scholarly journals Undergraduate Student Perspectives on Textbook Costs and Implications for Academic Success

Open Praxis ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 115
Author(s):  
Lucinda Rush Wittkower ◽  
Leo S Lo
Keyword(s):  
Academic Success ◽  
General Education ◽  
Student Perceptions ◽  
Public Institution ◽  
Local Data ◽  
Course Content ◽  
Reducing Costs ◽  
College Of Business ◽  
General Education Courses ◽  
The Cost

To provide more affordable course content to our students and faculty, local data on how students perceive textbook expenses and how the costs impact student success would be necessary in order to advocate to faculty and other stakeholders. This survey, conducted at a mid-sized research public institution, aims to explore student perceptions of textbooks and how these perceptions influence academic success. The results reveal that students feel that the cost of required textbooks is unreasonable and that students are more likely to purchase required textbooks for in-major classes than for elective or general education courses. The most common means of reducing costs are purchasing from a vendor other than the campus bookstore, renting, or sharing books with classmates. Implications for academic success included not purchasing required textbooks or withdrawing from a course due to not having the materials. Students whose majors are housed in the College of Business have the highest textbook costs.

scholarly journals Examining Students’ Online Course Perceptions and Comparing Student Performance Outcomes in Online and Face-to-Face Classrooms

2021 ◽  
Vol 25 (2) ◽  
Author(s):  
Dan Spencer ◽  
Traci Temple
Keyword(s):  
Academic Success ◽  
Student Success ◽  
General Education ◽  
Student Perceptions ◽  
Online Courses ◽  
Performance Outcomes ◽  
Problem Solving Skills ◽  
Instructional Format ◽  
Face To Face ◽  
The Impact

Through the use of existing grade and student survey data, this study investigated online courses offered at a public four-year university. Specifically, the study explored differences in student success rates between online and face-to-face courses for traditional undergraduate students as well as the climate of student perceptions towards online courses. Our general results suggest that students performed better in, and had higher levels of preference toward, traditional face-to-face formats. However, overall perceptions of online courses were positive, with students viewing instructional technologies as reliable and easy to use, as well as reporting that online technologies facilitated prompt feedback, enhanced their problem-solving skills, and met their learning needs. Alongside this, students exhibited positive views towards their instructors’ skill level and use of technology to support academic success. Logistic regression analyses of differences in student success across instructional formats revealed interaction effects with variables of age (nontraditional/traditional), aid status and whether or not courses were taken to fulfill general education or major requirements, suggesting a more complex effect of instructional format across student subpopulations. The variability in the results observed in the current study warrant further exploration before definitive conclusions on the impact of instructional format on student outcomes and perceptions can be made.

scholarly journals Sustainable Math Education of Female Students during a Pandemic: Online versus Face-to-Face Instruction

2021 ◽  
Vol 13 (21) ◽  
pp. 12248
Author(s):  
Hanadi Mohamed AbdelSalam ◽  
Maura A. E. Pilotti ◽  
Omar J. El-Moussa
Keyword(s):  
Academic Success ◽  
General Education ◽  
Test Performance ◽  
Math Education ◽  
Face To Face ◽  
Online Mode ◽  
Sustainable Education ◽  
Face To Face Instruction ◽  
General Education Courses ◽  
Education Courses

The present study was driven by the assumption that a key feature of sustainable education is its ability to preserve standards of quality even amid unforeseen, potentially disruptive events. It asked whether students’ academic success in math general education courses differed between synchronous online (during the COVID-19 pandemic) and face-to-face (before the pandemic), under the ancillary assumption that computational competency, a pillar of sustainable education, shapes enduring success in a variety of professional fields. As the early identification of at-risk students and ensuing remedial interventions can bring about academic success, the study also investigated the predictive validity of students’ initial performance in online and face-to-face math courses. Two general education courses (introductory calculus and statistics), taught by the same instructor, were selected. Class grades did not differ between instructional modes, thereby providing no evidence for the widespread concern that the switch to the online mode had damaged learning. Yet, during the semester, test and homework performance were differentially sensitive to modes of instruction. Furthermore, both test and homework performance during the first half of the semester predicted class grades in online courses, whereas only test performance predicted class grades in face-to-face courses. These results suggest that sustainable math education in times of crisis is feasible and that educators’ consideration of the differential predictive value of test and homework performance may aid its attainment.

How Blending Process and Product Approaches to Teaching Writing Helps EFL Learners

2015 ◽  
pp. 94-114
Author(s):  
Khadernawaz Khan ◽  
Umamaheswara Rao Bontha
Keyword(s):  
Academic Success ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Academic Career ◽  
Teaching Writing ◽  
Efl Learners ◽  
Course Content ◽  
Foundation Program ◽  
Product Approach ◽  
Assessment Procedures

Writing is a deciding factor for academic success among tertiary-level students. Developing the writing skill of learners at the foundation level plays a significant role in their academic career. In teaching writing, a debatable issue has been whether to use a process or product approach. While some researchers contend that a process approach helps develop writing among ESL/EFL learners, others argue that the product is more important than the process. However, process without product would be aimless and a product without a process would be hollow. This chapter deals with the writing module taught across the three levels of the Foundation Program at Oman's Dhofar University. It focuses on how writing course content, learning outcomes, writing portfolios, and assessment procedures are addressed and how the process and product approaches are blended to achieve learning outcomes. Teacher and student perceptions on how this approach helps are analyzed and discussed.

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

scholarly journals Enhanced student perceptions of learning and performance using concept-point-recovery teaching sessions: a mixed-method approach

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Hyun Jin Cho ◽  
Michael R. Melloch ◽  
Chantal Levesque-Bristol
Keyword(s):  
Academic Success ◽  
Active Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Academic Learning ◽  
Control Group ◽  
The Impact

Abstract Background Active learning pedagogy has recently received a great deal of attention, and many universities have attempted to create student-centered learning environments to improve students’ academic success. The purpose of this study is to explore the impact of concept-point-recovery (CPR) teaching sessions as an active learning strategy on students’ perceptions of the learning environment, motivation, and academic learning outcomes in an electrical engineering course. To investigate the effectiveness of CPR sessions, students’ perceptions of learning and their performance were compared to those of students in a control classroom. Finally, students’ written comments on the course and instructor were explored in further analysis. Results The quantitative findings revealed that there was a significant change in students’ perceptions of learning after the CPR teaching sessions, and there was an increase in students’ perceptions and learning outcomes compared with those of the control group. In addition, the qualitative findings from students’ written feedback demonstrated that students felt that the instructor cared about students’ learning and success and that they had a positive learning environment. Conclusions CPR teaching sessions can be an alternative model for instructors to connect with students and create supportive environments to help students achieve academic success, which in turn promotes the satisfaction of students’ basic psychological needs and self-determined motivation. Therefore, increasing students’ engagement in their learning processes and making connections with students through CPR teaching sessions can facilitate improvements in students’ motivation and academic success. How this new active learning technique can be applied to higher education is discussed.

Secondary Student Perceptions of Their Class Activities Regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study

2002 ◽  
Vol 13 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Marcia Gentry ◽  
Penny Mork Springer
Keyword(s):  
High School Students ◽  
School Improvement ◽  
General Education ◽  
Student Perceptions ◽  
Gifted Education ◽  
National Sample ◽  
Initial Study ◽  
Classroom Quality ◽  
Validity And Reliability ◽  
School Students

This research reports the results of an initial study in which the instrument Student Perceptions of Classroom Quality was developed and then administered to a sample of students to allow examination of validity and reliability evidence. Accordingly, exploratory factor analysis was used to examine the construct validity of the scores, and internal consistency alpha reliability estimates were calculated for the 4 factors that were derived from the data. Student Perceptions of Classroom Quality, assesses how high school students perceive their class activities concerning meaning-fulness, challenge, choice, and appeal—constructs clearly tied in the literature to motivation and learning and with their roots of practice found in gifted education programming. Validity and reliability evidence from this pilot study were sufficiently strong, and, thus, this line of research will be continued using a larger national sample in a confirmatory study of the revised version of the instrument that resulted from the present research. Ultimately, this instrument has potential value for those engaged in research or school improvement efforts in both general education and gifted education by providing them a means to assess constructs central to learning and classroom climate from the students’ points of view.

Student Perceptions of OT Course in Animal-Assisted Therapy for Health Professionals

2021 ◽  
Vol 75 (Supplement_2) ◽  
pp. 7512505205p1-7512505205p1
Author(s):  
Petrina Talbot ◽  
Pamela Linden
Keyword(s):  
Focus Group ◽  
Student Perceptions ◽  
Health Professionals ◽  
Animal Assisted Therapy ◽  
Scope Of Practice ◽  
Multimodal Learning ◽  
Course Content ◽  
Area Of Interest ◽  
First Time ◽  
Primary Author

Abstract Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The aim of this qualitative study was to explore graduate OT student perspectives on an animal-assisted therapy (AAT) course elective offered for the first time. A semistructured focus group captured student perceptions of course content, pedagogy, experiential activities, and assignments. Given that AAT is a growing area of interest among OT practitioners and falls within the OT scope of practice, AAT coursework should be integrated into OT curricula through multimodal learning methods. Primary Author and Speaker: Petrina Talbot, AIM Services, Inc., Port Jefferson, NY, USA Additional Authors and Speakers: Pamela Linden

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