The purpose of this article is to examine the perceptions and experiences of fairness amongst Muslim post-secondary students based on our gathering of data using a web-based survey. The participants, 189 Muslim students, were reached via student organizations, national and local Muslim organizations, and Muslim student groups organized on Facebook. Following these initial contact points, snowball sampling was used to invite prospective participants to respond to the quantitative items in the survey instrument (which also included qualitative inquiries). These quantitative responses were analyzed using descriptive statistical analysis techniques. For Muslim students, their university was perceived as the most fair amongst their experience of settings, followed by Canada in general, and the country that these Muslim students culturally most identified with. The World, at large, was perceived as the most unfair setting for responding Muslims. Except for the country that Muslim students culturally identified with, all settings were perceived to be fairer for non-Muslims than for Muslims. The majority of Muslim students reported that they had encountered, observed, or experienced unfairness at least once in their university settings during the previous academic year and that they had been impacted by that experience of unfairness.
The aim of this study is to investigate the professional help-seeking attitudes of university students from their gender, gender roles, the perspective of socioeconomic level and self concealment. Professional Help-Seeking Attitudes Scale-Short Form, Self-Concealment Scale, Bem Gender Role Inventory, and personal information form have been used as data gathering tools. Data were analyzed by using descriptive statistics, t-test and one way anova. The results of the study show that professional help-seeking attitudes among female students are more positive than the male students; those in low or middle socioeconomic level has more positive attitudes; those with female gender roles and those with high androgens have more positive attitudes than male and ambiguous gender roles; and the students who have high levels of selfconcealment have negative attitudes toward seeking psychological help.
The purpose of this study was to introduce the multimedia applications in Theology Distance Undergraduate Education Program (TDUEP) and to determine the users’ attitudes towards exams executed to assess the outcomes. For this purpose, PowerPoint documents, videos, SCORMcompatible e-learning materials and Adobe Connect live lesson applications were developed to guide users in theology education as well as to make the teaching and learning process more entertaining. The study was carried out with 1500 students registered to TDUEP at a state university. The questionnaire form developed was applied to the students during the end-of-term exam week. The questionnaire forms which were not filled out completely or appropriately were excluded, and the remaining total number of questionnaire forms decreased to 1286. The results of the analysis of the questionnaire forms filled out by the participants revealed that there was no significant difference in the students’ attitudes towards the web-based assessment system with respect to their gender and class grades. On the other hand, the results of the Chi-Square independence test conducted to examine whether the variable of gender had any relationship with the exam duration, place-independence of the exams and use of the exam system demonstrated that there were significant differences between the groups.
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