scholarly journals Perception of Undergraduate Students Towards Implementation of Choice Based Credit System (CBCS) in India

2021 ◽  
Vol 4 (2) ◽  
pp. 54-64
Author(s):  
Santosh Kumar Parida
Keyword(s):  
Undergraduate Students ◽  
Comprehensive Evaluation ◽  
Successful Implementation ◽  
Credit System ◽  
Transfer Credits ◽  
Subject Selection ◽  
Significant Difference ◽  
Student Advisor ◽  
Skill Enhancement ◽  
Commerce Students

The study was conducted to explore the perception of students towards CBCS and the challenges faced by them in the progress for successful implementation of CBCS. Convergent Parallel design of mix-method approach has been used. A total 80 students from Ravenshaw University and from affiliated urban degree colleges of Utkal University were selected as sample of the study. Self-developed perception scale and an open-ended questionnaire were administered. The collected data were analyzed by using percentage, t-test, ANOVA. The research revealed no significant difference in perception towards CBCS between boys and girls and between Arts, Science and Commerce students. Majority of student respondents (87.5%) have a favourable perception towards introduction of GPA instead of marks. Students highly recommended for the provision of credit transfer system, employment-based skill enhancement courses, internal exams, appointment of student advisor and flexibility to study at different times and different institutions to complete one course and scope to transfer credits from one institution to other. Majority of Students highly satisfied with the semester system of examination, flexibility in subject selection, continuous comprehensive evaluation and skill enhancement courses. The study revealed some problem which are faced by students in the successful implementation of Choice Based Credit System such as; overburden of course, workload, exam oriented, inadequate library and infrastructure, absence of specialized teachers and references, text books. The findings of the present study yielded the necessity of developing strategies by all the stakeholders for successful implementation of Choice Based Credit System.

scholarly journals Perception of Teachers and Students towards the Implementation of Choice Based Credit System at Undergraduate Level

2019 ◽  
Vol 7 (1) ◽  
pp. 1-11
Author(s):  
Sonia Mahakur ◽  
Rajashree Baral ◽  
Venkateswar Meher
Keyword(s):  
Private College ◽  
Female Students ◽  
Survey Method ◽  
Science Students ◽  
Credit System ◽  
Undergraduate Level ◽  
Significant Difference ◽  
Teachers And Students ◽  
Commerce Students ◽  
Descriptive Survey

The present study examines the perception of teachers and students of undergraduate colleges towards the implementation of Choice Based Credit System (CBCS) by investigating the significance of difference in the perception of teachers in relation to stream and students in relation to sex, streams and types of colleges. For this purpose near about 60 teachers and 120 students were selected through random sampling from 4 undergraduate colleges of Bargarh district affiliated to Sambalpur University, Odisha. The descriptive survey method was used by the researchers. The data were collected through five point perception scale developed by the researchers for teachers and students separately. For the analysis of the obtained data test was used. The result indicated that arts, science and commerce teachers did not differ significantly in their perception towards implementation of CBCS at undergraduate level. The science students differed significantly from the commerce and arts students in their perception towards the implementation of CBCS at undergraduate level. But arts and commerce students did not differ significantly in their perception. There was no significant difference in the perception of male and female students. The students of Government College differed significantly from the students of private college and government aided colleges in their perception towards the implementation of CBCS at under graduate level.

Effects of Audience Response Systems on Student Achievement and Long-Term Retention

2011 ◽  
Vol 39 (10) ◽  
pp. 1431-1439 ◽  
Author(s):  
Selcuk Karaman
Keyword(s):  
Academic Success ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Course Design ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Audience Response Systems ◽  
Significant Difference ◽  
Response Systems

The effects of audience response systems (ARS) on students' academic success and their perceptions of ARS were examined in this study. Participants, comprising 44 undergraduate students, were randomly assigned to a control or treatment group. The course design was the same for both groups and the instructor prepared the multiple-choice questions in advance; students in the control group responded to these questions verbally whereas the treatment group used ARS. Two paper-based examinations were used to measure the learning of concepts and skills that were taught. Students' perceptions of ARS were collected via a questionnaire. Results showed that ARS usage has a significant learning achievement effect in the first 4 weeks but not at the end of the second 4 weeks. There was no significant difference in retention between either group. Students perceived the ARS tool positively, finding it very enjoyable and useful.

Musical pantophagy: Is there an effect on changes in preference resulting from repeated exposure?

2021 ◽  
pp. 030573562098729
Author(s):  
Rebecca R Johnston ◽  
Gina M Childers
Keyword(s):  
Undergraduate Students ◽  
Classical Music ◽  
Effective Means ◽  
Affective Response ◽  
Repeated Exposure ◽  
Positive Trend ◽  
Preference Rating ◽  
Significant Difference ◽  
Music Consumption ◽  
Post Test

The purpose of this research was to examine the effects of musical pantophagy, classical music consumption, and initial receptivity to select musical examples on changes in preference rating resulting from a program of repeated exposure. Participants included undergraduate students enrolled in a section of music appreciation at a large Southeastern university ( n = 67). Data were collected using a research designed preference rating measure (PRM) administered during a 5-week period within which there were eight test measures. Participants were divided into quartiles. Pre- to post-test measures resulted in a general positive trend for all participants. Comparisons of Q1 (lowest pantophagy) and Q3 (highest pantophagy) on PRMs 1–8 yielded no differences between groups, and PRM 8 was significantly different from PRM 1 for both groups. The same comparisons for Q1 (non-Classical music consumption) indicated significant difference with large effect size and for Q1 (lowest initial receptivity) indicated significant difference. Results suggest that regardless of musical pantophagy, repetition is an effective means by which to increase affective response to music, and that students who do not currently consume formal art music and who have low initial receptivity may report greater increases in affective response to music over time.

The interplay of glossing with text difficulty and comprehension levels

2021 ◽  
pp. 136216882110204
Author(s):  
Seyede Faezeh Hosseini Alast ◽  
Sasan Baleghizadeh
Keyword(s):  
Undergraduate Students ◽  
First Language ◽  
Think Aloud ◽  
Text Difficulty ◽  
L2 Reading ◽  
Think Aloud Protocols ◽  
Significant Difference ◽  
The Impact ◽  
L2 Reading Comprehension ◽  
Underlying Processes

The aim of this experiment was to investigate how glossing influences second language (L2)reading comprehension in relation to text difficulty and the two local and global meaning representations. Fifty-eight undergraduate students were asked to read three easy, moderate, and difficult texts and, following each passage, answer twenty comprehension questions targeting local and global concepts in one of the two first-language-glossed and unglossed conditions. Half of the participants in each group were supposed to think aloud while reading. The results revealed a significant difference between the performance of glossed and unglossed groups on comprehension of local concepts in all three difficulty levels. However, the impact of glossing on comprehension of global concepts was significantly influenced by text difficulty. The qualitative analysis of think-aloud protocols suggested a substantial difference in glossing functionality on fluency between the easy and the difficult texts. Furthermore, it is suggested that revisiting the glossing effect in combination with text difficulty on the reading product and underlying processes might reconcile some divergent hypotheses on glossing impact on fluency.

scholarly journals Pain, Culture and Pedagogy: A Preliminary Investigation of Attitudes Towards “Reasonable” Pain Tolerance in the Grassroots Reproduction of a Culture of Risk

2021 ◽  
pp. 003329412098809
Author(s):  
Paul K. Miller ◽  
Sophie Van Der Zee ◽  
David Elliott
Keyword(s):  
Undergraduate Students ◽  
Pain Perception ◽  
Tertiary Education ◽  
Preliminary Investigation ◽  
Psychological Research ◽  
Pain Tolerance ◽  
Total N ◽  
Sporting Culture ◽  
Significant Difference ◽  
The Relationship

In recent years a considerable body of psychological research has explored the relationship between membership of socio-cultural groups and personal pain perception. Rather less systematic attention has, however, been accorded to how such group membership(s) might influence individual attitudes towards the pain of others. In this paper, immersion in the culture of competitive sport, widely regarded as being exaggeratedly tolerant of risky behaviours around pain, is taken as a case-in-point with students of Physical Education (PE) in tertiary education as the key focus. PE students are highly-immersed in competitive sporting culture both academically and (typically) practically, and also represent a key nexus of cross-generational transmission regarding the norms of sport itself. Their attitudes towards the pain that others should reasonably tolerate during a range of activities, sporting and otherwise, were evaluated through a direct comparison with those of peers much less immersed in competitive sporting culture. In total, N=301 (144 PE, 157 non-PE) undergraduate students in the UK responded to a vignette-based survey. Therein, all participants were required to rate the pain (on a standard 0-10 scale) at which a standardised “other” should desist engagement with a set of five defined sporting and non-sporting tasks, each with weak and strong task severities. Results indicated that PE students were significantly more likely to expect others to persevere through higher levels of pain than their non-PE peers, but only during the sport-related tasks – an effect further magnified when task severity was high. In other tasks, there was no significant difference between groups, or valence of the effect was actually reversed. It is argued that the findings underscore some extant knowledge about the relationship between acculturated attitudes to pain, while also having practical implications for understanding sport-based pedagogy, and its potentially problematic role in the ongoing reproduction of a “culture of risk.”

scholarly journals Students’ Involvement in Social Networking and Attitudes towards Its Integration into Teaching

2016 ◽  
Vol 9 (9) ◽  
pp. 250
Author(s):  
Ukeme Ekpedeme Umoh ◽  
Etuk Nssien Etuk
Keyword(s):  
Social Networking ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sampling Technique ◽  
Full Time ◽  
Ex Post ◽  
Significant Difference ◽  
Research Questions ◽  
The University

<p class="apa">The study examined ‘Students’ Involvement in Social Networking and attitudes towards its Integration into Teaching. The study was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study consisted of 17,618 undergraduate students enrolled into full time degree programmes in the University of Uyo for 2014/2015 academic session. The design of the study was survey design with ex-post facto approach. Random sampling technique was used to select 1730 students from the 12 faculties in the University. The instrument used for the study was ‘Students’ Social Networking and Attitude Questionnaire which was validated by an expert in curriculum studies and an expert in measurement and evaluation in the University of Uyo. Cronbach’s Alpha Statistical method was used to determine the reliability coefficient of .70 for the instrument. Two research questions and two null hypotheses tested at .05 level of significance guided the study. Mean and Standard Deviation were used to answer research questions; Independent t-test and Analysis of Variance were used to test the hypotheses. The results show that there is significant difference in involvement of university undergraduate students in Social Networking based on course of study, level (year) of study and age. Female undergraduate students’ involvement in social networking is higher than that of their male counterparts; but male undergraduate students showed a higher positive attitude towards integration of social networking into teaching and learning.</p>

scholarly journals Analysis of the drivers and benefits of BIM incorporation into quantity surveying profession

2018 ◽  
Vol 16 (5) ◽  
pp. 750-766 ◽  
Author(s):  
Solomon Olusola Babatunde ◽  
Damilola Ekundayo ◽  
Olubola Babalola ◽  
Jumoke Aduramigba Jimoh
Keyword(s):  
Undergraduate Students ◽  
Practical Implication ◽  
Empirical Studies ◽  
Information Modeling ◽  
Content Type ◽  
Whitney Test ◽  
Mann Whitney Test ◽  
Significant Difference ◽  
Building Information ◽  
Quantity Surveying

Purpose Building information modeling (BIM) inclusion in education pedagogy is crucial in preparing skilled graduates for employment in the construction industry. Against this backdrop, studies on BIM education abound in architecture, engineering and construction (AEC) programmes in higher education institutions (HEIs). However, there are limited empirical studies on BIM potentials in the quantity surveying (QS) profession in HEIs, particularly in developing countries. The purpose of this study is to identify and assess the BIM drivers and benefits as important to the QS profession using an empirical approach. Design/methodology/approach A comprehensive literature review was conducted to identify the BIM drivers and benefits in relation to the QS profession, which was used to design a questionnaire. To capture a broad perception, a questionnaire survey was carried out which targeted the academia and final year undergraduate students from two selected universities offering QS honour degree programmes in Nigeria. Data collected were analysed using mean score, standard deviation and Mann–Whitney test. Findings The study identified 12 BIM drivers in relation to the QS profession and the analysis of the ranking revealed that almost all the identified BIM drivers are considered by respondents as important. The study further identified 14 BIM benefits and the analysis of the ranking indicated that all the identified BIM benefits are considered as important. The results of the Mann–Whitney test indicated a slight statistically significant difference, particularly in one of the selected universities on the ranking of the BIM drivers and benefits as important to the QS profession. Practical implication The findings of the study provide empirical evidence on the current perceptions of the drivers and benefits of BIM to QS academia and students as they explore the concept for the advancement of QS profession. Originality/value This study would provide practical insights to use BIM for QS practice. Also, this study would contribute to improving the QS graduates and professional quantity surveyors understanding of the BIM knowledge applicable to QS profession.

scholarly journals Mathematical Critical Thinking and Curiosity Attitude in Problem Based Learning and Cognitive Conflict Strategy: A Study in Number Theory course

2017 ◽  
Vol 10 (7) ◽  
pp. 65 ◽  
Author(s):  
Zetriuslita Zetriuslita ◽  
Wahyudin Wahyudin ◽  
Jarnawi Jarnawi
Keyword(s):  
Number Theory ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Problem Based Learning ◽  
Cognitive Conflict ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Conflict Strategy

This research aims to describe and analyze result of applying Problem-Based Learning and Cognitive Conflict Strategy (PBLCCS) in increasing students’ Mathematical Critical Thinking (MCT) ability and Mathematical Curiosity Attitude (MCA). Adopting a quasi-experimental method with pretest-posttest control group design and using mixed method with sequential explanatory strategy, the study involves undergraduate students of Mathematics Education Program at a private university in Riau, Indonesia, academic year 2015/2016 enrolled in Number Theory course. Quantitative data were obtained from essay test and questionnaire whereas qualitative data were from interview and observation. The findings show that; (1) there is a difference between MCT ability taught by PBLCCS and Explicit Direct Instruction (EDI), (2) there is no significant difference between MCA taught by PBLCCS and EDI, (3) students still face obstacles in developing their critical thinking skills when solving matematical problems.

scholarly journals Prevalence and impact of headache in undergraduate students in Southern Brazil

2010 ◽  
Vol 68 (6) ◽  
pp. 873-877 ◽  
Author(s):  
Asdrubal Falavigna ◽  
Alisson Roberto Teles ◽  
Maíra Cristina Velho ◽  
Viviane Maria Vedana ◽  
Roberta Castilhos da Silva ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
International Headache Society ◽  
Primary Headache ◽  
Tension Type Headache ◽  
Significant Difference ◽  
Headache Episode ◽  
Headache Type ◽  
Probable Migraine ◽  
Type Headache ◽  
The University

OBJECTIVE: To determine the prevalence, characteristics and impact of headache among university students. METHOD: The criteria established by the International Headache Society were used to define the primary headache subtypes and the Migraine Disability Assessment Questionnaire (MIDAS), to assess the disability. The students were then grouped into six categories: [1] migraine; [2] probable migraine; [3] tension-type headache; [4] probable tension-type headache; [5] non-classifiable headache; [6] no headache. RESULTS: Of all undergraduate students interviewed, 74.5% had at least one headache episode in the last three months. Regarding disability, there was a significant difference between the headache types (p<0.0001). In the post-hoc analysis, migraine was the headache type with most reported disability. CONCLUSION: Headache is a highly prevalent condition among the students at the University of Caxias do Sul. This disease may have a major impact on the students' lives and in some cases, ultimately lead to educational failure.

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