Journal of Higher Education Theory and Practice

An Analysis of Mindset Strategies in Economics Courses

2025-03-21T02:57:49-04:00

This paper examines the fixed and growth mindset theories using students from a U.S. university's economics courses. We utilized two groups for this study: one group served as the control and received no growth mindset interventions. In contrast, the other group was subjected to growth mindset interventions. We did not find a significant difference in success rates between the two groups. This finding is inconsistent with previous studies that primarily involved K-12 students as participants. Our results suggest that as individuals gradually enter adulthood, they are more likely to hold fixed mindsets rather than growth mindsets.

Preparing Graduates for Life’s Challenges – A Call for Mandatory Financial Literacy Education

2025-03-21T03:07:47-04:00

This research synthesis explores diverse aspects of financial literacy education, drawing insights from studies encompassing secondary schools, community-based programs, and higher education, with a focus on Hispanic populations. Comparative analysis reveals variations in financial literacy determinants, instructional strategies, and demographic influences. Recommendations include prioritizing comprehensive financial education legislation, refining curricula to address critical topics, and enhancing inclusive teaching approaches. Future research should explore tailored interventions for Management students attending Hispanic Serving Institutions (HSI), assess program effectiveness longitudinally, and delve into the nuanced sociocultural influences on financial literacy. These findings provide a foundation for developing targeted financial education initiatives and advancing the understanding of financial literacy dynamics, particularly within Hispanic communities. We conclude this research with a list of recommended financial literacy curricula based on Blooms Taxonomy.

Driving STEM Education via Motorsports a Closer Look at Donk Racing — A Work in Process Paper

2025-03-21T03:12:35-04:00

This work-in-progress research paper describes a community-based study to better understand the attraction of underrepresented minorities to an unconventional motorsport , Donk racing, as a pathway to STEM discovery. This study detects an unconscious attraction to STEM in African American youth who enjoy motorsports, especially automobile and motorcycle racing. Uncovering the attraction to STEM early in the educational process yields an opportunity to address the missing connections leading to career choices that provide greater social mobility and meet a national need. A research team has been working passionately on a groundbreaking study centered around the intriguing intersection of motorsports and STEM (Science, Technology, Engineering, and Mathematics) education. This mixed-method study seeks to understand the connection between academic preferences and career choices through the lens of motorsports enthusiasts.

The Evolution of Capstone Sequences for Undergraduate Programs

2025-03-21T03:20:27-04:00

Capstone courses enhance critical thinking, collaboration, and theoretical application while offering integrative and culminating experiences for students. This paper explores the evolution of capstone courses within a department by presenting a case study to guide educators in developing or refining such programs using a capstone typology. The paper draws on 15 years of experience to outline strategies for curriculum integration, resource allocation, and industry collaboration. After reviewing the relevant literature, it provides insights into the effective implementation and improvement of capstone courses and concludes with recommendations for future exploration to optimize student outcomes and better prepare them for professional success.

Two Types of Educational Apps for In-Person and Remote Learning: Student Perceptions and Learning Outcome

2025-03-21T03:27:17-04:00

This study examines students’ feedback on using different educational apps and the relationship between their perceptions and learning outcomes. Two educational apps, each typical of a distinct category (gamification apps and standard apps), were used for in-class exercises in both in-person and online accounting courses. Student feedback was collected at the end of the semester. The results indicate that students have varying preferences for educational apps, with each app featuring characteristics that cater to students’ needs. However, these preferences are not associated with learning outcomes. Additional analysis reveals that students who more strongly agree that using the gamification app for in-class exercises helps them review course materials demonstrate better course performance. This study provides insights for instructors to effectively implement different educational apps to enhance student engagement in both in-person and remote courses, thereby improving teaching practices in higher education.

Self-Reported Cognitive Effects of AI Applications on Learning

2025-03-21T03:30:15-04:00

The purpose of this article is to assess whether cognitive abilities of college-level learners have been impacted, positively or negatively, by their use of AI tools. An 18-questions survey was administered at a U.S. public polytechnic university with 161 respondents, with the goal of measuring changes learners have noticed in their learning behavior and cognitive functioning since they started using AI tools in their coursework. Three separate one-sample t-tests were conducted and showed significant effect for cognitive skill erosion: t(160)=10.816, p<0.05, Cohen’s D=0.852; Memorization issues: t(160)=6.7, p<0.05, Cohen’s D=0.52; and Lack of in-depth understanding: t(160)=9.6, p<0.05, Cohen’s D=0.76. However, 85.7% said that motivation to do coursework hasn’t declined since they started using AI, and 74.5% agree that AI has an overall positive effect on their learning. Roughly equal number of participants feel they are becoming dependent on AI (48.5% yes and 51.5% no). Given the results, it is reasonable to conclude, at this time, that AI usage in college coursework can have significant consequences on the cognitive abilities of learners.

Safety Preparedness of Secondary Schools in Central Highlands of Kenya

2025-03-30T23:16:45-04:00

School safety is an essential element of the teaching-learning process because it provides an opportunity for students to exploit and maximize their potential for learning, growth and development. The study aimed to investigate safety preparedness of secondary schools in Embu East Sub County, Kenya. The specific objective for the study was to find out the level of awareness of staff regarding school safety. The quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) for descriptive statistics, while the qualitative data was obtained through interviewing individuals using questions developed by the researcher touching on safety awareness. The researcher identified three common themes: the need for policy guidelines on safety preparedness, the need to involve all stakeholders in safety preparedness and the need for prioritization of resources towards implementing school safety policies and programs. The qualitative data were analyzed using thematic analysis. The findings from this study showed that there is lack of safety preparedness in schools.

Class Schedule and Student Performance: Evidence From Introductory Corporate Finance Classes

2025-03-30T23:24:29-04:00

By analyzing a sample of 230 students enrolled in introductory corporate finance classes, this study examines whether differences in scheduling formats—Monday-Wednesday-Friday (MWF) with 50-minute lectures versus Tuesday-Thursday (TR) with 75-minute lectures—impact student performance when the course design is consistent. The findings, supported by nonparametric tests and ordinary least squares regressions, indicate that TR students perform slightly better than their MWF counterparts, although the difference is not statistically significant. Additionally, the results reveal that accounting and finance majors outperform students in other disciplines, particularly in 75-minute classes. These findings suggest that college administrators may consider eliminating Friday classes and consolidating courses into MW or TR schedules, at least for introductory corporate finance classes, without adversely affecting student performance.

Self-Perceived Authentic Leadership and Self-Awareness on Faculty Burnout During COVID-19

2025-03-30T23:28:56-04:00

This study aimed to bridge the gap in the existing literature on self-perceived authentic leadership to burnout and self-awareness of burnout for faculty who taught during the COVID-19 pandemic. This study used a non-experimental Pearson Correlation Coefficient to provide quantitative answers to relationships between variables of self-awareness and authentic leadership correlations to burnout during COVID-19. The findings revealed a significant correlation between higher levels of self-perceived authentic leadership and lower levels of burnout. It is a starting point for articulating faculty and administration voices in their institutions regarding potential burnout to set an action plan for future crises.

Mental Health Awareness: SBAE Teachers Perspectives

2025-03-30T23:34:03-04:00

This study examines School-Based Agricultural Education (SBAE) teachers' perspectives on mental health (MH) awareness, resources, and motivations for MH training. Focus group discussions revealed four themes: help-seeking, support services, classroom culture, and child/adolescent behavior. While teachers recognize the importance of addressing MH needs, barriers such as limited resources and time hinder their efforts. Mentorship and advisement were identified as effective strategies for MH support. The findings highlight the need for more explicit protocols and consistent professional development. The study suggests that SBAE teachers require more training and resources to support students’ and teachers’ MH needs effectively.

Digital Education Index for Developing Countries Framework: Evaluation of the Deployment of Digital Education in Kenya

2025-03-30T23:43:56-04:00

The Digital Education Index for Developing Countries (DEIFDC) is a compound index considering nine different variables grouped in three main levers that have been researched relevant to assess the overall state of readiness of Digital Education deployment in a developing country. In the case of Kenya, despite major efforts on introducing Digital Education in public schools since the launch of the DigiSchool program in 2016, the application of the DEIFDC, with a value of 0.576, demonstrates insufficient deployment in all main levers largely due to poor broadband infrastructure, lack of trained teachers and poor literacy and numeracy performance of Kenyan students at early stages of education. Kenya has become an ICT hub for all the African region, with inspiring results in the usage of digitalised services. The experience acquired has also favoured the Education sector that has launched mobile applications and education platforms, especially during the Covid-19 pandemic; however significant social, geographic, and cultural differences arise in the study and bring down the overall performance of Digital Education deployment.

Students’ Difficulties, Perceptions, Feelings, and Types of Technology Used in Learning English

2025-03-31T00:44:01-04:00

This study aimed to investigate students’ experiences in learning English. The secondary aim was to find out the types of technology students use when learning English. The data were collected by interviewing 15 undergraduate students enrolled on a Social and Political Science program. The interviews were audio-recorded, transcribed in Indonesian, translated into English, and analyzed to identify categories of the students’ difficulties, perceptions, feelings, and types of technology used when learning English. The study's results show the effectiveness of using a phenomenographic analysis, which may be used to create more interesting and meaningful English teaching and learning activities in second language environments. These could also be used by teachers to help them build the best possible curriculum for teaching second language students.

Barriers to Industry-Academia Collaboration — A Study With a Focus on the Indian Medical Devices Sector

2025-03-31T00:53:30-04:00

Giving a summary of the Indian medical devices industry, the article starts by highlighting the over-dependence of the medical devices sector on imports and the need for an effective industry-academia collaboration. Such collaborations are not common in India. Academicians involved with medical device research and the healthcare sector were selected to administer a questionnaire on the barriers with a five-point Likert scale and through interviews. The barriers were analyzed from the perspective of sub-themes of the Triple Helix model - Relationship, Policy, and Perceptions. Barriers falling under the subtheme of Relationships were found to be the most common barriers.

Using Immersive Augmented Reality (AR) or Virtual Reality (VR) in a Classroom Is as Effective as Traditional Classrooms in Higher Education: A Systematic Review

2025-03-31T01:05:28-04:00

Integrating immersive virtual and augmented reality (VR/AR) in higher education has gained significant attention as potential tools to enhance learning experiences. This systematic review aims to evaluate the effectiveness of using AR and VR in the classroom compared to traditional instructional methods. The analysis includes 42 studies, 17 focused on AR, 23 on VR, and 2 addressing both technologies. The research trend indicated a notable increase in studies after 2018. The review reveals that AR and VR can offer several advantages, such as enhancing students’ understanding of complex concepts, improving engagement levels, and promoting interactive learning experiences.