scholarly journals Creating variable developmental situations in primary school lessons

2017 ◽  
Vol 22 (3) ◽  
pp. 46-52
Author(s):  
S.V. Zaitsev
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Learning Motivation ◽  
First Year ◽  
Personal Reflection ◽  
The Third ◽  
Part Time ◽  
Low Levels ◽  
Major Discipline ◽  
Different Levels

The paper discusses the intensity of learning motivation in university students of various forms, stages and courses of education and its relationship with personal reflection. Large amounts of empirical data obtained in this research allow us to assert that the adequacy of learning motivation is higher in graduate students than in undergraduate students, the latter demonstrating the highest rates in their first year of study and the lowest in the third. Motivation rates in part-time undergraduate students tend to decrease during the first three years at university; however, the rates increase in the fourth year. We also compared learning motivation in respondents with different levels of reflective thinking. Asit was revealed, adequate motivation and motives for acquiring the profession were higher in students with high levels of reflection as compared to those displaying average and low levels. Moreover, the highest rates of reflection were found in students who planned to pursue their profession and knew exactly in which field, whereas the lowest rates were common for students who were not certain as to whether their work would correspond with their major discipline.

scholarly journals Learning motivation and personal reflection in students: features and relationship

2017 ◽  
Vol 22 (3) ◽  
pp. 53-62 ◽  
Author(s):  
T.S. Tikhomirova ◽  
N.V. Kochetkov
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Learning Motivation ◽  
First Year ◽  
Personal Reflection ◽  
The Third ◽  
Part Time ◽  
Low Levels ◽  
Major Discipline ◽  
Different Levels

The paper discusses the intensity of learning motivation in university students of various forms, stages and courses of education and its relationship with personal reflection. Large amounts of empirical data obtained in this research allow us to assert that the adequacy of learning motivation is higher in graduate students than in undergraduate students, the latter demonstrating the highest rates in their first year of study and the lowest in the third. Motivation rates in part-time undergraduate students tend to decrease during the first three years at university; however, the rates increase in the fourth year. We also compared learning motivation in respondents with different levels of reflective thinking. Asit was revealed, adequate motivation and motives for acquiring the profession were higher in students with high levels of reflection as compared to those displaying average and low levels. Moreover, the highest rates of reflection were found in students who planned to pursue their profession and knew exactly in which field, whereas the lowest rates were common for students who were not certain as to whether their work would correspond with their major discipline.

scholarly journals How Thai EFL Learners Deal With English Regular Past Forms: A Case Study of a Speech Sound Perspective

2018 ◽  
Vol 11 (7) ◽  
pp. 1
Author(s):  
Kotchawara Yaowaratana ◽  
Apichai Rungruang
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Strategy ◽  
Speech Sound ◽  
Past Tense ◽  
First Year ◽  
The Third ◽  
Significant Difference ◽  
Identification Test ◽  
L2 Learners

The pronunciation of regular past tense verbs seems to be difficult for most L2 learners, especially in L2 learners whose first language phonological system is different from the English one. It is predicted that Thai EFL students could encounter difficulties perceiving English coda clusters like the ‘-ed’ ending sounds. For this reason, this research investigates the extent to which the first-year and the third-year English major undergraduate students in a public university perceive the English regular past tense verbs. To be precise, this study compares the ability to perceive the regular past tense of the first-year and third-year students. In addition, the strategies they use to perceive the ‘-ed’ ending verbs among the three different allomorphs ([t], [d] and [ɪd]) are investigated. The data collection was derived from the perception tests of 30 first-year and 30 third-year students and a Pronunciation Learning Strategy (PLS) questionnaire. The perception tests were divided into two subtests: perception test and perception syllable identification test. The PLS questionnaire was employed to find out the strategies they used in English pronunciation learning. The overall results show that the third-year students demonstrated a better performance than the first-year students in both tests (t=-2.778; p<.01 in the perception test; t=-1.466; p>.05 in the syllable identification test). However, the syllable identification test’s results do not show consistency with Solt et al.’s (2004) model, while the perception test’s do. Moreover, the findings from the questionnaire reveal no statistically significant difference between the first and the third-year students in terms of pronunciation learning strategies (p>.05).

scholarly journals Stress and Heart Rate Variability during University Final Examination among Lebanese Students

2018 ◽  
Vol 9 (1) ◽  
pp. 3 ◽  
Author(s):  
Sabah Hammoud ◽  
Rita Karam ◽  
Rabih Mourad ◽  
Iman Saad ◽  
Mazen Kurdi
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Graduate Program ◽  
Real Life ◽  
First Year ◽  
Significant Difference ◽  
Before And After ◽  
Degree Of Confidence

Real-life stressors, such as university examination, cause an increase in sympathetic activity of the nervous system innervating the heart, and thus an increase in heart rate (HR). Our study aimed to detect changes in heart rate variability (HRV) during different stages of an exam in a group of 90 healthy university students (30 males and 60 females), over 4 h of monitoring divided into 1 h before, 2 h during, and 1 h after the examination. HRV was significantly highest after the exam, indicating release from stress, as compared to before and during the examination when stress was observable. Undergraduate students in different academic years did not differ in terms of stress, indicating the absence of adaptation to exam procedures. However, HR and R-R interval after the exam showed significant difference between first year undergraduate studies and first year of a graduate program, indicating a higher degree of confidence in graduate students. Results also suggest that HRV in females is significantly lower than that in males before and after examination, despite men having greater sympathetic input. In conclusion, the results of our novel study assessing stress in real-time examination show important gender differences, and lack of adaptation with academic study year.

An Appraisal of A-Level and University Examination Results for Engineering Undergraduates

2002 ◽  
Vol 30 (3) ◽  
pp. 265-279 ◽  
Author(s):  
J. Adamson ◽  
H. Clifford
Keyword(s):  
Prior Knowledge ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Correlation Coefficients ◽  
Knowledge Assessment ◽  
First Year ◽  
Correlation Technique ◽  
Student Group ◽  
The Third ◽  
Examination Performance

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.

scholarly journals Relationship between Learning Motivation and Reflection in Undergraduate Students

2018 ◽  
Vol 23 (6) ◽  
pp. 97-106 ◽  
Author(s):  
T.S. Tikhomirova ◽  
N.V. Kochetkov
Keyword(s):  
Undergraduate Students ◽  
Learning Motivation ◽  
First Year ◽  
First Year Students ◽  
Individual Level ◽  
Motivation For Learning ◽  
Second Year ◽  
The Individual ◽  
The University ◽  
The Relationship

This article aims to study the relationship between personal reflection and the intensity of motivation for learning in a university.In order to achieve this goal, the following techniques were employed: A.V.Karpov and V.V.Ponomaryova’s technique for identifying the individual level of reflectivity, and T.I.Ilyina’s technique for assessing learning motivation in university students.The empirical study involved 143 subjects.The obtained data indicate that for the first-year students the meaning of the ‘mastering the profession’ motive is directly connected with their reflections on the present and future activities, while the meaning of the ‘getting a diploma’ motive is inversely correlated with the reflection of communication.In the second year, the intensity of the ‘gaining knowledge’ motive correlates with the reflection of communication, and the meaning of the ‘mastering the profession’ motive has an inverse relationship with the reflection of future activity.In the third year, the values of the motive for acquiring knowledge correlate with the integral indicator of reflection, whereas in the fourth year none of the reflection components are interconnected with the components of the motivation for learning in the university.

scholarly journals Corelation Anemia Status With Learning Achievment Of The Second Level Under Graduate Students Of Dharma Husada Nursing Academy Kediri

2017 ◽  
Vol 4 (1) ◽  
pp. 95
Author(s):  
Puguh Santoso
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Internal Factors ◽  
Learning Achievement ◽  
Achievement Data ◽  
The Third ◽  
Level Data ◽  
Academic Year

experience by individuals. One of the internal factors that have a correlation with learning achievement is Another factor related with a physical condition that impairs the ability to learn, one of which is anemia. This research aim to analyze the correlation between anemia status on the sekond-level of undergraduate students of Dharma Husada Nursing Academy Kediri.  Population of this research was the third-level of undergraduate student of Dharma Husada Nursing  Kediri academic year of 2014 / 2015, which consists of two classes. Samples were taken using simple random sampling technique and found 91 subjects. Haemoglobin level data was obtained using cyanmethemoglobin measurement method and learning achievement data was obtained using learning documentation. Data were analyzed with bivariate tests using simple  regression  with a confidence level of 95%   (α=5%).  of the second-level undergraduate students of Dharma Husada Nursing Academy Kediri (p=0,014).   achievement of the second-level undergraduate students of Dharma Husada Nursing Academy Kediri. Contribution anemia status on learning achievement were 2,9%, while 97,1% were related to another factor that were not analyzed in this research.; Keywords: Students, Anemia Status, Learning Achievement

Project management

2017 ◽  
Author(s):  
Анна Базилевич ◽  
Anna Bazilyevich ◽  
Владимир Денисенко ◽  
Vladimir Denisenko ◽  
Павел Захаров ◽  
...  
Keyword(s):  
Project Management ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Management Systems ◽  
Third Generation ◽  
The Third ◽  
Training Materials ◽  
Different Types

Covers the main concepts, methods, techniques, and tools outlined in the standards for project management, the study of which is stipulated by the requirements of the FSES IN the third generation. It describes the General ideas about the project and its stakeholders. Presented training materials on the management of the main parameters of the project, the project management systems; the specifics of managing different types of projects of the organization. For graduate students and undergraduate students in the direction of training "Management", postgraduates and teachers of economic universities. Can be useful to managers of organizations.

scholarly journals Pictograph system for diagnosis making and data management in endodontics

2020 ◽  
Vol 23 (4) ◽  
pp. 6p
Author(s):  
Amjad Abu Hasna ◽  
Alana Barbosa Alves Pinto ◽  
Giovanna Bignoto Minhoto ◽  
Bruna Jordão Motta Corazza ◽  
Cláudio Antonio Talge Carvalho ◽  
...  
Keyword(s):  
Graduate Students ◽  
Graduate Student ◽  
Conventional Method ◽  
Undergraduate Students ◽  
Dental Education ◽  
Professional Career ◽  
The Third ◽  
Significant Difference ◽  
Diagnosis Method ◽  
Endodontic Diagnosis

ABSTRACTObjective: this questionnaire aimed to evaluate the approval of a new pictograph system for endodontic diagnosis by undergraduate and graduate students/endodontist instead of a conventional method. Methods: after a presentation to a total of 224 participants explaining the pictograph system, the participants (166 undergraduate students and 58 graduate students/endodontist) received a standardized questionnaire with three questions. The data were analyzed using the multprop macro basing on Tukey's test for multiple comparison with (P ? 0.05). The first question was to define the education level of the participants; the second question about which diagnosis method is preferred; and the third question about the intention of using one of the methods in the future. The questionnaire was realized in May 2019.  The response rate was 97.7%. Results: the first question showed that 74.10% and 25.90% were undergraduate and graduate students/endodontist respectively. After statistical analysis there was no significant difference between the groups in the second and the third questions. In the second question (71.08% and 62.06%) of undergraduate and graduate student/endodontists respectively preferred the pictograph method over the conventional method. In the third question (60.24% and 51.72%) of undergraduate and graduate student/endodontists respectively showed interest in using the pictograph method in their professional career. Conclusion: the pictograph method in endodontic diagnosis is accepted by the majority of undergraduate and graduate students/endodontists. Training and experience affect the diagnosis making.  KEYWORDSAdvanced dental education; Continuing dental education; Endodontics; Pictograph

scholarly journals MOTIVASI BELAJAR MAHASISWA SARJANA KEPERAWATAN STIKES BINA USADA BALI

2020 ◽  
Vol 15 (3) ◽  
pp. 541-545
Author(s):  
A.A. Kompiang Ngurah Darmawan
Keyword(s):  
Nursing Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Learning Goals ◽  
Undergraduate Nursing Students ◽  
The Third ◽  
Undergraduate Nursing ◽  
Study Programs ◽  
Agent Of Change

Students as Agent of Change must be motivated when motivation is low, generally it is assumed that the achievement in question will be low and it is likely that he will not achieve the learning goals. Based on preliminary studies conducted at STIKES Bina Usada Bali data obtained from third semester students as many as 102 students with a percentage of 60% of the number of third semester students following improved grades and substandard. The general objective of this study was to determine the level of learning motivation of undergraduate nursing students in the third semester at STIKES Bina Usada Bali. The research design used in this study is qualitative research. The sampling technique used in this study was purposive sampling using 5 subjects. Data collection techniques used are interviews, observation and documentation studies. The results of the study indicate that the reasons for students choosing to study at STIKES Bina Usada Bali are two, namely the facilities and Study Programs offered are adequate. There are two processes for students to choose lectures, namely PMDK and Public pathways. While the learning motivation of Nursing S1 undergraduate students in the third semester is still low, this is evidenced by the existence of general factors such as forced parents, learning H-1 before UAS, studying when the UAS is implemented, assuming values are still above the standard and motivated when the values are below standard.

scholarly journals Psychological Difficulties of Nursing Students

2019 ◽  
Vol 3 (2) ◽  
pp. 121-131
Author(s):  
Iva Takšić ◽  
Olivera Petrak ◽  
Lada Perković
Keyword(s):  
Nursing Students ◽  
Graduate Students ◽  
Undergraduate Students ◽  
Time Management ◽  
Mental Health Problems ◽  
Student Population ◽  
Full Time ◽  
Financial Problems ◽  
Significant Difference ◽  
Part Time

The research of students adapting to university life, difficulties in coping with the academic demands, and personal problems students face during their study is important for a better understanding of their needs in order to prevent possible mental health problems in the student population and increase the overall quality of study. When researching the difficulties that students face, one of the important factors to be taken into account is the type of study, for instance whether they study full or part time. Since nursing students represent the largest student population at the University of Applied Health Sciences in Zagreb, Croatia, we investigated the differences in the perceived difficulties during studying between full-time undergraduate nursing students and part-time specialist graduate nursing students, most of whom already work as professional nurses. In a sample of 231 participants, there were 143 undergraduate students with the average age of 26.38 years (90.2% females) and 88 specialist graduate students with the average age of 37.52 years (95.5% females). We examined the frequency of 62 difficulties that students may encounter during their study using a survey by the Student Counselling Centre at the Faculty of Philosophy in Zagreb. On average, nursing students perceived 12 difficulties. The most frequent difficulties all students struggle with are nervousness or tension, financial problems, fear of failure, inefficient time management, insecurity, and changes in eating habits. There is no significant difference in the total frequency of perceived difficulties between undergraduate and graduate students but we found significant differences between these two groups in the number of students who encountered particular difficulties regarding 13 issues. Undergraduate students face problems with roommates and problems in communication with professors more often than graduate students, while graduate students struggle the most with financial problems and adapting to the study regime. When faced with problems, 65.4% of all students would seek free psychological counselling. Graduate students and students who perceive more difficulties are more willing to seek psychological support.

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