Relevant bibliographies by topics / College students – Rating of – Swaziland

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Academic literature on the topic 'College students – Rating of – Swaziland'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "College students – Rating of – Swaziland"

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Robertson, John M., Stephen L. Benton, Fred B. Newton, Ronald G. Downey, Patricia A. Marsh, Sheryl A. Benton, Wen-Chih Tseng, and Kang-Hyun Shin. "K-State Problem Identification Rating Scales for College Students." Measurement and Evaluation in Counseling and Development 39, no. 3 (October 2006): 141–60. http://dx.doi.org/10.1080/07481756.2006.11909795.

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Sullivan, Michael, and John Wodarski. "Rating College Students' Substance Abuse: A Systematic Literature Review." Brief Treatment and Crisis Intervention 4, no. 1 (2004): 71–91. http://dx.doi.org/10.1093/brief-treatment/mhh006.

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Masuku, Micah Bheki, Alfred F. Tsikati, and Barnabas M. Dlamini. "Factors Influencing the Choice of an Agriculture Specialisation by Primary teachers’ Diploma College Students in Swaziland." Journal of Agricultural Studies 4, no. 1 (September 19, 2015): 12. http://dx.doi.org/10.5296/jas.v4i1.8153.

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The choice of a specialisation is one of the lifetime career decisions students have to make when entering college. The purpose of the study was to determine factors that influence the choice of Agriculture specialisation by college student teachers in Swaziland. A desk review and a Modified Delphi technique were used to generate items used in the survey questionnaire for data collection. A census of 351 student teachers from three teacher training colleges was used. Data were analyzed by means of descriptive statistics and multinomial logistic regression. The findings of the study revealed that students’ interest, department’s image, sex and influence by professionals were the predictors for the choice of Agriculture specialisation in the teacher training colleges in Swaziland. The study recommends that the Agriculture departments in the colleges must stage campaigns and craft policies to promote the choice of the Agriculture specialisation. A study should be conducted to determine the influence of the subject combinations that make an area of specialisation on the choice of the Agriculture specialisation.
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Chen, Guangyan. "Examining rating criteria used to assess U.S. college students’ Chinese oral performance." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 51, no. 3 (December 31, 2016): 286–311. http://dx.doi.org/10.1075/csl.51.3.04che.

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This study empirically examines the rating criteria used to assess U.S. college students’ CSL (Chinese as a Second Language) oral performance by analyzing teachers’ assessment of these performances at different proficiency levels. The researcher videotaped ten speeches, and three ACTFL-trained raters assessed oral performance in these samples. The researcher then selected three samples (Samples 1, 2, and 3) to represent Novice High, Intermediate High, and Advanced Low levels. The researcher developed 20 rating items through interviewing ten experienced CSL teachers and running an Exploratory Factor Analysis (EFA) on teachers’ assessments of speech samples. After that, 104 CSL teachers used these rating items to assess the aforementioned samples. The EFAs of teachers’ assessments led to three corresponding rating criteria models (Models 1, 2, and 3). Both Models 2 and 3 for Samples 2 and 3, respectively, were five-criterion models, consisting of fluency, conceptual understanding, content richness, communication appropriateness, and communication clarity. Model 1 for Sample 1 was a four-criterion model, in which the items in communication appropriateness and content richness showed high correlations, and therefore were merged into one category; the other three criteria remained the same. Comparisons of the three models demonstrated that the criteria were constant. The ANOVAs showed that the proficiency levels of these oral performances differed significantly across all five rating criteria. This study empirically supports CSL teachers’ use of constant rating criteria to assess different levels of oral performance. It also provides Chinese teachers with rating criteria they can use to assess U.S. college students’ CSL oral performance.
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Abdel-Khalek, Ahmed M. "Subjective Well-Being and Religiosity in Egyptian College Students." Psychological Reports 108, no. 1 (February 2011): 54–58. http://dx.doi.org/10.2466/07.17.pr0.108.1.54-58.

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A sample of 224 Egyptian college students (101 men, 123 women) was recruited. Their ages ranged from 17 to 29 years ( M = 18.9, SD = 1.5). They responded to the Arabic versions of the Oxford Happiness Inventory, the Love of Life Scale, and the Satisfaction with Life Scale, as well as five separate single-item self-rating scales assessing physical health, mental health, happiness, satisfaction, and religiosity. All correlations between the measures and rating scales of subjective well-being and religiosity were statistically significant and positive, the largest between satisfaction and religiosity. Only one factor was retained in principal components factor analysis of the correlation matrix and labeled “Well-being and religiosity.” It was concluded that religious persons in the present sample reported higher subjective well-being.
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Edwards, Glen D., Art W. Bangert, Gregory Cooch, Naotaka Shinfuku, Tao Chen, Yongyi Bi, and Paula Rappe. "THE IMPACT OF SIBLING STATUS ON CHINESE COLLEGE STUDENTS' QUALITY OF LIFE." Social Behavior and Personality: an international journal 33, no. 3 (January 1, 2005): 227–42. http://dx.doi.org/10.2224/sbp.2005.33.3.227.

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The World Health Organization Quality of Life-100 (WHOQOL-100, Power, Harper, Bullinger, & WHO1QLG), the Self-Rating Anxiety Scale (Zhang, 1993), and the Self-Rating Depression Scale (Zhang, 1993) were used to determine whether Chinese college students from only child and sibling child families rated perceptions of their quality of life differently. Small to moderate significant differences were found when comparing only students to sibling students on the WHOQOL-100 with no significant differences on measures of anxiety and depression. These results suggest that only students do not differ greatly from sibling students in terms of their overall perceptions of their quality of life. A unique characteristic of this study was that it targeted older college students born after implementation of the one-child-per-family policy in China. Also, self-rating instruments were used to gain a greater holistic understanding of the emotional well-being, physical state and social functioning of students. Several psychosocial and economic reasons, including methodological issues related to this study's findings, were discussed.
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Wierzbicki, Michael. "Reliability and Validity of the Wender Utah Rating Scale for College Students." Psychological Reports 96, no. 3 (June 2005): 833–39. http://dx.doi.org/10.2466/pr0.96.3.833-839.

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The Wender Utah Rating Scale was developed to assess adults' retrospective account of the childhood occurrence of symptoms associated with attention-deficit/hyperactivity disorder (ADHD). As little work has focused on psychometric properties of the scale for college students, it was administered to 111 college students. Because college students with ADHD experience more symptoms of depression than other students, three measures of mood-related symptoms were also administered. One month later, the Wender scale and the Beck Depression Inventory were readministered to 67 participants. On both occasions, the Wender scale had high internal consistency ( r > .87) and was modestly but significantly correlated with measures of mood disorder symptoms ( rs ranging from .33 to .47). The scale had high test-retest reliability ( r = .68). These results support its use as a component of assessment of ADHD in college students.
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Cheng, Shuo, Cunxian Jia, and Yongjie Wang. "Only Children Were Associated with Anxiety and Depressive Symptoms among College Students in China." International Journal of Environmental Research and Public Health 17, no. 11 (June 5, 2020): 4035. http://dx.doi.org/10.3390/ijerph17114035.

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This study explored the prevalence of anxiety and depressive symptoms among college students and analyzed the associations between only children and anxiety and depressive symptoms in college students in China. A total of 645 college students, from three universities in Jinan, Shandong, China, were investigated by questionnaire. The self-designed general information questionnaire was used to collect the demographic information such as gender, age, only children or not and so on. The Self-rating Anxiety Scale and Self-rating Depression Scale were used to reflect the psychological state of college students. Binary logistic regression analysis was applied to analyze associated factors of anxiety and depressive symptoms. We have found that there were 25.7% college students with anxiety symptom, 22.2% college students with depressive symptom, and 18.3% college students with a comorbidity of anxiety and depressive symptoms. The prevalence of anxiety symptom, depressive symptom, and comorbidity of anxiety and depressive symptoms in only children was higher than those among non-only children. There were no differences between males and females in anxiety symptom, depressive symptom, and comorbidity of anxiety and depressive symptoms among all college students, only child college students and non-only child college students. Only children were associated with anxiety symptom, depressive symptom, comorbidity of anxiety and depressive symptoms after adjusting potential important confounding factors, such as professional category, grade, parental relationship, parenting style, interpersonal relationship, activity participation enthusiasm, sleeping time, and eating habits. The prevalence of anxiety and depressive symptoms among college students was high. We should pay more attention to the mental health of college students, especially that of only child college students.
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Цыренова, Валентина Бабасанова, Екатерина Пурбуевна Миронова, and Наталья Баировна Лумбунова. "ASSESSMENT OF COLLEGE STUDENTS’ GENERAL COMPETENCIES." Pedagogical Review, no. 3(31) (June 21, 2020): 127–34. http://dx.doi.org/10.23951/2307-6127-2020-3-127-134.

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В мониторинге качества профессиональной подготовки студентов особое место занимает оценивание сформированности общих компетенций. Рассматривается проблема оценивания общих компетенций в ходе реализации программы подготовки специалистов, описаны опыты оценивания общих компетенций другими исследователями и предложена система оценивания с учетом функциональных компонентов компетенций. Установлена необходимость поэтапной ступенчатой системы оценивания промежуточных результатов обучения, предусматривающая мотивационный, когнитивный и поведенческий компоненты компетенций. Предлагается комплексный подход к оцениванию общих компетенций, заключающийся в промежуточной конкретизации конечных результатов обучения, формировании фонда оценочных средств, включающего тесты, анкеты и опросники для оценивания личностных качеств студента, комплексные междисциплинарные тесты для оценивания когнитивных составляющих компетенций и введения балльно-рейтинговой системы для оценивания деятельности студентов. The assessment of the general competencies formation has a special place in the monitoring of the quality of student’s professional training. This article describes various approaches used in both domestic and foreign literature to define the concept of common competencies. On the basis of their analysis, the authors understand that general competencies are the student’s personal qualities necessary to perform various types of professional activity. The problem of creating an integrated assessment system for general competencies is one of the most difficult problems in theory and practice of education. The purpose of the assessment activity is to determine the degree of compliance of knowledge and skills with those planned for the student. Many researchers think that determining the degree of conformity of knowledge and skills previously planned is the goal of education. The authors propose complementing this goal with the development of students’ self-esteem and their motivation for success. Knowledge, skills, and abilities are transformed into intermediate learning outcomes and become a means of achieving the goal gradually. The authors studied the experience of other researchers assessing general competencies and they concluded that all functional components of competencies are not always taken into account. The motivational, cognitive and activity components of competencies were identified by modern specialists. General competencies are also formulated as the final result of professional education that met federal state educational standards. It is difficult to apply them as specific intermediate results during the course of training. The authors propose a system for assessing general competencies in the course of general education. There is a need to create a specific table of general competencies, where each competence is divided into smaller competences, according to this system. There is also a need to develop a ratio matrix of the academic general education cycle disciplines and formed competences. Teachers determine the means of assessment for each learning outcome. For them, it is necessary to develop a system of rating scales and criteria with assessment indicators. These funds are used with a point-rating system for evaluating students’ activities, the results of which indicate the formation of the activity component of competencies. The authors selected suitable diagnostic tools in the form of psychological tests and questionnaires for assessing the personal qualities of the student, necessary for the formation of a particular general competence. Two complex interdisciplinary tests in mathematics, natural science, and humanities are used to assess the level of formation the cognitive component of competencies. They contain assignments to identify students’ skills, abilities, and ways of activity that ensure the successful development of general competencies.
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Liu, Wenxi, Nan Zeng, Zachary C. Pope, Daniel McDonough, and Zan Gao. "Virtual Reality Exercise on College Students’ Mood and Rating of Perceived Exertion." Medicine & Science in Sports & Exercise 51, Supplement (June 2019): 841–42. http://dx.doi.org/10.1249/01.mss.0000563013.32522.48.

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Dissertations / Theses on the topic "College students – Rating of – Swaziland"

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Simpson, Angela Gumede. "Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720159.

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The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance.
Department of Educational Psychology
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Simelane, Nomcebo Barbara. "HIV/AIDS knowledge, attitudes and risky sexual behaviours of college students at Nazarene Teacher Training College in Swaziland: A descriptive study." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_9865_1178277811.

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The aim of this study was to describe the knowledge and attitudes of college students of the Manzini Nazarene Teacher Training College with regard to HIV/AIDS. The aim was to identify risky sexual practices of the college students as well, which may require redress in order to enhance their effectiveness in combating the spread of HIV.
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Dlamini, Marietta P. "Factors related to the attitude of first-year university and college students toward the secondary agriculture components in Swaziland /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843314695581.

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Mowell, Rebecca. "Assessing deaf college students with attention deficit hyperactivity disorder : Behavior Rating Inventory of Executive Function-- Adult Version versus CAARS /." Online version of thesis, 2008. http://hdl.handle.net/1850/5909.

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Yang, Su-Yu Huang. "Early Childhood Education Students' Perceptions of the Most Important Attributes of Effective College Teachers in Taiwan." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278549/.

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This study proposed (a) to identify the most important attributes of effective college teachers as perceived by students in Taiwan, (b) to investigate the influence of different factors on students' perceived attributes of effective college teachers, and (c) to determine if the students in various Taiwanese teachers colleges differ in their opinions of the most important attributes of effective college teachers. Students identified these factors as attributes of effective college teachers: rapport, effective teaching methods, enthusiasm, fairness, interaction, practical experiences, personality, clarity, and being well-prepared. The fact that sophomore students and freshman students value some factors differently was discovered in this study. In addition, students who have previous teaching experience value all of the important attributes higher than those who do not have teaching experience before they attended teachers colleges.
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Davis, Margery Ann Salisbury. "Age and dress of professors: influence on students' first impressions of teaching effectiveness." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/39428.

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Using the framework of attribution theory, the variables of age of professors, formality of dress of professors, and class of student were tested for their influence on college students' expectations of the teaching effectiveness of college professors in a first impression situation. A rating questionnaire containing ten positive professors' traits was developed. An older male and a younger male were photographed in black-and-white in three outfits, for a total of six photographs. The sample consisted of two groups: 179 freshmen and 175 seniors. Each student was randomly assigned one of the six photographs to rate. A Pearson correlation of the ten traits revealed two groups of closely related traits plus some miscellaneous traits. One group represented competence and one represented approachability. A multivariate analysis of variance indicated that the factors of age and formality were significant. Overall, the older professor rated significantly higher than the younger. The older professor received higher scores on knowledge, preparation, and organization, while the younger professor received a higher score on sympathy toward students. The lowest formality rated the highest of the three levels, with the moderate level receiving the lowest score. The lowest level rated significantly higher on clarity of communication. This trait had the highest negative association with formality. The highest and lowest level rated significantly higher for well-prepared. The older professor in the lowest formality of dress rated the highest of all six photographs. The factor of class was not significant. There were no significant two- or three-way interactions. Overall, results indicate that older males are expected to be more effective professors than younger males. Evidently age gives an impression of experience. Casual dress conveys the best impression. Perhaps students can relate more to professors when professors are dressed more like them.
Ph. D.
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DeAngelo, Angela. "Orientation Instructors and Undecided Students' Perceptions of Course Objectives." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=toledo1083072363.

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Thesis (M.E.)--University of Toledo, 2004.
Typescript. "A thesis [submitted] as partial fulfillment of the requirements of the Master of Education degree in Higher Eduction." Includes bibliographical references (leaves 65-69).
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Hendry, Jane. "The analysis and prediction of student progression through degree programmes : a cohort analysis of undergraduate students at the university of Cape Town." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17526.

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Bibliography: pages 85-87.
A simplified cohort survival analysis was used to investigate the academic progression of first-time entering undergraduate students within four large bachelors' degree programmes at the University of Cape Town. The rates of graduation, academic exclusion and voluntary drop-out were quantified in relation to the matriculation authorities and prior matriculation performance of the students within each of the four cohorts. The results of the analyses served to identify specific areas of concern with regard to the internal efficiencies in student progression through each of the four degree programmes, and it is suggested that the availability of information of this type will be essential in the attainment of the institutional transformation goals set out in the 1997 White Paper on the transformation of higher education in South Africa. Significant relationships between the matriculation criteria and the final academic outcomes of students within each cohort were detected using log-near modelling. By means of multiple discriminant analysis, significant predictor variables of the final undergraduate academic outcomes within each cohort were identified. However, the relatively weak discriminatory powers of the multiple discriminant models and the poor predictive accuracy of the associated classification functions suggest the variables included in these analyses did not adequately explain the variability in the final undergraduate academic outcomes of students within the selected cohorts. The extent of the voluntary drop-out phenomenon within each of the cohorts was quantified in relation to matriculation criteria, and further analysis of the cohorts indicated that factors other than academic difficulty appeared to have prompted the greater proportion of the voluntary withdrawals. Those students who had dropped out voluntarily were therefore not included in either the log-linear models or the multiple discriminant analyses.
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Kiewiets, Winifred Margaret. "Perceptions relating to students performance in small business management at further education and training colleges." Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/463.

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The perceptions of both students and teachers are vital to improve performance and to ensure a positive teaching and learning climate at a college. This study examines the perceptions of staff at three recently merged campuses and students regarding student performance. The research focuses specifically on the performance of students registered for the Small Business Management N3 and NSC (National Senior Certificate) curriculum. A combination of quantitative and qualitative research methods was employed to investigate the desired result. Staff teaching the subject (Small Business Management) were given semi-structured interviews, while students who are currently studying the subject were given questionnaires to complete. Data was collected and analysed. This study reveals amongst other findings that management in FET institutions needs to take cognisance of the perceptions of staff and students regarding the improvement of student performance. Opinions, attitudes, insights and recommendations expressed concerning student performance can help institutions improve their culture of teaching and learning.
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Richards, Stephanie A. "Measurement and Features of Persuasive Writing in Undergraduate Students with and without Written Language Disorders." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371130329.

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Books on the topic "College students – Rating of – Swaziland"

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College, Alverno. Assessment at Alverno College. Milwaukee, WI: The College, 1985.

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Dludlu, David Qhinga. Opinions of high school teachers towards students' continous assessemnet in Swaziland: A case study. [Mbabane?: s.n., 1991.

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Wilska-Duszyńska, Barbara. Wzory osobowe studentów: Komunikat z badań. Warszawa: Państwowe Wydawn. Nauk., 1988.

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Improving student learning in college classrooms. Springfield, Ill., U.S.A: Thomas, 1988.

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Sawyer, Richard. Posttesting students to assess the effectiveness of remedial instruction in college. Iowa City, Iowa: ACT, Inc., 2000.

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The college entrance predictor. Lexington, Mass: S. Green Press, 1988.

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Verbet︠s︡ʹ, V. V. Pedahohichna diahnostyka formuvanni︠a︡ dukhovno-tvorchoho potent︠s︡ialu studentsʹkoï molodi. Rivne: Rivnensʹkyĭ derz︠h︡avnyĭ humanitarnyĭ universytet, 2005.

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Kyōyōbu, Nagoya Daigaku. Kyōyōbusei no gakushū to seikatsu no jittai, ishiki ni kansuru saishū chōsa: Jiko hyōka hōkokusho : Kyōiku katsudō hen. Nagoya-shi: Nagoya Daigaku Kyōyōgakubu, 1993.

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Noble, Julie. Differential prediction/impact in course placement for ethnic and gender groups Julie Noble, Jill Crouse, Matt Schulz. Iowa City, Iowa: American College Testing Program, 1996.

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1950-, Murray Michael, ed. What students really think of professors: An analysis of classroom evaluation forms at an American university. Lewiston: E. Mellen Press, 1997.

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Book chapters on the topic "College students – Rating of – Swaziland"

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Liu, Rui, Yuanxin Ouyang, Wenge Rong, Xin Song, Cui Tang, and Zhang Xiong. "Rating Prediction Based Job Recommendation Service for College Students." In Computational Science and Its Applications – ICCSA 2016, 453–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42092-9_35.

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Conference papers on the topic "College students – Rating of – Swaziland"

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Li, Wen-Jie, Ling Xiong, Jun Wang, Meng Yu, and Qian-Long Wang. "The Classification Models Building of College Students' Physical Health and Its Development of Comprehensive Rating Scale." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.122.

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DeBartolo, Elizabeth A., Margaret B. Bailey, Sheryl A. Gillow, William Scorse, and Richard Liccion. "An Evaluation of the Effectiveness of Traveling Engineering Activity Kits in Pre-College Classrooms." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-12871.

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The focus of this paper is assessment of the effectiveness of Traveling Engineering Activity Kits (TEAK) in engaging pre-college students in engineering-related activities. This includes a discussion of the challenges in assessing such a brief interaction with groups of middle school students with widely varying backgrounds as well as a discussion of how past assessment has led to modifications in TEAK activities. Program assessment has evolved from pre- and post-visit quizzes on technical content and interest in engineering to instructor observation of student engagement during TEAK visits relative to engagement during a typical class period. Initial results from pre- and post-visit quizzes showed that the vast majority of students self-reported an increased interest in engineering but that the percentage of students showing an increased understanding of engineering topics was highly dependent on the background of the students. Students who did well on the pre-visit quizzes would show less improvement after a TEAK visit, because their initial level of knowledge was higher. In the present model of rating levels of student engagement during TEAK visits, results seem much more promising, with teachers indicating that, during TEAK activities, their students are more engaged and ask more and better questions than during a typical class.
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