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Journal articles on the topic 'Education students perceptions'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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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4

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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Donald, William E., Melanie J. Ashleigh, and Yehuda Baruch. "Students’ perceptions of education and employability." Career Development International 23, no. 5 (September 10, 2018): 513–40. http://dx.doi.org/10.1108/cdi-09-2017-0171.

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Avery, Marybell, and Angela Lumpkin. "Students’ Perceptions of Physical Education Objectives." Journal of Teaching in Physical Education 7, no. 1 (October 1987): 5–11. http://dx.doi.org/10.1123/jtpe.7.1.5.

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This study surveyed 2559 students enrolled in the physical education program at the University of North Carolina at Chapel Hill to determine which physical education objectives students considered to be most and least important and to assess if there were any differences based on gender and class in the responses. Descriptive statistics revealed that having fun, getting regular exercise, and keeping in good health and physical condition were most important. Providing vocational preparation, learning about human kinetics and exercise science, developing emotional stability, and developing self-realization were rated least important. Results of a principal component factor analysis with varimax rotation revealed that the 24 participation motives loaded on four factors: (a) self-worth, (b) physiological parameters, (c) social affiliation, and (d) lifetime use. ANOVAs on each factor revealed significant effects for class and gender on all the factors except the lifetime use factor. These findings extend those of Soudan and Everett (1981) and provide important information relative to class and gender as mediators of participation motives of students involved in a physical education activity program.

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Seyoum, Yilfashewa. "Students Perceptions on Distance Education in Ethiopian Higher Education." International Journal of Online Pedagogy and Course Design 2, no. 4 (October 2012): 32–48. http://dx.doi.org/10.4018/ijopcd.2012100103.

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The study explores students’ perceptions in open and distance education at Haramaya University. A total of 120 students (90 male and 30 female) represent the study sample. Data were collected from the audience through a questionnaire which consisted of open ended items with a reliability of a equal to 0.96. The collected data were analyzed using t-test, ANOVA (One-way &Two-way) and the Pearson Product Moment Correlation(r). The results disclosed a considerable proportion of students’ have the perceptions that the quality of distance education system in general and the distance teacher training program in particular ranges from moderate to poor. Female learners’ demonstrate lower perceptions of the quality of the program while their male counterpart demonstrates high quality perceptions. There is a positive correlation between academic score and perceptions score. Married learners show a lower level of academic achievement compared to those who are unmarried. The natural science students have better academic performance and higher perceptions scores than social science and language students. And, high achievers show significant higher perceptions than the low and average achievers. In addition, diploma students demonstrate higher perceptions scores than the BA/BSC or certificate students with regards to the ODL system of education.

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Sanjay, Soni, and Krishna Govender. "South Africa University students’ perceptions of key education service quality determinants." Problems and Perspectives in Management 16, no. 3 (September 7, 2018): 377–88. http://dx.doi.org/10.21511/ppm.16(3).2018.30.

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Understanding higher education (HE) service quality is critical for success in a highly competitive environment, since through a better understanding of the determinants of HE service quality, HE managers and leaders could better manage HE service quality better. A survey was conducted among a purposive judgmental sample of 400 students, from two HE institution campuses in SA, to identify their perceptions of key service quality determinants (KSQDs), and the importance of the KSQDs, by using a semi-structured questionnaire. It was ascertained that students ranked KSQDs as follows: Responsiveness, Assurance, Reliability, Tangibles, and Empathy (RARTE), and in terms of their importance, the KSQDs were ranked as follows: Responsiveness, Reliability, Assurance, Empathy and Tangibles (RRAET). Higher education leadership should take note of the KSQDs and focus their resources on these in order to create an organization that is student-centric.

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Asún, Sonia, Miguel Tomás Chivite, and Mᵃ Rosario Romero. "Perceptions of Professional Competences in Physical Education Teacher Education (PETE)." Sustainability 12, no. 9 (May 7, 2020): 3812. http://dx.doi.org/10.3390/su12093812.

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Students’ skills acquisition is one of the main aims of higher education institutions. On the one hand, the development of professional competences is important, but on the other hand, it is known that professionals who feel competent have a more intrinsic motivation in their jobs. The goal of this study was to describe and detail the perceptions of students, graduates, and their university tutors about the level of acquisition by students of professional competences. The methodology was based on a descriptive and comparative study that included a total sample of 2075 participants of the Degree in Primary Teaching and the Degree in Physical Activity and Sport Science. All of them came from 21 different universities of Spain: 345 university tutors, 1243 students, and 487 graduates. The instrument used was a competences perception questionnaire. The statistical analysis included means, standard deviations, and an ANOVA analysis. The results show discrepancies in the perceptions of proficiency levels between students and graduates, on one hand, and university tutors, on the other. Likewise, there was general agreement that competences related to critic capacity and motor games were the most acquired and programs for individuals with special needs were the least acquired.

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Galeshi, Roofia, and Hamid Reza Taimoory. "Online Education." International Journal of Online Pedagogy and Course Design 9, no. 4 (October 2019): 1–17. http://dx.doi.org/10.4018/ijopcd.2019100101.

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Professionalism is an important factor for maintaining the quality of teaching and learning. Despite the large shift in the nature of teaching and learning, due to the rise of digital influences, the perception of professionalism remains a relevant and essential concept in the field of education. This exploratory case study presents the results of a survey aimed at understanding mathematics teachers' perceptions of professionalism and its relationship with self-efficacy and job satisfaction. The results indicate that mathematics teacher perceptions of their interpersonal relationships with the students significantly influences their perception of professionalism in teaching. We argue that in the age of globalization and the increasing influence of technology in the classroom, the interpersonal relationship continues to be at the forefront of the teaching profession. Our findings suggest that positive interpersonal relationships can enhance teachers' daily experiences and create a positive learning environment for the students.

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Hagel, Pauline, and Robin N. Shaw. "Students' Perceptions of Study Modes." Distance Education 27, no. 3 (November 2006): 283–302. http://dx.doi.org/10.1080/01587910600940398.

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Wulff, Donald H., Jody D. Nyquist, and Robert D. Abbott. "Students' perceptions of large classes." New Directions for Teaching and Learning 1987, no. 32 (1987): 17–30. http://dx.doi.org/10.1002/tl.37219873204.

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Lori G. Power. "University Students’ Perceptions of Plagiarism." Journal of Higher Education 80, no. 6 (2009): 643–62. http://dx.doi.org/10.1353/jhe.0.0073.

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Johnsen, Vickie, and Joyce M. Barra. "Students' Perceptions of Change." Journal of Nursing Education 41, no. 8 (August 2002): 357–59. http://dx.doi.org/10.3928/0148-4834-20020801-09.

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Gambell, Trevor J. "University Education Students' Self-Perceptions of Writing." Canadian Journal of Education / Revue canadienne de l'éducation 16, no. 4 (1991): 420. http://dx.doi.org/10.2307/1495254.

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Peterman, Nicole E., and Jessica Kennedy. "Enterprise Education: Influencing Students’ Perceptions of Entrepreneurship." Entrepreneurship Theory and Practice 28, no. 2 (March 2003): 129–44. http://dx.doi.org/10.1046/j.1540-6520.2003.00035.x.

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This research examines the effect of participation in an enterprise education program on perceptions of the desirability and feasibility of starting a business. Changes in the perceptions of a sample of secondary school students enrolled in the Young Achievement Australia (YAA) enterprise program are analysed using a pre–test post–test control group research design. After completing the enterprise program, participants reported significantly higher perceptions of both desirability and feasibility. The degree of change in perceptions is related to the positiveness of prior experience and to the positiveness of the experience in the enterprise education program. Self–efficacy theory is used to explain the impact of the program. Overall, the study provides empirical evidence to support including exposure to entrepreneurship education as an additional exposure variable in entrepreneurial intentions models.

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Hill, Yvonne, Laurie Lomas, and Janet MacGregor. "Students’ perceptions of quality in higher education." Quality Assurance in Education 11, no. 1 (March 2003): 15–20. http://dx.doi.org/10.1108/09684880310462047.

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Zeegers, Yvonne, and Ian Francis Clark. "Students' perceptions of education for sustainable development." International Journal of Sustainability in Higher Education 15, no. 2 (April 1, 2014): 242–53. http://dx.doi.org/10.1108/ijshe-09-2012-0079.

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Purpose – This study investigated whether a course which focused on raising students' awareness of sustainability, from a balanced perspective, that is, one which gives equal consideration to the social and economic aspects as well as the environmental would produce graduates with the knowledge and commitment required to drive the sustainability agenda forward. The paper aims to discuss these issues. Design/methodology/approach – An analysis of students' final entries in their reflective journal was used to explore whether their views on sustainability reflected a balanced view. Findings – The findings of this research confirmed previous studies showed that initially students do have an enviro-centric bias. It also showed that despite experiencing a pedagogical approach which challenged views by encouraging discussion, debate, and reflection and which provided what was considered to be a balanced view of sustainability, many of the students still leaned towards an environmentally focused perspective of sustainability. Research limitations/implications – The conclusions are based on one data set but are supported by other data described in the paper. Practical implications – The finding led the authors to conclude that a concerted holistic effort within and across courses is needed within tertiary institutions if students' views about sustainability are to be challenged. Originality/value – The outcomes demonstrate that students' reflective journals can be used to gather information about the change in students' perceptions about sustainability.

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Northcote, Maria, Heather Sparrow, Julia Wren, and Sue Sharp. "Higher Education Students’ Perceptions of Effective Assessment." International Journal of Learning: Annual Review 15, no. 12 (2009): 11–24. http://dx.doi.org/10.18848/1447-9494/cgp/v15i12/46037.

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R uuml yam, K. Uuml Ccedil Uuml. "Organizational ımage perceptions of higher education students." Educational Research and Reviews 10, no. 20 (October 23, 2015): 2667–73. http://dx.doi.org/10.5897/err2015.2443.

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Schwindt, Rhonda G., Angela M. McNelis, Kathy Lay, and Maureen Bentley. "Students' Perceptions of a Tobacco Education Intervention." Archives of Psychiatric Nursing 30, no. 2 (April 2016): 167–69. http://dx.doi.org/10.1016/j.apnu.2015.08.007.

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Akıncı, Zeki, Gülseren Yurcu, and Murad Alpaslan Kasalak. "A comparison of the pre-education expectations, perceptions developed through the experience, and motivation of the students taking vocational tourism education." Journal of Human Sciences 14, no. 1 (January 5, 2017): 10. http://dx.doi.org/10.14687/jhs.v14i1.4364.

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The quality of tourism education provided at vocational schools could be achieved through a two-way interaction between the school and the students. In order for tourism education provided at vocational schools aiming to train mid-level human resources for the tourism sector to be at desired quality, it is of paramount importance to know the levels of expectations, perceptions, and motivation of students, who are the most important elements of education.This study aimed to determine students’ pre-education expectations, perceptions developed in the education process and finally their motivation regarding the tourism education provided. Data were collected through questionnaires consist of a personal information and three scales (motivation, expectation and perception scales for tourism education). In this study, it was detected that the levels of expectations that 423 students receiving associate degree tourism education had prior to tourism education affected the levels of perceptions formed in the process and motivation positively. However, as a result of the fact that the expectations of the students who had high expectations prior to tourism education were not met during their experiences, their perceptions fell compared to the expectation and they had motivation at the rate of the perceptions formed. It was revealed that vocational schools were insufficient to meet student expectations.

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Akbar, Resti Rahmadika. "Persepsi Mahasiswa Tahap Profesi Kedokteran terhadap Interprofessional Education." Health and Medical Journal 3, no. 2 (July 1, 2021): 20–25. http://dx.doi.org/10.33854/heme.v3i2.681.

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Introduction: The introduction of the concept of collaborative health education that has been launched by WHO aims to improve health services. Collaborative media initiated by WHO is Interprofessional Education (IPE). Professional stage students are expected to cooperate with other health professions. A positive perception of IPE acceptance is expected to be taken into consideration by institutions for the development of the IPE concept at the Faculty of Medicine at Universitas Baiturrahmah. Aims: The purpose of this study was to determine perceptions of medical professional stage students towards IPE. Method: This type of research is quantitative with a descriptive analysis design with a cross-sectional approach. The research sample was used in consecutive sampling. Retrieval data with a modified IEPS (Interprofessional Education Perception Scale) questionnaire. Results: The results showed the reliability of the IEPS questionnaire 0.890. The modified IEPS questionnaire has 12 statements. The majority of the perception of medical professional stage students is positive 92.3%. The subcategory of competence and autonomy are good at 89.7%, the need to work together is good at 97.4% and perceptions about collaboration are good at 89.7%. Conclusion: The majority of students' perceptions of interprofessional education are good and need strategies and communication from educational institutions and teaching hospitals in its implementation.

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Wang, Lili. "Education, Perception Factors, and Prevention of Intimate Partner Violence: Empirical Research on Chinese University Students’ Perceptions and Attitudes Concerning Intimate Partner Violence." Journal of Interpersonal Violence 34, no. 8 (June 9, 2016): 1611–32. http://dx.doi.org/10.1177/0886260516652263.

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Research on perceptions and attitudes regarding intimate partner violence (IPV), a prominent predictor of IPV, is limited, and surveys on the relationships of the influencing factors are even rarer. Using a convenience sample of 2,057 students and assessed by the Revised Conflict Tactics Scale, this study explored Chinese university students’ perceptions and attitudes concerning IPV to improve IPV prevention programs. It focused on the existences of the different perceptions and attitudes regarding gender, residence, major, and age under the same condition of educational attainment. Significant gender differences were found, with female students possessing better perceptions, which indicated that with the same education levels, the perceptions of females were better than those of males. Significant differences were also found for the first time in the literature between science students and arts students, with the latter holding better attitudes. No significant differences were seen between students from rural areas and students from urban areas, suggesting that with the same educational attainment, there were no perception differences between rural and urban residents. No significant perception differences were found among freshmen, sophomores, juniors, and seniors, which revealed that neither university education nor urban life had a significant effect on perceptions and attitudes concerning IPV for students who had finished high school education. In conclusion, the results of the current study indicated that among the other factors such as gender, residence, and age, education was the most powerful factor influencing perceptions and attitudes concerning IPV.

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Ardiansyah, Misnen, Ibnu Qizam, and Joko Setyono. "KONSTRUKSI KOPETENSI PROFESIONAL SARJANA EKONOMI SYARIAH PADA LEMBAGA KEUANGAN SYARIAH." INFERENSI 7, no. 1 (June 1, 2013): 99. http://dx.doi.org/10.18326/infsl3.v7i1.99-122.

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This study aims to analyze the perception of either students of higher education institutions of Islamic economics, or that of Islamic financial institutions, or that of institutions of sharia industry concerned with the competence of Islamic economics scholars. Data were obtained through the distribution of questionnaires in universities and branch offices of Islamic financial institutions in Yogyakarta selected by purposive sampling method. The analytical techniques used to address the hypothesis in this study was path analysis using the Partial Least Square (PLS) version 1.01. The results showed there is a positive influence of higher education institutions’ perceptions on students’ perceptions in the development of competence. However, both higher education institutions’ perceptions and students’ perceptions had no effect on the perception of the industry. This shows that there is still a gap between the competencies developed by higher education institutions and industrial needs.

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Meriç, İsmail, Abdurrahim Emhan, and Sezgin Çocuk. "Students’ Perceptions of Diversity in Higher Education: A Case from Turkey." Journal of Social Research and Behavioral Sciences 7, no. 13 (July 10, 2021): 45–67. http://dx.doi.org/10.52096/jsrbs.6.1.7.13.3.

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Today, as student mobility in higher education is increasing, university environments are hosting more students with different races, cultures and backgrounds. Because the structure of universities is mostly designed in accordance with the culture of white students, white students are generally not very interested in the issues of differences and their general perception of differences is low. However, African-origin black students, who have had an experience of differences in a period of their lives, are more interested in issues related to differences and their general perception of the differences they experience in the campus environment is higher. The aim of this study is to reveal the challenges and opportunities arising from being in an international educational environment and to try to understand students' perceptions of differences. For this purpose, at an international university in Turkey, which has increasingly been the scene of differences, 192 students' perceptions related to differences were measured via questionnaires and the results were analyzed.

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Chandrasekaran, Sivachandran, Binali Silva, Arun Patil, Aman Maung Than Oo, and Malcolm Campbell. "Evaluating Engineering Students' Perceptions." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 4 (October 2016): 42–59. http://dx.doi.org/10.4018/ijqaete.2016100103.

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The focus of this research study is to evaluate engineering graduates' performance on team-based learning practices in engineering education course. Team based learning (TBL) is an effective approach, which emphasizes active learning in a collaborative task. In an engineering curriculum, students are encouraged to develop skills around TBL that helps to enhance graduate employability opportunities. This paper presents an exploratory analysis of evaluating engineering graduates' performance in practising TBL at a postgraduate study level. The cohort of students that participated in this study were primarily postgraduate engineering students at Deakin University.

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Poulou, Maria S. "Classroom Interactions: Teachers' and Students' Perceptions." Research in Education 82, no. 1 (November 2009): 103–6. http://dx.doi.org/10.7227/rie.82.9.

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Kumar, Muthu, and Galyna Kogut. "Students’ perceptions of problem‐based learning." Teacher Development 10, no. 1 (March 2006): 105–16. http://dx.doi.org/10.1080/13664530600587295.

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Caporrimo, Rosaria. "Community College Students: Perceptions and Paradoxes." Community College Journal of Research and Practice 32, no. 1 (December 18, 2007): 25–37. http://dx.doi.org/10.1080/10668920701746670.

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Zepke, Nick, Linda Leach, and Philippa Butler. "Student engagement: students' and teachers' perceptions." Higher Education Research & Development 33, no. 2 (October 16, 2013): 386–98. http://dx.doi.org/10.1080/07294360.2013.832160.

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Lizzio *, Alf, and Keithia Wilson. "First‐year students' perceptions of capability." Studies in Higher Education 29, no. 1 (February 2004): 109–28. http://dx.doi.org/10.1080/1234567032000164903.

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Darby, Linda. "Science Students' Perceptions of Engaging Pedagogy." Research in Science Education 35, no. 4 (December 2005): 425–45. http://dx.doi.org/10.1007/s11165-005-4488-4.

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Scorzelli, James F. "University Students’ Perceptions of Conflict Resolution." Journal of International Students 2, no. 1 (January 1, 2012): 87–92. http://dx.doi.org/10.32674/jis.v2i1.537.

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The purpose of this study was to compare the perceptions of American and international students on conflict resolution, and to determine if the students were willing to participate in conflict resolution. A survey was given to 226 students at an eastern university that asked them to identify a major international conflict and whether they felt that the conflict could be resolve. Among this group, 122 (54%) were international students and 104 (46%) were Americans. The results indicated that most of the students felt that the conflict could be resolved. However, the foreign students were more optimistic than the American students about resolving these conflicts. The conflicts identified were consistent with the current status of the world, and reflected the knowledge of the respondents about world affairs. A follow-up survey was conducted to determine if the students were willing to participate in conflict resolution.

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Cheng, Ching-Ching, and Kuo-Hung Huang. "STEREOTYPES AND TECHNOLOGY EDUCATION: DIFFERENT PERCEPTIONS OF COMPUTER CAREER AMONG ELEMENTARY SCHOOL STUDENTS." Journal of Baltic Science Education 15, no. 3 (June 25, 2016): 271–83. http://dx.doi.org/10.33225/jbse/16.15.271.

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Prior studies indicated that children’s images of science and engineering greatly influenced their attitude toward career choice. This study explored how elementary school students perceived computer professionals and computer job tasks. Sixty-four students attending computer camps in 2 cities participated in the study. The Draw-a-Scientist Test was employed and interviews were performed to collect and analyze student perceptions of computer professionals and computer job tasks. The results indicated that the students held contrasting perceptions of computer professionals. Although some students envisioned computer professionals with stereotypical characteristics, such as poor eyesight and unsociability, many students viewed computer professionals as people who were knowledgeable, mild tempered, and socially attractive. Moreover, students residing in different areas had conflicting perceptions of computer professionals because of personal experience with various types of computer professional. The results suggested that students did not stereotype computer careers according to gender, but female students exhibited a more negative attitude toward computer careers than did male students. To shape student views on computer jobs and career choices effectively, the researchers suggest providing students with learning opportunities in life contexts to understand the nature of computer professions. Key words: career perception, digital divide, gender studies, perception of computer scientists, science and technology education, urban-rural gap.

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Puspita Dharmayanti, Ni Kadek Sri, and Ni Putu Sri Harta Mimba. "Pengaruh Tingkat Pendidikan, Love of Money dan Moral Reasoning Pada Persepsi Etis Mahasiswa Akuntansi." E-Jurnal Akuntansi 29, no. 1 (October 10, 2019): 242. http://dx.doi.org/10.24843/eja.2019.v29.i01.p16.

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This study took the sample of all active students in the 2016 diploma program, undergraduate accounting undergraduate 2015, PPAK batch 2018, and postgraduate accounting for 2017 Faculty of Economics and Business, Udayana University using probability sampling method with random techniques. Based on the results of calculations with the Slovin formula obtained a sample of 167 people. Data collection in this study using online questionnaire techniques. The results showed that accounting students with a high level of education would also have high perceptions. Accounting students with a high level of love of money will have a low ethical perception. Accounting students with high levels of moral reasoning will have high ethical perceptions. Ethical perception will influence the ethical behavior of accounting students. This means that a high level of education and a high level of moral reasoning will enhance the ethical perceptions of accounting students, while the high level of love of money will affect the low ethical perceptions of students. Keywords : Accounting; Love Of Money; Students; Perception; Moral Reasoning.

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Lu, Yu-Ling, and Chi-Jui Lien. "Are They Learning or Playing? Students’ Perception Traits and Their Learning Self-Efficacy in a Game-Based Learning Environment." Journal of Educational Computing Research 57, no. 8 (January 21, 2019): 1879–909. http://dx.doi.org/10.1177/0735633118820684.

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As game-based learning continues to draw attention, students’ perceptions toward classroom activities are vital in influencing the quality of learning. This study used the social cognitive theory to show the perception traits of learning and playing in game-based environments and for students to identify their self-efficacy toward game-based learning by different trait groups. The game Formosa Hope was used in an experiment with 362 fifth- and sixth-grade students at ages 11 to 12 years as participants. Three perception traits were identified through a two-step cluster analysis: I—strong perceptions of learning and playing, II—moderate perceptions of learning and playing, and III—strong perception of playing but weak perception of learning. This study showed that regardless of trait type, students demonstrated positive self-efficacy, with those with Trait I having significantly higher self-efficacy than those with Traits II and III, indicating that students’ positive perceptions of learning and playing are essential in prompting self-efficacy in game-based learning.

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Yigit, Mehmet Fatih. "Does higher education change value perceptions?" Journal of Culture and Values in Education 1, no. 1 (June 25, 2018): 1–8. http://dx.doi.org/10.46303/jcve.01.01.1.

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The purpose of this study is to look at whether higher education has an effect on value perceptions of students. In particular, the researcher will examine the role of 'foundation' or 'private' universities on the priorities of value perceptions. The results are limited to the 115 students participated in the study. In order to have a more generalizable and comprehensive analysis, large number of students from other universities should also be studied. That way we could have a more convincing claiming about whether university education have negative or positive effects on the change of certain values. However, for the current study we can claim that university education is changing the level of value perceptions of students mostly in negative ways.

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Rusydiyah, E. F., D. Indarwati, S. Jazil, S. Susilawati, and G. Gusniwati. "STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers." Jurnal Pendidikan IPA Indonesia 10, no. 1 (March 31, 2021): 138–48. http://dx.doi.org/10.15294/jpii.v10i1.28303.

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The STEM learning environment is the practice of studentsâ€™ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachersâ€™ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.Î±<5 for each indicator. Perceptions and skills of implementing STEM learning environments in studentsâ€™ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

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den Brok, Perry, Theo Bergen, Robert J. Stahl, and Mieke Brekelmans. "Students’ perceptions of teacher control behaviours." Learning and Instruction 14, no. 4 (August 2004): 425–43. http://dx.doi.org/10.1016/j.learninstruc.2004.01.004.

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Atherley, Anique E. N. "Considering students’ perceptions of logbooks." Medical Teacher 38, no. 9 (August 10, 2016): 962. http://dx.doi.org/10.1080/0142159x.2016.1217321.

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Garwood, Justin D. "Reader Self-Perceptions of Secondary Students With and At Risk for Emotional and Behavioral Disorders." Journal of Special Education 53, no. 4 (March 18, 2019): 206–15. http://dx.doi.org/10.1177/0022466919834338.

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Perception of one’s ability as a reader is a key construct for improving adolescent literacy outcomes, but this research has not yet been extended to students with disabilities. The current study attempted to address this research gap with a sample of 152 secondary students with and at risk for emotional and behavioral disorders (EBD). Results include a description of these students’ reader self-perceptions, a comparison to a larger sample of students without EBD, and exploration of variables associated with self-perceptions of reading ability. Demographic variables (e.g., sex, race), degree of behavior problems, and physiological states were significant predictors of self-perceptions. Discussion focuses on how practitioners can assess students’ self-perceptions to guide their instruction and on future directions for research.

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Shelbourn, M., J. Macdonald, T. McCuen, and S. Lee. "Students’ perceptions of BIM education in the higher education sector." Industry and Higher Education 31, no. 5 (September 8, 2017): 293–304. http://dx.doi.org/10.1177/0950422217725962.

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The use of building information modelling (BIM) has increased in the global architecture, engineering, construction and owner-operated (AECO) industries. This increased use has contributed to a recognition by project stakeholders of its importance across the building life cycle, leading higher education institutions to rethink their AECO provisions. There has been much debate about how BIM should be employed in undergraduate curricula: should it be included as a stand-alone subject in a programme or as an underlying theme across the programme? Research has also been conducted into theories of practice with regard to BIM education. This article builds on previous research in the codeBIM project and describes students’ perceptions of current practice in the United States and the United Kingdom. The article begins with a literature review of current theories of BIM teaching in AECO and a summary of good practice. The use of focus groups is described and the findings from focus group sessions held in the United Kingdom and the United States are discussed. The authors identify six key areas required for BIM to be inclusive in higher education: collaborative curricula, space, teamwork, relevance to the industry, technical/technological skills and the role of the professor or lecturer. Each of these areas is discussed in light of the findings from the focus groups.

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Eyup, Bozkurt, and Tel Mikail. "Opinions and perceptions of physical education students about value education." Educational Research and Reviews 11, no. 20 (October 23, 2016): 1918–24. http://dx.doi.org/10.5897/err2016.2870.

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