Sentence examples for characteristics students from inspiring English sources

However, the identification of perceived usefulness as a predictor of acceptance is important as it can direct research to now determine what characteristics students consider useful, or indeed how students define 'useful'useful

But the Coleman Report has led to a whole line of education research arguing that the characteristics students bring with them (socioeconomic background, education of their parents, nutrition, etc).

However, the characteristics students identified for rural areas during FGDs were similar to those that we proposed during quantitative data collection.

We performed ANOVA (using SPSS) for gender, background characteristics, students' attitudes towards, and the likelihood of becoming a general practitioner (GP) before and after the general practice clerkship.

Even with comparable demographic characteristics, students come to classrooms with variable levels of understanding and experience in the areas of biology we are attempting to teach.

For example, a study offering a PLTL program outside of an introductory chemistry course found that, after controlling for students' background and other characteristics, students who attended earned a third of a letter grade higher overall in the course than students who declined to attend (Hockings et al., 2008).

The questionnaire consisted of demographic characteristics, student behaviors related to drowning, safety education, caregivers' supervision and environmental features.

In addition to individual characteristics, student's peer environment is regarded as an important predictor of student success [ 2, 27- 29].

The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to quality and capacity expansion, educational innovations, and external relationships with government and nongovernmental organizations.

The survey instrument included quantitative and qualitative questions focused on institutional characteristics, student profiles, curricula, post-graduate medical education, teaching staff, resources, barriers to capacity expansion, educational innovations, and external relationships with government and non-governmental organizations.

Second, little is understood about the relationship between PI and individual student characteristics or students' prior knowledge.