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undergraduate students</title> <meta name="description" content="Search results for: undergraduate students"> <meta name="keywords" content="undergraduate students"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="undergraduate students"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 6206</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: undergraduate students</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6206</span> The Study of Public Consciousness of Undergraduate Students, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nantida%20Otakum">Nantida Otakum</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study is to study the level of public consciousness of Suan Sunandha Rajabhat University undergraduate students. This study also compares differences in the level of public consciousness among undergraduate students who are different in sex and year of study. The research methodology employed a questionnaire as a quantitative method. The respondents were undergraduate students at Suan Sunandha Rajabhat University. Totally, 400 usable questionnaires were received. Descriptive and inferential statistics were used in data analysis. The results showed that the level of public consciousness of undergraduate students was at a good level in all aspects. The aspect of social participation was at the highest level, while the aspect of shared vision was at the lowest level. The results also indicated that undergraduate students with differences in sex and year of study were not significantly different in public consciousness level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=participation" title="participation">participation</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20consciousness" title=" public consciousness"> public consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20University" title=" Suan Sunandha Rajabhat University"> Suan Sunandha Rajabhat University</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/39990/the-study-of-public-consciousness-of-undergraduate-students-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39990.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">332</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6205</span> The Result of Using Board Game for Enhancing the Active Citizen of the Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chananporn%20Areekul">Chananporn Areekul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to study the experimental result of using board games for enhancing the active citizen of the undergraduate students. The research methodology of this study was the quasi experimental research. The sample was 30 undergraduate students that were chosen by the purposive sampling. The instruments were board games for enhancing the active citizen and the questionnaire for measuring the active citizen levels. The result of the mean difference test was found that there were statistically significant differences at the .05 level (t = 2.028, p = 0.047) between before and after using board game for enhancing the active citizen of undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20citizen" title="active citizen">active citizen</a>, <a href="https://publications.waset.org/abstracts/search?q=board%20game" title=" board game"> board game</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20innovation" title=" learning innovation"> learning innovation</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/122973/the-result-of-using-board-game-for-enhancing-the-active-citizen-of-the-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122973.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6204</span> Factors influencing Career Choice in Accounting: Perceptions of Undergraduate Accounting Students in Selected Nigerian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nwobu%20Obiamaka">Nwobu Obiamaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Samuel%20O.%20Faboyede"> Samuel O. Faboyede</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the factors influencing career choice of undergraduate accounting students in selected Nigerian universities. The manner in which students of accounting perceive the factors that drive them into pursuing a career in accounting is important to the profession. The study made use of primary data collected from undergraduate accounting students in their final year in selected Nigerian universities. The data was collected using a survey instrument (questionnaire), copies of which were made and administered to the respondents (undergraduate accounting students in selected Nigerian universities). The finding suggests that the major factors influencing undergraduate accounting students to opt for a career in accounting include pressure from peers and monetary reward. The findings from the study have crucial policy implications for admission officers in tertiary institutions as well as the accounting profession in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accounting" title="accounting">accounting</a>, <a href="https://publications.waset.org/abstracts/search?q=career" title=" career"> career</a>, <a href="https://publications.waset.org/abstracts/search?q=choice" title=" choice"> choice</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a> </p> <a href="https://publications.waset.org/abstracts/42124/factors-influencing-career-choice-in-accounting-perceptions-of-undergraduate-accounting-students-in-selected-nigerian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">278</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6203</span> Mathematics Anxiety and Attitude among Nigerian University Library and Information Science Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fredrick%20Olatunji%20Ajegbomogun">Fredrick Olatunji Ajegbomogun</a>, <a href="https://publications.waset.org/abstracts/search?q=Clement%20Ola%20Adekoya"> Clement Ola Adekoya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mathematics has, for ages, been an essential subject in the education curriculum across the globe. The word mathematics scares the majority of undergraduate students and even more library and information science (LIS) students who have not seen the pertinence of the subject to their academic pursuits. This study investigated mathematics anxiety and attitudes among LIS undergraduate students in Nigerian universities. The study adopted a descriptive survey research design. Multi-stage and convenient sampling techniques were used for the study. Data were collected using a questionnaire and analyzed using descriptive statistical tools. It was found that mathematics is important in LIS education. The students displayed a high level of anxiety toward mathematics. The students have a negative attitude toward mathematics. However, the hypotheses tested revealed that while the LIS female undergraduate students displayed low levels of anxiety and a positive attitude toward mathematics, the level of anxiety of the male undergraduate students was high, and their attitude toward mathematics was negative. It was recommended that LIS undergraduate students develop a positive attitude towards mathematics and appreciate that the paradigm shift in the practice of librarianship is towards mathematics as a way of developing technological tools (hardware and software) to facilitate the effective delivery of library services. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxiety" title="anxiety">anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=library%20and%20information%20science" title=" library and information science"> library and information science</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics%20anxiety" title=" mathematics anxiety"> mathematics anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20universities" title=" Nigerian universities"> Nigerian universities</a> </p> <a href="https://publications.waset.org/abstracts/150160/mathematics-anxiety-and-attitude-among-nigerian-university-library-and-information-science-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">157</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6202</span> The Impact of Online Games, Massively Multiplayer Online Game towards Undergraduate Students in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rubijesmin%20%20Abdul%20Latif">Rubijesmin Abdul Latif</a>, <a href="https://publications.waset.org/abstracts/search?q=Norshakirah%20Abdul%20Aziz"> Norshakirah Abdul Aziz</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Taufik%20Abdul%20Jalil"> Mohd Taufik Abdul Jalil</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper focuses on the impact of online games among Malaysian undergraduate students. The purpose of this study is to investigate whether online games (especially MMOGs) impacted students positively or vice versa; focusing on three elements (time management, social life, and emotion). A total of 83 respondents comprised from 14 Malaysia universities, randomly selected undergraduate students who play MMOGs (casual and hardcore gamers i.e. addiction to MMOGs) were involved in this study. The results showed that MMOGs have only negative impact on students capabilities in time management, meanwhile as for the elements social life and emotion, MMOGs do not affect them negatively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internet%20game%20addiction" title="internet game addiction">internet game addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20games" title=" online games"> online games</a>, <a href="https://publications.waset.org/abstracts/search?q=MMOGs" title=" MMOGs"> MMOGs</a>, <a href="https://publications.waset.org/abstracts/search?q=impact" title=" impact"> impact</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/51222/the-impact-of-online-games-massively-multiplayer-online-game-towards-undergraduate-students-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">583</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6201</span> Utilization of Hybrid Teaching Methods to Improve Writing Skills of Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tahira%20Zaman">Tahira Zaman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper intends to discover the utility of hybrid teaching methods to aid undergraduate students to improve their English academic writing skills. A total of 45 undergraduate students were selected randomly from three classes from varying language abilities, with the research design of monitoring and rubrics evaluation as a means of measure. Language skills of the students were upgraded with the help of experiential learning methods using reflective writing technique, guided method in which students were merely directed to correct form of writing techniques along with self-guided method for the students to produce a library research-based article measured through a standardized rubrics provided. The progress of the students was monitored and checked through rubrics and self-evaluation and concluded that a change was observed in the students’ writing abilities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=self%20evaluation" title="self evaluation">self evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=hybrid" title=" hybrid"> hybrid</a>, <a href="https://publications.waset.org/abstracts/search?q=self%20evaluation" title=" self evaluation"> self evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20writing" title=" reflective writing"> reflective writing</a> </p> <a href="https://publications.waset.org/abstracts/99050/utilization-of-hybrid-teaching-methods-to-improve-writing-skills-of-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6200</span> Exposure and Satisfaction toward Online News of Undergraduate Students in Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ekapon%20Thienthaworn">Ekapon Thienthaworn</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research aims to study the exposure and satisfaction toward online news of undergraduate students in Bangkok, Thailand. This research is the survey research which 400 questionnaires are used to collect data with the accidental sampling technique and the data collected are analyzed with descriptive statistics. The result can be divided into 2 sections as follow: (1) Undergraduate students in Bangkok consume online news via most of the Smartphone. In most cases, they use average more than 2 hours per day. Most times to consume news are 22.01- 02.00 pm. Primary source is Facebook and the most interested news genre is entertainment news and headline of the day. (2) Undergraduate students in Bangkok have positive attitude in online news is a fastness and easy-to-access. Negative attitude is piracy. Finally, average satisfaction in consuming online news is in high levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exposure" title="exposure">exposure</a>, <a href="https://publications.waset.org/abstracts/search?q=satisfaction" title=" satisfaction"> satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20news" title=" online news"> online news</a>, <a href="https://publications.waset.org/abstracts/search?q=Bangkok" title=" Bangkok"> Bangkok</a> </p> <a href="https://publications.waset.org/abstracts/44793/exposure-and-satisfaction-toward-online-news-of-undergraduate-students-in-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">246</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6199</span> Social Media Utilisation and Addiction among Students in Nigerian Universities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kolawole%20Akinjide%20Aramide">Kolawole Akinjide Aramide</a>, <a href="https://publications.waset.org/abstracts/search?q=Razaq%20Oyewo"> Razaq Oyewo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates social media utilisation and addiction among students in Nigerian universities. Three hundred and twenty seven (327) students were randomly selected across five selected universities in Nigeria but only 215 provided useful responses for the study. The study revealed regular use of social media for the purpose of communicating and connecting with friends only while Picassa, Twitter, Flickr, Youtube, MySpace, Blogger, Linkedln and LibraryThing were found to top the list of social media being used on regular basis by the students. The level of social media addiction among the students was found to be low. A significant difference was established between undergraduate and postgraduate students’ utilization of social media as the undergraduate students were found to utilise social media more than the postgraduate students. However, no significant difference was found in the level of addiction to social media between the undergraduate and postgraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20media%20utilisation" title="social media utilisation">social media utilisation</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media%20addiction" title=" social media addiction"> social media addiction</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20students" title=" Nigerian students"> Nigerian students</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities "> universities </a> </p> <a href="https://publications.waset.org/abstracts/8797/social-media-utilisation-and-addiction-among-students-in-nigerian-universities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8797.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6198</span> The Study of Factors Affecting Social Responsibility among Undergraduate Students of the Faculty of Management Science, Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somtop%20Keawchuer">Somtop Keawchuer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the research is to study the level of social responsibility among the undergraduate students of the faculty of Management Science, Suan Sunandha Rajabhat University. The research also studies the factors affecting social responsibility of the undergraduate students. The research methodology applied a self-administered questionnaire as a quantitative method. A convenience sampling was used to distribute the questionnaire. Finally, 350 questionnaires were received for data analysis. Data were analyzed by using descriptive statistics including percentage, mean, standard deviation, and inferential statistics including regression analysis for hypothesis testing. The results indicated that the level of social responsibility of the students was at a good level. In addition, internal and external factors were related to social responsibility of the undergraduate students with the statistical significance level of 0.05. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=internal%20and%20external%20factors" title="internal and external factors">internal and external factors</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20responsibility" title=" social responsibility"> social responsibility</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20University" title=" Suan Sunandha Rajabhat University"> Suan Sunandha Rajabhat University</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/44260/the-study-of-factors-affecting-social-responsibility-among-undergraduate-students-of-the-faculty-of-management-science-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">272</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6197</span> Reading Behavior of Undergraduate Students at Suan Sunandha Rajabhat University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ratanavadee%20Takerngsukvatana">Ratanavadee Takerngsukvatana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purposes of this research were to study reading behavior of undergraduate students at Suan Sunandha Rajabhat University. A stratified random sample of 380 participants was collected. A Likert five-scale questionnaire was developed to collect data and to obtain students’ opinions regarding their reading behavior. The findings revealed that the majority of respondents read mainly for academic purpose. They preferred to read magazines. The majority of respondents read an average of 3-7 pages a day. The places to read were home and library. Buying with their own money and borrowing from the library were two main sources of books. The suggested activity to promote is planning the curriculum to suit students’ reading behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reading" title="reading">reading</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20behavior" title=" reading behavior"> reading behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=Suan%20Sunandha%20Rajabhat%20University" title=" Suan Sunandha Rajabhat University"> Suan Sunandha Rajabhat University</a> </p> <a href="https://publications.waset.org/abstracts/12235/reading-behavior-of-undergraduate-students-at-suan-sunandha-rajabhat-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12235.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">302</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6196</span> Different Approaches to Teaching a Database Course to Undergraduate and Graduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Samah%20Senbel">Samah Senbel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Database Design is a fundamental part of the Computer Science and Information technology curricula in any school, as well as in the study of management, business administration, and data analytics. In this study, we compare the performance of two groups of students studying the same database design and implementation course at Sacred Heart University in the fall of 2018. Both courses used the same textbook and were taught by the same professor, one for seven graduate students and one for 26 undergraduate students (juniors). The undergraduate students were aged around 20 years old with little work experience, while the graduate students averaged 35 years old and all were employed in computer-related or management-related jobs. The textbook used was 'Database Systems, Design, Implementation, and Management' by Coronel and Morris, and the course was designed to follow the textbook roughly a chapter per week. The first 6 weeks covered the design aspect of a database, followed by a paper exam. The next 6 weeks covered the implementation aspect of the database using SQL followed by a lab exam. Since the undergraduate students are on a 16 week semester, we spend the last three weeks of the course covering NoSQL. This part of the course was not included in this study. After the course was over, we analyze the results of the two groups of students. An interesting discrepancy was observed: In the database design part of the course, the average grade of the graduate students was 92%, while that of the undergraduate students was 77% for the same exam. In the implementation part of the course, we observe the opposite: the average grade of the graduate students was 65% while that of the undergraduate students was 73%. The overall grades were quite similar: the graduate average was 78% and that of the undergraduates was 75%. Based on these results, we concluded that having both classes follow the same time schedule was not beneficial, and an adjustment is needed. The graduates could spend less time on design and the undergraduates would benefit from more design time. In the fall of 2019, 30 students registered for the undergraduate course and 15 students registered for the graduate course. To test our conclusion, the undergraduates spend about 67% of time (eight classes) on the design part of the course and 33% (four classes) on the implementation part, using the exact exams as the previous year. This resulted in an improvement in their average grades on the design part from 77% to 83% and also their implementation average grade from 73% to 79%. In conclusion, we recommend using two separate schedules for teaching the database design course. For undergraduate students, it is important to spend more time on the design part rather than the implementation part of the course. While for the older graduate students, we recommend spending more time on the implementation part, as it seems that is the part they struggle with, even though they have a higher understanding of the design component of databases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer%20science%20education" title="computer science education">computer science education</a>, <a href="https://publications.waset.org/abstracts/search?q=database%20design" title=" database design"> database design</a>, <a href="https://publications.waset.org/abstracts/search?q=graduate%20and%20undergraduate%20students" title=" graduate and undergraduate students"> graduate and undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/123395/different-approaches-to-teaching-a-database-course-to-undergraduate-and-graduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/123395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6195</span> Investigation of the Psychological and Sociological Consequences of Facebook Usage towards Saudi Arabia University Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Alassiri">Abdullah Alassiri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prompted by the widespread saturation of Facebook usage in Saudi Arabia, among university students to socialize with online members, this study investigated the usage, self-presentation, psychological and sociological consequences of the Facebook social networking site among undergraduate students in Saudi Arabia. The problem statement of this study was addressed by answering the following questions: 1) What motivation do undergraduate students have for joining Facebook? 2) How do undergraduate students consume Facebook? 3) In what condition do undergraduate students need Facebook? 4) How do undergraduate students manage their self-presentation via Facebook? 5) What are the experiences obtained by the undergraduate students from Facebook psychologically? 6) What are the experiences obtained by the undergraduate students from Facebook sociologically? 7) How have Facebook activities affected the lifestyle of the undergraduate students?. These questions were answered by analyzing in-depth interview data collected from twenty male undergraduate students between the ages of 18 and 24 years selected from King Saud University (KSU) and King Khalid University (KKU) Saudi Arabia. Using thematic analysis, informants data were coded ‘R1 to R20’, validated and was transcribed to minimize error from translating into the study items from Arabic back to the English Language. Using purposive sampling method, informant perspective within the research context were explored. Data collection was confined to students’ motivations for engaging in online activities, self-presentation, psychological and sociological consequences to their everyday life was investigated based on the theoretical and philosophical perspective underpinnings media and gratification paradigm and social influence theory. The findings contributed to the development of important study themes that supported the development of a new research framework. Based on the analysis, all the study questions were answered. The findings of this study showed that the students use Facebook for the purpose of interacting with others, getting information and as knowledge sources. In terms of self-presentation, this study revealed that the students portray themselves in the real and not fake image while socializing with others. Psychological and sociological consequences from the usage of Facebook are recorded ranging from cheerful to stress and from loneliness to having many friends. As a conclusion, this study conclusively drew that Facebook is a very persuasive medium of communication among the University students in Saudi Arabia that bridges across socio-cultural boundaries and unite students to interact as a community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title="Saudi Arabia">Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=Facebook" title=" Facebook"> Facebook</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20network" title=" social network"> social network</a> </p> <a href="https://publications.waset.org/abstracts/72554/investigation-of-the-psychological-and-sociological-consequences-of-facebook-usage-towards-saudi-arabia-university-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72554.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6194</span> Exploring the Correlation between Students' Performance in Educational Statistics and Research Methods in Education: The Influence of Undergraduate Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Justice%20Dadzie">Justice Dadzie</a>, <a href="https://publications.waset.org/abstracts/search?q=Stacy%20H.%20Surman"> Stacy H. Surman</a>, <a href="https://publications.waset.org/abstracts/search?q=Ruth%20K.%20Annan-Brew"> Ruth K. Annan-Brew</a>, <a href="https://publications.waset.org/abstracts/search?q=Ifesinachi%20J.%20Ezugwu"> Ifesinachi J. Ezugwu</a>, <a href="https://publications.waset.org/abstracts/search?q=Evans%20Addison"> Evans Addison</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to explore the correlation between students' performance in educational statistics and research methods in education, as well as investigate potential differences in performance based on their undergraduate programs. A cross-sectional design was employed, and data was collected from 170 students enrolled in master of philosophy programs in the department of education and psychology. The correlation analysis revealed a strong positive correlation between students' performance in intermediate statistics in education and research methods in education. This indicates a close relationship between the two domains. The MANOVA analysis showed no significant differences in the linear combination of intermediate statistics in education and research methods in education scores across the different undergraduate programs. The tests of between-subjects effects further confirmed that the student's performance in intermediate statistics in education and research methods in education did not differ significantly across the different undergraduate programs. These findings contribute to the existing literature by providing insights into the correlation between educational statistics and research methods, and the influence of undergraduate program backgrounds on students' performance in these domains. The strong positive correlation between intermediate statistics and research methods highlights the importance of a solid foundation in statistics for understanding and applying research methods. Moreover, the consistent relationship across different academic backgrounds emphasizes the need for targeted interventions and support systems to enhance graduate students' competencies in these critical areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20statistics" title="educational statistics">educational statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20methods" title=" research methods"> research methods</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20programs" title=" undergraduate programs"> undergraduate programs</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20performance" title=" students performance"> students performance</a> </p> <a href="https://publications.waset.org/abstracts/185609/exploring-the-correlation-between-students-performance-in-educational-statistics-and-research-methods-in-education-the-influence-of-undergraduate-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">44</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6193</span> Undergraduate Students' Attitude towards the Statistics Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somruay%20Apichatibutarapong">Somruay Apichatibutarapong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to address and comparison of the attitudes towards the statistics course for undergraduate students. Data were collected from 120 students in Faculty of Sciences and Technology, Suan Sunandha Rajabhat University who enrolled in the statistics course. The quantitative approach was used to investigate the assessment and comparison of attitudes towards statistics course. It was revealed that the overall attitudes somewhat agree both in pre-test and post-test. In addition, the comparison of students’ attitudes towards the statistic course (Form A) has no difference in the overall attitudes. However, there is statistical significance in all dimensions and overall attitudes towards the statistics course (Form B). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=statistics%20attitude" title="statistics attitude">statistics attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=student%E2%80%99s%20attitude" title=" student’s attitude"> student’s attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=statistics" title=" statistics"> statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude%20test" title=" attitude test"> attitude test</a> </p> <a href="https://publications.waset.org/abstracts/10700/undergraduate-students-attitude-towards-the-statistics-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">458</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6192</span> Communication Apprehension among College Students in United Arab Emirates: A Case Study of Undergraduate Students of Abu Dhabi University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nunna%20Venkata%20Prasad">Nunna Venkata Prasad</a>, <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Amoke%20Folarin"> Maryam Amoke Folarin</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ali%20Shaukat%20Sham"> Muhammad Ali Shaukat Sham </a> </p> <p class="card-text"><strong>Abstract:</strong></p> A quantitative investigation was conducted to explore the communication apprehension among undergraduate students of Abu Dhabi University. Communication apprehension (CA) is an individual’s level of fear or anxiety associated with either real or anticipated communication with another person or persons. All individuals experience some level of communication apprehension. A total of 100 participants selected through a stratified sampling method, which includes 50 males and 50 females participated in the study. The research was conducted by distributing the personal report of communication apprehension questionnaire, randomly amongst these students. Results were affirmative with previous researches conducted. Demographics, age, or college year did not make any significant differences amongst the undergraduate students. More students were found to have high CA with public speaking rather than other scenarios. And lesser students were found to have high CA level with one-on-one conversations although a significant number of them still tested to have high CA with interpersonal communications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20apprehension" title="communication apprehension">communication apprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=interpersonal%20communication" title=" interpersonal communication"> interpersonal communication</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20communication" title=" oral communication"> oral communication</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20speaking" title=" public speaking"> public speaking</a> </p> <a href="https://publications.waset.org/abstracts/105232/communication-apprehension-among-college-students-in-united-arab-emirates-a-case-study-of-undergraduate-students-of-abu-dhabi-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6191</span> Exploring Academic English Language Needs of Iranian Students of Geology: A Triangulated Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Shayeghi">Rose Shayeghi</a>, <a href="https://publications.waset.org/abstracts/search?q=Pejman%20Hosseinioun"> Pejman Hosseinioun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> During the academic year of 2014-2015, a needs analysis was conducted in four major universities of Iran to assess the present and target situation academic language needs of undergraduate students of geology. Participants included undergraduate students (N = 102), graduate students (N = 47), subject-specific teachers (N = 12), and ESAP teachers (N = 20). Instrumentation included four needs analysis questionnaires, self-assessment and semi-structured interviews. The results indicated that, despite some inconsistencies in participants’ perceptions, ‘reading subject specific texts’, ‘knowledge of general vocabulary’, ‘using bilingual technical dictionaries’, and ‘writing e-mails to teachers and field experts’ were perceived as either ‘important’ or ‘very important’ to students’ success by all the participants. Moreover, the findings revealed that undergraduate students’ General English Proficiency (GEP) level was generally lower than what is required in the EAP courses. The findings of the study can have implications for improving and renewing EAP courses under study. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESP" title="ESP">ESP</a>, <a href="https://publications.waset.org/abstracts/search?q=EAP" title=" EAP"> EAP</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20analysis" title=" needs analysis"> needs analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=triangulation" title=" triangulation"> triangulation</a>, <a href="https://publications.waset.org/abstracts/search?q=geology" title=" geology"> geology</a> </p> <a href="https://publications.waset.org/abstracts/47289/exploring-academic-english-language-needs-of-iranian-students-of-geology-a-triangulated-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">325</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6190</span> Research on Community-Based Engineering Learning and Undergraduate Students’ Creativity in China: The Moderate Effect of Engineering Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Liang%20Wang">Liang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Wei%20Zhang"> Wei Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There have been some existing researches on design-based engineering learning (DBEL) and project-based or problem-based engineering learning (PBEL). Those findings have greatly promoted the reform of engineering education in China. However, the engineering with a big E means that more and more engineering activities are designed and operated by communities of practice (CoPs), namely community-based engineering learning. However, whether community-based engineering learning can promote students' innovation has not been verified in published articles. This study fills this gap by investigating the relationship between community-based learning approach and students’ creativity, using engineering identity as an intermediary variable. The goal of this study is to discover the core features of community-based engineering learning, and make the features more beneficial for students’ creativity. The study created and adapted open survey items from previously published studies and a scale on learning community, students’ creativity and engineering identity. Firstly, qualitative content analysis methods by MAXQDA were used to analyze 32 open-ended questionnaires. Then the authors collected data (n=322) from undergraduate students in engineering competition teams and engineering laboratories in Zhejiang University, and structural equation modelling (SEM) was used to understand the relationship between different factors. The study finds: (a) community-based engineering learning has four main elements like real-task context, self-inquiry learning, deeply-consulted cooperation and circularly-iterated design, (b) community-based engineering learning can significantly enhance the engineering undergraduate students’ creativity, and (c) engineering identity partially moderated the relationship between community-based engineering learning and undergraduate students' creativity. The findings further illustrate the value of community-based engineering learning for undergraduate students. In the future research, the authors should further clarify the core mechanism of community-based engineering learning, and pay attention to the cultivation of undergraduate students’ engineer identity in learning community. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=community-based%20engineering%20learning" title="community-based engineering learning">community-based engineering learning</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20creativity" title=" students' creativity"> students' creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20identity" title=" engineering identity"> engineering identity</a>, <a href="https://publications.waset.org/abstracts/search?q=moderate%20effect" title=" moderate effect"> moderate effect</a> </p> <a href="https://publications.waset.org/abstracts/134357/research-on-community-based-engineering-learning-and-undergraduate-students-creativity-in-china-the-moderate-effect-of-engineering-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/134357.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">145</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6189</span> The Results of Research Based-Learning for Developing the Learning and Innovation Skills of Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jatuphum%20Ketchatturat">Jatuphum Ketchatturat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this research was to study the learning and innovation skills of undergraduate students after Research-Based Learning had been applied. Eighty research participants were selected from undergraduate students enrolled in Educational Research Program using the Purposive Sampling Method. Research Methodology was Descriptive Research, the research took one semester to complete. The research instruments consisted of (1) Research Skill Assessment Form, (2) Research Quality Assessment Form, (3) Scale of learning and innovation skills 25 items. The quantitative data were analysed using descriptive statistics including, frequency, percentage, average and standard deviation. The qualitative data were analyzed using content analysis. The research results were (1) The students were able to conduct research that focused on educational research, which has a fair to the excellent level of standards of a research learning outcome, research skills, and research quality. The student’s learning and innovation skills have relating to research skills and research quality. (2) The findings found that the students have been developed to be learning and innovation skills such as systematic thinking, analytical thinking, critical thinking, creative problem solving, collaborative, research-creation, communication, and knowledge and experience sharing to friends, community and society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=learning%20and%20innovation%20skills" title="learning and innovation skills">learning and innovation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20based%20learning" title=" research based learning"> research based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20skills" title=" research skills"> research skills</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/87819/the-results-of-research-based-learning-for-developing-the-learning-and-innovation-skills-of-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/87819.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6188</span> The Effect of Virtual Reality Meditation on Science Education Students Academic Achievement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cecilia%20Obi%20Nja">Cecilia Obi Nja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to investigate the effect of virtual reality meditation on science education undergraduate students’ academic achievement. It was in two parts: it compared the impact of meditation via virtual reality against video, as accessed by students’ mean scores. Secondly, the study examined the usefulness of meditation on the overall well-being of students through video or virtual reality. All the science education undergraduate students of the University of Calabar constituted the population of the study. Two research questions and hypotheses were formulated to guide the study. The study employed a pretest–posttest design with the participants being randomly assigned to two groups. The sample size was 120. Analysis of covariance (ANCOVA) results showed that virtual reality meditation had a significantly higher benefit than video meditation. The results of the analysis also indicated that undergraduate students with both meditation techniques employed had decreased pre-exam anxiety. It was concluded that virtual reality meditation plays a major role in students’ academic achievement and test anxiety levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=consciousness" title="consciousness">consciousness</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=meditation" title=" meditation"> meditation</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a> </p> <a href="https://publications.waset.org/abstracts/177006/the-effect-of-virtual-reality-meditation-on-science-education-students-academic-achievement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177006.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">67</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6187</span> Students’ Perceptions of Formative Assessment Feedback: A Case Study for Undergraduate Students in Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Husain%20Ali%20Abdulnabi">Hasan Husain Ali Abdulnabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formative assessment feedback is increasingly practiced in higher education. Instructors allocate great time and effort to provide assessment feedback. However, educators are not sure about students’ perceptions, understanding and respond to the feedback given, as very limited research have been done about what students do with feedback and whether if they understand it. This study aims to explore students’ conceptions and perceptions of formative assessment feedback through questionnaire and focus group interviews. One hundred eighty undergraduate students doing different courses filled the questionnaire, and ten focus group discussions were conducted. Basic descriptive and content analyses were used to analyze students’ responses to the questionnaire, while grounded theory with open coding was used to analyze the focus group interviews. The study revealed that most students believe assessment feedback is helpful to improve their academic performance, and they take time to read, think and discuss their feedback. Also, the study shows most students understand the feedback given. However, students expressed that most of the written feedback given are too general, and they prefer individual oral feedback as it can lead to better understanding on how what and where to improve. The study concluded that students believe formative assessment feedback is valuable, students have reasonable understanding and respond to the feedback provided. However, this practice could be improved by requesting lecturers to make more specific feedback and communicate with students on the way of interpreting and using assessment feedback as a part of the learning and teaching process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164926/students-perceptions-of-formative-assessment-feedback-a-case-study-for-undergraduate-students-in-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6186</span> Flipped Classroom Instruction: Reflecting on the Experiences of Teachers and Students at Undergraduate University Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mubeshera%20Tufail">Mubeshera Tufail</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the study was to explore the experiences and challenges faced by teachers and students with Flipped Classroom Instruction (FCI) for an undergraduate course at university level. The Flipped Classroom lesson plan consisted of two components: one was out-of-class component consisting of learning material for reading for students and other was within-class component involving a class quiz, class activity and the feedback/further reading task. Besides, experiences, the research study also covered the adaptations made to improve their experiences with Flipped Classroom during the study. The phenomenological research strategy was used for this research study. The data consisted of weekly reflective journals documented by class teacher and students. The reflective journals were recorded by teacher and students while working in Flipped Classroom for an undergraduate course at university level. The main challenges highlighted by teacher were related to effort and time required for planning, time management and students' guidance for shift of their role from passive to independent learner. The main challenges found in reflective journals of students were personal computers issue, electricity and internet speed issue. It is recommended to adapt to some locally useful lesson planning and classroom management techniques to enhance the effectiveness of Flipped Classroom Instruction in an undergraduate university level course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=flipped%20classroom%20instruction" title="flipped classroom instruction">flipped classroom instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=independent%20learner" title=" independent learner"> independent learner</a>, <a href="https://publications.waset.org/abstracts/search?q=technology-integrated%20classroom" title=" technology-integrated classroom "> technology-integrated classroom </a> </p> <a href="https://publications.waset.org/abstracts/108047/flipped-classroom-instruction-reflecting-on-the-experiences-of-teachers-and-students-at-undergraduate-university-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108047.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6185</span> Intention Mediating Goal and Attitude Relationship with Academic Dishonesty among Undergraduate University Students, Ghana</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yayra%20Dzakadzie">Yayra Dzakadzie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The descriptive cross-sectional survey study assessed dishonest academic intention, mediating academic goals, and attitude relationship with academic dishonesty among university undergraduate students in Ghana. The target population for this study was all the final-year undergraduate students enrolled full-time in Ghanaian public universities. One thousand two hundred (1,200) undergraduate students participated in the study. Multistage sampling was used to select the sample for the study. A structured questionnaire was used to collect the needed data to test hypotheses. Structural Equation Modelling (PLS-SEM) was used for the analyses. The results revealed that academic goals and attitudes had direct and indirect effects on academic dishonesty behaviour. Also, academic intention was statistically a significant mediator in the relationship that academic goals and attitude have with academic dishonesty. It was concluded that when academic goals are high, it compels individual students to try new strategies, and when academic goals are low, the students would like to “cut corners” to meet expectations. It was also concluded that when the attitude towards academic dishonesty is low, students are more unlikely to form an intention to be academically dishonest. It is recommended that lecturers should make their students aware of the goals that need to be attained in their courses and provide them with feedback on goal progress. Students should set their proximal goals and enhance their commitment so that they avoid putting things off. Enforcement of rules and regulations against academic dishonesty must be fully adhered to since students’ positive attitudes can result in high intention, which would lead to academic dishonesty behaviour. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intention" title="intention">intention</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20goals" title=" academic goals"> academic goals</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20dishonesty" title=" academic dishonesty"> academic dishonesty</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20university" title=" public university"> public university</a> </p> <a href="https://publications.waset.org/abstracts/152317/intention-mediating-goal-and-attitude-relationship-with-academic-dishonesty-among-undergraduate-university-students-ghana" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6184</span> Application of Artificial Neural Network to Prediction of Feature Academic Performance of Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20K.%20Alhassan">J. K. Alhassan</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20S.%20Actsu"> C. S. Actsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study is on the prediction of feature performance of undergraduate students with Artificial Neural Networks (ANN). With the growing decline in the quality academic performance of undergraduate students, it has become essential to predict the students’ feature academic performance early in their courses of first and second years and to take the necessary precautions using such prediction-based information. The feed forward multilayer neural network model was used to train and develop a network and the test carried out with some of the input variables. A result of 80% accuracy was obtained from the test which was carried out, with an average error of 0.009781. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20neural%20network" title=" artificial neural network"> artificial neural network</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction" title=" prediction"> prediction</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/36018/application-of-artificial-neural-network-to-prediction-of-feature-academic-performance-of-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36018.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">467</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6183</span> How Do Undergraduates of Ethnic Minorities Perceive Their Sense of Belonging to School? A Mixed Study in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiao-Fang%20Wang">Xiao-Fang Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Researchers of educational psychology have proved that students' sense of belonging to school is conducive to their academic achievement, social relations and mental health. However, little attention is paid to undergraduates' sense of belonging, especially, the distinctive student group, i.e., undergraduate students of ethnic minorities. This article utilized a mixed study approach to investigate the perceptions of undergraduates of ethnic minority toward their sense of belonging to school. The findings from qualitative and quantitative data indicate: 1) generally, the sense of belonging to school of ethnic minority undergraduate students was at the middle level. 2) Gender had an important impact on the sense of belonging, and the sense of girls was much larger than boys’. 3) The sense of belonging to school of students who come from city and town was much larger than the one of students who come from the countryside. 4) The category of subjects had significantly effected on the sense of belonging to school, and, the students from social and art science was larger than those from engineer science. The article is concluded with some valuable and relevant suggestions for university' student management activities and teachers' teaching practice. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethnic%20minority" title="ethnic minority">ethnic minority</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=sense%20of%20belonging" title=" sense of belonging"> sense of belonging</a>, <a href="https://publications.waset.org/abstracts/search?q=China" title=" China"> China</a> </p> <a href="https://publications.waset.org/abstracts/35691/how-do-undergraduates-of-ethnic-minorities-perceive-their-sense-of-belonging-to-school-a-mixed-study-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35691.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6182</span> Factors Influencing International Second Language Student's Perceptions of Academic Writing Practices</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Shannaq">A. Shannaq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English is the accepted lingua franca of the academic world, and English medium higher education institutions host many second-language speakers of English (L2) who wish to pursue their studies through the medium of English. Assessment in higher education institutions is largely done in writing, which makes the mastery of academic writing essential. While such mastery can be, and often is, difficult for students who speak English as a first language, it is undoubtedly more so for L2 students attempting to adopt Anglophone academic written norms. There does not appear to be a great deal of research with regard to L2 students’ perceptions of their academic writing practices. This research investigates the writing practices of international L2 students in their first year of undergraduate study at NZ universities. Qualitative longitudinal data in the form of semi-structured interviews and documentation (assignments’ written instructions, students’ written assignments, tutors’ feedback on the students’ assignments) were collected from 4 undergraduate international L2 students at the beginning, middle, and end of the academic year 2017. Findings reveal that motivation, agency, and self-efficacy impact students’ perceptions of their academic writing practices and define the course of actions learners take under the time constraints which are set for their assignments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20writing" title="academic writing">academic writing</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20second%20language" title=" English as a second language"> English as a second language</a>, <a href="https://publications.waset.org/abstracts/search?q=international%20second%20language%20students" title=" international second language students"> international second language students</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20writing%20practices" title=" undergraduate writing practices"> undergraduate writing practices</a> </p> <a href="https://publications.waset.org/abstracts/116195/factors-influencing-international-second-language-students-perceptions-of-academic-writing-practices" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116195.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6181</span> Strategies to Improve Learning and Teaching of Software Packages Among Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sara%20Moridpour">Sara Moridpour</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Engineering students need to learn different software packages to meet the emerging industry needs. Face-to-face lectures provide an interactive environment for learning software packages. However, COVID changed expectations of face-to-face learning and teaching. It is essential to enhance the interaction among students and teachers in online and virtual learning and teaching of software packages. The proposed study introduces strategies for teaching engineering software packages in online and hybrid environments and evaluates students’ skills by an authentic assignment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20software%20packages" title="teaching software packages">teaching software packages</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20assessment." title=" authentic assessment."> authentic assessment.</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering" title=" engineering"> engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20students" title=" undergraduate students"> undergraduate students</a> </p> <a href="https://publications.waset.org/abstracts/148220/strategies-to-improve-learning-and-teaching-of-software-packages-among-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/148220.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6180</span> The Role of Brooding and Reflective as Subtypes of Rumination toward Psychological Distress in University of Indonesia First-Year Undergraduate Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hepinda%20Fajari%20Nuharini">Hepinda Fajari Nuharini</a>, <a href="https://publications.waset.org/abstracts/search?q=Sugiarti%20A.%20Musabiq"> Sugiarti A. Musabiq</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Various and continuous pressures that exceed individual resources can cause first-year undergraduate college students to experience psychological distress. Psychological distress can occur when individuals use rumination as cognitive coping strategies. Rumination is one of the cognitive coping strategies that can be used by individuals to respond to psychological distress that causes individuals to think about the causes and consequences of events that have occurred. Rumination had two subtypes, such as brooding and reflective. Therefore, the purpose of this study was determining the role of brooding and reflective as subtypes of rumination toward psychological distress in University of Indonesia first-year undergraduate students. Methods: Participants of this study were 403 University of Indonesia first-year undergraduate students aged between 18 and 21 years old. Psychological distress measured using self reporting questionnaire (SRQ-20) and brooding and reflective as subtypes of rumination measured using Ruminative Response Scale - Short Version (RRS - Short Version). Results: Binary logistic regression analyses showed that 22.8% of the variation in psychological distress could be explained by the brooding and reflective as subtypes of rumination, while 77.2% of the variation in psychological distress could be explained by other factors (Nagelkerke R² = 0,228). The results of the binary logistic regression analysis also showed rumination subtype brooding is a significant predictor of psychological distress (b = 0,306; p < 0.05), whereas rumination subtype reflective is not a significant predictor of psychological distress (b = 0,073; p > 0.05). Conclusion: The findings of this study showed a positive relationship between brooding and psychological distress indicates that a higher level of brooding will predict higher psychological distress. Meanwhile, a negative relationship between reflective and psychological distress indicates a higher level of reflective will predict lower psychological distress in University of Indonesia first-year undergraduate students. Added Values: The psychological distress among first-year undergraduate students would then have an impact on student academic performance. Therefore, the results of this study can be used as a reference for making preventive action to reduce the percentage and impact of psychological distress among first-year undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=brooding%20as%20subtypes%20of%20rumination" title="brooding as subtypes of rumination">brooding as subtypes of rumination</a>, <a href="https://publications.waset.org/abstracts/search?q=first-year%20undergraduate%20students" title=" first-year undergraduate students"> first-year undergraduate students</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress" title=" psychological distress"> psychological distress</a>, <a href="https://publications.waset.org/abstracts/search?q=reflective%20as%20subtypes%20of%20rumination" title=" reflective as subtypes of rumination"> reflective as subtypes of rumination</a> </p> <a href="https://publications.waset.org/abstracts/111818/the-role-of-brooding-and-reflective-as-subtypes-of-rumination-toward-psychological-distress-in-university-of-indonesia-first-year-undergraduate-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111818.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6179</span> Development of EREC IF Model to Increase Critical Thinking and Creativity Skills of Undergraduate Nursing Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kamolrat%20Turner">Kamolrat Turner</a>, <a href="https://publications.waset.org/abstracts/search?q=Boontuan%20Wattanakul"> Boontuan Wattanakul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Critical thinking and creativity are prerequisite skills for working professionals in the 21<sup>st</sup> century. A survey conducted in 2014 at the Boromarajonani College of Nursing, Chon Buri, Thailand, revealed that these skills within students across all academic years was at a low to moderate level. An action research study was conducted to develop the EREC IF Model, a framework which includes the concepts of experience, reflection, engagement, culture and language, ICT, and flexibility and fun, to guide pedagogic activities for 75 sophomores of the undergraduate nursing science program at the college. The model was applied to all professional nursing courses. Prior to implementation, workshops were held to prepare lecturers and students. Both lecturers and students initially expressed their discomfort and pointed to the difficulties with the model. However, later they felt more comfortable, and by the end of the project they expressed their understanding and appreciation of the model. A survey conducted four and eight months after implementation found that the critical thinking and creativity skills of the sophomores were significantly higher than those recorded in the pretest. It could be concluded that the EREC IF model is efficient for fostering critical thinking and creativity skills in the undergraduate nursing science program. This model should be used for other levels of students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title="critical thinking">critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=creativity" title=" creativity"> creativity</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20nursing%20students" title=" undergraduate nursing students"> undergraduate nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=EREC%20IF%20model" title=" EREC IF model"> EREC IF model</a> </p> <a href="https://publications.waset.org/abstracts/44316/development-of-erec-if-model-to-increase-critical-thinking-and-creativity-skills-of-undergraduate-nursing-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6178</span> Students’ Notions About Bioethical Issues - A Comparative Study in Indian Subcontinent</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Astha%20Saxena">Astha Saxena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study is based in Indian subcontinent and aims at exploring students’ conceptions about ethical issues related to Biotechnology at both high school and undergraduate level. The data collection methods involved taking classroom notes, recording students’ observations and arguments, and focussed group discussions with students. The data was analysed using classroom discourse analysis and interpretive approaches. The findings depicted different aspects of students’ thinking, meaning making and ethical understanding with respect to complex bioethical issues such as genetically modified crops, in-vitro fertilization (IVF), human genomic project, cloning, etc., at high school as well as undergraduate level. The paper offers a comparative account of students’ arguments with respect to ethical issues in biotechnology at the high school & undergraduate level, where it shows a clear gradation in their ethical understanding from high school to undergraduate level, which can be attributed to their enhanced subject-matter knowledge. The nature of students’ arguments reveal that there is more reliance on the utilitarian aspect of these biotechnologies as against a holistic understanding about a particular bioethical issue. This study has implications for science teachers to delve into students’ thinking and notions about ethical issues in biotechnology and accordingly design appropriate pedagogical approaches. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ethical%20issues" title="ethical issues">ethical issues</a>, <a href="https://publications.waset.org/abstracts/search?q=biotechnology" title=" biotechnology"> biotechnology</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20understanding" title=" ethical understanding"> ethical understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=argument" title=" argument"> argument</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20reasoning" title=" ethical reasoning"> ethical reasoning</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/165215/students-notions-about-bioethical-issues-a-comparative-study-in-indian-subcontinent" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165215.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6177</span> A Survey of Online User Perspectives and Age Profile in an Undergraduate Fundamental Business Technology Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Danielle%20Morin">Danielle Morin</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20D.%20E.%20Thomas"> Jennifer D. E. Thomas</a>, <a href="https://publications.waset.org/abstracts/search?q=Raafat%20G.%20Saade"> Raafat G. Saade</a>, <a href="https://publications.waset.org/abstracts/search?q=Daniela%20Petrachi"> Daniela Petrachi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past few decades, more and more students choose to enroll in online classes instead of attending in-class lectures. While past studies consider students’ attitudes towards online education and how their grades differed from in-class lectures, the profile of the online student remains a blur. To shed light on this, an online survey was administered to about 1,500 students enrolled in an undergraduate Fundamental Business Technology course at a Canadian University. The survey was comprised of questions on students’ demographics, their reasons for choosing online courses, their expectations towards the course, the communication channels they use for the course with fellow students and with the instructor. This paper focused on the research question: Do the perspectives of online students concerning the online experience, in general, and in the course in particular, differ according to age profile? After several statistical analyses, it was found that age does have an impact on the reasons why students select online classes instead of in-class. For example, it was found that the perception that an online course might be easier than in-class delivery was a more important reason for younger students than for older ones. Similarly, the influence of friends is much more important for younger students, than for older students. Similar results were found when analyzing students’ expectation about the online course and their use of communication tools. Overall, the age profile of online users had an impact on reasons, expectations and means of communication in an undergraduate Fundamental Business Technology course. It is left to be seen if this holds true across other courses, graduate and undergraduate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=communication%20channels" title="communication channels">communication channels</a>, <a href="https://publications.waset.org/abstracts/search?q=fundamentals%20of%20business%20technology" title=" fundamentals of business technology"> fundamentals of business technology</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20classes" title=" online classes"> online classes</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20age%20profile" title=" user age profile"> user age profile</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20perspectives" title=" user perspectives"> user perspectives</a> </p> <a 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