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Journal articles on the topic 'Student'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Ford, Kim. "Student to Student: Diverse Students, Diverse Books." Voices from the Middle 12, no. 1 (September 1, 2004): 70–72. http://dx.doi.org/10.58680/vm20044670.

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Students differ in what they read and, in this column, how they write a review. In this month’s column, kids concentrated on the classics, though newer titles are also represented, including one review in verse!
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2

Bligh, J. "Students and student life." Medical Education 35, no. 7 (July 2001): 616. http://dx.doi.org/10.1046/j.1365-2923.2001.00989.x.

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3

Ranck-Buhr, Wendy. "Student to Student: A Column to Celebrate Students’ Voices." Voices from the Middle 19, no. 1 (September 1, 2011): 49–50. http://dx.doi.org/10.58680/vm201117177.

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The new editor of Student to Student suggests that all middle level teachers of language arts encourage students to write brief book reviews and submit them for publication in this column. Teachers sometimes hesitate to submit their students’ reviews, intimidated by the scope of a national journal, but the motivational power of having just one student from a classroom or school published is palpable, and the reviews themselves, when shared with students, can serve to motivate reading and spark an interest in a new author or genre. Guidelines for teaching the review format and for submitting to Voices from the Middle are provided. Get reviewing!
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4

Kakas, Karen M. "Classroom Communication during Fifth-Grade Students' Drawing Lessons: Student-Student and Student-Teacher Conversations." Studies in Art Education 33, no. 1 (1991): 21. http://dx.doi.org/10.2307/1320574.

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5

Wanders, Frank H. K., Anne Bert Dijkstra, Ralf Maslowski, and Ineke van der Veen. "The effect of teacher-student and student-student relationships on the societal involvement of students." Research Papers in Education 35, no. 3 (February 1, 2019): 266–86. http://dx.doi.org/10.1080/02671522.2019.1568529.

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6

Woodard, Bobby R., and Jim B. Fatzinger. "Student Engagement with Other Students." New Directions for Teaching and Learning 2018, no. 154 (March 7, 2018): 99–107. http://dx.doi.org/10.1002/tl.20295.

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7

Kerr, Kathleen G., and Jeanne S. Hart-Steffes. "Sustainability, student affairs, and students." New Directions for Student Services 2012, no. 137 (March 2012): 7–17. http://dx.doi.org/10.1002/ss.20010.

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8

Mohd, Idaya Husna, Norashikin Hussein, Muhamad Khalil Omar, Nur Aizureen Anwar, and Syezreen Dalina Rusdi. "“The Passing Game”: Enhancing Students’ Understanding, Student Engagement and Student Involvement." Advanced Science Letters 24, no. 7 (July 1, 2018): 5143–45. http://dx.doi.org/10.1166/asl.2018.11289.

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9

Knowles, Lawrence. "Who to Argue with: Japanese EFL Students’ Preference for Student-teacher or Student-student Debate Format." Educational Review, USA 7, no. 2 (March 16, 2023): 152–60. http://dx.doi.org/10.26855/er.2023.02.005.

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10

Aryana, Suhud, Fathan Fadilah, and Wikanengsih Wikanengsih. "ANALYZING INTERNAL STUDENT’S OBSTACLES IN WRITING RESEARCH PAPER AT THE FINAL GARADUATED SARJANA DGREE OF ENGLISH EDUCATION STUDY PROGRAM OF IKIP SILIWANG." JLER (Journal of Language Education Research) 2, no. 1 (March 29, 2019): 6–13. http://dx.doi.org/10.22460/jler.v2i1.p6-13.

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This research is based on the importance of writing scientific papers for students. Especially the final graduated sarjana dgree students who are compiling research paper. Therefore, this reserach focuses on analyzing case studies of student’s internal problems. The aim of this reserach is to find out how much student’s internal problems in writing a research paper. This research is a case study which is part of qualitative research. Therefore, the method of this research used cuse study method. The subject of this research was a student’s final graduated sarjana dgree of English Education Study Program of IKIP Siliwangi. The instruments used were observation, questionnaire and interview. In short, the results of the research as follows; First, student felt difficult when pouring out the main ideas in writing process. Second, student felt stress when he do not know the system of writing. Third, student felt lazy with writing activities cause he can not to think critically. Fourth, student has  not experienced of writing researh paper  before. Fifth, student lack of reading books. Sixth, students luck of self motivation then appear do not confident in writing research paper. Seventh lacks understanding of the topics discussed. The last, student’s disciplines in managing time.
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11

Bulatović, Vesna, Vesna Bogdanović, and Dragana Gak. "The language of discussion forums with student-student and student-content relations." Zbornik radova Filozofskog fakulteta u Pristini 53, no. 4 (2023): 73–89. http://dx.doi.org/10.5937/zrffp53-41006.

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Discussion forums, as a form of asynchronous communication, represent an auxiliary tool in teaching that helps students to be involved in a discussion on a given topic, regardless their obligations, level of knowledge of a foreign language, or inhibitions when expressing themselves in a foreign language. The aim of the paper is to analyze two relationships in asynchronous communication: student-student (interpersonal register) and student-content (subject register), as well as the linguistic characteristics of discussion forums (media register). The paper will analyze the frequency of personal forms (first and second person singular and plural), shorter forms of auxiliary verbs and negation, passive, nominalization, as well as the sentence structure complexity in discussion forums created during the course in English for Professional Purposes, in the field of computing, at the Faculty of Technical Sciences in Novi Sad. Additionally, the analysis will be supplemented by the analysis of emoticons and abbreviations, since they form an indispensable part of the Internet language. All analyzed elements were present in two analyzed corpora, although with significant differences in frequency. In the corpus related to the student-student relationship, a greater use of personal forms, a greater degree of interactivity in the text, a large representation of shorter forms of auxiliary verbs and negation, a simpler sentence structure, as well as a greater use of abbreviations and emoticons were observed. It can be concluded that the analyzed corpus in the student-student relationship is more similar to oral discourse - it has the characteristics of everyday speech. In the student-content corpus, on the other hand, the sentences are longer and more complex with a large number of nominalizations and a smaller number of personal forms, while the use of the passive voice is very frequent, which indicates a focus on the text, but also distancing from the text and the object of communication. These features make the analyzed corpus in the student-content relationship more similar to a written discourse, i.e., a more scientific text. Finally, the paper concludes that the language of discussion forums depends on the very context in which communication takes place.
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12

Bilokonnyy, S. P. "REFLECTIVE SKILLS AS A COMPONENT OF PROFESSIONAL PREPARATION OF STUDENT STUDENT STUDENTS." Educational Dimension 14 (May 26, 2022): 35–38. http://dx.doi.org/10.31812/educdim.5672.

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In the article the essential of the specialists training modernization in the conditions of the contemporary university is substantiated. The meaning of the concept “reflective skills ” as an important factor in the student”s training to their further professional activity in defened.
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13

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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14

Cox, Michaelene, and Jaimie M. Kent. "Political Science Student Journals: What Students Publish and Why Student Publishing Matters." PS: Political Science & Politics 51, no. 4 (March 6, 2018): 804–10. http://dx.doi.org/10.1017/s1049096518000057.

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ABSTRACTWhereas there is a substantial body of scholarship assessing the merits of student journals, and an equally sizable amount of how-to-publish advice for students in higher education, there is little empirical research exploring the content of disciplinary student publications. To gain a sense of what political science students are publishing, this study examines articles in three peer-reviewed student journals of politics between 2005 and 2015: The Pi Sigma Alpha Undergraduate Journal of Politics, Critique, and Politikon. Content analysis reveals the nature of published student work by subfield, methodology, and topic, with findings discussed in the context of research trends in the profession and the debate about advantages and disadvantages of student journal publishing.
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15

Brockx, B., K. Van Roy, and D. Mortelmans. "The Student as a Commentator: Students’ Comments in Student Evaluations of Teaching." Procedia - Social and Behavioral Sciences 69 (December 2012): 1122–33. http://dx.doi.org/10.1016/j.sbspro.2012.12.042.

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16

Filatova, Olga A. "Cultural Attributes of Students to Make Student-Centered Approach Successful." International Journal of Languages, Literature and Linguistics 1, no. 1 (2015): 20–24. http://dx.doi.org/10.7763/ijlll.2015.v1.5.

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17

Wahyuni, Esa Nur. "Student Well-Being in the Perception of Madrasah Ibtidaiyah Students." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1628–41. http://dx.doi.org/10.37200/ijpr/v24i1/pr200263.

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18

Sølvberg, Astrid, and Marit Rismark. "Student Collaboration in Student Active Learning." Proceedings of The International Conference on Future of Teaching and Education 2, no. 1 (August 21, 2023): 74–81. http://dx.doi.org/10.33422/icfte.v2i1.73.

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Student active learning refers to instructional approaches that actively engage students in the learning process through collaboration and discussion. However, the role and benefits of collaboration are described in different ways in the literature. This study aims to contribute to the understanding of collaboration in student active learning by exploring how students experience collaboration. The findings are based on reflection notes from a total of 54 students attending a course at the Master’s degree level. They wrote reflection notes on their individual learning outcomes and on how group collaboration supported their learning. Their experiences of collaboration in active learning were also collected through semi-structured grou interviews. The data material was analyzed through a pragmatic approach inspired by both thematic analysis and constant comparative analysis. The students report that the active learning brought them into close and binding collaboration with fellow students and their teachers. Categories such as COntract, COntextualization, COnstruction, and COnnection describe in detail how the students experienced collaboration in student active learning, and how they described the role and benefits of collaboration. To communicate to educators how such knowledge may support them when planning and implementing student active learning, we also present a conceptual framework that can guide educators and students through the phases of planning, implementing, and assessing student active learning. The framework shows how student active learning may open for student engagement, student reflection, and student influence.
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19

Bukowski, Paweł. "Student Mobility and Sorting of Students." Gospodarka Narodowa 303, no. 3 (September 30, 2020): 5–34. http://dx.doi.org/10.33119/gn/125587.

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20

Bae, Sang-Hoon, Soo-Kyung Yoon, Song-Ie Han, Eun-Ju Kwak, and Gyu-Rin Lee. "Student Engagement of College Transfer Students." Research Institute of Korean Education 34, no. 3 (September 30, 2016): 41–66. http://dx.doi.org/10.22327/kei.2016.34.3.041.

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21

Hassan, Muhammad, Obaid Bajwa, Amina Tariq, Roshaney Aslam, Aqsa Arif, and Nisa Khan. "Medical Student Syndrome in Dental Students." Pakistan Journal of Medical and Health Sciences 15, no. 10 (October 30, 2021): 3026–29. http://dx.doi.org/10.53350/pjmhs2115103026.

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Aim: To identify the presence of Medical Student Syndrome in dental students of Lahore compared to non-dental students Method: This cross-sectional study was conducted in Lahore (Aug 2019 to Nov 2020). A structured questionnaire was adopted, modified and distributed amongst university going dental and non-dental students of various universities in Lahore. The sample selection was done using the cluster and consecutive sampling technique. Results: When asked about worrying too much about being seriously ill, 158(56.8%) of the respondents agreed with the statement. Similarly, when asked about being aware of the sensations occurring in the body, 211(75.8%) participants stated that they were aware of the sensations and critically analyzed them. Amongst the students, 149(53.6%) agreed with the statement that they frequently checked their bodies for signs and symptoms of disease only 62(22.3%) disagreed with the statement and the rest were neutral. Conclusion: To conclude, the Medical Student Syndrome as a separate entity amongst dental students cannot be established as a mental health issue based on the results of this study. However, the presence of hypochondriac behavior amongst the students’ needs to be further evaluated in Lahore. Keywords: Non-dental students, Dental Students, Medical Student Syndrome, Mental Health
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22

Fry, Jane, Stella Rawnson, and Paul Lewis. "Student caseloading: preparing and supporting students." British Journal of Midwifery 16, no. 9 (September 2008): 568–73. http://dx.doi.org/10.12968/bjom.2008.16.9.30879.

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23

Vukicevic, Veljko. "State of nutrition students student dormitories." Timocki medicinski glasnik 41, no. 4 (2016): 286–92. http://dx.doi.org/10.5937/tmg1604286v.

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24

Tichy, Walter. "Students implement the European Student Card." Ubiquity 2020, March (April 2, 2020): 1–9. http://dx.doi.org/10.1145/3388701.

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25

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

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26

Saunders-Stewart, K. S., P. D. T. Gyles, B. M. Shore, and R. J. Bracewell. "Student outcomes in inquiry: students’ perspectives." Learning Environments Research 18, no. 2 (May 31, 2015): 289–311. http://dx.doi.org/10.1007/s10984-015-9185-2.

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27

Johnson, Trav D. "Online Student Ratings: Will Students Respond?" New Directions for Teaching and Learning 2003, no. 96 (2003): 49–59. http://dx.doi.org/10.1002/tl.122.

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28

Sherry, Mark, Peter Thomas, and Wing Hong Chui. "International students: a vulnerable student population." Higher Education 60, no. 1 (November 3, 2009): 33–46. http://dx.doi.org/10.1007/s10734-009-9284-z.

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29

Waluconis, Carl. "Student self-assessment: Students making connections." Assessment Update 3, no. 4 (July 1991): 1–6. http://dx.doi.org/10.1002/au.3650030402.

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30

Hermawan, Cecep Maman, Okta Rosfiani, Narulita Kinandhani Haidir, Suci Syakila Aulia, Putra Putra, and M. Ravito Atmajaya Aprilliano. "Impact of Student-Student Interaction Learning Model Faced with Case of Studying IPA on V-Class in the MIS Hayatul Islam Cinangka." Journal of Education Method and Learning Strategy 2, no. 01 (December 30, 2023): 187–98. http://dx.doi.org/10.59653/jemls.v2i01.534.

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of the constraints affecting the learning outcomes of the IPA in students is the lack of variation of the learning model used, then students end up feeling bored and unenthusiastic so that their learning results are interrupted. The study aims to investigate the influence of the Student-Student Interaction (SSI) learning model on the learning outcomes of V-grade students on the IPA students' eyes, using the comparison of the STAD cooperative learning model. (Student Team Achievement Divisions). This research uses a quantitative approach to experimental design with a quasi-experimental design. The study was conducted with a sample of 61 students divided into two, namely 31 experimental classes using the Student-Student Interaction learning model and 30 control class using the STAD learning model (Studant Team Achievement Divisions) in the academic year 2019/2020 at MIS Hayatul Islamiyah. Based on the results of the study using the hypothesis test and nonparametric test Mann Whitney with a 95% confidence rate showed a Sig. (2-tailed) value of 0.044 which means 0.044 < 0.05 so it can be concluded that there is a significant difference to the learning outcome of IPA class V between classes using the learning model SSI (Student-student Interaction) and class using the cooperative learning model STAD type (Student Teams Achievement Divisions).
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31

Mihanović, Zoran, Ana Barbara Batinić, and Jurica Pavičić. "THE LINK BETWEEN STUDENTS' SATISFACTION WITH FACULTY, OVERALL STUDENTS' SATISFACTION WITH STUDENT LIFE AND STUDENT PERFORMANCES." Review of Innovation and Competitiveness 2, no. 1 (2016): 37–60. http://dx.doi.org/10.32728/ric.2016.21/3.

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32

Saxer, Katja, Jakob Schnell, Julia Mori, and Tina Hascher. "The role of teacher–student relationships and student–student relationships for secondary school students’ well-being in Switzerland." International Journal of Educational Research Open 6 (June 2024): 100318. http://dx.doi.org/10.1016/j.ijedro.2023.100318.

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33

SITORUS, IMELDA J. "UPAYA MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN KEWARGANEGARAAN (PKN) DENGAN MENGGUNAKAN MODEL COOPERATIVE LEARNING TIPE NUMBERED HEADS TOGETHER (NHT) KELAS V-B SD BUDI MURNI 6 MEDAN TAHUN PEMBELAJARAN 2016-2017." Jurnal Ilmiah Aquinas 1, no. 2 (May 3, 2019): 42–56. http://dx.doi.org/10.54367/aquinas.v1i2.377.

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This research was aimed to (1) Increasing the result of civic educationlesson by cooperative learning model numbered heads together (NHT) on studentat Fifth grade of SD Budi Murni 6 Medan academic year 2016-2017. (2)Describing problems that faced in applying of cooperative learning modelnumbered heads together (NHT) in order to increase the result of civic educationsubject. The subject that did this research was the researcher that collaboratedwith homeroom teacher as observer meanwhile the object of this research wasstudent at fifth grade of SD Budi Murni 6 Medan totally 37 students thatcontained 20 male and 17 female. The technique in colleting the data byobservation to the result of study test and activity of student‟s study. The result ofthe research showed the increase of result of student‟s study on civic educationsubject and the material mention organizations within the school and communityof on student at fifth grade of SD Budi Murni 6 Medan. This thing proved by theresult of research that was done on student‟s pretest and the student got maximumscore amount 6 students (16,21%) meanwhile student that had not been achievedamount 31 students (83,79%). So the next research was continued on cycle I thestudent that had been passed the maximum score was 15 students or 40,54%meanwhile student that had not been passed totally 22 students or 59,46%,, sothere was an increase on cycle I compared to pretest. But it had not beenappropriated the category of completion that had been determined. So it wascontinued by cycle II and the student got complete score totally 33 students or89,18% meanwhile student that had not been passed amount 4 students or10,82%, so there was an increase on cycle II compared to cycle I and it had beenfulfilled the completion that had been determined. Next on cycle I teacher didactivity and got averaging amount 60% and there was an increase to be 88% oncycle II. Meanwhile the activity of student on learning process got averagingamount 58% and there was an increase to be 92% on cycle II. By that mean theconclusion was got that by using cooperative learning model numbered headstogether (NHT) on civic education subject by material of mention organizationswithin the school and community at fifth grade SD Budi Murni 6 MedanAcademic Year 2016-2017 could be increase the result of student‟s study.Therefore it was suggested to use the cooperative learning model numbered headstogether (NHT) for the next study in order to increase the student‟s study.
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34

Pilz, Bryce. "Student Intellectual Property Issues on the Entrepreneurial Campus." Michigan Business & Entrepreneurial Law Review, no. 2.1 (2012): 1. http://dx.doi.org/10.36639/mbelr.2.1.student.

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This article examines issues that are more frequently arising for universities concerning intellectual property in student inventions. It seeks to identify the issue, explain the underlying law, identify actual and proposed solutions to these issues, and explain the legal ramifications of these potential solutions.
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35

Escosio Suguis, Jeric, and Saramie Suraya Belleza. "Student Engagement as Influenced by Physical Activity and Student Motivation Among College Students." International Journal of Sports Science and Physical Education 7, no. 1 (2022): 28. http://dx.doi.org/10.11648/j.ijsspe.20220701.15.

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36

Vora, Nirali, Mina Chang, Hemang Pandya, Aliya Hasham, and Cathy Lazarus. "A student-initiated and student-facilitated international health elective for preclinical medical students." Medical Education Online 15, no. 1 (January 2010): 4896. http://dx.doi.org/10.3402/meo.v15i0.4896.

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37

Moore, Gary, Wendy Warner, and David Jones. "Student-to-Student Interaction in Distance Education Classes: What Do Graduate Students Want?" Journal of Agricultural Education 57, no. 2 (June 30, 2016): 1–13. http://dx.doi.org/10.5032/jae.2016.02001.

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38

Talbert, Eli, Tara Hofkens, and Ming-Te Wang. "Does student-centered instruction engage students differently? The moderation effect of student ethnicity." Journal of Educational Research 112, no. 3 (October 25, 2018): 327–41. http://dx.doi.org/10.1080/00220671.2018.1519690.

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White, Christie. "The social capital of LSES students: Using student stories to mobilise student success." Journal of the Australian and new Zealand Student Services Association 27, no. 2 (2019): 216–23. http://dx.doi.org/10.30688/janzssa.2019.10.

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40

White Connie, L. "Inviting Students and Teachers to Connect." Language Arts 86, no. 6 (July 1, 2009): 441–48. http://dx.doi.org/10.58680/la20097180.

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This paper describes diverse language learners’ use of dialogue journaling in an elementary school setting. The author, a teacher researcher, conducted a qualitative research study with eight participants, ranging from fourth to sixth grade; all were learners adding English to their language repertoire. Through an in-depth analysis of student artifacts, surveys, ethnographic field notes, recorded student interviews, her own journal, and the input of a research community, the author unearthed what happened when she implemented the use of dialogue journals with her students. The research findings demonstrate that using dialogue journals with diverse language learners provided opportunities for teacher and student to connect through writing, regardless of student–teacher contact hours. Students valued the written interactions. Some began to see themselves as better writers and, in one case, a better learner of English. The teacher was able to connect with each student with intention, which not only enriched the teacher–student relationships, but provided learning opportunities for both the author and the students.
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41

Popov, Aleksey Vladimirovich. "The Architecture of the Residential Environment for Students: Interuniversity Student Campuses." Journal of Advanced Research in Dynamical and Control Systems 12, SP3 (February 28, 2020): 1255–62. http://dx.doi.org/10.5373/jardcs/v12sp3/20201374.

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42

Han, Bunyamin. "In-class teacher-student communication according to high school students’ perceptions." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (June 28, 2017): 190–98. http://dx.doi.org/10.18844/prosoc.v2i11.1921.

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43

Voynova, Ruzhena. "Teacher-student relationship and its impact on students’ desire for knowledge." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 278–84. http://dx.doi.org/10.18844/prosoc.v4i1.2266.

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44

Jocius, Robin. "Good Student/Bad Student." Literacy Research: Theory, Method, and Practice 66, no. 1 (June 30, 2017): 198–214. http://dx.doi.org/10.1177/2381336917718177.

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This study situates young adolescents’ multimodal composing practices within two figured worlds—school and creative multimodal production. In a microanalysis of two focal students’ multimodal processes and products, I trace how pedagogical, interactional, and semiotic resources both reified and challenged students’ developing identities as multimodal composers. This research illustrates the necessity of critical perspectives on the design and implementation of multimodal composing activities for academic purposes.
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Kim, Seonghun, Woojin Kim, Yeonju Jang, Seongyune Choi, Heeseok Jung, and Hyeoncheol Kim. "Student Knowledge Prediction for Teacher-Student Interaction." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 17 (May 18, 2021): 15560–68. http://dx.doi.org/10.1609/aaai.v35i17.17832.

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The constraint in sharing the same physical learning environment with students in distance learning poses difficulties to teachers. A significant teacher-student interaction without observing students' academic status is undesirable in the constructivist view on education. To remedy teachers' hardships in estimating students' knowledge state, we propose a Student Knowledge Prediction Framework that models and explains student's knowledge state for teachers. The knowledge state of a student is modeled to predict the future mastery level on a knowledge concept. The proposed framework is integrated into an e-learning application as a measure of automated feedback. We verified the applicability of the assessment framework through an expert survey. We anticipate that the proposed framework will achieve active teacher-student interaction by informing student knowledge state to teachers in distance learning.
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46

Travis, Stephanie. "The Design Critique: Faculty to Student, Student to Student, Student to Self." International Journal of Design Education 6, no. 3 (2013): 77–85. http://dx.doi.org/10.18848/2325-128x/cgp/v06i03/38422.

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47

Bogdanova, Yulia Vasilevna. "IMPACT OF TEACHER-STUDENT AND STUDENT-STUDENT RELATIONSHIPS ON STUDENT SOCIAL ENGAGEMENT." Наука XXI века: актуальные направления развития, no. 1-1 (2021): 146–49. http://dx.doi.org/10.46554/sciencexxi-2021.02-1.1-pp.146.

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48

Denizalp, Hasan, and Fezile Ozdamli. "Determination of Student Opinions on Usage of Social Media and Mobile Tools in Student-Teacher, Student-Student Communication." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 19. http://dx.doi.org/10.3991/ijet.v14i22.11745.

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Since Depending on technological advances, development of social media and mobile applications today reshape communication, education and teaching system. The extent to which social media and mobile applications which are especially used by new generation youth frequently will be beneficial in student-teacher and student-student communication is becoming more and more important. This research is based on the opinions of students on the usage of social media and mobile applications in education which take considerable time of teachers and students, social networks and mobile applications were used with the purpose of communication in science and communication technologies for 12 weeks. Thirty-five teacher candidates attended the study. At the end of the application interviews were held with 20 students and according to the findings obtained, an effort was paid to determine the impact of social media and mobile applications in student-teacher and student-student communication. Discussions and recommendations on obtained findings were presented.
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49

Husin, Azizah. "PENGARUH METODE PEMBELAJARAN DAN KECERDASAN NATURALIS TERHADAP PENGETAHUAN SISWA TENTANG KONSEP EKOSISTEM (Eksperimen di Sekolah Dasar Negeri 4 Tangerang)." Jurnal Ilmiah Pendidikan Lingkungan dan Pembangunan 13, no. 2 (May 4, 2017): 53–65. http://dx.doi.org/10.21009/plpb.132.05.

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The objectives of this research are to determine the effect of teaching methods and naturalistic intelligence toward knowledge of student’s ecosystem concept. The research was accomplished at public elementry school and applied treatment by level 2x2 design. The samples of the research are the students of grade VI sub district Ciledug Tangerang with 80 samples taken by cluster random sampling. The result of this research showed: (1) Knowledge of the student’s ecosystem concept who are taught through experiential learning method higher than problem solving method, (2) There is interaction effect between teaching method and naturalistic intelligence toward knowledge of student’s ecosystem concept. (3) The student with high naturalistic intelligence, knowledge of student’s ecosystem concept between student who are thaught through problem solving method higher than experiential learning method , (4) The student with low naturalistic intelligence, knowledge of student’s ecosystem concept between student who are thaught through experiential learning method higher than problem solving method. Therefore, for achievement better result in improving student’s ecosystem concept, applying experiential learning method suggested.
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50

Williams, Robert L., and Lloyd Clark. "College students' ratings of student effort, student ability and teacher input as correlates of student performance on multiple-choice exams." Educational Research 46, no. 3 (September 2004): 229–39. http://dx.doi.org/10.1080/0013188042000277304.

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