Journal articles on the topic 'Third level students'
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Clancy, Patrick, and Deirdre Kehoe. "Financing Third-level Students in Ireland." European Journal of Education 34, no. 1 (March 1, 1999): 43–57. http://dx.doi.org/10.1080/01418219999502.
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Arisyna, Arisyna, Florentina Sustini, and Nalini Muhdi. "Anxiety Level and Risk Factors in Medical Students." JUXTA: Jurnal Ilmiah Mahasiswa Kedokteran Universitas Airlangga 11, no. 2 (August 31, 2020): 79. http://dx.doi.org/10.20473/juxta.v11i22020.79-82.
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Introduction: Medical students are more susceptible to anxiety than non-medical students. This study aimed to describe the anxiety level and its risk factors among the first, third, and fifth year medical students in Universitas Airlangga.Methods: We conducted cross-sectional study involving 195 medical students by consecutive sampling. The inclusion criteria in this study were all first, third, and fifth year medical students who were willing to participate in the study. The data was recorded using questionnaire of anxiety risk factors, Hamilton Rating Scale for Anxiety, and Miller and Smith Stress Vulnerability Scale. All data then was processed and analyzed descriptively.Results: From 195 students, 57 male (29.2%) and 138 female (70.8%) students participated, consisted of 63 first year, 68 third year, and 64 fifth year students. Anxiety mostly occurred in fifth year students (20.3%), followed by first year students (19%), and third year students (11.8%). Anxiety mostly occured in male (24.6%), at the age of 17 (33.3%), susceptible to stress (75%), dissatisfied with physical condition (29.2%), had chronic diseases (26.4%), on middle birth order (34.6%), had frequent conflict with parents in almost every month (50%), lived in dorm (20%), had no close friends (33.3%), perceived that health was not important (100%), orphaned (18.8%), low parental income (35%), overburdened with examination (26.3%), and dissatisfied with the examination criteria (26.5%).Conclusion: Fifth year medical students had the highest frequency of anxiety, while third year students had the lowest frequency. Nevertheless, based on the age, anxiety mostly occurred at the age of 17. These conditions were caused by some risk factors.
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Greer, Patrick, and Maeve Martin. "Problems experienced by third level students in reading scientific material." Irish Educational Studies 16, no. 1 (January 1997): 173–83. http://dx.doi.org/10.1080/0332331960160114.
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Kennedy, Norelee, John Healy, and Kieran O'Sullivan. "The Beliefs of Third-Level Healthcare Students towards Low-Back Pain." Pain Research and Treatment 2014 (April 10, 2014): 1–5. http://dx.doi.org/10.1155/2014/675915.
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Objectives. Beliefs held by healthcare providers are part of the complex recovery of a patient with low-back pain (LBP). The aim of this study was to investigate the attitudes and beliefs of Irish university healthcare students towards LBP. Methods. Physiotherapy (n=107), medicine (n=63), nursing, and midwifery (n=101) students completed the survey. Demographic data, LBP related beliefs [Back Beliefs Questionnaire (BBQ) and the Fear Avoidance Beliefs Questionnaire physical subsection (FABQ-PA)] were collected. Results. Two hundred and seventy-one students responded (response rate 29%). Student physiotherapists had significantly lower FABQ (P<0.001) scores than medical (95% CI [−5.492, −1.406]) and nursing students (95% CI [−7.718, −22.307]). Physiotherapy students had significantly higher BBQ scores (P<0.0001) than medical (95% CI [1.490, 5.406]) and nursing students (95% CI [6.098, 11.283]). Beliefs of physiotherapy and medical students were significantly better among fourth-year year than first-year students (P<0.0001) but were not significantly different for nursing students (P=0.820 for FABQ and P=0.810 for BBQ). Conclusions. Physiotherapy students had more positive beliefs towards LBP than medical and nursing students. Physiotherapy and medical students’ beliefs towards LBP significantly improved over the course of their studies.
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Yağcı, Esed, Tarık Başar, and İlkay Aşkın. "The prediction power of the learning level of life science course in science and technology course." Pegem Eğitim ve Öğretim Dergisi 6, no. 1 (November 24, 2015): 61–72. http://dx.doi.org/10.14527/pegegog.2016.004.
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Besides providing students with the essential life skills, Life Science Course Curriculum should also provide a basis to social sciences, and science and technology courses. In this study, it is intended to reveal the prediction power of the learning level of life science course in science and technology course. According to the result of the study, grades of the third grade life science course are significant in the prediction of student's grades of the fourth grade science and technology course. Students' grades of 57% of fourth grade science and technology course can be explained with third grade life science course's grade. Likewise, student's achievement test scores of third grade life science course are significant in the prediction of student's achievement tests of the fourth grade science and technology course. %47 of fourth grade science and technology course academic achievement scores can be explained with third grade life science course achievement test scores. Also, tetrachoric correlation analysis results show that third grade Life Science Course Curriculum has shown consistency with the attainments of the fourth grade Science and Technology Course Curriculum. In other words, the results of the study present clues that the third grade life science course is helpful to prepare the students to the fourth grade science and technology course
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AYOUB, Abdul Rahman Muhammad, and Asmaa Oreibi FADAEAM. "MATHEMATICAL THINKING AMONG THIRD-GRADE INTERMEDIATE STUDENTS." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (July 1, 2021): 474–98. http://dx.doi.org/10.47832/2717-8293.6-3.43.
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The aim of the current research is to identify the level of mathematical thinking and the level of its patterns among third-grade intermediate students, and to achieve the goal of the research, the following main null hypothesis was formulated: (There is no statistically significant difference at the significance level (0.05) between the average real performance of the students in the mathematical thinking test and their average performance The hypothesis of the same test (38). The study sample consisted of (386) female students. A test of mathematical thinking with its four patterns was built and consisted of (18) items distributed among its patterns as follows: 1. Visual thinking test (5) paragraph. 2. Deductive reasoning test (3) paragraph. 3. Critical thinking test (5) paragraph. 4. Creative thinking test (5) paragraph. The current research reached the following results: 1. The students of the research sample do not have the ability to think mathematically. 2. The students of the research sample have the ability to think visually. 3. The students of the research sample do not have the ability to think inductively. 4. The students of the research sample do not have the ability to think critically. 5. The female students of the research sample do not have the ability to think creatively.
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Cleary, Joan, Sinead Breen, and Ann O’Shea. "Mathematical literacy and self-efficacy of first year third level students." MSOR Connections 10, no. 2 (May 2010): 41–44. http://dx.doi.org/10.11120/msor.2010.10020041.
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O’Brien, S., H. Sinclair, S. Soni, T. O’Dowd, and D. Thomas. "Trends in alcohol consumption in undergraduate third level students: 1992–1999." Irish Journal of Medical Science 170, no. 4 (October 2001): 224–27. http://dx.doi.org/10.1007/bf03167782.
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Raston, Colin L., and Janet L. Scott. "Teaching green chemistry. Third-year-level module and beyond." Pure and Applied Chemistry 73, no. 8 (August 1, 2001): 1257–60. http://dx.doi.org/10.1351/pac200173081257.
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Teaching green chemistry at Monash University started in earnest in 1999 with the launch of a 12-lecture final year undergraduate course. The course was designed to introduce students to the field of green chemistry. The students had no prior knowledge of the field or indeed what green chemistry meant. The course covered a definition of green chemistry, historical issues, and challenges, together with an introduction to the principles and tools of green chemistry, evaluating the effects of chemistry and technology, general areas of green chemistry, and presenting examples of successful and developing green chemistry technologies. Several general references were used, although specific examples were from the primary literature. Another feature of the course was the analysis of recent papers. In addition, experiments linking into the course have been developed, and there are plans for postgraduate training, professional development, and community outreach involving postgraduate candidates.
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Saud, Wafa Ismail. "Lexical Errors of Third Year Undergraduate Students." English Language Teaching 11, no. 11 (October 26, 2018): 161. http://dx.doi.org/10.5539/elt.v11n11p161.
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The aim of the study was to examine the lexical errors made by EFL students. The technique for eliciting information employed was an achievement test. A sample of 30 Saudi female students was asked to write essays in English that were assessed by the researcher. The students were all majoring in English in the third year at King Khalid University. James (1998) taxonomy was selected as the most comprehensive framework for the analysis of the lexical errors in the students' writing. A total of 137 lexical errors were identified and analysed. These errors were divided into formal 117 (85.40) and semantic 20 (14.60). Formal mis- selection 54 (39.42) was the most frequent major category of lexical formal errors while mis-formation 15 (10.95) was the least frequent one. Confusion of sense relations 14 (10.22) was the most frequent among lexical semantic errors. At the individual level of lexical formal errors, the most problematic words for students were the vowel based types 24 (17.52) and borrowing and blending were not problematic at all. At the individual level of lexical semantic errors, the most problematic words for students were near synonyms 8 (5.84) and the least problematic words were general terms for specific ones and overtly specific terms 1 (0.73).Pedagogical implications for teaching vocabulary to EFL learners and recommendations for areas for further research were suggested.
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Apel, Kenn, and Victoria Suzanne Henbest. "Affix Meaning Knowledge in First Through Third Grade Students." Language, Speech, and Hearing Services in Schools 47, no. 2 (April 2016): 148–56. http://dx.doi.org/10.1044/2016_lshss-15-0050.
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Purpose We examined grade-level differences in 1st- through 3rd-grade students' performance on an experimenter-developed affix meaning task (AMT) and determined whether AMT performance explained unique variance in word-level reading and reading comprehension, beyond other known contributors to reading development. Method Forty students at each grade level completed an assessment battery that included measures of phonological awareness, receptive vocabulary, word-level reading, reading comprehension, and affix meaning knowledge. Results On the AMT, 1st-grade students were significantly less accurate than 2nd- and 3rd-grade students; there was no significant difference in performance between the 2nd- and 3rd-grade students. Regression analyses revealed that the AMT accounted for 8% unique variance of students' performance on word-level reading measures and 6% unique variance of students' performance on the reading comprehension measure, after age, phonological awareness, and receptive vocabulary were explained. Conclusion These results provide initial information on the development of affix meaning knowledge via an explicit measure in 1st- through 3rd-grade students and demonstrate that affix meaning knowledge uniquely contributes to the development of reading abilities above other known literacy predictors. These findings provide empirical support for how students might use morphological problem solving to read unknown multimorphemic words successfully.
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Olinghouse, Natalie G. "Student- and instruction-level predictors of narrative writing in third-grade students." Reading and Writing 21, no. 1-2 (May 8, 2007): 3–26. http://dx.doi.org/10.1007/s11145-007-9062-1.
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Agung, Antonius Setyawan Sugeng Nur, Efrika S. Siboro, and Charito A. Quinones. "EXPLORING THE LEVEL OF STUDENTS’ SELF-EFFICACY IN SPEAKING CLASS." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (October 18, 2022): 651–59. http://dx.doi.org/10.24071/llt.v25i2.4432.
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Exploring the level of the students’ self-efficacy toward their speaking ability is the grand design of this study. The participants of this study were 28 non-native students from the suburban area in West Borneo. Those students belong to the third semester of the speaking class. In collecting the data, they were given a questionnaire. An in-depth interview was also conducted with 3 prominent students to validate and triangulate the represented data in the questionnaire result. Adopting Bandura’s theory, the results of this study show that the students manifested slightly high self-efficacy in the magnitude dimension, slightly high self-efficacy in the generality dimension, and very high self-efficacy in the strength dimension. In addition, the in-depth interview affirms that the students’ level in magnitude is influenced by their educational background; the students’ level in generality is affected by their interests in their particular field, and the student's level of strength is determined by their strong belief.
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Hartini, Hartini, Hendra Harmi, Fadila Fadila, Edi Wahyudi M, and Jumira Warlizasusi. "Expressing the level of curiosity of students studying in college." Jurnal Konseling dan Pendidikan 8, no. 2 (July 30, 2020): 112. http://dx.doi.org/10.29210/148100.
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This research is designed to expose the level of curiosity of students in learning in the aspects of interest, novelty seeking, openness of experience, and exploration. In particular, we will measure the differences in curiosity assessed from the points of semester level and gender. The study involved 234 students in their third, fifth, and seventh semesters in nine study programs at the University. Data was collected from the curiosity questionnaire in learning, consisting of 48 items on the Likert scale with a reliability of 0.886. The results showed the level of curiosity of students in the aspects of interest, novelty seeking, and openness of experience to be in the medium category and in the exploration aspect, in the low category. On the other hand, students in the third semester a had higher curiosity in learning compared to students in semesters five and seven, while studies on the gender aspect did not find substantial differences in students' curiosity in learning.
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Borge, Sheree. "The use of drama activities in teaching German in a third-level classroom." Scenario: A Journal of Performative Teaching, Learning, Research I, no. 1 (January 1, 2007): 1–24. http://dx.doi.org/10.33178/scenario.1.1.1.
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This article discusses the use of drama activities in teaching German to various groups of students at Cork Institute of Technology in the academic year 2003/2004. The findings are based on action research and reflective practice. It describes the outcomes of the use of drama activities in the first-year classroom, and analyses what might have been done differently in order to achieve a more positive result. It also describes the more successful outcomes of the enactment of two dramatic activities by a second-year German class, and the use of a third drama activity with both second- and third-year students. The latter activity was created in collaboration with a colleague, and the latter’s participation and observations, as well as the students’ observations, formed an integral part of the analysis. The concluding part of the article makes suggestions for further research, and offers some advice to third-level teachers or lecturers who are interested in using drama in similar language classroom environments. This article discusses the use of drama activities in teaching German to various groups of students at Cork Institute of Technology in the academic year 2003/2004. The findings are based on action research and reflective practice. It describes the outcomes of the use of drama activities in the first-year classroom, and analyses what might have been done differently in order to achieve a more positive result. It also describes the more successful outcomes of the enactment of two dramatic activities by a second-year German class, and the use of a third drama activity with both second- and third-year students. The latter activity was created in collaboration with a colleague, and the latter’s participation and observations, as well as the students’ observations, formed an integral part of the analysis. The concluding part of the article makes suggestions for further research, and offers some advice to third-level teachers or lecturers who are interested in using drama in similar language classroom environments.
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Barruansyah, Rauf Tetuko. "Students' Writing Motivation of the Third Semester Students OF STIBA Persada Bunda." J-SHMIC : Journal of English for Academic 6, no. 1 (February 28, 2019): 33–44. http://dx.doi.org/10.25299/jshmic.2019.vol6(1).2574.
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Abstract
Motivation is one of the keys of success in learning because motivation is a factor that encourages the learners taking action and being active in learning process. In the study of Kinder in Washoe, he found that motivation is psychological mechanisms governing the direction, intensity, and persistence of action not due to solely to individual difference in ability to overwhelming environmental demands that coerce the force action. Sometimes, motivation can become a problem when it was low. So, the learners need to increase their writing motivation by doing some interesting activities. The goal of this research was to know how far students’ writing motivation. The subject of this research was the fourth semester students of Sekolah Tinggi Ilmu Bahasa Asing (STIBA) Persada Bunda, and the object was the students’ writing motivation. The writer used simple sampling to take the sample. Based on the data analysis, The percentage of students’ writing motivation score was 77.48%. It can concluded that students’ writing motivation of the third semester students of Persada Bunda was in Strong Level.
Keywords: Students’ writing motivation, Writing
MOTIVASI MENULIS MAHASISWA PADA MAHASISWA SEMESTER 3 SEKOLAH TINGGI ILMU BAHASA ASING PERSADA BUNDA
Abstrak
Motivasi adalah salah satu kunci kesuksesan didalam belajar karena motivasi adalah factor yang mendorong peserta didik untuk beraksi dan aktif didalam proses pembelajaran. Didalam penelitian oleh Kinder, dia menemukan bahwa mativasi adalah mekanisme perintah secara psikologi, intensitas, dan ketekunan dalam beraksi tidak semata mata karena perbedaan kemampuan untuk memeunhi permintaan lingkungan yang memaksa untuk melakukan aksi. Terkadang, motivasi bisa menjadi sebuah masalah ketika ia rendah. Jadi, mahasiswa perlu untuk meningkatkan motivasi menulis mereka dengan melakukan beberapa aktifitas yang menarik. Tujuan dari penelitian ini adalah untuk mengetahui sejauh mana tingkat motivasi menulis mahasiswa. Suyek penelitian ini adalah mahasiswa semester 3 Sekolah Tinggi Ilmu Bahasa Asing Persada Bunda, dan obyek penelitiannya adalah Motivasi menulis mahasiswa. Penulis menggunakan Simple sampling untuk mengambil sampel. Berdasarkan analisis data, persentase dari motivasi menulis mahasiswa berada pada nilai 77.48%. Hal ini dapat disimpulkan bahwa motivasi menulis mahasiswa semester 3 STIBA Persada Bunda adalah pada level “kuat”.
Kata-kata kunci: Motivasi Menulis, Menulis.
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Chatzi, Anna V., and Catriona Murphy. "Investigation on gender and area of study stereotypes among Irish third level students." International Journal of Educational Research Open 3 (2022): 100171. http://dx.doi.org/10.1016/j.ijedro.2022.100171.
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Cardinot, Adriana, and Paul Flynn. "Rapid Evidence Assessment: Mentoring Interventions for/by Students with Disabilities at Third-Level Education." Education Sciences 12, no. 6 (June 2, 2022): 384. http://dx.doi.org/10.3390/educsci12060384.
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The number of students with disabilities enrolling in higher education has shown an increase across the world. Despite this, many students with disabilities still encounter several barriers in transitioning to third-level education. Educational mentoring programmes have emerged as interventions that have the potential to provide peer support and reduce isolation in higher education. However, there is little understanding of how this intervention could benefit students with disabilities in mentor and mentee roles. This systematic review aimed to collate, synthesise, and compare empirical studies describing mentoring programmes, interventions, or initiatives in which undergraduates with disabilities acted as mentors or mentees. The study employs a rapid evidence assessment methodology to gather, analyse, and compare relevant publications describing mentoring interventions involving students with disabilities. The search was limited to studies published between 2010 and 2021. In total, eleven studies met the PICO criteria established in this review. The results obtained in this study present evidence of the multiple benefits and key elements of mentoring programmes for/by students with disabilities to facilitate the transition to higher education in social and academic engagement. In particular, it was found that mentoring programmes can have an impact on mentors and mentees, such as the feeling of empowerment, a sense of belonging in the university, normalising academic challenges, and increased empathy and awareness of disabilities. Key recommendations for designing mentoring interventions involving students with disabilities are also outlined.
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Ayoola, Olapeju Latifat, and Eleni Mangina. "The Construction of a Personalised and Social U-Learning Environment for Third Level Education." International Journal of Cyber Ethics in Education 2, no. 3 (July 2012): 45–56. http://dx.doi.org/10.4018/ijcee.2012070103.
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This paper presents a ubiquitous learning (u-learning) system, the “Personalised Ubiquitous Learning Platform” (PULP), which integrates collaborative and social learning for the enhancement of the third level educational learning experience. University College Dublin (UCD) provides its students with managed learning environments (MLEs) and adaptive learning via UCD Horizon which enables students to take different courses from different colleges throughout the university. The main objective of this platform is to complement the current MLEs with a single supported intelligent and personalised ubiquitous learning environment that will promote and make provisions for adaptive and collaborative learning, human computer interaction on mobile and desktop clients anywhere and anytime. The system aims to enhance the students’ learning experience in third level educational environment by employing personalisation techniques such as the agent-oriented recommendation technique to engage students and help them access the content material for their studies.
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Mondragón-Sánchez, Edna Johana, Erika Alejandra Torre Cordero, María de Lourdes Morales Espinoza, and Erick Alberto Landeros-Olvera. "A comparison of the level of fear of death among students and nursing professionals in Mexico." Revista Latino-Americana de Enfermagem 23, no. 2 (April 2015): 323–28. http://dx.doi.org/10.1590/0104-1169.3550.2558.
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OBJECTIVE: to compare the level of fear of death in nursing students and professionals. METHOD: this was a comparative-transversal study examining 643 nursing students and professionals from a third-level institution. A random sampling method was employed, and the sample size was calculated by power analysis. The study was developed during three stages: the first stage consisted of the application of a pilot test, the second stage involved the recruitment of the participants, and the third stage measured the participants' responses on the Collett-Lester Fear of Death Scale. RESULTS: the average fear of death was moderate-high (-X=3.19±0.55), and the highest score was observed for the fear of the death of others (-X=3.52±0.20). Significant differences in the perceptions of fear of death were observed among the students of the first three years (p<.05). However, no significant differences were observed among the first- and fourth-year students and professionals (p>.05). CONCLUSIONS: it is possible that first-year students exhibit a reduced fear of death because they have not had the experience of hospital practice. Students in their second and third year may have a greater fear of death because they have cared for terminal patients. However, it appears that greater confidence is acquired over time, and thus fourth-year students and professionals exhibit less fear of death than second- and third-year students (p<.05).
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Ali Naqeeb, Abdulnaser Mohammed. "Vocabulary Size of University of Aden English Language Students." REiLA : Journal of Research and Innovation in Language 3, no. 1 (April 20, 2021): 71–78. http://dx.doi.org/10.31849/reila.v3i1.4980.
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This research paper tried to evaluate the department of English students' vocabulary size by using Nation Vocabulary size tests (VST). The study used a sample of the third level students at the department of English-Faculty of Education-Aden at the University of Aden in three categories according to their academic achievement in the class (High =80-100, Medium= 70-79.99 and Low =less than 69.99). To measure the vocabulary size, the researcher used on Nation and Beglar (2007) (14000) vocabulary size test. Based on the analysis of students correct answers in the VST, the study found that students' vocabulary size ranges between 1000-8000 words with variant percentages. It was found that (80%) of third level students vocabulary size (high 08-100 and medium 70-79.99) is in the range (1000-3000), (76%) of third level students vocabulary size (high 08-100) is in the range (1000-5000) and (51%) are in the range (1000-8000). The study found that (59%) of third level students (medium 70-79.99) are in the range (1000-5000) and (40%) of them are in the range (1000-8000). The third level students (low, less than 69.99) recorded the lowest size by (50%) in the range (1000-3000), (41%) in the range (1000-5000) and only (21%) are in the range (1000-8000). Considering the total word size of the three categories together, the study found that (70%) are in the range (1000-3000), (59%) range in the range (1000-5000) and (37%) are in the range (1000-8000).
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Delony, Sheila, and Katie Hathorn. "Teacher Influence on Book Selection of Third Grade Students." Georgia Journal of Literacy 35, no. 1 (October 30, 2012): 24–28. http://dx.doi.org/10.56887/galiteracy.46.
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This study explored the ways that two teachers taught their students to select books for independent reading and the ways the students demonstrated their understanding of those lessons. Two teachers and 12 third-grade students participated in this qualitative, comparative case study. Results suggest that students who learned to select books based on personal interests and to judge the book’s level of difficulty independently demonstrated higher levels of self-efficacy and intrinsic motivation to read. Conversely, students who learned to use external criteria for choosing books demonstrated an external locus of control and relied on external motivation for reading.
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Pestell, Richard, and J. Richard B. Ball. "Authoritarianism among Medicine and Law Students." Australian & New Zealand Journal of Psychiatry 25, no. 2 (June 1991): 265–69. http://dx.doi.org/10.3109/00048679109077744.
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This study assessed the effects of gender, faculty, and year (level) on “authoritarianism” among university students within the faculties of law and medicine. A questionnaire, using the Ray Adapted F Scale to measure authoritarianism, was administered to 454 students at the University of Western Australia. The first, third and sixth year medical students were compared with first, third and final year law students. Gender alone was responsible for a significant source of variance, with males more authoritarian than females. Faculty alone showed a strong trend towards significance with medicine more authoritarian than law. Although no other 2– or 3– way interactions were significant a trend was apparent in which females became more and males less authoritarian with increasing level.
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Weiss, Anna. "And who says it doesn’t make sense? Drama in third-level language classrooms." Scenario: A Journal of Performative Teaching, Learning, Research I, no. 1 (January 1, 2007): 25–51. http://dx.doi.org/10.33178/scenario.1.1.2.
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This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail. This article examines possible implications of Drama in Education (DiE) used in the third-level language classroom. It is based on a series of lessons that I conducted with university students of German, an analysis of the students’ feedback and my own observations. I argue that the small number of publications on the use of DiE in university teaching should not be interpreted as a signal that drama pedagogy does not have a place at this level; on the contrary, this approach has potential that should be highlighted rather than overlooked. In the first part of the article, I will focus on the theoretical basis of DiE, namely central characteristics, implications for the language classroom, and practical issues regarding the practice of language teaching and learning through drama. In the second part, my practical work will be presented and discussed in more detail.
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Anakara, Hazem Riad Suleiman. "Assessment of Biological Literacy Levels Among Third-Grade Secondary School Students in Medina." International Education Studies 14, no. 7 (June 24, 2021): 47. http://dx.doi.org/10.5539/ies.v14n7p47.
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This research aims to assess the levels of biological literacy (nominal, functional, structural, and multi-dimensional) among students of the third grade of scientific secondary school in Medina. To achieve the objectives of the research, the researcher used the descriptive and analytical method, and a sample of (340) students was selected by the random cluster method. A scale was prepared in the light of Project (2061) Vision, and the Uno and Bybee model (Uno & Bybee, 1994) to assess students’ ability to identify biological concepts (nominal literacy), define some biological concepts (functional literacy), and understand biological diagrams (structural literacy), and measuring some students’ skills on understanding a short biological text (multi-dimensional literacy). The results reflected a high level of nominal literacy and a low level of multi-dimensional literacy. The results also showed that the students possessed the functional level and the structural level. The study recommends that biology teachers use effective teaching methods that enable them to present biological knowledge in the form of social issues and problems related to technology and other sciences.
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Mocny-Pachońska, Katarzyna, Rafał J. Doniec, Sylwia Wójcik, Szymon Sieciński, Natalia J. Piaseczna, Konrad M. Duraj, and Ewaryst J. Tkacz. "Evaluation of the Most Stressful Dental Treatment Procedures of Conservative Dentistry among Polish Dental Students." International Journal of Environmental Research and Public Health 18, no. 9 (April 22, 2021): 4448. http://dx.doi.org/10.3390/ijerph18094448.
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Background: Dental schools are considered to be a very stressful environment; the stress levels of dental students are higher than those of the general population. The aim of this study was to assess the level of stress among dental students while performing specific dental procedures. Methods: A survey was conducted among 257 participants. We used an original questionnaire, which consisted of 14 questions assigned to three categories: I—Diagnosis, II—Caries Treatment, and III—Endodontic Treatment. Each participant marked their perceived level of stress during the performed dental treatment procedures. The scale included values of 0–6, where 0 indicates no stress, while 6 indicates high stress. Results: Third- (p=0.006) and fourth-year (p=0.009) women were characterized by a higher level of perceived stress during dental procedures related to caries treatment. Caries treatment procedures were the most stressful for 18.3% of third-year students, 4.3% of fourth-year students, and 3.2% of fifth-year students. Furthermore, 63.4% of third-year students, 47.3% of fourth-year students, and 17.2% of fifth-year students indicated that they felt a high level of stress when performing endodontic procedures. Conclusion: Third- and fourth-year female students are characterized by a higher level of stress during caries and endodontic treatment procedures. The most stressful treatments for participants were endodontic treatment procedures.
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Miller, Samuel L., and Judith D. Meece. "Third Graders’ Motivational Preferences for Reading and Writing Tasks." Journal of Cognitive Education and Psychology 1, no. 1 (January 2000): 78–99. http://dx.doi.org/10.1891/1945-8959.1.1.78.
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In this study we evaluated 24 third-grade students’ preferences for reading and writing tasks. Tasks were identified according to challenge level based on the amount of required writing, whether students studied collaboratively, and duration. Students gave performance judgments and value ratings for 2 high- and 2 low-challenge tasks and explained their ratings. Students who had frequent opportunities to complete high-challenge tasks preferred them because they felt creative, experienced positive emotions, and worked hard. Students with less exposure to high-challenge tasks questioned whether they had the appropriate metacognitive abilities to complete them. Overall, students expressed a dislike for low-challenge tasks because they were boring and required minimal thought. Discussion focuses on how teachers can scaffold instruction for students at different achievement levels.
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O'Brien, Trevor. "Exploring the views of students with dyslexia attending a third level college in Ireland." Support for Learning 37, no. 3 (August 2022): 423–34. http://dx.doi.org/10.1111/1467-9604.12418.
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Borges, Joyce, and Molly Byrne. "Investigating COVID-19 risk perception and preventive behaviours in third-level students in Ireland." Acta Psychologica 224 (April 2022): 103535. http://dx.doi.org/10.1016/j.actpsy.2022.103535.
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Yoon, Jung-Ae. "First Aid Knowledge level and Awareness of Some Dental Hygiene Student's." Korean Society of Oral Health Science 10, no. 2 (June 30, 2022): 121–27. http://dx.doi.org/10.33615/jkohs.2022.10.2.121.
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Objectives: The purpose of this study is to improve students' ability to cope with emergency situations in clinical settings by examining students' knowledge level and awareness level on dental hygiene and first aid.
Methods: A survey was conducted on the self-assessment 207 students from first, second, and third grades in the Department of Dental Hygiene.
Results: Dental hygiene students’ The knowledge level of first aid knowledge of dental hygiene students was low, but and their awareness of the necessity of first aid education was high.
Conclusions: Therefore, it is judged that this study will serve as basic data for the development of first aid education programs.
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Obaid, Rana. "Assessment Practices of Preparatory Year English Program (PYEP): Investigating Student Advancement through Third and Fourth Levels." English Language Teaching 9, no. 7 (May 10, 2016): 48. http://dx.doi.org/10.5539/elt.v9n7p48.
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<p>This small-scale mixed method research focuses on investigating the way Preparatory Year English Program (PYEP) female students in a Saudi tertiary level institution context are assessed and how they are advanced from level three (Pre-intermediate) and level four (Intermediate). A four-point agreement scale survey was conducted with fifteen English as a Foreign Language (EFL) teachers in the PYEP to critically investigate the issue from their own perspective. Furthermore, semi-structured interviews were conducted with eight EFL students studying in PYEP in the third and fourth levels. The analysis of the data indicated that teachers were lenient in grading students. They tend to adjust grading practices to the benefit of the students, so students were allowed to pass and progress to the next level up. Additionally, the interviewed students argued that teachers could help them by granting them up to five grace marks to pass their exams. The study also showed that teachers possessed sufficient power in assigning grades following assessment. They used this power to the advantage of their students to make them advance to the following level. The study concludes with suggestions and recommendations for further research.</p>
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Khairunnisa, Fitriyany, Sri Wahyuni, Fauzul Etfita, and Asnawi Asnawi. "Students' Ability in Writing Sequence of Events Based on Up Movie." JEE (Journal of English Education) 7, no. 2 (December 28, 2021): 133–46. http://dx.doi.org/10.30606/jee.v7i2.1099.
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This research was conducted aiming to an analysis of students’ ability in writing sequence of events based on “UP” movie by the third-year students at English Language Education Study Program of Universitas Islam Riau. This study was descriptive research and the method used in this research is the quantitative method with utilizing SPSS software to calculate the frequency, percentage, and mean score. The subject of this research were the students at the third year that consisted of 35 students and this research focused on five aspects of writing. In gathering the data, this research used Google form to collect the result writing test of the students. From the data analysis of 35 students who took the writing test, 4 students were in good to excellent level which the percentage is 11.4%. 27 students were in average to good level which the percentage is 77.1%. 4 students gain poor to average level with the percentage is 11.4% and no one of the students (0%) got poor level. Based on the researcher analysis from the result of the research, the highest score that most students could gain was in the vocabulary aspect with the mean score 3.68. Meanwhile, the lowest score that the students could gain was in fluency with the mean score 3.06. So, in this case, the researcher could interpret that the third-year students were on average to good level and able to write the sequence of events of the movie.
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Wlosowicz, Teresa Maria. "The Advantages and Limitations of Translanguaging in Teaching Third of Additional Languages at the University Level." Multidisciplinary Journal of School Education 9, no. 1(17) (June 30, 2020): 135–69. http://dx.doi.org/10.35765/mjse.2020.0917.08.
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The purpose of the paper is an analysis of the advantages and limitations of the use of translanguaging, or the mobilisation of students’ whole multilingual repertoires to facilitate understanding and learning (Lewis, Jones, Baker, 2012, p. 655), in the teaching of third or additional languages (De Angelis’s (2007) term) at the university level. The paper is based on two studies by the [name deleted to maintain the integrity of the review process], on the use of translanguaging in the teaching of Spanish [name deleted to maintain the integrity of the review process] and French [name deleted to maintain the integrity of the review process]. It analyses the use of translanguaging for the purposes of explanation and awareness-raising, taking into consideration the increased language learning experience and awareness of multilingual students (cf. Hufeisen, 2018), and its perception by the students. However, despite its advantages, it also has limitations related to students’ lack of experience with translanguaging and unwillingness to use their multilingual repertoires in learning particular languages.
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Basri, Megawati, Fahmi Djaguna, and Balqis Husain. "ANXIETY LEVEL IN ENGLISH SPEAKING AMONG AHMAD DAHLAN STUDENTS." Lire Journal (Journal of Linguistics and Literature) 4, no. 1 (March 16, 2020): 40–49. http://dx.doi.org/10.33019/lire.v4i1.57.
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One language that is a communication tool in various parts of the world is English; English has become a language that must be mastered by the community, especially students. However, not everyone can easily speak English. The purpose of this research is to know the level of anxiety when they speak in English at Universitas Ahmad Dahlan students. This research uses a qualitative method. One hundred and twenty seven students were selected as the participants of the questionnaire; the tool used for this study was adapted from Horwitz, Horwitz & Cope (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The result of this study was showed that the majority of the students (n=103) were found students had a moderate level of anxiety, one student had a very high level of anxiety and thirteen students were found to had a high level of anxiety. The level of anxiety by dimensions, such as the Fear of Negative Evaluation (FNE) ranks third. Meanwhile, Communication Apprehension (CA) and Test Anxiety (TA) are significantly dominant performance anxieties.
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Loong, Tang Eng. "Self-Regulated Learning Strategies and Their Effects on Math Performance of Pre-University International Students in Malaysia." Journal of Education and Vocational Research 3, no. 3 (March 15, 2012): 89–97. http://dx.doi.org/10.22610/jevr.v3i3.54.
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The study examined any differences in self-regulated learning (SRL) strategies between two groups of international students in the Monash University Foundation Year (MUFY) program in Malaysia, in which one group of 58 international students in their first semester, and another group of 18 international students in their second and third semesters. It followed by examining the effect of the use of SRL strategies on math performance for both groups. The Learning and Study Strategies Inventory (LASSI) was used to measure the use of SRL strategies among international students, and the final score of the most manageable mathematical subject was used to measure their math performance. The result indicated that first-semester international students used as many SRL strategies as second- and thirdsemester international students, and no significant difference in math performance between the groups was found. The result also revealed that attitude towards academic tasks; motivation level and test taking strategies were positively associated with math performance of first-semester international students, while anxiety towards tests, attitude towards academic tasks and test taking strategies were positively associated with second- and third-semester international students’ math performance. Moreover, math performance of first-semester international students was significantly predicted by attitude towards academic tasks and test taking strategies, but second- and third-semester international students’ math performance was not significantly predicted by any SRL strategies.
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Lucas, K. C., S. M. Dippenaar, and P. H. Du Toit. "Analysis of assessment practice and subsequent performance of third year level students in natural sciences." Africa Education Review 11, no. 4 (September 3, 2014): 563–83. http://dx.doi.org/10.1080/18146627.2014.935004.
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Majeed, Haleema. "The Accuracy Order of Grammatical Morphemes in Pakistani Intermediate Level Students." Journal of English Language, Literature and Education 3, no. 02 (December 20, 2021): 84–103. http://dx.doi.org/10.54692/jelle.2021.030295.
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Grammar is one of the essential aspects of language learning, particularly in second language learning. There have been various studies conducted to address the grammatical problems students face in writing while learning English as a second language. Therefore, this study explored the accuracy order of the grammatical morphemes in learners of English at an intermediate level. Specifically, it looked at the accuracy order of five English grammatical morphemes: plural –s, possessive –‘s/ ‘morpheme, regular and irregular past, progressive –ing morpheme, third-person singular s/es. Further, this study aims to compare the order of acquisition of the grammatical morphemes in male and female students and the overall order of acquisition of five grammatical morphemes in the intermediate level students. The current study is based on the theoretical assumptions provided by Dulay and Burt (1973) and Krashen (1977) for the morpheme order acquisition for L2 contexts. The data was collected through a stratified sampling technique in questionnaires from thirty male and thirty female students of intermediate level from different areas of Muzaffarabad, Azad Kashmir, Pakistan. The study's findings show that the accuracy order for the grammatical morphemes are: regular and irregular verb, third-person singular morpheme, possessive morpheme, plural morpheme, and progressive morpheme. The results also show that the order of morpheme acquisition in male and female students is different. Females acquire regular and irregular verbs first, and at last, they acquire progressive morpheme, while males acquire regular and irregular verbs first, and at last, they acquire plural morphemes. Moreover, the current research contradicts Dulay and Burt's (1973) and Krashen's (1977) research concerning grammatical morpheme acquisition. In the light of generated results, the current study also suggests a need to adequately designed classroom activities to facilitate the grammatical morpheme acquisition of EFL/ESL learners.
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Sinaga, Muhammad Ishak, Bornok Sinaga, and Elvis Napitupulu. "Analysis of Students' Mathematical Communication Ability in the Application of Vygotsky's Theory at High School Level." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 4, no. 1 (January 14, 2021): 132–44. http://dx.doi.org/10.33258/birle.v4i1.1567.
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This study aims to analyze and discover the extent to which students 'mathematical communication skills in the application of Vygotsky's theory, to analyze and find descriptions of students' answer processes through tests of mathematical communication skills, and to analyze and find errors and difficulties of students in developing mathematical communication skills. Data obtained through tests of mathematical communication skills, Vygotsky's Theory questionnaire, student response questionnaires, interview guidelines, and data triangulation. This study uses qualitative data analysis used to analyze data on students' mathematical communication skills and student response questionnaire data through learning in the application of Vygotsky's theory with 5 items of two-variable linear program material in the form of essays in grade XI MIA-2 students of Al Ulum Medan Private High School. Who are given treatment through learning by applying Vygotsky's theory in the odd semester of the 2019/2020 learning year, which has 35 students. Based on the research results, there were 3 students (8.57%) who had a high level of mathematical communication skills; 7 students (20%) have moderate level of mathematical communication skills; 25 students (71.43%) have a low level of mathematical communication skills. After analyzing the student's answer process descriptively, the student's answer process to the mathematical communication test can be concluded that in the first indicator there are 15 students who are able to solve the questions correctly. In the second indicator, there are 8 students who are able to solve the questions correctly. In the third indicator, there are 8 students who are able to solve the questions correctly. In the fourth indicator, there are 4 students who are able to solve the questions correctly. In the fifth indicator, there are 6 students who are able to solve the questions correctly. In the sixth indicator, there are 4 students who are able to solve the questions correctly.
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Pakasi, Jenny H., and Jeremy Beal. "PORTFOLIO ASSESSMENT FOR AN UNDERGRADUATE INTERMEDIATE LEVEL WRITING CLASS." Edusentris 5, no. 2 (March 19, 2019): 91. http://dx.doi.org/10.17509/edusentris.v5i2.297.
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Portfolio assessment has long been advocated as a means for students to reflect on and improve their writing. It allows students and teachers to identify consistent areas of strength and weakness to improve the students’ writing. This paper reports on an action research study in a third semester writing class in the English department of Sam Ratulangi University in Indonesia. The objective is to determine how and to what extent portfolio assessment is useful for improving students’ writing. Each student kept a portfolio of their written work, which was used by the teachers to analyze students’ progress over the course of the semester. Students wrote several paragraphs, with each paragraph going through three drafts and incorporating self- and peer-editing, in addition to being edited by a course instructor. At the end of the semester, the teachers compared the students’ writing from the beginning, middle, and end of the semester. Their writing was analyzed to determine changes in paragraph development, organization, and selected grammatical features. In general, the development and organization of the students’ writing showed significant improvement, while results for grammar were less consistent, depending more on individual factors and error type.
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Nopitasari, Dian. "ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS TERHADAP SOAL-SOAL OPEN ENDED." M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika 2, no. 2 (August 1, 2017): 195–202. http://dx.doi.org/10.31943/mathline.v2i2.46.
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The purpose of this study is to determine the level of students' mathematical creative thinking ability in solving open-ended problems in discrete mathematics courses. This research uses descriptive qualitative method. The population in this research is the third semester students of Mathematics Education UMT. The sample was taken by norm referenced evaluation technique that is students in semester III-A3 who have high, medium and low mathematical ability. The instruments used include creative thinking ability tests, observation sheets and interview guides. The result of data analysis shows that the students with the category of creative mathematical thinking level with the percentage of respondents is 84.61%, the category of mathematical creative thinking level is very low with 12.82% percentage, the level of creative creativity level is not creative with 2.56% percentage. From the result, we get the average category of students' mathematical creative thinking ability in the third semester-A3 is 67,94 with medium category level.
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Handayani, Sri Lestari, and Arifin Arifin. "Analysis Students' Misconception in Optical Material Using Three Tier Multiple Choice Diagnostic Test." Physics Education Research Journal 3, no. 2 (August 29, 2021): 75–84. http://dx.doi.org/10.21580/perj.2021.3.2.8703.
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This study aims to analyze the misconceptions of Senior High School students and their cause in Optical material. The data collection techniques used in this research are tests and interviews. The three tiers multiple-choice diagnostic test used consists of three levels, the first is a question, the second is the reason for the answer, and the third is the student's confidence level. The data analysis techniques used in this research are multiple-choice scoring analysis without fining and student's misconceptions level's percentage analysis. The lowest misconception level is 10.4% on the light refraction indicator, and the highest is 41.6% on the distance and characteristic of the image on the concave mirror. The sources of students' misconceptions found in this study are the students themselves, books, friends, teachers, students' daily experiences, and the Internet.
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Francis-Floyd, Ruth, and Maia McGuire. "Third Grade Manatee Curriculum—Introduction." EDIS 2015, no. 5 (August 5, 2015): 2. http://dx.doi.org/10.32473/edis-vm203-2015.
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This 2-page fact sheet is the introduction to the Third Grade Manatee Workbook series. This curriculum provides a series of individual lessons covering manatee biology and ecology, as well as highlighting some of the ways that humans impact and can protect manatees. The curriculum has been written at a third-grade level but can be adapted for older or younger students. Written by Ruth Francis-Floyd and Maia McGuire, and published by the Veterinary Medicine—Large Animal Clinical Sciences Department, UF/IFAS Extension, July 2015. (Photo credit: Keith Ramos, USFWS) VM203/VM203: Third Grade Manatee Curriculum—Introduction (ufl.edu)
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Niczyporuk, M., I. Juśkiewicz, and M. Knaś. "Analysis of students’ knowledge about the biological hazards present in the work of cosmetologist." Progress in Health Sciences 8, no. 2 (December 31, 2018): 131–36. http://dx.doi.org/10.5604/01.3001.0012.8335.
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Introduction: The cosmetologists' health complications can be inducted by their work conductors. The presence of numerous biological harmful factors in their future workplace requires from graduates the faculty of cosmetology extensive knowledge about health threats and prevention methods. Purpose: The survey aimed to get to know and compare the knowledge of students of the first and third year of Cosmetology at the Lomza State University of Applied Sciences on the biological hazards present in cosmetologist's work. Materials and methods: 50 female students (24 first-year students and 26 third-year students) took part in the survey. Results: In almost all cases, responses from third- year Cosmetology showed a higher level of knowledge of biological infections which may threaten in the beauty parlor for themselves and their clients. Also, in the area of preventing the spread of these infections, they had a higher knowledge than their younger friends. Conclusions: The level of knowledge of third-year students is significantly higher than the knowledge of first-year students in Lomza State University of Applied Sciences. It is satisfactory that first-year students who already started education in this field, they know biological threats.
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Adamson, J., and H. Clifford. "An Appraisal of A-Level and University Examination Results for Engineering Undergraduates." International Journal of Mechanical Engineering Education 30, no. 3 (July 2002): 265–79. http://dx.doi.org/10.7227/ijmee.30.3.8.
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The examination performance of Mechanical Engineering undergraduate students from two comparable UK universities over a three-year study period is analysed. For each student group the examination results from each year of study are compared with each other, with the third-year project mark, with A-level results and with the results of a prior knowledge assessment test using a ranking correlation technique. The significance of the derived correlation coefficients is assessed and discussed. Subsequently, third-year marks are further appraised in relation to the combined A-level ‘score’ and A-level Mathematics ‘grade’, and the distribution of the differences between third- and first-year marks is examined.
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Bello, T. B., I. O. Bamigbayan, M. A. Adeyemi, J. O. Odekuoye, and E. A. Ajayi. "Disaster preparedness level in hazard laden environment: A case study of tertiary institution students in Osogbo, Osun State, Nigeria." Research Journal of Health Sciences 10, no. 4 (December 8, 2022): 390–400. http://dx.doi.org/10.4314/rejhs.v10i4.10.
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Objective: The aim was to assess disaster preparedness of tertiary institution students in Osogbo, Osun State.Materials and methods: A cross sectional study carried out among 360 tertiary institution students using a semi structured self-administered questionnaire.Results: Extreme heat, extreme cold and overcrowding are the hazards commonly exposed to by the students. While some respondents reported availability of safety equipment in their school, majority do not either have access to it or know how to operate these equipment. About two thirds (62.5%) are aware of disaster impact while only about one third (33.3%) are highly prepared for it. Bivariate analysis shows that religion (p=0.032), marital status (p=0.027) and family type (P=0.008) were significantly associated with their awareness level while only program of study (P=0.013) was significantly associated with preparedness level.Conclusion: Tertiary institution students in Osogbo are exposed to various hazards and majority are not well prepared for it.
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Najjar, Nicolas. "Factors influencing lexical transfer in third language acquisition." Studia Linguistica Universitatis Iagellonicae Cracoviensis 137, no. 4 (2020): 259–83. http://dx.doi.org/10.4467/20834624sl.20.021.12983.
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The present paper examines the factors influencing lexical transfer in third language acquisition (TLA) by examining studies devoted to lexical transfer from L1 and L2 into L3 that were mainly conducted in Europe. There are several factors that have influence on lexical transfer: linguistic (such as typology), contextual (such as naturalistic setting vs. formal setting), psycho-linguistic (such as psychotypology and the learners’ awareness of cognates), individual (such as learners’ age) and other factors (such as L2/L3 proficiency level). The results of the survey indicate that negative lexical transfer from both L1 and L2 to L3 occurs (a) in naturalistic contexts, (b) when languages are typologically similar, (c) when students perceive these languages as similar, and (d) when L2 proficiency level is high and L3 proficiency level low. In contrast, positive lexical transfer from L2 to L3 occurs (a) in formal settings, (b) when students perceive these languages as similar, (c) when learners’ awareness of true cognates is high, and (d) when both L2 and L3 proficiency level are high. Additionally, the learners’ age was found to potentially predict the relative weight of lexical transfer in TLA in the following manner: negative lexical transfer from L1 and L2 to L3 may increase with age. Finally, it was found that when L1, L2, and L3 are equally proximate, it is the L1 that has the primary influence on lexical transfer in TLA.
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Yaroshevich, Irina. "ASSESSMENT OF PHYSICAL DEVELOPMENT OF STUDENTS FIRST COURSE." Modern Technologies and Scientific and Technological Progress 1, no. 1 (May 17, 2021): 355–56. http://dx.doi.org/10.36629/2686-9896-2021-1-1-355-356.
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In the course of training sessions, the data of third-year students with somatoscopy
and anthropometry were revealed, which make it possible to assess the level of physical development
and body features of girls.
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Suhaimi, Suhaimi, Fadly Azhar, and Eliwarti Eliwarti. "AN ANALYSIS OF SPEAKING ANXIETY EXPERIENCED BY THE THIRD-YEAR STUDENTS AT SMPN 2 BAYAT OF ANAMBAS ISLAND." JURNAL PAJAR (Pendidikan dan Pengajaran) 6, no. 3 (May 23, 2022): 633. http://dx.doi.org/10.33578/pjr.v6i3.8752.
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This article focuses on the study that aims to find out the levels and the major causes of speaking anxiety experienced by the third-year students at SMPN 2 Bayat of Anambas Island. Total sampling was used in this research since the pool of participants was relatively small consisting of 13 students overall. In collecting the data, students were asked to fill out a set based on a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire developed by Horwitz et al (1986). After analyzing the data, it was found that most students experienced speaking anxiety on a moderate level. The results suggested that 4 students with a percentage of 30.77% were classified as a high level, 9 students with a percentage of 69.23% were classified as a moderate level and none of the students or 0% was classified to have a low level of anxiety. Additionally, “lack of preparation”, “afraid of being laughed at” and “afraid of being called in English classes” were the major causes of speaking anxiety that most participants agreed with. Thus, some suggestions were provided with the expectation of reducing students’ anxiety while speaking English.
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Floyd, Maxine, Maia McGuire, and Ruth Francis-Floyd. "Third Grade Manatee Curriculum—Lesson 10: How Students Impact Their Environment." EDIS 2015, no. 5 (August 5, 2015): 2. http://dx.doi.org/10.32473/edis-vm213-2015.
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This 2-page fact sheet is the tenth lesson of the Third Grade Manatee Workbook series. This curriculum provides a series of individual lessons covering manatee biology and ecology, as well as highlighting some of the ways that humans impact and can protect manatees. The curriculum has been written at a third-grade level but can be adapted for older or younger students. Written by Maxine Floyd, Ruth Francis-Floyd, and Maia McGuire, and published by the Veterinary Medicine—Large Animal Clinical Sciences Department, UF/IFAS Extension, July 2015. (Photo credit: Keith Ramos, USFWS)
VM213/VM213: Third Grade Manatee Curriculum—Lesson 10: How Students Impact Their Environment (ufl.edu)
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Lee, Okin, and Mikyung Shin. "Adapting National-Level Textbooks for Students With Disabilities in South Korea." Intervention in School and Clinic 55, no. 4 (June 22, 2019): 257–63. http://dx.doi.org/10.1177/1053451219855742.
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Educators in South Korea have been adapting textbooks and related activities to meet the increasing need for national-level curricula for teachers of special and general education for students with disabilities at the elementary school level. The underlying aim is to create inclusive educational environments. There are four steps in adapting national-level textbooks to make education inclusive of students with disabilities in South Korea: (a) Step 1—Determine the need for textbook adaptation, (b) Step 2—Identify and adapt curricular goals and objectives, (c) Step 3—Create classroom materials and adapt textbooks, and (d) Step 4—Monitor the progress of the use of textbook adaptations. This column presents the process, using examples of topics in third-grade mathematics that are foundational for future learning.