scholarly journals Pedagogy of Success: Perception in undergraduate and postgraduate students at a Peruvian university

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 1160
Author(s):  
Silvia Ana Valverde-Zavaleta ◽  
Ray Harvey Mellin Rubio ◽  
Aurea Elizabeth Rafael Sánchez ◽  
Martha Gonzales Loli ◽  
Enaidy Reynosa Navarro
Keyword(s):  
Academic Success ◽  
University Students ◽  
Cognitive Skills ◽  
Opportunity To Learn ◽  
Three Dimensions ◽  
Human Potential ◽  
Postgraduate Students ◽  
Teachers And Students ◽  
Data Collection Technique ◽  
High Consistency

Background: The study's objective was to compare whether there are differences in the perception of undergraduate and postgraduate students about the pedagogy of success.   Methods: This is non-experimental research with a comparative descriptive design, and a hypothetical deductive method was used. The perception of success pedagogy questionnaire was applied as a data collection technique with a sample of 50 university students with 23 items based on three dimensions: opportunity to learn (nine items), feedback (eight items), and consideration of the person (six items), with the following qualitative value scale, always = high, sometimes = middle, and never = low; the scale of quantitative value was from two to zero. To find the instrument's validity, it was subjected to expert judgment, calculating the content validity ratio for each item and considering the criteria of clarity and relevance. The instrument's reliability was determined using Cronbach's alpha, which found a high consistency between the items. For the questionnaire application, Google Forms was used to obtain fast, timely, and reliable answers. The data were processed through the SPSS V. 25.   Results: The pedagogical support of the postgraduate teacher is more effective than that of the undergraduate. The undergraduate teacher stands out for listening and being more empathic. Didactics is crucial for students to develop their cognitive and human potential. Academic success is related to the teacher's pedagogical skills and the student's motivation. In addition, teachers and students can develop cognitive skills through effective communication and socialization. Finally, the affective dimension allows students to achieve personal and professional goals.  Conclusions: There are significant differences in the perception of the pedagogy of success among undergraduate and postgraduate university students; therefore, the application of this methodology is more promoted towards postgraduate students than to their undergraduate peers.

Emotional Intelligence as the Subject of Studying Metacognitive Processes in Universities

2021 ◽  
pp. 89-100
Author(s):  
Marina Vladimirovna Melnichuk ◽  
◽  
Marina Anatolievna Belogash ◽  
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
University Students ◽  
Learning Strategies ◽  
Cognitive Skills ◽  
Cognitive Task ◽  
Emotional Awareness ◽  
Emotional States ◽  
Metacognitive Skills ◽  
Metacognitive Processes

In the context of modern digital transformation of all aspects of the socioeconomic environment, training university students for analytical processing of increasing inflows of data and dealing with complex cognitive tasks driven by metacognition has become of particular importance. The research is aimed to review the structure of metacognitive processing, the development factors of metacognitive skills, the relation of metacognitive skills to emotional and cognitive skills, and to determine their role in the achievement of academic success of university students. Methodology. The research is undertaken on the basis of theoretical investigation and comprehensive analysis of theoretical conceptualization of intelligence. The authors have researched the derivation of metacognition, the structure of self-regulating metacognitive processes and their interaction with cognitive and affective processes. The research findings confirm that the metacognitive experience provides self-reflection, emotional awareness of feelings, estimating relationships between emotional states and the degree of implementation or attainability of a cognitive task. The authors conclude that emotional intelligence is manifested in metacognitive skills and predicts academic success. Also, teaching and learning strategies are required to be refined taking into account the development of emotional and metacognitive skills of university students.

scholarly journals Do Future Teachers Believe that Video Games Help Learning?

2021 ◽  
Author(s):  
Beatriz Cabellos ◽  
Daniel L. Sánchez ◽  
Juan-Ignacio Pozo
Keyword(s):  
Video Games ◽  
University Students ◽  
Video Game ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Pedagogical Training ◽  
Wide Acceptance ◽  
Games For Learning ◽  
Teachers And Students ◽  
Positive Pattern

AbstractOne of the factors associated with the educational use of video games is the conception that teachers and students have about their educative usefulness. However, there are no studies that identify what aspects are considered more effective to learn with video games and what kind of learning is more accessible using them. This study aims at identifying pre-service teachers’ conceptions regarding video game use for learning and specifically to know what aspects and learning they consider are more feasible. Likewise, we analyzed the pedagogical training effect of these conceptions for three groups of university students: primary pre-service teachers (who received general pedagogical training), secondary pre-service teachers (who received pedagogical training in only one area of knowledge) and other university students without pedagogical training. We applied a questionnaire to a sample of 422 university students. This questionnaire had two dimensions that differentiated between the pragmatic and epistemic uses of video games for learning and three dimensions about the different verbal, procedural and attitudinal learning which can be achieved with them. The results showed wide acceptance of video games as a learning resource in university students, but in particular secondary pre-service teachers pointed out higher possibilities of achieving learning with video games than primary pre-service teachers. On the other hand, university students pointed out more learning when video games were used in an epistemic way. In addition, they considered video games favor more verbal and procedural learnings than attitudinal ones. In conclusion, despite the positive conceptions of the students about learning with video games, we observed a less positive pattern in pre-service teachers with general pedagogical training. These results suggest that video game incorporation in schools is not being carried out fruitfully by education faculties. Therefore, we advocated for 21st-century training that optimized new conceptions and uses of video games.

scholarly journals Academic Stress and Study Habits of Health Science University Students

2021 ◽  
Author(s):  
Sukesh Shetty ◽  
Neetha Kamath ◽  
M. Nalini
Keyword(s):  
Academic Success ◽  
Nursing Students ◽  
University Students ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Study Habits ◽  
Health Science ◽  
Pharmacy Students ◽  
Cross Sectional

Abstract Introduction Academic stress and study habits are crucial indicators of academic success. At the moment, faulty study habits press on the students into academic stress. The present study was conducted to identify the academic stress and study habits of university students of health science. Methods This cross-sectional descriptive survey was conducted among 150 undergraduate students of nursing, physiotherapy, and pharmacy (n = 50 in each group). A stratified random sampling technique was used to select the study participants. The information on academic stress and study habits was collected by using the Student Stress Inventory and Palsane and Sharma Study Habit Inventory, respectively. Results Mean score of academic stress was found to be 75.353 ± 16.463. Pharmacy students had a higher level of stress compared to physiotherapy and nursing students (p = 0.013). Furthermore, the prevalence of unsatisfactory study habits among undergraduate students was 72%, with a mean score of 52.7 ± 9.152. Also, nursing students had a higher level of study habits compared to physiotherapy and pharmacy Students. There was no significant relationship found between study habits and academic stress (r = −0.048, p = 0.557). There was a significant association found between study habits and gender (p = 0.021), as well the association found between stress level and course type, Pre-University Course percentage, and first-year percentage (p = 0.044, 0.04, and 0.044 respectively). Conclusion Academic stress and poor study habits are prevalent among undergraduate students. This indicates strategies need to be formed to enhance healthy study habits and alleviate the academic stress of the students, mainly in professional courses; it is an urgent need.

DEMOGRAPHIC STUDY ON SMARTPHONE PREFERENCE AMONG STUDENTS IN NIGERIAN UNIVERSITIES

2021 ◽  
Vol 6 (1) ◽  
pp. 650
Author(s):  
Simon Ayo Adekunle ◽  
Oiza Lauren Dimowo
Keyword(s):  
University Students ◽  
Perceived Usefulness ◽  
Full Time ◽  
Brand Name ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Postgraduate Students ◽  
Frequency Table ◽  
Study Population ◽  
Demographic Attributes

This study investigated smartphone preference among undergraduate and postgraduate students in Nigerian universities. Specifically, the study examined the extent to which students’ demographic attributes such as gender, age, usage experience and educational level influence their preference for smartphones. The study also identified and ranked smartphone brands based on selected factors like brand name, brand attachment, perceived usefulness, social influence, price, aesthetic value and product design and features. A cross-sectional survey research design was used for the study. The study population comprised all full-time university students in Nigeria both at undergraduate and postgraduate levels. Questionnaire was designed and electronically administered using Google Form to the target respondents. After three weeks (10th June to 1st July 2020), five hundred and forty-three (543) responses were collated. However, seventy-eight (78) were found to be invalid. As a result, four hundred and sixty-five (465) responses that formed the sample size were used for the study. The data collected were statistically analyzed using frequency table, percentages, mean, standard deviation and t-test with the aid of Statistical Packages for Social Sciences (SPSS) software. The study found that Samsung is the most preferred smartphone among students. It was also revealed that the first three most important factors that influence students' preference for smartphones are brand name, perceived usefulness, and design/features. The study revealed that demographic attributes do not significantly influence smartphone preference among university students. The study, therefore, recommends that demographic attributes such as gender, age, usage experience and programme should not be significantly considered by manufacturers and marketers of smartphones in product differentiation. Keywords: Brand name, demographics, preference, smartphone, students.    

scholarly journals Personality Factors as Determinants of Psychological Well-Being among University Students

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. FarihaIshrat Ullah
Keyword(s):  
Academic Success ◽  
University Students ◽  
Early Adulthood ◽  
Well Being ◽  
External World ◽  
Dynamic State ◽  
Personality Factors ◽  
Psychological Well Being ◽  
Self Reliance ◽  
The Individual

Sense of well-being is one of the most important goals which individuals strive for. It affects our perceptions of the external world such that we are able to view it with greater positivity and deal with day to day problems effectively. With an increasingly competitive existence, the pressures and challenges confronting the individual are extremely high, therefore it is difficult to maintain this sense of well-being at all stages of life. Adolescence and early adulthood are particularly demanding, because conflicts relating to quest for identity, concerns for academic success, career and uncertainty about the future all magnify the problems manifold. This is a phase in which several mental health disorders of adulthood appear and affect adjustment in society. Intellectual capacities increase and emotions intensify. The major tasks during this phase include establishing independence, realizing one’s identity and capabilities and preparing for adult self reliance. Psychological well-being has been defined as a dynamic state characterized by a reasonable amount of harmony between an individual’s abilities, needs and expectations, and environmental demands and opportunities (Levi, 1987). It is connotative as a harmonious satisfaction of one’s desires and goals (Chekola, 1975). Since personality is a core factor which determines our reactions and adjustments, psychological-well-being during such a stressed phase as adolescence should be studied within its perspective. It is important that researches which identify factors which contribute to psychological well-being should continue to be conducted in different contexts and with better methodologies. The present research aims to study the personality factors as determinants of psychological well-being amongst university students. Appropriate analysis will be conducted to explore the topic further.

scholarly journals Perceived Academic Competence Among Arab Open University Students (Sultanate of Oman): الكفاءة الأكاديمية المُدركة لدى طلبة الجامعة العربية المفتوحة (سلطنة عُمان)

2020 ◽  
Vol 4 (31) ◽  
Author(s):  
Hamed Hamood Al-Ghafri, Amal Saleem Mohammed Al-shabibi, Lai
Keyword(s):  
Information Technology ◽  
Academic Success ◽  
University Students ◽  
Undergraduate Students ◽  
Academic Competence ◽  
Business Administration ◽  
Arab Countries ◽  
Open University ◽  
Sultanate Of Oman ◽  
Academic Year

The research aimed to identify the level of perceived academic competence among Arab Open University students (Sultanate of Oman) and to identify the extent of the difference of the perceived level of academic competence according to the variables of specialization (Information Technology and Business Administration) and academic level (freshman and sophomore) and the interface between them. The research used the descriptive method and the Perceived Academic Competence scale to achieve the goals of the study and answer its questions, an indicator related to the extent of students' perception and awareness of their ability to achieve academic success. It consists of (9) scales applied to an intentional sample of (94) male and female students of AOU. The research has concluded that the general average of the perceived academic competence of the Arab Open University students in Business Administration and Information Technology for the first and second year amounted to (3.85) and this indicates that the study sample has a high degree of perceived academic competence. There were no statistically significant differences in the level of perceived academic competence according to the variables of specialization and academic year level. The results also indicated that there is no interface between the specialization and the academic year level. Rendering to the results, several recommendations and proposals were presented to improve the academic competence of university students and the general undergraduate students in the Sultanate of Oman and the Arab countries.

scholarly journals TECHNOLOGICAL LITERACY: TEACHERS’ PROGRESSIVE APPROACH USED FOR 21ST CENTURY STUDENTS’ ACADEMIC SUCCESS IN VIBRANT ENVIRONMENT

2020 ◽  
Vol 78 (5) ◽  
pp. 734-753
Author(s):  
Mehboob Ul Hassan ◽  
Rafaqat Ali Akbar
Keyword(s):  
Academic Success ◽  
21St Century ◽  
Technological Literacy ◽  
Private Universities ◽  
Achievement Scores ◽  
Public And Private ◽  
Significant Difference ◽  
Teachers And Students ◽  
Engineering Standards ◽  
Data Collections

Technology plants concrete effects on the supremacy of humans' technological success that have been remaining awe-inspiring aspects for stakeholders; teachers and students since last eras. Teachers make students technologically literate, reshape their hidden potential, skill them through modern gadgets, help in understanding and evaluating their functions applying technological and engineering standards for goal achievements. Present research was conducted to explore the effect of teachers’ technological literacy on students’ academic success occurs in vibrant environment on conveniently selected sample of 200 teachers working in public and private universities of district Lahore. Researchers administered a self-developed survey to collect data from teachers. Content validity of questionnaire was ensured from experts and reliability was confirmed by calculating Cronbach’s Alpha Scores .821. Normality of the data was assured by calculating Shapiro-Wilk’s test, ¬ n < 2000, p > .05. Students’ academic success was measured through acquiring achievement scores, obtained from concerned university offices ensuring ethical considerations, as in data collections. Results of independent samples t-test and regression analysis ascertained no significant difference between usage of technological literacy by teachers’ gender and university type; male teachers working in public and private universities have same usage of technological literacy as compared to female teachers. Moreover, teachers’ technological literacy affect 43% on students’ academic success occurs in vibrant learning environment. On the basis of results, research recommends that universities may established digital lab ensuring vibrant environment and hire technologically literate staff providing fringe benefits to meet 21st century technological literacy demands for students’ success. Keywords: digital citizenship, students’ achievement scores, technological literacy, technological concepts, vibrant environment

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