cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.25224157
title: The relationship between the psychometric and performance properties of teacher-made tests and students’ academic performance in Ethiopian public universities: a baseline survey study

description: The core of the educational system is students’ academic performance, which demands sensitive measures. In this situation, teacher-made tests (TMTs) are more promising, but they can be susceptible to measurement error if not well designed. Hence, this study aimed to investigate the relationship between the properties of TMTs and students’ academic performance in Ethiopian public universities, evidencing English language communicative skills courses. The research employs a postpositivist research paradigm, quantitative approach, cross-sectional design, purposive sampling size technique, and CTTs. It revealed that the relationship that exists between the properties of TMTs and students’ academic performance is strong positive, ranging from r=.773 to .886. This implies that the variance shared between these two variables was r<sup>2</sup>=.59 to .75/59% to 75%. A one-way ANOVA depicts (F<sub>1.202</sub> at <i>p</i> = .30&gt;.05) there was no statistically significant mean difference among public universities in students’ academic performance, suggesting their homogeneity. In addition to this, in all public universities, students’ score mean was less than the minimum requirement [mean of 37.42 out of 80, which is &lt; 40 (50%) at P =.326 &gt;.05], needing concern. Design-thinking utilizing correlation enabled the creation of a novel model, while the limitation of correlation statistics was maintained by computing r<sup>2</sup>. The model, ‘The Psychometric and Performance Properties of TMTs in Measuring Students’ Academic Performance’, requires further enhancement through interventional studies.
DOI: 10.6084/m9.figshare.25224157.v1
title: The relationship between the psychometric and performance properties of teacher-made tests and students’ academic performance in Ethiopian public universities: a baseline survey study

description: The core of the educational system is students’ academic performance, which demands sensitive measures. In this situation, teacher-made tests (TMTs) are more promising, but they can be susceptible to measurement error if not well designed. Hence, this study aimed to investigate the relationship between the properties of TMTs and students’ academic performance in Ethiopian public universities, evidencing English language communicative skills courses. The research employs a postpositivist research paradigm, quantitative approach, cross-sectional design, purposive sampling size technique, and CTTs. It revealed that the relationship that exists between the properties of TMTs and students’ academic performance is strong positive, ranging from r=.773 to .886. This implies that the variance shared between these two variables was r<sup>2</sup>=.59 to .75/59% to 75%. A one-way ANOVA depicts (F<sub>1.202</sub> at <i>p</i> = .30&gt;.05) there was no statistically significant mean difference among public universities in students’ academic performance, suggesting their homogeneity. In addition to this, in all public universities, students’ score mean was less than the minimum requirement [mean of 37.42 out of 80, which is &lt; 40 (50%) at P =.326 &gt;.05], needing concern. Design-thinking utilizing correlation enabled the creation of a novel model, while the limitation of correlation statistics was maintained by computing r<sup>2</sup>. The model, ‘The Psychometric and Performance Properties of TMTs in Measuring Students’ Academic Performance’, requires further enhancement through interventional studies.
DOI: 10.6084/m9.figshare.26078755
title: College students’ adaptation to synchronous distance learning: exploring the effects of academic adjustment and sense of belonging on perceived stress

description: The purpose of this study was to explore the effects of academic adjustment and sense of belonging on perceived stress in the context of college students’ adaptation to synchronous distance learning (SDL). It is driven by technological advancements and newfound familiarity, resulting from the necessity-driven adoption of SDL during the height of the COVID-19 pandemic. We conducted a thematic analysis of 16 interview responses using the Academic Adjustment Scale, Sense of Belonging Scale, and Perceived Stress Scale to construe a quantitative questionnaire that was administered to 242 undergraduate and postgraduate students in India attending college through SDL. Both ‘sense of belonging’ and ‘academic adjustment’ emerged as significant predictors of perceived stress among students. Moreover, a student’s past campus experience played a moderating role in shaping the impact of ‘academic adjustment’ on perceived stress. Within the ambits of post-pandemic online degree programs, this study tackles a dearth of comprehensive research relating to the impact of SDL on the stress levels of college students. In the process, it highlights the implications of crafting interventions to foster belonging and academic adjustment so that students can better manage stress in SDL. It also underscores the value of factoring the students’ past campus experiences in promoting adjustment and reducing stress. Overcoming these challenges would ensure greater promotion of SDL dispersing quality and affordable education for the mass adaptable learners within the contemporary digital age, albeit in the Indian context.
DOI: 10.6084/m9.figshare.26078755.v1
title: College students’ adaptation to synchronous distance learning: exploring the effects of academic adjustment and sense of belonging on perceived stress

description: The purpose of this study was to explore the effects of academic adjustment and sense of belonging on perceived stress in the context of college students’ adaptation to synchronous distance learning (SDL). It is driven by technological advancements and newfound familiarity, resulting from the necessity-driven adoption of SDL during the height of the COVID-19 pandemic. We conducted a thematic analysis of 16 interview responses using the Academic Adjustment Scale, Sense of Belonging Scale, and Perceived Stress Scale to construe a quantitative questionnaire that was administered to 242 undergraduate and postgraduate students in India attending college through SDL. Both ‘sense of belonging’ and ‘academic adjustment’ emerged as significant predictors of perceived stress among students. Moreover, a student’s past campus experience played a moderating role in shaping the impact of ‘academic adjustment’ on perceived stress. Within the ambits of post-pandemic online degree programs, this study tackles a dearth of comprehensive research relating to the impact of SDL on the stress levels of college students. In the process, it highlights the implications of crafting interventions to foster belonging and academic adjustment so that students can better manage stress in SDL. It also underscores the value of factoring the students’ past campus experiences in promoting adjustment and reducing stress. Overcoming these challenges would ensure greater promotion of SDL dispersing quality and affordable education for the mass adaptable learners within the contemporary digital age, albeit in the Indian context.
DOI: 10.6084/m9.figshare.26936465
title: The effect of project-based learning (PjBL) Class Model on Chinese undergraduates’ argumentative writing performance

description: This study aims to investigate the effect of the Project-based Learning (PjBL) Class Model on Chinese undergraduates’ argumentative writing performance. A mixed-methods approach was employed to attain the main objective of the study. It included 50 non-English major students in the control group (25) and experimental group (25) from a Chinese University. The experimental group participants were taught argumentative writing under the PjBL Class Model, while the control group used conventional Presentation, Practice, Production (PPP) Class Model. After a six-week teaching experiment, semi-structured interviews with nine students of different majors from the experimental class were conducted to investigate the PjBL Class Model’s influence on argumentative writing and its acceptability. SPSS analysis of pre- and post-tests revealed that the overall writing scores and sub-scores in terms of idea expression, text organization, language use, and writing strategies had been raised significantly. Interview findings showed that students had a strong perception and acceptance of the PjBL Class Model for learning argumentative writing, and compared to the conventional teaching model, it significantly boosted their interest in the subject.
DOI: 10.6084/m9.figshare.26936465.v1
title: The effect of project-based learning (PjBL) Class Model on Chinese undergraduates’ argumentative writing performance

description: This study aims to investigate the effect of the Project-based Learning (PjBL) Class Model on Chinese undergraduates’ argumentative writing performance. A mixed-methods approach was employed to attain the main objective of the study. It included 50 non-English major students in the control group (25) and experimental group (25) from a Chinese University. The experimental group participants were taught argumentative writing under the PjBL Class Model, while the control group used conventional Presentation, Practice, Production (PPP) Class Model. After a six-week teaching experiment, semi-structured interviews with nine students of different majors from the experimental class were conducted to investigate the PjBL Class Model’s influence on argumentative writing and its acceptability. SPSS analysis of pre- and post-tests revealed that the overall writing scores and sub-scores in terms of idea expression, text organization, language use, and writing strategies had been raised significantly. Interview findings showed that students had a strong perception and acceptance of the PjBL Class Model for learning argumentative writing, and compared to the conventional teaching model, it significantly boosted their interest in the subject.
DOI: 10.6084/m9.figshare.25817143
title: Redesign a biology introduction course to promote life consciousness

description: To guide students to make reasonable decisions in the face of adversity and pressure, a new general course named ‘Introduction of Life Education’ was established. The course was organized based on the knowledge of biological science, with the integration of social scientific issues on life health, food safety, environmental protection and sustainable development. The course focuses as much on life philosophy and natural charm as on scientific facts and aims to promote students’ life consciousness on the basis of cultivating their critical thinking and integrative thinking abilities. In this study, subjective assessments such as classroom and official questionnaires and objective assessments such as pre-class and post class tests were used, and the role of the course in cultivating students’ life consciousness and thinking abilities was evaluated. It was found that students’ knowledge on life attributes and life characteristics significantly improved, and their critical thinking and integrative thinking abilities enhanced after the course. Students were interested in the social-biological integrated course, and had high levels of satisfaction with the course. The course is helpful in cultivating students to be scientifically literate citizens, and is worth popularizing in universities and colleges.
DOI: 10.6084/m9.figshare.25817143.v1
title: Redesign a biology introduction course to promote life consciousness

description: To guide students to make reasonable decisions in the face of adversity and pressure, a new general course named ‘Introduction of Life Education’ was established. The course was organized based on the knowledge of biological science, with the integration of social scientific issues on life health, food safety, environmental protection and sustainable development. The course focuses as much on life philosophy and natural charm as on scientific facts and aims to promote students’ life consciousness on the basis of cultivating their critical thinking and integrative thinking abilities. In this study, subjective assessments such as classroom and official questionnaires and objective assessments such as pre-class and post class tests were used, and the role of the course in cultivating students’ life consciousness and thinking abilities was evaluated. It was found that students’ knowledge on life attributes and life characteristics significantly improved, and their critical thinking and integrative thinking abilities enhanced after the course. Students were interested in the social-biological integrated course, and had high levels of satisfaction with the course. The course is helpful in cultivating students to be scientifically literate citizens, and is worth popularizing in universities and colleges.
DOI: 10.6084/m9.figshare.24846499
title: Revolutionizing education: Artificial intelligence empowered learning in higher education

description: Global businesses are actively embracing Industry 4.0 and digital transformation. Simultaneously, the education sector is leveraging digital tools to foster personalized learning and equity. Universities transcending borders and students becoming increasingly global have opened new frontiers through the use of artificial intelligence (AI)-based tools in education. Since the role of AI is inevitable in future education, current research aims to identify the level of awareness of faculty members on the applicability and adoption of artificial intelligence. The study also intended to discover how AI enhanced their learning experience and impacted the degree of work engagement of teachers in higher education. A cluster and multi-stage sampling method was employed to select 250 faculty members from QS (Quacquarelli Symonds) ranked institutions operating in hybrid education modes. Utilizing a quantitative research approach and a structural equation model, factors influencing AI adoption in this context were explored. The findings revealed that AI implementation led to the evolution of robust evaluation and assessment methods, resulting in heightened faculty engagement levels. The study identified that perceived risk, performance expectancy, and awareness play significant roles in influencing work engagement and the adoption of AI within the higher education system through mediating variables, specifically attitude, and behavior.
DOI: 10.6084/m9.figshare.26341428
title: Students’ academic culture: the mediating role of academic commitment in the relationship between academic resilience and academic performance of university students

description: Despite the fact that much research in higher education institutions has focused on students’ academic achievement from various perspectives, the roles of learners’ academic resilience and academic commitment in their academic performance have got little attention. Thus, the present study aimed at examining the role of students’ academic resilience on academic performance through the mediation role of academic commitment. A quantitative research approach, correlational research design, was used. A total of 243 undergraduate students were selected through simple random sampling, using computer-generated codes. Adapted self-report Likert scales and adapted questionnaires were used to collect data. For quality control, the collected data were entered twice into EpiData 4.6.0.6 before exported to SPSS AMOS software. A Structural Equation Model (SEM) was mainly applied to test the mediation analysis. The findings of the study revealed that undergraduate university students had moderate levels of academic commitment, academic resilience and academic performance. Moreover, academic commitment was discovered to have a partial mediating effect on the relationship between academic resilience and academic performance. Thus, the study concluded that learners’ academic commitment mediated their growing academic resilience and academic performance. In an era of evolving higher education landscapes, the pursuit of academic achievement remains a central focus. Nevertheless, the critical roles that learner academic commitment and resilience play in influencing academic performance have been underappreciated amidst the large corpus of research. This research delves into this uncharted territory, of undergraduate students which the findings light up a landscape where university students demonstrate moderate levels of academic resilience, academic performance, and academic commitment. These insights have profound implications for educators, policymakers, and institutions, posing a pathway to enhance educational strategies and support systems, ultimately fostering resilient, commitment and high-performing learners that met the demand of 21 century world.
DOI: 10.6084/m9.figshare.24846499.v1
title: Revolutionizing education: Artificial intelligence empowered learning in higher education

description: Global businesses are actively embracing Industry 4.0 and digital transformation. Simultaneously, the education sector is leveraging digital tools to foster personalized learning and equity. Universities transcending borders and students becoming increasingly global have opened new frontiers through the use of artificial intelligence (AI)-based tools in education. Since the role of AI is inevitable in future education, current research aims to identify the level of awareness of faculty members on the applicability and adoption of artificial intelligence. The study also intended to discover how AI enhanced their learning experience and impacted the degree of work engagement of teachers in higher education. A cluster and multi-stage sampling method was employed to select 250 faculty members from QS (Quacquarelli Symonds) ranked institutions operating in hybrid education modes. Utilizing a quantitative research approach and a structural equation model, factors influencing AI adoption in this context were explored. The findings revealed that AI implementation led to the evolution of robust evaluation and assessment methods, resulting in heightened faculty engagement levels. The study identified that perceived risk, performance expectancy, and awareness play significant roles in influencing work engagement and the adoption of AI within the higher education system through mediating variables, specifically attitude, and behavior.
DOI: 10.6084/m9.figshare.26970708
title: Analyzing student prompts and their effect on ChatGPT’s performance

description: Large language models present new opportunities for teaching and learning. The response accuracy of these models, however, is believed to depend on the prompt quality which can be a challenge for students. In this study, we aimed to explore how undergraduate students use ChatGPT for problem-solving, what prompting strategies they develop, the link between these strategies and the model’s response accuracy, the existence of individual prompting tendencies, and the impact of gender in this context. Our students used ChatGPT to solve five problems related to embedded systems and provided the solutions and the conversations with this model. We analyzed the conversations thematically to identify prompting strategies and applied different quantitative analyses to establish relationships between these strategies and the response accuracy and other factors. The findings indicate that students predominantly employ three types of prompting strategies: single copy-and-paste prompting (SCP), single reformulated prompting (SRP), and multiple-question prompting (MQP). ChatGPT’s response accuracy using SRP and MQP was significantly higher than using SCP, with effect sizes of -0.94 and -0.69, respectively. The student-by-student analysis revealed some tendencies. For example, 26 percent of the students consistently copied and pasted the questions into ChatGPT without any modification. Students who used MQP showed better performance in the final exam than those who did not use this prompting strategy. As for gender, female students tended to make extensive use of SCP, whereas male students tended to mix SCP and MQP. We conclude that students develop different prompting strategies that lead to different response qualities and learning. More research is needed to deepen our understanding and inform effective educational practices in the AI era.
DOI: 10.6084/m9.figshare.26970708.v1
title: Analyzing student prompts and their effect on ChatGPT’s performance

description: Large language models present new opportunities for teaching and learning. The response accuracy of these models, however, is believed to depend on the prompt quality which can be a challenge for students. In this study, we aimed to explore how undergraduate students use ChatGPT for problem-solving, what prompting strategies they develop, the link between these strategies and the model’s response accuracy, the existence of individual prompting tendencies, and the impact of gender in this context. Our students used ChatGPT to solve five problems related to embedded systems and provided the solutions and the conversations with this model. We analyzed the conversations thematically to identify prompting strategies and applied different quantitative analyses to establish relationships between these strategies and the response accuracy and other factors. The findings indicate that students predominantly employ three types of prompting strategies: single copy-and-paste prompting (SCP), single reformulated prompting (SRP), and multiple-question prompting (MQP). ChatGPT’s response accuracy using SRP and MQP was significantly higher than using SCP, with effect sizes of -0.94 and -0.69, respectively. The student-by-student analysis revealed some tendencies. For example, 26 percent of the students consistently copied and pasted the questions into ChatGPT without any modification. Students who used MQP showed better performance in the final exam than those who did not use this prompting strategy. As for gender, female students tended to make extensive use of SCP, whereas male students tended to mix SCP and MQP. We conclude that students develop different prompting strategies that lead to different response qualities and learning. More research is needed to deepen our understanding and inform effective educational practices in the AI era.
DOI: 10.6084/m9.figshare.24829155
title: A phenomenological study detailing the experiences with inclusive education in the Czech Republic for the pupil with congenital heart disease and acquired brain injury and his mother

description: Legislative changes in the Czech Republic in 2016 created more favorable conditions for inclusive education of learners with acquired brain injury. Due to the scarcity of domestic and international evidence (only three studies) focused on this topic, this study aimed to understand the educational experience of a learner with a heart transplantation followed by acquired brain injury and his mother. The data analysis was conducted using phenomenological methodology by van Manen, along with thematic analysis. Six themes were identified in the mother’s responses and five in the pupil’s. This case study provided valuable insights into potential barriers in inclusive education that hindered the pupil’s learning and led to additional challenges in his social participation. This vulnerable population of students and their families require more protective educational policies, as their experiences may be significantly affected by the ongoing frailty of the pupils’ health.