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Descriptors:
Foreign Countries; Student Surveys; Qualitative Research; Statistical Analysis; Expectation; Elementary School Students; School Choice; Parent Attitudes; Intergroup Relations; Student Diversity; Learning Problems; Learning Processes; Friendship; Peer Relationship; Language of Instruction; Developing Nations; Outcomes of Education; Chinese; Code Switching (Language); Ethnic Diversity; Religious Cultural Groups; Religious Factors

Abstract:
This study surveys 200 Malay students enrolled in three Chinese primary schools in relation to three issues, i.e., parental choice of schooling, learning processes and inter-ethnic friendship patterns. The three issues are explored through a combination of quantitative and qualitative research methodologies. Parental expectations for their children's learning and academic outcomes emerge as the dominant factor influencing Malay enrollment in Chinese primary schools. Unfortunately, the Malay students are unable to meet these high expectations due to learning difficulties that stem from the lack of proficiency in the Chinese-medium of instruction, despite intervening measures by the school authorities. Their learning difficulties are also compounded by the lack of parental inputs as well as the limited use of code-switching by teachers. Meanwhile, the fostering of inter-ethnic friendships is impeded by ethnic differences, the rise of Islamic awareness and the increased numerical size of Malay students. However, there is a willingness among the Malay students to interact with the Chinese students through task-related activities, indicating that the fostering of inter-ethnic friendships needs to be guided by a convergence of interests. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Learner Engagement; Student Attitudes; Foreign Countries; Predictor Variables; Student Experience; Focus Groups; Student Surveys; Graduate Students; Educational Quality; Online Surveys; Comparative Analysis; Multivariate Analysis; Regression (Statistics); Mixed Methods Research

Abstract:
Background: Measuring the student experience is becoming increasingly important in higher education in the UK. Student experience surveys are used as indicators of quality and form the basis of rankings of higher education institutions. They are also used by them as tools to assist their quality enhancement initiatives. However, these surveys frequently suffer from low response rates, which can reduce the reliability and usefulness of their data. The UK Postgraduate Taught Experience Survey (PTES) is a relatively new survey and suffers from a low response rate. As this survey is new, little is known about why students do not respond to it. Purpose: This study aimed to explore the reasons why postgraduate students do not respond to the PTES. Sample: Three hundred and fifty-five postgraduate taught students from four health faculties in one UK higher education institution completed an online survey. Of these, seven participated in one of two focus groups. Design and methods: The online survey was completed both by students who completed the PTES in 2011 and those who did not. This provided us with cross-sectional data to compare both groups' knowledge of PTES and their reasons for completing or not completing it. We used multivariate regression analysis to explore which variables were associated with response to PTES. We led two focus groups to explore the themes that emerged from the survey in more depth. This data was analysed by two researchers using thematic analysis. Results: The cross-sectional data found that students who were not clear about the purpose of PTES were less likely to respond, independent of other potential predictor variables. Focus group data indicated that if postgraduate students felt a stronger connection to the university community they may be more likely to respond to PTES. Conclusions: This study suggests that higher education institutions may wish to review their strategies for advertising student experience surveys to focus more on the purpose rather than their impact. (Contains 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Comparative Analysis; Minicourses; Difficulty Level; Undergraduate Students; Time Factors (Learning); Student Surveys

Abstract:
This study compared workloads of undergraduate courses taught in 16-week and 8-week sessions. A statistically significant difference in workload was found between the two. Based on survey data from approximately 29,000 students, on average students spent about 17 minutes more per credit per week on 16-week courses than on similar 8-week courses. For selected general education courses taught in both formats, a similar result was obtained. When disaggregating results by subject and instructor, we found that the subject and the instructor of the course are more likely to be the cause of any significant difference in rigor based on workload. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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College Students; Student Surveys; Achievement Gains; Theories; Responses; Measurement Techniques; Predictive Validity; Construct Validity

Abstract:
Recent studies have asserted that self-reported learning gains (SRLG) are valid measures of learning, because gains in specific content areas vary across academic disciplines as theoretically predicted. In contrast, other studies find no relationship between actual and self-reported gains in learning, calling into question the validity of SRLG. I reconcile these two divergent sets of literature by proposing a theory of college student survey response that relies on the belief-sampling model of attitude formation. This theoretical approach demonstrates how students can easily construct answers to SRLG questions that will result in theoretically consistent differences in gains across academic majors, while at the same time lacking the cognitive ability to accurately report their actual learning gains. Four predictions from the theory are tested, using data from the 2006-2009 Wabash National Study. Contrary to previous research, I find little evidence as to the construct and criterion validity of SRLG questions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Student Research; Student Participation; Teacher Participation; College Faculty; Teacher Attitudes; Institutional Characteristics; Individual Characteristics; Learner Engagement; National Surveys; Student Surveys; Teacher Surveys

Abstract:
Undergraduate research (UR) is a valued co-curricular activity that has involved an increasing number of students and faculty members in recent years. While there is a growing body of research on student participation in UR, there is less research available examining faculty perceptions of, participation in UR, and how those factors influence student participation in UR. This study examined approximately 110,000 responses to the "National Survey of Student Engagement" and 40,000 responses to the "Faculty Survey of Student Engagement" at over 450 four-year institutions. Findings revealed that individual and institutional characteristics predicted student and faculty member involvement and that the majority of faculty members perceived UR to be of importance. Implications for fostering faculty involvement, student success, and viewing UR as an institutional asset are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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National Surveys; Student Surveys; Undergraduate Students; Learner Engagement; Validity; Benchmarking; Graduation Rate; School Holding Power

Abstract:
Surveys play a prominent role in assessment and institutional research, and the NSSE College Student Report is one of the most popular surveys of enrolled undergraduates. Recent studies have raised questions about the validity of the NSSE survey. Although these studies have themselves been criticized, documenting the validity of an instrument requires an affirmative finding regarding the adequacy and appropriateness of score interpretation and use. Using national data from NSSE 2008, the present study found that the NSSE benchmarks provided dependable means for 50 or more students and were significantly related to important institutional outcomes such as retention and graduation rates. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Choice; Models; Student Motivation; High School Students; Student Surveys; Self Determination; Career Choice; Goodness of Fit; Student Interests; Income; Occupational Aspiration; Expectation; Success; Family Influence; Factor Analysis; Structural Equation Models; Foreign Countries

Abstract:
This study developed and tested two models that examined the decision-making processes of adolescents relating to entry into university, in terms of the extent to which they may be amotivated and undecided. The models incorporated variables derived from self-determination theory, expectancy-value theory, and research on occupational indecision. A modified version of a psychometrically rigorous survey instrument was used to collect data from 349 senior high school students attending three high schools in Sydney, Australia. Data were analysed using confirmatory factor analysis and structural equation modeling procedures. The refined versions of both models had good fit. The superior model suggested that: (a) family influences negatively predict amotivation with university entry (b) amotivation with university entry negatively predicts the valuing of interest/enjoyment and income due to university study, a desire for a "good" occupation, and expectations for success, and (c) amotivation with university entry positively predicts indecision with university entry. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College Environment; Religion; Ideology; Religious Factors; World Views; College Students; Student Surveys

Abstract:
The purpose of this study was to elucidate the relationship between the collegiate religious, spiritual, and ideological climate and worldview commitment. As part of this process, 1,071 students responded to the Collegiate Religious and Spiritual Climate Survey, an empirically validated and reliable measure designed to assess dimensions of a campus' religious, spiritual, and ideological climate. Results indicated that aspects of the psychological and behavioral climate were related to worldview commitment and these relationships were often conditioned upon students' self-identified religious worldview. Implications for scholars and practitioners are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Handheld Devices; Electronic Publishing; Educational Technology; Computer Science Education; Information Systems; Usability; Use Studies; Comparative Analysis; Pretests Posttests; Student Attitudes; Pilot Projects; Feedback (Response); Textbooks; Computer Uses in Education; Technology Integration; College Instruction; Student Surveys; Online Surveys; Statistical Analysis; Questionnaires; Educational Policy; School Policy

Abstract:
An eTextbook and iPad were used in a pilot program, and the impact on the course was assessed to guide the development of a college policy. Students in the course completed three questionnaires to provide feedback about their perceptions of the eTextbook and iPad. During the pilot program, students' perceptions of the usefulness, ease of use, and extent to which they enjoyed using the eTextbook increased. Students reported that the eTextbook made it easier for them to learn, and they preferred the eTextbook to a printed textbook. Students were neutral about the iPad's usefulness, but found it easy and enjoyable to use. Based on the students' feedback, it is recommended that an interactive eTextbook be used; that a course be redesigned to take advantage of eReader technology, especially if a tablet computer (iPad) is used; and that students be allowed to choose between an eTextbook and a printed textbook. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evaluation Methods; Mentors; Science Laboratories; Student Development; International Education; Summer Programs; Health Sciences; Science Careers; Disproportionate Representation; Minority Group Students; Student Research; Undergraduate Students; Student Attitudes; Program Effectiveness; Program Evaluation; Followup Studies; Student Surveys; Attitude Measures; Outcomes of Education; Outcome Measures; Integrated Learning Systems; Open Source Technology; Computer Uses in Education; Neurosciences; Federal Programs; STEM Education; Evaluation Criteria; Alignment (Education)

Abstract:
The Old Westbury Neuroscience International Research Program (OWNIP) encourages undergraduate students from health disparities populations and underrepresented minorities to pursue careers in basic science, biomedical, clinical, and behavioral health research fields. To evaluate this program, several measures were used tracked through an online learning management system (ModdleMentors and Angel), including: science related perceptions by students; student program assessments; laboratory performance of students evaluated by mentors; and (since 2011) student performance of weekly and biweekly online deliverables, a journal entry, and a research report. Herein we describe our more broad-based approach to program evaluations of this type, including the articulation of a full program model linking key program elements with priority outcomes, and the reporting of findings from the first and second cohort of students who participated in the summers of 2010 and 2011 and the tracking of students who have participated since the inception of the program in 1994. (Contains 3 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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