Master's Thesis

Students' Perception and Awareness of the Environment and Sustainability Through Informal Learning in Universities in Bangladesh

0012-01-01T00:00:00Z

Students' Perception and Awareness of the Environment and Sustainability Through Informal Learning in Universities in Bangladesh Sameera The study explores the knowledge, attitudes and practices (KAP) of Bangladeshi students at tertiary level, with a specific emphasis on informal learning. A mixed-methods approach, including a quantitative survey (N=307) and an FGD, was used to examine students’ overall sustainability knowledge level and factors that could predict their involvement. Results indicate that the students have fair general knowledge and high motivation, but they lack in-depth understanding and important technical and local details. One of the biggest obstacles to working is the absence of institutional frameworks and elementary campus infrastructure like solid waste separation systems. Importantly, involvement in environmental clubs is significantly related to higher amounts of specialized knowledge and structural barrier awareness, but also with the repeated use of complex sustainable practices according to statistical analysis. Thus, high-impact informal learning spaces that successfully fill the gap between knowledge and practice are important. Basic awareness-raising campaigns and informal approaches are not adequate according to the research findings. University managements are required to adopt the full ‘Whole-Institution Approach’, which includes institutionalising Education for Sustainable Development (ESD), providing adequate infrastructure and encouraging student-led initiatives. With these steps, student energy can be harnessed into unified, meaningful involvement in sustainability efforts from all over the tertiary sector

The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW)

0012-01-01T00:00:00Z

The Impact of Introductory Remedial Classes on Digital Anxiety and Self-Efficacy in Learning Management Systems: A Study of Students with Limited LMS Exposure at Asian University for Women (AUW) Hashemi, Zahra The integration of digital tools within educational frameworks has significantly transformed learning environments, creating both opportunities and challenges for students. This study explores the impact of introductory remedial classes on digital anxiety and self-efficacy among first-year MA students at the Asian University for Women (AUW), particularly those with limited prior exposure to Learning Management Systems (LMS). Through the implementation of a remedial class, the study aims to evaluate changes in students' digital anxiety, self-efficacy, confidence, and motivation, compared to those who forgo this training. Using a mixed-methods quasi-experimental design, pre- and post-intervention surveys were administered to both intervention (n = 7) and control (n = 7) groups to measure changes across four outcomes: digital anxiety, self-efficacy, engagement, and satisfaction. Quantitative data were analyzed using descriptive statistics, Repeated-Measures ANOVA, and Difference-inDifferences (DiD) regression. Qualitative data, collected from classroom observations and interviews with students and faculty, were analyzed through thematic analysis. Results showed significant improvements for the intervention group across key variables. Digital anxiety decreased substantially (DiD B = −14.14, p = .009), while self-efficacy showed a very large increase (DiD B = 17.43, p < .001). Engagement also improved significantly (DiD B = 7.71, p = .003). Although satisfaction increased moderately, the change was not statistically significant. Qualitative findings supported these results, revealing students’ transition from confusion and fear to confidence, independence, and active engagement. Teachers likewise observed notable improvements in students’ digital competence and classroom participation. The study concludes that short-term, structured LMS training can meaningfully reduce anxiety, strengthen self-efficacy, and enhance engagement for digitally underprepared learners. It recommends institutionalizing early LMS orientation, providing ongoing support, and adopting consistent course design practices to sustain digital readiness across the student body.

The Influence of Cultural Diversity on the University Students of Bangladesh

0012-01-01T00:00:00Z

The Influence of Cultural Diversity on the University Students of Bangladesh Khan, Zahida I. This study aimed to provide the first quantitative evidence on how cultural diversity influences communication, creativity, and learning outcomes of university students of Bangladesh. The study also aimed to offer strategies for fostering inclusive environments in Bangladeshi universities. Following a survey-based cross-sectional research design, this quantitative study combined descriptive statistics, Pearson correlation analysis, annotation analysis, and methodological triangulation with qualitative thematic analysis. Firstly, the correlation analysis indicated that all three student outcomes, communication, creativity, and learning outcomes, are negatively correlated with both the perceived and measured diversity index. Particularly, a highly statistically significant negative correlation was identified between perceived diversity and communication skills among the students. This indicates that students who viewed their campus as more culturally diverse reported slightly lower communication scores. Secondly, the annotation analysis revealed that most of the students recognize the value of cultural diversity in enhancing their communication, creativity, and learning outcomes. Methodological triangulation with qualitative responses aligned with the quantitative findings by highlighting “communication and language barriers” as the most frequently reported barrier. Together these findings suggested that students across all three universities reported challenges while interacting with diverse peers on campus, especially communication challenges, despite recognizing the importance of diversity on campus. Thus, the findings of this study call for three comprehensive policies to integrate systematic inclusion programs in Bangladeshi universities that will help students translate diverse experiences on campus into academic and social growth.

Exploring Trauma and Motivation as Two Significant Barriers to Learning in Communities Affected by Collective Violence

0007-01-01T00:00:00Z

Exploring Trauma and Motivation as Two Significant Barriers to Learning in Communities Affected by Collective Violence Faiza, Umma This study investigates the impact of trauma and displacement on academic motivation, memory recall, and cognitive performance among displaced (Rohingya and Afghan) and non-displaced (Bangladeshi) students in Bangladesh. Using a mixed-methods approach, the research draws on quantitative data from trauma screening, academic motivation scales, and cognitive tasks, as well as qualitative insights from open-ended survey responses. Results indicate that while displaced students reported higher trauma levels and unique academic challenges, they also exhibited comparable or even higher intrinsic motivation compared to their non-displaced peers. Interestingly, trauma was positively correlated with problem-solving performance in the displaced group, suggesting potential adaptive responses. Writing emerged as a key memory aid across groups. However, the recall tasks showed limited correlation with trauma, possibly due to their decontextualized nature. These findings highlight the complexity of trauma’s academic impact and the need for inclusive, trauma-informed educational practices. The study also identifies a research gap in understanding how different forms of trauma manifest in cognitive outcomes across varying sociopolitical contexts.