The influence of critical thinking disposition, deep approaches to learning and learner-to-learner interaction on nursing process confidence in nursing students, with a focus on team-based learning

Purpose: This study uses a descriptive research design to identify the influence of critical thinking disposition, deep approaches to learning, and interaction between learners on the degree of nursing process confidence for nursing students. Methods: The subjects of the study were second-year students in the department of nursing at a university in G city. The data included general characteristics, critical thinking disposition, deep approaches to learning, learner-to-learner interaction, and nursing process confidence were analyzed utilizing an independent t-test, one-way ANOVA, and Scheffe’s test to identify differences in the variables according to general characteristics. To identify the correlation between the factors related to the nursing process and nursing process confidence, Pearson's correlation was analyzed, and hierarchical regression was used to determine the factors affecting the confidence of the subject's nursing process. Results: Gender, critical thinking disposition, and in-depth learning approach were statistically significant as factors affecting the nursing process confidence of nursing students, and these factors were shown to explain 62% of nursing course performance (F=23.80, p<.001), among which in-depth learning access has the greatest influence (ß=.41, p<.001). Conclusion: Critical thinking disposition and deep approaches to learning arbitration program development are necessary to improve nursing students’ nursing process confidence.

Comparative Study to Analyze the Motivational Patterns among Students of a Healthcare University in UAE Using the Achievement Goal Questionnaire (Revised)

Aims: This cross sectional study was conducted on students at Ras Al Khaimah Medical and Health Sciences University to analyze the motivation patterns in the health sciences university students. Methodology: Total number of students who participated were 145. Data was entered into SPSS 22 software and analyzed. Student ‘t’ test was used to compare among the groups. Results: The study results showed that all students exhibited highest scores of Mastery Approach goal motivation >10.62±4.24; but there was a decay in the later years of study and the Mastery Avoidance scores increased. This was more pronounced in the medical students (P =0.02). Conclusion: This work underscores the notion that health sciences students are highly motivated and strive hard to achieve their goals. This study can be used to develop teaching methodologies and assessments that promote deep approaches to learning.

A factor analytic structure of the conceptions of mathematics scale among pre-service mathematics teachers in South-West Nigeria

An exploration of factor analytic structure of the conceptions of mathematics scale among pre-service mathematics teachers in South-West Nigeria was conducted as evidence suggests paucity of research on psychometric properties of the conceptions of mathematics scale in Nigeria.This article through instrumentation research methodology reports the reliability and validity of the Conceptions of Mathematics Scale based on the responses of 228 pre-service mathematics teachers from five public universities in South-West Nigeria. The reliability assessed as internal consistency produced a Cronbach alpha of .88. A principal components exploration with varimax gyration established the validity of the scale as two-component archetypal accounting for 48.9% of the total variance. The dimensions were taken as Patchy Formations and Unified Formations of mathematics, as explicated in the original and other replicating studies. The factor solution could be compared to that recounted in the previous studies; hence the outcome showed the need to adopt the scale in the Nigerian context, as the pedagogy implemented during the teaching and learning of mathematics can influence students’ conceptions of mathematics. Thus, teaching mathematics with rules-based and algorithm-dependent teacher-centered pedagogies might result into rote memorization thereby leading to patchy formations while teaching mathematics as a meaningful subject full of applications to the real life could engender conceptual understanding leading to unified formations. The implication of this study is that students with patchy formation are connected with surface approaches to learning while those with unified formation of mathematics are connected with deep approaches to learning and engaging mathematics.

Junior Secondary School Students’ Conceptions of and Approaches to Learning Mathematics and Their Relationships in Mainland China

This study reports the findings of a study which investigated junior secondary school students’ conceptions of and approaches to learning mathematics and their relationships in Mainland China. Two questionnaires, conceptions of learning mathematics (COLM) and approaches to learning mathematics (ALM), were administered to 1590 students. Descriptive analysis results suggest that Chinese junior school students tend to hold (1) higher-level conceptions of learning mathematics rather than lower-level conceptions, and (2) deep approaches to learning mathematics with a rather mixed surface and deep motive in learning mathematics. Correlation and regression analysis results confirm a structural relationship between students’ conceptions of and approaches to learning in the subject of mathematics. Two factors of students’ lower-level conceptions of learning mathematics, “memorizing” and “testing”, were the strongest predictor for the surface approaches to mathematics learning, while students’ higher-level conceptions of learning mathematics, such as “applying” and “understanding and mathematical thinking”, had a noticeable effect on their deep approaches to learning mathematics. However, under the pressure of examination in Mainland China, “understanding and mathematical thinking” was also found to exert quite a strong influence on students’ “surface motive”.

Learning approaches of Indonesian EFL Gen Z students in a Flipped Learning context

<p>The 21^st-century learning has eventually transformed today’s classroom. With more digital natives in the class, both educators and students face a changing classroom that should accommodate different learning paces, styles and needs. This study aimed at helping students in becoming English as Foreign Language (EFL) competent in-service teachers. Using Flipped Learning, the study utilizes four FLIP pillars into EFL learning, namely Flexible environment, Learning culture, Intentional content, Professional educators. The study employed three instruments, namely survey, tests, and interview. The result of tests showed a promising students’ progress from low to high achievement. The survey showed that students tended to perform deep approaches to learning while findings from the interview provided more interesting phenomena underlying students’ motives in their learning approaches, involving dynamic power distance relationship between lecturer and students. Heavier task loads and learning model familiarity have been highlighted. Effective socialization of the model using technology and sustainability of use of the model are suggested.</p>

Peer- and self-assessment: A Case Study to Improve the Students’ Learning Ability

Current assessment practices in college English in China do not develop students’ abilities to reflect on their own learning. Peer- and self- assessment, the self-reflection phrase, can be seen as a means to tackle this problem. The purpose of the study was to explore the potential to take Peer and self-assessment as an effective method to change the way of students’ learning. An analysis of 60 students from Lanzhou University of Finance and Economics showed that peer and self- assessment can change the way the students’ learning. These two forms of assessment are often used in combination with each other. Implementation of these forms of assessment can involve the development of a learning teaching environment and shift the students’ learning methods from surface approaches to learning to deep approaches to learning gradually.

Factors Influencing E-Portfolio Use and Students' Approaches to Learning in Higher Education

The aim of this study is to analyze the factors influencing eportfolio use in higher education and its implication on students' learning. These relationships are investigated under different stimulated conditions that have offered the potential for more understanding of the influencing factors in the investigated context. University students (N=56) attending the grades of Pedagogy (N=25) and Nursing (N=31) filled in two questionnaires at the end of the lesson of the course: The Revised SPQ-2F Study Process Questionnaire and AEQ Assessment Experience Questionnaire were used to measure the approaches to learning and perceptions of the assessment practice. First questionnaire was concerned the students' approaches towards their own learning. Second questionnaire covered general perceptions of assessment demands including the eportfolio assessment. The results showed positive relationship of the use of eportfolio activities with feedback, the training with eportfolios and the positive influence on student teachers' deep approaches to learning.