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Research Article
Training College Students Grasp Autonomous Learning Strategies to Promote Them Growth
Wu Hongye*
Issue:
Volume 9, Issue 5, October 2024
Pages:
97-102
Received:
15 August 2024
Accepted:
3 September 2024
Published:
20 September 2024
Abstract: This article, guided by theories such as educational psychology, explores the issue of promoting local college students' autonomous learning through infiltrating autonomous learning strategies in Advanced Mathematics courses teaching. In theoretical learning and practical summary, the author found that local college students have learning deficiencies such as incorrect learning methods, weak independent thinking and self-learning abilities. In addition, high-quality higher mathematics learning can provides college students with a lot of opportunity for rational thinking, which helps to cultivate the rational thinking and rational spirit of college students who are in a critical period of rational development. Based on the learning deficiencies of local college students and the advantages of higher mathematics learning, this article proposes four teaching strategies to promote the growth of college students. The first teaching strategy is to clarify the learning objectives of higher mathematics and guide college students to learn independently. This strategy aims to overcome the shortcomings of traditional higher mathematics teaching, such as single content and incomplete teaching objectives. This teaching strategy clarifies the four-dimensional teaching objectives of advanced mathematics, including mastering knowledge, exercising thinking, improving self-learning level, and enhancing creativity. The mastery of knowledge should be achieved through knowledge learning, infiltrating educational common sense, enriching students' horizons, enhancing students' courage, appreciation, and self-awareness abilities to achieve the "six consciousness" education. The second teaching strategy is to impart self-learning strategies such as analysis and summarization to promote college students' autonomous learning; The third teaching strategy is to provide opportunities for college students to engage in self-directed learning and exercise, such as giving lectures and providing feedback; The final strategy is to evaluate self-directed learning using a self-directed learning scale to ensure learning effectiveness.
Abstract: This article, guided by theories such as educational psychology, explores the issue of promoting local college students' autonomous learning through infiltrating autonomous learning strategies in Advanced Mathematics courses teaching. In theoretical learning and practical summary, the author found that local college students have learning deficienc...
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Research Article
Challenges of Open Distance Learning: Insights from Nursing Students at the National University of Lesotho
Issue:
Volume 9, Issue 5, October 2024
Pages:
103-109
Received:
4 August 2024
Accepted:
3 September 2024
Published:
20 September 2024
Abstract: Background: The implementation of an E-learning pedagogical model of education for Bachelor of Nursing Science students presents obstacles, including delayed assignment completion, insufficient class participation, low competency, and job loss. Objective: To explore nursing students’ challenges associated with open distance learning at the National University of Lesotho. Methodology: A quantitative cross-sectional survey design was used in this study. A structured questionnaire was used to collect data and was distributed to Participants online through google forms. The study was conducted for the period of three weeks in the month of May 2024. The data was analyzed descriptively using Statistical Package of Social Sciences. Results: A total of 58 students responded, out of which 93% experienced challenges during open distance learning while 7% did not. About 81% of Participants struggled with technology, while 71% complained about unreliable internet and personal issues that affected their study during open distance learning. Furthermore, environmental factors interrupted communications among learners and instructors. Issues of unreliable internet, impaired interaction, insufficient built-in support, institutional organization and personal factors that affected open distance learning were revealed. Conclusion: The research findings provide insight on the need to efficiently implement open distance learning for nursing students. Challenges experienced by nursing students that affected their learning include struggling with technology, requiring built-in support systems, and the need to secure an internet connection during open distance learning. Furthermore, prior planning for open distance learning is necessary for proper organization and management of personal issues affecting open distance learning.
Abstract: Background: The implementation of an E-learning pedagogical model of education for Bachelor of Nursing Science students presents obstacles, including delayed assignment completion, insufficient class participation, low competency, and job loss. Objective: To explore nursing students’ challenges associated with open distance learning at the National...
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Research Article
Community Resilience Project: An Exploration of Emergency Weather Preparedness in Mississippi
Ce’Ne Harris Harris,
Jessica Murphy*,
Dawn McLin,
Yalanda Barner
Issue:
Volume 9, Issue 5, October 2024
Pages:
110-115
Received:
25 June 2024
Accepted:
17 July 2024
Published:
26 September 2024
Abstract: Historically Black Colleges and Universities have often been at the forefront of emerging movements and social changes. Continuing this tradition Jackson State University has developed Community Resilience Project to address community issues relevant to both the city and the state. The first undertaking of the Community Resilience Project was partnering with the National Weather Service (NWS and several departments across Jackson State University (JSU) to examine awareness and preparedness about weather emergencies. In June 2020, the Community Resilience Project hosted a town hall to gauge residents’ awareness about weather emergencies. Tornados, hurricanes, and floods are common in Mississippi; therefore, individuals must be prepared. The purpose of this study was to collect and analyze demographics to develop themes regarding weather emergencies. The participants were 87 Mississippi residents. Participants were issued the demographic survey before the town hall. Frequency analyses were conducted on the responses found several themes. Most respondents, 59.8%, feel prepared for a weather emergency, however, 51.7% denied having an emergency preparedness plan. Participants were also asked do they felt prepared for an emergency since the pandemic began. Most respondents reported the same or increased levels of preparedness. Findings showcase the importance of not only the Community Resilience Project but also the need for community collaborations. The strength of a community is quantified by its ability to build and maintain bonds for all its citizens' well-being and advancement. Jackson State’s Community Resilience Project has taken an inimitable role in providing services, resources, and support to its local and state communities.
Abstract: Historically Black Colleges and Universities have often been at the forefront of emerging movements and social changes. Continuing this tradition Jackson State University has developed Community Resilience Project to address community issues relevant to both the city and the state. The first undertaking of the Community Resilience Project was partn...
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Research Article
Challenges in Understanding the Mole Concept Among Level 200 Students in Science Colleges of Education in Ghana
Michael Owusu,
Humphrey Darkeh Assem,
Theophilus Aquinas Ossei-Anto,
Frank Owusu Ansah
Issue:
Volume 9, Issue 5, October 2024
Pages:
116-130
Received:
5 September 2024
Accepted:
25 September 2024
Published:
29 October 2024
Abstract: This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial for grasping various chemical phenomena, but its complexity frequently results in significant learning challenges. This study employs a mixed-method explanatory design, combining quantitative diagnostic tests and qualitative interviews with 1,211 pre-service teachers from six selected colleges. The study identifies key challenges in learning the mole concept, including difficulties in translating word problems into equations, determining mole ratios, deriving empirical and molecular formulae, and understanding the relationship between stoichiometric coefficients and moles. The analysis categorizes these challenges into comprehension, transformation, process skills, and encoding errors, with process skills and transformation challenges being the most prevalent. Findings reveal that many students struggle to solve problems without formulae, highlighting a lack of conceptual understanding. Interviews with pre-service teachers confirm quantitative data, indicating that students often rely on rote memorization rather than conceptual grasp. The study concludes that improvements in teaching methods are needed, emphasizing the importance of understanding over memorization and recommending small group collaborative learning. Contributions include filling empirical gaps in the literature regarding pre-service teachers’ challenges and suggesting practical recommendations for enhancing chemistry education.
Abstract: This study investigates challenges in understanding the mole concept among pre-service teachers in Ghanaian Colleges of Education. Chemistry education is fundamental for fields such as medicine and engineering, yet students often face difficulties due to inadequate foundational knowledge and ineffective teaching methods. The mole concept is crucial...
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Research Article
A Study of Factors That Affect Chinese Tertiary EFL Learners’ Willingness to Communicate in Class
Issue:
Volume 9, Issue 5, October 2024
Pages:
131-137
Received:
25 August 2024
Accepted:
21 October 2024
Published:
29 October 2024
Abstract: Classroom interaction characterizes communicative language teaching. Effective classroom interaction promotes second language acquisition (SLA) and serves as an important means of using the language especially for students in a foreign language context. Willingness to communicate (WTC) has received constant attention since its application to the SLA field in the 1990s. Students’ WTC ensures the quantity and quality of classroom interaction. By analyzing the data from an end-of-year questionnaire in an ordinary Chinese college English class, the present study aims to examine Chinese non-English major students’ general attitudes towards classroom communication activities and two major categories of factors, namely Teacher Factors and Task Factors, that influence students’ WTC in English classes from students’ perspective. The results show that the factors affecting WTC in college English classrooms are multidimensional, with Teacher’ s Emotions (being patient, encouraging, guiding, positive, happy, lively, passionate, trust), Teacher’ s Professional qualities (content selection, class organization, pronunciation, wait-time) and Task Content (usefulness, degree of difficulty, interest) having relatively greater effects. At the end of the paper, direction for future research is given. Second/foreign language teachers are advised to conduct further classroom research and actively regulate these factors for a more interactive English class and thus improve students’ class participation and learning efficiency.
Abstract: Classroom interaction characterizes communicative language teaching. Effective classroom interaction promotes second language acquisition (SLA) and serves as an important means of using the language especially for students in a foreign language context. Willingness to communicate (WTC) has received constant attention since its application to the SL...
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Research Article
Influence of Digital Skills Acquisition on Perceived Employability Prospects of Accounting Education Students: Moderating Role of Geographic Location and Family Income
Samson Joshua*,
Jonathan Iliya Apuru
Issue:
Volume 9, Issue 5, October 2024
Pages:
138-147
Received:
20 September 2024
Accepted:
9 October 2024
Published:
31 October 2024
Abstract: This study determined the influence of digital skills acquisition on perceived employability prospects of accounting education students: moderating effects of geographic location and family income level. Three null hypotheses were formulated and tested at .05 level of significance. Related literature pertinent to the study were reviewed which exposed the need for the study. Correlational research design was adopted using a population of 206 accounting education students in Universities in North Central Nigeria. A structured questionnaire was developed by the researchers for data collection. A reliability test of the instrument was also conducted and analyzed using Cronbach Alpha coefficient method and yielded an overall reliability coefficient of 0.86. Data generated from the use of the questionnaire was analyzed with Statistical Package for Social Sciences (SPSS) using Pearson Product Moment Correlation (PPMC) and Multiple Regression Analysis (MRA) for the research hypotheses respectively at 0.05 level of significance. Findings reveal a strong positive influence of digital skills acquisition on perceived employability prospects of accounting education students. There is a significant negative correlation between geographic location and family income level with digital skills acquisition and perceived employability prospects. Based on the findings of the study, it was recommended that there should be sustainable power supply and adequate provision of digital equipment to educational institutions in order to keep the students abreast skills demand after graduation for employable opportunities.
Abstract: This study determined the influence of digital skills acquisition on perceived employability prospects of accounting education students: moderating effects of geographic location and family income level. Three null hypotheses were formulated and tested at .05 level of significance. Related literature pertinent to the study were reviewed which expos...
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