Thematische Bibliographien / Student’s perceptions

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Student’s perceptions“

Autor: Grafiati
Veröffentlicht am 29. Juni 2021
Zuletzt aktualisiert am 6. Februar 2022

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Zeitschriftenartikel zum Thema "Student’s perceptions"

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Nasir, A. Muhajir, und Dian Hardianti Hasmar. „Relation between student’s perceptions to the statistics lecturer in learning process with statistics achievement“. Malikussaleh Journal of Mathematics Learning (MJML) 1, Nr. 1 (05.05.2018): 9. http://dx.doi.org/10.29103/mjml.v1i1.609.

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This is ex post facto research to find the relation between student’s perceptions to the statistics lecturer in learning process with statistics achievement of students semester V of the Department of Mathematics Education of Universitas Muslim Maros. The population is all students of the Department of Mathematics Education Universitas Muslim Maros in academic year 2017/2018. And the sample is 30 respondents of students who taught by statistics lecturer. Data analyze by SPSS software. According to analyze get that student’s perception to statistics lecturer generally very positive with average 138,57 and statistics achievement is very good with average 79,63. Besides that, inferential show that there is relation between student’s perceptions to the statistics lecturer with coefficient is 0,594. From analyze, it can conclude that there are relation between student’s perceptions to the statistics lecturer in learning process with statistics achievement of students semester V of Department of Mathematics Education Universitas Muslim Maros.
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Livermore, Jeffrey A., Marla G. Scafe und Linda S. Wiechowski. „Student Perceptions Of Faculty Credibility Based On Email Addresses“. American Journal of Business Education (AJBE) 3, Nr. 4 (01.04.2010): 27–32. http://dx.doi.org/10.19030/ajbe.v3i4.410.

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The purpose of this study was to evaluate students’ perceptions of faculty credibility based on email addresses. The survey was conducted at an upper division business school in Michigan where all students have completed at least two years of college courses. The survey results show that a faculty member’s selection of an email address does influence the student’s perception of faculty credibility. An email address that consists of a nickname reduces the student’s perception of faculty credibility. The reduced creditability may have a negative impact on the faculty member as well as the college.
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Nelson, Vincy, Sabu Stephen und Sony Simon. „Attitude of undergraduate medical students towards teaching learning process during their course in a teaching hospital of South Kerala“. International Journal Of Community Medicine And Public Health 8, Nr. 8 (27.07.2021): 3843. http://dx.doi.org/10.18203/2394-6040.ijcmph20213011.

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Background: Student’s perception of the learning environment where they study has shown significant impact on their behavior level and academic level. The aim of the study was to find out the student’s perception of their learning environment in an Indian medical school of South Kerala and to study differences in perceptions between years of study, gender.Methods: In this study we used the Dundee Ready Education Environment Measure (DREEM) inventory which was administered to undergraduate medical students of first (N=100), second (N=92), third (N=62) and fourth years (N=75) of Travancore Medical College, Kollam. Scores obtained were expressed as mean±standard deviation (SD) and analyzed using one-way ANOVA and post hoc test was used.Results: A total of 400 students were studying in our medical college. Among them 330 students became participants of the study. Males comprised of 116 (35.2%) and females 214 (64.8%). Students less than 21 years was 200 (60.6%) and above 21 years 130 (39.4%). Final year MBBS students scored well when compared with the first years and second years. Post hoc analysis also showed same results. Significant relation between Student’s Perception of Learning, SPoT (value=0.001); Student’s Academic Self-Perception, SPoA (p value=0.022), SPoA (p value=0.010); and SSSP (p value=0.016) between batches has been observed. There was significant difference between males and females in the perception of atmosphere and was found to be statically significant.Conclusions: In this study the student’s perceptions of educational environment showed that the student’s enthusiasm improved as they move across years and was statically found to be significant. In the sub category student’s perception on atmosphere there was significant difference between males and females and it was statically found to be significant (p value less than 0.05).
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Williams, Susan, Mallory Schneider, Cory Wornell und Jennifer Langhinrichsen-Rohling. „Student’s Perceptions of School Safety“. Journal of School Nursing 34, Nr. 4 (14.03.2018): 319–30. http://dx.doi.org/10.1177/1059840518761792.

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This study examined the relationship of students’ perceptions of school safety and school avoidance related to feeling unsafe with predictor variables: bullying victimization, student/teacher/parent/administration relations, rule clarity and consistency, school physical environment (negative and positive), and student’s belongingness. In a public high school sample ( n = 585), 24.7% of students felt unsafe and 14.4% avoided school due to feeling unsafe during the past month. Being female and experiencing bullying was associated with feeling unsafe. However, after accounting for demographics and bullying victimization, perceptions of safety increased when students reported positive student and teacher relations, consistent rules, a clean school that is also crowded/noisy, and a sense of school belonging. Avoiding school because of safety concerns was related to decreased school belonging and teacher/student relationships, but not bullying. Focusing on enhancing the school climate/environment, facilitating student belongingness, and reducing bullying are ways school nurses can help promote safer schools.
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Abu Bakar, Abu Yazid, Cynthia Shamini Dawson und Ifdil Ifdil. „Students discipline problems perception of counseling services: a qualitative analysis“. Journal of Counseling and Educational Technology 3, Nr. 2 (08.11.2020): 62. http://dx.doi.org/10.32698/01191.

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This study aims to discuss the perceptions of high school students towards guidance and counseling services. The aim of this study is to identify students’ perceptions of counseling sessions and to identify the services that students prefer. The sample of this study is 4 students comprising form four and five who attend national school from a famous Tuition Center in Butterworth, Penang. This study used interview sessions to collect data. The interview protocol comprises 10 unstructured questions that include the student’s background, situation at home, the reasons they do not see the counselor and the student’s choice of services other than counseling. We conducted theme analysis based on the respondents’ feedback. The results showed that students had a negative perception regarding meetings with counselors.
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Larson, Joanne, und Lynn Astarita Gatto. „Tactical Underlife: Understanding Student’s Perceptions“. Journal of Early Childhood Literacy 4, Nr. 1 (April 2004): 11–41. http://dx.doi.org/10.1177/1468798404041454.

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Aisha, Nazziwa, Lwere Kamada, Tebetyo Zakia, Ankarali Handan und Ankarali Seyit. „Assessing the Learning Environment at Habib medical School, Islamic University in Uganda“. International Journal of Human and Health Sciences (IJHHS) 1, Nr. 1 (17.12.2017): 26. http://dx.doi.org/10.31344/ijhhs.v1i1.5.

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Background: The learners’ environment is crucial for development of professionals. In Uganda, there was no studies assessing the learning environment have been found. Objective: This study was performed to assess the undergraduate students’ perceptions of medical education in general and educational environment in a newly established faculty of medicine in Islamic University in Uganda.Materials and Methods: The Dundee Ready Education Environment Measure (DREEM), a validated inventory was distributed among undergraduate students in the first year of Bachelor of Medicine and Bachelor of Surgery study. This scale consists a 50 item inventory each of the50 items is scored on a 5-point Likert scale (0 to4).Results: The average total DREEM score was found to be 127.5 (maximum point is 200 in the scale) for the students. This score was interpreted according to the practical guide of McAleer and Roff those students’ perceptions of their learning environment were more positive than negative. In addition, the descriptive values of 5 subdimensions of the scale were found as follows. The Perceptions of Learning dimension average is 33.69 ± 6.10, the Perceptions of Teachers dimension average is 25.89 ± 4.44, Students’ Academic Self-Perception 23.35 ± 3.91, Perceptions of Learning Atmosphere dimension average 29.83 ± 7.01 and Social self-perceptions dimension average 13.90 ± 3.92.Only the mean Social Self Perceptions sub-dimension score were below the expected average score (maximum score/2), and all of the other mean of dimensions were higher than the expected average. The best score is obtained from Perceptions of Learning. The items with low scores (less than 2) on the DREEM questionnaires were identified as in need of rehabilitation.Conclusion: On the whole, the study showed that the students’ perception of the educational environment and the teaching delivered were positive but the student’s social self-perception was not good. Measures to improve student’s social self-perception will be adopted.International Journal of Human and Health Sciences Vol. 01 No. 01 January’17. Page : 26-29
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Oghagbon, K. E., I. Nwannadi und G. Achinge. „Medical Students’ Perception of Learning Environment at Benue State University College of Health Sciences, Makurdi, North-Central Nigeria“. Journal of BioMedical Research and Clinical Practice 1, Nr. 1 (20.04.2018): 46–52. http://dx.doi.org/10.46912/1i1.201817.

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The perception by Medical Students of their learning environment impacts on their understanding of the course of study and performances. This was a descriptive study that assessed medical students’ perception of learning environment at the College of Health Sciences, Benue State University, Nigeria. The Dundee Ready Education Environment Measure (DREEM) questionnaire was applied to all the second, third and fourth year medical students to assess the following areas; student’s perception of learning (SPL), student’s perception of course organizers (SPCO), student’s academic self-perception (SASP), student’s perception of atmosphere (SPA), and student’s social self-perception (SSSP). Data was analysed with the SPSS software version 15. Out of 250 questionnaires distributed to the students, 210 (84%) were fit for analysis; 174 males (82.9%) and 36 females (17.1%) with a mean age of 24.8 years ± 3.7. Mean global score (MGS) of study was 106.3/200 (53.2%) meaning positive perception, but not reflective of students centred learning. SPCO and SSSP needs to improve at a score of 48% and 49.3% respectively as against 100%. Other domains had positive perceptions (SPL; 56%, SASP; 61.9%, and SPA; 53.5%). There was a significantly lower SPA score in those in fourth year of study compared to second and third year students. (p ˂ 0.01) Medical Students at the BSU, Nigeria have positive perception of their learning environment, but the authority can improve MGS by increasing students’ social support, and retraining the teachers.
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Oghagbon, K. E., I. Nwannadi und G. Achinge. „Medical Students’ Perception of Learning Environment at Benue State University College of Health Sciences, Makurdi, North-Central Nigeria“. Journal of BioMedical Research and Clinical Practice 1, Nr. 1 (20.04.2018): 46–52. http://dx.doi.org/10.46912/jbrcp.17.

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The perception by Medical Students of their learning environment impacts on their understanding of the course of study and performances. This was a descriptive study that assessed medical students’ perception of learning environment at the College of Health Sciences, Benue State University, Nigeria. The Dundee Ready Education Environment Measure (DREEM) questionnaire was applied to all the second, third and fourth year medical students to assess the following areas; student’s perception of learning (SPL), student’s perception of course organizers (SPCO), student’s academic self-perception (SASP), student’s perception of atmosphere (SPA), and student’s social self-perception (SSSP). Data was analysed with the SPSS software version 15. Out of 250 questionnaires distributed to the students, 210 (84%) were fit for analysis; 174 males (82.9%) and 36 females (17.1%) with a mean age of 24.8 years ± 3.7. Mean global score (MGS) of study was 106.3/200 (53.2%) meaning positive perception, but not reflective of students centred learning. SPCO and SSSP needs to improve at a score of 48% and 49.3% respectively as against 100%. Other domains had positive perceptions (SPL; 56%, SASP; 61.9%, and SPA; 53.5%). There was a significantly lower SPA score in those in fourth year of study compared to second and third year students. (p ˂ 0.01) Medical Students at the BSU, Nigeria have positive perception of their learning environment, but the authority can improve MGS by increasing students’ social support, and retraining the teachers.
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Oghagbon, K. E., I. Nwannadi und G. Achinge. „Medical Students’ Perception of Learning Environment at Benue State University College of Health Sciences, Makurdi, North-Central Nigeria“. Journal of BioMedical Research and Clinical Practice 1, Nr. 1 (20.04.2018): 46–52. http://dx.doi.org/10.46912/jbrcp.v1.i1.2018.17.

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The perception by Medical Students of their learning environment impacts on their understanding of the course of study and performances. This was a descriptive study that assessed medical students’ perception of learning environment at the College of Health Sciences, Benue State University, Nigeria. The Dundee Ready Education Environment Measure (DREEM) questionnaire was applied to all the second, third and fourth year medical students to assess the following areas; student’s perception of learning (SPL), student’s perception of course organizers (SPCO), student’s academic self-perception (SASP), student’s perception of atmosphere (SPA), and student’s social self-perception (SSSP). Data was analysed with the SPSS software version 15. Out of 250 questionnaires distributed to the students, 210 (84%) were fit for analysis; 174 males (82.9%) and 36 females (17.1%) with a mean age of 24.8 years ± 3.7. Mean global score (MGS) of study was 106.3/200 (53.2%) meaning positive perception, but not reflective of students centred learning. SPCO and SSSP needs to improve at a score of 48% and 49.3% respectively as against 100%. Other domains had positive perceptions (SPL; 56%, SASP; 61.9%, and SPA; 53.5%). There was a significantly lower SPA score in those in fourth year of study compared to second and third year students. (p ˂ 0.01) Medical Students at the BSU, Nigeria have positive perception of their learning environment, but the authority can improve MGS by increasing students’ social support, and retraining the teachers.
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Dissertationen zum Thema "Student’s perceptions"

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Laurent, David, und Sorato Bereket Ayele. „Assessment of Entrepreneurial Success perceptions at Umeå University : A quantitative study on student’s perceptions of entrepreneurial success“. Thesis, Umeå universitet, Företagsekonomi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-95230.

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This research focused on assessing the perception of student´s at Umeå School of Business and Economics towards entrepreneurial success. Moreover this research focused on comparing student’s perception and perception of importance of entrepreneurial success, which has been defined three dimensionally. The conceptual definition of entrepreneurial success has emerged from the existing literature and could be explained as follow: entrepreneurial success is a cluster of financial performance, operational performance and Satisfaction (which refers to the entrepreneur’s satisfaction. We identified that the literature was remaining in some ways nebulous when it was to officially define the notion of entrepreneurial success. This notion has been somehow associated to the perception of entrepreneurial success, because of the approach or methods that have been used to assess it. Moreover, we have identified that some factors have been confirmed as influencing the perception of entrepreneurial success, however these results were not targeted students, but mainly entrepreneurs. We formulated the following research question: Which factors influence the perception and the perception of importance of entrepreneurial success, among Umea University‘s students? This research has been conducted by including all master program students and bachelor students in graduating class at Umeå School of Business and Economics, to examine their perception of entrepreneurial success generally and additionally compare their perception in order to determine whether some factors were influencing their perceptions. The conceptual model has been created in order to determine whether the selected variables: Gender, age, background and perception of entrepreneurship as a culture is influencing two aspects: the perception of entrepreneurial success and the perception of importance of the entrepreneurial success. These two aspects have been underlined by the two first questions of our questionnaire, and have been defined according the same dimensions: Financial performance, Operational performance and satisfaction These previous four variables have permitted to form groups in order to attest of potential differences of perceptions. From all the analysis that have been proceeded. It has been found that not all the components from the conceptual model were likely to be considered as influencing the perception of entrepreneurial success and the perception of importance of entrepreneurial success.
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Molo, Ryan Patromo, und Justin Carre. „Green Marketing : Student’s perceptions and preferences in the University of Gavle“. Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-19894.

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Aim: The aim of this study is to determine the factors that may influence the purchasing behaviour of the students of the University of Gavle with regards to green products. This study aims to answer the question if the following factors such as: gender of the students, price of the green product, level of green awareness and the green behaviour of the students and whether they have a significant difference with the purchasing behaviour of the students. Design/methodology/approach: The framework is structured on the bases of examining the correlation between the following variables, green behaviour, gender, level of green awareness of the respondents and the price of the product with regards to the purchase of green products. Data was collected via randomly distributed questionnaires and an online survey. SPSS version 22.0 was used to analyse the results of the questionnaires through correlation analysis and linear regression analysis. Findings: Our findings show that the genders of the respondents, level of green awareness and the green behaviour have a significant, positive influence on their purchase behaviour, whilst the price of the green product has a negative influence on the purchasing behaviour of the students of the University of Gavle. Limitations and Suggestions for further research: The limitations of the study were the time, size of the sample group as well as the language of the questionnaire. To enhance the representation of the sample, future research should aim at targeting a larger sample group and a wider variety of variables should be examined. Originality: The study examines a variety of factors other than the green awareness of the respondent, that influences the purchasing behaviour of the respondents and this information could provide important results for companies when it comes to marketing a green product.
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Prendergast, Carrie Ann. „Nontraditional online students perceptions on student success conditions“. Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10599141.

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This dissertation examines nontraditional online students’ perceptions of Tinto’s four student success conditions: expectations, support, assessment, and engagement. Expectations include those of the student, the faculty and the institution. Support includes academic, social, and financial support. Providing early and meaningful assessment and feedback to students is crucial during their educational career. The fourth success condition in Tinto’s model includes the involvement or engagement of students with their peers (and faculty) in both an academic and social contexts. Nontraditional student perceptions of each of these institutional conditions of success was uncovered through demographic survey, interviews, syllabi and website artifacts.This qualitative study provided a rich, detailed description of the lived experience of the nontraditional online student to add to the paucity of research on this understudied population. The three main themes emerged from the data: (a) nontraditional students identified in an asynchronous environment did not find the success conditions to be consistently present and reported that they would have benefitted from them if they had existed both academically and socially; (b) nontraditional students identified key elements for success, which included flexibility in their schedule and the opportunity to receive a degree from a reputable institution that would lead to career enhancement; (c) students reported developing a strong, positive academic relationship with their advisor. The advisor served as a substitute for faculty-student relationships and was the primary role for providing academic, social and financial support.

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Johnson-Freer, Leah D. „Wisconsin school counselors' perceptions of student self-injury“. Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007johnson-freerl.pdf.

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Larbi, Richard Kwame. „Student advisors' perceptions of social adjustment among international students /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1990.

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Cowley, Kimberly S. „Investigating West Virginia students' perceptions of the factors affecting their educataional aspirations“. [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=859.

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Llamas, Joseph M. „The Perception Gap: Sociodemographic Factors Affecting Teacher Perceptions of Students in Urban Schools“. UNIVERSITY OF CALIFORNIA, IRVINE, 2012. http://pqdtopen.proquest.com/#viewpdf?dispub=3491034.

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Lindell, Agnes. „”Hon fick ju ett bättre liv sen” : En kvalitativ studie om hur tolv elever i årskurs F-3 resonerar om den normbrytande versionen av sagan om Askungen“. Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53317.

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Skolan har i uppdrag att aktivt arbeta med frågor som rör kön, jämställdhet, rättigheter och möjligheter. Vidare ska skolan ge elever verktyg till att kritiskt kunna granska könsmönster samt ge elever en förståelse för hur dessa könsmönster kan begränsa människors livsvillkor (Skolverket, 2019). I skolan möter elever skönlitteratur, vilken i sin tur bidrar till att normer på ett eller annat sätt framställs. Genom didaktiska insatser i form av critical literacy-inspirerade arbetssätt kan skönlitteraturen användas som ett underlag för värdegrundsarbetet. Det är då av relevans hur barn uppfattar de normer eller normbrytande aspekter som framställs i skönlitteraturen. Studiens syfte är därför att bidra med kunskap om elevers olika sätt att resonera och relatera till en normbrytande saga genom ett Critical literacy-inspirerat didaktiskt perspektiv. Till grund för studien ligger en modern bearbetning av sagan om Askungen (Jansson & Jensfelt, 2018) vars syfte är att bryta normer. De frågeställningar som studien ämnar besvara är: ·       Vilka normbrytande aspekter återger elever i ett samtal om en normbrytande saga? ·       Vilka aspekter i en normbrytande saga kan elever relatera till sin egen verklighet? ·       Hur påverkas elevers resonemang om en normbrytande saga efter ett boksamtal? Studien är kvalitativ och utgörs av semistrukturerade intervjuer med 12 elever i årskurs 2 samt 3. Resultatet av studien visar vilka normbrytande aspekter elever resonerar kring. Vidare visar resultatet att gemensamt boksamtal till synes kan påverka elevers enskilda resonemang. Empirin är analyserad utifrån genusteorin samt Alkestrands (2017) definition av didaktisk potential.
Swedish school is obliged to actively work with questions concerning gender, equality, rights and opportunities. Furthermore, school shall give the students tools to critically review gender patterns and understand how gender patterns can constrain people’s living conditions (Skolverket, 2019). In school the students read fiction, which in turn contributes to how norms are produced in different ways. Through didactic efforts through critical literacy inspired working processes fiction can be used as a foundation for work with values. It is of thus of relevance how children perceive the norms or norm-breaking aspects as they are produced in fiction. The purpose of the study is therefore to contribute knowledge about students’ different ways of reasoning and relating to a norm-breaking story through a Critical literacy-inspired didactic perspective. As a basis for the study is the norm-breaking fairytale about Cinderella (Jansson & Jensfelt, 2018). The study aims to address the following questions: ·       Which norm-breaking aspects do the students retell in a dialogue about the norm-breaking fairytale? ·       Which aspects of a norm-breaking fairytale can the students relate to from their own reality? ·       How are the students’ reasoning affected by the norm-breaking fairytale after a literacy talk?  The study is qualitative and is built on semi-structured interviews with 12 students in year 2 and 3. The result of the study shows which norm-breaking aspects the students’ reason about. Furthermore, the results show that a literacy talk seems to have an impact on the students’ reasoning. The empirical material is analyzed through gender theory together with Alkestrand’s (2017) definition of didactic potential.
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McDougall, Mary Catherine, und m. c. mcdougall@cqu edu au. „First steps in becoming a teacher: Initial teacher education students’ perceptions of why they want to teach“. Central Queensland University. School of Education, 2004. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20050531.142515.

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This thesis focuses on why prospective teachers want to teach. It argues that prospective teachers draw on their own perceptions of what teaching means to them and that these perceptions are clarified and refined during the initial stages of their university study. Firstly, it examines what attracts and holds first year student teachers to teaching and whether they really want to be teachers. Secondly, it compares students’ perceptions of teaching at the start, during and at the end of their first year of their first year of university studies. Finally, it identifies the kind of early experiences at university and school sites that can either strengthen the initial commitment to become a teacher or might lessen the original desire to teach. The context of the study is a regional university in a provincial city in Central Queensland. The selection of constructivism as a theoretical framework informed the research approach and allowed data to be gathered in a case study format using an iterative process to permit probing and identification of change, and reconstruction of relevant issues. In this research, data was collected through three individual interviews with nine first year prospective student teachers at the beginning, mid and end of that year. Constructivist analysis concepts were employed to draw from the data coded patterns, themes and issues displaying student teachers’ emerging perceptions of their first year of learning how to teach. The thesis reports that student teachers in their initial year were enabled to articulate their co-construction of what it means to be a teacher. During the year they were able to build up their construction of what it means to be a teacher which, over time, alleviated earlier uncertainties as their decision to teach was affirmed. The process of construction of being a teacher identified qualities, knowledge and skills identified from the start to the end of the program, building from perceptions to reality, from the old to the new. Conceptions of teaching as work, and the importance of relationships in teaching contributed to the satisfaction of student teachers and helped affirm their commitment in anticipating their future as a teacher. The findings of the study exemplify that a well-structured, collaborative teacher education program in the initial year will attract and retain many prospective teachers. This thesis gives a wider understanding of the first year of a teaching career. The research builds a contemporary picture of what prospective teachers think about teaching in their first year of a teacher education program. The issues and problems identified in the context of a regional campus, underpin the results of this research. This research enables students’ voices to be heard and will inform teacher educators and others involved in teacher education to examine specific cases in the attraction and retention of prospective teachers.
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Wong, Wai-ling. „Students' perceptions on the enrichment program in a secondary school /“. View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3528853X.

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Bücher zum Thema "Student’s perceptions"

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Bell, Linda May. Students' perceptions of independent study. [s.l: s.n.]., 1993.

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Giota, Joanna. Adolescents' perceptions of school and reasons for learning. Göteborg: Acta Universitatis Gothoburgensis, 2001.

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Roberts, David. Year 12 students' perceptions of higher education. Leeds: HEIST, 1996.

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Baksh, Ishmael. Gender differences in students' perceptions of schooling. St. John's, NF: Publications Committee, Faculty of Education, Memorial University of Newfoundland, 1992.

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Munn, Pamela. Students' perceptions of access courses: A survey. Edinburgh: Scottish Council for Research in Education, 1993.

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Sullivan, Kate. ESL students' perceptions of web-based prewriting activities. St. Catharines, Ont: Brock University, Faculty of Education, 2006.

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Wang, Zhenlin, und Gavin Brown. Analysing Students’ Free Response Drawings: Perceptions of Assessment. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2019. http://dx.doi.org/10.4135/9781526487674.

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Abaza, Mona. Indonesian students in Cairo: Islamic education, perceptions and exchanges. Paris: Association Archipel, 1994.

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Couling, David. Nursing students perceptions of their course and of themselves. Oxford: Oxford Polytechinc, 1992.

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Encounters with difference: Student perceptions of the role of out-of-class experiences in education abroad. Westport, Conn: Greenwood Press, 1994.

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Buchteile zum Thema "Student’s perceptions"

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Topuz, Arif Cem, und Kinshuk. „A Review of Literature to Understand Student’s Perceptions Regarding Online Assessments“. In Expanding Global Horizons Through Technology Enhanced Language Learning, 49–72. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-7579-2_4.

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Alves, Fátima, Leonor Bacelar Nicolau, Dula Lima, Ulisses M. Azeiteiro und Paula Bacelar Nicolau. „University Student’s Perceptions About Climate Change: The Case of Interior Design and Architecture Students of a Brazilian University“. In Climate Change Management, 183–203. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70066-3_13.

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Luik, Piret, und Karin Naruskov. „Student’s Perceptions of Cyberbullying in the Context of Cyberbullying Criteria and Types: The Role of Age“. In Communications in Computer and Information Science, 24–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95522-3_3.

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Röhl, Sebastian, und Wolfram Rollett. „Student Perceptions of Teaching Quality: Dimensionality and Halo Effects“. In Student Feedback on Teaching in Schools, 31–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_3.

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AbstractThis chapter deals with the factorial structure of survey instruments for student perception of teaching quality. Often, high intercorrelations occur between different theoretically postulated teaching quality dimensions; other analyses point to a single unified factor in student perceptions of teaching quality, seemingly reflecting a “general impression” instead of a differentiated judgment. At the same time, findings from research on social judgment processes and from classroom research indicate that the teachers’ communion (warmth or cooperation) as well as students’ general subject interest can be important biasing factors in the sense of halo effects in student ratings of teaching quality. After presenting an overview of studies on the dimensionality of various survey instruments, we discuss whether aggregated data is impacted by an overall “general impression”. We confirmed this hypothesis using a sample of N = 1056 students from 50 secondary school classes. Moreover, this general impression could be explained at student and class level to a large extent by students’ perception of the teacher’s communion. Student general subject interest showed a medium effect but only at the individual level. These findings indicate that student perceptions of teaching quality dimensions are indeed influenced by a general impression which can be explained largely by teacher's communion.
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Bijlsma, Hannah, Rikkert van der Lans, Tim Mainhard und Perry den Brok. „A Reflection on Student Perceptions of Teaching Quality from Three Psychometric Perspectives: CCT, IRT and GT“. In Student Feedback on Teaching in Schools, 15–29. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_2.

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AbstractThis chapter discusses student perceptions in terms of three psychometric perspectives that dominate contemporary research on teaching quality, namely, Classical Test Theory (CTT), Item Response Theory (IRT) and Generalizability Theory (GT). These perspectives function as being exemplars for the connection between psychometric theories and the different perspectives on “what a perception is” as well as on how and for what purposes student perceptions should be used. The main message of the chapter is that the choice of a psychometric theory is not merely a technical matter, but also has implications for how the nature of perceptions is conceptualized. After presenting and linking each psychometric theory, their strengths and weaknesses in the context of student perceptions of teaching quality and issues on practical implementations are discussed.
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Spiller, Chellie. „Powers of Perception“. In Stories to Tell Your Students, 120–22. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230370432_55.

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Aina, Yusuf A., Mutiu K. Amosa und Maruf O. Orewole. „Students’ Perception on Sustainability“. In Encyclopedia of Sustainability in Higher Education, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-63951-2_229-1.

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Aina, Yusuf A., Mutiu K. Amosa und Maruf O. Orewole. „Students’ Perception on Sustainability“. In Encyclopedia of Sustainability in Higher Education, 1553–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_229.

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Osman, Suhaila, Rohayu Ahmad, Mohammed Nor Rashidah, Nurul Huda Mat Yatim und Muna Kameelah Sauid. „Plagiarism and Originality: Student’s Perception“. In Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS 2016), 255–65. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0203-9_24.

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Entwistle, Noel. „Measuring Students’ Approaches and Perceptions“. In Teaching for Understanding at University, 169–87. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-09106-2_9.

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Konferenzberichte zum Thema "Student’s perceptions"

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Abulibdeh, Enas, Abdalla Abu Libdeh, Fuad A. Trayek und Ghadah Murshidi. „Diversifying The Teaching Methods : Student’s Perceptions of Smart Learning“. In 2019 International Arab Conference on Information Technology (ACIT). IEEE, 2019. http://dx.doi.org/10.1109/acit47987.2019.8991089.

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Navarro, Ignacio J., Antonio J. Sánchez-Garrido und Victor Yepes. „ENGINEERING AND ARCHITECTURE POSTGRADUATE STUDENT’S PERCEPTIONS ON SUSTAINABLE DESIGN“. In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0545.

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Suharyanti, Yosephine, Lucia Asdra Rudwiarti, Paulus Mudjihartono und Alexander Jatmiko Wibowo. „Student’s Preferences and Perceptions on Kampus Merdeka Experiential Learning Programs“. In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.076.

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Sena-Esteves, M. Teresa, Cristina Morais, Anabela Guedes, Isabel Brás Pereira, Margarida Ribeiro, Celina P. Leão und Filomena Soares. „Teaching Impact and Evaluation Methodology Assessment in a Fluid Mechanics Course: Student’s Perceptions“. In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-70576.

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Fluid Transport Systems topic is of fundamental importance in most Engineering areas. In this topic basic knowledge must be taught yet students normally resist and do not perform well in theoretical syllabus. In order to reinforce the importance of these issues, and based on teachers’ perceptions and experience, a change was made in the assessment process: a Practical Work and different moments and types of assessment were introduced. The objective is to evaluate the influence of these changes in the students’ final grades and to obtain students’ perceptions regarding these changes, and to know which teaching/learning methodologies are most effective. The students’ perceptions were analyzed through a questionnaire developed and validated for that purpose. Fifty students (88% of the enrolled students) carried out this new course format and answered the questionnaire. It is interesting to observe that most students (55.1%) do not perceive this course as essentially theoretical and 37% view it as balanced between theory and practice. One of the main reasons could be the fact that students realize that practical applications proposed during classes are enough to understand the theoretical concepts (75.5%). Globally students preferred several assessment moments (mini tests) to just one. Regarding the Practical Work, it was well accepted by students. The technical and soft skills promoted by the Practical Work as well as students’ learning styles were also analyzed through the questionnaires. The majority of students (71.4%) learn through the creation of concepts (abstract conceptualization) and perform things by an active experimentation. The grades obtained in the different moments of assessments were crossed with the final and Practical Work grades. It is worth pointing out that students increased their grades with the Practical Work.
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Ribeiro, Esperança Jales, Emília Martins, Maria João Amante, Sara Alexandre Felizardo, Rosina Fernandes und Lia Araújo. „Student’s Perceptions of the Community Impact of Social Education Degree Internship“. In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.22.

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Zdraveski, Dejan, Margarita Janeska, Kosta Sotiroski und Gjorgji Manceski. „STUDENT’S PERCEPTIONS ON BENEFITS AND CHALLENGES OF USING GOOGLE CLOUD-BASED TOOLS FOR E-LEARNING“. In Economic and Business Trends Shaping the Future. Ss Cyril and Methodius University, Faculty of Economics-Skopje, 2020. http://dx.doi.org/10.47063/ebtsf.2020.0024.

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The introduction of innovations in traditional education systems has imposed the need for adjustments and changes to the entire education system and its participants. The most important moment in the evolution of educational systems is the emergence of e-learning platforms as a result of the growing importance of lifelong learning and their integration into traditional educational environments. Especially nowadays, when the world is facing with the pandemic of Covid 19, the importance of the e-learning process and the use of distance learning platforms comes to the fore. The Faculty of Economics in Prilep is adapting to the new situation. For the realization of the process of distance learning were used the tools of Google, i.e. the G Suite cloud-based tools, such as Google Meet, Google Classroom, Gmail, Google Sheets, Google Docs, Google Drive etc. In this paper we will explore the perceptions of students at the Faculty of Economics in Prilep in terms of the benefits provided by these tools and the challenges faced by students in such a new situation where teaching took place completely on-line. For that purpose, a survey was conducted in which students from all study years were included. In this paper will be presented a qualitative and quantitative analysis of the obtained answers through the survey. The questionnaire was created with Google Forms and was delivered to students through the e mail. The main aim of this paper is to detect student’s perceptions of the use of cloud-based elearning tools. In the future, when creating and accrediting study programs, the recommendations contained in this paper could be taken into account in order to introduce elearning as a one of the possible ways for realization of educational process.
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Ribeiro, Esperança Jales, Maria João Amante, Emília Martins, Sara Alexandre Felizardo, Rosina Fernandes und Paula Xavier. „Student’s Perceptions on the Personal Impact of a Social Education Degree Internship“. In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.28.

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Vieira, Paulo Nuno, und Liliana Faria. „USING PROBLEM-BASED LEARNING IN SPORT SCIENCES COLLEGE: PROCESS AND STUDENT’S PERCEPTIONS“. In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1392.

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Wahyu, Rahma, Sinollah, M. A. Rudhito und H. P. Suryawan. „Student’s Perceptions on the Effects of R Language in Improving ICT Literacy“. In 2nd International Conference Innovation in Education (ICoIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.194.

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Muñoz Alcón, Ana Isabel, und Francisco Trullén Galve. „Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12929.

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Learning a foreign language involves the practice and development of linguistic competencies through a series of communicative activities. Assessing each of these competencies face to face can provide an accurate profile of the student’s level of language proficiency. But assessing them online, particularly oral skill, poses a challenge for both students and professors. The change of scenario and use of digital tools may intimidate students and deprive the interview from naturality and warmth. In this paper, the suitability of Blackboard Collaborate as Learning Management System to assess English speaking skill is studied together with other factors influencing students’ online performance. 81 students from 5 different undergraduate programs in Engineering and Applied Sciences were assessed, following the threefold pattern of IELTS speaking test questions. Their results and responses to a final survey are contrasted so as to check the positive of negative effect of online testing on the students’ state of mind and eventual achievement. Blackboard platform proves to be as a suitable online framework for optimal performance, and the examiner’s attitude is equally a conditioning factor in students’success.
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Berichte der Organisationen zum Thema "Student’s perceptions"

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Martindale, Addie, und Young-A. Lee. Students' Perceptions of Adopting Minimal Transformative Wardrobes. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-288.

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Min, Seoha. Exploring Apparel Design Students’ Perception on Creativity. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1717.

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Polston, Katherine. Students' Perceptions and Attitudes towards Rubric Assessment of Creativity. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1334.

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Ozawa, Michiyo. Japanese Students' Perception of Their Language Learning Strategies. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.7036.

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Arras-Vota, AMG, JL Bordas-Beltrán und MC Gutierrez-Diez. Perceptions of ICT competencies among e-postgraduate students and faculty. Revista Latina de Comunicación Social, Oktober 2017. http://dx.doi.org/10.4185/rlcs-2017-1214en.

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Zhao, Yilin, und Jung Eun Ha-Brookshire. College Students' Perceptions toward the Moral Responsibility of Corporate Sustainability. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1913.

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Colley, Carol. Student Perceptions of the Chemawa Alcohol Education Center. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1606.

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Jackson, Shelly. Adult student perceptions of traditionally sex-typed toys. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.6211.

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Zangaro, George A. Army Nurses' Experiences as Faculty and Students' Perceptions of Military Nursing. Fort Belvoir, VA: Defense Technical Information Center, Mai 2011. http://dx.doi.org/10.21236/ada627664.

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Arras Vota, Ana María de Guadalupe, Carlos Arturo Torres Gastelú und Ana María García Valcárcel Muñoz Repiso. Students’ perceptions about their competencies in Information and Communication Technologies (ICTs). Revista Latina de Comunicación Social (RLCS), Februar 2011. http://dx.doi.org/10.4185/rlcs-66-2011-927-130-152-en.

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