ethanporcaro/eric-fulltext-meta huggingface dataset:
The Development of Academic Advising to Enable Student Success in South Africa
Author: Tiroyabone, Gugu Wendy
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Advising,Academic Achievement,Foreign Countries,Student College Relationship,College Students,Program Implementation,COVID-19,Pandemics,Academic Support Services

Universities promote social justice by improving student success; a university degree is one of the most powerful tools to change the economic prospects of students, their families, and communities. For students to succeed, it is vital that they are connected to the wide range of support services in a meaningful way. Unfortunately, many students (especially first-generation students) find it difficult to connect to university environments that are complex and that are often not optimally coordinated. International and national research shows that academic advising plays a critical role in improving student engagement and success by facilitating better coordination and integration of support. Academic advising provides students with relevant information, facilitates their conceptual understanding of the university, and allows students the opportunity to form a meaningful relationship with the institution through an advisor and by means of various advising initiatives. This paper shares international perspectives on the critical importance of academic advising for student success. Building on these perspectives, we reflect on the development of academic advising in South Africa, and on its potential for enhancing student success in our context. We provide an institutional perspective by sharing the journey of the University of the Free State. In doing so, we show the positive impact of advising before and during the pandemic, and we conclude with lessons for the future of academic advising in the South African context.
The Effect of Teachers&apos; Cognitive Flexibility on Attitudes towards Compulsory Distance Education during the COVID-19 Pandemic
Author: Özen, Fatmanur
Date: 2022-00-00
Type: Journal Articles
Subjects: Cognitive Ability,COVID-19,Pandemics,Compulsory Education,Distance Education,Teacher Attitudes,Foreign Countries,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers

The period when education services were tried to be provided remotely due to the COVID-19 epidemic enabled teachers to be intertwined with technology-supported teaching platforms. The acquisition of the technology required to use the platform, adaptation of the existing teaching strategies, methods, and techniques to the platform, and the need to stay in touch with all stakeholders related to education in this process have led to new experiences for teachers and many challenging situations. During this process, it was predicted that teachers frequently use their cognitive flexibility, which enables them to think about different solutions and make functional changes for different or problematic situations. The research is a survey study. Data were collected from teachers with the Cognitive Flexibility Inventory and the Attitude Scale towards Compulsory Distance Education. Their validity and reliability were retested within this research's scope. The results of this study, in which the data were analyzed with descriptive statistics, show that the cognitive flexibility of the teachers participating in the research was high during the epidemic period. They had attitudes that could not be evaluated positively or negatively regarding compulsory distance education. Although there is a relationship between teachers' cognitive flexibility levels and their attitudes towards compulsory distance education, it is low. The cognitive flexibility of teachers can predict a very small part of their attitudes towards compulsory distance education. The findings obtained from the research are discussed with other research results.
Developing Mindsets: A Qualitative Study among First-Year South African University Students
Author: Terblanche, Hettie
Date: 2021-00-00
Type: Journal Articles
Subjects: Beliefs,College Freshmen,Student Experience,Engineering Education,Foreign Countries,College Programs,Psychology,Well Being,Resistance (Psychology),Perception,Individual Development

This article reports on a qualitative study that evaluated first-year students' lived experiences of attending a 12-week student support programme focused on fostering mindsets. Participants included 545 first year Engineering students enrolled for academic studies at a South African university. All participants completed qualitative narrative sketches depicting their experiences. A random sample of 300 students' narrative sketches was included as data in the qualitative study. The data were analysed using thematic analysis, and Dweck's theory on mindsets served as the theoretical lens through which the data were interpreted. The results indicate that the majority of students experienced significant personal growth from attending the student support programme. Additionally, the findings point to the relevance and importance of offering student support programmes focused on exploring mindsets to first-year students. The results of this exploratory study suggest that mindset theory should be considered as an essential component when advising first-year South African Engineering students. Furthermore, we make a case for the relevance of positive psychology-based development programmes for first-year students.
Significance of Proficient Communication on Career Choice among First Years in Rural South Africa
Author: Uleanya, Chinaza
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Career Choice,College Freshmen,Career Pathways,High School Students,Secondary School Curriculum,Interpersonal Communication,Student Characteristics,Parent Influence,Academic Ability,Peer Influence,Decision Making,Access to Information,Career Guidance,School Counselors,Student Satisfaction

Career choice involves the selection of one occupation over another. It is very important as it gives people focus on what career to follow. However, a lack of adequate information on career choice is capable of negatively influencing career choices. Hence, this study examines the significance of the adequate information on career choice among first year students using a selected rural South African university. A quantitative research method was employed for data collection. Purposive and random sampling was used to select the institution and sample respectively. Questionnaires were administered to 375 randomly selected first year students studying in the selected rural South African university. The findings of the study show that career choice is important and can contribute to the success of students. Attempts are made to communicate about career pathways with students while in high schools through the provision in the curriculum. Various factors ranging from parental influence, teachers, presence or absence of career counsellors, amongst others affect the career choice of students. The study recommends that education stakeholders, inclusive of parents, should be informed on the need to guide students in making informed career choices. Career information centres should be made available to students in various locations in the country.
The Mediating Role of Meaning in the Relationship between Depression and Hope
Author: Salami, Mutiu Olagoke
Date: 2022-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Psychological Patterns,Undergraduate Students,Psychology,Well Being,Foreign Countries,Measures (Individuals),Correlation,Student Attitudes

The purpose of study is to examine whether meaning mediates the correlation between depression and hope among students. Participants include 512 undergraduates sampled from a public university. After giving their consent, participants responded to a set of self-report instruments. Structural Equation Modelling (SEM) and path analysis were used to analyze the data. As hypothesized, findings revealed significant negative correlations between hope (agency and pathways) and meaning with depression. Furthermore, results indicate that meaning mediates the connection between depression and hope. Also, findings revealed that presence of meaning, and hope dimensions (agency and pathway thinking) indicated major predictors of depression with presence of meaning being connected with less symptoms of depression. Ostensibly, students with more depressive symptoms reflects the tendency of experiencing less presence of meaning. Furthermore, one major implication of this study is that policy makers and the management of universities need to give greater attention to including positive psychology into the curriculum for all students. Besides, as every student faces the ongoing pandemic experience, school psychologists can see more reason why hope and meaning-related interventions need to be integrated into practice.
The Mediating Role of Resilience and Personality Traits in the Relationship between Social Isolation and Psychological Well-Being in the COVID-19 Pandemic
Author: Sapanci, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Personality Traits,Social Isolation,Psychological Patterns,Well Being,COVID-19,Pandemics,Predictor Variables,Adults

The present study investigates the mediating role of psychological resilience and personality traits in the relationship between the social isolation process implemented during the pandemic period and the psychological well-being of individuals. The predictive correlational model based on the relational survey method, one of the quantitative research methods, was used in the study. The study participants consisted of 238 people through the convenient sampling model, 66 men and 172 women. Personal Information Form, Social Isolation subtest of Nottingham Health Profile Scale, short form of the Psychological Resilience Scale, Warwick-Edinburgh Mental Well-Being Scale and short form of the Five-Factor Personality Scale were used as data collection tools in the study. While determining the mediating effects in the data analysis, a regression analysis based on the bootstrap method was performed with the Process Macro. As a result of the research, it was found that resilience mediated the relationship between the perception of social isolation and psychological well-being. When the mediating effect of personality dimensions was examined, it was found that the mediating effect of conscientiousness, neuroticism, and extraversion dimensions were significant. In contrast, the mediating effects of openness to experience and agreeableness dimensions were not statistically significant. Since the psychological effects of the pandemic differ from person to person, determining the differentiation of the effects of social isolation in individuals may contribute to understanding the possible risky and protective factors. For this purpose, it is thought that this study, which reveals the possible mediating effects of psychological resilience and personality traits as two individual characteristics, will contribute to the determination of priority treatment groups by mental health professionals.
Glossophobia among Engineering Learners: A Case Study at a Technical University
Author: Balakrishnan, Subatira
Date: 2022-01-00
Type: Journal Articles
Subjects: Public Speaking,Fear,Anxiety,English (Second Language),Language Proficiency,Postsecondary Education,Engineering Education,English Language Learners,Foreign Countries,College Students

Glossophobia or fear of public speaking is commonly experienced by tertiary learners during classroom presentations. This study intends to examine the speech anxiety level experienced by engineering learners and the relationship between the learners' English language proficiency and their speech anxiety. The study will also identify the causes of public speaking anxiety among these engineering learners. The samples were 65 Engineering Diploma students who responded to McCroskey's Personal Report of Public Speaking Anxiety (PRPSA) questionnaire. The students' English language grades at SPM level were used as the measurement of their English language proficiency. The findings showed the students' speech anxiety is at moderate level (M= 105.9) and there was a weak negative relationship between total PRPSA scores and SPM English language grades (r = -0.149, n = 65, p &gt; 0.05). Mere thoughts of presenting a speech with undue worries of being asked questions were the causes of their speech anxiety. Therefore, it is proposed engineering learners be given ample public speaking trainings through planned programmes and engineering curriculum planners include elements of public speaking in engineering subjects. Public speaking skills will be an added value and increase engineering graduate employability in future.
Internationalisation of Curriculum Delivery: Complexities of English as an Instructional Language in a Non-English Culture
Author: Mohd Faiz, Nur Sofurah
Date: 2022-01-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language of Instruction,Foreign Students,Universities,Foreign Countries,Language Proficiency,Student Attitudes,College Faculty,Teacher Attitudes,Models,College Students,Language Role,Learning Processes,English for Academic Purposes,Teacher Competencies,Non Western Civilization,Indonesian Languages,International Education

English language is the main lingua-franca in higher education worldwide. For that reason, higher education institutions in Malaysia including the Malaysian Technical and Vocational University (MTVU, a pseudonym) have been promoting English as the language of instruction. With the existence of international students and voluminous English academic resources, implementing English as the language of instruction is a significant commitment. International students, as well as academic staff in MTVU however, come from various non-western cultures where English is not their native language. This paper focuses on an issue related to the use of English language amongst these groups in learning and teaching processes. Jin's (1992) theories underlying Cultural Synergy model was used as the underpinning theories of the study. Data collected were from focus group and semi-structured in-depth interviews which were conducted with eleven international students and nine academic staff in MTVU. Through interpretive thematic analysis, findings highlighted that limited English proficiency is not only an issue solely for international students, but also for academic staff. This paper reveals this unique and complex issue from the perspectives of both students and staff. The paper then further discusses the consequences of these complexities for the learning and teaching environment.
Student Support and Transition through a Buddy Programme to Foster Social Integration
Author: Naidoo, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Adjustment,Peer Relationship,Social Integration,Foreign Countries,College Freshmen,Mentors,Social Support Groups,Program Evaluation,Program Effectiveness,College Seniors,Student Attitudes

The University of Pretoria (UP) began offering formal academic student support in 2011 when the first faculty student advisor (FSA) was appointed. Although many more FSAs were subsequently appointed, assistance to all the students in need of support remained insufficient. However, financial assistance through the collaboration grant received from the Department of Higher Education and Training in 2018 made it possible to explore new areas of support. The UP was able to pilot four innovations due to the availability of additional funds.These included generic workshops across faculties; the creation of a hub in the library, which served as a common contact point for students requiring assistance; the appointment of peer advisors; and a Buddy Programme for first-year students. This article explains the Buddy Programme as perceived by the senior students who mentored the first-year students. The mentors are known as &quot;big buddies&quot;. Our work on this programme is based on Tinto's (1975) ideas about social integration. The Buddy Programme was introduced to assist first-year students in their transition from school to university life. This paper highlights the challenges that first-year students faced and it explains how the concepts could become institutionalised once university activities have been normalised in the post-pandemic future.
Open and Distance Learning during the COVID-19 Pandemic: University Students&apos; Learning Experiences and Academic Achievements
Author: Tew Abdullah, Muhammad Hakimi
Date: 2022-01-00
Type: Journal Articles
Subjects: Distance Education,COVID-19,Pandemics,College Students,Student Experience,Academic Achievement,Open Education,Foreign Countries

Universiti Teknologi MARA (UiTM) has taken an approach of Open and Distance Learning (ODL) system as a way to ensure the continuity of its education during the COVID-19 pandemic. This transformation leads to various challenges in teaching and learning. Hence, this study aimed to describe the ODL in terms of university students' learning experiences and their academic achievements during the COVID-19 pandemic. This study involved a total of 3283 students during March-August 2020 semester in UiTM Negeri Sembilan. Data were collected via online surveys and were descriptively and statistically analysed using Statistical Package for the Social Sciences (SPSS). Findings showed that students were given sufficient information regarding the assessments of the course (mean=3.64) and the delivery of the course content (mean=3.65). The success factors on the students' academic achievements were due to the support from lecturers (mean=2.78), peers (mean=2.79) and family (mean=2.55). Thus, it can be concluded that the majority of the students are satisfied with their ODL learning experiences and academic achievements. This study suggests that academic management should continue to provide effective support in the form of resources and services to increase performances by their students.
The Effects of Non-Digital Game-Based Learning and Cognitive Level of Questions on Isometric Transformations
Author: Hamden Hamid, Shamsurya
Date: 2022-01-00
Type: Journal Articles
Subjects: Game Based Learning,Outcomes of Education,Teaching Methods,Mathematics Instruction,Mathematics Achievement,Secondary School Students,Thinking Skills,Geometric Concepts,Instructional Effectiveness,Foreign Countries

The present study examined the effects of the non-digital game-based instructional method and the cognitive level of questions in determining students' achievement in mathematics, particularly in Isometric Transformation. The study used a quasi-experimental design and involved 116 participants (i.e., form two students) from two local secondary schools in Kuching. The participants were divided into control and experimental groups -- the control group learned the Isometric Transformation topic via conventional learning, while the experimental group used non-digital game-based learning (NDGBL). The results showed that participants who learned using the NDGBL scored better in the Isometric Transformation test than those who learned the topic using the conventional instructional method. The present findings also showed that participants' achievement of Isometric Transformation differed significantly between cognitive levels of questions. In particular, participants' achievements were recorded better for lower-level cognitive questions than higher-level cognitive questions. However, there was no significant interaction effect between the instructional method and the cognitive levels of questions on participants' achievement in the topic learned. The study provided empirical evidence on the role of NDGBL in learning Isometric Transformation, in that it should be considered as an alternative approach for learning Isometric Transformation and Mathematics in general, with an effective integration into the secondary mathematics curriculum.
Disability Unit Practitioners at Stellenbosch University: COVID-19 Pandemic Reflections
Author: Lyner-Cleophas, Marcia
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Students with Disabilities,Foreign Countries,COVID-19,Pandemics,Inclusion,Academic Support Services,Access to Education,Barriers,Distance Education,Virtual Classrooms

As reflective practitioners working in disability inclusion, we constantly work with shifting realities concerning our students, who are not a homogenous group. The coronavirus pandemic (COVID-19) was a reality least expected in 2020, yet we used our flexible approach to make the transition as smooth as we possibly could. The Disability Unit (DU) is one of five units located within the Centre for Student Counselling and Development at Stellenbosch University (SU) and falls within the responsibility centre of the Deputy Vice-Chancellor: Teaching and Learning. The DU was founded in 2007 and is 15 years old in 2021. We aim to foster disability inclusion within a transformative framework at SU, with our main focus on students with disabilities. Our wider aim is universal access, which includes working towards the removal of cultural, social, language and disability barriers in the higher education context. We are guided by the Disability Access Policy (2018) of SU. Since the latter part of March 2020, we had to shift to online teaching and learning. This came at a time when we were preparing for the end of the term and student support was being put in place. The onset of COVID-19 occasioned unanticipated reflections and challenges, which we share in this article. We also reflect on what we have learnt and how we can move forward in a changed academic environment catapulted into a digital world. We do this reflection by following the Gibbs' reflective cycle (Gibbs, 1988) which offers a way to reflect and learn from experience. The cycle is weaved into the reflections as it follows a process of describing the context of the DU, expressing how the COVID-19 pandemic was felt by staff and students, evaluating and learning from what was experienced. According to Lyner-Cleophas (2020), online learning has benefits and challenges, especially considering students with disabilities.