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Journal articles on the topic 'Tertiary students'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Harding, Melissa, Christian M. Kern, and Susan Toft. "Technology and Tertiary Tourism Students." Journal of Teaching in Travel & Tourism 1, no. 2-3 (August 17, 2001): 63–71. http://dx.doi.org/10.1300/j172v01n02_04.

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2

Liston, Colleen. "Students in Transnational Tertiary Education." Higher Education in Europe 24, no. 3 (January 1999): 425–37. http://dx.doi.org/10.1080/0379772990240310.

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3

Chou, Chun-Mei, Chien-Hua Shen, His-Chi Hsiao, Su-Chang Chen, Hui-Tzu Chang, and Chu-Yun Cheng. "Tertiary Students’ Socialization of Entrepreneurial Behavior." Open Journal of Social Sciences 02, no. 09 (2014): 122–26. http://dx.doi.org/10.4236/jss.2014.29021.

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4

Kitching, Chris. "EFFECTIVE TEACHING FOR NEW TERTIARY STUDENTS." PEOPLE: International Journal of Social Sciences 1, no. 1 (May 30, 2017): 01–10. http://dx.doi.org/10.20319/pijss.2015.s21.0110.

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Finn, Mark, Karen Farquharson, and Ainura Tursunalieva. "Communication compartmentalisation by Australian tertiary students." Communication Research and Practice 3, no. 2 (August 2, 2016): 155–75. http://dx.doi.org/10.1080/22041451.2016.1209276.

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Hemmings, Brian, Russell Kay, and Doug Hill. "Rural Students Studying in Tertiary Settings." Australian and International Journal of Rural Education 8, no. 1 (March 1, 1998): 17–22. http://dx.doi.org/10.47381/aijre.v8i1.426.

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This article describes a study which traced a sample of rural students from Year 10 through to university. A statistical analysis of the data collected provides an understanding of the factors which are important in deciding whether to proceed to university and those which influence success in the first year of tertiary studies. The article concludes with a discussion of the study's implications for particular stakeholders. This article was developed from a paper delivered at the 13th National SPERA Conference, Adelaide, July 1997.

7

Tani, Kawtar. "Academic Procrastination and the Effect on Students' Results for ICT Students." International Journal of Cyber Behavior, Psychology and Learning 7, no. 2 (April 2017): 31–35. http://dx.doi.org/10.4018/ijcbpl.2017040103.

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Procrastination has been reported as a prevalent phenomenon in the general population, affecting a number of adults. Procrastination in academia may have particularly serious effects for students in tertiary education, whose academic lives are characterised by frequent deadlines. Indeed, it has been shown that university students who rated high on procrastination received low grades (Tice & Baumeister, 1997). In the present study, the relationship between procrastination and academic performance of tertiary education students enrolled on an ICT program was investigated. Participants were 186 students enrolled full-time on degree or diploma level qualifications within the ICT program at a New Zealand tertiary institution. There was evidence that the submission times of assessments were positively associated with the marks achieved. Also, ICT students who submitted their assessments early appeared to achieve higher marks than those who submitted their assessments closer to or after the deadlines.

8

Martinez, Elyssa Kay V. "A Corpus-Based Analysis of Tertiary Students’ Communication Strategies." International Journal of Trend in Scientific Research and Development Volume-3, Issue-1 (December 31, 2018): 760–66. http://dx.doi.org/10.31142/ijtsrd19038.

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9

Fitzroy J. Henry, Melissa Nelson, and Lisa Reid. "Tertiary student hunger in Jamaica." World Journal of Advanced Research and Reviews 16, no. 3 (December 30, 2022): 459–66. http://dx.doi.org/10.30574/wjarr.2022.16.3.1360.

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Objective: The full academic potential of tertiary students in Jamaica is diminished by their struggles to secure tuition and non-tuition financial resources. Principal among student needs is the ability to consume regular healthy meals. This study among three tertiary institutions in Jamaica explored the dynamics that affect student food security and how this can harm student success. It also examined how frequently tertiary students worry about feeding themselves and the extent to which they restrict their food intake. Methods: The analysis classified students as having low, moderate and severe hunger. Nine hundred and seventy-nine students completed the surveys through a quantitative method approach to collect data from students in diﬀerent disciplines. To determine the factors related to hunger several demographic, socio-economic, living conditions and academic-related variables were examined. Results: The study found that most of the students (38.3%) suffered from severe hunger followed by moderate hunger (33%) and the lowest proportion (29.3%) with no/mild hunger. More than 70% of students worried each month about not having enough food while 33% of the students sometimes do not eat for an entire day. Their physical and emotional readiness to study was compromised as 40% said hunger affected their academic work via a variety of reasons such as headaches, poor concentration, and missed classes. Importantly, the low-achieving students experienced the most hunger. Conclusion: With data showing a strong link between food insecurity and student disengagement, the issue of hunger on campus represents a priority. The study concludes that administrators, counselors and the students themselves have critical roles to address hunger if tertiary institutions are to fully meet their educational mandate.

10

Prabawa, Wawa Puja. "SPEAKING STRATEGIES USED BY INDONESIAN TERTIARY STUDENTS." English Review: Journal of English Education 4, no. 2 (October 24, 2016): 231. http://dx.doi.org/10.25134/erjee.v4i2.337.

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Speaking is considered to be difficult thing, moreover English as a foreign language. Students' performance depends on their personalities. Students who have low participation in speaking activity in the classroom lose their opportunity to practice their speaking skill which may cause poor speaking skill and achievement. However, some of students are active in speaking activity in the classroom that leads them to have good skill and achievement in speaking. This study attempts to reveal: (1) speaking strategies used by Indonesian tertiary students in terms of speaking English and strategies to improve their speaking ability, and (2) to identify speaking strategies mostly used by the students when they speak English and improve their speaking ability. This study is a descriptive research since its purpose is to describe the Indonesian tertiary students’ learning strategies in learning speaking English. The data from 15 tertiary students, who have good performance and achievement in speaking, from one of schools of higher education in Cimahi were collected using a 21 items questionnaire of a modified version of Strategy Inventory Language Learning (SILL) and 5 items interview questions. The result of the study revealed that some speaking strategies are used in terms of speaking English and improve speaking ability, namely cognitive, metacognitive and compensation strategy. In the type of speaking strategy that mostly used by the student in terms of speaking English is compensation strategy, while cognitive strategy was indicated as the mostly speaking strategies used by the Indonesian tertiary students in improving their speaking ability. Considering to the study conducted, it is recommended to students that they should know what strategies that appropriate and can help them in learning speaking English. The students should be able to choose strategies they need in learning and analyze which strategies that give better effect on their own learning.Keywords: Speaking, strategy, speaking strategy, tertiary students

11

Susanto, Alpino, Karunia Yulinda Khairiyah, Zalmi Dzirrusydi, and Sri Sugiharti. "Online English language learning among tertiary students." Journal of Education and Learning (EduLearn) 16, no. 2 (May 1, 2022): 273–83. http://dx.doi.org/10.11591/edulearn.v16i2.20457.

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The online learning in English language has been going along with the rapid development and diffusion of the information and communication techologies and shifted from being merely marginal trend to become popular, where the number of higher education institutions has dramatically increased to offer and led to extremely changes many aspect in learning societies. This study explores the technical abilities, technology accessibility and self-directed learning that contribute to student attitudes towards online English learning in predicting the continuance intention of the online learning. This study employed quantitative approach. There were 10 tertiary students interviewed as preliminary study, then 36 students were surveyed through questionnaire in a pilot test. The validated questionaire were used in this study on the 102 students. Rasch measurement model was utilized to validate the 25 items of questionnaire, meanwhile the Smart PLS ver. 2.0 was used to assess the regression of exogen to endogen variables. The study concluded that self- directed learning contributed to the attitude towards online English language learning as mediator to continuance intention of online learning. The ability and positive attitude in using digital technology must be present to support English learning current and forthcoming. The next research can focus more on how students adapt to a variety of rapidly changing technologies to support their English skills.

12

Bandias, Susan, Don Fuller, and Steven Larkin. "Indigenous Students In The Tertiary Education Sector." Journal of International Education Research (JIER) 10, no. 3 (July 1, 2014): 179–200. http://dx.doi.org/10.19030/jier.v10i3.8738.

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13

Saafin, Saleh. "Arab Tertiary Students’ Perceptions of Effective Teachers." Learning and Teaching in Higher Education: Gulf Perspectives 5, no. 2 (December 1, 2008): 2–12. http://dx.doi.org/10.18538/lthe.v5.n2.02.

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The aim of this descriptive study is to identify Arab tertiary students’ perceptions of the qualities and practices of teachers whom they judge to be effective. The data was collected from 136 Arab freshman students attending the intensive English program in the University of Sharjah in the United Arab Emirates (UAE) to prepare them for their career programs. A content analysis of the data revealed a set of perceived characteristics and practices that were ranked according to their frequency rate. These results show that although teachers’ ability to teach and help students understand are seen to be essential, certain human aspects of teachers and their attitudes toward their students are seen as crucial for judging their effectiveness. These Arab students considered the human element of their teachers as a very important component of their effectiveness.

14

Sulaiman, Shahirah, Supyan Hussin, and Zaini Amir. "Communication Strategies Among Tertiary Students in Mlearning." International Journal of Engineering & Technology 7, no. 2.29 (May 22, 2018): 655. http://dx.doi.org/10.14419/ijet.v7i2.29.13993.

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The relentless wave of using mobile device in Malaysia, as a tool for teaching and learning in educational setting is incontestable. Multitudinous tertiary institutions have adapted this technology in their academic system; due to its approach which aids synchronous and asynchronous learning towards achieving educational outcomes. In spite of the rapid expansion medium employed in mobile learning [mLearning], students’ communicative competence in academic context is a major concern, especially when they are communicating in their native languages or being a bilingual user of the English language. Hence, this paper addresses the communication strategies in mLearning among tertiary students based on a quantitative research design conducted at Universiti Sains Islam Malaysia. The data were gathered from 125 students using a questionnaire which measured the learners’ frequency of the communication strategies used. Findings showed that the communication in mobile indicated that students employed varying degrees of communication strategies in mLearning. The results reflected an overview of students’ interaction in mLearning setting as it could be used to benefit academicians in assisting students with their communicative competence not only in- yet also out- of the mLearning context. Thus, several implications were further discussed in this study.

15

Tsapenko, I. "International Migration of Professionals and Tertiary Students." Voprosy Ekonomiki, no. 7 (July 20, 2005): 66–81. http://dx.doi.org/10.32609/0042-8736-2005-7-66-81.

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The article is devoted to the problems of modern intellectual migration. It deals with main factors of intensification of international movements of science and technology specialists and students, connected with globalization and informatization of the society. The scope, geographic, socio-professional and disciplinary structures of these flows are also considered. Contradictory sequences of movements of professionals and students for countries both their donors and recipients are revealed. Main directions of migration policies as well as government measures in the sphere of education, science and technology, aimed at maximizing the dividends and minimizing the losses from participation in international intellectual migration, are determined.

16

Coll, Richard K., and David F. Treagust. "Exploring Tertiary Students' Understanding of Covalent Bonding." Research in Science & Technological Education 20, no. 2 (December 2002): 241–67. http://dx.doi.org/10.1080/0263514022000030480.

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17

Dhupelia, Dilip K. H., and Linda G. King. "Chlamydia Trachomatis Infections in Female Tertiary Students." Australian and New Zealand Journal of Obstetrics and Gynaecology 33, no. 1 (February 1993): 54–56. http://dx.doi.org/10.1111/j.1479-828x.1993.tb02054.x.

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18

Rainey, Linda. "Career choice of Vietnamese Australian Tertiary Students." Australian Journal of Career Development 6, no. 1 (April 1997): 18–22. http://dx.doi.org/10.1177/103841629700600107.

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The process of career choice undertaken by Australian tertiary students from Vietnamese-speaking backgrounds is investigated and findings are compared to related research. The purpose was to provide an informed knowledge base for interventions that might affect the course participation and employment rates of these students. The survey results revealed that the process was culturally determined in some areas, but showed evidence of an individualistic awareness of self as independent decision-makers which was not described in the literature consulted.

19

Bock, Zannie, and David H. Gough. "Social literacies and students in tertiary settings." Australian Review of Applied Linguistics 25, no. 2 (January 1, 2002): 49–58. http://dx.doi.org/10.1075/aral.25.2.05boc.

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Abstract In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.

20

Schaper, Michael. "Environmental Concerns among Tertiary Business School Students." Australian Journal of Environmental Education 18 (January 2002): 71–76. http://dx.doi.org/10.1017/s0814062600001142.

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AbstractThis study evaluated the current level of environmental concern amongst business school students, and attempted to determine if the personal characteristics of respondents (namely, their nationality, gender and age) were reliable predictors of scores. Two hundred students in three nations (Australia, France and Singapore) were surveyed, using a modified version of the Environmental Concern Scale originally developed by Weigel and Weigel (1978).It was found that, in general, students displayed a relatively high level of environmental concern. However, whilst substantial differences in mean scores were not found between all three nationalities, the results did show that statistically significant differences exist between at least two countries – the Australian and Singaporean samples.There was no statistically significant link between gender and environmental concern. However, the results did indicate a significant correlation with age, with older students displaying higher levels of environmental concern than their younger counterparts.

21

TAN, WEE-LIANG, LAI-KUAN SIEW, WEI-HONG TAN, and SIOW-CHING WONG. "ENTREPRENEURIAL SPIRIT AMONG TERTIARY STUDENTS IN SINGAPORE." Journal of Enterprising Culture 03, no. 02 (June 1995): 211–27. http://dx.doi.org/10.1142/s0218495895000118.

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Much has been reported in the press [The Straits Times, "Emphasis On Examination Results May Curb Entrepreneurship, ENDEC Survey Report", 16 July 1993] about the lack of entrepreneurial spirit among young Singaporeans today. There appears to be a shortage of industrial, export-oriented and outward-looking entrepreneurs. It is noted that Singapore tertiary students are generally not interested or are not willing to be self-employed or to start their own business. Many prefer to be wage-earners in the public and private sectors. This is particularly true for university graduates who can command relatively high earnings and job security. Therefore they would prefer not to start out on their own which may entail higher risks. This study seeks to explore whether entrepreneurial spirit exists among Singapore tertiary students or there is really a dearth of budding entrepreneurs among the tertiary students. The objective therefore is to verify the extent of truth in the press reports. A prior study (Poon et al, 1993) was carried out but it was only limited to the students of the School of Accountancy and Business (SAB). The underlying motivation behind this present research is to assess the risk-seeking aptitude and innovative nature (creativity) prevalent among the tertiary students who represent the bulk of the young population and future leaders of Singapore. With the findings so gathered, suggestions and recommendations can then be put forward as to how to nurture or enhance the entrepreneurial spirit that is so vital to Singapore, at present and in the future.

22

Grosser, Kerry. "Library usage habits amongst Melbourne tertiary students." Australian Academic & Research Libraries 19, no. 1 (January 1988): 1–14. http://dx.doi.org/10.1080/00048623.1988.10754608.

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23

Clarke, John A. "Students' Perceptions of Different Tertiary Learning Environments." Higher Education Research & Development 17, no. 1 (April 1998): 107–17. http://dx.doi.org/10.1080/0729436980170106.

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Andrews, H. B., and N. Davis. "SLEEPING DISORDERS AMONG WEST AUSTRALIAN TERTIARY STUDENTS." Community Health Studies 12, no. 2 (February 12, 2010): 208–11. http://dx.doi.org/10.1111/j.1753-6405.1988.tb00162.x.

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Lycel L., Pacheco, Escordial Cristyflor M., and Moraca Aladino. "Entrepreneurial Engagement of the Tertiary Education Subsidy (TES) Grantees in Central Philippines State University." 13th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 13, no. 1 (June 16, 2022): 1. http://dx.doi.org/10.35609/gcbssproceeding.2022.1(81).

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The Unified Student Financial Assistance System for Tertiary Education or UniFAST is the government agency in charge of implementing the Universal Access to Quality Tertiratry Education Act (RA 10931). The UniFAST was created in 2015 by virtue of RA 10687 as a system to unify existing government student financial assistance programs for Tertiary Education in the Philippines. It will ensure that deserving Filipinos are given equitable access to educational opportunities. One of these, the Tertiary Education Subsidy or TES. Subsidy as a form of financial assistance plays an important role to augment financial incapacities of students enrolled in Higher Education Institutions or HEIs (Avery, 2014). Through RA 10931 which was passed into law on August 3, 2017, the citizens were allowed full access to quality education by providing adequate funding and increasing participation rate in the tertiary education. This further gives chances to the poor but deserving students to reach their goals and finish a degree. The Implementing Rules and regulations (IRR) of this law recognizes the complementary roles of public and private Higher Educations Institutions and Technical-Vocational Institutions in the tertiary education system, and the invaluable contribution of private tertiary institutions to the education system. As been embedded in our Philippine Constitution, the quality education is an inalienable right of all Filipinos and it is the policy of the State to protect and promote the rights of students to quality education at all levels. Keywords: tertiary education subsidy, grantees, entrepreneurial, engagement

26

Emeka, Egbo Philip, Jolly Okoza, Kingsley Ukhurebor, Gregory Onwodi, Fadayomi Bayonle, and Joshua Nyagblordjro. "The impact of internet use on tertiary institution students’ academic performance: An exploratory study." Cypriot Journal of Educational Sciences 18, no. 1 (January 26, 2023): 242–56. http://dx.doi.org/10.18844/cjes.v18i1.8144.

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This study investigates the impact of internet use on tertiary institution students’ academic performance (AP). The objectives of the study are to ascertain the impact of internet usage on the AP of students in tertiary institutions, find out some of the difficulties encountered in the utilization of the internet by students in tertiary institutions, and determine some of the benefits of internet usage to students in tertiary institutions. The sample size for this research consists of 300 students whose data were collected through the administration of questionnaires. The study employed the survey research method and the Chi-square (X2) method to analyse and test the various hypotheses formulated. Findings from the study show that there is a significant relationship between internet usage and the AP of students in tertiary institutions. Even though internet usage makes work faster and easier, there are various difficulties encountered in the utilization of the internet by students in tertiary institutions, and the study recommends some ways that will assist to mitigating these difficulties, as well as ways to improving internet use by tertiary institution students. Keywords: Academic performance, Institution, Learning, Student, Teaching

27

Ali, Umar Mohammed. "Effect Of Examination Malpractice Assesment Of Students In Tertiary Institutions." American Journal of Social Science and Education Innovations 03, no. 06 (June 20, 2021): 144–48. http://dx.doi.org/10.37547/tajssei/volume03issue06-25.

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The study examined the effect of examination malpractice assessment of students in tertiary institutions. It is identified the causes and effects responsibility for the persistence of examination malpractice.the study is carry out to enlighten the citizen on effect of Eexaminations malpractice Maiduguri, Borno state. Examiination malpractice make a students to become a reluctant toward their studies, and they are the Ambassador of tomorrow, graduating without have good skills in their profession. Tertiary Institution need to educate their on the consequences of Examinations malpractice in the society.

28

Chou, Chun-Mei, and Chien-Hua Shen. "Tertiary Students’ Entrepreneurship Learning Socialization: Factor Analysis and Structural Equation." International Journal of Psychology and Educational Studies 2, no. 3 (September 1, 2015): 32–33. http://dx.doi.org/10.17220/ijpes.2015.03.004.

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Chou, Chun-Mei, Chien-Hua Shen, Hsi-Chi Hsiao, and Tsu Chuan Shen. "Influence Factor of Tertiary Students’ Employability Awareness Adjust Industry 4.0." International Journal of Psychology and Educational Studies 4, no. 3 (September 1, 2017): 64–72. http://dx.doi.org/10.17220/ijpes.2017.03.007.

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Rotenberg, C., and S. Field. "P110: Are there differences in student academic and clinical performance after rotations at tertiary or community care Emergency Medicine teaching sites?" CJEM 21, S1 (May 2019): S103—S104. http://dx.doi.org/10.1017/cem.2019.301.

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Introduction: Canadian undergraduate medical Emergency Medicine (EM) rotations are often completed at either tertiary care centres or regional community hospitals. While the latter offer students exposure to different practice settings and population needs, many students perceive that teaching at tertiary care EM departments is superior to that in community hospitals. At our institution, third year undergraduate medical students complete three-week EM rotation at either a tertiary centre or a community hospital. We compared academic and clinical performance between students trained in tertiary care centres and students trained in community hospitals. Methods: Academic and clinical performance in EM was evaluated based on the results of an EM-specific multiple choice examination (MCQE) and an annual Objective Structured Clinical Exam (OSCE) assessing competency in a broad range of clinical scenarios commonly addressed in EM. The 40-question MCQE is administered quarterly and a mix of old and new questions are used to ensure consistency. The OSCE is administered annually and relies on the same principal to remain consistent. OSCE scores are binary: pass or fail. We reviewed MCQE and OSCE scores from three consecutive cohorts of students. Students were pooled into two groups, tertiary and community, based on the site of their EM rotation. Mean MCQE and OSCE performance were compared between the two groups of students using two-tailed unpaired T tests. Chi squared tests were used to identify significant differences in scores between cohorts. Results: MCQE and OSCE scores from 312 students over three consecutive cohorts were analyzed. Cohorts included 104, 100, and 108 students with 61% trained in tertiary centres (N = 191). Students trained in tertiary centres had a mean MCQE score of 77%. Students from community centres had a mean score of 78%. There was no significant difference in MCQE scores between tertiary- and community-trained students (p = 0.6099). The OSCE pass rate was 97% for students trained in tertiary centres and 98% for students trained in community centres. OSCE pass rates were not significantly different between the two groups (p = 0.8145). Conclusion: Despite student perceptions that training in tertiary care EM centres was superior, objective analysis showed that academic and clinical performance were similar regardless of training site.

31

Raimi, Lukman, and Isaac O. Ajiboshin. "The Tertiary Institutions and Entrepreneurship Development." International Journal of Sustainable Entrepreneurship and Corporate Social Responsibility 3, no. 1 (January 2018): 17–34. http://dx.doi.org/10.4018/ijsecsr.2018010102.

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The entrepreneurship development programme (EDP) was introduced into the curricula of tertiary institutions for the purpose of nurturing a new set of undergraduate students with practical skills for self-employment. This article investigates the students' viewpoints on the outcomes of EDP on entrepreneurial mindset (EM), entrepreneurial intention (EI) and entrepreneurial capacities (EC) after undergoing entrepreneurship education courses. The method of investigation is the quantitative research approach leveraging on the survey as the strategy for data collection. From a population of 458 students in a school, a sample of 200 undergraduate students was randomly administered structured questionnaires. Using descriptive and inferential statistics, this article found that EDP has a significant influence on students' EM, EI, and EC. The article recommends interventions such as adequate funding, capacity-building for entrepreneurship lecturers, improved curriculum development and Town-Gown collaboration for the synergy of practice and theory.

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Naufahu, Mefileisenita, 'Elisapesi H. Havea, Sangata'ana A. F. Kaufononga, and Siuta Laulaupea'alu. "Fakalukuluku: Conceptualising a Tongan learning approach in tertiary education." Waikato Journal of Education 26 (July 5, 2021): 163–78. http://dx.doi.org/10.15663/wje.v26i1.766.

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Given the current impact of COVID-19, the learning experiences of Pasifika students within tertiary education has implicated their social and emotional wellbeing. Engaging in a Tongan learning approach, such as fakalukuluku, can present a viable learning practice for tertiary students’ learning experiences. This paper presents the perspectives of four Tongan-born and raised researchers and educators who completed their tertiary education in Aotearoa New Zealand. Based on our experiences and reflections, we propose the Tongan concept of fakalukuluku as an approach to help elevate students’ academic achievement in tertiary education. Our paper conceptualises and unfolds perspectives of fakalukuluku, as a cultural practice that is appropriate, collaborative, and accorded learning stability because of its spiritual dimensions as being paramount to students’ success. We propose that a strong family and community support, the utilising of university learning support and the students’ spiritual beliefs can help Tongan students in tertiary education succeed.

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Taylor, P. C., J. A. Malone, and D. F. Treagust. "Case Studies of Aboriginal Students - a Measure of Success for Tertiary Students." Aboriginal Child at School 17, no. 1 (March 1989): 8–24. http://dx.doi.org/10.1017/s031058220000657x.

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The issue of selecting potentially successful students for a course of study is of central concern to course organisers. Nowhere is this issue of more concern than in the area of bridging courses designed to promote access to tertiary courses and professions in which Aboriginal people are grossly under-represented. Organisers of bridging courses are faced with the problem of identifying potentially successful candidates and designing courses to meet their individual learning needs. The problem exists because of the unprecedented nature of innovative courses catering for newly defined clientele such as mature-aged, urban and academically aspiring Aboriginal students.

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Feekery, Angela Joy, Katherine Chisholm, Carla Jeffrey, and Fiona Diesch. "Enhancing students’ professional information literacy." Journal of Information Literacy 15, no. 2 (June 8, 2021): 150. http://dx.doi.org/10.11645/15.2.2856.

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Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students’ professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.

35

McNally, Derek. "Principles for Tertiary-Level Astronomy Courses." Transactions of the International Astronomical Union 24, no. 3 (2001): 141–51. http://dx.doi.org/10.1017/s0251107x00000547.

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AbstractAny worthwhile tertiary-level course of study should, as its highest priority, reflect the discipline it represents as it is contemporaneously practiced. Were it not to do so, students would be intellectually underprovided. This paper sets out general principles which a first degree-level course in astronomy should aim to provide for its students. No specific syllabi will be attempted but, rather, the paper will outline ranges of topics and their level of treatment. While all students taking such courses should have as professional experience as possible, it must be recognised that most students taking tertiary-level astronomy courses may not become professional astronomers and that such courses will necessarily have to have flexibility to meet local circumstances.

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M., Anastasiya, Viktoriia M., Olha A., Tetiana Ya., and Olena V. "Enhancing Analytical Thinking in Tertiary Students Using Debates." European Journal of Educational Research 10, no. 2 (April 15, 2021): 879–89. http://dx.doi.org/10.12973/eu-jer.10.2.879.

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Hiasat, Lana. "Helping Students Develop Intercultural Intelligence In Tertiary Education." West East Journal of Social Sciences 8, no. 1 (August 12, 2019): 25–51. http://dx.doi.org/10.36739/wejss.2019.v8.i1.9.

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Many students never develop good intercultural competencies during their years at college or university. These students are often unaware of how important cultural attitudes, beliefs, and behaviors are in their daily and academic lives. Students are also unaware of their own cultural boundaries that may be impacting their communication and engagement with others. Assignments that teach intercultural competencies can help students in a variety of ways: to gain confidence in their own cultural identity and acquire a set of skills to communicate and lead in a global world. In this paper, the researcher discusses some effective activities that can be used to teach students intercultural competencies and increase students' intercultural intelligence. Activities are based on experiential and blended learning approaches and integrate technology tools to engage learners. These activities are based on Knowledge Workx intercultural intelligence training that introduces three key theories of culture: Hofstede's cultural dimensions, World View theory, and Knowledge Workx of 12 Dimensions. These theories follow the layers of culture found in an iceberg metaphor that includes the top of the iceberg and observable culture, next is attitudes, the third layer is norms and values, and finally the most hidden layer is one's beliefs. Based on these theories, three blended and experiential projects were developed to include cultural object presentations, a research project on current intercultural conflict, and a cross cultural communication research and application of cultural maps. Three psychometric tests were also used to increase intercultural awareness: culture learner/critic, worldview, and 12 Dimensions tests.

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Mobit, Mobit, Fatulloh Salim, and Kriswanda Krishnapatria. "INSPIRING ENGLISH TEACHERS: INDONESIA TERTIARY EFL STUDENTS’ VOICE." Wiralodra English Journal 3, no. 1 (June 15, 2019): 286–94. http://dx.doi.org/10.31943/wej.v3i1.24.

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This study aims to scrutinize tertiary students’ voices against the teacher/ lecturer who inspires them. This study elaborates on two classes of English Language Study Program as the respondents. The data use a questionnaire containing several questions that elaborated the teachers’ characteristics that can generate inspiration to the students. This study was designed by using the survey. Based on the data obtained it can be concluded that the teachers/ lecturers who inspire (tertiary) students are those who have the unambiguous characteristics of English teachers both characteristics and competencies. They are capable to develop concepts/ provide material that encouraged students easily comprehends the material, to color the process of learning in class with humorous atmosphere, and to make students laugh and refresh and to give suggestions as well.

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Abdul Rahman, Nor Azian, Norashikin Hussein, Syezreen Dalina Rusdi, and Zarith Delaila Abd Aziz. "Factors Influencing Cyberbullying Behavior among Malaysian Tertiary Students." ADVANCES IN BUSINESS RESEARCH INTERNATIONAL JOURNAL 6, no. 2 (October 31, 2020): 44. http://dx.doi.org/10.24191/abrij.v6i2.10594.

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Cyberbully is an evolvement from traditional and physical bully to bullying through internet. The advancement of internet and social media has provided new platform through which children, adolescents, and young adults to explore the virtual world and exposes them to be involved in cyberbully as a target or an aggressor. Past studies have demonstrated that cyberbullying behavior has adverse physical and mental health consequences for individuals. However, study on cyberbully behaviour in the context of Malaysia is still limited. In fact tertiary students remain an understudied population regarding cyberbullying. Tertiary students are an important population due to the fact that this phase of age forms habits that persist into young adulthood which consequently shape the community in future. Thus, the aims of this study is to determine the relationship between netiquette, loneliness and emotional availability of parents and cyberbullying behavior. Based on the findings, it was found that only netiquette has a negative significant relationship with cyberbullying behavior. This study is significant to the Ministry of Education, instititutions of higher learning education and community on identifying the factors and subsequently creating awareness programs in dealing with cyberbullying behaviours.

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Pek, Lim Seong, Rita Wong Mee Mee, Soo Ruey Shing, Daeshela Theesmas, and Na-Thinamalar Magiswary Nadarajan. "Strengthening Tertiary Students Writing Skills Through T.R.E.N.D. Model." Asian Journal of Contemporary Education 3, no. 1 (2019): 65–71. http://dx.doi.org/10.18488/journal.137.2019.31.65.71.

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Belward, S. R., D. F. T. Mullamphy, W. W. Read, and G. E. Sneddon. "Preparation of students for tertiary studies requiring mathematics." ANZIAM Journal 48 (July 17, 2007): 840. http://dx.doi.org/10.21914/anziamj.v47i0.1078.

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Stachyshyn, Saskia, Ajmol Ali, Carol Wham, Tayla Knightbridge-Eager, and Kay Rutherfurd-Markwick. "Caffeine Consumption Habits of New Zealand Tertiary Students." Nutrients 13, no. 5 (April 28, 2021): 1493. http://dx.doi.org/10.3390/nu13051493.

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Adverse effects associated with excessive caffeine consumption combined with increasing numbers and availability of caffeine-containing products are causes for concern. Tertiary students may be at increased risk of consuming excessive amounts of caffeine due to seeking caffeinated products with well-known wakefulness effects and cognitive benefits. This study explored caffeine consumption habits of New Zealand tertiary students (317; ≥16-years) using a previously validated caffeine consumption habits (CaffCo) questionnaire. Most (99.1%) regularly consumed caffeinated products, especially chocolate, coffee and tea, with coffee, tea and energy drinks contributing most to total caffeine intake. Median estimated caffeine intake was 146.73 mg·day−1, or 2.25 mg·kgbw−1·day−1. Maximum and minimum intakes were 1988.14 mg·day−1 (23.51 mg·kgbw−1·day−1) and 0.07 mg·day−1 (0.02 mg·kgbw−1·day−1), respectively. One-third (34.4%) of caffeine consumers ingested caffeine above the adverse effect level (3 mg·kgbw−1·day−1) and 14.3% above the safe limit (400 mg·day−1). Most caffeine consumers (84.7%), reported experiencing at least one ‘adverse symptom’ post-caffeine consumption, of which 25.7% reported effects leading to distress or negatively impacting their life. Experiencing ‘adverse symptoms’ did not, however, curtail consumption in the majority of symptomatic participants (~77%). Public health initiatives directed at tertiary students may be important to reduce potential caffeine-related harm.

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Sah, Rampukar. "Burnout Among Postgraduate Medical Students in Tertiary Hospital." Science Journal of Public Health 9, no. 5 (2021): 149. http://dx.doi.org/10.11648/j.sjph.20210905.12.

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Altalhab, Sultan. "The Vocabulary Knowledge of Saudi EFL Tertiary Students." English Language Teaching 12, no. 5 (April 7, 2019): 55. http://dx.doi.org/10.5539/elt.v12n5p55.

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This study examines the vocabulary knowledge of 120 Saudi tertiary students in order to scrutinise their ability to communicate in English. A vocabulary test constructed by Nation and Beglar (2007) was utilised in the study. The findings revealed that the mean vocabulary size of Saudi EFL tertiary students was roughly 3000 words. Nevertheless, most of the participants achieved low scores in the vocabulary low frequency levels. Some participants were unable to answer any item correctly in these low and mid frequency levels. This suggests that while those students might be able to communicate at a basic level, dealing with reading simplified texts and comprehending listening materials, they may struggle with reading authentic texts, producing a high quality of writing and watching English TV programmes and films.

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Aunurrahman, Aunurrahman, Fuad Abdul Hamied Hamied, and Emi Emilia. "EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES." Indonesian Journal of Applied Linguistics 7, no. 1 (May 31, 2017): 72. http://dx.doi.org/10.17509/ijal.v7i1.6860.

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For tertiary English as a Foreign Language (EFL) students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014). The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.

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Morganna, Ruly, S. Sumardi, and Sri Samiati Tarjana. "Tertiary English students’ attitude towards intercultural language learning." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 657–65. http://dx.doi.org/10.17509/ijal.v9i3.23216.

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The nature of English as the world lingua franca and the nature of Indonesian students who are multicultural call for the application of Intercultural language learning (ILL) approach in English education in Indonesia. However, the complexities of ILL seem to demand English teachers’ positive attitude towards ILL even since they became tertiary English students so that ILL could be ideally implemented in the classroom. This study was conducted to delve into tertiary English students’ attitude towards ILL and to confirm their English teaching practices according to the perspective of ILL principles. Tertiary students taking English Education major at a State University in central Java were chosen to be the participants. Interview, questionnaire, and observation were deployed to garner the data. The findings demonstrated that most of the tertiary English students had a positive attitude towards ILL. Their judgments exhibited a positive tendency to accept and support ILL ideologies and principles. Their positive tendency covered three dimensions: affection (76.13%), cognition (75.08%), and behavior (75.16%). Observations showed that their English teaching practices tended to confirm their positive attitude towards ILL. They were able to apply three ILL principles consisting of active construction, making connection, and interaction. Other studies are expected to address ILL implementation in the formal English classrooms at Indonesian schools so that detailed merits and challenges as well as solutions with respect to ILL implementation can be revealed.

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Palmer, David. "Positive and Negative Curiosity Experiences Among Tertiary Students." Global Journal of Educational Studies 4, no. 1 (June 17, 2018): 90. http://dx.doi.org/10.5296/gjes.v4i1.13226.

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Curiosity is a motivation construct that is important at all levels of education. This study investigated the curiosity experiences of tertiary students. Individual interviews were carried out with 20 tertiary students. Participants were asked to describe experiences of wanting-to-learn (positive curiosity) or not-wanting-to-learn (negative curiosity) that they had recently experienced in regular classes. Participants reported they had recently experienced both forms of curiosity, which correlated with high and low levels of cognitive learning behaviours. Antecedent factors included personal interest, confidence, expectancies, value, and teacher influences.

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Holubnycha, Liudmyla, Ilona Ivanivna Kostikova, Olena Leiba, Svitlana Lobzova, and Ruslan Chornovol-Tkachenko. "Developing Students’ Intercultural Competence at the Tertiary Level." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 3 (September 30, 2019): 245–62. http://dx.doi.org/10.18662/rrem/149.

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Jahan, Akhter, and Nusrat Jahan. "Teaching Presentation Skills to Tertiary Students in Bangladesh." Stamford Journal of English 4 (January 27, 2013): 41–61. http://dx.doi.org/10.3329/sje.v4i0.13489.

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Kalavite, Telesia. "Toungāue cooperative pedagogy for Tongan tertiary students’ success." Waikato Journal of Education 25 (November 26, 2020): 18–29. http://dx.doi.org/10.15663/wje.v25i0.783.

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Cooperative Pedagogy specific to Tongans can enhance students’ academic success in New Zealand’s tertiary education. Tongan students’ success depends on teachers’ recognition and understanding of Tongan students’ sociocultural context which involves their pule‘anga (bureaucracy), famili/kāinga (family), siasi (church) and fonua (country) relationships. Tongan students should not be treated within the Pacific groupings because ‘Pacific’ is a term of convenience for peoples who originate from different countries in the Pacific region whose cultures are uniquely different from one another. The term ‘Pacific’ tends to make these students live in the shadow of being treated as if they have the same needs in the classroom. The culturally specific needs of Pacific students are obscured by the assumption that they are homogenous. Academics and educational authorities in New Zealand need to recognise the importance of Pacific students’ culturally specific needs in their educational environments to move towards solving the problems of underachievement. This article explores the use of a culturally specific Tongan Toungāue Cooperative Pedagogy for teaching Tongan students in New Zealand tertiary education. Toungāue Cooperative Pedagogy is rooted in Tongan students’ sociocultural context which is at the heart of the Tongan society. More importantly, this proposed Toungāue Cooperative Pedagogy is transferable and could also be beneficial to other Pacific and Indigenous cultures.