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In the advent of the "new normal" during the pandemic era, strategies to teach and learn switched to online. Students' behavior and attitude also shifted from face-to-face to online. This study aims to assess the students' profiles and the prevalence of cyberbullying in the higher education institutions in Central Luzon, Philippines. The study used a descriptive-correlational technique with the help of an online survey to gather data. Using a convenience sampling technique, 300 higher education students participated in the online survey during the first semester of 2021-2022. In order to attain the objective of the study, the investigators used a standardized instrument. With the help of SPSS 23, the data analyst analyzed the gathered data using the following statistical tools: frequency, weighted mean, and non-parametrical tests like Kruskal-Wallis, Mann-Whitney U, and Spearman rho. The investigators found that the student-respondents were "never" cyberbullying victims or offenders. Furthermore, statistical inferences showed a variation for cyberbullying offenders as to age and sponsorship/scholarship and a weak indirect relationship between cyberbullying offenders and sponsorship/scholarship characteristics of the students. The investigators recommended pertinent implications for the new normal of learning among students and the institution from the study results.

Schools are an essential setting for mental health supports and services for students. To support student well-being, schools engage in universal mental health screening to identify students in need of support and to provide surveillance data for district-wide or state-wide policy changes. Mental health data have been collected via anonymous and self-identified response formats depending on the purpose of the screening (i.e., surveillance and screening, respectively). However, most surveys do not provide psychometric evidence for use in both types of response formats. The current study examined whether responses to the Social Emotional Health Survey--Secondary (SEHS-S), a school mental health survey, are comparable when administered using anonymous versus self-identified response formats. The study participants were from one high school and completed the SEHS-S using self-identified (n = 1,700) and anonymous (n = 1,667) formats. Full measurement invariance was found across the two response formats. Both substantial and minimal latent mean differences were detected. Implications for the use and interpretation of the SEHS-S for schoolwide mental health are discussed.

This research was carried out to add to the current literature on learning styles by explaining various understandings of the topic and the previous research on it. Studies and information on learning styles and strategies are abundant, and the need for more research stems from the recent move towards student-centered classes. This paper is an attempt to do more specific research on the subject and answer the question of what the correlations are between learning styles and different factors such as gender and learner's cultural background. This study was conducted at the University of Nottingham. Seventy students have participated in the survey, 34 males and 36 females. The participants' nationalities were mixed, which was essential for the study; Kurdish (20%), British (40%), European States (10%) and Asian (17.1%). The questionnaire results were analysed by using IBM SPSS Statistics 21 software. Frequency tests, Correlation analysis, T-Tests, and One-way ANOVA test of the available data were studied. The findings show that Kurdish learners are auditory learners compared to other nationalities. Also, the study showed that language learners are more visually inclined learners than learners from the other majors. Finally, future researchers may expand on the findings of this paper by getting a larger sample.

This study examined the associations among experiencing bias-based bullying on multiple social identities, fear, and school avoidance. The sample included 1177 adolescents who experienced bullying in a nationally representative dataset. Results indicated that 42% of students who were bullied reported that this was due to biases. We found a significant moderating effect of bias-based bullying between fear and school avoidance. We present suggestions for school counselors, including multitiered systems of support and trauma-informed approaches.

The research aims to prove the effectiveness of introducing linguoculturology, sociolinguistics, ethnolinguistics, pragmastilistics and psycholinguistics using augmented reality tools into the learning process. For this, the method of quasi-experiment was used. The study involved 75 students studying the Kazakh language at the Department of Kazakh Linguistics at Al-Farabi Kazakh National University. They were offered to study the following disciplines: sociolinguistics, ethnolinguistics, linguoculturology, pragmastilistics, and psycholinguistics for one academic year. The results showed that students improved their Kazakhstan culture knowledge. The percentage of participants with a high knowledge level increased from 5 to 22%, with an average level -- from 70 to 74%. The number of students with poor knowledge of cultural concepts decreased by 11%. This contributed to the improvement of students' expertise in culture, as well as in the language. The best descriptors of the proposed games were: "funny", "useful", "motivating", and "relevant". In the survey, 68 out of 75 students (90%) described the experience as "fun", 60 out of 75 students (80%) responded as "rewarding", and 57 out of 75 participants (76%) described the experience as "motivating". Thus, the integration of the games into the learning process had a positive impact on the development of philology students' linguistic and cognitive skills. The research results can eliminate theoretical and empirical gaps in the language teaching methodology. Similar studies can focus on a detailed analysis of other augmented reality or virtual reality games.

Based on four types of laboratory safety questions (chemical, biological, physical, and medical), a cross-sectional survey of students at Kunming University of Science and Technology (China) was carried out to determine the awareness of laboratory safety among university students. The survey was completed by 335 students in total, with a response rate of 95.71%. GHS pictograms, attitudes toward lab safety, practices for lab safety, and emergency equipment and procedures were all covered in the survey. The survey's findings showed that 63.58% of students did not have an excellent awareness of laboratory safety. With mean scores of 2.56 and 2.20, respectively, the student's ability to identify GHS pictograms and laboratory emergencies was poor. In addition, close to 5% of students maintained a negative attitude toward laboratory safety, and a small number of students (1.79-6.27%)reported never having complied with any of the measures in the questionnaire regarding laboratory safety practices. Comparative analysis revealed statistically significant relationships between different majors, whether they had experienced laboratory safety training and some survey questions (p < 0.05), and further identified factors and odds ratio values (5.382-8.037) that influence students' awareness of laboratory safety. Based on the results of the research, specific recommendations for instructors, university administrators, and the government are also given to improve university students' awareness of laboratory safety.

This article aimed to identify the usefulness of using social networking sites (SNSs) in an English as a foreign language class. One hundred sixteen undergraduate students of diverse degrees from a polytechnic state-owned university in Ecuador participated in the study, which followed a quantitative design. A descriptive analysis and a linear regression model were used to analyze the data gathered through an online survey. Results reported that participants agreed on average with all the propositions, thus confirming their perception of the usefulness of the SNSs used in class. Also, it was identified that the factors "Interaction with the teacher" (t = -0.116, p = 0.908) and "Engagement" (t = 1.508, p = 0.133) are not statistically significant predictors of student performance. Also, the factors "Interaction with peers" (t = 11.717, p < 0.001) and "Influence on cooperative learning" (t = 10.088, p < .001) were significant predictors in the model. The results of this investigation directly impact teachers' practice and students who will be the first recipients of the advantages of using this tool in class.

This article explored the effectiveness of employing the e-mind mapping strategy in scientific courses in Emirati private preparatory schools in the light of adopting the blended learning approach. It explored that from the perspective of students. The researchers adopted the descriptive analytical and quantitative approaches. They used a survey that was developed by them based on several studies. Those studies were published in peer-reviewed journals. The forms of the survey were uploaded to the web through using the use of Google Form. The purposive sampling method was employed. For instance, the researchers sent the link of the survey to 400 students in five Emirati private preparatory schools. Two schools of those ones are located in Ajman, one school in Abu Dhabi, one school in Dubai and one school in Sharjah. However, 182 forms were filled. The response rate is 45.5%. The researchers used descriptive statistical methods. They found that the effectiveness of employing the e-mind mapping strategy in scientific courses in Emirati private preparatory schools in the light of adopting the blended learning approach is high. This strategy promotes innovation within students and improves their learning skills. It enables students to carry out self-learning practices. It improves students' ability to do writing-related tasks. The researchers recommend holding courses for teachers for teaching them the way of creating e-mind maps through using various software.

University campuses are critical spaces where the importance of diversity, equity, and inclusion (DEI) in society are discussed, and debated. However, even as campus communities across the world grow more diverse, higher education institutions are facing an existential crisis--high dropout rates, low enrollments, growing disenchantment with education, and issues of otherization, sexism, and racism on campus. It has never been more necessary for administrators, faculty, staff and all stakeholders to understand the role of effective institutional, intergroup, and individual communication in increasing students' university belongingness, and positively affecting their attitudes towards 'others.' Using the lens of systems theory and intergroup contact theory, this study analyzes how institutional, interpersonal, and individual level factors affect college students' attitudes about diversity, and their university belongingness. An online survey of 432 students from a midsized public university in the U.S. indicated that specific interpersonal communication (e.g., interactions with diverse faculty and peers), as well as institutional-level factors were positively correlated with student attitudes towards diversity. Results also indicated that microaggressions were a significant predictor of belongingness as were institution-level communication where students felt they had university support or when they felt their voices were heard. Other findings indicated that students of color felt less welcome on campus and reported lower university support than their Caucasian peers. Results highlighted both areas of hope, as well as key challenges for higher education administrators. Implications, including recommendations for student success, greater intercultural collaboration, and creating a more inclusive campus community, are discussed. Some key implications include the need to recruit more international and culturally diverse staff; offering DEI courses, regular DEI training of staff, and actively promoting campus activities that encourage greater intergroup contact.

The research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students' speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners' impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.

Conditional sentences are difficult for EFL students to understand because of their complexity in both form and function. By analyzing the performances and opinions among EFL learners, the pedagogical contribution may be beneficial for both EFL students and teachers. The use, errors, and perceptions of Thai EFL students regarding conditional sentences were explored in this study. Instruments of the study included a chapter test, writing assignments, and an online survey. Data were analyzied by means of Google Form and AntConc software. The results of the test revealed that the participants performed best on the zero conditional type, while the first conditionals were used the most in their writing. Findings of the error analysis revealed that some difficulties in the use of tense were widely occurring such as using present progressive instead of present simple tense on the if-clause for zero type. Following that, the participants believed that the second conditionals were the most difficult, while the zero conditionals were the easiest.

The approach that students take in their studies at university is critical not only for their academic success but is equally important in life-long learning for their career and professional development. Heutagogy is the study of self-determined learning and it is important that we appraise how students in higher education are developing their metacognitive awareness in how they learn and study effectively. Cognitive science is an interdisciplinary research area that involves the scientific study of the human mind. It helps provide new knowledge in relation to areas such as memory, problem solving, knowledge transfer and understanding of complex topics. Cognitive science has demonstrated that re-testing oneself on material when learning, enhances and promotes greater retention of knowledge compared to re-reading the material. Learning that is distributed or spaced out over multiple study sessions also allows for greater retention of knowledge in the longer-term compared to 'cramming' of information. To evaluate the use of effective study approaches and habits across three different levels of study in an undergraduate pharmacy programme, a survey study was employed. A paper-based survey was completed by first-, second- and third-year undergraduate pharmacy students (n=192) during class sessions. Although there was some evidence of metacognitive awareness such as using testing (retrieval practice) with practice problems; across all years, suboptimal study approaches such as rereading, copying notes and cramming were endorsed. A schedule of deadlines shaped the organisation of study and time management for most students. Self-testing was predominantly used to test learning rather than an approach used during learning. There was evidence of a difference between the cohorts in relation to decisions for prioritizing studying, returning to review course material and re-reading. The evidence from this study demonstrates that learners would require training on metacognitive awareness and effective study strategies to enable their self-determined learning capabilities to evolve. The linear progression through a programme of study alone will not achieve this. There is a need to embed and emphasize effective strategies for learning into curricula and for faculty to utilise metacognitive awareness in their teaching.

The use of high-impact practices (HIPs) in education has been shown to increase rates of student retention, engagement, and learning. The purpose of this survey research was to examine students' perspectives of international service-learning experiences and their readiness for interprofessional learning. Students from two Universities (N=56) traveled to either Guatemala or Honduras for a one-week, servicelearning experience and completed three questionnaires: Readiness for Interprofessional Learning Scale (RIPLS), International Service Learning (ISL) Evaluation Survey, and Health Professions Schools in Service to the Nation (HPSISN) Service-Learning Survey. Total RIPLS score was positively correlated to total ISL score (r=0.47, p<0.001). HPSISN sub scores 'perspective about service-learning' and the 'influence of service-learning on future work' were positively correlated (r=0.31, p=0.02), as were 'future work' and 'attitude toward community involvement' (r=0.40, p=0.002). Three themes emerged from the qualitative survey questions: students (1) were changed by the experience; (2) gained a stronger cultural awareness; and (3) overwhelmingly described the experience positively and want to continue service work. Students who participate in international, service-learning experiences are open and accepting of interprofessional learning, value hands-on learning, report enhanced cultural awareness, and experience personal growth.

The purpose of this research is to determine the difficulties experienced in foreign language education at the university due to the transition from face-to-face education to distance education due to the Covid-19 pandemic. The population of the research includes undergraduate and graduate students studying German and English (teaching-literature-translation) in the spring term of 2020-2021. The sample consists of 294 students from this population who answered the online survey. In the research, a questionnaire consisting of 5 personal information questions and the "distance education problems scale" developed by the researchers were used. The scale consists of 53 items in 6 subscales. The data were collected using the google academic survey on the internet. In addition to descriptive statistics, t-test technique was used for intergroup comparisons in the analysis of the data. Students of foreign language departments think that the distance education method is not successful in foreign language teaching.

A primary motivation for this study was to compare student perceptions and performance within a virtual learning environment to the traditional in-person learning experience for the General Chemistry II course taught during a 5-week summer session at Xavier University of Louisiana, a minority serving institution. The authors present quantitative and qualitative analyses including the comparison of student performance on exams during the COVID-19 remote learning experience with exam performance over a 3-year period of conventional in-person instruction. In this article, student grades, survey feedback, and learning outcomes are outlined. This study was performed to assist the faculty in improving and enriching the course content and its delivery, as they coped with the transition to a virtual learning environment imposed by the COVID-19 pandemic.

(1) Background: Teaching in today's schools asks teachers to foster self-regulated learning and digital competences in children and young people. In order to do so, teachers first need to acquire and use these competences themselves. (2) Methods: Based on a mixed-methods approach, the study investigates self-regulated learning in online courses of N = 129 preservice teachers at a German university. (3) Results and conclusions: Perceiving their digital readiness as generally high, preservice teachers appear to not overly self-regulate their learning in the online environment. Finally, preservice teachers' digital readiness was related only weakly to their online self-regulated learning. A discussion is offered which shows teacher education as a broader phenomenon and implies the need for professional development for teacher educators. Additionally, it is argued to link research on self-regulated learning more closely to research on online learning environments in teacher education.

This study sought to determine if speech-language pathology graduate students found peer-to-peer teaching and experiential learning beneficial in learning how to assess the cranial nerves. Graduate students in a motor speech disorders course completed an in-class cranial nerve examination in which they either portrayed clinicians or patients. Student groups utilized a reflective practice approach by teaching their peers how to assess the cranial nerves. Intensive practice sessions were offered almost daily for two weeks prior to the exam. Thirty-seven students completed an online survey about their knowledge and confidence in assessing cranial nerves and identifying diagnoses before starting the training for the exam; 36 participants completed the same survey post-exam training. Students reported feeling more confident and less anxious in evaluating the cranial nerves, assessing damages, and identifying diagnoses. This preliminary study indicates peer-to-peer teaching could be an effective strategy for learning how to evaluate cranial nerves.

The purpose of this paper is to contribute to the literature related to assessment cocreation, specifically on students' perspectives on their participation throughout the process, including the professor's role as well as the knowledge and skills students acquired in assessment co-creation in online and blended settings. To do so, we conducted qualitative research where three cases were examined through a validated survey. Quantitative data (Likert scale and close-ended questions) was analyzed with excel whereas to study qualitative data we used Atlas.ti. As a result, students appreciated the opportunity given as they believe it helped them to better understand the assessment process, as well as allowing them to improve their own understanding of their assignments and, therefore, to better perform on them. Also, students claim they have acquired different skills: from academic to life-long learning skills. In conclusion, we believe assessment co-creation has great potential to help students' self-regulation and agency as well as to enhance students' motivation, proactivity, and collaborative participation in their own learning process. Finally, we would like to point out that more studies related to this topic need to be conducted since there are only a few examples.

Purpose: Faculty-in-Residence (FIR) programs are implemented based on research that shows positive effects on student success when students interact with faculty outside of the classroom. However, most research is limited by cross-sectional studies of only students and does not look at the Faculty-in-Residence programs from a holistic perspective that investigates the impact on faculty. This study focuses on the impact, not only on students over time but additionally on the perceived impact on faculty who participate in Faculty-in-Residence programs. Methods: We examined the effect of FIR programs at a large, public California university on both student success (i.e., cumulative grade point average, retention, and credits earned per unit attempted) as well as student experience (i.e., based on data from the National Survey of Student Engagement). Results: The quantitative results confirm the literature that faculty-student interactions outside of the classroom are statistically significant but point to differences between the demographics of students and that the mere presence of faculty is not as important as the quantity and quality of interactions. Conclusion: FIR programs can contribute to student success, but the magnitude and direction of this link depend on the level of the interaction between students and faculty as well as the specific outcome of interest.

Undergraduates' low participation/response rates on interdisciplinary (campus-wide) and disciplinary (specific department) surveys have been attributed to survey fatigue. To investigate this attribution's merits, the present study conducted a systematic literature search (five electronic databases plus one search engine) and critiqued findings of relevant publications returned by the search. This study found that (a) survey fatigue has not been rigorously defined, (b) the number of relevant peer-reviewed publications is unexpectedly limited, and (c) their findings are contradictory. These results have implications for policies and practices that restrict undergraduate survey administrations to minimize survey fatigue and boost participation/response rates. The present report recommends improving undergraduates' participation/response rates by requiring instruction about surveys combined with assessments of student learning outcomes.

It is common knowledge that face-to-face counselling is practiced in every country. Conversely, e-counselling is offered in many countries even though some experts disagree with its effectiveness and ethicality. The study, thus, purposed to gain a deeper understanding of students' values and challenges of face-to-face and e-counselling in Ghanaian universities. Therefore, a cross-sectional survey design was adopted. A standardized instrument: Online and Face-to-face Counselling Attitudes Scales, and a Satisfaction Questionnaire were adapted for the data collection. T-test and multiple linear regression were used to analyse data set from 384 students. Findings revealed that although technological devices are largely accessible, students value face-to-face counselling than e-counselling. However, their inclination to e-counselling cannot be overlooked. Also, there was no significant difference in students' values to e-counselling for gender. Again, the male students value face-to-face counselling more as compared to female students. The multiple regression revealed that values of face-to-face and e-counselling predicated satisfaction to face-to-face and e-counselling respectively. It is recommended that university counselling practitioners should enhance the use of face-to-face counselling and train in e-counselling so that students will be offered options in counselling services.

Social integration (SI) plays a critical role in doctoral students' success. However, SI experiences could differ depending on the characteristics of students and their programmes. The study investigates differences in the SI of doctoral students at Russian universities and identifies the main groups at risk who have more difficulties with SI. To achieve this, the study utilized data from a cross-institutional online survey of doctoral students conducted in 2021 on behalf of the Russian Ministry of Science and Higher Education. A total of 4,454 doctoral students from 249 universities responded to the survey. Findings from the study indicate international students were less socially integrated in terms of having more friends and having problems interacting with others, either in person or remotely. Generally, no clear and significant difference was observed between their experiences and all aspects of social integration analysed in the study. Secondly, international doctoral students (IDS) are divided into groups (groups with low SI scores and groups with high SI scores) and compared them in terms of their subjective assessment of their chances for defence during the normative period of their studies and their overall satisfaction with the doctoral programme. The results for both variables revealed significant differences between IDS and varying degrees of SI. Significantly, the IDS group with a higher SI score reported high chances of defending their dissertation within the normative period of five years. The study concludes by suggesting that that activities that foster informal communication should be implemented and standardized within all departments in Russian universities to properly absorb all doctoral students into the social and academic cultures of their universities.

In this preliminary study, the Global Engagement Survey (GES) was used to assess developmental outcomes in undergraduate students enrolled in a multi-year community-based global learning program. Statistically significant growth was observed on the Civic Efficacy (CE) scale of the GES (p = 0.01). The GES appears to have significant utility in the quantitative assessment of undergraduate community-based global learning programs, even when small sample sizes and pretest ceiling effects exist.

PISA (Program for International Student Assessment) tests have enabled the OECD countries to see not only the success of their students in gaining the ability to solve some daily problems they may encounter in their lives but also the place in the world rankings as a result of an objective evaluation comparing the achievement results of participant countries. Therefore, it is very important for the reliability and prestige of the program that the PISA exams and related student survey results are as unbiassed and error-free as possible. In this paper, validity and reliability study of the PISA 2018 Reading Literacy Student Survey (RLSS) Turkey sample was conducted including the analysis of survey items within the framework of Item Response Theory (IRT). The item fit indexes, item parameters according to the GPCM (Generalized Partial Credit Model), standard error values and item characteristics' reliability of the survey were determined via IRT, respectively. The data set included the answers of 6111 15-year-old Turkish students participated in PISA 2018. In the data analysis, through using the local independence assumption, Q3 statistics; IRT calibrations were tested with the help of the "Mirt v.1.30" program within the scope of "R v.4.0.5". In the study, each set of questions in the PISA student survey was examined independently from each other and each question set was considered as a separate attitude scale. The results showed that, although some of the items in PISA 2018 (RLSS) gave low level information, all the question sets in the test provided an acceptable model fit according to the GPCM. Upon examining the item characteristic curves, it was understood that the survey items showed valid and reliable results for testing different ability levels.

This article aims at analyzing the problems of distance learning in terms of didactic emergencies. It focuses on bringing ideas on the remodelling of didactic programming, by making use of technological tools, on identifying the novelties of didactic strategies and on evaluating the internal and external cooperation between the system and the extra system. Online studying is gaining more and more space in teaching and learning, favouring opportunities and abilities to adapt the studying to digitized spaces. It has now become an indispensable tool, given that to combat pandemics such as COVID-19, physical distancing has become a necessity. Meanwhile, after a year of learning on digital platforms, the problems have crystallized and education systems are looking for ways and means to avoid them. Our study can be considered as an effort for information and orientation on distance learning, creating opportunities for implementation in schools and emphasizing its importance in teaching and learning. It uses a qualitative method approach. We have used an extensive literature review relevant for the topic. The authors also observed 1503 online teaching hours, including the Zoom and Moodle platforms. Surveys and interviews with 205 students from two private high schools in two cities in Albania, were conducted. Based on their data we identified the advantages and disadvantages of the new teaching process (on line). From the observations made, we have reached some data and suggestions regarding the instrumentalization of the new didactics that is already a reality.

Vocabulary teaching and learning constitute a major problem for EFL instructors and students. EFL freshman students have difficulty in pronouncing, recognizing the meaning of, using and spelling new English words. Due to the COVID-19 Pandemic, all college courses have shifted to online distance learning since March 2020. Surveys with samples of college students and instructors in Saudi Arabia showed lack of interest among the students in online instruction, participation, giving oral presentations, doing homework-assignments, attending online classes, low engagement, interaction, communication and self efficacy. No adaptations have been made in the college curricula. Since the new distance learning environment requires new modes of teaching and learning, the present study proposes a variety of online vocabulary tasks and technologies that vocabulary instructors can choose from, such as mobile-based applications viz Vocup, Quizlet, Quizizz, game-based mobile apps, Saving Alice, Duolingo, Kahoot, vocabulary flashcards, mobile audiobooks, collaborative mobile ebook reading; podcasts; online dictionaries; concordance-based glosses; picture viewing and picture drawing on tablets; videos; e-portfolios; teaching idioms via graphic novels; multimedia annotations; social networks; project-based learning and mind-maps. To engage, motivate and encourage student-student and student-instructor interaction in the distance learning environment, the study proposes the following: using WhatsApp, ConnectYard, creating a community of inquiry, creating learning partnership, collaborative writing exchange projects, student collaboration, social interaction, integrating text-chat and webcam, and utilizing technology mediated task-based language teaching. Online vocabulary tasks can be performed individually, in pairs or in small groups; interactively or collaboratively; synchronously or asynchronously. Instructional phases and teacher and students' roles are also described.

This paper explores the effect of collaborative learning on academic motivation among students from 17 institutions throughout the United States. Even in the presence of a wide array of potential confounders, collaborative learning exerted a statistically significant and positive influence on students' academic motivation levels across four years of undergraduate education. Tests for the presence of interaction effects suggest that the relationship between collaborative learning and academic motivation is similar for all students, regardless of racial or ethnic background.

The purpose of this research project was to investigate if students today still report a fear of public speaking more often than death and if after completing a public speaking course, their fears change. Participants in a multi-section public speaking course (N = 374) completed a pre-and post-course survey asking them to select their fears and also complete public speaking anxiety questions. The results showed that pre-course public speaking was chosen more often than death and all other fears except for family tragedy, but after completing the course, the fear of public speaking was no longer selected more than death and was not even among the top five fears students listed. The findings help clarify the important impact a public speaking class has on students' fears. The review of literature addresses why students should enroll in a basic public speaking course and conquer their fear or anxiety about public speaking while still in college. The discussion focuses on how public speaking instructors can help students conquer their fear.