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Journal articles on the topic 'Needs of Students'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Mahmudul Haque, Mohammad. "The Need for “Needs Analysis”:." Crossings: A Journal of English Studies 8 (August 1, 2017): 225–36. http://dx.doi.org/10.59817/cjes.v8i.148.

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This study evaluates a tertiary level English for Academic Purposes (EAP) course titled “Introduction to Academic Reading and Writing” (ENG 102) offered at a Bangladeshi private university. It begins with an “environment analysis” section identifying the possible constraints of the curriculum, followed by a “needs analysis” section. For the latter, a questionnaire survey has been developed for its various stakeholders, namely “language teachers,”“content area teachers,”“students,” and an administrator. The questionnaire addresses issues like “course goals,”“expectations from the course,”“learn

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2

Aisyah, Nur, Nurdin Noni, and Nur Aeni. "INVESTIGATING THE STUDENTS’ NEED IN LEARNING ENGLISH VOCABULARY: NEED ANALYSIS FOR SPECIAL NEEDS STUDENTS." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 6, no. 1 (2024): 113–27. http://dx.doi.org/10.52208/klasikal.v6i1.1131.

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This research aimed at finding out the learning needs of deaf students in learning English vocabulary using digital book at SLB Negeri 1 Makassar. The participants of the research were chosen by using total sampling The students’ criteria who experience a loss of hearing and speech impairments may face various challenges in their educational journey were the participant this research were thirty students of junior high school and senior high school SLB Negeri 1 Makassar. The data was collected through questionnaire and interview. The results of this research showed that deaf students was Impor

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3

Damer, Linda K. "Students with Special Needs." Music Educators Journal 87, no. 4 (2001): 17–18. http://dx.doi.org/10.2307/3399718.

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4

Mahaffy, Kimberly A., and Christina Pantoja. "Latina/O Students' Needs." Journal of College Student Retention: Research, Theory & Practice 14, no. 3 (2012): 359–70. http://dx.doi.org/10.2190/cs.14.3.e.

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5

Hallgarten, Lisa. "SRE: Meeting Students’ Needs." SecEd 2017, no. 2 (2017): 14. http://dx.doi.org/10.12968/sece.2017.2.14.

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6

Lagowski, J. J. "Different students, different needs." Journal of Chemical Education 70, no. 12 (1993): 957. http://dx.doi.org/10.1021/ed070p957.

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7

Millson-Martula, Christopher, and MaryFrances Watson. "Evaluating Students' Serials Needs:." College & Undergraduate Libraries 3, no. 2 (1996): 75–89. http://dx.doi.org/10.1300/j106v03n02_09.

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8

Danovitch, Itai. "Who needs medical students?" BMJ 322, Suppl S2 (2001): 01025. http://dx.doi.org/10.1136/sbmj.01025.

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9

Rankin, Walter. "Examining the Special Needs of Special Needs Students." Educational Forum 71, no. 3 (2007): 286–87. http://dx.doi.org/10.1080/00131720709335013.

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10

Oducado, Ryan Michael F., Pio Reggie S. Frigillano, Jesli Joy T. Gunce, Princess Louise B. Jover, Princess N. Meliton, and Krisha T. Pangilinan. "Guidance Needs of Nursing Students in Iloilo City, Philippines." PEERS Inc. Multidisciplinary Research Journal 1, no. 2 (2017): 35–47. https://doi.org/10.5281/zenodo.2671691.

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Nursing students face numerous stresses and challenges that pose a threat to their well-being. They require guidance to attain satisfactory adjustment in all aspects of daily life in this critical stage of their development. This study was conducted to determine the guidance needs of nursing students in selected schools in Iloilo City. The sample of this descriptive, comparative study consisted of 283 randomly selected students from four nursing schools in Iloilo City. The Guidance Needs Inventory for Nursing Students (GNINS) developed by the researchers was used to gather data. Frequency, mea

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11

Treahy, Diana, and Susan Gurganus. "Models for special needs students." Teaching Children Mathematics 16, no. 8 (2010): 484–90. http://dx.doi.org/10.5951/tcm.16.8.0484.

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12

Homes, Sandra. "Meet students’ pre-registration needs." Nursing Standard 19, no. 6 (2004): 30. http://dx.doi.org/10.7748/ns.19.6.30.s54.

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13

Townsend, Jim. "All Students Have Special Needs." Music Educators Journal 92, no. 1 (2005): 10. http://dx.doi.org/10.2307/3400207.

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14

Gillies, Robyn M. "Responding to Students’ Diverse Needs." International Journal of Disability, Development and Education 60, no. 3 (2013): 181–84. http://dx.doi.org/10.1080/1034912x.2013.813784.

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15

Clay, Bridget. "CPD that meets students' needs." SecEd 2015, no. 27 (2015): 7. http://dx.doi.org/10.12968/sece.2015.27.7.

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16

Brooks, Alex. "Canada needs more medical students." BMJ 320, Suppl S2 (2000): 00029a. http://dx.doi.org/10.1136/sbmj.00029a.

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17

Davis, Donna G., and Janet L. McDaid. "Identifying Second-Language Students' Needs." Urban Education 27, no. 1 (1992): 32–40. http://dx.doi.org/10.1177/0042085992027001004.

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18

Hagedorn, Victoria S. "Accommodations for Special Needs Students." General Music Today 15, no. 3 (2002): 20–22. http://dx.doi.org/10.1177/104837130201500306.

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19

Peguese, Diana. "Nontraditional Students: Their Perspectives, Needs." Women in Higher Education 22, no. 5 (2013): 7–8. http://dx.doi.org/10.1002/whe.10453.

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20

Abbas, Chassib Fanukh. "Online Learning of Students with Special Needs: Teachers’ Perspectives." International Journal of Early Childhood Special Education 14, no. 1 (2022): 16–25. http://dx.doi.org/10.9756/int-jecse/v14i1.221003.

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This research was an attempt to find an effective vocabulary-teaching method order for Iraqi young foreign language learners. An experiment was conducted during regular Iraqi class sessions for seven weeks, from April 13th to May 29th, 2019. In this experiment, two vocabulary-teaching method orders, explicit-first order and implicit-first order, were compared for effectiveness, using a within-group design. The participants of the groups were fourth graders at Al-Hadi Primary School in Babil Governorate, Iraq. Each group had almost thirty students. They had the same background when it came to l

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21

Septinawaty, Nur K. Alamri, Fatsah Hasanuddin, and Talib Rasuna. "Need analysis: A case study of students' formative assessment at SMP Negeri 1 Mananggu, Indonesia." World Journal of Advanced Research and Reviews 23, no. 1 (2024): 1118–30. https://doi.org/10.5281/zenodo.14794643.

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Formative Assessment are very important in the learning process. Through this formative assessment, students can measure their learning and the teacher can make improvements toward their quality of learning. The student’s ability to complete a test is a very important role, therefore students’ English skill is the language skills that are needed in evaluation. Thus, this study is aimed to show what are the students’ goal, what are the target and the learning needs in measuring their English skill. The result were, the students want to have more pictures in their formative ass

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22

Inawati, Iin, Didi Suherdi, and Pupung Purnawarman. "STUDENTS' NEEDS IN ENGLISH TEACHING MATERIALS FOR KINDERGARTEN STUDENTS." Research and Innovation in Language Learning 3, no. 3 (2020): 173. http://dx.doi.org/10.33603/rill.v3i3.3665.

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The aim of this study was to investigate the students actual foreign language needs (Masuhara, 1998: 239-260) , namely : first,Â personal needs which focus on their personal information and second, learning needs covers five points, to be exact: learning attitude, learning preferences regarding activities, teaching media and topics in the EFL classroom, the gap between the target level and the present level of proficiency. A descriptive survey research design was used in this study. A set of smiley questionnaire were collected from for 113 kindergarteners from six kindergartens in Pringsewu Di

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23

Romadhon, Romadhon. "Identifying Students’ English Language Needs: Digital Business Students' Perspectives." International Journal of English Education and Linguistics (IJoEEL) 5, no. 2 (2024): 154–64. http://dx.doi.org/10.33650/ijoeel.v5i2.6831.

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This study examined the English language needs of students studying digital business, aiming to clarify their difficulties and provide recommendations for educators and policymakers. English is essential for communication between multinational corporations, start-ups, and freelancers in the digital business sector, making collaboration, communication, and information sharing easier. Students from various linguistic backgrounds may struggle to assimilate to English language requirements for their academic and professional tasks. The lack of knowledge on the specific English language requirement

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24

Kryszewska, Hanna. "Teaching Students with Special Needs in Inclusive ClassroomsSpecial Educational Needs." ELT Journal 71, no. 4 (2017): 525–28. http://dx.doi.org/10.1093/elt/ccx042.

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25

Thompson, Tony, and Stephen Sproule. "Calculators for Students with Special Needs." Teaching Children Mathematics 11, no. 7 (2005): 391–95. http://dx.doi.org/10.5951/tcm.11.7.0391.

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A framework to aid instructional decision-making regarding classroom calculator use. The guide focuses on both teacher goals and the students' needs and abilities. The reader is challenged to rethink the possible role that calculators can serve for all students, in particular, as a classroom accommodation for students with special needs.

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26

Pallas, Aaron M., Gary Natriello, and Edward L. Mcdill. "Chapter II: Changing Students/Changing Needs." Teachers College Record: The Voice of Scholarship in Education 96, no. 6 (1995): 30–58. http://dx.doi.org/10.1177/016146819509600602.

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27

Decker, Jessica C., and Valerie Beltran. "Meeting the Needs of All Students." International Journal of Online Pedagogy and Course Design 12, no. 1 (2022): 1–11. http://dx.doi.org/10.4018/ijopcd.295954.

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Universities typically offer support services to students in the form of technology assistance, academic tutoring, and mentoring programs. This mixed methods study explored supports provided to undergraduate students enrolled in online education courses at a four-year Hispanic Serving Institution (HSI) in Southern California. This study looked at the degrees to which undergraduate students enrolled in online courses took advantage of these services, their perceptions of the impact of such participation, and recommendations for additional support services specific to the online environment. The

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28

Konyana, Samkele. "Information needs of prospective postgraduate students." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 2 (2022): 423–32. http://dx.doi.org/10.20525/ijrbs.v11i2.1548.

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The complex application process at the postgraduate level became a major blamer for poor doctorate enrolments. The complexity in the communication messages made it difficult for prospective postgraduate students to absorb information effectively. The proposal by the government to increase masters' and doctorate enrolments at universities requires universities to cater to the needs of customers whose preferences and expectations change continuously. The research upon which this paper was based was aimed at identifying the information needs of prospective postgraduates at public universities. Th

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29

Lê, Mê-Linh. "Information needs of public health students." Health Information & Libraries Journal 31, no. 4 (2014): 274–92. http://dx.doi.org/10.1111/hir.12082.

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30

Poedjiastutie, Dwi. "English Communication Needs of Engineering Students." International Journal of Language and Linguistics 7, no. 2 (2019): 69. http://dx.doi.org/10.11648/j.ijll.20190702.13.

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31

Sirvis, Barbara, and Jonathan Magbie. "Students with Special Health Care Needs." TEACHING Exceptional Children 20, no. 4 (1988): 40–44. http://dx.doi.org/10.1177/004005998802000409.

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32

Sherwin, Sarah, and Liz Stevenson. "Assessing the learning needs of students." British Journal of School Nursing 6, no. 1 (2011): 38–42. http://dx.doi.org/10.12968/bjsn.2011.6.1.38.

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33

Voogd, Caroline. "Meeting students' needs: PSHE & SRE." British Journal of School Nursing 11, no. 4 (2016): 161. http://dx.doi.org/10.12968/bjsn.2016.11.4.161.

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34

Han, Heeyoung, Erica Nelson, and Nathan Wetter. "Medical students’ online learning technology needs." Clinical Teacher 11, no. 1 (2014): 15–19. http://dx.doi.org/10.1111/tct.12092.

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35

Sepahy, H. "The Information Needs of Technician Students." Journal of Further and Higher Education 10, no. 2 (1986): 72–83. http://dx.doi.org/10.1080/0309877860100209.

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36

Christie, Kathy. "Expectations for Students with Special Needs." Phi Delta Kappan 83, no. 9 (2002): 650–51. http://dx.doi.org/10.1177/003172170208300903.

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37

Retish, Paul. "Parent Expectations and Special Needs Students." Special Services in the Schools 4, no. 3-4 (1989): 159–62. http://dx.doi.org/10.1300/j008v04n03_10.

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38

Peterson, Jean. "Addressing Counseling Needs of Gifted Students." Professional School Counseling 10, no. 1 (2006): 43–51. http://dx.doi.org/10.5330/prsc.10.1.b76h32717q632tqn.

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39

Barbara and Kent Luetke-Stahlman. "Evaluating Software for Special Needs Students." SIG Bulletin 2, no. 3 (1986): 43–47. http://dx.doi.org/10.1080/07478046.1986.11008153.

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40

Jalal, Dr Priyanka, and Dr Anupama Pandey. "Exploiting training needs of undergraduate students." International Journal of Agriculture Extension and Social Development 7, no. 8 (2024): 111–15. http://dx.doi.org/10.33545/26180723.2024.v7.i8b.881.

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41

Kathpalia, Sujata S., Kenneth K. W. Ong, and Alvin P. Leong. "Communication Needs of Science Graduate Students." RELC Journal 51, no. 2 (2019): 227–43. http://dx.doi.org/10.1177/0033688218822152.

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Graduate programmes in most universities are typically oriented towards training students to master their disciplinary studies and communication skills courses are often offered as add-on courses that rarely take into consideration students’ needs. The needs of graduate students can vary depending on their educational backgrounds and English language proficiency and as such, it is important to conduct a needs analysis to ensure that these courses cater to the needs of both proficient and less-proficient speakers of English. Using focus-group interviews, this study was conducted to examine the

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42

Davis, Janet Haggerty, Jane Eyer, and Patricia M. Drott. "Helping Students Assess Parenting Education Needs." Public Health Nursing 4, no. 3 (1987): 141–45. http://dx.doi.org/10.1111/j.1525-1446.1987.tb00530.x.

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43

Michailidis, Anastasios, and Aikaterini Paltaki. "Students' training needs towards precision agriculture." International Journal of Sustainable Agricultural Management and Informatics 6, no. 3 (2020): 202. http://dx.doi.org/10.1504/ijsami.2020.10034324.

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44

Paltaki, Aikaterini, and Anastasios Michailidis. "Students' training needs towards precision agriculture." International Journal of Sustainable Agricultural Management and Informatics 6, no. 3 (2020): 202. http://dx.doi.org/10.1504/ijsami.2020.112081.

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45

Baker, Laura. "Work Experience for Special Needs Students." Australian Journal of Career Development 3, no. 1 (1994): 9–10. http://dx.doi.org/10.1177/103841629400300104.

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46

Klimova, Blanka Frydrychova. "EAP Needs of Czech ERASMUS Students." Procedia - Social and Behavioral Sciences 171 (January 2015): 294–98. http://dx.doi.org/10.1016/j.sbspro.2015.01.125.

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47

Collins, Glen. "Meeting the Needs of Aboriginal Students." Aboriginal Child at School 21, no. 2 (1993): 3–17. http://dx.doi.org/10.1017/s0310582200005617.

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Improvements to the education of Australia's indigenous people is very much dependent upon the teacher's awareness of the factors affecting their academic potential. The traditional role of schools which essentially aimed at assimilating Aboriginal children into the ways of Western civilisation has proven to be ineffective and grossly unfair. Educational institutions must be more responsive to the needs of these people so that many more will be willing to participate in Western forms of education, and at a level beyond the compulsory years. This will involve an appreciation of the cultural, so

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48

Donahue, Nadine, and Susan Glodstein. "Mentoring the needs of nontraditional students." Teaching and Learning in Nursing 8, no. 1 (2013): 2–3. http://dx.doi.org/10.1016/j.teln.2012.07.003.

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49

Werner, Mark J., Susan L. Rosenthal, and Frank M. Biro. "Medical needs of performing arts students." Journal of Adolescent Health 12, no. 4 (1991): 294–300. http://dx.doi.org/10.1016/0197-0070(91)90002-4.

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50

Winborne, Duvon G. "Will School Choice Meet Students' Needs?" Education and Urban Society 23, no. 2 (1991): 208–18. http://dx.doi.org/10.1177/0013124591023002008.

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