Pearson correlations were analyzed examined. Results indicated a significant correlation between use of Blogs and student age (p < .01) and student GPA earned (p < .01). With respect to self-concept, results suggest that blogging could be a useful tool for communication but can present challenges, could affect student self-esteem either, positively or negatively. The training student-athletes received in the use of social media was not adequate. College athletes’ can more easily divulge information about their personal lives and opinions on social media and challenge the athletic programs and their own future. The findings of the study suggest implications for student-athletes to be better prepared for the current media climate.

Keywords: college student-athletes, self-concept, use of social media training, social networking

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Authors: Yuqing Zou, Chunrui Zou, Yichong Cao

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Previous research has revealed relationships between self-efficacy (SE), engagement, and academic achievement among students in Western countries, but these relationships remain unknown in college math courses among college students in China. In addition, previous research has shown that test anxiety has a direct effect on engagement and academic achievement. However, how test anxiety affects the relationships between SE, engagement, and academic achievement is still unknown. In this study, the authors aimed to explore the mediating roles of behavioral engagement (BE), emotional engagement (EE), and cognitive engagement (CE) in the association between SE and academic achievement and the moderating role of test anxiety in college math courses. Our hypotheses are that the association between SE and academic achievement was mediated by engagement and that test anxiety played a moderating role in the association. To explore the research questions, the authors collected data through self-reported surveys among 147 students at a northwestern university in China. Self-reported surveys were used to collect data. The motivated strategies for learning questionnaire (MSLQ) (Pintrich, 1991), the metacognitive strategies questionnaire (Wolters, 2004), and the engagement versus disaffection with learning scale (Skinner et al., 2008) were used to assess SE, CE, and BE and EE, respectively. R software was used to analyze the data. The main analyses used were reliability and validity analysis of scales, descriptive statistics analysis of measured variables, correlation analysis, regression analysis, and structural equation modeling (SEM) analysis and moderated mediation analysis to look at the structural relationships between variables at the same time. The SEM analysis indicated that student SE was positively related to BE, EE, and CE and academic achievement. BE, EE, and CE were all positively associated with academic achievement. That is, as the authors expected, higher levels of SE led to higher levels of BE, EE, and CE, and greater academic achievement. Higher levels of BE, EE, and CE led to greater academic achievement. In addition, the moderated mediation analysis found that the path of SE to academic achievement in the model was as significant as expected, as was the moderating effect of test anxiety in the SE-Achievement association. Specifically, test anxiety was found to moderate the association between SE and BE, the association between SE and CE, and the association between EE and Achievement. The authors investigated possible mediating effects of BE, EE, and CE in the associations between SE and academic achievement, and all indirect effects were found to be significant. As for the magnitude of mediations, behavioral engagement was the most important mediator in the SE-Achievement association. This study has implications for college teachers, educators, and students in China regarding ways to promote academic achievement in college math courses, including increasing self-efficacy and engagement and lessening test anxiety toward math.

Keywords: academic engagement, self-efficacy, test anxiety, academic achievement, college math courses, behavioral engagement, cognitive engagement, emotional engagement

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Authors: Langa Hendrick Musawenkosi, Twala Bhekisipho

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The success or failure of students is a concern for every academic institution, college, university, governments and students themselves. Several approaches have been researched to address this concern. In this paper, a view is held that when a student enters a university or college or an academic institution, he or she enters an academic environment. The academic environment is unique concept used to develop the solution for making predictions effectively. This paper presents a model to determine the propensity of a student to succeed or fail in the French South African Schneider Electric Education Center (FSASEC) at the Vaal University of Technology (VUT). The Decision Tree algorithm is used to implement the model at FSASEC.

Keywords: FSASEC, academic environment model, decision trees, k-nearest neighbor, machine learning, popularity index, support vector machine

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Authors: Hala Shaari, Nuredin Ahmed

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Teaching computer programming is recognized to be difficult and a real challenge. The biggest problem faced by novice programmers is their lack of understanding of basic programming concepts. A visualized learning tool was developed and used by volunteered first-year students for two semesters. The purposes of this paper are firstly, to emphasize factors which directly affect the performance of our students negatively. Secondly, to examine whether the proposed tool would improve their performance and learning progression. The results of adopting this tool were conducted using a pre-survey and post-survey questionnaire. As a result, students who used the learning tool showed better performance in their programming subject.

Keywords: factors, novice, programming, visualization

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Authors: Yi-Hsiang Pan, Chen-Hui Huang, Wei-Ting Hsu

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The purposes of the study were to understand these topics as follows: 1. To explore the effect of merging teaching personal and social responsibility (TPSR) with sports education model on students' game performance and responsibility. 2. To explore the effect of sports education model on students' game performance and responsibility. 3. To compare the difference between "merging TPSR with sports education model" and "sports education model" on students' game performance and responsibility. The participants include three high school physical education teachers and six physical education classes. Every teacher teaches an experimental group and a control group. The participants had 121 students, including 65 students in the experimental group and 56 students in the control group. The research methods had game performance assessment, questionnaire investigation, interview, focus group meeting. The research instruments include personal and social responsibility questionnaire and game performance assessment instrument. Paired t-test test and MANCOVA were used to test the difference between "merging TPSR with sports education model" and "sports education model" on students' learning performance. 1) "Merging TPSR with sports education model" showed significant improvements in students' game performance, and responsibilities with self-direction, helping others, cooperation. 2) "Sports education model" also had significant improvements in students' game performance, and responsibilities with effort, self-direction, helping others. 3.) There was no significant difference in game performance and responsibilities between "merging TPSR with sports education model" and "sports education model". 4)."Merging TPSR with sports education model" significantly improve learning atmosphere and peer relationships, it may be developed in the physical education curriculum. The conclusions were as follows: Both "Merging TPSR with sports education model" and "sports education model" can help improve students' responsibility and game performance. However, "Merging TPSR with sports education model" can reduce the competitive atmosphere in highly intensive games between students. The curricular projects of hybrid TPSR-Sport Education model is a good approach for moral character education.

Keywords: curriculum and teaching model, sports self-efficacy, sport enthusiastic, character education

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Authors: Kamaludeen Samaila, Khashyaullah Abdulfattah, Fahimi Ahmad Bin Amir

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The study was conducted to examine the relationship between selected factors (performance expectancy, effort expectancy, social influence and facilitating condition) and students’ intention to use the learning management system (LMS), as well as investigating the factors predicting students’ intention to use the LMS. The study was specifically conducted at the Faculty of Educational Study of University Putra Malaysia. Questionnaires were distributed to 277 respondents using a random sampling technique. SPSS Version 22 was employed in analyzing the data; the findings of this study indicated that performance expectancy (r = .69, p < .01), effort expectancy (r=.60, p < .01), social influence (r = .61, p < .01), and facilitating condition (r=.42, p < .01), were significantly related to students’ intention to use the LMS. In addition, the result also revealed that performance expectancy (β = .436, p < .05), social influence (β=.232, p < .05), and effort expectancy (β = .193, p < .05) were strong predictors of students’ intention to use the LMS. The analysis further indicated that (R2) is 0.054 which means that 54% of variation in the dependent variable is explained by the entire predictor variables entered into the regression model. Understanding the factors that affect students’ intention to use the LMS could help the lecturers, LMS managers and university management to develop the policies that may attract students to use the LMS.

Keywords: LMS, postgraduate students, PutraBlas, students’ intention, UPM, UTAUT model

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Authors: Omotayo Abidemi Funmilayo

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Skill acquisition in professional fields has been prioritized and considered important to demonstrate the mastery of subject matter and present oneself as an expert in such profession. The ability to acquire skills in different fields, however calls for different method from the instructor or teacher during training. Music is not an exception of such profession, where there exist different area of skills acquisition require practical performance. This paper, however, focused on the impact and effects of different methods on acquisition of practical knowledge in the handling of some musical instruments among the students of Emmanuel Alayande College of Education, Oyo. In this study, 30 students were selected and divided into two groups based on the selected area of learning, further division were made on each of the two major groups to consist of five students each, to be trained using different methodology for two months and three hours per week. Comparison of skill acquired were made using standard research instrument at reliable level of significance, test were carried out on the thirty students considered for the study based on area of skill acquisition. The students that were trained on the keyboard and saxophone using play way method, followed by the students that were trained using demonstration method while the set of students that received teaching instruction through lecture method performed below average. In conclusion, the study reveals that ability to acquire professional skill on handling musical instruments are better enhanced using play way method.

Keywords: music education, skill acquisition, keyboard, saxophone

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Authors: Hestika D. Waraningrum, Indriani N. Khairunnisa, Nabila Isnandini, Nadine Yasminah, Sekar A. Winesa

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Each individual’s ability to recall, whether they are male or female, is allegedly influenced by the environmental circumstances during the recalling process. The presence of a distraction is one of the environmental variables that affect recall ability in its capacity in the Short Term Memory. This study was made to see the difference in number of words that was successfully recalled by male participants and female participants with the presence of music as a distraction and also without music as a distraction. Data was taken using an experimental procedure from 75 female and male undergraduate students of Universitas Indonesia. The study design used was a 2x2 Factorial ANOVA, which aimed to see the difference between two variables, which were gender (male vs female) and the presence of a distraction (music serving as a distraction vs absence of music). The results indicated that there were no significant mean differences in the ability to recall between male and female participants. There are no significant mean differences between the presence and the absence of music as a distraction, but a significant interaction was found between gender and distraction with the ability to recall.

Keywords: college, gender, music, recall

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Authors: Sonia Arradaza-Pajaron

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English as a second language is widely spoken in the Philippines. In fact, it is used as a medium of instruction in school. However, Filipino students, in general, are still not proficient in the use of the language. Since it plays a very crucial role in the learning and comprehension of some subjects in the school where important key concepts and in English, it is imperative to look into other factors that may affect such concern. This study may post an answer to the said concern because it aimed to investigate the association between a psychological construct, known as emotional intelligence, and the English language performance of the 55 senior high school students. The study utilized a descriptive correlational method to determine the significant relationship of variables with preliminary data, like GPA in English subject as baseline information of their performance. Results revealed that the respondents had an average GPA in the English subject; however, improving from their first-year high school level to the fourth year. Their English performance resulted to an above average level with a notable higher performance in the speaking test than in the written. Further, a strong correlation between English performance and emotional intelligence was manifested. Based on the findings, it can be concluded that students with higher emotional intelligence their English language performance is expected to be the same. It can be said further that when students’ emotional intelligence (EI components) is facilitated well through various classroom activities, a better English performance would just be spontaneous among them.

Keywords: English language performance, emotional intelligence, EI components, emotional literacy, emotional quotient competence, emotional quotient outcomes, values and beliefs

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Authors: Abdullahi Garba

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The study investigated the effects of practical activities on performance among biology students in Zaria education zone, Kaduna State, Nigeria. The population consists of 18 public schools in the Zaria Education Zone with a total number of 4,763 students. A random sample of 115 students was selected from the population in the study area. The study design was quasi-experimental, which adopted the pre-test, post-test experimental, and control group design. The experimental group was exposed to practical activities, while the control group was taught with the lecture method. A validated instrument, a biology performance test (BPT) with a reliability coefficient of 0.82, was used to gather data which were analyzed using a t-test and paired sample t-test. Two research questions and hypotheses guided the study. The hypotheses were tested at p≤0.05 level of significance. Findings revealed that: there was a significant difference in the academic performance of students exposed to practical activities compared to their counterparts; there was no significant difference in performance between male and female Biology students exposed to practical activities. The recommendation given was that practical activities should be encouraged in the teaching and learning of Biology for better understanding. The Federal and State Ministry of Education should sponsor biology teachers for training and retraining of teachers to improve the academic performance of students in the subject.

Keywords: biology, practical, activity, performance

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Authors: Mohssen Amiri

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Lack of motivation among students in learning English can be considered as one of the main obstacles faced by parents, teachers and college/school administrators in Gulf countries and Iran. The question is why this problem still exists among EFL students’ despite of various new methodologies that colleges are implementing by native and non-native instructors. In the paper, it has been explained that why many students fail to know the basic knowledge and conversations of English language even after completing academic levels of colleges. In this study, the answers of all questions have been covered by introducing the concept of the psychology of learning and the importance of motivation which are the main discussions of this study. Additionally, the paper has illustrated that how psychology is the key of success in learning English and how it develops motivation and confidence dramatically among students especially on speaking skill. The study shows that psychology is 70% of success and 30% are the methods and materials that we implement to teach in the classroom. Therefore, this is the role of teachers to develop 70% of positive motivation and psychology among students. The approach of study is descriptive, and the focus will be on speaking skill.

Keywords: psychology, motivation, communication, learning

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Authors: Nida B. Syed

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Following second wave of the current pandemic COVID-19, education transmission is occurring via both the modes of education, that is, online as well as offline in the college. The aim of the current study was, therefore, to bring forth the comparative analysis of both the modes of education and their impact on the levels of academic stress and states of the mental wellbeing of the students amidst the current pandemic. Measures of the constructs were obtained by the online Google forms, which consist of the Perceptions of Academic Stress Scale (PASS) by and Warwick-Edinburg Mental Well-being Scale, from a sample of 100 undergraduate students aged 19-25 years studying in different colleges of Bengaluru, India. Modes of education were treated as the predictor variables whilst academic stress, and mental wellbeing constituted the criterion variables. Two-way ANOVA was employed. Results show that the levels of academic stress are found to be a bit higher in students attending online classes as compared to those taking offline classes in college (MD = 1.10, df = 98, t = 0.590, p > 0.05), whereas mental wellbeing is found to be low in students attending offline classes in colleges than those taking online classes (MD = 5.180, df = 98, t =2.340, p > 0.05 level). The combined interactional effect of modes of education and academic stress on the states of the mental wellbeing of the students is found to be low (R2 = 0.053), whilst the combined impact of modes of education and mental wellbeing on the levels of academic stress was found to be quite low (R2 = 0.014). It was concluded that modes of education have an impact on levels of academic stress and states of the mental well-being of the students amidst the current pandemic, but it is low.

Keywords: modes of education, online learning, offline learning, pandemic

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Authors: Ilse Kreme

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To the best of this author’s knowledge, no studies have been identified on the connection between a refusal to engage in health-protective behaviors and a basic understanding of viral biology among community college students, faculty, and staff during the COVID-19 pandemic. Lack of scientific knowledge could prevent understanding of why these behaviors are important to prevent the community spread of COVID-19, even when they are not shown to offer much individual protection. In this study, a possible correlation was examined between a basic knowledge level of viral disease that comes from having taken a college biology course and disease perceptions of COVID-19. In particular, disease risk perception, disease severity percept and mask-wearing behaviors were examined as they correlated with having taken an undergraduate biology course. The effect of covariates of age, gender, and education level were investigated along with the main dependent variables. A representative sample of the population included students, faculty, and staff at Paradise Valley Community College (PVCC) in Phoenix, Arizona. Participants were recruited by an email sent to all students, faculty, and staff at PVCC using an all-college email distribution. Disease risk and severity perception were assessed with the Brief Illness Perception Questionnaire 5 (BIP-Q5), which was modified to include questions measuring participant age, education level, and whether they took or ever took a college biology course. Two additional questions measured compliance of willingness to wear a face mask. The results showed an effect of gender on mask-wearing behavior and a correlation between having taken a biology course and disease severity perception. No differences were seen in mask-wearing behavior and disease risk perception as a result of having taken a biology course. These findings suggest that taking an undergraduate biology course leads to a greater awareness of COVID-19 disease severity through an understanding of the basic biological principles of viral disease transmission. The results can be used to modify existing health education strategies. Further research is needed on how to best reach target audiences in all education brackets.

Keywords: COVID-19, education, gender, mask wearing, disease risk perception, disease severity perception

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Authors: Lina Wu, Wenyi Lu, Ye Li

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Regarding heavy video game players for boys and super online chat lovers for girls as a symbolic phrase in the current adolescent culture, this project of data analysis verifies the displacement effect on deteriorating mathematics performance. To evaluate correlation or regression coefficients between a factor of playing video games or chatting online and mathematics performance compared with other factors, we use multivariate analysis technique and take gender difference into account. We find the most important reason for the negative sign of the displacement effect on mathematics performance due to students’ poor academic background. Statistical analysis methods in this project could be applied to study internet users’ academic performance from the high school education to the college education.

Keywords: correlation coefficients, displacement effect, multivariate analysis technique, regression coefficients

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Authors: Jonathan Nash, Allen Hartt, Catherine Plante

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In many nations, community colleges, or similar institutions, play a crucial role in higher education. For example, in the United States more than half of all undergraduate students enroll in a community college at some point during their academic career. Similar statistics have been reported for Australia and Canada. Recognizing the important role these institutions play in educating future accountants, the American Accounting Association has called for research that contributes to a better understanding of these members of the academic community. Although previous literature has shown that community colleges and 4-year institutions differ on many levels, the extant literature has provided data on the characteristics of introductory accounting courses for four-year institutions but not for community colleges. We fill a void in the literature by providing data on the characteristics of introductory accounting courses offered by community colleges in the United States. Data are collected on several dimensions including: course size and staffing, pedagogical orientation, standardization of course elements, textbook selection, and use of technology-based course management tools. Many of these dimensions have been used in previous research examining four-year institutions thereby facilitating comparisons. The resulting data should be of interest to instructors, regulators and administrators, researchers, and the accounting profession. The data provide information on the introductory accounting courses completed by the average community college student which can help instructors identify areas where transfer students’ experiences might differ from their contemporaries at four-year colleges. Regulators and administrators may be interested in the differences between accounting courses offered by two- and four-year institutions when implementing standardized transfer programs. Researchers might use the data to motivate future research into whether differences between two- and four-year institutions affect outcomes like the probability of students choosing to major in accounting and their performance within the major. Accounting professionals may use our findings as a springboard for facilitating discussions related to the accounting labor supply.

Keywords: Accounting curricula, Community college, Descriptive study, Introductory accounting

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Authors: Tabbye Chavous, Felecia Webb, Bridget Richardson, Gloryvee Fonseca-Bolorin, Seanna Leath, Robert Sellers

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There has been recent renewed attention to Black students’ experiences at predominantly White U.S. universities (PWIs), e.g., the #BBUM (“Being Black at the University of Michigan”), “I too am Harvard” social media campaigns, and subsequent student protest activities nationwide. These campaigns illuminate how many minority students encounter challenges to their racial/ethnic identities as they enter PWI contexts. Students routinely report experiences such as being ignored or treated as a token in classes, receiving messages of low academic expectations by faculty and peers, being questioned about their academic qualifications or belonging, being excluded from academic and social activities, and being racially profiled and harassed in the broader campus community due to race. Researchers have linked such racial marginalization and stigma experiences to student motivation and achievement. One potential mechanism is through the impact of college experiences on students’ identities, given the relevance of the college context for students’ personal identity development, including personal beliefs systems around social identities salient in this context. However, little research examines the impact of the college context on Black students’ racial identities. This study examined change in Black college students’ (N=329) racial identity beliefs over the freshman year at three predominantly White U.S. universities. Using cluster analyses, we identified profile groups reflecting different patterns of stability and change in students’ racial centrality (importance of race to overall self-concept), private regard (personal group affect/group pride), and public regard (perceptions of societal views of Blacks) from beginning of year (Time 1) to end of year (Time 2). Multinomial logit regression analyses indicated that the racial identity change clusters were predicted by pre-college background (racial composition of high school and neighborhood), as well as college-based experiences (racial discrimination, interracial friendships, and perceived campus racial climate). In particular, experiencing campus racial discrimination related to high, stable centrality, and decreases in private regard and public regard. Perceiving racial climates norms of institutional support for intergroup interactions on campus related to maintaining low and decreasing in private and public regard. Multivariate Analyses of Variance results showed change cluster effects on achievement motivation outcomes at the end of students’ academic year. Having high, stable centrality and high private regard related to more positive outcomes overall (academic competence, positive academic affect, academic curiosity and persistence). Students decreasing in private regard and public regard were particularly vulnerable to negative motivation outcomes. Findings support scholarship indicating both stability in racial identity beliefs and the importance of critical context transitions in racial identity development and adjustment outcomes among emerging adults. Findings also are consistent with research suggesting promotive effects of a strong, positive racial identity on student motivation, as well as research linking awareness of racial stigma to decreased academic engagement.

Keywords: diversity, motivation, learning, ethnic minority achievement, higher education

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Authors: Kamolrat Turner, Somporn Rakkwamsuk, Ladda Leungratanamart

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The aim of this descriptive study was to determine the perception of 21^st century skills among nursing professors and nursing students at Boromarajonani College of Nursing, Chonburi. A total of 38 nursing professors and 75 second year nursing students took part in the study. Data were collected by 21^st century skills questionnaires comprised of 63 items. Descriptive statistics were used to describe the findings. The results have shown that the overall mean scores of the perception of nursing professors on 21^st century skills were at a high level. The highest mean scores were recorded for computing and ICT literacy, and career and leaning skills. The lowest mean scores were recorded for reading and writing and mathematics. The overall mean scores on perception of nursing students on 21^st century skills were at a high level. The highest mean scores were recorded for computer and ICT literacy, for which the highest item mean scores were recorded for competency on computer programs. The lowest mean scores were recorded for the reading, writing, and mathematics components, in which the highest item mean score was reading Thai correctly, and the lowest item mean score was English reading and translate to other correctly. The findings from this study have shown that the perceptions of nursing professors were consistent with those of nursing students. Moreover, any activities aiming to raise capacity on English reading and translate information to others should be taken into the consideration.

Keywords: 21st century skills, perception, nursing instructor, nursing student

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Authors: Chechen Liao, Chin Yi Yang

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Although several factors that affect learning to program have been identified over the years, there continues to be no indication of any consensus in understanding why some students learn to program easily and quickly while others have difficulty. Seldom have researchers considered the problem of how to help the students enhance the programming learning outcome. The research had been conducted at a high school in Taiwan. Students participating in the study consist of 330 tenth grade students enrolled in the Basic Computer Concepts course with the same instructor. Two types of training methods-instruction-oriented and exploration-oriented were conducted. The result of this research shows that the instruction-oriented training method has better learning performance than exploration-oriented training method.

Keywords: learning performance, programming learning, TDD, training method

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Authors: Rochelle Elva

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Faculty in Higher Education today are faced with the challenge of convincing their students of the importance of learning and mastery of skills. This is because most students often have a single motivation -to get high grades. If it appears that this goal will not be met, they lose their motivation, and their academic efforts wane. This is true even for students in the competitive fields of STEM, including Computer Science majors. As educators, we have to understand our students and leverage what motivates them to achieve our learning outcomes. This paper presents a case study that utilizes cognitive psychology’s Expectancy Value Theory and Motivation Theory to investigate the effect of sustained expectancy for success on students’ learning outcomes. In our case study, we explore how students’ motivation and persistence in their academic efforts are impacted by providing them with an unexpected possible path to success that continues to the end of the semester. The approach was tested in an undergraduate computer science course with n = 56. The results of the study indicate that when presented with the real possibility of success, despite existing low grades, both low and high-scoring students persisted in their efforts to improve their performance. Their final grades were, on average, one place higher on the +/-letter grade scale, with some students scoring as high as three places above their predicted grade.

Keywords: expectancy for success and persistence, motivation and performance, computer science education, motivation and performance in computer science

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Authors: Adebimpe Olubunmi Adebanjo

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This study observed students’ attitudes towards reading as a determinant of performance in O’ Level English in Oyo state secondary schools. Random sampling technique was used to select two schools from each of the five geo-political zones of the state while stratified sampling technique was used to select twenty students from each of the ten schools. A researcher designed questionnaire was used to gather information on students’ attitudes while a prepared test based on O’ Level syllabus was stapled to each of the questionnaire to ascertain their level of achievement in O’ Level English. The Percentage, Mean, Standard Deviation, Chi-square and Pearson Contingency Coefficient were used to answer and test the research questions and hypotheses raised. The findings showed that the general attitude of students towards reading was ambivalent; the general level of achievement was also low. The findings also revealed that there was a significant difference in the attitudes of students to reading on the basis of gender and home background. Students from educated homes also had better attitudes towards reading than their counterparts from illiterate homes. The findings also showed that there was a significant relationship between students’ attitudes to reading and their performance in O’ Level English. Students with positive attitude to reading had better grades in O’ Level English than students with ambivalent and negative attitudes. Based on the findings, it was recommended that students should change their attitudes to reading; the school and the home were also advised to always encourage students to read.

Keywords: positive, ambivalent, negative attitudes, o' level English

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Authors: G. Tamanza, A. Bossoni

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84 deaf students (from primary school to college) and their families participated in this inclusion project in cooperation with numerous institutions in northern Italy (Brescia-Lombardy). Participants were either congenitally deaf or their deafness was related to other pathologies. This research promoted the integration of deaf students as they pass from primary school to high school to college. Learning methods and processes were studied that focused on encour­aging individual autonomy and socialization. The research team and its collaborators included school teachers, speech ther­apists, psychologists and home tutors, as well as teaching assistants, child neuropsychiatrists and other external authorities involved with deaf persons social inclusion programs. Deaf children and their families were supported, in terms of inclusion, and were made aware of the research team that focused on the Bisogni Educativi Speciali (BES or Special Educational Needs) (L.170/2010 - DM 5669/2011). This project included a diagnostic and evaluative phase as well as an operational one. Results demonstrated that deaf children were highly satisfied and confident; academic performance improved and collaboration in school increased. Deaf children felt that they had access to high school and college. Empowerment for the families of deaf children in terms of networking among local services that deal with the deaf also improved while family satisfaction also improved. We found that teachers and those who gave support to deaf children increased their professional skills. Achieving autonomy, instrumental, communicative and relational abilities were also found to be crucial. Project success was determined by temporal continuity, clear theoretical methodology, strong alliance for the project direction and a resilient team response.

Keywords: autonomy, inclusion, skills, well-being

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Authors: Justice Dadzie, Stacy H. Surman, Ruth K. Annan-Brew, Ifesinachi J. Ezugwu, Evans Addison

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This study aimed to explore the correlation between students' performance in educational statistics and research methods in education, as well as investigate potential differences in performance based on their undergraduate programs. A cross-sectional design was employed, and data was collected from 170 students enrolled in master of philosophy programs in the department of education and psychology. The correlation analysis revealed a strong positive correlation between students' performance in intermediate statistics in education and research methods in education. This indicates a close relationship between the two domains. The MANOVA analysis showed no significant differences in the linear combination of intermediate statistics in education and research methods in education scores across the different undergraduate programs. The tests of between-subjects effects further confirmed that the student's performance in intermediate statistics in education and research methods in education did not differ significantly across the different undergraduate programs. These findings contribute to the existing literature by providing insights into the correlation between educational statistics and research methods, and the influence of undergraduate program backgrounds on students' performance in these domains. The strong positive correlation between intermediate statistics and research methods highlights the importance of a solid foundation in statistics for understanding and applying research methods. Moreover, the consistent relationship across different academic backgrounds emphasizes the need for targeted interventions and support systems to enhance graduate students' competencies in these critical areas.

Keywords: educational statistics, research methods, undergraduate programs, students performance

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Authors: Taksina Bunbut

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Personality and grooming are vital for creating professionalism and safety image for all staffs in the airline industry. Airline Business Program also has an aim to educate students through the subject Personality Development and Grooming in order to elevate the quality of students to meet standard requirements of the airline industry. However, students agree that there are many difficulties that cause unsuccessful learning experience in this subject. The research is to study problems that can afflict students from getting good results in the classroom. Furthermore, exploring possible solutions to overcome challenges are also included in this study. The research sample consists of 140 students who attended the class of Personality Development and Grooming. The employed research instrument is a questionnaire. Statistic for data analysis is t-test and Multiple Regression Analysis. The result found that although students are satisfied with teaching and learning of this subject, they considered that teaching in English and teaching topics in social etiquette in different cultures are difficult for them to understand.

Keywords: personality development, grooming, Airline Business Program, soft skill

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Authors: Khalid Alasim

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This study investigates the attitudes of faculty members at Prince Sattam bin Abdulaziz University toward integrating students with disabilities. Additionally, this research examines the possible factors that might affect faculty members’ attitudes about the inclusion of students with disability; the factors include occupation, gender, college, the country in which the certificate was obtained, years of experience, previous experience in teaching students with disabilities, the presence of a family member with a disability, attending a program on teaching students with disabilities. The researcher used a survey to collect data and the study sample consisted of 102 faculty members at the university. The findings indicated an increase in the attitudes of faculty members at Prince Sattam bin Abdulaziz University towards the inclusion of students with disabilities in the university, while there is no effect for all study independents variables on the attitudes of faculty members, and there is no interaction between the variables as well. The study concluded with the importance of training and preparing faculty members to teach and deal with students with disabilities at the university level.

Keywords: attitutes, inclusion, disability, faculty members

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Authors: Turan Cetinkaya, Abdurrahman Kırtepe

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The aim of this study is to determine the relation of the level attitudes toward teaching as a profession to various variables of the students in physical education and sports departments. 277 students who are studying at the departments of physical education and sports teaching, sports management and coaching in Ahi Evran University, College of Physical Education and Sports participated to the research. Personal information tool and teaching profession scale consisting 34 items were used as data collection tool in the research. Distribution, frequency, t test and anova test were used in comparison of the related data. As a result of statistical analysis, attitudes toward teaching as a profession levels do not differ according to gender, but significant differences were detected in the exercise regularly and department.

Keywords: teaching profession, attitude, physical education and sports students, university students

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