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Published: 10 December 2022
Last updated: 29 January 2023

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1

Malaney, Gary D. "Resources for Student Affairs Researchers." New Directions for Student Services 1999, no. 85 (1999): 93–96. http://dx.doi.org/10.1002/ss.8509.

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2

Cassidy, Claire, and Sanna Rimpiläinen. "Virtual carrots, sticks and student engagement: supporting student researchers." Technology, Pedagogy and Education 20, no. 2 (July 2011): 209–25. http://dx.doi.org/10.1080/1475939x.2011.588410.

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3

Cowen, R. "Student Researchers Win Top STS Awards." Science News 139, no. 10 (March 9, 1991): 150. http://dx.doi.org/10.2307/3975529.

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4

Chandra Handa, Manoj. "Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities." Journal of Advanced Academics 31, no. 4 (June 13, 2020): 530–68. http://dx.doi.org/10.1177/1932202x20931457.

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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.
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Chandra, Teddy, Layla Hafni, Stefani Chandra, Astri Ayu Purwati, and Jennifer Chandra. "The influence of service quality, university image on student satisfaction and student loyalty." Benchmarking: An International Journal 26, no. 5 (July 1, 2019): 1533–49. http://dx.doi.org/10.1108/bij-07-2018-0212.

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Purpose The purpose of this paper is to determine the influence of service quality and university image on student satisfaction and student loyalty. Design/methodology/approach This study employed a set of survey instrument adapted from previous studies. The construct of the service quality consisted of 12 indicators, one of which was originally designed by the researcher, and the rest were adapted from other researchers. For the construct of university image, there were five indicators, while the rest were designed by the researcher. There were six indicators of construct student satisfaction, while the other three were designed by the researcher. Lastly, the construct student loyalty consisted of five indicators, three of which were originally designed by the researcher. All of those constructs used seven-point Likert scale scoring, which ranged from 1= strongly disagree to 7= strongly agree. Findings The findings of this study are as follows: the result of the data analysis has confirmed the existence of a positive and significant influence of service quality on student satisfaction, there is a positive and significant influence of student satisfaction on student loyalty, there is no positive or significant influence of service quality on student loyalty, and university image has a positive and significant influence on both student satisfaction and student loyalty. Originality/value The originality of this study has been confirmed, considering the fact that only few studies on service quality in education field were conducted. In this study, researchers were interested in developing the service quality based on five dimensions. This model have been applied by a number of researchers. Unfortunately, some other researchers showed their disagreements upon the use of only these five dimensions in the research in the field of education, and they suggested that more appropriate dimensions should be applied.
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Wulandari, Lusityas. "Penerapan Model Discovery Learning Untuk Meningkatkan Hasil Belajar Matematika Materi Operasi Hitung Bilangan Bulat Siswa Kelas VI Semester I." EduStream: Jurnal Pendidikan Dasar 4, no. 2 (December 25, 2022): 131–38. http://dx.doi.org/10.26740/eds.v4n2.p131-138.

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The purpose of this study was to improve student mastery of multiplication and to improve the learning process of Mathematics and to improve student learning outcomes. This study used three rounds of action research. Each cycle consists of four stages, namely design, activity and observation, reflection and revision. The target of this research is the students of Class VI SDN Manyaran 4 Class VI Academic Year 2020/2021 with 12 students. Initial data obtained in the form of formative test results, observation sheets of teaching and learning activities. The average previous student learning outcomes were less than 55, but after the researcher applied the Discovery Learning model as a means of understanding Integer Counting Operations, satisfactory results were obtained, namely the average student learning outcomes in cycle I increased to 70 and in cycle II increased to 84. These results indicate that the research conducted by researchers has succeeded in improving student learning outcomes. Based on this research, it can be suggested that teachers or researchers whose environmental conditions are almost the same as those of researchers should use learning methods as researchers have done.
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Edwin, Edwin, and Humdiana Humdiana. "APPLICATION TO DIAGNOSE INTERNET ADDICTION ON STUDENTS/ HIGHER EDUCATION BASED ON WEB-BASED USING FORWARD CHAINING METHOD." International Journal of Social Science 1, no. 6 (May 2, 2022): 1029–40. http://dx.doi.org/10.53625/ijss.v1i6.2109.

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The rapid development of technology makes everything easier. As time passes, technology is growing and human needs can be easily fulfilled. The problem in technological development that is going faster every day is that the development can not be stopped, but the standard of human need for technology will be higher. Researchers write the meaning of application and internet addiction which is the topic of this scientific work. The researcher is using the Forward Chaining method in the process of making this application and using the Waterfall model as a system development method. Researchers also include the understanding of the internet, and the object that researcher researched, which is college student. Researcher gather information by questionnaires and literature study, collecting information such as student data from various colleges and reviewing for books, journals and websites for reference to this research. This website is created to determine the internet addiction of college students in general so college students and parents can find out the impact and find solutions for those who have Internet addiction. Through the research process and the website development that has been done, the researcher concludes that the website that the researchers has created can be useful for students to determine the level of internet addiction owned by the student
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8

Edward Jones, Andrew, Priska Schoenborn, Suki Honey, Richard Pemberton, and Asiya Khan. "Student as researchers: towards redefining undergraduate projects." International Journal of Continuing Engineering Education and Life-Long Learning 1, no. 1 (2022): 1. http://dx.doi.org/10.1504/ijceell.2022.10038338.

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9

&NA;, &NA;. "ARVO Student Researchers?? Travel Sponsored by Academy." Optometry and Vision Science 75, no. 7 (July 1998): 462. http://dx.doi.org/10.1097/00006324-199807000-00004.

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10

Shakiba, Behnam, Shirin Irani, and Hojjat Salmasian. "A jumpstart for student researchers in Iran." Lancet 369, no. 9568 (April 2007): 1167–68. http://dx.doi.org/10.1016/s0140-6736(07)60560-1.

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11

Weyrich, Laura S., and Eric T. Harvill. "Teaching Ethical Aptitude to Graduate Student Researchers." Accountability in Research 20, no. 1 (January 2013): 5–12. http://dx.doi.org/10.1080/08989621.2013.749742.

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12

Look, Rachael, Hannah Shoemaker, Jerry Kevin Hoepner, and Margaret Lehman Blake. "Reciprocal Benefits of Engaging Undergraduate Researchers in Conducting a Systematic Literature Review." Perspectives of the ASHA Special Interest Groups 5, no. 3 (June 30, 2020): 699–709. http://dx.doi.org/10.1044/2019_persp-19-00072.

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Purpose This project used a reflective practice framework to examine outcomes of an undergraduate student–faculty collaborative research project. The project examined benefits of undergraduate contributions to a large-scale systematic review and explore benefits to the students. Conclusions Throughout a large literature search process, two student researchers documented their reflections, including field notes and written reflections about their personal learning. Students completed searches of articles about speech and language impairments associated with right hemisphere damage. In the process, a repository of articles was created for further examination by a writing committee of the Academy of Neurologic Communication Disorders and Sciences. Student accuracy in identifying potential articles that met inclusion criteria was measured by comparing student inclusions to those identified by committee members. Authors examined student reflection outcomes in the context of existing research about student–faculty collaborative research outcomes. Broad-based student outcomes included improvements in understanding the research process, collaboration skills, and confidence, along with opportunities to network/disseminate findings, focus career interests, and foster continued interest in research. Outcomes specific to the project included an increase in topic knowledge and increased accuracy in identifying articles that met inclusion criteria. The two undergraduate student researchers were able to search and identify potential articles for the systematic review. This provided an opportunity to become more proficient in searching databases and interpreting articles. Beyond direct contributions to the systematic review project, both undergraduates reported growth as student learners, researchers, and future clinicians. The students also report ongoing interests in research and considering academic careers.
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13

Bungabong, Hazel G., Michaela D. Rosalejos, Ava Lourdes M. Barimbao, Maydeeh Fatima R. Barimbao, Joie Celine P. Corciega, Fritzie Jay A. Olaivar, and Cherry Mae L. Sumaya. "A Project Feasibility Study of Establishing a University of Bohol Student Center at Tagbilaran City." University of Bohol Multidisciplinary Research Journal 7, no. 1 (September 30, 2019): 83–93. http://dx.doi.org/10.15631/ubmrj.v7i1.103.

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This feasibility study aims to establish a University of Bohol Student Center in Tagbilaran City. The main proponent of this research is the University of Bohol, and the participants are college students of the University of Bohol. The establishment of the student center will be situated particularly in Tabaco Street Tagbilaran City. The goal of the study is to determine the viability of establishing a UB Student Center in the different aspects, namely; management, marketing, technical, financial, and socio-economic, respectively. This study used researcher-made questionnaires to gather data from the respondents. The researchers used questionnaires with randomly selected respondents with a total of 360 students from different colleges at the University of Bohol. Based on the conducted research, the researchers found out that UB Student Center is feasible in all aspects covered by this study. The majority of the target respondents are willing to patronize the student center with appropriate facilities and equipment to be offered to their students. With proper management and competent personnel in imposing policies and guidelines, the student center will be efficient and effective in the conduct of business operations. The student center shows profitability is feasible, and the investment is expected to be recouped within twelve years and three months. This feasibility study will contribute a social and economic advantage to the community. The researchers recommend that marketing programs and efforts shall be administered to announce the establishment of the student center publicly.
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14

Kara, Melike, and Kimberly Corum. "Pre-Service Teachers as Researchers: A Mentorship Model." International Journal of Education in Mathematics, Science and Technology 11, no. 1 (November 5, 2022): 237–51. http://dx.doi.org/10.46328/ijemst.2351.

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In this paper, we share a mentorship model we developed and implemented while collaborating with pre-service teachers (PSTs) on their Model Eliciting Activity projects and the outcomes of the mentorship model in terms of PSTs’ growth as teachers as well as researchers. For their projects, PSTs designed and developed their own mathematical modeling tasks and later analyzed student work collected during task implementations to better understand their students’ reasoning. The PSTs’ reflections were collected to assess the effectiveness of the program and to report their professional growth. The PSTs who participated in this mentorship model identified core teaching practices (e.g., questioning, facilitating discussions) and they improved their knowledge of student thinking and reasoning. They were also able to analyze rich data and identify trends in student learning. The findings from this study affirm that engaging in undergraduate research provides PSTs with opportunities to improve their teaching practice as well as their understanding of research processes.
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15

Haeger, Heather, and Carla Fresquez. "Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences." CBE—Life Sciences Education 15, no. 3 (September 2016): ar36. http://dx.doi.org/10.1187/cbe.16-01-0016.

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Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences.
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16

Scott, Jennifer. "Recruiting international postgraduate researchers." Asia Pacific Journal of Marketing and Logistics 32, no. 1 (July 24, 2019): 281–98. http://dx.doi.org/10.1108/apjml-01-2018-0011.

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Purpose The purpose of this paper is to examine the efficacy of the strategies that new, regional universities use for recruiting international postgraduate research students (IPRSs). Design/methodology/approach An exploratory, qualitative cross-case study analysis was used to address a problem and associated gap in the literature, identified from a review of academic literature and government statistics. Case studies comprised multiple data sources, including interviews and questionnaires with 66 employee and student respondents and document reviews. Findings A disparity between the views of students and employees regarding effective recruitment strategies was apparent. This led to divergence between the needs of prospective students and institutional strategies used during recruitment. Findings include suggestions to improve such strategies. Research limitations/implications The study provides a basis for future research on higher education recruitment for new and regional universities and for IPRSs. As the research focused on two Australian universities, knowledge obtained should be explored further. Practical implications Results suggest students considering overseas postgraduate research study prioritize information, readily available online, about the university’s research focus and capacity, the features of surrounding communities and the regional impact of the research. Results also suggest that focusing on developing institution-to-institution and researcher-to-researcher relationships provides a mechanism by which the institution can enhance its international reputation to attract more students. Originality/value Limited research focuses specifically on recruitment of IPRSs. The results can support new, regional universities to review and modify their strategies for benefit to students and universities.
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17

B. Mariano, Louella Jean, and Joel D. Potane. "Benefits and Difficulties of Postgraduate Student-Researchers: A Qualitative Inquiry." International Journal of Social Sciences and Humanities Invention 9, no. 03 (March 23, 2022): 6852–61. http://dx.doi.org/10.18535/ijsshi/v9i03.02.

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It is a general objective of an educational institution to facilitate the needs of the students. Considering research to be a critical component of postgraduate education, this qualitative inquiry sought to ascertain the benefits and difficulties associated with conducting research by postgraduate students. These elements have an effect on their contentment and motivation, which in turn has an effect on the success of the research program's efforts. Ten postgraduate students who had taken Thesis 1 and 2 courses at a private university in Northern Mindanao were chosen for the study via a purposive sample technique. Findings revealed that undertaking research enables researchers to grow personally and professionally. The majority of postgraduate students asserted that conducting research enabled them to discover new information and allowed them to solve problems. On the other hand, the students' challenges highlighted areas of the research process where student-researchers require further direction and assistance. Concerning the impacts of conducting research on an individual's physical, intellectual, social, and emotional well-being, the study discovered that research has a positive or negative effect on an individual's well-being, depending on how they deal with the experience. This study disclosed that research students must understand the value of effective time management and must learn to create and apply it when conducting research in order to work around time restrictions. Research programs may place a greater emphasis on guiding and aiding students with the formulation of research questions, the examination of literature, the collection and analysis of data, as these were perceived as difficult steps in the research process by student-researchers.
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Davies, Patricia M. "Student participation in school ICT policy-making: a case of students as researchers." Management in Education 25, no. 2 (April 2011): 71–77. http://dx.doi.org/10.1177/0892020611399609.

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Many questions have been raised about student voice as a channel for change. School Improvement — especially regarding information and communications technology (ICT) — is often driven by adult agendas, and even in the classroom students are least likely to be involved in bringing about change. This paper reports on a case of student action research at an independent secondary school in England. The student researchers analysed data they collected from students and teachers at their school, and from other international schools, about current ICT practices to develop policy statements on teaching and learning with ICT which they recommended to the school’s senior management team (SMT). Collaborating with these students was a consortium consisting of teachers and administrators at the school. Accounts of their data collection methods and their negotiations with adults on ‘improving ICT for the beneficiaries’ are presented as a model of student participation in school reform.
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Maunder, Rachel E., Matthew Cunliffe, Jessica Galvin, Sibulele Mjali, and Jenine Rogers. "Listening to student voices: student researchers exploring undergraduate experiences of university transition." Higher Education 66, no. 2 (December 1, 2012): 139–52. http://dx.doi.org/10.1007/s10734-012-9595-3.

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20

Johnston, Matthew S., and Matthew D. Sanscartier. "Our Madness is Invisible: Notes on Being Privileged (Non)Disabled Researchers." Canadian Journal of Disability Studies 8, no. 5 (October 28, 2019): 120–40. http://dx.doi.org/10.15353/cjds.v8i5.568.

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This autoethnographic piece traces how two researchers continually negotiate their privileges, successes, insecurities, challenges, and (non)disabled identities in the neoliberal academy. We interrogate the co-constitution of identity of (1) a mentally disabled researcher and graduate student who researches madness in the midst of dealing with his own struggles maintaining a professional identity and repairing a fractured self; (2) a non-disabled doctoral student who has found academic success, but has had his life stalled multiple times by significant mental health challenges. We propose the concept of the privileged (non)disabled self to capture how researchers become entangled in permanent or temporal disabilities while simultaneously negotiating their accomplishments. We encourage researchers not to sideline their reflections on privilege and disability as irrelevant, but continually examine their identities in order to reveal potential avenues for emancipation.
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Davis, Shannon N., and Sarah E. Wagner. "Research Motivations and Undergraduate Researchers’ Disciplinary Identity." SAGE Open 9, no. 3 (July 2019): 215824401986150. http://dx.doi.org/10.1177/2158244019861501.

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Disciplinary identity, or connection to a particular academic discipline, is constructed through a developmental process across a scholar’s academic life course. Using unique data from an online survey of students at four different colleges and universities, we investigate the extent to which disciplinary identity among undergraduate researchers reflects motivations for participating in research and varies by student discipline. We document key differences in disciplinary identity based upon two internal motivators, intellectual interest and grit, as well as demographic characteristics. We discuss implications for institutions and undergraduate programs desiring to encourage students to participate in undergraduate research.
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Naepi, Serana, and Airini. "Knowledge Makers: Indigenous Student Undergraduate Researchers and Research." Council on Undergraduate Research Quarterly 2, no. 3 (April 1, 2019): 52–61. http://dx.doi.org/10.18833/spur/2/3/7.

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23

Mervis, J. "DOE Reworks Student Initiative to Prepare Energy Researchers." Science 327, no. 5969 (February 25, 2010): 1069. http://dx.doi.org/10.1126/science.327.5969.1069-a.

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Davison, Colleen M., Micaela Brown, and Pertice Moffitt. "Student Researchers Negotiating Consent in Northern Aboriginal Communities." International Journal of Qualitative Methods 5, no. 2 (June 2006): 28–39. http://dx.doi.org/10.1177/160940690600500207.

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25

Williams, Elizabeth A., and Cary M. Anderson. "Applications of Technology to Assist Student Affairs Researchers." New Directions for Student Services 1999, no. 85 (1999): 61–71. http://dx.doi.org/10.1002/ss.8506.

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26

Verlie, Blanche, Sherridan Emery, Maia Osborn, Kim Beasy, Bianca Coleman, Kevin Kezabu, and Jennifer Nicholls. "Becoming Researchers: Making Academic Kin in the Chthulucene." Australian Journal of Environmental Education 33, no. 3 (November 2017): 145–59. http://dx.doi.org/10.1017/aee.2017.24.

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AbstractGraduate students are often plagued by stress and anxiety in their journeys of becoming researchers. Concerned by the prevalence of poor graduate student wellbeing in Australia, we share our experiences of kin-making and collaboration within #aaeeer (Australasian Association for Environmental Education Emerging Researchers), a collective of graduate students and early career researchers formed in response to the Australian Association for Environmental Education (AAEE) conference in Hobart, Tasmania, in 2014. In this article, we begin to address the shortage of research into graduate student wellbeing, led by graduate students. Inspired by Donna Haraway's work on making kin in the Chthulucene, we present an exploration that draws together stories from the authors about the positive experiences our kin-making collective enables, and how it has supported our wellbeing and allowed us to work collaboratively. Specifically, we find that #aaeeer offers us a form of refuge from academic stressors, creating spaces for ‘composting together’ through processes of ‘decomposing’ and ‘recomposing’. Our rejection of neoliberal norms has gifted us experiences of joyful collective pleasures. We share our experiences here in the hope of supporting and inspiring other emerging and established researchers to ‘make kin’ and challenge the potentially isolating processes of becoming researchers.
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Barus, Helmida, Dorsita Sitohang, Meyna Malango, and Seprosari Simbolon. "Teacher Communication Strategy in SMA Swasta Pencawan Medan." Linguistic, English Education and Art (LEEA) Journal 3, no. 2 (February 2, 2020): 247–57. http://dx.doi.org/10.31539/leea.v3i2.1020.

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This study aims to discuss teacher communication strategies to students in improving student achievement. According to researchers obstacles what teachers face in improving student achievement is concerned free time or opportunity to gather (discuss) between the teacher and student. This research is a type of qualitative research, which researchers as the key instrument, from the interview results the researcher gave a picture of that teacher communication strategies in creasing student achievement in more schools to rewards, in reality teacher often misinterterpret strategies this, The teacher only understands the form of punishment given to students who guilty, even thought the reward should also be given to students who achievers in the form of gifts, praise and others. From the three studies above it can be concluded In the learning process still found 15 students from 30 students who have difficulty in communicating, so it is very influential in the participation and achievement of students learning. To solve the problem, it is by using a learning method that requires students to be actively communicating, dare to express opinions. The problem that is examined in this research is how the form of teacher communication with the students occurs Keywords : communication strategies, English language learning.
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Amhar, Amhar, R. Sabrina, Emilda Sulasmi, and Mandra Saragih. "Student critical thinking skills and student writing ability: The role of teachers’ intellectual skills and student learning." Cypriot Journal of Educational Sciences 17, no. 7 (July 29, 2022): 2493–510. http://dx.doi.org/10.18844/cjes.v17i7.7683.

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Students’ writing ability has become an essential element for student success and may be influenced by the student and teachers skills; therefore, the subject has garnered the attention of regulators and researchers alike. Thus, the current research investigates the role of student critical thinking skills and teachers’ intellectual skills on students’ writing ability across private universities in Indonesia. The researchers also investigate the mediating impact of student learning among the nexus of student critical thinking skills, teachers’ intellectual skills and student writing ability in the context of private universities in Indonesia. The present study has used primary data collection methods and employs the survey questionnaires for data collection. The current research also use the primary data analysis tools such as smart-PLS to test the study hypotheses as well as the items’ validity and reliability. The results reveal that student critical thinking skills and teachers’ intellectual skills have a positive influence on student writing ability in private universities in Indonesia. The results also show that student learning significantly mediates between the association of student critical thinking skills, teachers’ intellectual skills and student writing ability of private universities in Indonesia. This study is meaningful for future researchers who want to investigate this area in a more in-depth manner in the future and provides the guideline to the regulating and developing authorities while formulting policies related to students’ writing ability in the universities of Indonesia. Keywords: Student critical thinking skills, teachers’ intellectual skills, student writing ability, student learnings, private universities in Indonesia
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Roll, Susan, and Laurie Browne. "Students as co-researchers to inform student learning: Findings from a poverty simulation." Action Research 18, no. 2 (August 16, 2017): 230–50. http://dx.doi.org/10.1177/1476750317723966.

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Survey data reveal that poverty simulations are an effective tool in changing student attitudes about poverty. What is not well documented in the literature is exactly how students learn through this type of experiential education. Using students as co-researchers in an action research model, this study sought to better understand how students learn about poverty through a poverty simulation, which is a pedagogical tool known to impact students’ attitudes and understandings of poverty. Results map closely with transformational learning theory, including that personal background and previous learning experiences shaped students openness and willingness to engage in a new learning opportunity. Students reflected how the climate of the learning environment, in this case the poverty simulation, was as a significant factor that impacted the learning process. Finally, findings from this study indicate that students had both an increased interest in issues of social justice and felt less judgmental of people experiencing poverty following the simulation. Additionally, the student research team itself had a learning opportunity which resulted in an increased interest and appreciation for participatory research.
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Ryan, Dicky, and Zulfah Zulfah. "Peningkatan Minat Belajar Siswa Melalui Pembelajaran E-Learning Via Whatsapp Di Kelas X MIPA Madrasah Aliyah Hasanah Pekanbaru." Journal on Education 3, no. 2 (April 24, 2021): 196–207. http://dx.doi.org/10.31004/joe.v3i2.358.

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This research is based on the low interest in student learning towards teaching and learning activities through online. Because there is a limited knowledge of students who are not sensitive to technology and information, some students complain because of the difficulty in accessing this online learning. Even so, there are several learning applications that are free, but because of the low interest in students learning about learning applications and because of a lack of understanding of how to use them, here the researchers conducted student observations of online learning via WhatsApp. The purpose of this study was to determine how much influence the increase in online learning via WhatsApp on student interest in learning. This research is a collaborative classroom action research between the researcher, the teacher as the subject giving action and the students as the recipient of the action. This research was conducted at MA Hasannah in class X MIPA, with 13 students. The data collection method used by researchers is in the form of filling out a questionnaire using google form, while the research instrument is the questions that are presented on the questionnaire filling sheet on the google form. In this study it can be concluded that there is low student interest in online learning so that it affects student learning outcomes, so the solution is to use the WhatsApp application in online learning.
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Lao, Hendrik A. E., Ezra Tari, Ishak Nahas, Hengki Wijaya, and I. Putu Ayub Darmawan. "The use of e-learning in motivating students to excel towards learning outcomes." Journal of Education and Learning (EduLearn) 15, no. 3 (July 2, 2021): 458–64. http://dx.doi.org/10.11591/edulearn.v15i3.19368.

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Researchers focus on the efforts of teachers to improve learning outcomes. Researchers examined the use of e-learning in motivating student achievement on learning outcomes. The influence of student activity on learning outcomes. Student achievement motivation on learning outcomes. The reason for the low quality of student learning makes the author interested in studying this problem. This paper contributes to using e-learning methods, student activeness, and student achievement motivation and can improve learning outcomes. Researchers find a digital-based learning process, the use of e-learning teaching methods in students' achievement motivation towards learning outcomes. The authors see student learning outcomes after using e-learning. Respondents of the study were 35 students who took Christian religious education subjects. The results of the study revealed that independent use of the material received very high scores. Student activeness is carried out correctly and effectively, the highest perceived to be at a mean value of 4.35. Students who take advantage of e-learning have high learning outcomes. The use of e-learning methods, student activeness, and student achievement motivation is implemented correctly and effectively. It was believed to be able to improve the learning outcomes of Christian Religious Education.
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Lin, Yuqi, Jing Shi, and Chenyang Zhang. "Working Toward Becoming Doctoral Researchers: A Collective Autoethnography of International Students in Australia." Journal of International Students 12, S2 (August 21, 2022): 68–87. http://dx.doi.org/10.32674/jis.v12is2.4278.

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It is well established that international education can profoundly influence a student, including identity and agency formation and the acquisition of knowledge and culture. This study applies the concept of self-formation to reconceptualize the international student experience. It captures the development, changes, and operation of identity and agency during self-formation. Utilizing collective autoethnography, the authentic experiences of three international students studying in Australia during the Covid-19 pandemic were collected. These stories illustrate their transformation from international students to student researchers. Through thematic analysis, three phases have been identified in this study, which are self-exploration, self-positioning, and self-determination and shedding light on the role of agency and hybrid identity. A further scholarly investigation is advocated to enrich the discussion of self-formation and add a nuanced investigation into the variability of individual experiences.
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Syaputra, Ahmad Danu, Fitria Fitria, and Dheo Rimbano. "Perbandingan Model Pembelajaran Mata Kuliah Metodologi Penelitian Dalam Meningkatkan Kompetensi Mahasiswa." FOKUS Jurnal Kajian Keislaman dan Kemasyarakatan 4, no. 2 (December 9, 2019): 149. http://dx.doi.org/10.29240/jf.v4i2.1092.

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The lack of analytical, critical and creative attitudes occurs because of the mindset of students or their teaching staff. This explanation is the basis for why researchers try to study with the aim of making a Comparative Study Model for Research Methodology Courses in Improving Student Competencies to Arrange Final Projects in PTS (Private Universities) in Lubuklinggau City and Musi Rawas Districts. The research population of 5,604 students spread across well-known private Universities in Lubuklinggau City and Musi Rawas District, researchers took a sample of 1%, with a uniform distribution. The researcher uses the frequency crosstab analysis (cross percentage), for the comparative type the researcher uses the technique of One Sample T Test, Independent Sample T Test, and One Way Anova. Research results (1) There are differences in each PTS in the application of learning models in general; (2) There is no difference in each PTS in the application of specific learning models, both the parametric approach model and the micromorph approach model; (3) There are differences in student competencies in each in terms of physical competence; and (4) There are no differences in student competencies in each in terms of intellectual competence; personal; social; and spiritual.
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Komarudin, Didin, Adnan Adnan, and Asrizal A. Upe. "The Effect of Smartphone Technology Development on Student Morality." International Journal of Nusantara Islam 5, no. 2 (February 6, 2018): 142–53. http://dx.doi.org/10.15575/ijni.v5i2.2048.

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This research is formulated: How is the effect of technological development on student morality? What are the positive and negative impacts of technological development for students? What can strengthen student solidarity? The purpose of this study is to determine the effect of technological development on student morality. Know the positive and negative impact of technological advances. Know the things that can strengthen student solidarity. Case study method with qualitative analysis. Researchers conducted direct interviews on students, studying moral books, internet, research-related research researchers, and so forth.
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Mustika, Widya, and Elvi Rahmi. "Pengaruh Variasi Mengajar Guru dan Minat Belajar Siswa Terhadap Hasil Belajar Siswa Kelas X IS SMA Pertiwi 1 Padang Pada Mata Pelajaran Ekonomi Tahun Ajaran 2018/2019." Jurnal Ecogen 2, no. 4 (December 13, 2019): 798. http://dx.doi.org/10.24036/jmpe.v2i4.7857.

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This study aims to examine the direct effect of teacher teaching variations and student interest in learning outcomes of class X IS students of SMA Pertiwi 1 Padang on economic subjects in the 2018/2019 school year. The population in this study were all students of class X IS in SMA Pertiwi 1 Padang. The sample used is the total sample. Data collection techniques using questionnaires, observations, interviews and documentation. This type of research is quantitative descriptive. Test analysis conducted is a test of normality, homogeneity and path analysis. The results of this study indicate that (1) there is no effect of teacher teaching variations on student learning outcomes, (2) there is no effect of student learning interest on student learning outcomes, (3) there is an influence between variations in teacher teaching methods on student learning interests. the suggestions of the researchers in this study are (1) to the principal to provide training to teachers in an effort to improve teaching skills to all teachers in the field of study in SMA Pertiwi 1 padang especially the ability to implement varied, effective and efficient learning methods. (2) to teachers to attend training held by schools to be able to hold teaching methods that are not only varied but also effective and efficient. And pay attention to the development of student learning outcomes, so that they can be evaluated so that students can obtain satisfying learning outcomes and strive to pay attention to other factors beyond which the researcher is careful to improve student learning outcomes that are more dominant.(3) students are advised to be serious in following the learning process, increase interest in reading more books or articles on economics and repeat lessons when at home so they do not forget and have difficulty answering exam questions.(4) to researchers to conduct deeper research regarding the factors that influence student learning outcomes, especially those outside of the current research researchers. Keyword: variations in teaching, interest in learning, economic learning outcomes
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Widhyawati, Yayuk, Muhammad Dimyati, and Hary Sulaksono. "The Improvement Of Student Learning Outcomes At SMKN 5 Jember." International Journal of Social Science and Business 3, no. 1 (March 22, 2019): 42. http://dx.doi.org/10.23887/ijssb.v3i1.17163.

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The quality of education in a school, one of which can be seen from the learning outcomes of its students. Student learning outcomes at SMKN 5 Jember can be measured from four factors, such as: learning environment, teacher competency, learning method and student absorption in receiving lessons. Based on the explanation above, the formulation of the problem in this study is how is the influence of the learning environment, teacher competency, learning methods and student absorption in receiving lessons on student learning outcomes at SMKN 5 Jember. This study aims to examine whether there is an influence of /the learning environment, teacher competence, learning methods and student absorption in receiving lessons on student learning outcomes at SMKN 5 Jember. The population of this study were students of SMKN 5 Jember 2017/2018 academic year. In this study, researchers will use accidental sampling. Accidental sampling is a chance-based sample determination technique, that anyone who happens to meet with a researcher can be used as a sample, if it is seen by someone who happens to be a suitable data source. In this study, researchers took a sample of 30 respondents, because this study uses multiple linear regression analysis SPSS version 16 application. Based on data analysis shows that the learning environment has a significant effect on student learning outcomes at SMKN 5 Jember. Whereas teacher competency, learning method and student absorption in accepting lessons do not give effect to student learning outcomes at SMKN 5 Jember.
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Arifin, Gabby Farada Mayura, and Luh Indrayani. "Meningkatkan Hasil Belajar Ekonomi Siswa dengan Model Pembelajaran Kooperatif Tipe Mind Mapping." Jurnal Pendidikan Ekonomi Undiksha 13, no. 1 (June 23, 2021): 1. http://dx.doi.org/10.23887/jjpe.v13i1.30540.

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Mind mapping, or the term Mind Mapping and Problem Based Learning, both researchers apply as a model in the examiner class and the monitoring class in this research learning. This research is aimed at notifying whether or not a significant difference can be found between the two or not in economic lessons that are focused on student learning outcomes. In the class of examiners who use Mind Mapping as a model in learning, the researcher uses X IPS 1 in this research. Meanwhile, in the review class that used Problem Based Learning as a model in learning, researchers used X IPS 3 in this research. Quasi-experimental design, or a method that is designed without randomizing the examiner class and the monitoring class in the research and is only given a post-test after being given treatment, otherwise known as the Non-Equivalent Post-Test Only Control Group Design which the researcher uses as this research method. . All students in class X totaled 90 people, each of whom was divided into 3 classes into the population in this research. Sampling technique , known as Simple random samplingSimple Random Sampling, is also the researcher's choice of in this research, from 3 population classes, the researcher chooses X IPS 1 and class X IPS 3 to be the sample. The post-test was chosen as the data collection method, after the post-test data was obtained then the data would be analyzed using a technique from the t test (partial test) which in English is known as the independent sample t-test. Researchers received the results from the computer statistical program SPSS 24.0 for Windows with the results of Sig. (2-tailed) = 0.000. In order to support this research, the significance value must be <0.005, and that means the result of the Significance value in this research is 0.000 <0.005. The results of these researchers used as evidence of acceptance of the research hypothesis in this research, namely that there was a significant difference between student learning outcomes in economic subjects using thetype of cooperative learning model and Mind Mapping student learning outcomes in economic subjects usinglearning models Problem Based Learning in class. X SMA Negeri 3 Singaraja, 2020/2021 academic year.
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Triani, Sri Puji. "Upaya Meningkatkan Kepercaya Diri Siswa Melalui Konseling Sebaya (Peer Counseling) di SMA Negeri 9 Bandar Lampung." KONSELI : Jurnal Bimbingan dan Konseling (E-Journal) 4, no. 1 (July 1, 2017): 35–46. http://dx.doi.org/10.24042/kons.v4i1.2106.

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By looking at the relationship between the more dynamic teenagers, the BK Teachers can anticipate the provision of BK services by utilizing their peers as a means to be able to provide assistance to their peers. In this PTK researchers improve on efforts to improve student self-confidence. The sample that the researcher took was based on the sociometric assessment data where there were isolated students in the class. The isolated student is assisted by the most favorite students with peer counseling training and it is shown that peer counseling can help improve students' self-confidence.
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Lobo, Jessica. "School council research: Student researchers help inform spending decisions." Set: Research Information for Teachers, no. 2 (August 1, 2008): 29–30. http://dx.doi.org/10.18296/set.0497.

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Dassa, Lori, and Bryan Nichols. "Making the Move: Empowering Student Teachers as Teacher Researchers." Teacher Educator 55, no. 3 (January 25, 2020): 267–82. http://dx.doi.org/10.1080/08878730.2020.1713948.

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Coon, Anne C. "Using Ethical Questions to Develop Autonomy in Student Researchers." College Composition and Communication 40, no. 1 (February 1989): 85. http://dx.doi.org/10.2307/358185.

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42

Demirbulak, Dilara. "Training English language student teachers to become teacher- researchers." Procedia - Social and Behavioral Sciences 30 (2011): 491–96. http://dx.doi.org/10.1016/j.sbspro.2011.10.096.

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43

Ravindran, Aisha, Jing Li, and Steve Marshall. "Learning Ethnography Through Doing Ethnography: Two Student—Researchers’ Insights." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095129. http://dx.doi.org/10.1177/1609406920951295.

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In this article, we present the accounts of the field experiences and challenges of two graduate student-researchers practising ethnographic methodology, conducting fieldwork, and writing up “post-modern” ethnographies that are both creative and “integrative”. We describe the complexities and tensions when two student-researchers negotiated many issues in the field and “behind the desk” as they transformed the texts: epistemology and ontology, reflexivity and auto-ethnography, and writing researchers and participants in and out of accounts. We conclude with a discussion on pedagogical implications, and consider the value of learning ethnography through doing ethnography.
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Bras̆nić, James Robert. "Obtaining Funding for New Researchers in Psychology." Psychological Reports 93, no. 1 (August 2003): 276–78. http://dx.doi.org/10.2466/pr0.2003.93.1.276.

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A mentor is the key person to assist a student who wishes to become an independent investigator. The federal government provides long-term funding for decades of research by an investigator, and short-term funding for years of transition from student to investigator is available from both governmental and private agencies. Grants designed for men and women and various ethnic groups are valuable resources. Courteous acknowledgment of sponsorship by the grantee facilitates continued grants from the funding source.
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Smith, Julia, William Carey, and Paul Chapman. "Manchester in Partnership." Journal of Educational Innovation, Partnership and Change 3, no. 1 (September 18, 2017): 204. http://dx.doi.org/10.21100/jeipc.v3i1.610.

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In 2016, the University of Manchester (UoM) and the University of Manchester Students’ Union (UMSU) embarked on a more strategic, collaborative working approach to engage students in a broader range of enrichment opportunities. Having worked closely together for a number of years on prescribed activities, such as student induction and co-leading support for Resident Associations, student committees, a more meaningful partnership was perceived to increase transformational impact through engaging students in modes of activity championed recently under the banner of students as partners, researchers and change agents. With the Teaching and Learning Support Office (TLSO), a REACT project was designed to narrow the gap between staff and students through a more collaborative relationship. To that end, our project ‘Manchester in Partnership’ worked on two themes, the first looking at engaging students as researchers to identify engagement patterns with the MyManchester online student portal and the second focusing on creating a series of staff and student discussion seminars about the learning experience. This project has ignited further work engaging students as researchers, student review teams as well as further work around institutional dialogue, the student charter and student representation models. This case study will outline the journey from an isolated REACT project to a broader range of activities highlighting underpinning rationale, implementation, intended impact and benefits already realised.
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Puro, Neeraj. "CHOT STUDENT REPRESENTATIVE." Innovation in Aging 3, Supplement_1 (November 2019): S415. http://dx.doi.org/10.1093/geroni/igz038.1548.

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Abstract As the Senior Student Representative for the Social Research, Policy, and Practice Section for GSA one of the goals is to organize a symposium that would be beneficial for students and junior researchers. In this section, we will have a student who was involved in CHOT to speak about his experience. Neeraj Puro is a doctoral candidate who has been involved in several CHOT projects during his academic career. The CHOT has helped fund his doctoral work and allowed him to travel and present at more conferences. The projects that he was involved in helped him with early publications and assisted when he was out in the career market. He will speak about his experience; what he learned, and his opinion about the process. He will reflect on this program from a student/junior researcher’s perspective and how it has influenced his doctoral journey and the beginning of his career.
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Gregoric, Carolyn, and Annabelle Wilson. "Informal peer mentoring in early career researchers." International Journal for Researcher Development 6, no. 1 (May 11, 2015): 40–56. http://dx.doi.org/10.1108/ijrd-08-2014-0020.

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Purpose – The purpose of this paper is to explore an informal interdisciplinary peer-mentoring relationship between two early career researchers. Design/methodology/approach – A case study approach, using autoethnography, was employed to explore the relationship from a complex adaptive systems (CAS) perspective. Findings – Informal peer-mentoring relationships may improve the work effectiveness and quality of the doctoral student and early career researcher experience. CAS can be an effective overarching theory for expanding understandings about mentoring. Research limitations/implications – This case study is limited to two early career researchers. Practical implications – Informal peer mentoring may help to overcome challenges encountered by doctoral students, early career researchers and university staff members. CAS accounts of mentoring have the potential to open new possibilities for future mentoring research. Originality/value – This paper provides unique insights into the experiences of doctoral students postgraduation and a long-term informal peer-mentoring relationship. Explorations of mentoring relationships from a CAS perspective are innovative.
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Porter, John D., and Paul G. Barberini. "Collaboration between institutional researchers and student financial aid officers in developing student persistence policy." New Directions for Institutional Research 1989, no. 62 (1989): 17–29. http://dx.doi.org/10.1002/ir.37019896204.

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Bislev, Ane. "Student-to-Student Diplomacy: Chinese International Students as a Soft-Power Tool." Journal of Current Chinese Affairs 46, no. 2 (August 2017): 81–109. http://dx.doi.org/10.1177/186810261704600204.

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Chinese international students have become an increasingly visible presence around the globe, and interest in these students has consequently increased among universities, researchers, and policymakers, who often see international students as a source of increased soft power. This article questions the idea of Chinese international students as a soft-power tool. This is done through a critical discussion of the concept of soft power and the rather limited research on educational diplomacy, demonstrating that the analytical vagueness of the concept of soft power leads to an oversimplified understanding of the linkage between international students and soft power. In order to provide a more nuanced understanding of this linkage, the article examines the actual overseas experience of Chinese international students and argues that the linkage between international students and soft power is highly complicated and that these students do not necessarily constitute soft-power resources.
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Tapan-Broutin, Menekse Seden, and Sirin Ilkorucu. "Different Types of Resources Used by Master Students Considering Their Thinking Styles." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 11. http://dx.doi.org/10.11114/jets.v6i11a.3796.

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The aim of this research is to determine the different types of resources, regarding the thinking styles, used by mathematics teachers to create an a-didactical situation using a video-game from an essential resource. In this research embedded mixed method was used. Participants were ten teacher-student-researchers, studying at the master degree program at a university in Turkey. The data obtained is analyzed regarding thematic analysis and descriptive statistic. The assignments were analysed in three categories; teacher resources, student resources, and researcher resources. It was found that assignments were used two types of resources, namely "teacher resources" and "student resources". There were no assignments that used "researcher resources. Also, it was also found that the legislative forms, hierarchic and monarchic forms, local levels, external scopes and liberal leanings were dominant among the students. It is suggested to increase the work to put forward the researcher identities in teacher-students’ education at the Universities.
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