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Journal articles on the topic 'External students'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

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1

Kondhula, Sreenivasreddy, and Archana Alzapur. "MORPHOMETRIC STUDY OF EXTERNAL EAR OF MEDICAL STUDENTS." International Journal of Anatomy and Research 6, no. 3.3 (September 5, 2018): 5722–25. http://dx.doi.org/10.16965/ijar.2018.323.

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Smereka, Jacek, Lukasz Iskrzycki, Marcin Puchalski, Marcin Leskiewicz, Andrzej Raczynski, and Lukasz Szarpak. "Students’ knowledge of automated external defibrillators." Resuscitation 106 (September 2016): e64. http://dx.doi.org/10.1016/j.resuscitation.2016.07.155.

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3

R.U. Beg, Mirza, and T. Praveen. "An Anthropometric Study of External Ear of Medical Students in India." Indian Journal of Anatomy 8, no. 1 (2019): 41–44. http://dx.doi.org/10.21088/ija.2320.0022.8119.8.

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4

Crocker, Christine. "Meeting the information needs of external students." Australian Academic & Research Libraries 19, no. 3 (January 1988): 129–39. http://dx.doi.org/10.1080/00048623.1988.10754622.

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5

Willett, Lynn H., and Frank G. Adams. "Learning style preferences of external degree students." Innovative Higher Education 10, no. 1 (1985): 55–65. http://dx.doi.org/10.1007/bf00893469.

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6

Pratiwi, Kartika, and Erna Andriyanti. "External Factors Causing Students’ Difficulties in Listening." Journal of English Language Teaching and Linguistics 4, no. 2 (July 20, 2019): 227. http://dx.doi.org/10.21462/jeltl.v4i2.282.

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<p><em>To become a good speaker, one has to be a good listener because naturally people cannot speak properly before listening first. Listening is an important requirement, and also a basic competence to be a good speaker in English. Listening is not an easy process since one who listens must be able to distinguish between sounds, understand the vocabulary and grammatical structures, as well as interpret the meaning at the same time. Listening in English requires focus and attention yet, in fact, many students tend to have several difficulties to focus in listening practice. The article aims to show the external factors affecting the students’ difficulty within each process of listening comprehension. </em><em>The external factors include the speaker, the context of material, and the physical setting. By adopting qualitative design, it is found that the external factors have the higher potential to influence the students’ focus negatively than the students’ physical condition and behavior which are known as internal factors. Moreover, through several findings based on the library research, it is revealed that the external factors are linked to each process of listening. Suggestions with the effective ways to resolve the difficulties in listening are provided. </em><strong><em></em></strong></p>

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7

Grosser, Kerry, and Gaye Bagnell. "External Students and Public Libraries: Student Perspectives." Australian Library Journal 38, no. 4 (January 1989): 303–17. http://dx.doi.org/10.1080/00049670.1989.10755555.

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Umar, Muhammad, Sajjad Rasoul Chaudhary, and Muhammad Habib Ur Rehman. "EXTERNAL EAR;." Professional Medical Journal 24, no. 05 (May 6, 2017): 778–80. http://dx.doi.org/10.29309/tpmj/2017.24.05.1378.

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Objectives: To determine morphometric measurements of external ear amongmedical students of Nawaz Sharif Medical College, University of Gujrat. Study Design: Crosssectional. Setting: This study was done among students of First & Second year MBBS classesat Nawaz sharif Medical College, University of Gujrat. Period: 2015. Methodology: The studygroup consisted of 120 girls and 80 boys with age range 18 to 22 (median 20). Total Ear height,lobular height, lobular width and distances of helical root and insertion of the lobule from thelateral palpebral commissure were measured by using vernier caliper. Results: With analysisof normative cross-sectional data, this study endeavors to show anatomic and aestheticdifferences between boys and girls. The average total ear height across the study group forboth left and right ears was 6.50cm. The average lobular height was 1.9cm. The average lobularwidth was 2cm. The height of the pinna was significantly larger in boys than girls. The distancebetween helical root and lateral palpebral commissure was significantly larger among boys ascompared to girls. The average height and width of the lobule of boys and girls were statisticallyinsignificant.

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9

S., Azuah. "External Influences on Studentsâ€™ Choice of Clothing in Takoradi Polytechnic." Journal of Economics and Behavioral Studies 6, no. 10 (October 30, 2014): 787–94. http://dx.doi.org/10.22610/jebs.v6i10.538.

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Clothing is an important factor in the interpretation of body image which affects the response behaviour of the beholder. A personâ€™s appearance profoundly affects the way he or she is treated by others at home, social gathering, market, job area, office or school. Selecting clothing requires careful considerations. The purpose of the study was to find out external influences on studentsâ€™ choice of clothing in Takoradi Polytechnic. The research design was descriptive. Questionnaires and focus group discussion guide were used. Departments of Fashion and Accounting participated with respondents chosen through stratified random sampling. Sample consisted of 207 with a total population of 699 students, 77 males and 130 females. Study revealed students dress casually for lectures instead of formally because casual wear could take any form. Male studentsâ€™ were normally driven internally indicating individuality while female students were mostly externally directed. Both sexes would least choose clothing for warm relationship. The more individuals they were aware of their inner feelings, the more differentiation they exhibited in their choice of clothing. This is contrary to the general perception that students or the youth choice of clothing is socially driven. However, some external factors were also quite significant in studentsâ€™ choices and should be given close attention if youth clothing are undesirable. This calls for continues education to streamline vital issues that are of significance to academic institutions and the African society as a whole.

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10

Gottlieb, Laura, and Yvonne Eriksson. "Students’ Comprehension of Design Collaborations with External Organizations." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 579–88. http://dx.doi.org/10.1017/dsi.2019.62.

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AbstractThis pilot study examines how design students comprehend collaborations with external organizations— the roles and involvement of different actors in a design process. The study looks at two undergraduate courses where a total of 33 design students collaborate with a municipality and governmental agency. Data focuses on the students' terminology in regard to the external organizations and is collected through questionnaires, voice recording, workshops and written assignments. The data analysis is both quantitative and qualitative, focusing on the word frequency and semantics of the terminology. The results show that the students were not used to working closely to external organizations. This is reflected in the prevalent use of the term “client” instead of “collaborative partner”. Not working closely with organizations nor users is reflected in the students’ inabilities to handle the complexities that emerge when working with multiple stakeholder and users. At the end of the paper, suggestions are made of ways to develop students’ comprehension of ways to involve external organizations and users in the design process.

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11

James, B. Michael. "External students should come in from the cold." Manufacturing Engineer 71, no. 2 (1992): 6. http://dx.doi.org/10.1049/me:19920013.

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12

Cavanagh, Tony, and Bernadette Cavanagh. "Library services for external postgraduate and overseas students." Distance Education 15, no. 1 (January 1994): 112–27. http://dx.doi.org/10.1080/0158791940150108.

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13

Ledo, W. "External Students and Libraries in a Remote City." Australian Academic & Research Libraries 25, no. 1 (January 1994): 40–46. http://dx.doi.org/10.1080/00048623.1994.10754870.

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14

Thompson, Ted. "External Attributions for Success and Avoidance of Failure." Psychological Reports 81, no. 3 (December 1997): 891–96. http://dx.doi.org/10.2466/pr0.1997.81.3.891.

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This study investigated the attributions of failure-avoidant students in response to success and failure outcomes. Failure-avoidant students are those who strive to avoid the negative implications of failure in terms of damage to self-esteem. These students were identified on the basis of poor performance following failure and improved performance after being given a face-saving excuse. Failure-avoidant students were found to attribute success externally more than several other performance groups identified through the experimental manipulation used to identify failure-avoidant students. This finding points to a factor which may be involved in the development and maintenance of performance-limiting behaviours associated with fear of failure. This factor should be considered in intervention programs which assist these students in realising their potential for achievement.

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15

Ehrenberg, Ronald G., Daniel I. Rees, and Dominic J. Brewer. "Institutional Responses to Increased External Support for Graduate Students." Review of Economics and Statistics 75, no. 4 (November 1993): 671. http://dx.doi.org/10.2307/2110021.

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16

Anikin, Valery Michailovich, and Boris Nikolaevich Poizner. "Scientific Supervision by Graduate Students: «Internal» and «External» Regulators." Izvestiya of Saratov University. New series. Series: Physics 15, no. 1 (2015): 83–88. http://dx.doi.org/10.18500/1817-3020-2015-15-1-83-88.

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Kusuma, D. A., D. Suryadi, and J. A. Dahlan. "Improving external mathematical connections and students’ activity using ethnomathematics." Journal of Physics: Conference Series 1157 (February 2019): 032120. http://dx.doi.org/10.1088/1742-6596/1157/3/032120.

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18

Iskrzycki, Lukasz, Marcin Puchalski, Marcin Leskiewicz, Andrzej Raczynski, Jacek Smereka, and Lukasz Szarpak. "Paramedic students' knowledge and attitudes regarding automated external defibrillators." American Journal of Emergency Medicine 34, no. 9 (September 2016): 1887–88. http://dx.doi.org/10.1016/j.ajem.2016.06.069.

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19

Robina-Ramírez, Rafael, and José-Amelio Medina-Merodio. "Transforming students’ environmental attitudes in schools through external communities." Journal of Cleaner Production 232 (September 2019): 629–38. http://dx.doi.org/10.1016/j.jclepro.2019.05.391.

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20

Bartienieva, Iryna. "FORMING SUBJECT-MATTER COMPETENCY IN HIGH SCHOOL STUDENTS." Modern Tendencies in Pedagogical Education and Science of Ukraine and Israel: the Way to Integration, no. 9 (September 20, 2018): 7–13. http://dx.doi.org/10.24195/2218-8584-2018-9-7-13.

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The article deals with the urgent issue of training high school students for external independent testing, the necessary condition for which is formation of their subject-matter competency, in particular, the mathematical one. The essence of competency-based approach, concepts “competence”, “competency” are revealed. The author singles out the effective forms, methods, technologies of organizing high school students’ educational activity in mathematics lessons aimed at quality preparation for external independent testing. Keywords: competency-based approach, competency, competence, subject-matter competency, external independent testing.

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21

Siddiquah, Aishah. "Effect of Gender, Age, Grade Level, Subjects, and Family Income on the Locus of Control of Secondary School Students." SAGE Open 9, no. 1 (January 2019): 215824401882342. http://dx.doi.org/10.1177/2158244018823429.

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The purpose of the present study was to identify the effect of different variables on the locus of control of secondary school students. About 520 students participated in the study. Brown Locus of Control Scale (BLOCS) was used to assess the internal, external social, and external other loci of control of students. The t-test and ANOVA were applied to find out the difference in locus of control of students of different gender, age, grade level, subjects, and family income. Results revealed that external social and external other loci of control of female students were significantly higher than the male students. External other locus of control of younger age group (12-to-14-year) and lower grade level (9th) students was significantly higher than the students of older age groups (16-to-17 and 18-to-19-year-old) and higher grade level (10th) students. Internality and other externality of arts group students were significantly higher than the science group students. Family income was found to have significant effect on external social locus of control. However, the effect was not decisive as social externality of students of only one low-income group was significantly higher than the students of a high family income group.

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22

Ali, Prof A. Bushra Husain. "The moral exiety and motivation trend whith the student of kinder garten section." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (October 28, 2018): 115–72. http://dx.doi.org/10.36473/ujhss.v223i2.340.

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The present research aimed to know :- 1-leve moral anxiety students kindergarten department . 2-Level of motivation (internal- external) students kindergarten department. 3-Correlative relationship between moral anxiety and motivation(internal-external) students kindergarten Department. Search sample consisted of ( 100 ) students of the the kindergarten Department students for the academic year 2014-2015 ،the researcher has prepared ethical concerns and trends scales ، the motivation( internal-external )،and applied the scales on students kindergarten Department ،then handled data using the pearson correlation coefficient to find to consistency and relationship coefficient between moral anxiety and motivation(internal-external )،as one researcher sample t-test is used to find the significance of the difference between the arithmetic average of the scales (moral anxiety and motivation)،The search results have come to :The kindergarten students have amoral exited. And The kindergarten students have external motivation. And There is appositive relationship between amoralexiety and motivation tren .

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23

Liu, Jing-Jing, Li Gui, Zhuo-Min Chen, Kai-Yun Xu, Ying Li, Jing Zhang, and Ling-Jun Zhou. "Effectiveness of combining manual external defibrillator and automated external defibrillator training for third-year nurse students." International Journal of Nursing Sciences 2, no. 1 (March 2015): 105–9. http://dx.doi.org/10.1016/j.ijnss.2015.01.011.

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24

Praditha, Erza, and Dedi Rahman Nur. "Students’ Problem in Using English E-Learning in SMP Katolik 1 WR.Soepratman Samarinda." Borneo Educational Journal (Borju) 1, no. 2 (August 17, 2019): 1–9. http://dx.doi.org/10.24903/bej.v1i2.609.

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This study intended to find out problems encountered by students when learning English through e-learning. This research is to find out what problems faced by students when learning English through E-Learning which is identified through a questionnaire distributed via Google forms to the students. The sample of this research was 86 students of the third-grade students of SMP Katolik 1 WR. In this study, the researcher computed the data used frequency distribution analysis to determine the percentage of the tendency of student's problems in internal or external factors when using e-learning in English learning. Both in terms of internal and external factors, each part is interrelated. The problem that happened with the teachers, then to the students, and eventually impacts the learning system which makes ineffective e-learning in the school, they are affecting each other and create a domino effect.

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Sonu and Sunita Kalra. "AN UNDOCUMENTED RARE BRANCHING PATTERN OF EXTERNAL CAROTID ARTERY." International Journal of Anatomy and Research 8, no. 4.1 (November 10, 2020): 7767–70. http://dx.doi.org/10.16965/ijar.2020.211.

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The external carotid arterial system supplies the areas of head and neck region. The knowledge of possible anatomical variations occurring in branching pattern of external carotid artery is crucial especially in the surgeries of head, neck and face; as well as for interpretation of radiological investigations like angiograms. During routine dissection of head and region for undergraduate students we discovered common trunk for lingual, facial and ascending pharyngeal arteries. Also, the occipital artery is arising just before the common trunk from the external carotid artery. KEY WORDS: External carotid artery, branches, common trunk, occipital artery.

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Mansbach, Abraham, Talma Kushnir, Hana Ziedenberg, and Yaacov G. Bachner. "Reporting Misconduct of a Coworker to Protect a Patient: A Comparison between Experienced Nurses and Nursing Students." Scientific World Journal 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/413926.

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Purpose. Whistleblowing is the reporting of illegal, immoral, or illegitimate practices to persons or organizations that may affect the action. The current study compares experienced nurses to nursing students regarding their willingness to blow the whistle to protect a patient’s interests.Methods. 165 participants were divided into two groups: 82 undergraduate nursing students and 83 experienced nurses. Participants responded to two vignettes that described a colleague’s and a manager’s misconduct at work.Results. The nursing students perceived the severity of the misconduct significantly lower compared to the experienced nurses. The nursing students also ranked the internal and external whistleblowing indices higher than the nurses, but the differences did not reach statistical significance. For each of the examined internal and external indices, professional experience was found to be significant in multivariate regression analyses.Conclusions. Even though nursing students perceived the severity of the misconduct significantly lower than the experienced nurses, the students demonstrated a greater readiness to blow the whistle, both internally and externally. Recommendations for handling comparable situations are offered.

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Simiyu, Gabriel, Joyce Komen, and Ronald Bonuke. "Social Media, External Prestige and Students’ Attitude towards Postgraduate Enrollment." SEISENSE Journal of Management 2, no. 5 (August 8, 2019): 1–19. http://dx.doi.org/10.33215/sjom.v2i5.186.

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Purpose- This paper aimed to determine the conditional effect of University reputation on the indirect process of external prestige on the relationship between social media and students’ attitude towards postgraduate enrollment. Design/Methodology- The study adopted a cross-sectional survey design, multistage random sampling in collecting data using a self-administered questionnaire. The sample size was 504 students from four universities in Kenya. Findings- Outcome indicates a partial indirect effect of social media and students’ attitude via external prestige. It further reveals a conditional effect of university reputation on the link between; social media and external prestige, and, external prestige and students' attitude. Finally, a test of the conditional indirect process is also confirmed. Practical Implications- Results of the study might help university managers and policymakers in developing effective strategies, policies, and techniques to attract potential students through social media platforms and also develop and strengthen university prestige and reputation through proper management of resources, social responsibility, and employment of qualified academic staff. Originality/value- The study findings bring new understanding concerning the indirect effect, the conditional process and highlight new insights on identifying mechanisms that exert a conditional effect on the indirect paths of the study variables.

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28

Bogdanowicz, Izabela. "University education projects – experiencing students’ cooperation with the external environment." Kognitywistyka i Media w Edukacji 28, no. 2 (December 31, 2018): 34–45. http://dx.doi.org/10.15804/kimwe2018203.

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29

de Vries, Erica. "Students' construction of external representations in design-based learning situations." Learning and Instruction 16, no. 3 (June 2006): 213–27. http://dx.doi.org/10.1016/j.learninstruc.2006.03.006.

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30

Sagone, Elisabetta, and Maria Elvira De Caroli. "Beliefs about Superstition and Luck in External Believers University Students." Procedia - Social and Behavioral Sciences 191 (June 2015): 366–71. http://dx.doi.org/10.1016/j.sbspro.2015.04.685.

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31

Davies, Gordon, and Brian J. Garner. "Telematics helpdesk for external students of computing at Deakin University." ACM SIGCSE Bulletin 31, no. 4 (December 1999): 29–31. http://dx.doi.org/10.1145/349522.349385.

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32

Firmin, Michael, Luke Tse, Janna Foster, and Tammy Angelini. "External Dynamics Influencing Tattooing Among College Students: A Qualitative Analysis." Journal of College Student Development 53, no. 1 (2012): 76–90. http://dx.doi.org/10.1353/csd.2012.0013.

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33

Kidwell, Kelley M., and Felicity B. Enders. "Initial External Validation of REGRESS in Public Health Graduate Students." Clinical and Translational Science 7, no. 6 (July 15, 2014): 447–55. http://dx.doi.org/10.1111/cts.12190.

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34

Karyadi, Karyadi, Iriwi L. S. Sinon, Irfan Yusuf, and Sri Wahyu Widyaningsih. "Correlation Analysis between External Factors and Students’ Physics Learning Achievement." Scientiae Educatia 7, no. 1 (June 28, 2018): 42. http://dx.doi.org/10.24235/sc.educatia.v7i1.2415.

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35

Bellamy, Morris. "Anyone for External Studies? Public Library Support for Isolated Students." Australian Library Journal 34, no. 4 (January 1985): 21–24. http://dx.doi.org/10.1080/00049670.1985.10755529.

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36

Eze, Emmanuel. "Why Secondary School Geography Students Perform Poorly in External Examinations." Journal of Geography 120, no. 2 (January 15, 2021): 51–60. http://dx.doi.org/10.1080/00221341.2020.1860114.

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37

Wahyuningsih, Destri, and Ahmad Ridho Muis. "MALE STUDENTS’ READING COMPREHENSION DIFFICULTIES." AL-ISHLAH: Jurnal Pendidikan 12, no. 2 (December 30, 2020): 360–71. http://dx.doi.org/10.35445/alishlah.v12i2.265.

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The purpose of this research is to find out the factors that influence male students' reading comprehension difficulties on Procedure text at X Class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. The researcher used Descriptive Analysis Research. In this research, researcher wants to describe the factors that influence male students' reading comprehension difficulties on procedure text at X class of Madrasah Aliyah Khairul Ummah Islamic Boarding School Batu Gajah. This research used the formulation total percentage of the result Internal factors and External factors. Internal factors that are Intelligence got 71%, readiness got 48% and interest 75%. The most internal factor that influence male students’ reading comprehension difficulties on procedure text at the first grade is interest. The external factors that are Family got 20%, school got 26%, and society got 35%. The most eksternal factor that influence male students’ reading comprehension difficulties on procedure text is society.

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38

Mesgar, Mitra, and Dara Tafazoli. "Online Metacognitive Reading Strategies by Internal and External Locus of Control." International Journal of Virtual and Personal Learning Environments 8, no. 1 (January 2018): 38–50. http://dx.doi.org/10.4018/ijvple.2018010103.

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This quantitative study focuses on online metacognitive reading strategies used by 39 Iranian postgraduate students with internal and external locus of control. The students were selected through locus of control questionnaire and it is followed by OSORS questionnaire to measure online metacognitive strategies used by students. The results of study revealed that online metacognitive reading strategies used mostly by internal locus of control students rather than external locus of control students. There were clear interrelationships among types of metacognitive reading strategies used and internal locus of control characteristics. Among three subcategories of metacognitive strategies, students with internal locus of control are more interested to use global strategies, whereas students with external locus of control tend less to use this strategy. Also, there was no significant difference in using problem-solving and supportive strategies used by the students.

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Rachmawati, Ema, and Mia Selvia Rachmawati. "ANALYSIS OF STUDENTS’ LEARNING DIFFICULTY IN ENGLISH LESSON AT MTS NURUL FALAH CIMAHI." PROJECT (Professional Journal of English Education) 1, no. 6 (November 25, 2018): 763. http://dx.doi.org/10.22460/project.v1i6.p763-768.

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This article focuses on the analysis to find out the difficulties of students MTs in English Learning. The sample of this study is used for some students from 36 students in VII grade of MTs Nurul Falah Cimahi. This method uses Qualitative approach in the analysis. The result is that students difficulties, in learning English 85% not appropriate. Some expert suggest external factor and internal factor that be affect students learning difficulties to learning difficulties. The author only focus on one factor that is external factor. External factors are : School factors, Family factors, and Environmental factors. The result of the analysis, the external factors that most affect the difficulties tudent learn English in MTs. Nurul Falah is the School and Family factors

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T. G., Tonha, and Sopivnyk R. V. "Formation of student learning motivation." HUMANITARIAN STUDIOS: PEDAGOGICS, PSYCHOLOGY, PHILOSOPHY 11, no. 4 (November 2020): 31–39. http://dx.doi.org/10.31548/hspedagog2020.04.031.

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The article theoretically analyzes the motivation of students learning, identifies the prerequisites and the ways of possible increasing of the motivation's level of students' learning in an agricultural institution of higher education. This article is one of the stages to research student's youth, the level of student's motivation for learning specialized and general subjects. External and internal reasons for the decrease in the level of motivation are considered, as well as methodical recommendations are given to teachers to increase the level of motivation of students' learning.

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41

Olander, Clas. "Teaching biological evolution - internal and external evaluation of learning outcomes." Nordic Studies in Science Education 5, no. 2 (June 29, 2012): 171–84. http://dx.doi.org/10.5617/nordina.349.

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This paper reports from a study where teachers and researchers collaborate on designing and validatingtopic-oriented teaching-learning sequences. In an iterative process, data about learning andteaching biological evolution are generated through continuous cycles of design, teaching, evaluation,and redesign. The study involved 180 Swedish students aged 11 – 16, and the overall learning aim was that the students should be able to use the theory of evolution as a tool when explaining the development of life on earth. The aim of this paper is to validate the students’ learning outcome, estimated as appropriation of scientific ways of reasoning in written answers. The students’ answers of questions are analysed before and after interventions (internal evaluation), and compared with the answers from a national sample (external evaluation). The students in the experimental group did develop their reasoning, and they attained the aim, to a greater extent than a national sample.

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42

Jackson, Jeffrey M., Mary E. Procidano, and Carrie J. Cohen. "SUBJECT POOL SIGN-UP PROCEDURES: A THREAT TO EXTERNAL VALIDITY." Social Behavior and Personality: an international journal 17, no. 1 (January 1, 1989): 29–42. http://dx.doi.org/10.2224/sbp.1989.17.1.29.

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The extent to which introductory psychology students' self-selection into experiments produced biased samples was assessed in two experiments. As part of the normal sign-up procedure, students chose between apparently different experiments with quite different descriptions and between individual and group sign-up slots. Upon arriving at the laboratory, all students filled out personality questionnaires. Results demonstrated that students sorted themselves into experiments as well as into individual group sign-up slots in relation to personality dimensions. The resulting samples in each experiment were thus non-representative of even the restricted introductory psychology subject population. Implications and recommendations for the use of such populations were discussed.

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43

Abidin, Munirul. "Higher Education Quality: Perception Differences among Internal and External Stakeholders." International Education Studies 8, no. 12 (November 26, 2015): 185. http://dx.doi.org/10.5539/ies.v8n12p185.

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<p class="apa">Conceptually, education quality of higher education can be determined by evaluation of their stakeholders’s satisfaction level. The Purpose of this study is to describe how students as external stakeholder and lecturers as internal stakeholder, perceived their satisfaction of learning experience in the university. This study was conducted in quantitative research method to collect, analyze and interpret data. The findings indicated that students and lecturers had different perceptions on the quality of education. Lecturer perceived all dimensions of quality with a higher satisfaction level than students. This finding shows that there is a gap between perception of lecturers and students on higher education quality.</p>

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Rinaldi, Delphine O., Marco G. P. Hessels, Fredi P. Büchel, Christine Hessels-Schlatter, and Nadine M. Kipfer. "External Memory and Verbalization in Students with Moderate Mental Retardation: Theory and Training." Journal of Cognitive Education and Psychology 2, no. 3 (January 2002): 184–227. http://dx.doi.org/10.1891/194589502787383272.

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Persons with moderate mental retardation were trained to use external memory strategies in order to overcome their working memory limitations. We expected that metacognitive training would allow these individuals to use external memories and that this would be associated with higher recall. It was further hypothesized that the training would be more effective when combined with a short verbalization instruction. Verbalization of one’s own thinking and actions should support and reinforce strategic thinking and structure representation. Verbalization should also permit the participants to acquire or access meta-knowledge, one of the basic components postulated for transfer of strategies. Furthermore, performance in analogical tasks should be improved by transferring the use of external memory strategies. The results show that only some of the participants of the experimental group with and without verbalization used the external memory strategy after training. Those who did use the external memory strategy at posttest performed well with regard to recall performance. We concluded that an external memory strategy is required if the task memory load is high and that the memory performance depends on the use of an external memory aid. The problem of transfer to analogical reasoning tasks remained, most likely because how external memories could be used in such tasks was not made explicit, and did the tasks did not allow much use of external memories.

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Nery, Juliana Carnevalli Siqueira, and Fabián Javier Marín Rueda. "Visuospatial Reasoning and Its Relation to External Variables." Paidéia (Ribeirão Preto) 24, no. 58 (May 2014): 197–204. http://dx.doi.org/10.1590/1982-43272458201407.

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In this study, the relation of age and sex with visuospatial reasoning assessed by the Cube Test was investigated. In addition, a comparative study was conducted between this study sample and the normative group of the test with regard to visuospatial reasoning performance results. Six hundred and eighty-four students participated in this study, from the city of Belo Horizonte (State of Minas Gerais, Brazil), aged between 15 and 57 years old, both male and female. The results showed both age and sex differences, where younger students showed a significantly higher performance than older students and men showed significantly higher averages than women in every test comparison. In the study with the normative sample, men showed higher averages than women throughout every age group and in the overall result of both studies. The results obtained reflect those found in the literature and highlight the influence of age and sex on visuospatial reasoning.

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Agustin, Lusi Tania, and Sarsono Sarsono. "PENGARUH LOCUS OF CONTROL EKSTERNAL TERHADAP IMPULSIVEBUYING PADA MAHASISWA DENGAN JENIS KELAMIN SEBAGAI VARIABEL MODERATOR." Turast : Jurnal Penelitian dan Pengabdian 6, no. 1 (August 30, 2018): 1–10. http://dx.doi.org/10.15548/turast.v6i1.694.

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This study aims to examine the effect of external locus of control based on students’ gender towards impulsive buying. The subjects of this study are 80 students in the Special Region of Yogyakarta, aged 17-21 years. The Impulsive Buying and External Scales of Locus of Control were the instruments of this research. Simple linear regression analysis used as the data analysis. The results showed that external locus of control had a significant influence on impulsive buying in students, with F count of 56.702 and p = 0.000 (0 <0.010). This showed a significant influence between impulsive buying of clothing products with external locus of control on students. There is a positive influence between external locus of control on impulsive buying and gender as a moderator variable. The hypothesis proposed in this study is acceptable. It is concluded that between impulsive buying and external locus of control occurs because of causality or influence each other.

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Martišauskienė, Elvyda, and Snieguolė Vaičekauskienė. "Relationships at School: External Evaluation Angle." Pedagogika 121, no. 1 (April 22, 2016): 83–100. http://dx.doi.org/10.15823/p.2016.06.

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A humane relationships at school develop favourable micro-climate for learning, promote good student behaviour, learning motivation and provides the right conditions for becoming a mature personality. For this research external evaluation data from schools of general education collected by the National Agency for School Evaluation in 2012 was used. This paper analyses students’, parents’ and external evaluators’ approaches and discusses the relationships in the modern school – situation and expression; highlights the most important trends in the relationships, relevant to all members of the school community; raises actual educational problems. Sociologists and educationists recognize that the nature of the relationships depends on a person’s self-determination, which is based on their perceived motives, beliefs, values and attitudes. Study data also shows that good relationships are influenced by the teacher’s personality and competencies: strictness, properly organized educational process with emotional basis and respect for the student; the school context: social, economic, cultural, educational school environment and prevailing micro-climate. The study also highlights the fact that students and their parents differently rate relationships at school: prevailing relationships at school usually satisfies parents and are evaluated positively, however, students believe that the school can achieve better (especially at 5–8 grades lessons). Schools focus on moral community relations, but still occur simulation, activities and behaviour that encourage alienation. External evaluation data shows that high student performance, achievements, knowledge is often considered to be the most important, however education of moral values, humane relationships – less significant thing. In schools of general education dominate business like and interpersonal relationships. Transcendental school community relations (the ability to go deep into yourself and others, rely on the phenomenon of conscience, overstep yourself) are aspirational so far.

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Wulandari, Evi Dwinta. "THE ANALYSIS OF EXTERNAL FACTORS THAT INFLUENCE LEARNING DIFFICULTY IN LEARNING MATHEMATICS FOR GRADE 4 STUDENTS OF SD NEGERI 125 PEKANBARU." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 4 (July 24, 2020): 738. http://dx.doi.org/10.33578/pjr.v4i4.8035.

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This research is motivated by a number of students who have difficulty in learning mathematics caused by external factors, including: the attention of family members when learning mathematics, the teacher's method of teaching mathematics, the atmosphere of the home environment, and so on. External factors are very influential on students besides the genetic factors or internal factors. Various problems caused by the stimuli from outside individuals make students experience learning difficulties. This research used descriptive quantitative method that aimed to find out any external factors that affect learning difficulties in learning mathematics for fourth grade students of SD Negeri 125 Pekanbaru. The population of this study consisted of 44 students, with students who received grades below the KKM of 37 students as the sample. Data collection techniques used were documentation and questionnaires. Based on research findings, the external factors influenced the difficulty of learning mathematics for fourth grade students of SD Negeri 125 Pekanbaru. The biggest factor in influencing difficulties in learning mathematics was the teacher's method of teaching mathematics with a percentage of 17.5%.

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Pratama, Muhammad Arif. "FACTORS AFFECTING STUDENTS’ CONFIDENCE IN PUBLIC SPEAKING." Journal of Languages and Language Teaching 5, no. 2 (February 25, 2018): 67. http://dx.doi.org/10.33394/jollt.v5i2.357.

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The researcher aimed to find out an internal and external factors that affected students’ confidence in public speaking performance. The kind of this research was qualitative, this study is dealing with Miles and Huberman theory, the sample of this research was consist 5 members, the technique of collecting data used recording, note taking and questionnaires which was consit of 5 items and each item consisted of four options (very agree, agree, disagree, very disagree). The technique of data analysis used reduction, display, veryfiying the data for recording and note taking, meanwhile for questionnaires the researcher was used tabulation, computation and clarifiying the internal and external factors that affect students’ confidence in public speaking performance.

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Et. al., Amran Harun ,. "What Matters to Malaysian Students Retention: University Image or External Environment?" Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 10, 2021): 743–54. http://dx.doi.org/10.17762/turcomat.v12i2.1080.

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In Malaysia, the growth of higher education institutions provides not only more opportunities but increasing competition within the industry. Despite its enormous potential, investigating student retention and its antecedents will provide vital input for the industry to sustain and strategize the most appropriate marketing actions. Therefore, this study aims to investigate how university image (program, facilities, reputation, and cost) and external environment (influences of peers and family and students’ achievement) have a relationship with students’ retention. A total of 300 university students participated in this study, which they were required to complete the online questionnaire. This study employed a correlational study using a cross-sectional design and close-ended questions. Remarkably, the finding of the current study confirmed only one dimension of the university image, namely reputation, had a positive relationship with students’ retention. In contrast, university image attributes such as program, facilities, cost; and external environment, which is peer/family influence and achievement, have no relationship with students’ retention. Future recommendations are also discussed in dealing with the students' retention issues concerning students’ characteristics such as socioeconomic status and the mediating variable effects.

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