P-06 Spirituality and Life Skills and Their Relationship with Reasons for attending Four Selected Adventist Universities in Asia

The purposes of this study are: (a) to report on the reasons for attending four Adventist universities in Asia; (b) to describe the universities’ perceived influence on student development of spirituality and life skills; and (c) to determine if reasons for attending and perceived influence on development of religiosity and life skills may be related. Survey research methodology was the design used to collect data using printed questionnaires. We designed the questionnaire to elicit information on reasons for attending the universities, engagement in curricular and extra-curricular activities, and the extent to which the university influenced student development of life skills, spirituality and altruism. One thousand nine hundred and ninety-eight (1,998) students participated in this study. Approximately 50% selected these universities for their spiritual atmosphere and spiritual values. Students generally agree that the universities have positively influenced the development of their life skills (M=4.05, SD=0.59) and spirituality (M=4.15, SD=0.69). There are no significant class status or gender differences on these variables. There are some variation among the universities but the effect size is small (η2≤.05). Approximately 15% of the variance on the linear combination of the development of religiosity and life skills are associated with the reasons for selecting Adventist universities

Teachers ́ Perception of Coherence in High School Biology Textbooks in Zambia

Textbook coherence is an important aspect of effective teacher ́s instruction and performanceof students. However, the subject has not been explored regarding school textbooks inZambia. This study involved assessing coherence of senior biology high school textbooks(MK Biology10, Longman Biology11 and Pupil ́s Biology12) and the extent to which thesebooks are aligned with the biology course syllabus. Using quantitative research design,coherence was conceptualized as a unit of three constructs: alignment and organization, rigor,focus and relevance of contents and connections among ideas. A questionnaire instrumentwas developed which teachers in Mufulira and certain other districts in Zambia (n = 82) usedto assess textbook and textbook-syllabus coherence. Data was analyzed using statisticalmethods, independent t-tests and One-way ANOVA. Results show that teachers weregenerally uncertain about coherence levels in the textbooks. Concerning textbook-syllabusalignment, Pupil ́s Biology12 was viewed as most coherent with the course syllabus and MKBiology10 as the least. Assessment of coherence is a complex process but it focuses on fewcommon elements. Identifying these elements may help teachers improve teaching practice,curriculum developers design coherent curricula and educational activities, and authorsproduce coherent textbooks. Further research studies are recommended that would extend thescope of this study to include teachers in all provinces in Zambia, include a mixed method toexplore perceptions about coherence, compare coherence of same grade level textbooks, orevaluate coherence of the syllabus and that of other science or non-science textbooks

Teacher Feedback: Its Correlation with Students’ Preferences and Perceptions, and Its Impact on Learning at an International school in Thailand.

Being up-to-date with researched-based teaching practice is essential in providing qualityeducation. To achieve this goal, this quantitative study investigated the effect of teacherfeedback (TF) on student learning in an international high school. It was hypothesized thatteacher feedback affects achievement. A paper-and-pen survey questionnaire adapted fromRowe and Wood (2008) was administered to students in grades 9-12. Data was collectedthrough convenient sampling (N= 78). Descriptive statistics analysis revealed TF methodswere either individual verbal, individual written, group verbal or group written. Studentsvalued TF that specifically revealed what needed to be improved, and what the teachers’expectations were relevant to the purpose of the assignment. They preferred TF on the errorsthey made on their right and wrong answers and through sample answers posted onSchoology. This was indicative of TF on surface learning. The preferred TF on deep learningincluded discussing the subject with the teacher, guidance on how to work out the answers ontheir own and participation in classroom discussion. A multiple regression was calculated topredict CGPA based on teacher feedback. The result shows that there is a weak relationshipbetween TF and student achievement (R2 of .096). For those who are interested in teacherfeedback, the researcher recommends an experimental study on the feedback that leads toself-regulatio

The Influence of Selected Asian Adventist Universities on Students’ Development of Life Skills, Religiosity and Altruism

The purpose of this study is to describe the influence of four Adventist universities in Indonesia, Philippines and Thailand on the development of life skills, religiosityand altruism among students. Survey research methodology was the design used tocollect data using printed questionnaires. The questionnaire was primarily designedto elicit information on reasons for attending the universities, engagement incurricular and extra-curricular activities, and the extent to which the universityinfluence student development of life skills, religiosity and altruism. One thousandnine hundred and sixty-eight (1968) students participated in this study. Studentsgenerally agree that the universities have positively influenced the development oftheir life skills (M = 4.05, SD = 0.59), religiosity (M = 4.15, SD = 0.69), andaltruism (M = 3.88, SD = 0.60). There are no significant class status or genderdifferences on these variables. There are some variation among the universities butthe effect size is small (η 2 ≤ .05). Approximately 45% of the variance on the linearcombination of the development of religiosity, life skills and altruism can beexplained by student engagement in religious and extra-curricular activities, andinteraction with professors/staff and friends. It is quite apparent that the universityexperience influence both religious and non-religious aspects of the student lifedevelopment

P-17 Predictors of Statistics Anxiety Among Graduate Students in Saudi Arabia

This quantitative study will examine the levels of statistics anxiety among 356 graduate students in Saudi Arabia. The study will also assess a theoretical model which proposes that attitudes toward statistics, statistics self-efficacy and previous statistics experience predict statistics anxiety. Results will indicate statistics anxiety levels and show its predictors

Basic Psychological Needs Satisfaction of Online Learners’ Autonomous Self-Regulation in Higher Education

Online learners are oftentimes seen as a vague and abstract “variable” with barely no human face in the context of discussing how to optimize online learning. To see and hear online learners in the joint effort of meeting their complex needs which are essential to making them striving and fully functioning, we need to look into the autonomous self-regulation of online learners. In this session, we will share how basic psychological needs satisfaction predicts the autonomous self-regulation in the learner-centered teaching and learning of higher education

The Effect of Parental Support on Academic Performance Among Students at Asia-Pacific International University

The purpose of this study was to determine the influence of parental support on college students’ academic performance of Asia-Pacific International University (AIU) in Thailand. The research aimed to investigate the relationship between parental support and academic achievement among Thai and International students at AIU in Thailand.   In addition, the study sought to find out the level of parental support among Thai and International students at AIU, and the differences in parental support. Using stratified sampling, ,60 undergraduate students aged between 17 years to 25 years old from five Asia-Pacific International University (AIU) dormitories were selected to participate in this study. A survey instrument for data collection consisted of a demographic questionnaire and a Likert-scale questionnaire.  The data were analyzed using Statistical Package for Social Sciences (SPSS) for Windows, Version 21.  An independent samples t-test was used to determine the differences between Thai and International students on parental support. Spearman rho correlation coefficients between parental involvement variables and cumulative grade point averages (CGPA) were reported. The findings revealed that academic performance cannot be adequately explained by parental support. Findings of this study also showed that although there is positive influence on the family relationship between the parents and students at the college level, it does not adequately explain academic performance among students. The present study was an attempt to inform college administrators and educators of the importance of parental support at the university level. Therefore, the main recommendation is that,  college administrators should look into how parents support their college students and establish strategies for encouraging emotional and social parental support to children in college...For further research necessary to consider the varying impacts of parental support within the lives of the children, such as investigating the impact of having little or no parental support

Vaccine Hesitancy at Andrews University

In February 2022, using the Class Climate platform, we investigated reasons why students, staff and faculty at Andrews University received or did not receive the COVID-19 vaccine. Three hundred ninety-four (394) participated: students (47.4%), staff and faculty (48.4%), and others (4.1%). Significant differences in reasons were found between vaccinated and unvaccinated

Cross-cultural Perspectives on College Students’ Beliefs, Values and Spirituality at Christian Institutions

College student’s beliefs, values, and spirituality have become the focus of a major national research project in recent years, conducted by the Higher Education Research Institute (HERI) housed at University of California at Los Angeles (UCLA), and sponsored by a substantial grant from the John Templeton Foundation (HERI website). After a pilot survey conducted in 2003, the College Students\u27 Beliefs and Values Survey (CSBV)was administered in the fall 2004 to 112,232 entering freshmen students of 236 colleges and universities in the United States, with a follow up sample of 15,000 of these students in spring 2007. As a nationally representative sample of institutions of higher education, the study included both quantitative and qualitative focus group interview approaches. The results of this general national sample have demonstrated a strong demand for more support to the religious and spiritual needs and expectations of college students by their institutions, and a high percentage of students from public and private institutions reported strong convictions such as believing in God (79%), believing in the sacredness of life (83%), having an interest in spirituality (80%), searching for meaning and purpose in life (76%), seeing spirituality as a source of joy (64%), and seeking out opportunities to grow spiritually (47%) (The Spiritual Life of College Students, 2008). Applying a shorter version of the same survey to Seventh-day Adventist institutions in two different countries (USA and Brazil), this article discusses specific findings about the spiritual and religious experience of college students at Adventist institutions