scholarly journals Research Literacy Level of Education Postgraduate Research Students using Rasch Measurement Model

2019 ◽  
Vol 8 (3S2) ◽  
pp. 791-796
Keyword(s):  
Information Literacy ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Statistical Literacy ◽  
Postgraduate Students ◽  
Research Literacy ◽  
Literacy Knowledge ◽  
Literacy Level ◽  
Postgraduate Research ◽  
Research Students

Research literacy is defined as the ability to search and identify relevant research articles from relevant resources, and interpret and evaluate research articles. Although there is increasing literature on the importance of research literacy, empirical data on research literacy concept is still lacking especially in the field of education. Therefore, based on the meta-data analysis, this study conceptualizes research literacy and develops Research Literacy Test (RLT) composes of three main components such as information literacy, knowledge of research methodology and statistical literacy. This study determines research literacy level of postgraduate research students in education using the Rasch Measurement Model (RMM). After confirming that all items in RLT are statistically reliable and valid for the operational use, the test then distributed to 236 postgraduate research students in the field of education from five research universities in Malaysia. Findings show that the level of overall research literacy, knowledge of research methodology and statistical literacy of postgraduate students are at Moderate Low, while their information literacy level is at Moderate High. Due to the lack of research literacy, postgraduate students should not be left alone to pick up research skills as and when they could in the process of doing research. Faculty should consider improvising the current status and function of the existing research related courses. Encouragement from the supervisor is also essential. Lastly, postgraduate students themselves should take the initiative in updating their research literacy by participating in a range of appropriate activities and share their research with others.

scholarly journals Assessing Statistical Literacy Level of Postgraduate Education Research Students in Malaysian Research Universities

2021 ◽  
Vol 12 (5) ◽  
pp. 1318-1324
Author(s):  
Ibnatul Jalilah Yusof, Et. al.
Keyword(s):  
Teaching And Learning ◽  
Postgraduate Education ◽  
Statistical Literacy ◽  
Postgraduate Students ◽  
Research Literacy ◽  
Research Findings ◽  
Literacy Level ◽  
Postgraduate Research ◽  
Research Students

Statistical literacy is an essential component of research literacy demanded for the research students to master as they are required to read, comprehend, and evaluate research articles. Misinterpretations of data and research findings are among the unfavorable results in the lack of research literacy. Consequently, it will affect the quality of their research and eventually leads to ripple impact on other researchers. However, this study is still under researched especially among postgraduate research students. Therefore, this paper examined statistical literacy level among postgraduate research students. This study was a survey conducted with a sample of 236 education postgraduate research students by using a set of statistical literacy items. The data were analysed using Rasch Analysis approach which includes item and person measures. Findings suggested that postgraduate students‘ statistical literacy level is at Moderate Low level. The findings also revealed that the hardest items to be answered by the students are related to hypothesis testing (significant value). In order for students to improve their statistical literacy, this study suggested that the instructors and institutions to reexamine and to explore new methods of teaching and learning statistics.

An assessment of information literacy skills among first-year postgraduate students at Sokoine University of Agriculture Tanzania

2016 ◽  
Vol 50 (4) ◽  
pp. 427-434 ◽  
Author(s):  
Mugyabuso J. F. Lwehabura
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Search ◽  
Concept Maps ◽  
Literacy Skills ◽  
Independent Learning ◽  
First Year ◽  
Postgraduate Students ◽  
Literacy Knowledge ◽  
Information Literacy Skills

This study was set to examine and identify some aspects of information literacy skills among postgraduate students at Sokoine University of Agriculture and determine challenges and problems facing them in terms of searching and use of various information resources. Systematic probability sampling and questionnaires were used to collect data from175 students out of 314 first-year postgraduate students registered. The findings showed that although information literacy exists among students, a good number of students demonstrated significant deficiency in their information literacy knowledge and skills in key aspects including searching for information from electronic sources, application of various information search techniques such as Boolean operators, use of truncation, synonyms and concept maps. Based on the findings, the paper recommends addressing the shortcomings found by introducing a mandatory information literacy course for both postgraduate and undergraduate students to ensure effective independent learning among students.

Embedding digital and research-literacy support program into postgraduate studies curriculum

2017 ◽  
Vol 66 (8/9) ◽  
pp. 586-594 ◽  
Author(s):  
Bernard Besseah ◽  
Daisy Achiro ◽  
Joseph Mhando ◽  
Sadiat Adetoro Salau
Keyword(s):  
Information Literacy ◽  
Sub Saharan Africa ◽  
Support Program ◽  
Literacy Programs ◽  
Content Type ◽  
Postgraduate Students ◽  
Literacy Support ◽  
Research Literacy ◽  
Postgraduate Studies ◽  
Sub Saharan

Purpose This viewpoint paper aims to propose a digital and research literacy support program for postgraduate schools in sub-Saharan Africa institutions. Design/methodology/approach The paper reviewed literature on postgraduate students’ skills and postgraduate information literacy programs and proposed one for postgraduate schools in sub-Saharan Africa institutions. Findings Information literacy programs are not implemented at the postgraduate level in sub-Saharan Africa possibly because of lack of contents for these programs. Research limitations/implications The course is only a proposed course that can be embedded into the postgraduate curriculum in sub-Saharan African universities. The effectiveness of the course has not been evaluated in this study. Originality/value The proposed information literacy program focused on digital and research literacy, which is still relatively new in sub-Saharan Africa.

scholarly journals Information Literacy Competencies of Library and Information Science Postgraduate Students in South East Nigeria Universities: A Focus on the Knowledge and Skill Level

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
Skill Level ◽  
Library And Information Science ◽  
Postgraduate Students ◽  
Average Percentage ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Information Literacy Competencies

The study investigated the information literacy competencies possessed by Library and Information Science (LIS) postgraduate students in Federal Universities in South East Zone Nigeria with a focus on the Knowledge and skill level. Descriptive survey design was adopted for the study. Seventy two students which included all 2011/2012 PhD and Masters degree students from the Departments of LIS in Nnamdi Azikiwe University, Awka and University of Nigeria, Nsukka. Data was collected using Achievement Test and Questionnaire. Percentages, frequencies and mean rating were used to answer research questions. T-test was used to test hypotheses. The major findings of the study include: LIS postgraduate students in Federal Universities in South East Zone Nigeria possessed information literacy knowledge since the measure based on understanding the need for information, how to locate, evaluate and use information have average percentage scores of 95%, 87%, 82% and 88% respectively. However, the information literacy knowledge possessed by LIS Postgraduate students in Nnamdi Azikiwe University, Awka (NAU) differed significantly from those possessed by LIS Postgraduate students in University of Nigeria, Nsukka (UNN); LIS postgraduate students possessed moderate level of information literacy skills as their level of information literacy skills as measured based on ability to locate and access, evaluate and use information has general mean rating of 3.34. However, the skills differed significantly between LIS Postgraduate students in NAU and UNN. Based on the findings, it was recommended that more practical aspect of information literacy should be employed through students’ industrial training and internship, and LIS curriculum should be enhanced especially with reference to skill acquisition.

scholarly journals Information Literacy Competencies of Library and Information Science Postgraduate Students in South East Nigeria Universities: A Focus on the Knowledge and Skill Level

2018 ◽  
Author(s):  
Chinwe Veronica Anunobi ◽  
Obiora Kingsley Udem
Keyword(s):  
Information Literacy ◽  
Information Science ◽  
Literacy Skills ◽  
Skill Level ◽  
Library And Information Science ◽  
Postgraduate Students ◽  
Average Percentage ◽  
Literacy Knowledge ◽  
Information Literacy Skills ◽  
Information Literacy Competencies

The study investigated the information literacy competencies possessed by Library and Information Science (LIS) postgraduate students in Federal Universities in South East Zone Nigeria with a focus on the Knowledge and skill level. Descriptive survey design was adopted for the study. Seventy two students which included all 2011/2012 PhD and Masters degree students from the Departments of LIS in Nnamdi Azikiwe University, Awka and University of Nigeria, Nsukka. Data was collected using Achievement Test and Questionnaire. Percentages, frequencies and mean rating were used to answer research questions. T-test was used to test hypotheses. The major findings of the study include: LIS postgraduate students in Federal Universities in South East Zone Nigeria possessed information literacy knowledge since the measure based on understanding the need for information, how to locate, evaluate and use information have average percentage scores of 95%, 87%, 82% and 88% respectively. However, the information literacy knowledge possessed by LIS Postgraduate students in Nnamdi Azikiwe University, Awka (NAU) differed significantly from those possessed by LIS Postgraduate students in University of Nigeria, Nsukka (UNN); LIS postgraduate students possessed moderate level of information literacy skills as their level of information literacy skills as measured based on ability to locate and access, evaluate and use information has general mean rating of 3.34. However, the skills differed significantly between LIS Postgraduate students in NAU and UNN. Based on the findings, it was recommended that more practical aspect of information literacy should be employed through students industrial training and internship,and LIS curriculum should be enhanced especially with reference to skill acquisition.

The Disabling Influence of Work-Life Imbalance and the Fourth Industrial Revolution (4IR) on Postgraduate Research Engagement and Progress

2021 ◽  
pp. 224-234
Author(s):  
Dennis Zami Atibuni
Keyword(s):  
21St Century ◽  
Industrial Revolution ◽  
Work Life ◽  
Research Progress ◽  
Policy And Practice ◽  
Postgraduate Students ◽  
Research Engagement ◽  
Fourth Industrial Revolution ◽  
Postgraduate Research ◽  
Research Students

The onslaught of the fourth industrial revolution (4IR) requires employees to have a more complex combination of skills—the 21st century skills—than in the past. The corporate world expects employees to amass these skills from the education system, especially through acquisition of postgraduate qualifications. However, acquiring these skills presents challenges to the students as institutions rarely offer these skills at that level. Low competence in these skills, coupled with work-life imbalance, hampers research engagement and hence progress and completion among postgraduate students. In essence, a lack of the 4IR skills is a disabling reality for postgraduate research students. This chapter presents a desk-based conceptual review of the disabling effects of work-life imbalance and inadequate 4IR skills on postgraduate students' research engagement and general academic progress. Implications for policy and practice include routine provision of hands-on experiences on the 21st century research skills and work-life balance in order to step up their research progress.

scholarly journals ACADEMIC WRITING NEEDS OF POSTGRADUATE RESEARCH STUDENTS IN MALAYSIA

2020 ◽  
Vol 17 (Number 2) ◽  
pp. 1-23
Author(s):  
Joanna Joseph Jeyaraj
Keyword(s):  
Language Learning ◽  
Student Satisfaction ◽  
Academic Writing ◽  
English Language ◽  
Postgraduate Education ◽  
Private Higher Education ◽  
Completion Rates ◽  
Postgraduate Students ◽  
Postgraduate Research ◽  
Research Students

Purpose – In this study, the writing needs of postgraduate research students are explored, so that support structures that enable successful completion rates and student satisfaction can be identified. Postgraduate education is expanding in Malaysian public and private higher education institutions; yet research tends to focus on public institutions, because private institutions have traditionally been oriented towards teaching instead of research. Therefore, this study explores the needs of students in a branch campus of a private overseas university in Malaysia. Methodology - Semi-structured exploratory interviews were carried out with six postgraduate students, so that a deeper understanding of their research writing needs could be obtained. Interviews were then analysed using a general inductive approach. Findings – It was found that students required support in three main areas: writing, supervision and ICT. Students sought English language support and more workshops and programmes which specifically dealt with thesis writing. They also believed that peer support groups would be beneficial. Secondly, more guidance was needed from supervisors to enable greater clarity on writing and institutional processes and procedures. Finally, students wanted greater access to ICT writing tools to facilitate writing and language learning. Significance – The findings of this study are beneficial to institutions seeking to provide greater support for postgraduate students to ensure timely completion rates and greater student satisfaction. Based on the findings of this study, it is recommended that postgraduate support incorporate 3Ps, i.e., be pedagogically driven; peer oriented; and programmatically implemented.

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