scholarly journals Factors and Problems Affecting Reading Comprehension of Undergraduate Students

2021 ◽  
Vol 4 (12) ◽  
pp. 15-29
Author(s):  
Sawitri Suwanaroa
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Personal Experience ◽  
International Communication ◽  
Influential Factor ◽  
Average Score ◽  
Reading Problems ◽  
Factors Affecting ◽  
University Of Technology ◽  
Student’S Attitude

This study aims to investigate factors affecting reading comprehension problems of 2nd, 3rd, and 4th-year students of English for International Communication (EIC) at Rajamagala University of Technology Lanna Tak. The study's objectives were 1) to examine the reading comprehension problems found most in 2nd, 3rd, and 4th year EIC students; and 2) to investigate the main factors influencing the reading problems that in turn, greatly affected the reading competence of 2nd, 3rd, and 4th-year students of EIC and how they cope with these problems. In this study, 77 EIC students demonstrated reading problems and factors which were adopted from Manutsawee (2015). The results showed that these students reflected different perceptions related to their reading problems and the factors that had an impact on their reading problems. The reading problems for the 2nd year EIC students were related to grammar, vocabulary, understanding, and personal experience with an average of 3.50, 3.43, 3.25, and 3.25, respectively. Meanwhile, the 3rd year students showed that they had difficulty with vocabulary (3.19) and grammar (3.10), with understanding and personal experience having the same average score (3.00). Finally, the 4th year students' reading problems were in the area of vocabulary (3.50), understanding and grammar (3.25), and personal experience (3.14). Moreover, the factor that affected EIC students' reading problems the most was identified as follows. The 2nd year students perceived students' attitude as the most influential factor at 3.91. However, the 3rd year students thought classroom teaching had the greatest impact on their reading problems at 3.79. Finally, the student's attitude was also the most influential factor, at 3.91, for the 4th year students.

scholarly journals Investigating the Effective Factors of Using Personal Protective Equipment from the Perspective of Nurses Caring for COVID-19 Patients: A Cross-Sectional Study

2021 ◽  
Vol 18 (15) ◽  
pp. 7882
Author(s):  
Razieh Mokhtari ◽  
Ali Safdari ◽  
Davood Hekmatpou ◽  
Ali Sahebi ◽  
Siamak Moayedi ◽  
...  
Keyword(s):  
Personal Protective Equipment ◽  
Cross Sectional Study ◽  
Influential Factor ◽  
Average Score ◽  
Protective Equipment ◽  
Sectional Study ◽  
Healthcare Organizations ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Validated Questionnaire

Considering the importance of appropriate personal protective equipment (PPE) for preventing COVID-19 transmission, the aim of this study was to investigate the factors affecting the use of PPE from the perspective of the nurses caring for COVID-19 patients. This descriptive cross-sectional study surveyed 240 nurses working in the central COVID-19 hospitals of Arak, Iran. Nurses were enrolled in the study by a convenience sampling method. The data collection tool was a validated questionnaire. Data were analyzed by SPSS 16 software using descriptive statistics, analysis of variance (ANOVA), and independent sample t-test. Environmental (4.24 ± 0.45), personal (4.16 ± 0.42), and organizational (4.04 ± 0.50) factors all contribute significantly to nursing attitudes about PPE use (p < 0.05). The average score, combining all identified factors, was 4.15 ± 0.31. The most influential factor contributing to appropriate use of PPE was environmental, while the least impactful parameters were related to rules and regulations. Environmental factors have the greatest impact on the use of PPE from the perspective of the nurses caring for patients with COVID-19. Managers and healthcare organizations should provide appropriate and adequate PPE to nurses, educate them on proper use, and monitor the process to resolve barriers.

scholarly journals Exploring Undergraduate Students’ Views on Factors Influencing Academic Performance in Construction Related Disciplines in Bells University of Technology, Ota, Nigeria

2020 ◽  
pp. 25-37
Author(s):  
Innocent Chigozie Osuizugbo ◽  
Bridget Oghomwen Simon-Eigbe ◽  
Ajibola Abiodun Okunrinboye
Keyword(s):  
Academic Performance ◽  
Undergraduate Students ◽  
Teaching Style ◽  
Significant Degree ◽  
Study Strategies ◽  
Survey Method ◽  
Significance Level ◽  
Factors Affecting ◽  
Ogun State ◽  
University Of Technology

Aims: There is usually dissimilarity in achievement as a result of several factors that influence the academic performance of students in universities. Therefore, this study aims to explore and investigate problem factors affecting the academic performance of undergraduate students in construction related disciplines in Bells University of Technology Ota, with a view to providing understanding on the major problem factors affecting their academic performance. Study Design:  Survey research design. Place and Duration of Study: Department of Building Technology, Bells University of Technology Ota, Ogun State, Nigeria, between May 2019 and January 2020. Methodology: The research employed a survey method with questionnaires distributed to undergraduate students in construction related disciplines in Bells University of Technology Ota. Data collected were analyzed using frequency, percentage, mean, rank and Kendall’s coefficient of concordance test. Results: Out of 172 questionnaires administered, 105 were sufficiently filled and returned, representing 61% of response rate. The results show that maturity, study strategies, interest in course, fear and stress and training and teaching style are the top five factors affecting academic performance of undergraduate students in construction related disciplines in Bells University of Technology Ota, Nigeria. Secondly, using SPSS (23), Kendall’s (Wa) value was found to be 0.036 at 0.000 significance level, therefore the study concluded that, there is statistically significant degree of agreement between different departments of the participants concerning their responses to factors that affect academic performance in construction related disciplines in Bells University of Technology, Ota, Nigeria. Conclusion: The study recommends that skipping of classes by students during early education should be discouraged so as to allow students attain maturity level for higher education. Secondly, universities should organize fear and stress management seminars and workshops for undergraduate students in addition to guidance and counseling sessions with a view to addressing psychological issues that may hinder their academic performance.

Role of Vocabulary Levels Test (VLT) in Chinese Undergraduate Students’ Comprehension of Textbooks

2016 ◽  
Vol 7 (2) ◽  
pp. 364 ◽  
Author(s):  
Jiangfeng Liu
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Vocabulary Knowledge ◽  
Language Teacher ◽  
English Teaching ◽  
Word Level ◽  
University Of Technology ◽  
Chinese Learners ◽  
Mastery Level

Vocabulary knowledge has always been considered crucial in reading comprehension. This paper aims to link Chinese learners’ performance on Vocabulary Levels Test (VLT) to the profiling of their textbook so as to draw pedagogical implications on English teaching. The participants were 108 freshmen in Jiangsu University of Technology, China. All of them took part in the VLT, and their English textbook was profiled to see the lexical level of the vocabulary. Results showed that 81.48% of the participants had mastered the 2,000-word level, and the vocabulary of the textbook was within the vocabulary knowledge of the participants. However, results also indicated that no participants had reached the mastery level of the K-3, K-5 and AWL words. Based on the findings of the research, it was suggested that the language teacher could make use of the textbook to consolidate the participants’ K-1 to K-2 words and at the same time give them more exposure to K-3 to K5 words as well as academic words by exposing them to some extra materials.

Students’ Speaking Skill in English Immersion School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso
Keyword(s):  
English Teachers ◽  
Program Improvement ◽  
Average Score ◽  
Factors Affecting ◽  
English Immersion ◽  
Speaking Skill ◽  
English Speaking ◽  
Comparative Results ◽  
Academic Year ◽  
Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

scholarly journals Facilitating Successful Smart Campus Transitions: A Systems Thinking-SWOT Analysis Approach

2021 ◽  
Vol 11 (5) ◽  
pp. 2044
Author(s):  
Bankole Awuzie ◽  
Alfred Beati Ngowi ◽  
Temitope Omotayo ◽  
Lovelin Obi ◽  
Julius Akotia
Keyword(s):  
Systems Thinking ◽  
Swot Analysis ◽  
Qualitative Content Analysis ◽  
Holistic Approach ◽  
Education Institution ◽  
Factors Affecting ◽  
Smart Campus ◽  
University Of Technology ◽  
Management Approaches ◽  
Gap Data

An identification of strengths, weakness, opportunities, and threats (SWOT) factors remains imperative for enabling a successful Smart Campus transition. The absence of a structured approach for analyzing the relationships between these SWOT factors and the influence thereof on Smart Campus transitions negate effective implementation. This study leverages a systems thinking approach to bridge this gap. Data were collected through a stakeholder workshop within a University of Technology case study and analyzed using qualitative content analysis (QCA). This resulted in the establishment of SWOT factors affecting Smart Campus transitions. Systems thinking was utilized to analyze the relationships between these SWOT factors resulting in a causal loop diagram (CLD) highlighting extant interrelationships. A panel of experts drawn from the United Kingdom, New Zealand, and South Africa validated the relationships between the SWOT factors as elucidated in the CLD. Subsequently, a Smart Campus transition framework predicated on the CLD archetypes was developed. The framework provided a holistic approach to understanding the interrelationships between various SWOT factors influencing Smart Campus transitions. This framework remains a valuable tool for facilitating optimal strategic planning and management approaches by policy makers, academics, and implementers within the global Higher Education Institution (HEI) landscape for managing successful Smart Campus transition at the South African University of Technology (SAUoT) and beyond.

Job motivation and some factors affecting job motivation of office and support staffs at Dong Thap General hospital in 2017

2020 ◽  
Vol 04 (03) ◽  
pp. 9-17
Author(s):  
Quynh Pham ◽  
◽  
Minh Tuan Le ◽  
Thanh Phung ◽  
Thi Huyen Chang Pham
Keyword(s):  
Job Satisfaction ◽  
General Hospital ◽  
Working Environment ◽  
Average Score ◽  
Cross Sectional ◽  
Factors Affecting ◽  
Research Results ◽  
Job Motivation ◽  
The Board Of Directors ◽  
Intrinsic Job Satisfaction

The study was conducted with 02 objectives to describe and analyze some factors affecting the motivation of office and support staffs working at Dong Thap General Hospital in 2017. The research design is cross-sectional, combining quantitative and qualitative methods. Research results show that, the motivation average score of office and support staffs with the general motivation; burnout; job satisfaction; intrinsic job satisfaction; organizational commitment; conscientiousness; timeliness and attendance oscillate from 2.91 to 3.5. The motivation average score of office and support staffs with burnout is lowest and the motivation average score of office and support staffs with conscientiousness is highest. Some factors affecting the motivation of office and support staffs are income policies; training opportunities; satisfaction of colleagues and managers; working environment; equipment and facilities. The research results provide evidence to help the Board of Directors to develop solutions to improve the motivation of office and support staffs in the future. Keywords: job motivation, office and support staffs, hospital.

scholarly journals Factors Affecting Undergraduate Students’ Intention to Become a Chartered Accountant in Bangladesh

2018 ◽  
Vol 10 (1) ◽  
pp. 429
Author(s):  
Mohsina Akter ◽  
Muhammad Muhiuddin Siraj
Keyword(s):  
Undergraduate Students ◽  
Significant Relationship ◽  
Family Income ◽  
Private University ◽  
Public And Private ◽  
Policy Makers ◽  
Undergraduate Level ◽  
Professional Qualification ◽  
Factors Affecting ◽  
The Relationship

Purpose-The objective of this paper is to examine the factors affecting Bangladeshi students’ intention to be a chartered accountant. This paper specifically addresses factors like students’ gender, previous major at undergraduate level, CGPA, public vs private university status and family income.Design/methodology/approach - The study was conducted using a questionnaire survey with a sample of 271 students from five different public and private universities in Bangladesh. The 12x2"> test was applied to examine the relationship between these factors and students’ aspiration for a chartered accountant.Findings- The findings of the study show that out of five variables three variables, previous major, public vs private university status and family income, have significant relationship with students’ intention to pursue CA professional qualification. On the contrary, gender and CGPA of the students are considered as insignificant factors.Originality/Value-This research is the first study in Bangladesh which identifies several influencing factors for students’ choice to become a chartered accountant. The findings have implications for professional bodies in Bangladesh and other policy makers in their effort to develop strategies to motivate students to be a chartered accountant.

scholarly journals Tailoring Adsorption Induced Switchability of a Pillared Layer MOF by Crystal Size Engineering

2020 ◽  
Author(s):  
Leila Abylgazina ◽  
Irena Senkovska ◽  
Sebastian Ehrling ◽  
Volodymyr Bon ◽  
Petko Petkov ◽  
...  
Keyword(s):  
Particle Size ◽  
Low Frequency ◽  
Polar Molecules ◽  
Adsorption Enthalpy ◽  
Factors Affecting ◽  
University Of Technology ◽  
Order Of Magnitude ◽  
Crystal Structural ◽  
Critical Particle Size ◽  
Characteristic Adsorption

The pillared layer framework DUT-8(Zn) (Zn<sub>2</sub>(2,6-ndc)<sub>2</sub>(dabco), 2,6-ndc = 2,6-naphthalenedicarboxylate, dabco = 1,4-diazabicyclo-[2.2.2]-octane, DUT = Dresden University of Technology) is a prototypical switchable MOF, showing characteristic adsorption and desorption induced open phase (<i>op</i>) to closed phase (<i>cp</i>) transformation associated with huge changes in cell volume. We demonstrate switchability strongly depends on a framework-specific critical particle size (d<i><sub>crit</sub></i>). The solvent removal process (pore desolvation stress contracting the framework) significantly controls the <i>cp</i>/<i>op</i> ratio after desolvation and, subsequently, the adsorption induced switchability characteristics of the system. After desolvation, the dense <i>cp</i> phase of DUT-8(Zn) shows no adsorption-induced reopening and therefore is non-porous for N<sub>2</sub> at 77 K and CO<sub>2</sub> at 195 K. However, polar molecules with a higher adsorption enthalpy, such as the polar molecules such as chloromethane at 249 K and dichloromethane (DCM) at 298 K can reopen the macro-sized crystals upon adsorption. For macro-sized particles, the outer surface energy is negligible and only the type of metal (Zn, Co, Ni) controls the DCM-induced gate opening pressure. The framework stiffness increases from Zn to Ni as confirmed by DFT calculations, X-ray crystal structural analyses, and low frequency Raman spectroscopy. The partial disintegration of the Zn based node hinges produces an overall increased stabilization of<i> cp </i>vs. <i>op</i> phase shifts the critical particle size at which switchability starts to become suppressed to even lower values (d<i><sub>crit</sub></i> < 200 nm) as compared to the Ni-based system (<i>d<sub>crit</sub></i> ≈ 500 nm). Hence, the three factors affecting switchability (energetics of the empty host, (<i>E<sub>op</sub>-E<sub>cp</sub></i>) (I), particle size (II), and desolvation stress (III)) appear to be of the same order of magnitude and should be considered collectively, not individually.

scholarly journals The Contributions of Reading Strategies and Reading Frequencies toward Students’ Reading Comprehension Skill in Higher Education

2019 ◽  
Vol 8 (6S3) ◽  
pp. 593-597
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
Reading Skill ◽  
Scale Reading ◽  
Factors Affecting ◽  
Comprehension Skill ◽  
Correlational Design ◽  
Comprehension Skills ◽  
Research Findings ◽  
Reading Comprehension Skills

This study was conducted because of the low level of students’ reading skill. The reading strategies and the reading frequencies were assumed as the factors affecting students’ reading skill. The aim of this study was to describe and to analyze the contribution of reading strategies and reading frequencies toward students’ reading comprehension skill. This study used the quantitative method with the descriptive correlational design. The population was 3000 students who attended Bahasa Indonesia subject in Universitas Negeri Padang, and 353 students were taken as samples by using proportional stratified random sampling. The instruments of this study were reading strategies scale, reading frequencies scale and a reading comprehension test which has been valid and reliable. Based on research findings and discussion, the following can be concluded: (1) reading strategies contributed significance and positively to the students' comprehension reading skill which is 19.6% (R = 0.443 R2 = 0.196 and p = 0.000), i.e. reading strategies contributed directly toward the skills of reading comprehension. Therefore, the higher the reading strategies, the better the reading comprehension skills of the students; (2) reading strategies contributed significance toward the students' reading comprehension skills of 33.1% (R = 0.575 R2 = 0.331 and p = 0.000), i.e. reading frequencies contributed directly to reading comprehension skills. Therefore, the better the reading frequencies, the better the reading comprehension skills of the students; (3) reading strategies and the reading frequencies together contributed significance toward the students' reading comprehension skills of 33.2% (R = 0.575, R2 = 0.332 and p = 0.000), i.e. reading strategies and reading frequencies together contributed directly to the comprehension reading skill. Therefore, the higher the reading strategies and reading frequencies will be the better the reading comprehension skill of the students.

scholarly journals Statistical Analysis of the Factors Affecting Academic Achievement of Undergraduate Students A Case Study of Faculty of Arts and Science Kufrah -Benghazi University

2021 ◽  
Vol 2 (2) ◽  
pp. 50-59
Author(s):  
Muna H. Ali
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Process Data ◽  
Family Learning ◽  
Arithmetic Means ◽  
Factors Affecting ◽  
Determining Factors ◽  
Study Population ◽  
Difference Test

This study examined the factors affecting the academic achievement of undergraduate students at the faculty of Arts and Science Kufrah -Benghazi University as a case study. This study seeks to identify and analyze some determining factors that influence students' academic achievement in the study area. Four factors namely: psychological, family, learning facilities, and economic; were considered. The sample was randomly selected from the study population. A questionnaire was administered to 240 (90 males,150 females) students as a sample of this study. The responses of the students were analyzed to meet the objectives of the study using (SPSS) and displayed in forms and tables. After collecting the required data on the variables of the study, they were encoded to be entered into the computer to extract the statistical results. Statistical methods within the Statistical Package for Social Sciences (SPSS) were used to process data obtained by the field study of the sample. To analyze the data mean difference test is used. Results of arithmetic means of the psychological, family, learning facilities, and economic factors were medium. Furthermore, there were no statistically significant differences in the factors affecting academic achievement among the participants due to some demographic factors such as gender and marital status. following recommendations were made; provide proper learning facilities to the students and also improve the environment of the faculty. Furthermore, the students would perform well if they are properly guided by both their parents and teachers.

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