Aug 2026· Florida Journal of Educational Research· Vol 63, pp. 31-46· 0 citations
Abstract
Student Perceptions of Instruction (SPoI) surveys play a central role in evaluating teaching effectiveness in higher education, informing instructional improvement, faculty development, and institutional decision-making. Despite their widespread use, limited research has explored how graduate students interpret and engage with these evaluations. This qualitative case study examined how graduate students perceive the internal motivators, external pressures, and survey design features that influence their SPoI responses within a bounded institutional context. Seven graduate students from a College of Health Sciences at a public university participated in semi-structured online interviews. Data were analyzed thematically, resulting in four primary themes: Instructor Qualities and Classroom Interactions, Course Organization and Assessment Design, External and Peer Influences, and Student Motivation, Honesty, and Process Improvement. Findings suggest that SPoI completion is a deliberative process shaped primarily by instructional experiences, moderated by structural and contextual factors, and influenced by students’ beliefs about the utility and impact of evaluations. Implications highlight the importance of survey design refinement, midterm feedback mechanisms, and transparent institutional communication to enhance both participation and trust in evaluation systems. This study contributes context-rich insights into graduate student engagement with instructional evaluations and informs the development of a subsequent large-scale survey instrument.
Psychological safety, the shared belief that an environment supports interpersonal risk-taking, is fundamental to engagement and learning in graduate education. This study examined student perceptions of psychological safety and faculty engagement following a redesign of a graduate-level gross anatomy course. A free-response descriptive analysis was conducted using open-ended comments from 88 students enrolled in a 13-week course in the Master of Biomedical Sciences program at Rutgers University. Evaluation responses were thematically analyzed using Moos’ framework of learning environments, emphasizing institutional support, faculty–student relationships, and peer interactions. Coding was completed by a human reviewer and verified with AI-assisted text analysis. Students consistently emphasized that faculty accessibility, mentorship, and humour contributed to a psychologically safe learning environment. Themes aligned with Moos’ framework, with faculty presence identified as the central factor linking the pillars of institutional support, relationships, and peer community. Students valued structured communication, consistency, and active learning strategies, particularly team-based learning that fostered belonging and collaborative accountability. Findings indicate that intentional faculty engagement and communication play essential roles in shaping psychologically safe environments in graduate education. Leadership characterized by approachability, structured support, and relational responsiveness enhances confidence, belonging, and meaningful learning outcomes for graduate students.
This study explores how graduate students in educational sciences define academic success and the factors influencing it. Using a phenomenological approach in methodology, thirteen master’s and PhD students voluntarily participated. The analysis followed the stages of Interpretative Phenomenological Analysis (IPA), moving from detailed initial noting to the development of emergent themes and cross-case interpretations. The data analysis revealed four themes in students’ success definitions. These are academic development, personal or intrinsic values, professional development, and social or cultural values. Academia-oriented students emphasized publishing, academic identity, and specialization, while professionoriented students highlighted practical application, personal growth, and social recognition. Factors shaping their success were grouped as personal, family, cultural, supervision, peer, field, profession, and faculty related. Supervisor support, peer collaboration, and academic flexibility served as key enablers. However, time constraints, institutional barriers, gender roles, and limited workplace incentives appeared as common challenges. Overall, the findings indicate that success in graduate education cannot be understood only as an outcome of individual effort. Rather, it emerges through the interplay between personal aspirations and the conditions. These results point to the importance of more flexible, supportive, and socially responsive graduate programs in education.
Selen Beyazbal, Ilgım Özergun-Köse· Zbornik: Institut za Pedagoš...· 0 citations
In the context of higher education, where student engagement and motivation are central concerns, innovative teaching strategies that represent a holistic, student-centered approach to teaching are needed. This study aims to examine university students’ perceptions of three innovative teaching strategies integrated into classroom practice—weekly individual reflections, gamification using Quizizz, and one-minute silent mindfulness sessions before class. The study also investigates how these methods influence students’ engagement, focus, and perceived learning. A mixed-methods design was employed, combining quantitative survey data from a structured Likert-scale questionnaire (18 items) with qualitative responses from three open-ended questions, administered to 61 undergraduate students enrolled in a Research Methodology course at a university in Cambodia during the 2024–2025 academic year. Quantitative data were analyzed using descriptive statistics, and qualitative reflection data from open-ended questions were thematically analyzed. The quantitative analysis indicated that all three strategies contribute to a positive and effective classroom environment. Further qualitative analysis showed they significantly enhanced comprehension, recall, and focus. Specifically, reflection deepened understanding and increased awareness of knowledge gaps. Quizizz supported immediate recall and application. The one-minute silence activity promoted mental preparation and focus. Collectively, these strategies boosted students’ motivation, focus, and cognition by increasing intrinsic drive, improving concentration, reducing stress, and supporting deeper understanding and self-assessment. Students are highly satisfied with the innovative learning strategies, affirm their effectiveness, and support their continuation. Suggestions for improvement focused on the classroom environment (e.g., reducing distractions and adjusting pacing) and on activity modifications (e.g., easing Quizizz-related anxiety and extending silence periods). The article concludes with recommendations and suggestions for practical implications.
Mengkorn Pum· Journal of Technology-Assist...· 0 citations
This study examined the effects of differentiated instruction on secondary-level learners in Social Studies and the barriers experienced by teachers in its implementation. Guided by Multiple Intelligence Theory and organized through the Input-Process-Output framework, the study aimed to develop an intervention framework that could strengthen differentiated instruction practices. A qualitative exploratory research design was employed at Emilio Aguinaldo College. Seven regular secondary school teachers with experience in differentiated instruction were selected through purposive sampling. Data were gathered using a researcher-made questionnaire, a structured interview guide, and demographic profile sheets. The participants’ responses were transcribed, coded, and interpreted through thematic analysis. The findings revealed that differentiated instruction positively influenced learners’ academic performance, student engagement, classroom behavior, and skill progress. It supported personalized learning, improved comprehension, increased participation and confidence, promoted collaboration and autonomy, and strengthened communication, critical thinking, problem-solving, and social interaction. However, teachers encountered difficulties in assessing learners’ understanding, managing large classes, preparing differentiated lessons, designing rubrics and assessments, accessing adequate resources, managing limited instructional time, and adapting strategies to varied learner capabilities and interests. The study concluded that differentiated instruction could create a more inclusive, responsive, and learner-centered Social Studies classroom when supported by sufficient preparation, resources, and institutional assistance. It recommended professional development workshops, resource allocation, collaborative planning, mentorship, reflective practices, parent and community engagement, technology-supported learning, and regular curriculum review. The study supports SDG 4, Quality Education, by promoting inclusive and responsive teaching, and SDG 10, Reduced Inequalities, by addressing diverse learner needs. It also relates to SDG 17 through collaboration among teachers, administrators, families, communities, and policymakers. Its sustainability impact lies in strengthening long-term instructional quality, institutional support, inclusive education, and community participation.
Arvin Nikko Tacorda· International Journal of Sus...· 0 citations
This study assesses student attitudes and perceptions toward the PATHFIT 1 course, a foundational physical education program. Using a comparative-correlational design, it examines key factors such as enjoyment, importance, relevance, effectiveness, accessibility, and progress. A structured survey was administered to 352 first-year students from various programs specialization. Statistical analyses, including Mann Whitney U, Kruskal Wallis and Kendal-Tau correlation, revealed significant relationships between demographic factors and students’ attitudes and perceptions. Results indicate that students generally view PATHFIT 1 positively, with high ratings in enjoyment and perceived importance. However, accessibility and equipment availability emerged as areas for improvement. Gender and college affiliation significantly influenced attitudes, highlighting the need for tailored instructional strategies. Findings provide insights for curriculum enhancement, promoting greater student engagement and satisfaction. By addressing identified gaps, this study contributes to the ongoing development of physical education programs in higher education, reinforcing their role in fostering holistic student well-being.
H. D. Cristobal, Jonathan Alfonso A. Comilang, J. C. N. Solon et al.· The Physical Educator· 0 citations
This exploratory study addresses the gap in engineering education research regarding the complex interplay of psychological, contextual, and demographic factors influencing students' perceptions of failure. Analyzing survey data (n=232) from a Canadian university using mixed methods, we examined students' fears, framings, and associations to failure, and strategies for stigma reduction. Results identify societal pressure as a primary source of fear. While students generally framed failure as ""wrong-doing,"" men were more likely than women to recognize it as a learning opportunity. Women reported stronger negative emotional reactions and impacts on self-identity, whereas men focused on external consequences. To reduce stigma, students suggested reforming instructional practices and institutional policies alongside cultural change through discussion and normalized representations of failure. These insights can inform interventions to foster a healthier culture around failure.
M. Umair, Lawrence Chen· Proceedings of the Canadian...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
