Relevant bibliographies by topics / Student attitudes

Academic literature on the topic 'Student attitudes'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 January 2023

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Journal articles on the topic "Student attitudes"

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KERBY, APRIL T., and JACQUELINE R. WROUGHTON. "WHEN DO STUDENTS’ ATTITUDES CHANGE? INVESTIGATING STUDENT ATTITUDES AT MIDTERM." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 2 (November 30, 2017): 476–86. http://dx.doi.org/10.52041/serj.v16i2.202.

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Statistics educators have been investigating how students’ attitudes change in the introductory statistics course for many years. Typically, an overall decrease in mean attitudes over the course has been noted. However, when and how do students’ attitudes change during the term? Do they steadily decrease or is there a point when students’ attitudes might actually be increasing? If so, can instructors use this to their advantage? This research introduced a mid-semester survey of attitudes. We found that students’ attitudes are not necessarily strictly declining from the beginning to the end of the semester. We also found it might be advantageous to follow individual student attitude trends throughout the semester instead of just looking at aggregate mean scores for the different surveys. First published November 2017 at Statistics Education Research Journal Archives
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Khairani, Khairani. "Kualitas Kegiatan Belajar Mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Padang." Pedagogi: Jurnal Ilmu Pendidikan 12, no. 2 (November 30, 2012): 6. http://dx.doi.org/10.24036/pedagogi.v12i2.2204.

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The objective of this research is to describe the quality attitudes of student to learning, including: a) attitudes toward to learning program , b) preparation of students prior to learning activities, c) students attitudes to learning activities in the class, d) students attitudes after learning activities in the class. This study classified as descriptive research, The population of the research is all of student at FIP UNP consist of 2160 people. The sample was specified by using proportional random sampling technique is 162 people. The research data was collected using a questionnaire, and treated with simple statistical calculations, which are: Mean, SD and percentages. The research findings reveal the quality of student attitudes to learning as follows: 1). student attitudes toward to learning program, include; attitudes toward the course, the lecturers, and attitudes towards the learning facilities mostly classified as good, 2). Preparation of students before learning activity, include: studying the material that has been learned, reading materials related to the topics to be discussed in class, mostly of the students attitude showed good and excellent quality. 3) The attitude of students in learning activity, include: attendance, record the material presented lecturer, and participated in the learning process, large of the student have good and very good quality attitude. 4) The students attitude after learning activity, includes; complete lecture notes, completing assignments, looking for support materials, and manage materials and lecture notes, large of the student have good and very good quality.
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Khairani, Khairani. "Kualitas Kegiatan Belajar Mahasiswa Fakultas Ilmu Pendidikan Universitas Negeri Padang." Pedagogi: Jurnal Ilmu Pendidikan 12, no. 2 (November 30, 2012): 6. http://dx.doi.org/10.24036/pendidikan.v12i2.2204.

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The objective of this research is to describe the quality attitudes of student to learning, including: a) attitudes toward to learning program , b) preparation of students prior to learning activities, c) students attitudes to learning activities in the class, d) students attitudes after learning activities in the class. This study classified as descriptive research, The population of the research is all of student at FIP UNP consist of 2160 people. The sample was specified by using proportional random sampling technique is 162 people. The research data was collected using a questionnaire, and treated with simple statistical calculations, which are: Mean, SD and percentages. The research findings reveal the quality of student attitudes to learning as follows: 1). student attitudes toward to learning program, include; attitudes toward the course, the lecturers, and attitudes towards the learning facilities mostly classified as good, 2). Preparation of students before learning activity, include: studying the material that has been learned, reading materials related to the topics to be discussed in class, mostly of the students attitude showed good and excellent quality. 3) The attitude of students in learning activity, include: attendance, record the material presented lecturer, and participated in the learning process, large of the student have good and very good quality attitude. 4) The students attitude after learning activity, includes; complete lecture notes, completing assignments, looking for support materials, and manage materials and lecture notes, large of the student have good and very good quality.
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Darmaji, Darmaji, Astalini Astalini, Dwi Agus Kurniawan, and Rahmat Perdana. "A study relationship attitude toward physics, motivation, and character discipline students senior high school, in Indonesia." International Journal of Learning and Teaching 11, no. 3 (July 31, 2019): 99–109. http://dx.doi.org/10.18844/ijlt.v11i3.4207.

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This research to see students’ attitude toward in physics learning, student motivation in physics learning, discipline student in physics learning, and the relationship between students’ motivation and attitudes toward physics subject. Using correlational quantitative research with correlational design, the subjects of the study were students of 612 students in senior high school Batanghari and Muaro Jambi district Provence Jambi, Indonesia. Instruments research is questionnaires attitude, motivation, and discipline. Analytical techniques are using descriptive statistics and inferential. The results the three indicators of student attitudes show good results, and for motivation and discipline students also show good results, with these results, there is a relationship between attitudes, motivation, and student discipline. Recommendation, therefore, it is very important for teachers to implement learning that fosters attitudes, motivation, and discipline of students in learning. Keywords: Attitude toward physics, motivation, discipline;
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Furqon Aritonang, Ade Apsari, Binary Manurung, and Murshid Murshid. "The Relationship between Science Literacy Ability and Scientific Attitude with Biology Learning Outcomes through Scientific Approach and Student Retention Class XII MAN Tapanuli Selatan." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 2 (April 20, 2021): 718–29. http://dx.doi.org/10.33258/birle.v4i2.1835.

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This study aims to determine: The positive relationship between (1) scientific literacy skills and student learning outcomes (2) scientific attitudes and student learning outcomes (3) scientific literacy skills with student retention (4) scientific attitudes with student retention (5) scientific literacy skills and scientific attitudes with the learning outcomes of students' biology (6) scientific literacy abilities and scientific attitudes and retention of class XII students. This research was conducted at MAN Tapanuli Selatan in 2020. The research method is descriptive linear regression correlational research method with a research sample of 110 students who were determined by total sampling (total sample). The research instrument consisted of a scientific literacy ability test, a questionnaire on students' scientific attitudes, a test of student learning outcomes and retention. The instruments used had been tested for validity, reliability, difference power and degree of difficulty. The research data were analyzed using simple and multiple linear regression analysis techniques using the SPSS 21.0 for windows program. The results showed: There is a positive relationship between (1) scientific literacy skills and student learning outcomes with r2 = 48.6% (2) Scientific attitudes and student learning outcomes with r2 = 11.6% (3) Science literacy skills with student retention r2 = 58.7% (4) Scientific attitude with student retention with r2 = 13.7% (5) Scientific literacy ability and scientific attitude with student learning outcomes with R2 = 49% (6) Scientific literacy skills and attitudes scientific and student retention R2 = 59.2% in class XII MIA MAN Tapanuli Selatan.
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Steenberghe, D. V. "Student attitudes." British Dental Journal 198, no. 4 (February 2005): 187. http://dx.doi.org/10.1038/sj.bdj.4812109.

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Ellis, J. R., and A. D. M. Jackson. "Student Attitudes." Medical Education 3, no. 4 (January 29, 2009): 294–97. http://dx.doi.org/10.1111/j.1365-2923.1969.tb02107.x.

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Fauziah, Siti, Fatni Mufit, Ramli, Renol Afrizon, and Zaitul Hidayat. "ANALYSIS OF CONCEPTS UNDERSTANDING AND STUDENTS' ATTITUDES TOWARDS LEARNING PHYSICS IN PARABOLIC MOTION AT SMAN KOTA PARIAMAN." PILLAR OF PHYSICS EDUCATION 14, no. 3 (December 2, 2021): 177. http://dx.doi.org/10.24036/11994171074.

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Understanding the concepts and attitudes of students is one of the essential things in learning. Based on previous researchers’ research, many students have low conceptual understanding or high misconceptions. In addition, students' attitudes towards learning physics are also considered less good. This study aims to determine: 1) students' conceptual understanding of the parabolic motion material, 2) students' attitudes towards learning physics, and 3) the relationship between conceptual understanding and student attitudes towards learning physics.This study uses a quantitative descriptive method. The sample consisted of 81 students from 3 high schools in Kota Pariaman, representing low, mediu, and high-level schools. The research instrument was in the form of a four-tier multiple-choice concept test about parabolic motion and a questionnaire about students' attitudes towards learning physics. The data analysis technique used is a combination of answers for the concept test and Likert Scale scoring to analyze the questionnaire. The relationship between conceptuaal understanding and attitude was analyzed using Pearson's product-moment correlation.The results showed that students experienced more misconceptions with a fairly high percentage (42,6-72,3). The results of the student attitude questionnaire showed that the indicators of student social implications had the highest percentage (72.3-77.4), and pleasure in learning physics had the lowest percentage (64.8-66.1). The relationship of understanding of concept with te attitude of the student using product moment correlation with a 5% significance three level for high school category show a moderate show a medium correlation and weak correlation with a positive relation of meaning that if the student’s attitude rose then the understanding of the concept of student will also rise or increase as well as otherwise. For students' attitudes, who found that the students' social implication indicators had a higher percentage and the pleasure in learning physics had a lower percentage. Regarding the relationship between attitudes and understanding of students' concepts, there is a moderate correlation, which means that students' attitudes also influenced students' understanding
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Iklashi, Rafy, Mujasam Mujasam, Irfan Yusuf, and Sri Wahyu Widyaningsih. "Contribution Analisis of Scientific Attitudes Towards Student Achievements Department of Physics Education in Universitas Papua." Kasuari: Physics Education Journal (KPEJ) 2, no. 2 (December 18, 2019): 95–109. http://dx.doi.org/10.37891/kpej.v2i2.104.

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Research has been conducted to determine the effect of scientific attitudes on student achievement in the Department of Physics Education at the University of Papua. This research is an associative descriptive research that describes the results of measurement of scientific attitudes and student achievement. The sample in this study were 21 students who filled out a scientific attitude questionnaire distributed via Google Form. Data collection techniques used are non-test techniques and documentation. Non-test technique in the form of giving a scientific attitude questionnaire to students. The questionnaire is filled in online through a Google form that is designed so that students can fill out whenever and wherever they are. The documentation technique is in the form of tracking student achievement indexes through Papua University's integrated sistem page. The results of the assessment of student responses were analyzed using Rusch modeling using the Winstep application. Spearman's rho analisis technique is used through the SPSS application to determine the effect of scientific attitudes on learning achievement. The measurement results of the influence of scientific attitudes on the Grade Point Average (GPA) obtained significance value of 0,539 is greater than the significance value of 0,05 which indicates that there is no significant effect between scientific attitudes on student GPA. The scientific attitude of students also obtained relatively low results. The low measurement results indicate that students of the Department of Education at the University of Papua need to be trained to develop their scientific attitude.
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Napitupulu, Jeremia Hasiholan, Noor Ellyawati, and Ratna Fitri Astuti. "Pengaruh Literasi Keuangan dan Sikap Keuangan Terhadap Perilaku Pengelolaan Keuangan Mahasiswa Kota Samarinda." Jurnal Pendidikan Ekonomi (JUPE) 9, no. 3 (September 1, 2021): 138–44. http://dx.doi.org/10.26740/jupe.v9n3.p138-144.

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The role of financial literacy and financial attitude is important in producing wise behavior in student financial management. This research aims to determine how the influence of financial literacy and financial attitudes on student financial management behavior. Data collection was carried out by distributing questionnaires to 110 Samarinda’s students to find out responses to the condition of financial literacy, financial attitudes and student financial management behavior. Based on the analysis results show that partially and simultaneously, the higher the financial literacy and financial attitude, the higher the student's financial management behavior. Students who have good behavior show that students are able to apply their knowledge and attitudes in their financial management behavior. Optimization of financial literacy and attitudes is needed, so that student's behavior in managing finances is getting better in order to face increasingly complex financial problems in the future
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Dissertations / Theses on the topic "Student attitudes"

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Parker, Cynthia T. "An evaluation of student reading attitudes : does ability affect attitude? /." Electronic version (PDF), 2004. http://dl.uncw.edu/etd/2004/parkerc/cynthiaparker.pdf.

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Lefebvre, Elisabeth, and Elisabeth Lefebvre. "Student Attitudes Toward Multilingual Education." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12513.

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This research focuses on student attitudes toward multilingual education. Although much work has been done on multilingual education pedagogy and policy, almost none has been child-centered. Little consideration has been given to first-hand accounts of children in immersion programs. Through participatory observation, surveys, and focus group discussions with third grade students at a public, French immersion elementary school in the Pacific Northwest, I have found many common threads within student experiences of multilingual education. Specifically, students' fear of failure and peer-to-peer shaming when learning a new language can leave them feeling ambivalent toward French. This is not to say that the student experience is overwhelmingly negative; however, student attitudes seem to fall somewhere between their learned value for multilingualism and their lived experiences. Ultimately, this thesis highlights the importance of student narratives and the ways in which they can inform the development of immersion education programs.
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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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Walker, Amy. "College student attitudes towards sexual assault." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004walkera.pdf.

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Vardinakis, Mindie H. C. "Does Student Choice Improve Students' Attitudes Toward their Language Arts Class?" Defiance College / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=def1281705744.

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Skinner, Jane Suzanne Niebrugge. "Looping versus nonlooping second grade classrooms : student achievement and student attitudes /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924924.

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Ciereszko, Ana Alejandre. "Student ratings of instruction in a community college : effects of student and faculty ethnicity." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/2364.

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Purpose: The purpose of this study is to explore the relationship between student and faculty ethnicity and possible effects upon student ratings of faculty performance in an urban community college setting characterized by extensive ethnic diversity. Problem: Though many variables on student ratings of instruction have been studied in the past, studies of the effects of student and faculty ethnicities on student ratings at the post secondary level have not been conducted. As increased numbers of minority students embark on post secondary studies, the question arises as to whether these students perceive instructors and their efforts in the classroom differently than traditional students. Methodology: A survey-type instrument, the Student Feedback Questionnaire, was developed at Miami-Dade Community College and administered to students enrolled in randomly selected English composition courses (N=948 students, 72 instructors). Factor analysis was conducted on the instrument and the relationship of these factors with student and faculty ethnicity was examined by means of multivariate analysis of variance. Instructors were separated into higher and lower rated groups according to a total score obtained from the instrument. Differences on student ratings for these two groups according to student and instructor ethnicity were examined. Findings: The following factors were obtained: Factor 1: Focus on the Individual Factor 2: Competence in Classroom Factor 3: Approach to Material Factor 4: Grading Policy Factor 5: Listening to Students Factor 6: Clarity in Course Objectives Factor 7: Fairness of Exams Factor 8: Active Learning Hispanic faculty were rated less favorably by white non-Hispanic students for Factor 2, Factor 3, and Factor 5. For Factor 5, Hispanic students rated white non-Hispanic faculty lower than black students. For higher rated instructors there were no significant differences in ratings according to student ethnicity. For lower rated instructors, students of the same ethnicity as their instructor did not give significantly different ratings than other students. Student gender was significant for both higher and lower rated instructors, with males giving significantly worse scores.
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Hilton, Annette I. "Attitudes to school of extracurricular activity participants and non-participants /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19154.pdf.

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Wilder, Lynn K. "Student vs. teacher perception of student behavior for youth with emotional and behavioral disorders : accurate assessment." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159148.

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The purpose of this study was two-fold: (a) to determine whether the Behavioral Objective Sequence (BOS) (Braaten, 1998), when used as a rating scale, was a valid instrument for measuring the behaviors of students with EBD and (b) to determine whether there was a relationship between teachers' perceptions of behaviors of students with EBD and these students' perceptions of their own behaviors. Perceptions were measured using the BOS and the Child Behavior Checklist (CBCL) (Achenbach, 1991), a well-established instrument with reliability and validity. Demographic variables were examined as predictors of student versus teacher score discrepancies. Those shown to be predictive are student socioeconomic status, IQ score, length of time receiving special education services, grade and placement. The concurrent validity of the BOS is indicated by the comparison of scores on the BOS with scores on the CBCL. Participants were 62 youth with EBD and their 19 teachers from the Midwest.
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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment." University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.

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This study considered the adjustment of international students to their life in a new country and their work in the business faculty of a large Australian university. Prior research into expatriate adjustment was used as the study’s basis and a model for analysis was developed from that research literature. Although some aspects of the relationships found with expatriate employees were not demonstrated, generally the similarities were strong and the features of an expatriate employee’s experience and that of an international student were seen to be very alike. Over 500 international students completed a survey based on well-validated measures from the research literature. The results were analysed using structural equation modelling. The hypothesised model did not fit very well in its original form and alternative models were suggested and tested in order to identify a better-fitting model. Cultural novelty, personal abilities in interpersonal interactions and communication skills, self-esteem, self-efficacy and general adjustment were found to be the most significant variables in explaining the outcomes of academic achievement, workrelated and general wellbeing and work-related and general satisfaction, with selfesteem, self-efficacy and general adjustment having the greatest influence on successful outcomes. Adjustment was found not to be a mediating construct, as suggested in the expatriate literature, but an antecedent influence upon the outcomes. Relationships between the constructs were complex, as had been suggested by previous research, making generalisations about causes and consequences of adjustment very difficult. This complexity emphasised that, for international students, the experience of living and working in an international location needs to be regarded in a holistic fashion and that there are many and varied contributors to its success. Several potentially fruitful avenues for future research, concerning both international students and expatriate employees, were identified and discussed. The implications of the present study were considered, both from an academic perspective and in terms of usefulness within a university. A number of possible practical strategies were suggested, relevant to students, lecturers and university administrators that might assist in improving the experience of ‘expatriation’ for international students.
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Books on the topic "Student attitudes"

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Zysberg, Leehu. Student attitudes. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Richards, Katy Louise. Student attitudes towards the monarchy. Oxford: Oxford Brookes University, 2003.

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Teacher-student relationship and its impact on student unrest. New Delhi: Northern Book Centre, 1989.

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Wohnen als Student: Intentionales Handeln und strukturelle Erziehung. Tübingen: Schwäbische Verlagsgesellschaft, 1987.

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1953-, Haselgrove Susanne, ed. The student experience. Buckingham [England]: Society for Research into Higher Education & Open University Press, 1994.

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Labunskai͡a, N. A. Pedagogicheskoe issledovanie sovremennogo studenta: Student pri poluchenii obrazovanii͡a. Sankt-Peterburg: Izd-vo RGPU im. A.I. Gert͡sena, 1999.

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Nembach, Ulrich. 10m² Student 1982: Arbeiten, wohnen, schlafen im Heim. Frankfurt am Main: P. Lang, 1986.

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Nursing, Royal College of, ed. Attitudes revisited: An examination of student nurses' attitudes towards old people in hospital. London: Royal College of Nursing, 1986.

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Diefenbach, Clarence Alfred. Reflecting on racial attitudes: After 24 years revisiting student teachers' attitudes towards Aborigines. Flaxton, Qld: Post Pressed, 2003.

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Farren, Sean. Students together and students apart: A study of student-teachers' attitudes in Northern Ireland. Coleraine: University of Ulster, 1992.

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Book chapters on the topic "Student attitudes"

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Mansfield, Jennifer. "Student attitudes and behaviours." In Pedagogical Equilibrium, 119–38. First edition. | Abingdon, Oxon ; New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9780429053573-9.

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Volet, Simone. "Significance of Cultural and Motivation Variables on Students’ Attitudes Towards Group Work." In Student Motivation, 309–33. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1273-8_15.

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Putnik, Zoran. "Mobile Learning, Student Concerns and Attitudes." In Mobile Learning Design, 139–53. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-10-0027-0_9.

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Tytler, Russell, and Jonathan Osborne. "Student Attitudes and Aspirations Towards Science." In Second International Handbook of Science Education, 597–625. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-1-4020-9041-7_41.

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Festervand, Troy A., and Robert E. Pitts. "Student Attitudes Toward Selling: A New Perspective." In Proceedings of the 1984 Academy of Marketing Science (AMS) Annual Conference, 475. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16973-6_110.

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Tytler, Russell, and Joseph Paul Ferguson. "Student Attitudes, Identity, and Aspirations Toward Science." In Handbook of Research on Science Education, 158–92. New York: Routledge, 2023. http://dx.doi.org/10.4324/9780367855758-8.

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Aarne, Onni, Petrus Peltola, Antti Leinonen, Juho Leinonen, and Arto Hellas. "Adolescent and Adult Student Attitudes Towards Progress Visualizations." In Informatics in Schools: Focus on Learning Programming, 15–26. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-71483-7_2.

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Owens, Jan P. "Student Satisfaction with Group Work: Perceptions and Attitudes." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 67–73. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11806-2_34.

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Mitrece de Ialorenzi, Myriam S. "Computers in secondary school: analysis of student attitudes." In World Conference on Computers in Education VI, 409–18. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34844-5_40.

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Leonard, Myron J., Keith T. Stephens, and Walter Gross. "Female Student Attitudes Toward Careers in Professional Selling." In Proceedings of the 1982 Academy of Marketing Science (AMS) Annual Conference, 275–78. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16946-0_64.

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Conference papers on the topic "Student attitudes"

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Kerby-Helm, April, Michael Posner, Alana Unfried, Douglas Whitaker, Marjorie Bond, Leyla Batakci, and Wendine Bolon. "S-SOMADS: A New Survey to Measure Student Attitudes Toward Data Science." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t8a2.

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Attitudes play an important role in students’ academic achievement and retention, yet we lack quality attitude measurement instruments in the new field of data science. This paper explains the process of creating Expectancy Value Theory-based instruments for introductory, college-level data science courses, including construct development, item creation, and refinement involving content experts. The family of instruments consist of surveys measuring student attitudes, instructor attitudes, and instructor and course characteristics. These instruments will enable data science education researchers to evaluate pedagogical innovations, create course assessments, and measure instructional effectiveness relating to student attitudes. We also present plans for pilot data collection and analyses to verify the categorization of items to constructs, as well as ways in which faculty who teach introductory data science courses can be involved.
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Schuyten, Gilberte, and Johan Ferla. "Can authentic assessment help in delivering competent consumers of statistics for non-academic professions?" In Assessing Student Learning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07205.

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Since quantitative research skills become more and more relevant for non academic professions, the four courses research curriculum at the department of educational sciences of Ghent University aims to deliver competent consumers of statistics who possess quantitative research skills and attitudes needed to produce and use research in their professional careers.This study focuses on the impact of authentic assessment with group project work on student self-efficacy beliefs and attitudes towards statistics. About 180 students, enrolled at the fourth course, are engaged in collaborative project work during 8 weeks on a given data-base. Students’ perceptions of self-efficacy, attributions for academic success, assessment expectations and attitude towards quantitative research as a field and as a course are measured after the presentations of their projects. The control group consists of students enrolled at the third course.
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Goulet, Jean. "Session details: Student attitudes." In ITiCSE '09: Annual Conference on Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2009. http://dx.doi.org/10.1145/3257527.

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Hanks, Brian. "Student attitudes toward pair programming." In the 11th annual SIGCSE conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140156.

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Peng, Xiaobo, Malcolm Jackson, Chang Duan, Mingli Han, Bugrahan Yalvac, Ebony Lai Hing, Antonia Ketsetzi, and Deniz Eseryel. "Evaluating the Effect of a Student-Centered Pedagogical Approach on Students’ Skills and Knowledge in Computer-Aided Design (CAD) Course." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23985.

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Abstract This paper presents a quasi-experimental pre and post test design to explore the effects of a student-centered pedagogical approach in Computer-Aided Design (CAD) education. In this study, students in experimental group generated CAD screencast tutorials, recorded the supporting audio, shared the videos with their peers, and provided feedback to each other’s screencast. A life-long learning survey, an engineering attitude survey, and a CAD modeling exam were used as the study instruments. Students’ learning outcomes were evaluated by analyzing data collected over five years from 17 classrooms. Findings indicated that first generation college students or female students were more receptive to the student centered instructional approaches and they improved their life-long learning skills and engineering attitudes. We observed a strong evidence that when students designed screencast exercises, their CAD exam performance improved. This study also contributes to our knowledge on how to effectively assess engineering attitudes and life-long learning skills.
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Purković, Damir, and Stjepan Kovačević. "The relations between students’ perceptions of equipment and attitudes toward teaching technical culture and informatics." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.027p.

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The students’ attitude towards teaching is important in order to arouse interest and motivation for the lessons. In addition to the teacher, who plays the most important role, the environment in which instruction takes place can also influence student interest and motivation. Considering the peculiarities of technology and computer science teaching, the equipment of the classroom where the teaching takes place could have an influence. Therefore, the relationship between students’ perceptions of workshop/classroom facilities and their attitudes toward teaching technology and computer science was investigated here. The research was conducted in the form of a survey among a sample of 5th-8th grade students (N = 2155) from primary schools in Croatia. The results show a positive correlation between the students’ perception of the equipment and the statements that technical culture is important for life, that there should be more teaching in technical culture, that they like hands-on activities, and that they like working with technology. A weak correlation was found between the equipment and the need for more informatics and attitudes towards a career in this area. Therefore, it can be concluded that equipment is important for making students aware of the importance of this teaching, but it is not a decisive predictor of student attitudes.
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McCarthy, Heather J., and Kevin K. Williams. "STUDENT ATTITUDES IN INTRODUCTORY GEOSCIENCE COURSES." In Joint 52nd Northeastern Annual Section and 51st North-Central Annual GSA Section Meeting - 2017. Geological Society of America, 2017. http://dx.doi.org/10.1130/abs/2017ne-291343.

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Sullivan, Shelsey, Hillary Swanson, and John Edwards. "Student Attitudes Toward Syntax Exercises in CS1." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432399.

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Ross, Lydia. "Exploring Undergraduate Student Attitudes Toward Affirmative Action." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432886.

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Cladera, Magdalena, Francisco Rejón-Guardia, Gabriel Àngel Vich-I-Martorell, Catalina N. Juaneda, and Guillem Riera. "STUDENT ATTITUDES TOWARD STATISTICS IN TOURISM STUDIES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1254.

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Reports on the topic "Student attitudes"

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Walsh, Michael. The Retention Puzzle Reconsidered: Second Year Student Attitudes and Experiences with Advising. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.993.

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Boyd, Kaylee, Stacy Lee, and Jung Ha-Brookshire. Student and Instructor Attitudes toward Responsibility of Learning and Teaching Essential Programs. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-58.

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Gerber, Linda. A Study of Community College Instructional Stakeholder Attitudes Toward Student Outcome Goals. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1274.

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Kaplan, Robert L., and Patricia T. Harris. The Measurement of Student Attitudes Toward Possible Recruiting Incentives and Career Opportunities. Fort Belvoir, VA: Defense Technical Information Center, May 1986. http://dx.doi.org/10.21236/ada174490.

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Sadachar, Amrut, Sara Jablon, Linda Niehm, and Jessica Hurst. Student Attitudes toward Educational Approaches and Assessment Techniques: A Retail Merchandising Course Outcomes Assessment. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-90.

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Deppen III, Paul. The Gender Gap in Postsecondary Enrollment Intentions: The Mediating Role of Student Attitudes and Behaviors. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6338.

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Iseminger, Candace. Student attitudes and feelings about standardized tests and parent observations of behavior during testing : a survey of third grade students and their parents. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6209.

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Buchan, Greg. Student Attitudes Toward Word Processing and Writing in the English as a Second or Other Language Classroom. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6749.

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Thomson, Sue, Nicole Wernert, Sarah Buckley, Sima Rodrigues, Elizabeth O’Grady, and Marina Schmid. TIMSS 2019 Australia. Volume II: School and classroom contexts for learning. Australian Council for Educational Research, April 2021. http://dx.doi.org/10.37517/978-1-74286-615-4.

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This is the second of two reports that look at the results of TIMSS 2019 and Australia’s performance. Volume I focuses specifically on the achievement results, detailing Australia’s results within the international context, and presents results for the Australian jurisdictions, and for the different demographic groups within Australia, including male and female students. This report, Volume II, presents the results from the contextual questionnaires, and examines the contexts in which learning and achievement occur, including home, school, and classroom contexts, as well as student attitudes. Each chapter focuses on different indicators that cover the school community, the school learning environment, mathematics and science teacher characteristics, mathematics and science classroom learning environments, and students’ attitudes and beliefs. Together, the different indicators of student and school life illustrate some of the many key aspects that make up the school experience.
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Ahlbrecht, John. College Student Rankings of Multiple Speakers in a Public Speaking Context: A Language Attitudes Study on Japanese-accented English with a World Englishes Perspective. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6227.

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