scholarly journals EXPLORING FIRST YEAR UNIVERSITY STUDENTS’ STATISTICAL LITERACY: A CASE ON DESCRIBING AND VISUALIZING DATA

2021 ◽  
Vol 12 (3) ◽  
pp. 427-448
Author(s):  
Ezra Putranda Setiawan ◽  
Heru Sukoco
Keyword(s):  
University Students ◽  
Data Visualization ◽  
Undergraduate Students ◽  
Descriptive Statistics ◽  
First Year ◽  
Statistical Literacy ◽  
The Difference ◽  
Data Improvement ◽  
The University ◽  
First Year University

Statistical literacy, which is the ability to use statistics in daily life, is an essential skill for facing society 5.0. This study aims to explore first-year university students’ ability to properly use simple descriptive statistics and data visualization. Qualitative data were collected using a set of questions from 39 undergraduate students. Many students were able to calculate various descriptive statistics, but some of them were still unable to determine suitable statistics to describe the data clearly. Related to data visualization, many students failed to provide a meaningful chart that effectively shows the difference between two groups of data. Students with higher statistical literacy tend to use comparison or variability reasoning to determine the usage of descriptive statistics, and use data-based reason in visualizing the data. Improvement in statistical teaching – both in the university and the secondary school – is needed so that the students can use descriptive statistics and data visualization correctly.

Correlating entrance data and first year academic performance of students enrolled in the Integrated Master in Mechanical Engineering at the University of Porto

2021 ◽  
pp. 030641902110156
Author(s):  
TMGP Duarte ◽  
AM Lopes ◽  
LFM da Silva
Keyword(s):  
Academic Performance ◽  
Secondary School ◽  
Undergraduate Students ◽  
Mechanical Engineering ◽  
Institutional Factors ◽  
First Year ◽  
Female Type ◽  
The University ◽  
First Year University ◽  
Over Time

Understanding how the academic performance of first year undergraduate students is influenced by home, personal and institutional factors is fundamental to delineate policies able to mitigate failure. This paper investigates possible correlations between the academic performance of students at the end of high school with their achievements at the end of first year university. Data for students in the Integrated Master in Mechanical Engineering (MIEM) program within the Faculty of Engineering at the University of Porto are analysed for the period 2016/2017 to 2019/2020. The students’ performance is measured by two metrics and the students are structured as a whole and by groups, according to their gender (Male/Female), type of secondary school (Public/Private), living place (Away/Home) and the rank of MIEM in their application list of options (Option 1/Option 2–6). The information is organized statistically and possible correlations between the data are investigated. The analysis reveals limited correlation between the two metrics, meaning that all students may exhibit good or poor results at the end of first year in MIEM, independent of their status at entrance. An unanticipated pattern is exhibited for the group Option 2–6, since it shows that, despite entering into MIEM without top application marks, the students in this group can perform as well as the others. This behavior is consistent over time.

scholarly journals Assessment in First Year University: A Model to Manage Transition

2008 ◽  
Vol 5 (1) ◽  
pp. 23-38
Author(s):  
J. A. Taylor ◽  
Keyword(s):  
Distance Education ◽  
Undergraduate Students ◽  
First Year ◽  
Education Students ◽  
First Year Students ◽  
Specific Content ◽  
The University ◽  
First Year University ◽  
Engineering Computing

For most students assessment guides their study and learning practice. Yet in the literature associated with the first year of study at university, few have mobilised the power of assessment to develop and engage first year undergraduate students. This paper presents a model of assessment for first year students which separates the semester into three overlapping assessment phases: assessment for transition, assessment for development and assessment for achievement. The implementation and usefulness of the model is supported by examples from mathematics, engineering, computing, communication and nursing studies at the University of Southern Queensland (USQ). Particular attention is paid to assessments for transition which occur early in the semester and are linked more closely with processes than specific content. Evidence is collated on the success of assessments in improving the participation of students, especially distance education students.

Pedagogical Inteaction in the University Environment

2020 ◽  
Vol 8 (2) ◽  
pp. 76-82
Author(s):  
Mariela Todorova-Koleva
Keyword(s):  
University Students ◽  
Communication Skills ◽  
Effective Interaction ◽  
First Year ◽  
Mutual Respect ◽  
University Environment ◽  
Good Communication ◽  
Faculty Of Education ◽  
The University ◽  
First Year University

The article represents the main points of the pedagogical interaction between first year university students, and the lecturers in the university environment. An inquiry was conducted among 45 students from the Faculty of Education in University of Veliko Tarnovo „St. Cyril and St. Methodius According to the students, the basis of good and effective interaction is mutual respect, good communication and communication skills, the presence of feedback and a process involving both the lecturers and the student.

Riding on a roller coaster: personal reflections of teaching a subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Janet T.Y. Leung
Keyword(s):  
University Students ◽  
General Education ◽  
Undergraduate Students ◽  
University Education ◽  
First Year ◽  
Roller Coaster ◽  
The Subject ◽  
Personal Reflections ◽  
First Year University ◽  
Academic Year

AbstractA university subject on leadership and intrapersonal development was delivered during the academic year of 2012–2013 to the first-year university students. The teacher taught four classes of a total of 268 undergraduate students coming from four different disciplines. The teacher shares her experience in teaching the subject with reference to the stages of forming, storming, norming and performing that the students had gone through. Personal reflections on teaching the subject as well as perceived benefits to the students are also highlighted. The teacher deeply reflects on the essence of university education in the cultivation of the leadership and intrapersonal attributes of the students. In facing the growing trend of “McDonaldization” and commercialization of university education, a general education subject that emphasizes the intrapersonal and interpersonal qualities of the students, and fosters the holistic development of the students is essential in university education.

University Students' Adjustment Problems

1998 ◽  
Vol 82 (3_suppl) ◽  
pp. 1135-1138 ◽  
Author(s):  
Varghese Iepen Cherian ◽  
Lily Cherian
Keyword(s):  
University Students ◽  
Representative Sample ◽  
Developed Countries ◽  
First Year ◽  
Adjustment Problems ◽  
First Year Students ◽  
The North ◽  
The University ◽  
First Year University ◽  
University Of The North

Considerable information is available on the adjustment problems of first-year university students in developed countries, but comparatively little is known about such problems in Asia and Africa. This study of a representative sample of 1257 first-year students conducted at the University of the North showed that 33 to 85% of the first-year students experienced various adjustment problems.

Perceptions of the first-year university students of the use of ICT in the teaching of physics: case of a course of electricity

2016 ◽  
Vol 7 (3) ◽  
pp. 1182-1194
Author(s):  
Btissam GUENNOUN ◽  
Nadia Benjelloun
Keyword(s):  
University Students ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
First Year ◽  
Scientific Content ◽  
Information And Communication ◽  
The University ◽  
First Year University ◽  
The Impact ◽  
Convenient Access

Within the framework of a research aiming to evaluate the impact of the use of Information and Communication Technologies (ICT) in higher teaching of physics, we carried out a study with 122 students enrolled in first year of the science spinneret of the physical matter (SMP) at the University Sidi Mohammed Ben Abdellah, Faculty of Sciences Dhar El Mahraz – fez. This study aims in particular to identify the perceptions which these students have after learning the course of electricity integrating the ICT.The results of our investigation also show that the use of these tools in this course has provided an easy and convenient access to its scientific content and improved the learning of 48.4% of the questioned students, in addition it allowed 52.5% of the surveyed students to actively participate and to ask more questions during the course. The results of our study have also shown that the teaching of the course of electricity within the university should be accompanied by a handout and based on more developed and detailed demonstrations in the board and a judicious use of the presentations integrating filmed experiments.

scholarly journals Pleasure Reading Among First-Year University Students

2010 ◽  
Vol 5 (4) ◽  
pp. 53 ◽  
Author(s):  
Melanie Parlette ◽  
Vivian Howard
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Reading Engagement ◽  
First Year ◽  
Reading Habits ◽  
Positive Role ◽  
Pleasure Reading ◽  
Engagement Strategies ◽  
Students First ◽  
The University

Objectives – This study examines the reading habits and experiences of first-year undergraduate students at Dalhousie University and the University of King’s College in Halifax, Nova Scotia, Canada. Methods – First-year undergraduate university students (aged 18 to 20) were recruited to take part in focus group discussions and responses were analysed to examine the following topics: (1) the role of reading in their lives, both academic and personal; (2) the development of reading habits from childhood; (3) reading engagement strategies; and (4) selection strategies. Results – This study suggests that reading for pleasure is a well-established habit amongst many first-year undergraduate students. First-year undergraduates primarily read for pleasure in order to relax but also recognize that pleasure reading can play a positive role in their academic performance, enhancing their range of background knowledge as well as their active vocabulary. Conclusions – The conclusions of this research provide recommendations for librarians and university administration to engage students and increase rates of retention in postsecondary institutions. In particular, recommendations related to the importance of pleasure reading collections, campus reading programs, book clubs, readers’ advisory services and quiet and comfortable reading areas in academic libraries are provided.

scholarly journals 24. Developing Effective Guidelines for Faculty Teaching First-Year University Students

2011 ◽  
Vol 3 ◽  
pp. 146 ◽  
Author(s):  
Irene Carter ◽  
Donald Leslie ◽  
Donald Leslie ◽  
Sarah Moore ◽  
Sarah Moore
Keyword(s):  
University Students ◽  
Teaching Methods ◽  
First Year ◽  
Campus Community ◽  
First Year Students ◽  
Faculty Teaching ◽  
Teaching Faculty ◽  
University Level ◽  
The University ◽  
First Year University

First-year university students are a diverse group of individuals with various abilities and needs. Failure of the university and its teaching faculty to meet the needs of first-year students may result in abandonment of the pursuit of a degree. This project informs instructors about the practices that strengthen a learning-centred approach and maximize inclusion of first-year students. The principles and teaching methods of Universal Instructional Design are learner-centred and have shown to improve academic achievement and benefit the campus community. Thus, it is suggested that the principles of this method be applied uniformly across university-level instruction.

scholarly journals Dingle & Han 2021 The Effect of COVID-19 on Australian University Students' Mental Health

2021 ◽  
Author(s):  
Genevieve Dingle
Keyword(s):  
Mental Health ◽  
University Students ◽  
Sense Of Belonging ◽  
First Year ◽  
Risky Drinking ◽  
Summary Report ◽  
Health And Wellbeing ◽  
The University ◽  
First Year University ◽  
Detrimental Impact

This is a summary report of survey data from two cohorts of first year university students at a metropolitan university in Australia: 2019 (i.e., pre-COVID-19) and in 2020 (during the first wave of COVID-19). The results show clear detrimental impact of COVID-19 on multiple measures of stress, mental health and wellbeing, loneliness. The only measure that did not worsen was risky drinking. A sense of belonging to the university and the use of coping strategies were associated with better mental health.

scholarly journals Psychological Distress, Family Support and Employment Status in First-Year University Students in Spain

2019 ◽  
Vol 16 (7) ◽  
pp. 1209 ◽  
Author(s):  
Jorge Arias-de la Torre ◽  
Tania Fernández-Villa ◽  
Antonio Molina ◽  
Carmen Amezcua-Prieto ◽  
Ramona Mateos ◽  
...  
Keyword(s):  
Psychological Distress ◽  
University Students ◽  
Family Support ◽  
Employment Status ◽  
Poor Mental Health ◽  
First Year ◽  
Logistic Regression Models ◽  
The University ◽  
First Year University ◽  
The Relationship

Mental disorders are consistently and closely related to psychological distress. At the start of the university period, the relationship between a student’s psychological distress, family support, and employment status is not well-known. The aims of this study were: To determine the prevalence of psychological distress in first-year university students and to analyze its relationship with family support and the student’s employment status. Data from 4166 first-year university students from nine universities across Spain were considered. The prevalence of psychological distress was obtained using the GHQ-12, a valid and reliable screening tool to detect poor mental health. To analyze the relationship between psychological distress, family support, and employment status, logistic regression models were fitted. Regarding the prevalence found, 46.9% of men and 54.2% of women had psychological distress. In both genders, psychological distress levels increased as family support decreased. Among women, psychological distress was associated with their employment status. The prevalence of psychological distress among first-year university students in Spain is high. In addition, family support, and employment status for women, could be factors to take into account when developing psychological distress prevention strategies at the beginning of the university period.

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