Search results for: undergraduate college students

Authors: Layla Alzarah

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The purpose of this research was to study the effects of co-teaching upon study achievement by teaching unite of teaching strategy course to a sample of students at education college at King Faisal University. The sample of this study, which consisted of 100 students, was divided into two equal groups. 50 students were selected to be the Control group which had been taught by the traditional way with one teacher, whereas the remaining 50 students represented the experimental group who had been taught by co-teaching. The study had lasted for 4 weeks. Related achievement test had been prepared, consisted of 23 questions, from multi choice question type, which had been divided on the chosen unite syllabus. The validity and reliability had been tested. The study conducted at the second semester of 1433-1434 HT tests had been used to analysis the data. The research findings showed that the average exam scores of students receiving team teaching were higher than those of students receiving traditional teaching as there were significant differences in means at (<0.05) between the two groups in favor of the experimental group. Based on the study findings the researcher recommended applying co-teaching in teaching the course of teaching strategies and other courses also to conduct similar studies.

Keywords: co-teaching, cooperative teaching, teaching strategies, study achievement

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Authors: Jiashu Shen

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With the increase in the prevalence of divorce, the impact of divorce on children’s sexual and reproductive health has received wide attention, while few studies have investigated parent marital relationship. This study aims to study the relation of both parent divorce and perceived parental marital relationship with children’s sexual behaviors among Chinese university or vocational college students. The study used data from “National College Student Survey on Sexual and Reproductive Health 2019”, an internet-based survey conducted from November 2019 to February 2020, in 241 universities or vocational colleges in China. Statistical analyses were conducted to assess the relationship of perceived parental marital relationship and parents’ divorce of distinct occurrence time with sexual intercourse, risky sexual behaviors, unintended health outcomes and sexual abuse. Among 51,124 university or vocational college students, those whose parents had divorced accounted for 10.72%. Better perceived parental relationship was associated with a lower likelihood to have sexual intercourse (male: OR: 0.83, 95%CI: 0.80-0.86; female: OR: 0.73, 95%CI: 0.70-0.75), sexual abuse, risky sexual behaviors and unintended health outcomes. Divorce was also found to be associated with higher risk of sexual abuse, risky sexual behaviors and unintended health outcomes. The findings highlight the importance of parental marital relationship and divorce in risky sexual behavior among young adults. The findings may provide implications on intervention programs targeting at children with divorced parents from an early stage.

Keywords: college students, divorce, family relationship, sexual behavior

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Authors: Helen Frialde-Dupale

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Critical thinking Index (CTI) of 150 third year college students from five State Colleges and Universities (SUCs) in Region I were determined. Only students with Grade Point Average (GPA) of at least 2.0 from four general classification of degree courses, namely: Education, Arts and Sciences, Engineering and Agriculture were included. Specific problem No.1 dealt with the profile variables, namely: age, sex, degree course, monthly family income, number of siblings, high school graduated from, grade point average, personality type, highest educational attainment of parents, and occupation of parents. Problem No. 2 determined the critical thinking index among the respondents. Problem No. 3 investigated whether or not there are significant differences in the critical thinking index among the respondents across the profile variables. While problem No.4 determined whether or not there are significant relationship between the critical thinking index and selected profile variables, namely: age, monthly family income, number of siblings, and grade point average of the respondents. Finally, on problem No. 5, the critical thinking instrument which obtained the lowest rates, were used as basis for outlining an intervention program for enhancing critical thinking index (CTI) of students. The following null hypotheses were tested at 0.05 level of significance: there are no significant differences in the critical thinking index of the third college students across the profile variables; there are no significant relationships between the critical thinking index of the respondents and selected variables, namely: age, monthly family income, number of siblings, and grade point average.

Keywords: attitude as critical thinker, critical thinking applied, critical thinking index, self-perception as critical thinker

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Authors: Taik Kim

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Mathematics anxiety has an important consequence for teacher practices that influence students’ attitudes and achievement. Elementary prospective teachers have the highest levels of mathematics anxiety in comparison with other college majors. In his teaching practice, the researcher developed a highly successful teaching model to reduce pre-service teachers’ higher math anxiety and simultaneously to improve their pedagogical math content knowledge. There were eighty one participants from 2015 to 2018 who took the Mathematics for Elementary Teachers I and II. As the analysis data indicated, elementary prospective teachers’ math anxiety was greatly reduced with improving their math pedagogical knowledge. U.S encounters a critical shortage of well qualified educators. To solve the issue, it is essential to engage students in a long-term commitmentto shape better teachers, who will, in turn, produce k-12 school students that are better-prepared for college students. It is imperative that new instructional strategies are implemented to improve student learning and address declining interest, poor preparedness, a lack of diverse representation, and low persistence of students in mathematics. Many four year college students take math courses from the math department in the College of Arts& Science and then take methodology courses from the College of Education. Before taking pedagogy, many students struggle in learning mathematics and lose their confidence. Since the content course focus on college level math, instead of pre service teachers’ teaching area, per se elementary math, they do not have a chance to improve their teaching skills on topics which eventually they teach. The research, a joint appointment of math and math education, has been involved in teaching content and pedagogy. As the result indicated, participants were able to math content at the same time how to teach. In conclusion, the new initiative to use several teaching strategies was able not only to increase elementary prospective teachers’ mathematical skills and knowledge but also to improve their attitude toward mathematics. We need an innovative teaching strategy which implements evidence-based tactics in redesigning a education and math to improve pre service teachers’math skills and which can improve students’ attitude toward math and students’ logical and reasoning skills. Implementation of these best practices in the local school district is particularly important because K-8 teachers are not generally familiar with lab-based instruction. At the same time, local school teachers will learn a new way how to teach math. This study can be a vital teacher education model expanding throughout the State and nationwide. In summary, this study yields invaluable information how to improve teacher education in the elementary level and, eventually, how to enhance K-8 students’ math achievement.

Keywords: quality of education and improvement method, teacher education, innovative teaching and learning methodologies, math education

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Authors: Isiaka Oladele Oladipo, Olusegun Adewale Ajayi

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The blood pressure fitness of female college students has been implicated in sedentary lifestyles. This study was designed to determine the effects of the Aerobic Dance Circuit Training Programme (ADCT) on blood pressure variables (Diastolic Blood Pressure (DBP) and Systolic Blood Pressure (SBP). Participants’ Pretest-Posttest control group quasi-experimental design using a 2x2x4 factorial matrix was adopted, while one (1) research question and two (2) research hypotheses were formulated. Seventy (70) untrained obese students-volunteers age 21.10±2.46 years were purposively selected from Oyo town, Nigeria; Emmanuel Alayande College of Education (experimental group and Federal College of Education (special) control group. The participants’ BMI, weight (kg), height (m), systolic bp(mmHg), and diastolic bp (mmHg) were measured before and completion of ADCT. Data collected were analysed using a pie chart, graph, percentage, mean, frequency, and standard deviation, while a t-test was used to analyse the stated hypotheses set at the critical level of 0.05. There were significant mean differences in baseline and post-treatment values of blood pressure variables in terms of SBP among the experimental group 136.49mmHg and 131.66mmHg; control group 130.82mmHg and 130.56mmHg (crit-t=2.00, cal.t=3.02, df=69, p<.0, the hypothesis was rejected; while DBP experimental group 88.65mmHg and 82.21mmHg; control group 69.91mmHg and 72.66mmHg (crit-t=2.00, cal.t=1.437, df=69, p>.05) in which the hypothesis was accepted). It was revealed from the findings that participants’ SBP decrease from week 4 to week 12 of ADCT indicated an effective reduction in blood pressure variables of obese female students. Therefore, the study confirmed that the use of ADCT is safe and effective in the management of blood pressure for the healthy benefit of obesity.

Keywords: aerobic dance circuit training, fitness lifestyles, obese college female students, systolic blood pressure, diastolic blood pressure

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Authors: Sahiti Ganduri, Kavya Sreenivasan, Venya Lankala

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The narcissistic personality is a condition that causes individuals to have an inflated perception of self, giving themselves higher self-importance. It is necessary and interesting to study narcissistic traits in students of different majors. This can be a crucial environmental or psychosocial marker/indicator of narcissism which can also be of substantial importance in the field of education. This study focuses on identifying narcissism in students of psychology background. The narcissistic personality inventory was administered to 114 psychology students of different universities (public and private) in India. The results of our study provided evidence of the fact that narcissistic traits are higher in male psychology students as compared to female psychology students. Further, this paper has provided evidence that narcissistic traits are higher in leaders as compared to non-leaders.

Keywords: college students, disorder, gender, leadership, narcissistic personality, personality, students, traits

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Authors: Aissa Hanifi

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People across different world societies are using information and communication technology (ICT) for different purposes. Unfortunately, in contemporary societies, some people have little access to ICT and thus cannot have effective participation in society compared with those who have better access. The purpose of this study is to test the impact of ICTs on university life in general and students' performance in particular. The study relied on an online survey questionnaire that was administered to 30 undergraduate students at Chef University. The findings of the survey revealed that there is still an important number of students who do not have easy access to ICT. Such limited access to ICTs is attributed to varied factors. Some students live in rural areas, where due to the poor internet coverage, they face difficulties in competing with students who live in urban areas with better ICT access. The lack of ICT access has hindered the students' university performance in general and their language skills, and the exchange of information with teachers and classmates.

Keywords: access, communication, ICT, performance, technology

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Authors: Eric Bates

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Higher education is recognised as being of critical importance in Ireland and has been linked as a vital factor to national well-being. Statistics show that Ireland has one of the highest rates of higher education participation in Europe. However, student retention and progression, especially in Institutes of Technology, is becoming an issue as rates on non-completion rise. Both within Ireland and across Europe student retention is seen as a key performance indicator for higher education and with these increasing rates the Irish higher education system needs to be flexible and adapt to the situation it now faces. The author is a Programme Chair on a Level 6 full time undergraduate programme and experience to date has shown that the first year undergraduate students take some time to identify themselves as a group within the setting of a higher education institute. Despite being part of a distinct class on a specific programme some individuals can feel isolated as he or she take the first step into higher education. Such feelings can contribute to students eventually dropping out. This paper reports on an ongoing initiative that aims to accelerate the bonding experience of a distinct group of first year undergraduates on a programme which has a high rate of non-completion. This research sought to engage the students in dynamic interactions with their peers to quickly evolve a group sense of coherence. Two separate modules – a Research Module and a Communications module - delivered by the researcher were linked across two semesters. Students were allocated into random groups and each group was given a topic to be researched. There were six topics – essentially the six sub-headings on the DIT Graduate Attribute Statement. The research took place in a computer lab and students also used the library. The output from this was a document that formed part of the submission for the Research Module. In the second semester the groups then had to make a presentation of their findings where each student spoke for a minimum amount of time. Presentation workshops formed part of that module and students were given the opportunity to practice their presentation skills. These presentations were video recorded to enable feedback to be given. Although this was a small scale study preliminary results found a strong sense of coherence among this particular cohort and feedback from the students was very positive. Other findings indicate that spreading the initiative across two semesters may have been an inhibitor. Future challenges include spreading such Initiatives College wide and indeed sector wide.

Keywords: first year experience, student retention, group work, presentation workshops

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Authors: Shiran Bord, Assaf Oshri, Matthew W. Carlson, Sihong Liu

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Background: Alcohol-impaired driving (AID) and binge drinking are major health concerns among college students. Although the link between binge drinking and AID is well established, knowledge regarding binge drinking patterns, the factors influencing binge drinking, and the associations between consumption patterns and alcohol-related risk behaviors is lacking. Aims: To examine heterogeneous trajectories of binge drinking during college and tests factors that might predict class membership as well as class membership outcomes. Methods: Data were obtained from a sample of 1,265 college students (Mage = 18.5, SD = .66) as part of the Longitudinal Study of Violence Against Women (N = 1,265; 59.3% female; 69.2% white). Analyses were completed in three stages. First, a growth curve analysis was conducted to identify trajectories of binge drinking over time. Second, growth curve mixture modeling analyses were pursued to assess unobserved growth trajectories of binge drinking without predictors. Lastly, parental drinking variables were added to the model as predictors of class membership, and AID and being a passenger of a drunk driver were added to the model as outcomes. Results: Three binge drinking trajectories were identified: high-convex, medium concave and low-increasing. Parental drinking was associated with being in high-convex and medium-concave classes. Compared to the low-increasing class, the high convex and medium concave classes reported more AID and being a passenger of a drunk driver more frequently. Conclusions: Parental drinking may affect children’s later engagement in AID. Efforts should focus on parents' education regarding the consequences of parental modeling of alcohol consumption.

Keywords: alcohol impaired driving, alcohol consumption, binge drinking, college students, parental modeling

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Authors: Sadiq Habiba Alhaji

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This is a descriptive survey design intended to determine the level of usage of the learner centred methods by student teachers of Federal College of Education Kontagora, Niger State, Nigeria. The study was guided by two null hypotheses formulated by the researcher. The population of the study are students of Federal College of Education, Kontagora. The Target Population consisted of one hundred Teaching practice students drawn from sciences, Arts, and humanities who were posted to various schools practicing different teaching methods. The student teachers were supervised using the checklist designed by the researcher to determine their level of usage of learner centred methods. Data collected was analysed using t test of independent variables. It was recommended that pre service and in service teachers should be equipped with the skills of using learner centred methods.

Keywords: assessment, usage, learner centred, methods, student teachers

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Authors: Regan Harper, Song Yang, Douglas Adams

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During the historically unprecedent time of Covid-19 pandemic, we survey college students with social issue generators to measure their core discussion groups. For the total 191 students, we elicit 847 conversation partners (alters) with our five social issue generators such as school closing, facemasks, collegiate sports, race and policing, and social inequality, producing an average of 4.43 alters per respondent. The core discussion groups of our sample are very gender balanced, with female alters slightly outnumbering male alters. However, the core discussion groups are racially homogenous, consisting of mostly white students (around or above 80 percent). Explanatory analyses reveal that gender and race of respondents significantly impact the size, gender composition, and racial composition of their core discussion networks. We discuss those major findings and implications of future studies in our conclusion section.

Keywords: core discussion groups, social issue generators, ego-centric network, Covid-19 pandemic

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Authors: Susan Ka Yee Chow

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The Coronavirus disease (COVID-19) reached Hong Kong in 2019 resulting in epidemic in late January 2020. Considering the epidemic development, tertiary institutions made announcements that all on-campus classes were suspended since 01/29/2020. In Tung Wah College, e-learning was adopted in all courses for all programmes. For the undergraduate nursing students, the contact hours and curriculum are bounded by the Nursing Council of Hong Kong to ensure core competence after graduation. Unlike the usual e-learning where students are allowed having flexibility of time and place in their learning, real time learning mode using Blackboard was used to mimic the actual classroom learning environment. Students were required to attend classes according to the timetable using online platform. For lectures, voice over PowerPoint file was the initial step for mass lecturing. Real time lecture was then adopted to improve interactions between teacher and students. Post-lecture quizzes were developed to monitor the effectiveness of lecture delivery. The seminars and tutorials were conducted using real time mode where students were separated into small groups with interactive discussions with teacher within the group. Live time demonstrations were conducted during laboratory sessions. All teaching sessions were audio/video recorded for students’ referral. The assessments including seminar presentation and debate were retained. The learning mode creates an atmosphere for students to display the visual, audio and written works in a non-threatening atmosphere. Other students could comment using text or direct voice as they desired. Real time online learning is the pedagogy to replace classroom contacts in the emergent and unforeseeable circumstances. The learning pace and interaction between students and students with teacher are maintained. The learning mode has the advantage of creating an effective and beneficial learning experience.

Keywords: e-learning, nursing curriculum, real time mode, teaching and learning

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Authors: Manuela Caciula, Luis Torres, Simion Tomoiaga

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Introduction: The SARS-CoV-2 (severe acute respiratory syndrome coronavirus 2), more commonly referred to as COVID-19, has wreaked havoc on all facets of higher education since its inception in late 2019. College students, in particular, significantly reduced their daily energy expenditure and increased the time spent sitting to listen to online classes and complete their studies from home. This change, in combination with the associated COVID-19 lockdown, presumably decreased physical activity levels, increased mental health symptoms, and led to the promotion of unhealthy eating habits. Objectives: The main objective of this study was to determine the current self-reported physical activity levels, mental health symptoms, and body composition of college students after the COVID-19 lockdown in order to develop future interventions for the overall improvement of health. Methods: All participants completed pre-existing, well-validated surveys for both physical activity (International Physical Activity Questionnaire - long form) and mental health (Hospital Anxiety and Depression Scale). Body composition was assessed in person with the use of an Inbody 570 device. Results: Of the 90 American college students (M age = 22.52 ± 4.54, 50 females) who participated in this study, depressive and anxious symptom scores consistent with 58% (N = 52) heightened symptomatology, 17% (N = 15) moderate borderline symptomatology, and 25% (N = 23) asymptomatology were reported. In regard to physical activity, 79% (N = 71) of the students were highly physically active, 18% (N = 16) were moderately active, and 3% (N = 3) reported low levels of physical activity. Additionally, 46% (N = 41) of the students maintained an unhealthy body fat percentage based on World Health Organization recommendations. Strong, significant relationships were found between anxiety and depression symptomatology and body fat percentage (P = .003) and skeletal muscle mass (P = .015), with said symptomatology increasing with added body fat and decreasing with added skeletal muscle mass. Conclusions: Future health interventions for American college students should be focused on strategies to reduce stress, anxiety, and depressive characteristics, as well as nutritional information on healthy eating, regardless of self-reported physical activity levels.

Keywords: physical activity, mental health, body composition, COVID-19

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Authors: Van Thien NGO

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The purpose of the study is to examine the effect of student response systems in computer-based formative assessment on learning outcomes. The backward design course is a tool to be applied for collecting necessary assessment evidence. The quasi-experimental research design involves collecting pre and posttest data on students assigned to the control group and the experimental group. The sample group consists of 150 college students randomly selected from two of the eight classes of electrical and electronics students at Cao Thang Technical College in Ho Chi Minh City, Vietnam. Findings from this research revealed that the experimental group, in which student response systems were applied, got better results than the controlled group, who did not apply them. Results show that using student response systems for technology-based formative assessment is vital and meaningful not only for teachers but also for students in the teaching and learning process.

Keywords: student response system, computer-based formative assessment, learning outcome, backward design course

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Authors: Petros Roussos

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The present study focused on students' statistical reasoning related to Null Hypothesis Statistical Testing and p-values. Its objective was to test the hypothesis that neither the place (classroom, at a distance, online) nor the medium that actually supports the learning (ICT, internet, books) has an effect on understanding of statistical concepts. In addition, it was expected that students' attitudes towards statistics would not predict understanding of statistical concepts. The sample consisted of 385 undergraduate and postgraduate students from six state and private universities (five in Greece and one in Cyprus). Students were administered two questionnaires: a) the Greek version of the Survey of Attitudes Toward Statistics, and b) a short instrument which measures students' understanding of statistical significance and p-values. Results suggest that attitudes towards statistics do not predict students' understanding of statistical concepts, whereas the medium did not have an effect.

Keywords: attitudes towards statistics, blended learning, e-learning, statistical reasoning

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Authors: Omari W. Keeles

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Attention to social class and race processes could illuminate within- group differences in Black students' experiences that help explain variation in adjustment. Of interest is how social class relates to development of intragroup connections with other Black students on campus in ways that promote or inhibit well-being. The present study’s findings suggest that students from lower class backgrounds may be more restrictive or limited in opportunities around their intragroup friendship networks than more affluent students. Furthermore, Black social relationship networks were related to positive mental health adjustment important to healthy psychological functioning and development.

Keywords: black students, social class, homophily, psychological adjustment

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Authors: C. Suphioglu , V. Simbag, J. Markham, C. Coady, S. Belward, G. Di Trapani, P. Chunduri, J. Chuck, Y. Hodgson, L. Lluka, L. Poladian, D. Watters

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Advances in science have made quantitative skills (QS) an essential graduate outcome for undergraduate science programs in Australia and other parts of the world. However, many students entering into degrees in Australian universities either lack these skills or have little confidence in their ability to apply them in their biological science units. It has been previously reported that integration of quantitative skills into life science programs appears to have a positive effect on student attitudes towards the importance of mathematics and statistics in biological sciences. It has also been noted that there is deficiency in QS resources available and applicable to undergraduate science students in Australia. MathBench (http://mathbench.umd.edu) is a series of online modules involving quantitative biology scenarios developed by the University of Maryland. Through collaboration with Australian universities, a project was funded by the Australian government through its Office for Learning and Teaching (OLT) to develop customized MathBench biology modules to promote the quantitative skills of undergraduate biology students in Australia. This presentation will focus on the assessment of changes in performance, perception and attitude of students in a third year Cellular Physiology unit after use of interactive online cellular diffusion modules modified for the Australian context. The modules have been designed to integrate QS into the biological science curriculum using familiar scenarios and informal language and providing students with the opportunity to review solutions to diffusion QS-related problems with interactive graphics. This paper will discuss results of pre and post MathBench quizzes composed of general and module specific questions that assessed change in student QS after MathBench; and pre and post surveys, administered before and after using MathBench modules to evaluate the students’ change in perception towards the influence of the modules, their attitude towards QS and on the development of their confidence in completing the inquiry-based activity as well as changes to their appreciation of the relevance of mathematics to cellular processes. Results will be compared to changes reported by Thompson et al., (2010) at the University of Maryland and implications for further integration of interactive online activities in the curriculum will be explored and discussed.

Keywords: quantitative skills, MathBench, maths in biology

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Authors: Athira M., Prakasha G. S.

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The rising prevalence of academic entitlement among school and college students necessitates a comprehensive investigation. This study focuses on discovering gender differentials in academic entitlement and their nexus with diverse grade negotiation behaviors within the undergraduate (UG) student cohort. Grade negotiation behaviors, encompassing a range from amicable discussions to more assertive tactics, are influenced by students' perceptions of their academic entitlement. The research delves into the broader significance of academic entitlement, considering its implications for student-teacher conflicts and the dynamics it introduces into the educational field. Employing a quantitative research approach, data from UG students is meticulously analyzed. Mann-Whitney U tests unveil pronounced gender difference in academic entitlement, with females demonstrating higher entitlement levels. Furthermore, the study unearths significant correlations between academic entitlement and specific negotiation styles, notably yielding and forcing strategies, albeit with minimal impact on academic performance. These findings provide a foundational understanding for educators and institutions to foster equitable learning environments and formulate effective conflict resolution strategies, ultimately elevating the quality of the educational experience. Moreover, this study opens avenues for future research, exploring interventions to enhance negotiation skills and diving deeper into the intricate dimensions of academic entitlement within academic life.

Keywords: academic entitlement, grade negotiation, negotiation styles, student-teacher conflict

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Authors: Jaeseo Lim, Jooyong Park

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Although there is ample evidence that student involvement enhances learning, college education is still mainly centered on lectures. However, in recent years, the effectiveness of discussions and the use of collective intelligence have attracted considerable attention. This study intends to examine the empirical effects of discussions on learning outcomes in various conditions. Eighty eight college students participated in the study and were randomly assigned to three groups. Group 1 was told to review material after a lecture, as in a traditional lecture-centered class. Students were given time to review the material for themselves after watching the lecture in a video clip. Group 2 participated in a discussion in groups of three or four after watching the lecture. Group 3 participated in a discussion after studying on their own. Unlike the previous two groups, students in Group 3 did not watch the lecture. The participants in the three groups were tested after studying. The test questions consisted of memorization problems, comprehension problems, and application problems. The results showed that the groups where students participated in discussions had significantly higher test scores. Moreover, the group where students studied on their own did better than that where students watched a lecture. Thus discussions are shown to be effective for enhancing learning. In particular, discussions seem to play a role in preparing students to solve application problems. This is a preliminary study and other age groups and various academic subjects need to be examined in order to generalize these findings. We also plan to investigate what kind of support is needed to facilitate discussions.

Keywords: discussions, education, learning, lecture, test

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Authors: Ashwini Tiwari

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This qualitative case study examines students' perceptions of accommodations in higher education institutions. The data were collected from focus groups and one-to-one interviews with 15 students enrolled in a 4-year state university in the southern United States. The data were analyzed using a thematic analysis process. The findings suggest that students perceived that their instructors were willing to accommodate their educational needs. However, the participants expressed concerns about the lack of a formal labeling process in higher education settings, creating a barrier to receiving adequate services to gain meaningful educational experiences.

Keywords: disability, accomodation, services, higher educaiton

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Authors: Preeti Gacche

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A considerable part of undergraduate level English Examination papers is devoted to grammar. Hence the grammar questions in the question papers are evaluated and the opinions of both students and teachers about them are obtained and analyzed. A grammar test of 100 marks is administered to 43 students to check their performance. The question papers have been evaluated by 10 different teachers and their scores compared. The analysis of 38 University question papers reveals that on an average 20 percent marks are allotted to grammar. Almost all the grammar topics are tested. Abundant use of grammatical terminology is observed in the questions. Decontextualization, repetition, possibility of multiple correct answers and grammatical errors in framing the questions have been observed. Opinions of teachers and students about grammar questions vary in many respects. The students responses are analyzed medium-wise and sex-wise. The Medium at the School level and the sex of the students are found to play no role as far as interest in the study of grammar is concerned. English medium students solve grammar questions intuitively whereas non-English medium students are required to recollect the rules of grammar. Prepositions, Verbs, Articles and Model auxiliaries are found to be easy topics for most students whereas the use of conjunctions is the most difficult topic. Out of context items of grammar are difficult to answer in comparison with contextualized items of grammar. Hence contextualized texts to test grammar items are desirable. No formal training in setting questions is imparted to teachers by the competent authorities like the University. They need to be trained in testing. Statistically there is no significant change of score with the change in the rater in testing of grammar items. There is scope of future improvement. The question papers need to be evaluated and feedback needs to be obtained from students and teachers for future improvement.

Keywords: context, evaluation, grammar, tests

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Authors: Taju Abdela Mohammed

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Introduction: There has been a rise in awareness of violence against young women and girls, particularly when it occurs in educational environments. Gender-based violence in schools is a significant barrier. Therefore, it would be a threat to the achievement of the sustainable development goals, strive for gender equality in all our programs, right from the planning stages, to make sure we are as equitable as possible. Research on the causes, attitudes, and perceptions of gender-based violence was scant. Furthermore, there aren't many studies done on female students attending private colleges. Thus, the purpose of this study is to evaluate the frequency of gender-based violence and related variables among female students attending private colleges in Harar City, Ethiopia. Methodology: A facility-based mixed method concurrent triangulation study design was conducted among 500 randomly selected Private college female students in Harar City. Self-administered questionnaire and an in-depth interview were used to collect the data. The collected data were cleaned and analyzed using a statistical package for social science. Descriptive statistics were conducted and the results were reported using frequency, and percentile. Bivariate logistic regression was performed to identify associated factors. Adjusted odds ratios with 95% confidence intervals and p values < 0.05 were used to explain statistically significant associations. Thematic analysis was used to manually translate, transcribe, and analyze qualitative data. Result: The study showed the prevalence of gender-based violence was 338 (67.6%) (CI 0.432–0.721) Private college female students in Harar city Administration. Age less than 20 years and 20–24 years, [AOR = 0.21, 95% CI (0.03–0.81)] and [AOR = 0.12, 95% CI (0.03–0.51)], tight family control, [AOR = 5.12, 95% CI (1.43–6.9)], Witnessed father abuse mother at childhood; [AOR = 4.04, 95% CI (1.36–12.1)], had drunkenness female or boyfriend; [AOR = 2.12, 95% CI (1.60–14.05)] had significant association with gender-based violence. Conclusion: Our study shows the prevalence of gender-based violence among Private college female students is significant. This is due to the fact that gender-based violence, such as school dropout, unintended pregnancy, abortion, STDs, and psychological disorders, is abandoning young girls' lives and lowering their productivity.

Keywords: female students, gender-violence, harar, Ethiopia

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Authors: Peter Akayuure

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Geometry is considered an important strand in mathematics due to its wide-ranging utilitarian value and because it serves as a building block for understanding other aspects of undergraduate mathematics, including algebra and calculus. Matters regarding students’ geometric thinking have therefore long been pursued by mathematics researchers and educators globally via different theoretical lenses, curriculum reform efforts, and innovative instructional practices. However, so far, studies remain inconclusive about the instructional platforms that effectively promote geometric thinking. At the University of Education, Winneba, an undergraduate geometry course was designed and delivered on UEW Learning Management System (LMS) using Moodle platform. This study utilizes van Hiele’s theoretical lens to examine the entry and exit’s geometric thinking behaviours of prospective teachers who took the undergraduate geometry course in the LMS platform. The study was a descriptive survey that involved an intact class of 280 first-year students enrolled to pursue a bachelor's in mathematics education at the university. The van Hiele’s Geometric thinking test was used to assess participants’ entry and exit behaviours, while semi-structured interviews were used to obtain data for triangulation. Data were analysed descriptively and displayed in tables and charts. An Independent t-test was used to test for significant differences in geometric thinking behaviours between those who entered the university with a diploma certificate and with senior high certificate. The results show that on entry, more than 70% of the prospective teachers operated within the visualization level of van Hiele’s geometric thinking. Less than 20% reached analysis and abstraction levels, and no participant reached deduction and rigor levels. On exit, participants’ geometric thinking levels increased markedly across levels, but the difference from entry was not significant and might have occurred by chance. The geometric thinking behaviours of those enrolled with diploma certificates did not differ significant from those enrolled directly from senior high school. The study recommends that the design principles and delivery of undergraduate geometry course via LMS should be structured and tackled using van Hiele’s geometric thinking levels to serve as means of bridging the existing learning gaps of undergraduate students.

Keywords: geometric thinking, van Hiele’s, UEW learning management system, undergraduate geometry

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Authors: Hao Huang

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INTRODUCTION: The Association of American Colleges and Universities (AACU) recommends the development of ‘high-impact practices,’ in an effort to increase rates of student retention and student engagement at undergraduate institutions. To achieve these goals, the Scripps College Humanities Institute and HI Fellows Seminar not only featured distinguished academics presenting their scholarship about current immigration policy and its consequences in the USA and around the world but integrated socially significant community leaders and creative activists/artivists in public talks, student workshops and collaborative art events. Students participated in experiential learning that involved guest personal presentations and discussions, oral history interviews that applied standard oral history methodologies, detailed cultural documentation, collaborative artistic interventions, and weekly posts in Internet Digital Learning Environment Sakai collaborative course forums and regular responses to other students’ comments. Our teaching pedagogies addressed the four learning styles outlined in Kolb’s Learning Style Inventory. PROJECT DESCRIPTION: Over the academic year 2017-18, the Scripps College Humanities Institute and HI Fellows Seminar presented a Fall 2017 topic, ‘The World at Our Doorsteps: Immigration and Deportation in Los Angeles’. Our purpose was to address how current federal government anti-immigration measures have affected many students of color, some of whom are immigrants, many of whom are related to and are friends with people who are impacted by the attitudes as well as the practices of the U.S. Citizenship and Immigration Services. In Spring 2018, we followed with the topic, ‘Exclusive Nationalisms: Global Migration and Immigration’. This addresses the rise of white supremacists who have ascended to position of power worldwide, in America, Europe, Russia, and xenophobic nationalisms in China, Myanmar and the Philippines. Recent scholarship has suggested the existence of categories of refugees beyond the political or social, who fit into the more inclusive category of migrants. ASSESSMENT METHODOLOGIES: Assessment methodologies not only included qualitative student interviews and quantitative student evaluations in standard rubric format, but also Outcome Assessments, Formative Evaluations, and Outside Guest Teacher feedback. These indicated that the most effective educational practices involved collaborative inquiry in undergraduate research, community-based learning, and capstone projects. Assessments of E-portfolios, written and oral coursework, and final creative projects with associated 10-12 page analytic paper revealed that students developed their understanding of how government and social organizations work; they developed communication skills that enhanced working with others from different backgrounds; they developed their ability to thoughtfully evaluate their course performance by adopting reflective practices; they gained analytic and interpretive skills that encouraged self-confidence and self- initiative not only academically, but also with regards to independent projects. CONCLUSION: Most importantly, the Scripps Humanities Institute experiential learning project spurred on real-world actions by our students, such as a public symposium on how to cope with bigots, a student tutoring program for immigrant staff children, student negotiations with the administration to establish meaningful, sustainable diversity and inclusion programs on-campus. Activism is not only to be taught to and for our students– it has to be enacted by our students.

Keywords: immigration, migration, human rights, learning assessment

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Authors: Kanokrat Kunasaraphan

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The purpose of the study was to identify whether English language learning strategies commonly used by the first year students at International College, Suan Sunandha Rajabhat University include six direct and indirect strategies. The study served to explore whether there was a difference in these students’ use of six direct and indirect English learning strategies between the different levels of their English proficiency. The questionnaire used as a research instrument was comprised of two parts: General information of participants and the Strategy Inventory for Language Learning (SILL). The researcher employed descriptive statistics and one-way ANOVA (F-test) to analyze the data. The results of the analysis revealed that English learning strategies commonly used by the first year students include six direct and indirect strategies, including differences in strategy use of the students with different levels of English proficiency. Recommendations for future research include the study of language learning strategy use with other research methods focusing on other languages, specific language skills, and/or the relationship of language learning strategy use and other factors in other programs and/or institutions.

Keywords: English learning strategies, direct strategies, indirect strategies, proficiency level

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Authors: Chen-Ya Juan

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In recent years, the increasing number of children with special needs has brought a lot of attention by many scholars and experts in education, which enforced the preschool teachers face the harsh challenge in the classroom. To protect the right of equal education for all children, enhance the quality of children learning, and take care of the needs of children with special needs, the special education paraprofessional becomes one of the future employment trends for students of the department of the early childhood care and education. Problem-based learning is a problem-oriented instruction, which is different from traditional instruction. The instructor first designed an ambiguous problem direction, following the basic knowledge of early intervention, students had to find clues to solve the problem defined by themselves. In the class, the total instruction included 20 hours, two hours per week. The primary purpose of this paper is to investigate the relationship of student academic scores, self-awareness, learning motivation, learning attitudes, and early intervention knowledge. A total of 105 college students participated in this study and 97 questionnaires were effective. The effective response rate was 90%. The student participants included 95 females and two males. The average age of the participants was 19 years old. The questionnaires included 125 questions divided into four major dimensions: (1) Self-awareness, (2) learning motivation, (3) learning attitudes, and (4) early intervention knowledge. The results indicated (1) the scores of self-awareness were 58%; the scores of the learning motivations was 64.9%; the scores of the learning attitudes was 55.3%. (2) After the instruction, the early intervention knowledge has been increased to 64.2% from 38.4%. (3) Student’s academic performance has positive relationship with self-awareness (p < 0.05; R = 0.506), learning motivation (p < 0.05; R = 0.487), learning attitudes (p < 0.05; R = 0.527). The results implied that although students had gained early intervention knowledge by using PBL instruction, students had medium scores on self-awareness and learning attitudes, medium high in learning motivations.

Keywords: college students, children with special needs, problem-based learning, learning motivation

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Authors: Donna H. Gabor

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This study aimed to develop and validate an electronic module in physics for first-year college students of Iloilo and find out if there would be a significant difference in the performance of students before and after using the electronic module. The e-module was composed of one topic with two sub-lessons in linear motion (kinematics). The participants of the study were classified into three groups: the subject matter experts who are physics instructors who suggested the content, physical appearance, and limitations of the e-module; the IT experts who are active both in teaching and developing computer programs; and 28 students divided into two groups, 15 in the pilot group and 13 in the final test group. A researcher created 30 items checklist form (difficulty of a sample problem, comprehension, application, and definition of terms) was prepared and validated by the experts in subject matter for gathering data. To test the difference in student performance in physics, the researcher prepared an achievement test containing 25 items, multiple choices. The findings revealed that there was an increase in the performance of students in the pretest and post-test. T-test results revealed that there was a significant difference in the test scores of the students before and after using the module which can be used as a future reference for linear motion as an additional teaching tool in physics.

Keywords: electronic module, kinematics, linear motion, physics

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Authors: Dae-gun Kim, Hyun-joo Kang

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Purpose: The purpose of this study was to investigate the effects of aging on center of pressure, gait angle and gait time. Methods: 29 healthy female college students(FCS) and 28 elderly women (EW) were recruited to participate in this study. A gait analysis system( Gaitview, Korea) was used to collect the center of pressure in static state and gait angle with gait time in dynamic state. Results: Results of the center of pressure do not have significant differences between two groups. In the gait angle test, the FCS showed 1.56±5.2° on their left while the EW showed 9.76±6.54° on their left. In their right, the FCS showed 2.85±6.47° and the EW showed 10.27±6.97°. In the gait angle test, there was a significant difference in the gait time between the female college students and elderly women. A significant difference was evident in the gait time. The FCS on the left was 0.87±0.1sec while the EW’s was 1.28±0.44sec. The FCS on the right was 0.86±0.09sec and the EW was 1.1±0.21sec. The results of this study revealed that the elderly participants aging musculoskeletal system and subsequent changes in their posture altered gait angle and gait time. Therefore, this widening is due to their need to leave their feet on the ground longer for stability slowing their movement. Conclusions: In conclusion, it is advisable to develop an exercise program for the elderly focusing on stability the prevention of falls.

Keywords: center of pressure, gait angle, gait time, elderly women

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Authors: Oktanika Wahyu Nurjanah, Anggun Fitriana Dewi

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An undergraduate thesis is one of the academic writings which should fulfill some characteristics, one of them is coherency. Moreover, a coherence of a text depends on the usage of discourse markers. In other word, discourse markers take an essential role in writing. Therefore, the researchers aim to know the awareness of the discourse markers usage in writing the under-graduate thesis of an English Education student at Sebelas Maret University. This research uses a qualitative case study in order to obtain a deep analysis. The sample of this research is an under-graduate thesis of English Education student in Sebelas Maret University which chosen based on some criteria. Additionally, the researchers were guided by some literature attempted to group the discourse markers based on their functions. Afterward, the analysis was held based on it. From the analysis, it found that the awareness of discourse markers usage is moderate. The last point, the researcher suggest undergraduate students to familiarize themselves with discourse markers, especially for those who want to write thesis.

Keywords: discourse markers, English education, thesis writing, undergraduate student

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Authors: Ebru Ergi̇n, Funda Kutlu

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Emerging adulthood is a developmental period and the formation of identity is crucial task of emerging adults in this period. In this frame, the main aim of the study was to compare college students and full-time workers on emerging adulthood dimensions and identity statuses in relation to some demographic variables in Turkey. The participants of the study were university students studying in Ankara and the employees working full-time in Ankara and Bursa. The mean age of the sample was 20.84 (sd=1.84), ranging from 18 to 25. The measurement instruments of the study were Inventory of Dimensions of Emerging Adulthood and Extended Objective Measure of Ego Identity Status (EOMEIS-II). The participants’ data (N=313) were analyzed to test the research questions and hypotheses of the study. A series of MANOVA were performed to test the group differences for some demographic characteristics (such as: employee/student, male/female, living with family/living apart from family) on scores of emerging adulthood dimensions and identity status. The results of the MANOVAs indicated that students, females and participants who live apart from their families had higher scores on emerging adulthood dimensions. The results of the identity status scores differences depending on the demographic characteristic pointed out that there were a significant group differences for identity foreclosure identity scores between employees and students. Employees’ foreclosure identity scores were higher than students. Furthermore, the identity scores were differed significantly according to gender of the participants. Male participants had higher scores in moratorium and foreclosure identity and female participants have higher achievement identity scores than males. Also, the participants who live with their family scored higher in foreclosure identity and the participants who live apart from their family scored higher in identity achievement status.

Keywords: college students, emerging adulthood, full-time employees, identity statuses

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