Relevant bibliographies by topics / Education students perceptions

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education students perceptions'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education students perceptions"

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Yigittir, Suleyman. "Human rights perceptions in paintings of primary education students." International Journal of Academic Research 5, no. 5 (October 15, 2013): 285–93. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.44.

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Noreen, Khola, Kausar Aftab Khan, and Risat Ali Nehra. "STUDENTS' PERCEPTION OF LEARNING ENVIRONMENT USING DUNDEE READY EDUCATION ENVIRONMENT MEASURE (DREEM) INVENTORY." Pakistan Journal of Public Health 8, no. 2 (August 5, 2018): 112–16. http://dx.doi.org/10.32413/pjph.v8i2.154.

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Background: Educational Environment is defined as everything that take place in class room, department, college or university and is fundamental in achievement of students' academic success. Understanding the medical student's perception about the education environment has great impact in evaluating deficiencies in exiting medical curriculum, to make comparison between different groups and to make necessary changes accordingly. The objective of our study was to evaluate the perception of under graduate medical students about their learning environment. Methods: We conducted this cross-sectional study on 131 undergraduate medical students. DREEM Inventory was used to collect the data. DREEM is validated tool and universally used as diagnostic inventory to assess the quality of education environment. Data was collected after taking informed written consent. Results: Students' perceptions of learning, students' perceptions of teachers, students' academic self-perceptions, students' perceptions of atmosphere, students' social self-perceptions and total DREEM score were 25.4/48, 23.3/44, 17.3/32, 27/48, 14.3/28 and 107.5 /200, respectively. Out of total 50 item, 11 items scored less than 2 which indicate the area of significant problem and these issues need to be addressed on urgent basis. Conclusion: Over all students assessed education environment as average. There is a need for improvement in all five domains of students' perception.
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Nogueira, Fernanda, and António Moreira. "Civic education – Portuguese students’ perceptions." Procedia - Social and Behavioral Sciences 15 (2011): 1771–76. http://dx.doi.org/10.1016/j.sbspro.2011.03.367.

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Ratnaningsih, Ratnaningsih, Rini Triastuti, and Dewi Gunawati. "The Effect of Students’ Perceptions on Civic Education Learning on the Mastery of Concepts." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 3, no. 1 (January 28, 2020): 104–11. http://dx.doi.org/10.33258/birci.v3i1.730.

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Nowadays, quality learning from teachers is an important factor in preparing graduates who are able to compete competitively. The relationship of the millennial students and technology transforms the way they get to know the world. Therefore, achievement, guidance and motivation for the current generation is a challenge. Students' perceptions are directly related to self-concept, motivation, effort, and help in finding behaviors. A perception is one’s response resulting from a stimulus received. Students’ learning processes cannot be separated from perceptions as a process of understanding information. Teachers must be able to develop a strategy that ensures learning conducted by teachers is in accordance with what the students expect and desire. A good student's initial perception of the material being studied makes students enthusiastic in participating in learning. A good perception of the object will affect motivation and desire to learn, which will affect the students’ mastery of concepts. Students’ perceptions can contribute to their mastery of concepts in civic learning. This research aims to determine the significant effect of students' perceptions of learning civics on their mastery of concepts. The research was conducted on 64 students. The instrument was tested for validity and reliability. The data were then analyzed using the One-Way Anova test. The results showed students' perceptions of civic education learning significantly influences their mastery of concepts.
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Agcam, Reyhan, and M. Pinar Babanoglu. "Students’ Perceptions of Language Testing and Assessment in Higher Education." unibulletin 5, no. 1-2 (December 1, 2016): 66–77. http://dx.doi.org/10.22521/unibulletin.2016.512.6.

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Vázquez, José Luis, Ana Lanero, and Oscar Licandro. "Corporate Social Responsibility and Higher Education: Uruguay University Students’ Perceptions." ECONOMICS & SOCIOLOGY 6, no. 2 (November 20, 2013): 145–57. http://dx.doi.org/10.14254/2071-789x.2013/6-2/13.

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Nunez, Gerardo H., Alisson P. Kovaleski, and Rebecca L. Darnell. "Formal Education Can Affect Students’ Perception of Organic Produce." HortTechnology 24, no. 1 (February 2014): 64–70. http://dx.doi.org/10.21273/horttech.24.1.64.

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Consumer perception plays an important role in the decision to purchase organic vs. conventional produce. A web-based survey was used to evaluate perceptions and purchase behavior toward organic produce in a sample population of college-aged students. The effect of formal education on this perception was also investigated. Most subjects in this sample population were aware of and had positive perceptions of organic produce and organic agriculture. The likelihood of being an organic consumer was similar across genders, ages, and fields of study. Subjects who reported to be organic consumers associated less risk with organic produce than those who reported to never have purchased organic produce. A 50-minute lecture about organic agriculture altered the perception students had about organic produce. After the lecture, students expressed bleaker perceptions about the health benefits and ethical soundness of organic agriculture. On the other hand, after the lecture students expressed a more positive perception of the policies and regulations that govern the organic foods market. Overall, data suggest that students’ perception of organic produce and agriculture is based on anecdotal evidence and that formal education on the topic of organic agriculture can affect this perception.
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Bush, Sarah B., Kristin L. Cook, Daniel Edelen, and Richard Cox. "Elementary Students’ STEAM Perceptions." Elementary School Journal 120, no. 4 (June 2020): 692–714. http://dx.doi.org/10.1086/708642.

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Chapman, James W., and Donald D. McAlpine. "Students' Perceptions of Ability." Gifted Child Quarterly 32, no. 1 (January 1988): 222–25. http://dx.doi.org/10.1177/001698628803200107.

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Yusuf, Nusirat Bolanle, and Micheal Olu Ayodele. "Perceptions of College of Education Students on Factors Causing Low Enrolment in Chemistry Education." Üniversitepark Bülten 7, no. 2 (December 15, 2018): 119–27. http://dx.doi.org/10.22521/unibulletin.2018.72.4.

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Dissertations / Theses on the topic "Education students perceptions"

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Rosé, M. Alejandra. "Education students' perceptions of multicultural education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1995. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23767.pdf.

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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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Forbes, Heather Isobel. "Nursing students' perceptions of their education." Thesis, University of Canterbury. School of Educational Studies and Human Development, 1990. http://hdl.handle.net/10092/2427.

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This thesis provides an interpretation of nursing students' perceptions of their education, exploring these from the perspective of four themes curriculum, socialisation, professionalism and power. Two methods of data collection were used: the in-depth interview, the principle research method, which produced critically reflective dialogue, and structured questionnaires which provided a chance to generalise the data to the wider nursing student population. This study differs from previous studies of professional socialisation by addressing the subjective experiences of nursing students as they complete their education. It emphasises the influence both formal and informal education has on the students' perceptions of nursing. It is contended that explicit acknowledgement of this influence is critical in order to understand the development of these perceptions. The results of the study revealed constraints experienced by the students within their nursing education. It demonstrated that the environments in which this education takes place influence nursing students' interpretations of their social worlds. Contradictions reported between the idealised, client centred objectives of the nursing courses and the actual practices of nurses within bureaucratic institutions, exemplify a socialisation process which promotes acceptance of institutional constraints on professional practice. The evidence suggested that the dominant ideologies, or hidden curriculum, of both the polytechnic and the hospital systems socialise the nursing student into existing hierarchical structures. It is argued that both nursing educators and students need to openly acknowledge the relationship between the overt and covert aspects of the curriculum, if nursing education is to encourage graduates to be critically reflective of their professional practice. Lack of acknowledgement of the hidden curriculum exacerbates the difficulties students encounter when attempting to challenge existing institutional practices. Discussion is made of the study's implications for programme and curriculum development and suggestions for further research are identified.
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Gordon, Seth E. "Attitudes and Perceptions of Independent Undergraduate Students Towards Student Debt." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1373885046.

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Blunt-Williams, Kesha. "Students' perceptions of transformative educators." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1174664044.

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Foreman, Rabia, Lacey Harris, Kathryn McGuire, Kerry Proctor-Williams, and Katie Baker. "Students’ Attitudes and Perceptions Toward Interprofessional Education." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1833.

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Ravizza, Dean Michael. "Students' Perceptions of Physical Education Teachers' Caring." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27809.

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The concept of caring is reported to be an important factor in the teacher-student relationship. However, this concept has not been widely explored in the context of the teacher-student relationship in physical education. The purpose of this study was to gain insights into students' perceptions of physical education teachers' caring. The researcher sought to describe the perceptions students had in regard to caring behaviors exhibited by their physical education teachers. Twelve eighth-grade students from a local middle school in Southwest Virginia participated in this study. The research questions were investigated using a qualitative research design that included semi-formal interviews and field observations. The results indicated that multiple opportunities existed for the physical education teachers to demonstrate caring behaviors toward their students. The students described their perceptions of physical education teachers' caring along dimensions of content and pedagogy and interpersonal relationships. The researcher determined that factors existed that facilitated and presented barriers to the caring process. Facilitators of caring in physical education included the nature of the class, flexibility in teacher expectations, and class activities. Barriers to caring were revealed as length of time with the teacher, student personalities, role of the teacher/coach, and class size. Furthermore, physical education teachers' caring was determined to be a positive factor in students' attitudes toward physical education and their participation in physical education class. The results did not indicate a clear pattern of responses based on the skill level of each participant. Directions for future research on the concept of caring as it relates to physical education are discussed.
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Moss, Catherine. "Understanding Students' Perceptions of Cultural Diversity." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.

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Diversity is a positive aspect of a student's educational experience. Current literature supports the value of diversity, confirming that skills are developed within a diverse learning environment that prepares students to thrive in a competitive global economy. The leadership at University X (UX) had implemented various initiatives to improve diversity, yet the problem addressed in this study was that students perceived differently, citing that diversity growth lacked progress. The goal of this single case study was to bring forth change with a specific intervention created to elevate diversity and a positive campus climate. Maslow's hierarchy of needs was used to explore the perceptions of 8 students regarding diversity progress at UX. Research questions focused on why students perceived little progress had been made toward diversity and how the culture could support diverse students. Face-to-face interviews yielded data analyzed through a descriptive approach, generating findings baring 2 central themes: communication and the existing cultural environment. The resulting project consists of a position paper proposing 2 bold strategies for infusing diversity and inclusion on the campus. Strategy 1 outlines a communication plan designed to facilitate review of UX's guiding documents, along with a regular, ongoing method for communicating to the campus. Strategy 2 proposes the implementation of a university wide cultural sensitivity training for campus membership to heighten cultural awareness. This project contributes to social change by raising knowledge and recognition of cultural diversity that will help perpetuate student persistence, intercultural competency, quality social interactions, a positive racial climate, and well-developed cognitive and leadership skills within the student body.
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Powell, Scott M. "Perceptions of Appalachian Students about Post-Secondary Education." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210366687.

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Burant, Patricia A. "Students' perceptions of teachers' communication and it's effects on students' learning." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=951.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains viii, 108 p. Includes abstract. Includes bibliographical references (p. 84-95).
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Books on the topic "Education students perceptions"

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

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

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

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Beckett, John Stuart. Evaluation of course perceptions and learning processes amongst Further Education students. Salford: University of Salford, 1988.

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Grammenos, Harald. Perceptions of School of Elementary Students: A Study in School Climate and School Effectiveness. [Toronto, Ont.]: Dept. of Educational Administration, Ontario Institute for Studies in Education, 1989.

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Sheasby, Marjorie. Perceptions of teaching and learning in the workplace. Toronto: Ontario Educational Research Council Conference, 1992.

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Moyle, Kathryn. Student reactions to learning with technologies: Perceptions and outcomes. Hershey, PA: Information Science Reference, 2012.

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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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Book chapters on the topic "Education students perceptions"

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Li, Defeng, Victoria Lai Cheng Lei, and Kefang Chen. "Group Research Project in Translator Training: Students’ Perceptions." In Translation Education, 21–44. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7390-3_3.

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Reis, Raquel, Paula Rodrigues, Moritz von Schwedler, and Elizabeth Real de Oliveira. "Social Responsibility in Higher Education: Students’ Perceptions." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 684–89. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10951-0_249.

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Lin, Jing-Wen, and Mei-Hung Chiu. "Evaluating Multiple Analogical Representations from Students’ Perceptions." In Models and Modeling in Science Education, 71–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58914-5_4.

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Taraman, Sara. "Students’ Perceptions of the Quality of Higher Education." In Comparative and International Education, 155–70. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-206-0_8.

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Yang, Fang, Ying Fang, and Shudong Wang. "E-Learning Privacy: Perceptions of East Asian Students." In Hybrid Learning and Continuing Education, 256–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_24.

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Joong, Yee Han Peter, and Thomas G. Ryan. "Teachers and Students’ Perceptions of Secondary Reform and Implementation." In Critical Perspectives on International Education, 263–78. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6091-906-0_19.

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Kollosche, David. "A Socio-critical Analysis of Students’ Perceptions of Mathematics." In The Disorder of Mathematics Education, 173–89. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-34006-7_11.

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Qin, Jing, and Guoyong Liu. "Effects of Output Tasks on Students’ Perceptions Concerning Grammar Learning." In Frontiers in Computer Education, 157–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27552-4_25.

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Halabi, Osama, Saleh Alhazbi, and Samir Abou El-Seoud. "Students Perceptions in a Flipped Computer Programming Course." In The Challenges of the Digital Transformation in Education, 76–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_8.

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Jones, Anna, and Judy Pate. "Students’ Perceptions of Graduate Attributes: A Signalling Theory Analysis." In Engaging Student Voices in Higher Education, 225–42. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_14.

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Conference papers on the topic "Education students perceptions"

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Foley, Stephany, and Kazem Kazerounian. "Barriers to Creativity in Engineering Education: A Study of Instructors and Students Perceptions." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34424.

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This paper studies “creativity” in engineering education, by examining the perception of instructors and students. We aims to identify factors that impede a creative environment (creativity blockers). The study entails review of established research in the fields of psychology and educational psychology to identify factors which create an educational environment conducive to creativity. These factors are formalized in the Ten Maxims of Creativity in Education, a set of criteria that constitute an educational environment conducive to fostering creativity in students. These maxims form the basis for our work in examining the contemporary engineering education. Extensive surveys are designed, created, distributed and statistically quantified to study the perceptions of engineering educators and students, in comparison to non-engineering educators and students. The results unfortunately show that the current engineering student experiences almost none of the Ten Maxims of Creativity as a part of their academic experience.
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Suharjana and Gigih Satria. "Students’ Perceptions of Physical Education." In The 3rd Yogyakarta International Seminar on Health, Physical Education, and Sport Science (YISHPESS 2019) in conjunction with The 2nd Conference on Interdisciplinary Approach in Sports (CoIS 2019). SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009896507740780.

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Cavas, Bulent, and Cagla Bulut. "STUDENTS’ PERCEPTIONS TOWARD SCIENCE COURSE AND INQUIRY BASED SCIENCE EDUCATION (IBSE) IMPLEMENTATION IN SCHOOLS STUDY EARTHQUAKES (SSE) PROJECT." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.32.

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The main aim of research is to investigate students’ perceptions toward science course before and after the Inquiry Based Science Education (IBSE) implementation during science lessons. The research also examines teachers’ use of inquiry based science education in their classrooms. The topic of earthquake was selected as the main focus to implement IBSE and related activities in this field. The research is a part of “Schools Study Earthquakes (SSE)” project, which is funded and supported by European Union Erasmus Plus program. The results show that IBSE supported instruction positively affected students’ perception toward science course. In addition, the educational approach of the project, IBSE, seems to be an effective method to teach earthquake phenomenon and earthquake-related subjects to students by science teachers. Keywords: earthquakes, inquiry based science education, science teachers, students’ perceptions.
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Gonzalez-Cuevas, Gustavo, Maria Victoria Tabera, Margarita Rubio, Maria Asuncion Hernando, and Maria Jose Alvarez. "Action research plan to boost participation in college students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5582.

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Tackling difficulties related to student participation in the college classroom is central on the learning process. In this action-research study, we designed and implemented an action plan to boost participation on the grounds of (1) explaining the objectives and procedures for each activity to students; (2) requesting student participation by name; (3) giving them time to reflect before participating; and (4) requesting that students who are not paying attention participate. A survey was used in order to assess students' perceptions of the action plan. The survey included 10 items (1-4 Likert scale). A total of 103 students completed the survey. The scores’ mean was 3.19, demonstrating a positive student perception of the action plan. The statements with the highest average scores were: “Teacher allows time for reflection after posing a question” and “Teacher addresses specific students by name.” The instructors recorded their perceptions into writing, providing opinions on the development of the action plan. These teachers' comments were summarized into categories. In conclusion, we considered that the action plan helped to improve student participation, and we believe that in order to obtain sufficient participation we have to attain a classroom environment that favors motivation, confidence and respect for students.
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Ha, Myung-Jeong. "Classroom Silence: L2 Graduate Students' Perceptions." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.71.20.

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Cope, Chris, and Peter Ward. "Teachers' Perceptions of Learning Technologies: An Informing Issue in High School Education." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2363.

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A study of the perceptions of learning technologies of a group of high school teachers was undertaken. Underlying the study was the research-based notion that enhanced learning outcomes are likely only if learning technologies are perceived as a means for students to seek the meaning of the subject material. The teachers were interviewed about their perceptions at the beginning and end of a two year period. The interview transcripts were analyzed using phenomenographic research approaches to identify critical variation in perception. The teachers' perceptions of learning technologies were found to have unrelated "what" and "how" components. The "what" component concerned perception of technology. The "how" component concerned perception of the nature of enhanced learning. The various perceptions were found to be inadequate with regard to the "how" component and unlikely to lead to enhanced student learning outcomes. The research findings lead to the suggestion that the teachers need professional development in the nature of enhanced learning and how learning technologies can be used in the classroom to facilitate better learning outcomes.
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Álvarez-Huerta, Paula, Inaki Larrea, and Alexander Muela. "First-year university students entrepreneurial competence: Exploring the relationship between grit, creative self-efficacy and entrepreneurial self-efficacy." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12830.

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Grit, creative self-efficacy and entrepreneurial self-efficacy have been associated with the development of entrepreneurial behaviours that can prepare students for a rapidly changing world of work. The main purpose of this study is to analyse the relationship between the three variables amongst first-year university students. A positive relationship, albeit modest, was found between grit and the two measures of self-efficacy. Furthermore, findings suggest that grit can be considered a predictor variable for student self-efficacy beliefs in the context of entrepreneurship. However, this relationship was found to be weak and not to offer significant opportunities for the improvement of student creative and entrepreneurial self-perception, beyond those already contemplated in social cognitive theory. Moreover, results revealed a significant and robust positive relationship between creative and entrepreneurial self-perceptions in university students. The strong relationship found between creative and entrepreneurial self-efficacy renders an opportunity to develop informed interventions directed towards improving student entrepreneurial self-perceptions. In this regard, the results suggest the importance of cultivating creativity in educational institutions.
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Anunciatto Depieri, Adriana, and Roseli De Deus Lopes. "Students' skills perceptions for engineering." In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826126.

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Barrios, Elvira, and Luis Alejandro Lopez-Agudo. "Socioeconomic status and university students’ perceptions of English as a professional language." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12870.

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The study behind this paper aimed to assess the influence of the socioeconomic status (SES) on university students’ expectations of English use in their prospective career and their perceptions of English competence as a key professional skill. The sample consisted of 109 students from two Bachelor Degree courses at the University of Málaga (Spain), one in Energy Engineering and the other one in Pedagogy. An ANOVA analysis revealed that there was no statistically significant difference between the three SES groups in the sample as to their expectations and perceptions concerning English competence. However, descriptive statistics show that the participants in the lower SES group have lower expectations regarding the role of English in their future career. Additionally, the students in this group hold a lower perception of English as a key professional skill. These findings lead us to conclude that lower SES students may be less inclined to enrol in partially or fully taught English courses at university, and that their perceptions may actually be a factor in their future career prospects in areas where English is extensively used as a lingua franca.
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Alves, Paulo, Carlos Morais, Luisa Miranda, and Maria Pereira. "PROJECT BASED LEARNING: HIGHER EDUCATION STUDENTS’ PERCEPTIONS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2091.

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Reports on the topic "Education students perceptions"

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

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Reeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student and faculty perceptions of the development and use of Massive Open Online Courses in clothing and textiles education. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-773.

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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which revealed that teachers have distinct ways of framing their perceptions of equity and also different perspectives about what types of strategies help to create equitable, inclusive classrooms reflective of student identity and voice.
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Burdsall, Tina. Do I Really Belong Here? : The Effects of Difference in Paths Through Higher Education on Graduate Student Perception on Legitimacy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2927.

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Reeves-DeArmond, Genna, Jennifer Mower, and Keith Nishida. Student, faculty, and industry perceptions of the development and use of Massive Open Online Courses in clothing and textiles education: Continuing studies. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-89.

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Nagahi, Morteza, Raed Jaradat, Mohammad Nagahisarchoghaei, Ghodsieh Ghanbari, Sujan Poudyal, and Simon Goerger. Effect of individual differences in predicting engineering students' performance : a case of education for sustainable development. Engineer Research and Development Center (U.S.), May 2021. http://dx.doi.org/10.21079/11681/40700.

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The academic performance of engineering students continues to receive attention in the literature. Despite that, there is a lack of studies in the literature investigating the simultaneous relationship between students' systems thinking (ST) skills, Five-Factor Model (FFM) personality traits, proactive personality scale, academic, demographic, family background factors, and their potential impact on academic performance. Three established instruments, namely, ST skills instrument with seven dimensions, FFM traits with five dimensions, and proactive personality with one dimension, along with a demographic survey, have been administrated for data collection. A cross-sectional web-based study applying Qualtrics has been developed to gather data from engineering students. To demonstrate the prediction power of the ST skills, FFM traits, proactive personality, academic, demographics, and family background factors on the academic performance of engineering students, two unsupervised learning algorithms applied. The study results identify that these unsupervised algorithms succeeded to cluster engineering students' performance regarding primary skills and characteristics. In other words, the variables used in this study are able to predict the academic performance of engineering students. This study also has provided significant implications and contributions to engineering education and education sustainable development bodies of knowledge. First, the study presents a better perception of engineering students' academic performance. The aim is to assist educators, teachers, mentors, college authorities, and other involved parties to discover students' individual differences for a more efficient education and guidance environment. Second, by a closer examination at the level of systemic thinking and its connection with FFM traits, proactive personality, academic, and demographic characteristics, understanding engineering students' skillset would be assisted better in the domain of sustainable education.
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