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  1. 1881
  2. 1882

    High School Students' Comprehension of Kinematics Graphs wıth Peer Instruction Approach by T Gok, O Gok

    Published 2023-01-01
    “…The study was conducted with 65 high school students from two groups. The first group was the experimental group and the second group was the control group. 32 students of the experimental group were taught using the peer instruction approach while 33 students of the control group were taught using the conventional teaching method. …”
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  3. 1883
  4. 1884
  5. 1885
  6. 1886
  7. 1887

    A Cox Proportional Hazards Model with Latent Covariates Reflecting Students’ Preparation, Motives, and Expectations for the Analysis of Time to Degree by Dimitrios Kalamaras, Laura Maska, Fani Nasika

    Published 2025-05-01
    “…On the contrary, external situations, negative academic experiences, and some individual characteristics of the students contribute to an extended duration of studies.…”
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    Article
  8. 1888
  9. 1889
  10. 1890

    Šimáně 2020: Student Conference on Nuclear Engineering by Editorial, Foreword

    Published 2020-12-01
    “…In order to support cooperation and good relations between Czech and Slovak students in nuclear engineering and related disciplines, the Department of Nuclear Reactors organizes annually a student conference on nuclear engineering - Šimáně. …”
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    Article
  11. 1891
  12. 1892

    Broad Collaboration to Improve Biological Sciences Students' Writing and Research Skills. by Lisa Brancato, Tina Chan, Anthony Contento

    Published 2016-06-01
    “…Primarily geared towards first year biological sciences students, the workshop is open to all students, faculty, and staff. …”
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    Article
  13. 1893
  14. 1894
  15. 1895

    THE EFFECT OF GIVING ILL-STRUCTURED MATH PROBLEM AND WELL-STRUCTURED MATH PROBLEM ON THE SELF-EFFICACY OF JUNIOR HIGH SCHOOL STUDENTS by Indri Aninda Rahmasari, Susanah Susanah

    Published 2022-06-01
    “…The results showed that: 1) there is an effect of giving ill-structured math problems on students' self-efficacy at a significant level of 0.05; 2) there isn’t an effect of giving well-structured math problems on students' self-efficacy at a significant level of 0.05; 3) there is a difference in changes in student self-efficacy between giving ill-structured math problems and giving well-structured math problems at a significant level of 0.05 …”
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  16. 1896
  17. 1897
  18. 1898
  19. 1899
  20. 1900