Predicting achievement of first semester university science students

1991 ◽  
Vol 21 (1) ◽  
pp. 348-348
Author(s):  
Al Gibbs
Keyword(s):  
Science Students ◽  
First Semester ◽  
Predicting Achievement ◽  
University Science

scholarly journals Impact of intrapersonal and interpersonal emotional intelligence and self-directed learning on academic performance among pre-university science students

Heliyon ◽  
2021 ◽  
Vol 7 (3) ◽  
pp. e06611
Author(s):  
Emmanuel Nkemakolam Okwuduba ◽  
Kingsley Chinaza Nwosu ◽  
Ebele Chinelo Okigbo ◽  
Naomi Nkiru Samuel ◽  
Chinwe Achugbu
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Science Students ◽  
Self Directed Learning ◽  
Directed Learning ◽  
University Science

Students’ academic reading preferences: An exploratory study

2016 ◽  
Vol 50 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Noa Aharony ◽  
Judit Bar-Ilan
Keyword(s):  
Learning Strategies ◽  
Information Science ◽  
Electronic Materials ◽  
Relative Advantage ◽  
Library And Information Science ◽  
Science Students ◽  
First Semester ◽  
Academic Reading ◽  
Personal Variables ◽  
Printed Materials

The e-book reader revolution is already here. The questions we asked ourselves were: What are the reading preferences of Information Science students at the beginning of the second decade of the 21st century? How do different variables, such as relative advantage, comprehension, and learning strategies affect students’ reading preferences? The research was conducted in Israel during the first semester of the 2015 academic year and encompassed 177 Library and Information Science students in an Information Science Department in Israel. Three questionnaires were used: personal details, relative advantage, and learning strategies, and two further questions that focused on reading habits. The study showed students’ preferences for printed materials. In addition, it emphasizes the importance of two personal variables that may affect students’ will to read electronic materials: relative advantage and comprehension.

Impact of Nutrition Education On University Students’ Fat Consumption

2009 ◽  
Vol 70 (4) ◽  
pp. 187-192 ◽  
Author(s):  
Teri E. Emrich ◽  
M.J. Patricia Mazier
Keyword(s):  
Nutrition Education ◽  
Saturated Fat ◽  
First Year ◽  
Science Students ◽  
Chi Square ◽  
First Year Students ◽  
Fat Consumption ◽  
Nutrition Course ◽  
University Science ◽  
Saturated Fat Intake

Purpose: University science students who have taken a nutrition course possess greater knowledge of fats than do those who have not; whether students apply this knowledge to their diet is unknown. We measured and compared science students' total and saturated fat intake in the first and fourth years, and evaluated whether taking a nutrition course influenced fat consumption. Methods: A sample of 269 first- and fourth-year science students at a small undergraduate university completed a survey with both demographic questions and a semi-quantitative food frequency questionnaire about fats in the diet. Data were analyzed using chi-square tests and independent-sample t-tests. Results: Fourth-year science students consumed fewer grams of total and saturated fat than did first-year science students (p<0.001). Science students who had taken a nutrition course consumed fewer grams of total and saturated fat than did those who had not (p<0.001). Conclusions: Taking a nutrition course may decrease first-year students’ fat consumption, which may improve diet quality and decrease the risk of chronic disease related to fat consumption.

scholarly journals PENGARUH STRATEGI PEMBELAJARAN INKUIRI DAN KEMAMPUAN MEMECAHKAN MASALAH TERHADAP KETERAMPILAN PROSES SAINS MAHASISWA PADA PRAKTIKUM FISIOLOGI TUMBUHAN

2014 ◽  
Vol 13 (3) ◽  
Author(s):  
Insar Damopolii
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Inquiry Learning ◽  
Process Skills ◽  
Science Students ◽  
Guided Inquiry ◽  
Science Process Skills ◽  
Free Inquiry ◽  
Experiment Method ◽  
University Science

The objective of the research is to study the effect of inquiry learning strategies and problem solving to University Science Students Process Skills on Plant Physiology Prakticum. The study applied the quasy experiment method with a 2x2 factorial design and using 74 students as samples. The results showed that (1) science process skills of  student who learned with modified free inquiry learning strategies have higher science process skills than student who learned with guided inquiry learning strategies; (2) there is interaction effect between strategies learning and problem solving ability to the science process skills; (3) science process skills of student who learned with modified free inquiry learning strategies is higher than students who learned with guided inquiry learning strategies in terms of high problem solving ability; and (4) science process skills of students learned with guided inquiry learning strategies are higher than students who learned with modified free inquiry learning strategies in terms of low problem solving ability. Based on the findings of that inquiry learning strategies effect science process skills of student.

Level of Deep Understanding of Biology Subject Among Fourth grade science students

2021 ◽  
Vol 29 ◽  
Keyword(s):  
Deep Understanding ◽  
Fourth Grade ◽  
Research Tool ◽  
Science Students ◽  
First Semester ◽  
Test Items ◽  
Asking Questions ◽  
Definition Of ◽  
Descriptive Survey ◽  
Fourth Scientific

The current research aim to identify the level of deep understanding of biology among students of the fourth scientific grade .The research has been limited to students of the fourth scientific grade in secondary and Preparatory schools in the center of Al-Qadisiyah Governorate for the academic year (2020-2021), and the descriptive survey approach was adopted, and the sample size amounted to (400) male and female students who were chosen randomly. To achieve the objectives of the research, the tow researchers prepared research tool represented by a deep understanding test, which in its final form consisted of (30) paragraphs with (9) article paragraphs and (21) objective paragraphs, according to the definition of (Fahmy, 2008) who classified the skills of deep understanding into (fluency, flexibility, prediction in light of the data, putting hypothesis, making decision, interpretation and asking questions), And has been verified the apparent validity and the validity of the content and validity construction , calculating the difficulty and discrimination coefficients for the test items, and the effectiveness of the wrong alternatives for the objective items. The reliability of the test was also verified by finding the Cronbach's alpha coefficient, which reached (0.896). The research tool were applied in the first semester of the year (2020-2021), and statistical analysis and data processing were carried out using Microsoft Excel and the Statistical Portfolio for Social Sciences (SPSS) program. By applying the T-test equation for one sample to the data obtained from the final application of the research tool, it was concluded that the fourth-grade science students possess a low level of deep understanding of biology. Accordingly, the researcher recommended a number of recommendations and suggestions.

scholarly journals West African International Summer School for Young Astronomers

2015 ◽  
Vol 11 (A29A) ◽  
pp. 395-396
Author(s):  
Linda E. Strubbe ◽  
Bonaventure Okere
Keyword(s):  
West Africa ◽  
Summer School ◽  
Teaching And Learning ◽  
West African ◽  
Science Students ◽  
The West ◽  
African Students ◽  
University Science ◽  
International Summer School

The West African International Summer School for Young Astronomers (WAISSYA) is a week-long program for university science students and teachers from West Africa to develop their interest in astronomy. The first summer school was held in Abuja, Nigeria, in 2013; the second Summer School was held in Nsukka, Nigeria, in July 2015. West Africa has a large number of students interested in science, but a paucity of facilities or interest from funding bodies in developing West African astronomy. Our broad goals for the WAISSYA program are: (1) to introduce West African students to astronomy; (2) to exchange ideas about teaching and learning in West Africa and abroad; and (3) to continue building a sustained astronomy partnership between West Africa and Canada. We now briefly describe three defining aspects of WAISSYA 2015.

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