Student Perception Toward the Achivements in the University Exam

2016 ◽  
Keyword(s):  
Student Perception ◽  
The University

A pilot study of Supplemental Instruction for at-risk students at an Historically Black University (HBU) in South Africa

AILA Review ◽  
2003 ◽  
Vol 16 ◽  
pp. 52-61
Author(s):  
Constance Zulu
Keyword(s):  
South Africa ◽  
Historically Black ◽  
Kansas City ◽  
Student Perception ◽  
Supplemental Instruction ◽  
Assistance Program ◽  
Historically Black University ◽  
Legal Method ◽  
Significant Difference ◽  
The University

This article discusses a pilot investigation conducted between February and May 2002. The aim of this investigation was to assess the efficacy of the Supplemental Instruction (SI) program — which has a proven track record elsewhere — at an historically black university in South Africa. SI is an academic assistance program which was developed at the University of Missouri- Kansas City in 1973 by Deanna C. Martin and subsequently adopted countrywide and in other parts of the world. The pilot was conducted on a population of first year law students registered for an introductory module, “Introduction to South African Legal Method and Theory”. Two questions were investigated: 1. Does SI have an effect on students’ mastery of content? 2. Does SI have an effect on students’ perceptions of their mastery of skills? Three measures were used to explore these questions, namely pre and posttests of content mastery; student perception of skill mastery and end of course grades. Although there was no significant difference on the mastery of course content between SI and Non-SI participants, it was found that higher SI attendance rates resulted in slightly higher mean grades, suggesting that SI may have had some impact on the final course end grades. A significant difference at the .03 level was found between the mean grades of students who attended 4 or more sessions and those who attended 1–3 sessions. The investigation also revealed that a number of barriers and challenges need to be addressed for a successful SI program to be implemented at the university.

scholarly journals Student perception and the efficacy of universities in shaping the entrepreneurial mindset

2021 ◽  
Vol 17 (Special Issue Nr. 1) ◽  
pp. 65-76
Author(s):  
Andrea S. Gubik ◽  
Zoltán Bartha
Keyword(s):  
Social Norms ◽  
Linear Model ◽  
Student Perception ◽  
Entrepreneurship Education ◽  
General Linear Model ◽  
Entrepreneurial Intentions ◽  
Entrepreneurial Activity ◽  
Student Interest ◽  
Entrepreneurial Ecosystem ◽  
The University

Modern universities may play a significant role in entrepreneurial ecosystems by boosting the entrepreneurial activity of the region. One way to achieve this is through entrepreneurship education. In this study we suggest that one reason why entrepreneurship education has a weak impact on entrepreneurial activity is that the effect of courses and extracurricular programmes depends on how students perceive the entrepreneurial activity. We use the 2018 GUESSS database, which includes 9,667 answers for Hungary, to develop a general linear model. The model suggests that students’ entrepreneurial intentions, attitudes toward entrepreneurship, self-efficacy, social norms, as well as the university, and the field of study all have a small but statistically significant impact on how students perceive the entrepreneurial ecosystem within the university. Our conclusion is that more emphasis on shaping attitudes and arousing student interest can increase the efficiency of entrepreneurship education.

scholarly journals Arguments for the definition of the ict skills for prospective teachers: university student perception about the role of teachers of mathematics in secondary

2011 ◽  
Vol 17 (3) ◽  
pp. 757-769
Author(s):  
Yuri Morales López
Keyword(s):  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Student Perception ◽  
Use Of Technology ◽  
Introductory Mathematics ◽  
Secondary Mathematics Teacher ◽  
Definition Of ◽  
The University ◽  
Technology Resources

In this paper we analyze the main factors (or indicators) that may be present in the use of technology resources, specifically the use of Personal Computer (PC) and, thus, try to infer about possible ways to take advantage of this resource. The main objective of this research was to determine the perception of university students about the role of secondary mathematics teacher, specifically from the technological perspective. For this purpose, we administered a survey to collect information of 264 students in a course of Introductory Mathematics MAX 084, in the first half of 2010 at the Universidad Nacional in Costa Rica. Principally, regarding how the mathematics teacher influenced the development of technological skills, useful for further training at the University.

scholarly journals Student perception of role of sport at university

2020 ◽  
Vol 10 (2) ◽  
pp. 5-21
Author(s):  
Milan Nešić ◽  
Branimir Nešić
Keyword(s):  
Physical Activity ◽  
Higher Education ◽  
Ad Hoc ◽  
Higher Education Institutions ◽  
Student Perception ◽  
Basic Research ◽  
Sport Clubs ◽  
Novi Sad ◽  
The University

The concept of university sports in Serbia is still dominantly based on occasional sports manifestations (competitions) for students. Mostly in the shape of single ad-hoc tournaments in different areas of sport or as competitions of student athletes within the University sports association. The current position of a majority of student population in terms of university sports in Serbia can be characterized as passive (spectators), while direct participants, who are recruited from the field of active competitive sports, have this only as an “additional” obligation within the sport they already practice in “their” sport clubs. Therefore, students’ perception of the role of sports/physical activity at university represents a very important determinant for creating adequate (new) program contents, concepts and for the implementation of physical education in higher education institutions in Serbia. The goal of this research, which is realised as an empirical non-experimental study, is to identify the attitude and opinion of students about the role of sport and organized physical exercising at university. The sample involved 227 students at the University of Novi Sad and Educons University from Sremska Kamenica. Survey was used as the basic research technique, and the instrument was constructed as a questionnaire whose basic semantic structure was based on similar instruments used in a few earlier studies. The results showed that the currently trend indicates a drop in regular practice of sport after enrolment in faculty, but youth positively perceive the role of sports at higher education institutions, clearly recognizing its importance in social interaction. Therefore, pedagogical implications of this research can certainly dominantly relate to management structures of higher education institutions in shape of a clear message about the necessity to introduce more intense education of all education stakeholders about the values and importance of physical activity (physical exercising) of youth. In that context, they also encourage changes in overall education policy in Serbia.

scholarly journals Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution.

2019 ◽  
Vol 7 (2) ◽  
pp. 121-135
Author(s):  
Tom Lowe ◽  
Cassie Shaw
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Student Perception ◽  
Education Institution ◽  
Student Survey ◽  
The United Kingdom ◽  
Teaching Awards ◽  
Teaching Award ◽  
Emerging Themes ◽  
The University

The construction of what students constitute to be “good” feedback often plagues the minds of academics, who seem to continuously search for the holy grail of what it is exactly students want from their feedback in Higher Education. This aspect of the student experience in assessment and feedback continues to elude institutions by the nationally lower average scores in the United Kingdom annual National Student Survey questions on timely/prompt feedback (NSS, 2017, Gartland et al 2016) which makes this a topical area for exploration and discussion. To investigate student perceptions of feedback in an alternative method, this article examines the qualitative data from three years of Student-Led Teaching Awards (STLA) nominations for the category “Best Lecturer for Constructive and Efficient Feedback” at the University of Winchester. From this study, new revelations in regards to the student perception of the ‘best’ lecturer(s) feedback practice have come to light including terminology, language and emphasis on email turnaround, rather than the actual format of the feedback itself (handwritten, e-submission etc.). In order to tease out the repetitive emerging themes for what students are perceiving to be “good” feedback, this paper will outline the findings of this study, including the methodology and nomination process of the SLTAs at Winchester. 

scholarly journals Virtual Fieldtrips: construction, delivery, and implications for future geological fieldtrips

2021 ◽  
Author(s):  
Jessica Helen Pugsley ◽  
John A. Howell ◽  
Adrian Hartley ◽  
Simon J. Buckley ◽  
Rachel Brackenridge ◽  
...  
Keyword(s):  
Teaching Method ◽  
Student Perception ◽  
3D Models ◽  
International Travel ◽  
Future Application ◽  
Learning Approach ◽  
Master's Level ◽  
Spanish Pyrenees ◽  
Travel Restrictions ◽  
The University

Abstract. Virtual geological fieldtrips have become increasingly popular over the last decade, with the advent of remote piloted vehicles (RPVs; drones) leading to progressively sophisticated photorealistic virtual outcrops (VOs). As the COVID-19 pandemic led to widespread international travel restrictions, virtual fieldtrips (VFTs) became practical, and necessary substitutes for traditional fieldtrips. This contribution explores two VFTs delivered to a master’s level Petroleum Geoscience course at the University of Aberdeen, normally run as traditional fieldtrips to the Spanish Pyrenees and Utah. The paper describes the delivery of these VFTs and examines student perception, gauged primarily through questionnaires. The VFTs were run in LIME, a software specifically designed for the interpretation of 3D models and the delivery of VFTs. Overall, the student questionnaires reflect the satisfaction of group with the teaching method and feedback was more positive for the virtual fieldtrips than the equivalent real-world trips in earlier years. Our findings also highlight several notable advantages associated with VFTs, including the ability to examine geology data at a range of scales, financial and access inclusivity, and reduced environmental impact. Several disadvantages with VFTs were also highlighted, including a reduction in social cohesion, and missing out on the experience of travelling and being outdoors. Our findings highlight implications for future application of VFTs and the opportunity to utilise both traditional fieldtrips and VFTs within a blended learning approach.

THE RELATIONSHIP BETWEEN COMFORT PERCEPTIONS AND ACADEMIC PERFORMANCE IN UNIVERSITY CLASSROOM BUILDINGS

2016 ◽  
Vol 11 (1) ◽  
pp. 108-117 ◽  
Author(s):  
Simi Hoque ◽  
Ben Weil
Keyword(s):  
Academic Performance ◽  
Environmental Temperature ◽  
Student Perception ◽  
Student Academic Performance ◽  
Air Speed ◽  
University Of Massachusetts ◽  
The University ◽  
Male University Students ◽  
The Relationship

This paper presents preliminary data on a series of building comfort experiments conducted in the field. We performed physical in-situ measurements and solicited responses from 409 (184 female; 225 male) university students in six different classrooms at the University of Massachusetts-Amherst during three seasons (fall, winter and spring). Our questions focused on student perception of comfort in varied environmental (temperature and humidity, and air speed) conditions. We collected records of student academic performance in the classes, correlating their comfort perceptions to their test scores. Statistical analysis of classroom environmental variables, thermal satisfaction, and student scores suggest that by enhancing thermal comfort, we can improve academic performance.

scholarly journals The importance of university facilities for student satisfaction at a Norwegian University

Facilities ◽  
2015 ◽  
Vol 33 (13/14) ◽  
pp. 744-759 ◽  
Author(s):  
Thor-Erik Sandberg Hanssen ◽  
Gisle Solvoll
Keyword(s):  
Student Satisfaction ◽  
Student Perception ◽  
Education Institution ◽  
Student Life ◽  
Computer Access ◽  
Content Type ◽  
The University ◽  
Practical Implications

Purpose – This paper aims to explore the influence of higher education institution (HEI) facilities on overall student satisfaction, and to identify the distinct facilities that most strongly influence student overall satisfaction with HEI facilities. Design/methodology/approach – A tailor-made questionnaire is developed to measure student perception about student life, including their perceptions about the facilities at the HEI they attend. Two econometric models are estimated using OLS regression analysis. Findings – The factor that most strongly influences student satisfaction with university facilities is the quality of its social areas, auditoriums and libraries. Conversely, it is determined that computer access on campus does not influence student satisfaction. Research limitations/implications – The sample includes data only from a single university. Moreover, only Norwegian students at the university participated in the survey. Practical implications – Based on our findings, the most effective strategy to improve student overall satisfaction with the facilities at an HEI is to improve the quality of social areas, auditoriums and libraries. Such a strategy will result in students who are more satisfied with the HEI they are attending and, thereby, increase the HEI’s chances of long-term success. Originality/value – To the best of our knowledge, this is the first study to identify the facilities that most strongly influence the overall satisfaction of students with the facilities at HEIs.

scholarly journals STUDENT PERCEPTION OF FORMATIVE PEER REVIEW

2020 ◽  
Vol 1 ◽  
pp. 493
Author(s):  
Alex Krouglov
Keyword(s):  
Peer Review ◽  
Student Perceptions ◽  
Student Perception ◽  
Professional Communication ◽  
Research Engagement ◽  
Curriculum Framework ◽  
University College London ◽  
Research Findings ◽  
The University ◽  
The Impact

The present paper covers our initial research findings of postgraduate student perceptions of formative in-class peer review in relation to their presentations, research, professional communication, and language skills. The paper also aims to assess the impact it may have on learning at advanced level of language training, and explores how peer review approach used in classes changes student perception of its benefits and challenges and contributes to the development of presentation, language and research skills. Besides the development of speaking skills, critical thinking and argumentation, peer review enables them to assess themselves better, to think more about the target audience and encourages better course and research engagement and collaborative learning. In our research, the students were asked to provide in-class peer review of presentations made by students on various aspects of their research as part of the connected curriculum framework established at the University College London. 

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