Academic literature on the topic 'Challenging student standard questionnaire'
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Journal articles on the topic "Challenging student standard questionnaire"
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Aljassar, Salwa A., and Jasem A. Altammar. "The Teaching and Classroom Problems Facing Student-Teachers of the College of Education at Kuwait University during Field Training." Journal of Educational and Psychological Studies [JEPS] 13, no. 2 (May 2, 2019): 317–36. http://dx.doi.org/10.53543/jeps.vol13iss2pp317-336.
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The study aimed to identify field problems encountered by student-teachers during instruction and classroom management. A randomized sample of 90 male and female participants, specialized in social studies and mathematics, was selected from the College of Education at Kuwait University. This mixed research method employs a questionnaire that was forused on 53 key areas of teaching and classroom problems. After testing the research methods for validity and reliability, a thorough analysis was conducted to derive main averages, standard deviations, and t-test values for the challenges’ degrees of impact. Data results reflected a consensus amongst participants that the teaching profession was challenging due to the lack of quality in field training received. The first greatest challenge was classroom management problems with a slight degree of severity (M=3.04). Instructional problems were the second greatest challenge with a slight degree of severity (M=2.48). Moreover, there were statistically significant differences between male and female student-teachers in the field of teaching problems, in favor of male student teachers. There were also statistically significant differences among student teachers based on their respective area of specialization (social studies and mathematics), in favor of mathematics. The research ended with a set of recommendations for enhancing the performance of student-teachers in dealing with teaching and classroom problems during field training.
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Aljassar, Salwa A., and Jasem A. Altammar. "The Teaching and Classroom Problems Facing Student-Teachers of the College of Education at Kuwait University during Field Training." Journal of Educational and Psychological Studies [JEPS] 13, no. 2 (May 2, 2019): 317. http://dx.doi.org/10.24200/jeps.vol13iss2pp317-336.
Full textAbstract:
The study aimed to identify field problems encountered by student-teachers during instruction and classroom management. A randomized sample of 90 male and female participants, specialized in social studies and mathematics, was selected from the College of Education at Kuwait University. This mixed research method employs a questionnaire that was forused on 53 key areas of teaching and classroom problems. After testing the research methods for validity and reliability, a thorough analysis was conducted to derive main averages, standard deviations, and t-test values for the challenges’ degrees of impact. Data results reflected a consensus amongst participants that the teaching profession was challenging due to the lack of quality in field training received. The first greatest challenge was classroom management problems with a slight degree of severity (M=3.04). Instructional problems were the second greatest challenge with a slight degree of severity (M=2.48). Moreover, there were statistically significant differences between male and female student-teachers in the field of teaching problems, in favor of male student teachers. There were also statistically significant differences among student teachers based on their respective area of specialization (social studies and mathematics), in favor of mathematics. The research ended with a set of recommendations for enhancing the performance of student-teachers in dealing with teaching and classroom problems during field training.
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Vien Ng, Vi, David Heyne, Yee Cheng Kueh, and Maruzairi Husain. "The Malay Self–Efficacy Questionnaire for School Situations: Development, reliability, and validity among early adolescents in primary school." European Journal of Education and Psychology 12, no. 1 (April 17, 2019): 91. http://dx.doi.org/10.30552/ejep.v12i1.243.
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Low perceived self–efficacy (SE) for responding to school–related situations is posited to be associated with school refusal. This study examined the validity and reliability of the Malay version of the Self–Efficacy Questionnaire for School Situations (SEQ–SS) among early adolescents in Kota Bharu. The English version of the 25–item SEQ–SS was translated into Malay. Employing a cross–sectional design, students (10-11 years) from five randomly selected public primary schools were recruited via proportionate cluster sampling. Two hundred and fifteen students, 65% female, mean age of 10.3 years (SD=0.5), completed the Malay SEQ–SS. Validity was examined with exploratory factor analysis (EFA). Cronbach’s alpha was used to determine internal consistency. Means and standard deviations were used to describe the total and subscale scores. EFA analyses retained 19 items which clustered into four factors: ‘SE in socially challenging situations’, ‘SE in personally challenging situations’, ‘SE in separation situations’, and ‘SE in situations of disengagement from school’. Internal consistencies were low, approaching moderate, with Cronbach’s alpha values between 0.64 and 0.69. The four–factor solution of the Malay SEQ–SS appears to permit identification of specific domains of low SE which could inform individualized interventions targeting early adolescents in primary school.
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Aćimović, Luna, Svetlana Stanojlović, Tanja Kalezić, and Bojana Dačić Krnjaja. "Evaluation of dry eye symptoms and risk factors among medical students in Serbia." PLOS ONE 17, no. 10 (October 24, 2022): e0275624. http://dx.doi.org/10.1371/journal.pone.0275624.
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Background Dry eye is a multifactorial disease defined less than 30 years ago. It is a relatively common disorder, affected by a number of well-known risk factors. Dry eye can be challenging to diagnose because of the possible discrepancy between patients’ symptoms and clinical signs, and its overlap with other ocular surface diseases. Literature-wise, dry eye is usually associated with age and therefore investigated within older populations. Recently, studies focusing on young adult and student populations have demonstrated a higher prevalence of dry eye than previously expected. Aim The study aims to determine the frequency of dry eye symptoms in the student population, and the impact of students’ activities and habits as potential risk factors. Methodology Our study involved 397 students from the medical school at the University of Belgrade, Serbia. Students were asked to complete an online survey that addressed general information, health, habits, and routine in everyday use of electronic devices. In addition, students completed a standard Ocular Surface Disease Index questionnaire. Results The prevalence of dry eye was 60.5% (240/397) in our study population. Contact lens wear (p<0.001), allergies (p = 0.049) and increased number of hours per day using VD devices for studying purposes (p = 0.014) were associtated with a higher risk of dry eye disease. Risk factors that did not significantly impact dry eye were the use of oral contraceptives, smoking, systemic diseases, year of study and sex. Conclusion In our study, the prevalence of dry eye disease was similar or slightly higher than in previous studies among young adults. In addition, contact lenses, allergies and visual display devices were associated with the development of the dry eye.
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Kuenzang, Dorji, Tshomo Tashi, and Dorji Singye. "Impact of multimedia technology integrated instruction on students' learning satisfaction in bhutanese classroom." i-manager's Journal on School Educational Technology 17, no. 3 (2022): 17. http://dx.doi.org/10.26634/jsch.17.3.18554.
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In the present world of technology, students grow up with technological devices at home and in schools, which revolutionize the way they learn. Future education technology shall transform teaching and learning by providing teachers and students with a variety of new devices to work with. Thus, the study was designed to examine the impact of multimedia technology-integrated instruction on learning satisfaction of students studying at upper primary level in one of the countryside primary schools in Bhutan. A mixed methods research was adopted to ensure better understanding of the results. Following a purposive sampling technique, 45 students were selected as research samples. Over a period of three months, the participants were taught at least three lessons of science in a week using multimedia technology. Instruments such as open-ended questions and questionnaires were administered to assemble the data. The quantitative data collected from the questionnaire were analyzed and inferred using the inferential statistical t-test with significance p<0.05 and descriptive statistical mean and standard deviation. And qualitative data from open-ended questions were analyzed using the grounded theory coding system. The findings revealed that students were highly satisfied with learning science through multimedia technology, as it not only made the lessons easier to understand and lively to participate in, but also challenging and enjoyable. Furthermore, inferential statistics revealed that there was no statistically significant difference in satisfaction with learning between male and female students. Therefore, the researchers stipulated that the integration of multimedia technology assisted instruction had a large positive impact on increasing student learning satisfaction. The findings of this study were intended to inform curriculum reformers, educational leaders, and teachers with practical evidence that they should propose pedagogical change in classroom teaching and learning using multimedia technology.
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Sari, Desy Kumala. "Pengembangan E-Modul Praktikum Fisika Dasar 1 dengan Pendekatan STEM untuk Menumbuhkan Kemandirian Belajar." DWIJA CENDEKIA: Jurnal Riset Pedagogik 5, no. 1 (May 17, 2021): 44. http://dx.doi.org/10.20961/jdc.v5i1.50560.
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<em>The experiment activities of fundamental physics in the laboratory become challenging during Covid 19 Pandemic. The experiment should be carried out remotely, and there is a need to develop an electronic practicum module containing an interactive tutorial video. The research aims to create an electronic module of Fundamental Physics I Experiment with STEM (Science, Technology, Engineering, and Mathematics) Approach. The used development model was 4D (Define, Design, Develop, and Disseminate). The collected data instruments are expert validation questionnaire, practicality questionnaire, and independence questionnaire to determine the product effectivity. Ideal Standard Deviation analysed data to comprehend its category. The interpreted result showed the product feasible, practices, and effective to use in the learning process. The average feasibility score is 71, and the practicality aspect has a score of 38. Both of them have excellent criteria. Besides that, the developed product also improves students’ autonomy in experimental activities.</em>
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P. Maloles, Fatima Micah, and Elisa N. Chua. "Activating Strategies in Teaching Physical Science: Direction towards Enhanced Students’ Critical Thinking Skills." International Multidisciplinary Research Journal 2, no. 3 (September 16, 2020): 174–81. http://dx.doi.org/10.54476/iimrj348.
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Teaching Science is challenging; teachers find it exciting. To sustain eagerness and attention of the students, teachers need to learn the subject and choose strategies which can help enhance students’ skills. With that, the study aimed to ascertain the effectiveness of activating strategies in teaching Physical Science toward enhanced students’ critical thinking skills in St. Thomas Academy. The study utilized experimental design involving the participation of 105 Grade 11 match paired students. It used diagnostic test to assess the students’ prior knowledge, survey questionnaire to evaluate their needs, interest, and attitude towards Science subject before the implementation of the activating strategies such as carousel brainstorming, challenge envelopes, and talking drawings. It also used learning plans in each activating strategy during the lesson. Pre-test and posttest were administered to assess their critical thinking skills. Students’ preparedness in terms of prior knowledge, needs, interest, and attitude towards Science subject were analyzed and interpreted using standard deviation and mean, frequency, mean difference, t-test was used to test the difference on the transmuted mean gain scores of the respondents. Pearson r, multiple comparisons to compare the results of the scores in each strategy per subskill, and ANOVA to analyze the relationship among the variables under students’ preparedness and critical thinking subskills. Furthermore, the study found out that there is a significant difference in the pre-test and post-test scores of the three groups exposed to the different activating strategies as to their critical thinking skills. Lastly, there is a significant difference in the mean post-test scores of the groups exposed to the different activating strategies as to their critical thinking skills and there is a significant relationship between student preparedness and critical thinking skills
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Amiri, Mohamad Reza, Hossein Vakilimofrad, Farideh Rostami, and Samad Moslehi. "Does Increasing Health Literacy Reduce Self-medication? A Case Study of Hamadan University of Medical Sciences." Journal of Education and Community Health 9, no. 4 (December 4, 2022): 241–46. http://dx.doi.org/10.34172/jech.2022.1805.
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Background: Self-medication is one of the challenging issues in health care systems. Health literacy seems to be an important factor in self-medication behaviors. The aim of this study was to investigate the relationship between health literacy and self-medication among undergraduate students of Hamadan University of Medical Sciences. Methods: Using a cross-sectional survey method, this descriptive-analytical study was conducted in 2020. Among 2600 undergraduate students of Hamadan University of Medical Sciences, including nonclinical students, 335 people were selected by the convenience sampling technique. Data were collected using two questionnaires, including a standard health literacy questionnaire and a researcher-made self-medication questionnaire. The linear regression model was employed to analyze data by SPSS, version 23. Results: The results revealed that 174 people (52%) of the statistical population were women, and there is a significant difference between males and females in terms of self-medication (P=0.022). The effect of gender on self-medication was statistically significant (P=0.013), and self-medication decreased slightly more with increasing health literacy in males than in females. In general, without considering gender, the relationship between health literacy and self-medication was statistically significant (P=0.007), while health literacy had a negative relationship with self-medication. Conclusion: Health literacy among students was at an adequate level, and their level of self-medication is high. Health literacy as a factor affecting the capacity for decision-making and action in the field of health has a significant relationship with self-medication behavior. Therefore, due to its negative consequences, it is necessary to take measures to reduce this social phenomenon.
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Wang, Zehua, and Feifei Han. "Metacognitive Knowledge and Metacognitive Control of Writing Strategy between High- and Low-performing Chinese EFL Writers." Theory and Practice in Language Studies 7, no. 7 (July 1, 2017): 523. http://dx.doi.org/10.17507/tpls.0707.04.
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This study investigated metacognitive knowledge and control of writing strategy in English among 65 Chinese EFL learners in two argumentative writing tasks. Metacognitive knowledge was measured using a questionnaire written in simple present tense. Metacognitive control required writers to respond to a questionnaire written in simple past tense immediately following completion of each writing task according to the actual strategy use in the writing tasks. Students were grouped into high- and low-performing EFL writers using one standard error above or below the Mean scores of the writing tasks. One-way ANOVA was conducted on the four kinds of writing strategies (i.e., planning, cognitive, monitor-control, and evaluating). We found that while there were no differences on any type of the writing strategies for metacognitive knowledge, the two groups differed in the actual writing strategy use on each occasion. For the more familiar and easier writing topic, high- and low-performing students differed only in cognitive writing strategies. For the less familiar and more challenging writing task, high-achievers adopted significantly more planning, cognitive, and evaluating strategies than low-achievers. This research supported for distinction between metacognitive knowledge and control in EFL writing.
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Akram, Zainab, Sadia Suleman Khan, and Maroof Bin Rauf. "English Literature Reading as Gendered Activity at Educational Primary Level." Global Social Sciences Review V, no. III (September 30, 2020): 276–88. http://dx.doi.org/10.31703/gssr.2020(v-iii).29.
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English is the certified language of Pakistan and intermediate of teaching in private schools. Learning an FL might be frustrating and challenging for some young learners. Stories in English as literature are an effective technique to teach young learners. This paper attempts to explore if reading stories in English as part of literature is a gendered activity with differences of interest by boys and girls. The study used a Reading Attitude Survey modified from Downing Object Activity Opinion and the Finnish questionnaire. The findings depict that stories in the schoolbooks are enthusiastic and are suitable according to learners' curiosity and standard. Results further specified that the general mainstream of students understands reading as an action that is more appropriate for girls, thus supportive of the study's hypothesis. The results also suggested that the gender-based insights strengthen with age for both boys and girls.
Dissertations / Theses on the topic "Challenging student standard questionnaire"
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ADDIMANDO, LOREDANA. "Comportamenti difficili degli studenti e stress degli insegnanti nelle organizzazioni educative: una ricerca internazionale." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2010. http://hdl.handle.net/10281/8434.
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Il presente lavoro tenta di studiare il fenomeno "stress degli insegnanti" nelle relazioni scolastiche, focalizzandosi prevalentemente sulla componente attribuibile alle relazioni instaurate con gli studenti con problemi emotivi, comportamentali e di apprendimento: gli studenti "difficili" (challenging students).
In particolare, cogliendo l’occasione di lavorare con un gruppo di ricerca internazionale composto da ricercatori provenienti da sette differenti nazioni, lo studio presenta le fasi di sviluppo e applicazione di un nuovo strumento di indagine per l’analisi dello stress degli insegnanti nelle organizzazioni educative.
Il Challenging Student Standard Questionnaire (CSSQ) è stato utilizzato in differenti contesti nazionali al fine di valutare le percezioni di stress degli insegnanti in relazione alla gestione dei comportamenti degli studenti, dei colleghi e della dirigenza scolastica con l’intento di sviluppare uno strumento valido ed affidabile in grado di dare conto delle diverse possibili fonti di stress correlate alla professione docente.
Books on the topic "Challenging student standard questionnaire"
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Kreps, David M. A Course in Microeconomic Theory. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691202754.001.0001.
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This book is a text in microeconomics that is both challenging and “user-friendly.” The work is designed for the first-year graduate microeconomic theory course and is accessible to advanced undergraduates as well. Placing unusual emphasis on modern noncooperative game theory, it provides the student and instructor with a unified treatment of modern microeconomic theory — one that stresses the behavior of the individual actor (consumer or firm) in various institutional settings. The author has taken special pains to explore the fundamental assumptions of the theories and techniques studied, pointing out both strengths and weaknesses. The book begins with an exposition of the standard models of choice and the market, with extra attention paid to choice under uncertainty and dynamic choice. General and partial equilibrium approaches are blended, so that the student sees these approaches as points along a continuum. The work then turns to more modern developments. Readers are introduced to noncooperative game theory and shown how to model games and determine solution concepts. Models with incomplete information, the folk theorem and reputation, and bilateral bargaining are covered in depth, followed by exploration of information economics. A closing discussion concerns firms as organizations and gives readers a taste of transaction-cost economics.
Book chapters on the topic "Challenging student standard questionnaire"
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Vurdien, Ruby, and Pasi Puranen. "Teacher attitudes toward online assessment in challenging times." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022, 370–74. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1486.
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This paper explores and reports on teacher attitudes toward online assessment in foreign language teaching and learning in Spain and Finland. During the pandemic, teachers have had to face serious challenges, such as the method to be adopted, task design or handling student feedback, in order to ensure effective student assessment. They have had to find completely new ways to assess their students. A qualitative approach was adopted and data were gathered from a questionnaire shared on Google form, which was completed by 23 teachers from Spain and 11 from Finland. The aim was to examine (1) the advantages and disadvantages of using online assessment tools to measure students’ progress, and (2) the participants’ perceptions of their experience of assessing their students online. The findings show that while online assessment tools, especially quiz apps, provide instant feedback and correction for students and teachers, it is difficult to control what tools students might be using to support their learning and/or assessment assignments.
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Selvi, Murat Selim. "Attitudes of University Students Voters Towards Political Messages in Social Media." In Media Influence, 79–105. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3929-2.ch006.
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In recent years, social media has become one of the most important political marketing tools. The aim of the research is to determine how university students voting have attitudes towards political messages run across several different social media channels. Undergraduate students in Tekirdağ Central Campus of Namik Kemal University are generating the population of the study. In this research, sample was not taken. Questionnaire form was used as data collecting tool. Data obtained through questionnaire forms were presented as descriptive statistics (frequency, percentage, mean, standard deviation). For differences between group means, T-test and One-way ANOVA were implemented. It was concluded that messages with political content in social media had intensifier effects on present preferences of university student voters and had directive effects on indecisive students. Twitter users had more negative attitudes towards messages with political content in social media.
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Amorim, Manuela, Diana Tavares, Maria Céu Lamas, Sandra Mota, and Ana Salgado. "Students’ Perception of Self-efficacy and Academic Engagement in School of Health of the Polytechnic Institute of Porto: an Observational Study." In ATHENA Research Book, Volume 1, 137–57. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.3.2022.9.
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The intense increase in students in Higher Education, observed in recent decades, has promoted profound changes quantitative and qualitative in demand, frequency, and student profile. In the context of these changes, we conducted a study to evaluate the self-efficacy and academic engagement of students using an online questionnaire. It includes some sociodemographic variables and the Self-Efficacy Scale in Higher Education (AEFS) and University Student Engagement Inventory (USEI). It was possible to verify that students had a score for academic engagement above the average, revealing an overall high level of academic engagement, an indicator of student success. Regarding self-efficacy, the score obtained is above 4 (on a scale of 1 to 5), close to 5, in social interaction, which indicates that these students overall have relatively robust self-efficacy beliefs. In all cases, the low values of standard deviation reveal a good degree of agreement between responses.
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Afridi, Ahmad Hassan. "Serendipitous Recommenders for Teachers in Higher Education." In Handbook of Research on Faculty Development for Digital Teaching and Learning, 333–53. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch017.
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Currently, most of the recommender systems that are in a prototype or deployed stage are primarily accuracy oriented. This chapter focuses on teacher preferences for designing serendipity-oriented recommender systems for academic activities. Reports on relevant literature about serendipitous recommenders and fac ulty empowerment with such tools, a focus group study of teachers for some industrial recommender system platforms, and a use case on instructor use of recommenders to inform and support recommendations for lectures are covered. Further, a survey of students to explore the feasibility of student-teacher serendipitous activities and operations are also reported. The results from all three studies show that serendipity has a major role to play in the future. The author surveyed the literature on standard digital libraries and used questionnaire-based data collection and standard statistical methods to evaluate the responses.
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Dianah, Siti, Ali Selamat, and Ondrej Krejcar. "Improve Imbalanced Multiclass Classification Based on Modified SMOTE and Feature Selection for Student Grade Prediction." In Handbook of Research on New Investigations in Artificial Life, AI, and Machine Learning, 371–89. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8686-0.ch014.
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In higher education institutions (HEI), the ability to predict student grades as an early warning system is one of the important areas that gained attention to improve educational outcomes. Over the years, machine learning techniques have facilitated and successfully addressed student grade prediction for identifying the potentially weak students in a particular course. However, dealing with an imbalanced multiclass classification dataset is challenging due to biased results towards predicting the minority class. Therefore, this chapter proposes a method that can increase the classification performance by using a modified synthetic minority oversampling technique and feature selection (MSMOTE-FS). The experiments tested the proposed method's effectiveness by utilizing four oversampling techniques and six standard classification algorithms. This finding indicated that the proposed method gives promising results to improve the accuracy in multiclass classification of student grade prediction.
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Vale, Miguel Diamond, Marco Lamas, and Orlando Lima Rua. "E-Learning." In Handbook of Research on Teacher and Student Perspectives on the Digital Turn in Education, 291–316. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4446-7.ch014.
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This research aims to study the influence of the pandemic on the current higher education institutions' methods to understand better its impact on the development of e-learning structures as a proactive solution to the in-person classes and methods. A quantitative methodology was developed through a survey questionnaire from Porto Accounting and Business School students to identify e-learning initiatives and the possible new standard for higher education. The results show that the current pandemic situation serves as a base for developing and implementing online learning methodologies such as e-learning and b-learning. They are concluding the most common struggles or barriers that students highlight during their online learning experiences related to their prearrangement with the learning process and connected to the institution's investments in “remote” learning structures. It is crucial to mention that this study can give further research literacy to developing specific research from a student perspective.
Conference papers on the topic "Challenging student standard questionnaire"
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Hass, Atrimecia, and Brigitte Lenong. "ASSESSING THE ACADEMIC WRITING SKILLS OF FINAL YEAR ENGLISH SECOND LANGUAGE (ESL) EDUCATIONS STUDENTS TO DETERMINE THEIR PREPAREDNESS AS LANGUAGE TEACHERS: A PRACTICAL APPROACH AT A UNIVERSITY OF TECHNOLOGY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end079.
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The schooling system plays a significant role in teaching basic literacy skills such as reading and writing, yet students from al schooling backgrounds find it challenging to uphold an acceptable standard of academic writing in higher education in comparison with their advantaged peers. The fact that universities have adopted English as the medium for teaching and learning purposes makes it difficult for students to demonstrate the ability to write in their own words, as they are second or third language speakers. Student success at institutions of higher learning depends largely on the adequate mastery of reading and writing skills required by the discipline. The article assesses the academic writing skills of final year education students completing their studies at a University of Technology in South Africa. Thisstudy was necessitated by the realisation that students at both undergraduate and post-graduate level are struggling to express themselves through writing in the academic language which is critical for them to succeed at university. The article draws on a writing process skills questionnaire administered to fourth year students and English lecturers in the Department of Education and Communication Sciences. General academic writing conventions such as organisation, development, building an argument, grammar, and spelling were examined through an academic essay. The results highlight the poor writing skills and lack of mastering of academic writing skills of students.
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Reunanen, Tero, and Vesa Taatila. "Student Satisfaction Towards Studies - Disciplinary, Demographic or Situation Related Variable?" In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002290.
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Students´ satisfaction towards studies is one of the most interesting information for universities in student questionnaires. How satisfied our students are and how we could enhance the satisfaction or guarantee that it will be high also in future. The reasons why some students are more satisfied towards their studies than others are always crucial to develop organization and studies. Sometimes the reasons can be explained more easier way than others and sometimes the reasons are more critical to organizations future than others. We have already shown in our last article that student satisfaction is correlating with personnel´s felt justice. In this research we are scrutinizing things which are affecting to students´ satisfaction deeper. We are studying how if and how the available demographic variables are affecting to the results of felt satisfaction. It will also be interesting to note if there are some demographic variables that do not have an effect on the felt justice.This research will be conducted by utilizing two different questionnaire tool Student barometer. Student barometer is a questionnaire for higher education students in Finland. It´s objectives are to provide data and information for researchers, research institutes education developers and decision makers in the institutes. Student barometer handles a variety of different matters from student life by asking students´ opinions from quality of studies to their civil life activities and their expectations of the future. Student barometer data consists of 2165 individual students as respondents in year 2019. They answered at most to 201 different questions and propositions. As the questionnaire was dynamic and depended partly on the previous answers, not all the questions and propositions were targeted to all of the students. Also the students’ responses were grouped by their degree programs, which makes it possible to compare the felt justice of the staff members to that of the students per each degree program. We are studying data sets from year 2016 to 2021. Data is analyzed with Excel and SPSS. Samples were taken from the data mass and were composed to a statistical model with excel spreadsheet. Students were grouped under schools and arithmetic averages and standard deviations were calculated to each proposition. After calculating the arithmetic averages further analysis was done with SPSS statistical analysis program. In SPSS proposition’s correlations were analyzed by single tailed Pearson correlation.The overall research question is: Is there a correlation between student satisfaction and available demographic variables. If so, how can this/these correlations be interpreted and what conclusions can be made? Future research aspects and practical recommendations will also be issued in the paper.
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Ng, Eugenia. "Engaging Student Teachers in Peer Learning via a Blended Learning Environment." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3233.
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T eacher education, which encompasses teaching, teaching effectiveness, the factors that determine teachers' thought processes and performances, and the social policies that affect teachers in all aspects and stages of their careers, is the fundamental groundwork and primary foundation, for attemptingto undertake various innovative and model learning and teaching approaches. However, a number of studies have indicated that teacher education does not adequately prepare teachers to teach with technology. In light ofthis paradoxical situation, the author attempted to integrate content, pedagogy and technology when teaching her post-graduate student teachers. In addition, technology was used to foster peer learning, so that participants could learn through a holistic approach in an experiential environment, rather than using technology as an add-on tool. An institutional standard questionnaire and a focus group meeting were conducted as part of this study, to gather feedback from the participants in the study, on the new learning approach, and the grades that these student teachers obtained for their individual work and group project were analyzed. It was found that the participants embraced both a peer and blended learning approach, and yet the grades that they obtained for their group projects were not superior to the grades on their individual assignments.
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Zhang, Jipeng, Roy Ka-Wei Lee, Ee-Peng Lim, Wei Qin, Lei Wang, Jie Shao, and Qianru Sun. "Teacher-Student Networks with Multiple Decoders for Solving Math Word Problem." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/555.
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Math word problem (MWP) is challenging due to the limitation in training data where only one “standard” solution is available. MWP models often simply fit this solution rather than truly understand or solve the problem. The generalization of models (to diverse word scenarios) is thus limited. To address this problem, this paper proposes a novel approach, TSN-MD, by leveraging the teacher network to integrate the knowledge of equivalent solution expressions and then to regularize the learning behavior of the student network. In addition, we introduce the multiple-decoder student network to generate multiple candidate solution expressions by which the final answer is voted. In experiments, we conduct extensive comparisons and ablative studies on two large-scale MWP benchmarks, and show that using TSN-MD can surpass the state-of-the-art works by a large margin. More intriguingly, the visualization results demonstrate that TSN-MD not only produces correct final answers but also generates diverse equivalent expressions of the solution.
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Imperio, Alessandra. "CHANGING THE TEACHING METHODOLOGY: HOW MUCH DOES IT COST?" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end023.
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"The paper describes selected results of a multifaceted intervention study aimed primarily at nurturing and assessing critical thinking (CT) competence in a sample of primary school children in the North-East of Italy. The core of the study comprises the implementation of a new learning framework considered effective in promoting thinking and problem-solving skills, the development of an assessment tool to appraise CT performances during peer dialogue tasks, and the comparison over time of the results achieved by participants in the intervention and control classes. As part of the same research, an exploratory survey was undertaken through a voluntary questionnaire with the twofold aim of knowing the most common teaching style among primary school teachers in the region and selecting the experimental classes. The analysis of the questionnaire data showed that the use of traditional methods is still prevalent among teachers. Italian schools have a tradition of using content-based approaches and, since these are considered ineffective in promoting CT competence, one of the research questions of the study, and the focus of this paper, was how teachers deal with the implementation of a new learning framework and whether it enables them to change their teaching towards more student-centered approaches. For this purpose, the 13 teachers in the experimental group were first trained about the “Thinking Actively in a Social Context” (TASC; Wallace, 2001) learning framework. After its implementation in the experimental classes for nine months, data were collected through logbooks, lesson plans, and a final questionnaire. Furthermore, data collected from those sources were analyzed and the words of teachers from formal and informal communications were considered. Throughout the implementation period, quantitative (e.g., number of TASC learning plans implemented) and qualitative (e.g., ways in which teachers had applied the learning framework) differences in the TASC use were observed among teachers. One group stayed with traditional approaches, keeping a more teacher-centered focus, another small group used TASC from a student-centered perspective, and a smaller group accommodated their usual learning plans within the TASC framework. Although some teachers had difficulty applying the new approach, most of them found it valuable in challenging their teaching style. The costs for changing teaching methods include extended times to fully develop the school curriculum with student-centered approaches and teachers’ efforts to re-frame practices and explore strategies within new learning perspectives. Both aspects should be taken into account when rethinking school system reforms and the training of future teachers."
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Reunanen, Tero, and Vesa Taatila. "Shared Work Load and Team Spirit - Correlations between University Students and University Personnel." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002293.
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The felt load of life is often mirrored to well-being and how people feel. Typically organizations are looking the workload of their staff because that is the thing which organizations can affect and made adjustments. Organization´s culture often starts to change people to be alike and large tendencies and trends are carving people to feel and act as same. In this research we are looking how university students and personnel feel about heir workload and how they feel their team spirit and mood. This research will be conducted by utilizing two different questionnaire tools called Eezy Spirit and Student barometer. Eezy spirit is a questionnaire, which has been developed to study employee experience and it is widely used in Finland in different industries. It was chosen to be the one for studying the staff experience since it has questions about felt justice and personnel´s feelings towards management. Student barometer is a questionnaire for higher education students in Finland. It´s objectives are to provide data and information for researchers, research institutes education developers and decision makers in the institutes. Student barometer handles a variety of different matters from student life by asking students´ opinions from quality of studies to their civil life activities and their expectations of the future. This research will be based on material from Turku University of Applied Sciences (TUAS). Data will be gathered from Eezy spirit employee experience questionnaires done annually 2016-2020. The study was done to whole personnel in TUAS and number of respondents varied from 598 to 633 in different years. Respondents answered to propositions in Likert scale 1-4 and “I don´t know”. Number of propositions varied between years from 63 to 65. Respondents were grouped to units which were responsible for specific degree programs. Student barometer data consists of 2165 individual students as respondents in year 2019. They answered at most to 201 different questions and propositions. As the questionnaire was dynamic and depended partly on the previous answers, not all the questions and propositions were targeted to all of the students. Also the students’ responses were grouped by their degree programs, which makes it possible to compare the felt justice of the staff members to that of the students per each degree program. We utilize data sets between years 2016-2020. Data is analyzed with Excel and SPSS. Samples were taken from the data mass and were composed to a statistical model with excel spreadsheet. Staff members as well as students were grouped under schools and arithmetic averages and standard deviations were calculated to each proposition. After calculating the arithmetic averages further analysis was done with SPSS statistical analysis program. In SPSS proposition’s correlations were analyzed by single tailed Pearson correlation.The overall research question is: Is there a correlation between 1) workload for university students and staff 2) team spirit and relationships in organization? If so, how can this correlation be interpreted and what conclusions can be made? Future research aspects and practical recommendations will also be issued in the paper.
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Varikuti, Sainath, Jitesh H. Panchal, and John M. Starkey. "A Web-Based Online Collaboration Tool for Formulating Senior Design Projects." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37915.
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A well formed senior design project is known to have significant benefits in terms of project outcome, student motivation, team cohesiveness, engagement, and student learning. Defining a good problem statement, forming a team of compatible and appropriately skilled students, and selecting an appropriate faculty mentor are critical aspects of project formation. Therefore, students in Mechanical Engineering at Purdue University are encouraged to suggest project ideas, form teams, and have them approved by the course coordinator before the semester starts. While there is significant literature on senior design projects, most of the existing work is focused on activities after the problem is defined and the teams are formed. There is a lack of mechanisms and tools to guide the project formation phase in senior design projects, which makes it challenging for students and faculty to collaboratively develop and refine project ideas and to establish appropriate teams. To address this challenge, we have implemented an online collaboration tool to share, discuss and obtain feedback on project ideas, and to facilitate collaboration among students and faculty prior to the start of the semester. Through an online survey and questionnaire to students, we are exploring the impact of the collaboration tool on the senior design project formation process. In this paper we present the design of the tool and the results from our ongoing study in the senior design class at Purdue Mechanical Engineering.
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Xiong, Feng, Jiayi Tian, Zhihui Hao, Yulin He, and Xiaofeng Ren. "SCMT: Self-Correction Mean Teacher for Semi-supervised Object Detection." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/207.
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Semi-Supervised Object Detection (SSOD) aims to improve performance by leveraging a large amount of unlabeled data. Existing works usually adopt the teacher-student framework to enforce student to learn consistent predictions over the pseudo-labels generated by teacher. However, the performance of the student model is limited since the noise inherently exists in pseudo-labels. In this paper, we investigate the causes and effects of noisy pseudo-labels and propose a simple yet effective approach denoted as Self-Correction Mean Teacher(SCMT) to reduce the adverse effects. Specifically, we propose to dynamically re-weight the unsupervised loss of each student's proposal with additional supervision information from the teacher model, and assign smaller loss weights to possible noisy proposals. Extensive experiments on MS-COCO benchmark have shown the superiority of our proposed SCMT, which can significantly improve the supervised baseline by more than 11% mAP under all 1%, 5% and 10% COCO-standard settings, and surpasses state-of-the-art methods by about 1.5% mAP. Even under the challenging COCO-additional setting, SCMT still improves the supervised baseline by 4.9% mAP, and significantly outperforms previous methods by 1.2% mAP, achieving a new state-of-the-art performance.
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Dang, Hongmei, Pawan Tyagi, Esther Ososanya, and Kate Klein. "Project Based Course Enabled Nanotechnology Education for Senior Level Undergraduate and Graduate Students." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-68827.
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Abstract National Science Foundation funding was obtained to nucleate nanotechnology curriculum and start a senior-level nanotechnology course cross-listed in the Mechanical Engineering and Electrical Engineering department. The key components are implementation of lectures integrated with hands-on laboratory experience, research seminar and evaluation. Laboratory projects of nanofabrication include metal-oxide-semiconductor capacitor and nano-structured solar cell for undergraduate and graduate students respectively. The assessment of course materials and master’s understanding was evaluated by surveys and direct observations of student performance. In spring 2020, statistical data from survey demonstrated that graduate students responded overall high rate for all of the course materials and undergraduate students gave high rate for majority of course materials except thermal evaporation fabrication project. A significant standard deviation for rating of thermal evaporation fabrication process indicated that practical engineering projects are challenging for some undergraduate students.
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Shah, Devanshi, Elisabeth Kames, and Beshoy Morkos. "Neurocognitive Effects of Incentivizing Students to Improve Performance Through Repeat Attempts in Design Settings." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-72058.
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Abstract The goal of the study is to examine the effectiveness of using an incentivized “test/retest” scenario to improve participants’ performance during stressful situations. The study makes use of an electroencephalography (EEG) machine to detect participants’ stress levels during a one-minute typing test. The typing test administered was a standard, “story-typing” test. A total of 23 student participants were randomly divided into two cohorts: the control cohort and the experimental cohort. Participants were asked to complete a preliminary questionnaire self-assessing their ability to handle stressful situations. Both cohorts were then asked to complete the typing test (hereafter referred to as T1) and fill out an Emotional Stress Reaction Questionnaire (ESRQ), indicating their emotions during the typing test. The participants were then asked to complete the typing test and accompanying ESRQ a second time (hereafter referred to as T2). However, prior to the second test, the participants in the experimental cohort were told that the participant that shows the most improvement in their typing speed (measured in words per minute) will receive a $100 gift card. This stimulus is used to increase the already stressful situation for the experimental cohort and examine whether participants’ brain activity changes when the “retest” is incentivized. Each participant’s EEG data and heartrate were measured through the duration of the experiment and t-tests and regression analyses were used to determine if a statistically significant difference existed between cohorts (control vs. experimental) or within cohorts (T1 vs. T2). The results show that there were no significant changes in brain activity, emotions, or typing performance for the control group of participants (no reward offered). However, the experimental group showed an increase in EEG sensor activity; specifically, the sensors that control vision and emotion. Interestingly, the participant’s performance was found to be correlated to their emotional responses, rather than their EEG sensor data. Additionally, the experimental groups’ positive emotions were increased for the second typing test, which is incentivized. The findings lay a foundation for design settings scenarios where preparatory practices can be incorporated.