https://diamondopen.com/journals/index.php/ijhep/issue/feed International Journal of Higher Education Pedagogies 2023-01-05T05:41:14+00:00 info@diamondopen.com Open Journal Systems <p>International Journal of Higher Education Pedagogies (IJHEP) is an open-access, peer-reviewed journal publishing a wide range of research works in the field of teaching and learning methods within higher education. IJHEP publishes original research on the method and practice of higher education teaching as a broad concept. We publish high-quality theoretically grounded, empirical studies addressing the main functions of higher education and the dynamic role of the university.<br />Higher Education Pedagogies is an essential reference for those who wish to stay tuned with the latest findings and developments in the higher education context.</p> https://diamondopen.com/journals/index.php/ijhep/article/view/72 Can Mentimeter Enhance University Student Participation in Taught Sessions? 2022-11-12T05:15:34+00:00 Stephen Webb stephenwebb270@gmail.com <p class="Correspondencedetails" style="margin-left: 36.0pt;">There has been much research looking into the link between active engagement and learning in higher education students. This article presents an action research study that was conducted using a qualitative method to evaluate the impact of a specific technology on the learning for a cohort of students in a mandatory placement briefing session. Mentimiter, a classroom response system, was used to facilitate and evaluate the engagement of a 3rd year cohort of occupational therapy students in a teaching session. The findings are that, in this instance, the technology was effective in enhancing the students’ engagement and subsequent learning.</p> 2023-01-05T00:00:00+00:00 Copyright (c) 2022 International Journal of Higher Education Pedagogies https://diamondopen.com/journals/index.php/ijhep/article/view/274 Decision Tree Algorithm Use in Predicting Students’ Academic Performance in Advanced Programming Course 2022-11-13T05:50:44+00:00 Ismail Olaniyi MURAINA niyi2all@yahoo.com Edward Aiyegbusi aiyegbusied@gmail.com Solomon Abam vmaxsollution@gmail.com <p>Student’s academic performance or achievement has from time to time been a subject of discourse to academicians, scholars, researchers and educational institutions all over the globe. To this regard, schools are expected to play major and active roles in ensuring that students actually have good performance at end of their programmes. The academic performance is normally used to classify or predict how students would be ultimately capable to withstand and face future challenges after graduation. Students’ academic performance/achievement in any course of study plays a vital role in contributing and producing outstanding students who will be future viable leaders. The use of algorithms to classify and predict students’ academic performance/achievement is not new in machine learning using different techniques like neural network, logistic regression, decision tree and many more. This study classifies and predicts with the use of graphical technique called Decision Tree. The dataset was built from student’ attendance, practical assessment, assignment, ability to complete a free related course on internet, test score, and examination grade; the dataset was divided into training test and testing set. The training test was used to build and validate the decision tree algorithm (CHAID) while testing set was used to evaluate CHAID on the overall accuracy, sensitivity, and specificity. The results show that decision tree algorithm makes classification and prediction visible and clear with the use of graphics to display the results. Hence, the model built produces 96% accuracy.</p> 2023-01-05T00:00:00+00:00 Copyright (c) 2022 International Journal of Higher Education Pedagogies https://diamondopen.com/journals/index.php/ijhep/article/view/91 Psychosocial Well-Being among Undergraduate Students in Hong Kong and Kazakhstan 2022-06-11T06:44:08+00:00 Michelle W.T. Cheng chengwt@eduhk.hk D. Gaipov unknown@email.com S. Kadyrov unknown@email.com S.K. Lo unknown@email.com <p>This paper aims to provide comparative insights into the psychosocial well-being of Hong Kong and Kazakhstan undergraduate students, focusing specifically on the role of ethnicity and gender. The existing body of literature on students’ health-promoting lifestyle has shown how age, gender, income level, sociability, and knowledge of health can shape one’s perception of physical and mental well-being. Much lesser attention, however, has been paid to the ways in which students from diverse ethnic origins differ from each other in cultivating different dimensions of psychosocial well-being. To address this issue, this study delivered questionnaires to 284 undergraduate students from Hong Kong and 281 undergraduate students from Kazakhstan. Developed from the Health-Promoting Lifestyle Profile II, the questionnaire is designed to measure undergraduate’s psychosocial well-being threefold. Using independent sample t-test, this paper shows that Hong Kong undergraduate students have higher levels of psychosocial well-being in terms of “interpersonal relations” and “stress management” whereas Kazakhstan undergraduate students are stronger in another dimension of well-being – “spiritual growth”. Results show that the influence of gender on students’ psychosocial well-being varies in different contexts. One of the important implications of these findings suggests that school administrators and students from different countries may benefit from cross-cultural exchange, co-promoting all dimensions of psychosocial well-being.</p> 2023-01-05T00:00:00+00:00 Copyright (c) 2022 International Journal of Higher Education Pedagogies