Assessing Students’ Approaches and Perceptions to Learning in Physics Experiments Based on Simulations and At-Home Lab Kits

Our study evaluates students’ approaches to and perceptions of the use of hands-on at-home laboratory kits (HALK) experiments, open-source computer-based simulations (OSCBS), and their combination (OSCBS-HALK) in undergraduate introductory asynchronous online physics courses. Anonymous survey data from students who had completed online physics courses with labs based on simulations, at-home lab kits, or both were collected using a modified version of the Learn Questionnaire (MVLQ). Findings in this study indicate that among the six scales (interest and relevance; peer support; staff enthusiasm and support; teaching for understanding; alignment; and constructive feedback) used to measure students’ perceptions of the teaching and learning environments, interest and relevance, peer support, and teaching for understanding had statistically significant different means across the three lab types. Post-hoc comparisons using the Tukey HSD test for the interest and relevance scale indicated that students viewed using a combination approach of OSCBS and HALK labs (M = 3.98, SD = 0.61) more significantly positive than using computer-simulated labs only (M = 3.56, SD = 0.75). Compared to other labs, computer-simulated labs were perceived to lead to a deep approach to learning. However, they had the lowest interest and relevance, peer support, and alignment ranking among the three lab groups. Thus, developing strategies to improve students’ engagement and ability to translate the simulations into physical processes is recommended for OSCBS.

An Evaluation of Arrogance Orientations of Academicians in Higher Education According to Student and Alumni Opinions

Arrogant individuals are individuals who tend to position themselves in the center, both in their daily lives and in organizational life, and their relationships with others. While they exaggerate their importance, they tend to take over success in any case. Arrogance, which has the potential to adversely affect the organizational climate, can turn into an obstacle to the state of collective engagement and have a devastating effect on the science discipline, for example, in the academic community. In this context, this study aims to examine the arrogance orientations of academicians working in universities, which are higher education organizations. For this purpose, phenomenology, which is a qualitative research design, was used, and thirteen participants consisting of undergraduate and graduate students and graduates were reached with the maximum variation sampling method. The data obtained through focus group interviews using semi-structured questions were analyzed in terms of content using the Maxquda qualitative data analysis program. Findings obtained as a result of the analyses reveal that the arrogance orientations of academicians were gathered under the dimensions of individuality, comparison, contempt, and discrediting. Based on these results, it is possible to indicate that it affects the academic organization climate negatively and feeds on individuality. In this context, it can contribute to reducing the potentially destructive effects of arrogance by encouraging collective work in academic organizations.

Undergraduate Students' Attitudes towards Online Counseling since the COVID-19 Pandemic

The coronavirus disease 2019 (COVID-19) has left tertiary students feeling anxious, stressed, and depressed. As a result, online counseling is a new option for students seeking counseling to alleviate stress and anxiety. The aims of this study were to 1) investigate undergraduate students' attitudes towards online counseling since the COVID-19 pandemic, and 2) compare the attitudes of undergraduate students at Mahasarakham University towards online counseling since the COVID-19 pandemic, classified by gender, academic year, grade point average (GPA), faculty, experience in face-to-face counseling, and experience in online counseling. The participants were 417 undergraduate students from Mahasarakham University who were selected by using a convenient sampling method. The research instrument was the questionnaire on undergraduate students' attitudes towards online counseling. The researcher used percentage, mean, standard deviation, independent sample t-test, and one-way ANOVA to analyze the data. The findings indicated that the undergraduate students' attitudes towards online counseling were at a high level. Further, the undergraduate students' attitudes towards online counseling were statistically significant differences at a level of p<0.01 attributed to the variables of genders and GPAs.

A Suggested Proposal to Develop Distance Learning Programs in Border Schools in the Kingdom of Saudi Arabia

The aim of this research is to find a proposed vision for developing distance education programs in border schools in the Kingdom of Saudi Arabia, and to explore the reality of the proposed educational programs for developing distance education programs. In order to achieve the research objectives, the descriptive and analytical approach was used for its suitability for this research, as the questionnaire was used as a research tool. The research sample consisted of (150) female teachers from border schools. The results of the research revealed that the reality of female teachers ’practice on distance learning programs in border schools in the Kingdom of Saudi Arabia is central. And that the use of technology is the most important requirement for developing distance education programs in border schools from the Kingdom of Saudi Arabia. The results also showed the achievement of leadership in diversifying and developing teaching and learning methods through the distance education system based on employing modern information and communication technology, equipping schools with all technological equipment, and supporting students with modern equipment and teachers with modern training to achieve the goals of distance education. In light of the results, the research paper presented a proposal for developing distance education programs in border schools in the Kingdom of Saudi Arabia.

A Mediation Analysis of Spirituality: Wellbeing and Academic Performance in first-Generation and Low-income College Students

Mental health and attainment gaps comprise crises on university campuses, especially for first-generation and low-income students. Despite the heritage of spirituality and religious foundations of America’s colleges, current norms have rendered candid discussions of spirituality to be mostly nonexistent. Despite literature linking spirituality with psychological wellbeing, known is little as to what relationship spirituality has with psychological wellbeing and academic performance, particularly among first-generation and low-income students. This study uses a cross-sectional survey design and occurred a public, regional, Midwestern institution. Quantitative analysis found a relationship between psychological wellbeing and academic performance in specific circumstances, and an indirect effect between spirituality and academic performance in the presence of psychological wellbeing. These data presents implications for practitioners.

Do I really have to Teach them to Read and Write? Education Equity Mindset and Teaching Literacy across the College Curriculum

Reading and writing are fundamental skills students need to succeed in college, making literacy development an issue of education equity. The literacy skills can be content-specific, indicating faculty members across disciplines need to support student development of appropriate literacy skills. The extent to which faculty members support student literacy development is likely associated with their literacy-focused education equity mindset. The goal of our research was to document the mindset of faculty members across multiple disciplines. We gathered a combination of quantitative and qualitative data from 345 college faculty members using a survey. We found variations in the mindset strength between disciplines by the number of students taught, gender, and age. Overall, the faculty members held a moderate literacy-focused education equity mindset. The findings have implications for student inclusion, retention, and completion.

The Effect of Mangala, the Intelligence Game Taught by Distance Education, on the Mathematical Motivations and Problem-solving Skill Levels of 6th-Grade Students

This study examines the effect of "Mangala" on the mathematical motivation and problem-solving skill levels (PSoSL) of 6th-grade students. A single-group pre-test-post-test quasi-experimental design based on the quantitative research approach was used in the study conducted through distance education. The sample consisted of 14 6th-grade students. The data collection tools used in the study, which continued for three weeks in the 2020-2021 academic year, were the Mathematical Motivation Scale (MMS) and Performance Tasks (PT). The data obtained from this study were analyzed using the SPSS 22.0 package program. Since the sample size was small and the data did not show normal distribution, data analysis was carried out using the Wilcoxon Signed Rank Test, one of the non-parametric statistical tests. Data analysis showed a statistically significant difference between the pre and post-experiment MMS scores of the students. The effect of "Mangala" on students' PSoSL was evaluated through performance tasks. The Progressive Scoring Scale (PSS) taken from Baki (2014) was used to evaluate performance tasks. Researchers redefined each criterion in the scoring key and set four levels: "very good," "good," "unsatisfactory," and "empty." The analysis of the problems in the performance tasks showed that the students usually gave "very good" and "good" answers. However, some students had difficulties finding solution strategies and writing a similar problem; thus, they left blank answers.

Reviewer Acknowledgements for Higher Education Studies, Vol. 11, No. 4

Reviewer Acknowledgements for Higher Education Studies, Vol. 11, No. 4, 2021.

Extrinsic and Intrinsic for online Classroom

The objectives of this research are 1) to examine how Thai youth in tertiary education feel about extrinsic and intrinsic rewards when studying online.2) to explore any similarities and differences between the two techniques. 3) to determine how students felt about the reward system used in this class. The samples in this research are 37 students. They are all the students who study in an online classroom for the whole semester during the COVID19 global pandemic (2019-2021).The questionnaire and the interview instruments were designed to clarify participants’ attitude and used a five point Likert scales and the entire reliability value is 0.80. The statistics used for data analysis were included descriptive statistics; and proportion and percentage, and inferential statistics such as multiple regression and Chi-square- test. The result disclose as follows : 1) The students showed that all of the four dimensions of this variables test of which one variables is extrinsic, have significant, positive relationships with satisfaction (r = .690, p < 0.01). 2) The results indicate that extrinsic and intrinsic variables had a negative effect on satisfaction (b = .051, p > 0.01), (b = .252, p > 0.01).3) the results indicate that Feelings had a positive effect on satisfaction (β = .638, p < 0.01) and could predict satisfaction variables by 56.1 percent (adjusted R2  = 0.561), and extrinsic and intrinsic variables had a negative effect on satisfaction (p > 0.01).

Development of Executive Functions and Support Systems for Student Teachers in Thailand

This study aims to investigate the development of executive functions (EFs) for pre-service teachers, their issues during teaching practice, and their motivations for entering the teaching profession. EF self-assessment questionnaires, logbooks, structured in-depth interviews, and support system evaluation forms were used to collect the data. The theory has suggested that school field experiences are particularly effective in student teacher development at the grade level. This study demonstrated a positive association between student teachers’ EFs using four years of data from 45 pre-service teachers participating in teacher preparation programs. Fifteen pre-service teachers attending the fifth year of their teacher education program at a university in Thailand. This longitudinal study used four years (during 2017-2020) of data.