Education Sciences

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9 pages, 375 KiB

Open AccessArticle

Perceived Hunger in College Students Related to Academic and Athletic Performance

by Amanda Hickey, Dena Shields and Margaret Henning

Educ. Sci. 2019, 9(3), 242; https://doi.org/10.3390/educsci9030242 - 18 Sep 2019

Cited by 12 | Viewed by 12254

Abstract

The current study examines perceived hunger, which may result from food insecurity, and its effect on academic and athletic performance in students on a liberal arts college campus in New Hampshire. It also examines how students compensate for hunger and their preferences for [...] Read more.

The current study examines perceived hunger, which may result from food insecurity, and its effect on academic and athletic performance in students on a liberal arts college campus in New Hampshire. It also examines how students compensate for hunger and their preferences for different types of resources to address hunger. A review of the literature on food insecurity in college students informed the development of a questionnaire on hunger. A mixed-method approach was used to collect qualitative/quantitative data from students of different disciplines. Three hundred and seventy-one students had complete surveys. Thirty-six percent and 34% of students reported that their academic and/or athletic performance, respectively, had been affected by hunger. Forty-seven percent of students responded they would consider taking advantage of an on-campus food pantry. In an open-ended question, students reported concerns about the social stigma related to economic instability and utilizing a food pantry. Our research findings support many on-campus initiatives including the creation of a student-run on-campus food pantry, longer dining common hours, a Swipe It Forward program, and the creation of a task force to address food insecurity on campus and to work with college systems to develop opportunities to better serve students at the college. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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15 pages, 5553 KiB

Open AccessArticle

Environmental Education for Students from School to University: Case Study on Biorefineries

by Sergio Nogales-Delgado and José María Encinar Martín

Educ. Sci. 2019, 9(3), 202; https://doi.org/10.3390/educsci9030202 - 30 Jul 2019

Cited by 9 | Viewed by 4171

Abstract

Universities play an important role in society. On the other hand, more and more governments and international organizations are concerned about the environment. Thus, both in their educational programs and research, as well as in the case of public exhibitions, universities are increasingly [...] Read more.

Universities play an important role in society. On the other hand, more and more governments and international organizations are concerned about the environment. Thus, both in their educational programs and research, as well as in the case of public exhibitions, universities are increasingly including subjects related to the environment and its preservation. In the case of Spain, there are fewer university students than ten years ago (from approximately 140,000 to fewer than 130,000), and the number of students interested in technical and scientific degrees has equally decreased. Consequently, the importance of fostering a scientific culture with concerns in environmental issues is continuously increasing, from schools to universities. The role of real scientific environments, such as laboratories devoted to scientific research, could be an important support for environmental divulgation, as most research carried out at universities have to do with these subjects. The aim of this work was to show a specific case of environmental education in a laboratory devoted to the production of biodiesel and biolubricants, covering a wide range of academic levels and, depending on the audience, selecting the right content (both theoretical and practical). This guide was useful for the laboratory technicians, increasing the interest of the audience (considering the expositions good or excellent, depending on the academic level, and gaining enough or excellent knowledge about biorefineries). Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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17 pages, 232 KiB

Open AccessArticle

Experiences and Expectations of International Students at Historically Black Colleges and Universities: An Interpretative Phenomenological Analysis

by Luis Miguel Dos Santos

Educ. Sci. 2019, 9(3), 189; https://doi.org/10.3390/educsci9030189 - 19 Jul 2019

Cited by 21 | Viewed by 5606

Abstract

International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment [...] Read more.

International students are the most important population in the American higher education system, particularly for students from different cultural backgrounds. Besides research-based universities, comprehensive universities, and liberal arts colleges, historically black colleges and universities have the traditions to provide an equal learning environment to minorities, including international students. This study aimed to understand the academic experiences and expectations of Chinese international students enrolled at historically black colleges and universities in the Southeastern parts of the United States from the lens of neo-racism. One research question guided this study, which was: How would Chinese international university students describe their academic learning experience, expectations, stress, and difficulties at one of the historically black colleges and universities? The interpretative phenomenological analysis (IPA) was employed to explore the academic experience, difficulties, stress, and lived stories of their academic voyage at one of the historically black colleges and universities in the United States. The findings indicated that discrimination based on skin color, nationality, and race, the gaps in academic expectations, and social unfairness of internship opportunities are still significant. The result indicated the directions and recommendations for leaders, policymakers, school administrators, and related professionals to redesign the current university planning and related counselling services to not only international students but all minority people. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

9 pages, 246 KiB

Open AccessArticle

Student Absenteeism in Mathematics Lessons: Social Variables in the PGS of Namibe

by Eduardo Chaves-Barboza, José-Antonio Marín-Marín, Ana-Paula Sarmento-dos-Santos and Juan-Manuel Trujillo-Torrres

Educ. Sci. 2019, 9(2), 130; https://doi.org/10.3390/educsci9020130 - 13 Jun 2019

Cited by 1 | Viewed by 4897

Abstract

This article analyses social variables that cause student absenteeism from mathematics classes. It contrasts teachers’ perceptions with the perceptions of students undertaking their second and third levels of a Bachelor’s degree in Physics and Chemistry at the Pedagogical Graduate School (PGS) of Namibe, [...] Read more.

This article analyses social variables that cause student absenteeism from mathematics classes. It contrasts teachers’ perceptions with the perceptions of students undertaking their second and third levels of a Bachelor’s degree in Physics and Chemistry at the Pedagogical Graduate School (PGS) of Namibe, Angola. To perform this analysis, a Likert scale questionnaire was undertaken and descriptive and inferential statistical tests, a correlation analysis, a variance analysis, and a multivariate factorial analysis were carried out on the data. The results showed that lack of financial and emotional support from students’ families and the students’ discomfort upon moving to the educational centre were reasons behind absenteeism in mathematics lessons. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

11 pages, 200 KiB

Open AccessArticle

Managing Personal Finance Literacy in the United States: A Case Study

by Joshua J. Beck and Richard O. Garris III

Educ. Sci. 2019, 9(2), 129; https://doi.org/10.3390/educsci9020129 - 12 Jun 2019

Cited by 8 | Viewed by 15070

Abstract

This study investigates the perspectives and impact that personal finance education had on participants in Western Pennsylvania. The researchers begin with a literature review of personal finance courses in the United States (U.S.). The U.S. housing market collapse is also discussed as a [...] Read more.

This study investigates the perspectives and impact that personal finance education had on participants in Western Pennsylvania. The researchers begin with a literature review of personal finance courses in the United States (U.S.). The U.S. housing market collapse is also discussed as a key component of the financial crisis that is often overlooked and can be partly attributed to the lack of financial literacy. The findings of this study indicate that participants want personal finance courses offered in K-12 schools and at the collegiate level. They also want personal finance elements to be co-curricular in the K-12 setting. A recommendation based on responses from participants is that co-curricular teaching of personal finance should be tied in with math courses. The participants of this study either have benefited from personal finance lessons themselves or are a strong advocate for the teaching of personal finance in the future. The financial future does also bring worry to the different generations. Generation X is more worried about the financial choices of the upcoming generations, while Millennials and Generation Z are concerned about the future of the economy and how this will affect them. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

23 pages, 1239 KiB

Open AccessArticle

The Holistic Approach to Academia: Traditional Classroom Instruction and Experiential Learning of Student-Athletes

by Lisa Coffey and Armani Davis

Educ. Sci. 2019, 9(2), 125; https://doi.org/10.3390/educsci9020125 - 7 Jun 2019

Cited by 4 | Viewed by 9549

Abstract

National Collegiate Athletic Association (NCAA) student-athletes represent a unique subculture on college campuses, and the athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics associated with being an athlete, which include “dumb jock” stereotypes, isolation, negative criticism, and the fear [...] Read more.

National Collegiate Athletic Association (NCAA) student-athletes represent a unique subculture on college campuses, and the athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics associated with being an athlete, which include “dumb jock” stereotypes, isolation, negative criticism, and the fear associated with athletic retirement. Unlike non-athletes, these students face increasing pressure from outside sources, including family, coaches, and fans, to be the best. However, participation in athletics gives student-athletes an opportunity to learn valuable skills and characteristics that are transferrable to the workplace. This mixed-method research extracted descriptive data to identify the characteristics learned through athletics, the skill-sets potential employers value the most, and how those skills are transferable to the workplace. Those characteristics include refined leadership, communication skills, and an ability to multi-task with a laser-sharp focus. Student-athletes are assertive, driven, understand the concept of teamwork, and handle constructive criticism without adverse reactions. The results show that when student-athletes engage in the classroom and absorb the learning opportunities provided through athletics, student-athletes can have a competitive advantage in the job marketplace. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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10 pages, 962 KiB

Open AccessArticle

Didactics of Historical-Cultural Heritage QR Codes and the TPACK Model: An Analytic Revision of Three Classroom Experiences in Spanish Higher Education Contexts

by Delfín Ortega-Sánchez and Isabel María Gómez-Trigueros

Educ. Sci. 2019, 9(2), 117; https://doi.org/10.3390/educsci9020117 - 29 May 2019

Cited by 13 | Viewed by 4935

Abstract

This study aims to establish a first reference didactic and methodological framework for the operational and effective integration of Quick Response (QR) codes in the training of Social Sciences teachers in Primary Education, paying special attention to the integrated acquisition of social, civic, [...] Read more.

This study aims to establish a first reference didactic and methodological framework for the operational and effective integration of Quick Response (QR) codes in the training of Social Sciences teachers in Primary Education, paying special attention to the integrated acquisition of social, civic, and digital competences in the framework TPACK (Technological Pedagogical Content Knowledge). With this purpose, it specifies the didactic potential of these new technological resources in the teaching-learning of the Social Sciences, its eventual integration in the design and implementation of teaching innovation projects for this educational stage, and its capacity for the acquisition of competence digital teaching in Primary Education teachers in initial training. In this sense, the work explores a selection of classroom experiences and research and innovation proposals, pioneers in the field of Social Sciences Didactics in Spain, with the aim of offering an approximation and status of the didactic treatment of History and, particularly, the historical-cultural heritage in the formation of Primary Education teachers. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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9 pages, 181 KiB

Open AccessArticle

An Examination of Reading Specialist Candidates’ Knowledge and Self-Efficacy in Behavior and Classroom Management: An Instrumental Case Study

by Keshona T. Beasley and Carianne Bernadowski

Educ. Sci. 2019, 9(2), 76; https://doi.org/10.3390/educsci9020076 - 11 Apr 2019

Cited by 3 | Viewed by 5531

Abstract

Today’s reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists’ training programs are budding with the potential [...] Read more.

Today’s reading specialists are faced with students who not only present reading problems but, the likelihood of behavior problems. Thus, reading specialists must be prepared to implement behavior management strategies that de-escalate these problems. Reading specialists’ training programs are budding with the potential for innovative practices that could be launched for ground-breaking learning. However, current trends display training programs still utilize traditional methods for training. This qualitative instrumental case study examined a purposeful sample of reading specialist candidates at a small, private university in the United States. The study explored the effects of utilizing simulation as a new way to train and prepare reading specialist candidates with behavior management strategies when teaching children with reading problems. During the study, simulated exercises were utilized to train the candidates and explore their ability in identifying behavior, and their knowledge and use of appropriate strategies, and self- efficacy before and after the training program. The post-knowledge gained through the simulation classroom experience revealed, that not only did reading specialist candidates expand their arsenal of strategies, but they also gained understanding of the background knowledge and diagnostic implications that can contribute to various behaviors or disorders. Candidates reported that after training, they felt prepared to implement behavior strategies when faced with children who may display behavior problems. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

12 pages, 493 KiB

Open AccessArticle

Investigating Engineering Student Learning Style Trends by Using Multivariate Statistical Analysis

by Abdelhakim Abdelhadi, Yasser Ibrahim and Mohammad Nurunnabi

Educ. Sci. 2019, 9(1), 58; https://doi.org/10.3390/educsci9010058 - 14 Mar 2019

Cited by 8 | Viewed by 4920

Abstract

This study aims to use group technology to classify students at the classroom level into clusters according to their learning style preferences. Group technology is used, due to the realization that many problems are similar, and that by grouping similar problems, single solutions [...] Read more.

This study aims to use group technology to classify students at the classroom level into clusters according to their learning style preferences. Group technology is used, due to the realization that many problems are similar, and that by grouping similar problems, single solutions can be found for a set of problems. The Felder and Silverman style, and the index learning style (ILS) are used to find student learning style preferences; students are grouped into clusters based on the similarities of their preferences, by using multivariate statistical analysis. Based on the developed groups, instructors can use the proper teaching style to teach their students. The formation of clusters based on the statistical analyses of two sets of data collected from students of two classes at the same level, belonging to same engineering department indicates that each class has different learning style preferences. This is an eye-opener to educators, in that different teaching styles can be used for their students, based on the students’ learning styles, even though the students seem to have a common interest. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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12 pages, 565 KiB

Open AccessArticle

Students’ Perceptions on Reciprocal Peer Tutorial Assessment in an Undergraduate Course in Process Metallurgy

by Elias Matinde

Educ. Sci. 2019, 9(1), 27; https://doi.org/10.3390/educsci9010027 - 28 Jan 2019

Cited by 7 | Viewed by 4485

Abstract

Tutorials play a key role in the teaching and learning of engineering sciences. However, the efficacy of tutorials as platforms for providing personal and academic support is continuously being challenged by factors such as declining faculty-to-student ratios and students’ under-preparedness. This study adopted [...] Read more.

Tutorials play a key role in the teaching and learning of engineering sciences. However, the efficacy of tutorials as platforms for providing personal and academic support is continuously being challenged by factors such as declining faculty-to-student ratios and students’ under-preparedness. This study adopted reciprocal peer tutorial assessment as an instructional strategy in a capstone course in Process Metallurgy. The findings from highlighted the delicate balance between the obvious benefits and the unintended consequences of adopting reciprocal peer assessments during tutorials. The obvious benefits of RPTA included opportunities for synergistic peer learning, healthy competition among students, self-directed learning, among others. However, the benefits of RPTA were negated by factors such as low level of trust among peers, anxiety over year marks, time constraints, and discomfort due to perceived incompetency when compared to their peers. Finally, the findings from the present study provided opportunities for iterative design and continuous improvement. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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Review

Jump to: Research, Other

9 pages, 534 KiB

Open AccessReview

Use of Smartphone Applications in English Language Learning—A Challenge for Foreign Language Education

by Jaroslav Kacetl and Blanka Klímová

Educ. Sci. 2019, 9(3), 179; https://doi.org/10.3390/educsci9030179 - 11 Jul 2019

Cited by 126 | Viewed by 30913

Abstract

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of [...] Read more.

At present, hardly any younger person can imagine life without mobile technologies. They use them on a daily basis, including in language learning. Such learning supported with mobile devices is called mobile learning, which seems beneficial especially thanks to the unique features of mobile applications (e.g., interactivity, ubiquity, and portability) and teachers’ encouragement and feedback. The purpose of this review study is to explore original, peer-reviewed English studies from 2015 to April 2019 and to determine whether mobile applications used in the learning of English as a foreign language are beneficial and/or effective. The methods are based on a literature review of available sources found on the research topic in two acknowledged databases: Web of Science and Scopus. Altogether, 16 original journal studies on the research topic were detected. The results reveal that mobile learning is becoming a salient feature of education as it is a great opportunity for foreign language learning. Its key benefits are as follows: the enhancement of the learner’s cognitive capacity, the learner’s motivation to study in both formal and informal settings, the learner’s autonomy and confidence, as well as the promotion of personalized learning, helping low-achieving students to reach their study goals. Although mobile learning seems to be effective overall, it is desirable to design, plan and implement it with caution, according to students’ needs, and to deliver multiple language skills in authentic learning environments. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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10 pages, 391 KiB

Open AccessReview

eSports in K-12 and Post-Secondary Schools

by Gregory Rothwell and Michael Shaffer

Educ. Sci. 2019, 9(2), 105; https://doi.org/10.3390/educsci9020105 - 15 May 2019

Cited by 23 | Viewed by 24393

Abstract

eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education [...] Read more.

eSports is a rising modality of sports entertainment in the United States and has growing implications for education. Providing competitive eSports teams in schools satisfies the growing desire to train and educate students on the skills emphasized in STEM and Career Technical Education (CTE) education, as well as in programs such as English and Language Arts. eSports develop the soft skills universities and employers like to see in a student graduating from high school. As the market continues to grow for eSports, opportunities for post-secondary education as well as for prospective employment will increase. The popularity of eSports will continue to grow, and this popularity will be reflected in the schools. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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15 pages, 783 KiB

Open AccessReview

Enhancing the Entrepreneurial and Intrapreneurial Attributes of Engineering Graduates: A Review Proposal for Metallurgy and Materials Engineering Undergraduate Curricula at Two African Universities

by Elias Matinde

Educ. Sci. 2019, 9(1), 4; https://doi.org/10.3390/educsci9010004 - 27 Dec 2018

Cited by 3 | Viewed by 4387

Abstract

This paper explores the potential opportunities to enhance the entrepreneurial and intrapreneurial attributes of graduates in the Metallurgy and Materials Engineering curricula at two universities in Zimbabwe and South Africa. Due to the diminishing geographical constraints between Zimbabwe and South Africa, and the [...] Read more.

This paper explores the potential opportunities to enhance the entrepreneurial and intrapreneurial attributes of graduates in the Metallurgy and Materials Engineering curricula at two universities in Zimbabwe and South Africa. Due to the diminishing geographical constraints between Zimbabwe and South Africa, and the strong juxtaposition between the two economies, this paper adopts a simplified comparative education methodology to benchmark education best practices between these two countries. While the reviewed curricula in their present form may be providing learners with opportunities for disciplinary problem solving and inquiry-based learning, this paper proposes a body-centred cubic (bcc) model to integrate a new dimension of entrepreneurial and intrapreneurial education into the teaching and learning space. Based on the 3D bcc lattice with six planes, where the first five planes represent the current curricula, pedagogy practices and desired attributes, the sixth plane is taken to represent the additional dimensions of the desired entrepreneurial and intrapreneurial attributes. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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Other

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14 pages, 1412 KiB

Open AccessCommentary

Student Perceptions of Higher Education and Apprenticeship Alignment

by Douglas Decker

Educ. Sci. 2019, 9(2), 86; https://doi.org/10.3390/educsci9020086 - 22 Apr 2019

Cited by 8 | Viewed by 9186

Abstract

Since its inception in medieval Europe, apprenticeships have played a vital role in knowledge transfer from one generation to the next. In a mutually beneficial relationship, the master craftsman passes along years of skill and wisdom to the younger apprentice while gaining the [...] Read more.

Since its inception in medieval Europe, apprenticeships have played a vital role in knowledge transfer from one generation to the next. In a mutually beneficial relationship, the master craftsman passes along years of skill and wisdom to the younger apprentice while gaining the youthful, energetic infusion of labor from the burgeoning new learner. In the 21st century, the concept remains largely unchanged, but after years of falling by the wayside, the United States is experiencing a renaissance in the apprenticeship movement. For generations, apprenticeships were marginalized in favor of a more traditional form of classroom-based education now termed Career and Technical Education. However, with economic changes activated by a national ‘skills gap’ and a retiring Baby Boomer generation, the country faces a potential crisis if a skilled workforce is not trained quickly. With just over 500,000 participants nationally, apprenticeship pales in comparison to the 17 million students currently enrolled in higher education. Some of the fastest growing sectors of the American economy such as Science, Technology, Engineering and Math (STEM), and healthcare, have only a few thousand apprentices each. The solution to this challenge lies with the alignment of both methodologies. This article explores the subject of integrating apprenticeship growth and the higher education sector. Full article

(This article belongs to the Special Issue Current Issues and Trends in Higher Education)

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