Nursing Students' Intrinsic Motivation and Performance on the Licensure Examination.

PubMed

Hackney, Michele G

Unsuccessful attempts at licensure adversely affect graduates, prelicensure nursing education programs, health care agencies, and ultimately, patient safety. The purpose of this quantitative, correlational study was to investigate the relationship between nursing students' intrinsic motivation and performance on the licensure examination. Nursing students responded to 12 questions related to reasons for learning as indicators of motivation type. Results indicated no statistically significant correlations between variables.

Class modality, student characteristics, and performance in a community college introductory STEM course

NASA Astrophysics Data System (ADS)

Fogle, Thomas Ty

Research on introductory STEM course performance has indicated that student characteristics (age, ethnicity and gender) and Grade Point Average (G.P.A.) can be predictive of student performance, and by implication, a correlation among these factors can help determine course design interventions to help certain types of students perform well in introductory STEM courses. The basis of this study was a community college Visual Basic programming course taught in both online and hybrid format. Beginning students in this course represented a diverse population residing in a large, mid-western, city and surrounding communities. Many of these students were defined as "at-Risk" or "non-traditional, which generally means any combination of socio-economic, cultural, family and employment factors that indicate a student is non-traditional. Research has shown these students struggle academically in technologically dense STEM courses, and may require student services and support to achieve their individual performance goals. The overall number in the study range was 392 distance students and 287 blended course students. The main question of this research was to determine to what extent student characteristics in a community college context, and previous success, as measured in overall G.P.A., were related to course performance in an introductory Visual Basic programming (STEM) course; and, whether or not a combination of these factors and course modality was predictive of success. The study employed a quantitative, quasi-experimental design to assess whether students' course performance was linked to course modality, student characteristics and overall G.P.A. The results indicated that the only predictor of student performance was overall G.P.A. Despite the research analyzed in Chapter 2, there was no statistically significant relationship to modality, age, ethnicity, or gender to performance in the course. Cognitive load is significant in a computer programming course and it was theorized that would be expanded in an online context. However, the results of the analysis showed that course modality did not affect the chances of students performing well. Internal validity constraints may have contributed to the results, as the course is highly controlled and modularized in both online and hybrid format, and taught by few instructors, all of whom are available for face to face problem solving for both online and hybrid students.

Key Words in Instruction. The Student Information Scientist, Part I

ERIC Educational Resources Information Center

Callison, Daniel

2005-01-01

Information literacy standards for student learning, indicators for student performance, and hundreds of collaborative lesson plans around the country give some indication of the skills students are expected to master as effective and efficient users of information. Hopefully the goal is that all involved in information literacy education become…

The Power of Student Empowerment: Measuring Classroom Predictors and Individual Indicators

ERIC Educational Resources Information Center

Kirk, Chris Michael; Lewis, Rhonda K.; Brown, Kyrah; Karibo, Brittany; Park, Elle

2016-01-01

Despite spending more money per student than almost all developed nations, the United States lags behind in educational indicators with persistent disparities between privileged and marginalized students. Most approaches have ignored the role of power dynamics in predicting student performance. Building on the existing literature in school climate…

Do Business Communication Courses Improve Student Performance in Introductory Marketing?

ERIC Educational Resources Information Center

Marcal, Leah E.; Hennessey, Judith E.; Curren, Mary T.; Roberts, William W.

2005-01-01

In this study, the authors investigated whether completion of a business communications course improved student performance in an introductory marketing management course. Regression analysis indicated that students who completed the communications course received higher grades than the otherwise comparable students. In addition, marketing majors…

Forming Student Online Teams for Maximum Performance

ERIC Educational Resources Information Center

Olson, Joel D.; Ringhand, Darlene G.; Kalinski, Ray C.; Ziegler, James G.

2015-01-01

What is the best way to assign graduate business students to online team-based projects? Team assignments are frequently made on the basis of alphabet, time zones or previous performance. This study reviews personality as an indicator of student online team performance. The personality assessment IDE (Insights Discovery Evaluator) was administered…

Relationship of Rotation Timing to Pattern of Clerkship Performance in Psychiatry

ERIC Educational Resources Information Center

Park, Robin S.; Chibnall, John T.; Morrow, Andrew

2005-01-01

Objective: The authors investigated the association between psychiatry clerkship timing and pattern of student performance. Student rotation timing preference and specialty choice were explored as potential moderators. Methods: Archival data from six classes of third-year medical students were analyzed. Performance indicators included the National…

Valuing the human asset - the impact of university placements on academic performance and graduate employment amongst management students

NASA Astrophysics Data System (ADS)

Brooks, R.

2012-05-01

The employment market for graduates is competitive with employers requiring appropriate work experience in addition to academic qualifications. Sandwich courses, where up to a year is spent in industry, provide an opportunity for structured work experience to be gained alongside studying. Benefits of placements include improved academic performance and the development of transferable skills to increase employability. This paper evaluates the impact of placements on academic performance and graduate employment among management students. Analysing performance data and graduate destinations data, results indicate that management students completing a placement are more likely to perform better academically with improvements in their personal grades between year 2 and the final year. Additionally, a qualitative themed analysis of student experiences indicates placement students feel more confident in engaging with the graduate recruitment process, with a better understanding of their personal skills and an ability to articulate their experience in relation to the workplace.

A study of the academic performance of medical students in the comprehensive examination of the basic sciences according to the indices of emotional intelligence and educational status

PubMed Central

Moslehi, Mohsen; Samouei, Rahele; Tayebani, Tayebeh; Kolahduz, Sima

2015-01-01

Background: Considering the increasing importance of emotional intelligence (EI) in different aspects of life, such as academic achievement, the present survey is aimed to predict academic performance of medical students in the comprehensive examination of the basic sciences, according to the indices of emotional intelligence and educational status. Materials and Methods: The present survey is a descriptive, analytical, and cross-sectional study performed on the medical students of Isfahan, Tehran, and Mashhad Universities of Medical Sciences. Sampling the universities was performed randomly after which selecting the students was done, taking into consideration the limitation in their numbers. Based on the inclusion criteria, all the medical students, entrance of 2005, who had attended the comprehensive basic sciences examination in 2008, entered the study. The data collection tools included an Emotional Intelligence Questionnaire (standardized in Isfahan), the average score of the first to fifth semesters, total average of each of the five semesters, and the grade of the comprehensive basic sciences examination. The data were analyzed through stepwise regression coefficient by SPSS software version 15. Results: The results indicated that the indicators of independence from an emotional intelligence test and average scores of the first and third academic semesters were significant in predicting the students’ academic performance in the comprehensive basic sciences examination. Conclusion: According to the obtained results, the average scores of students, especially in the earlier semesters, as well as the indicators of independence and the self-esteem rate of students can influence their success in the comprehensive basic sciences examination. PMID:26430693

Unmet Expectations: Why Is There Such a Difference between Student Expectations and Classroom Performance?

ERIC Educational Resources Information Center

Stinson, Terrye A.; Zhao, Xiaofeng

2008-01-01

Past studies indicate that students are frequently poor judges of their likely academic performance in the classroom. The difficulty a student faces in accurately predicting performance on a classroom exam may be due to unrealistic optimism or may be due to an inability to self-evaluate academic performance, but the resulting disconnect between…

Student Endodontic Performance with and without Numerical Requirements.

ERIC Educational Resources Information Center

Lee, Charles Q.; And Others

1994-01-01

A study compared dental student performance in clinical endodontics under two instructional approaches, one in which number of procedures completed by students (n=79) was measured and one (n=84 students) emphasizing total patient care and stricter accounting of clinical treatment time. Results indicated the latter group treated fewer teeth but…

A Systematic Review of Longitudinal Studies of Mathematics Difficulty.

PubMed

Nelson, Gena; Powell, Sarah R

2017-06-01

Some students may be diagnosed with a learning disability in mathematics or dyscalculia, whereas other students may demonstrate below-grade-level mathematics performance without a disability diagnosis. In the literature, researchers often identify students in both groups as experiencing math difficulty. To understand the performance of students with math difficulty, we examined 35 studies that reported longitudinal results of mathematics achievement (i.e., mathematics performance measured across at least a 12-month span). Our primary goal was to conduct a systematic review of these studies and to understand whether the growth of students with math difficulty was comparable or stagnant when compared with that of students without math difficulty. We also analyzed whether identification of math difficulty was predictive of mathematics achievement in later grades and whether a diagnosis of math difficulty was stable across grade levels. Results indicate that students with math difficulty demonstrate growth on mathematics measures, but this growth still leads to lower performance than that of students without math difficulty. Identification of math difficulty is strongly related to math performance in subsequent grades, and this diagnosis is often stable. Collectively, this literature indicates that students with math difficulty continue to struggle with mathematics in later grades.

Attachment and Student Success during the Transition to College

ERIC Educational Resources Information Center

Kurland, Robert M.; Siegel, Harold I.

2013-01-01

We used 2 studies to examine attachment security and college student success. In the 1st study, 85 first-semester students provided information on attachment dimensions and psychological, ethical, and social indices. More anxious students performed worse academically in college than they had in high school and indicated they would be more willing…

The effects of teacher anxiety and modeling on the acquisition of a science teaching skill and concomitant student performance

NASA Astrophysics Data System (ADS)

Koran, John J., Jr.; Koran, Mary Lou

In a study designed to explore the effects of teacher anxiety and modeling on acquisition of a science teaching skill and concomitant student performance, 69 preservice secondary teachers and 295 eighth grade students were randomly assigned to microteaching sessions. Prior to microteaching, teachers were given an anxiety test, then randomly assigned to one of three treatments; a transcript model, a protocol model, or a control condition. Subsequently both teacher and student performance was assessed using written and behavioral measures. Analysis of variance indicated that subjects in the two modeling treatments significantly exceeded performance of control group subjects on all measures of the dependent variable, with the protocol model being generally superior to the transcript model. The differential effects of the modeling treatments were further reflected in student performance. Regression analysis of aptitude-treatment interactions indicated that teacher anxiety scores interacted significantly with instructional treatments, with high anxiety teachers performing best in the protocol modeling treatment. Again, this interaction was reflected in student performance, where students taught by highly anxious teachers performed significantly better when their teachers had received the protocol model. These results were discussed in terms of teacher concerns and a memory model of the effects of anxiety on performance.

Analysis of traditional versus three-dimensional augmented curriculum on anatomical learning outcome measures.

PubMed

Peterson, Diana Coomes; Mlynarczyk, Gregory S A

2016-11-01

This study examined whether student learning outcome measures are influenced by the addition of three-dimensional and digital teaching tools to a traditional dissection and lecture learning format curricula. The study was performed in a semester long graduate level course that incorporated both gross anatomy and neuroanatomy curricula. Methods compared student examination performance on material taught using lecture and cadaveric dissection teaching tools alone or lecture and cadaveric dissection augmented with computerized three-dimensional teaching tools. Additional analyses were performed to examine potential correlations between question difficulty and format, previous student performance (i.e., undergraduate grade point average), and a student perception survey. The results indicated that students performed better on material in which three-dimensional (3D) technologies are utilized in conjunction with lecture and dissection methodologies. The improvement in performance was observed across the student population primarily on laboratory examinations. Although, student performance was increased, students did not perceive that the use of the additional 3D technology significantly influenced their learning. The results indicate that the addition of 3D learning tools can influence long-term retention of gross anatomy material and should be considered as a beneficial supplement for anatomy courses. Anat Sci Educ 9: 529-536. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Factors Associated with High School Exit Exam Outcomes among Homeless High School Students

ERIC Educational Resources Information Center

Uretsky, Mathew C.; Stone, Susan

2016-01-01

Little is known about academic performance among homeless high school students, although correlates of academic performance are well documented among their peers in the elementary and middle school grades. This study explores the relationship between student-level demographic and academic performance indicators (for example, grade point average…

The Impact of Background Radio and Television on High School Students' Homework Performance.

ERIC Educational Resources Information Center

Pool, Marina M.; Koolstra, Cees M.; van der Voort, Tom H. A.

2003-01-01

Examines the impact of background media on Dutch students' performance and time spent on paper-and-pencil and memorization homework assignments. Notes that doing homework combined with watching a soap opera interfered with students' performance on both types of assignments. Indicates that music in the background left homework performance…

School Grades, School Context and University Degree Performance: Evidence from an Elite Scottish Institution

ERIC Educational Resources Information Center

Lasselle, Laurence; McDougall-Bagnall, Jonathan; Smith, Ian

2014-01-01

This paper investigates degree classification outcomes for students with SQA Higher qualifications at an elite Scottish university. Students are characterised according to a new indicator based on their secondary school's academic performance relative to the national (Scottish) average. The results show that our school context indicator provides…

Exploring mathematics anxiety and attitude: Mathematics students' experiences

NASA Astrophysics Data System (ADS)

Sahri, Nurul Ashikin; Kamaruzaman, Wan Nur Farahdalila Wan; Jamil, Jastini Mohd.; Shaharanee, Izwan Nizal Mohd.

2017-11-01

A quantitative and correlational, survey methods were used to investigate the relationships among mathematical anxiety and attitude toward student's mathematics performance. Participants were 100 students volunteer to enroll in undergraduate Industrial Statistics, Decision Sciences and Business Mathematics at one of northern university in Malaysia. Survey data consisted of demographic items and Likert scale items. The collected data was analyzed by using the idea of correlation and regression analysis. The results indicated that there was a significant positive relationship between students' attitude and mathematics anxiety. Results also indicated that a substantial positive effect of students' attitude and mathematics anxiety in students' achievement. Further study can be conducted on how mathematical anxiety and attitude toward mathematics affects can be used to predict the students' performance in the class.

Assessment of College Students' Understanding of the Equals Relation: Development and Validation of an Instrument

ERIC Educational Resources Information Center

Wheeler, Gregory D.

2010-01-01

Research indicates that many elementary students do not comprehend that the equal sign is an indication that an equality relation exists between two structures. Instead, they perceive the equal sign as an indication that a particular procedure is to be performed. As students mature, and as their exposure to the equal sign and equality relations in…

The effects of performance-based assessment criteria on student performance and self-assessment skills

PubMed Central

van der Klink, Marcel R.; van Merriënboer, Jeroen J. G.

2010-01-01

This study investigated the effect of performance-based versus competence-based assessment criteria on task performance and self-assessment skills among 39 novice secondary vocational education students in the domain of nursing and care. In a performance-based assessment group students are provided with a preset list of performance-based assessment criteria, describing what students should do, for the task at hand. The performance-based group is compared to a competence-based assessment group in which students receive a preset list of competence-based assessment criteria, describing what students should be able to do. The test phase revealed that the performance-based group outperformed the competence-based group on test task performance. In addition, higher performance of the performance-based group was reached with lower reported mental effort during training, indicating a higher instructional efficiency for novice students. PMID:20054648

Comparative Effectiveness of Animated Drawings and Selected Instructional Strategies on Students' Performance in Creative Arts in Nigeria

ERIC Educational Resources Information Center

Olugbenga, Aiyedun Emmanuel

2016-01-01

Creative Arts is a core and compulsory subject in Nigerian upper basic classes, but the students' performance over the years indicated high failure. Instructional strategies play a pivotal role in improving students' performance. Computer-based instructions such as animated drawings could be a possible solution. This research adopted the design…

Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance

ERIC Educational Resources Information Center

Pardo, Abelardo; Han, Feifei; Ellis, Robert A.

2017-01-01

Self-regulated learning theories are used to understand the reasons for different levels of university student academic performance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict student academic performance. The former approach…

Parent Tutoring for Students with Attention-Deficit/Hyperactivity Disorder: Effects on Reading at Home and School.

ERIC Educational Resources Information Center

Hook, Christine L.; DuPaul, George J.

1999-01-01

Examines the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD), at home and at school. Results indicate that reading performance in the home setting improved for all students and reading performance in the school setting showed improvements, but data should be…

Measuring What High-Achieving Students Know and Can Do on Entry to School: PIPS 2002-2008

ERIC Educational Resources Information Center

Wildy, Helen; Styles, Irene

2011-01-01

Anecdotal evidence from teachers in Western Australia suggested that increasing numbers of on-entry students have been performing at high levels over recent years on the Performance Indicators in Primary Schools Baseline Assessment (PIPS-BLA). This paper reports the results of an investigation into the performance of high-scoring students. Data…

Teachers' Perspectives on School Climate at a Low-Performing School

ERIC Educational Resources Information Center

Carson, Paul Kit

2012-01-01

A number of research studies have indicated that issues with school climate may be a source of the low academic and social success of students in the public school system. A poor school climate is often associated with low-performing schools; a positive school climate can increase student achievement and other indicators of school success such as…

An Anatomy Pre-Course Predicts Student Performance in a Professional Veterinary Anatomy Curriculum.

PubMed

McNulty, Margaret A; Lazarus, Michelle D

2018-01-18

Little to no correlation has been identified between previous related undergraduate coursework or outcomes on standardized tests and performance in a veterinary curriculum, including anatomy coursework. Therefore, a relatively simplistic method to predict student performance before entrance would be advantageous to many. The purpose of this study was to evaluate whether there is a correlation between performance in a veterinary anatomy pre-course and subsequent performance within a professional anatomy curriculum. Incoming first-year veterinary students at the Louisiana State University School of Veterinary Medicine were asked to participate in a free weeklong pre-course, before the start of the semester. The pre-course covered the musculoskeletal anatomy of the canine thoracic limb using dissection-based methods. Student performance, as evaluated by test grades in the pre-course, did indeed correlate with test grades in professional veterinary anatomy courses. A significant and positive correlation was identified between pre-course final exam performance and performance on examinations in each of 3 professional anatomy courses. Qualitative analyses of student comments pertaining to their experience within the pre-course indicated differences in the perceived benefits of the pre-course between high-, middle-, and low-performing students. These varied perceptions may provide predictive feedback as well as guidance for supporting lower performing students. Together, these results indicate that performance in a weeklong pre-course covering only a small portion of canine anatomy is a strong predictor of performance within a professional anatomy curriculum. In addition, the pre-course differentially affected student perceptions of their learning experience.

Illustrating Performance Indicators and Course Characteristics to Support Students' Self-Regulated Learning in CS1

ERIC Educational Resources Information Center

Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

2015-01-01

In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an…

Audio Feedback: Richer Language but No Measurable Impact on Student Performance

ERIC Educational Resources Information Center

Chalmers, Charlotte; MacCallum, Janis; Mowat, Elaine; Fulton, Norma

2014-01-01

Audio feedback has been shown to be popular and well received by students. However, there is little published work to indicate how effective audio feedback is in improving student performance. Sixty students from a first year science degree agreed to take part in the study; thirty were randomly assigned to receive written feedback on coursework,…

Nonacademic Effects of Homework in Privileged, High-Performing High Schools

ERIC Educational Resources Information Center

Galloway, Mollie; Conner, Jerusha; Pope, Denise

2013-01-01

This study used survey data to examine relations among homework, student well-being, and behavioral engagement in a sample of 4,317 students from 10 high-performing high schools in upper middle class communities. Results indicated that students in these schools average more than 3 hr of homework per night. Students who did more hours of homework…

Using a human patient simulator to study the relationship between communication and nursing students' team performance.

PubMed

Hirokawa, Randy Y; Daub, Katharyn; Lovell, Eileen; Smith, Sarah; Davis, Alice; Beck, Christine

2012-11-01

This study examined the relationship between communication and nursing students' team performance by determining whether variations in team performance are related to differences in communication regarding five task-relevant functions: assessment, diagnosis, planning, implementation, and evaluation. The study results indicate a positive relationship between nursing students' team performance and comments focused on the implementation of treatment(s) and the evaluation of treatment options. A negative relationship between nursing students' team performance and miscellaneous comments made by team members was also observed. Copyright 2012, SLACK Incorporated.

Progress and Promise: Results from the Boston Pilot Schools

ERIC Educational Resources Information Center

Tung, Rosann; Ouimette, Monique; Rugen, Leah

2006-01-01

New research conducted by Boston's Center for Collaborative Education documents significant achievement by students who attend the city's Pilot Schools. Pilot School students are performing better than the district averages across every indicator of student engagement and performance, including the statewide standardized assessment (MCAS). In…

Communicating Learning Outcomes and Student Performance through the Student Transcript

ERIC Educational Resources Information Center

Kenyon, George; Barnes, Cynthia

2010-01-01

The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

Cross-National Variations in Student Employment and Academic Performance: The Roles of National Context and International Law

ERIC Educational Resources Information Center

Byun, Soo-yong; Henck, Adrienne; Post, David

2014-01-01

Most existing research indicates that working students perform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academic performance between working and nonworking…

Differential Prediction in the Use of the SAT and High School Grades in Predicting College Performance: Joint Effects of Race and Language

ERIC Educational Resources Information Center

Shewach, Oren R.; Shen, Winny; Sackett, Paul R.; Kuncel, Nathan R.

2017-01-01

The literature on differential prediction of college performance of racial/ethnic minority students for standardized tests and high school grades indicates the use of these predictors often results in overprediction of minority student performance. However, these studies typically involve native English-speaking students. In contrast, a smaller…

The Impact of Contact Sessions and Discussion Forums on the Academic Performance of Open Distance Learning Students

ERIC Educational Resources Information Center

Olivier, Benjamin Hugh

2016-01-01

This study investigated the impact of face-to-face contact sessions and online discussion forums on the academic performance of students at an Open Distance Learning (ODL) university (N = 1,015). t-Tests for independent samples indicated that students who attended a written assignment preparation contact session performed significantly better in…

A Theoretical Analysis of the Performance of Learning Disabled Students on the Woodcock-Johnson Psycho-Educational Battery.

ERIC Educational Resources Information Center

Shinn, Mark; And Others

Two studies were conducted to (1) analyze the subtest characteristics of the Woodcock-Johnson Psycho-Educational Battery, and (2) apply those results to an analysis of 50 fourth grade learning disabled (LD) students' performance on the Battery. Analyses indicated that the poorer performance of LD students on the Woodcock-Johnson Tests of Cognitive…

Sleep complaints affecting school performance at different educational levels.

PubMed

Pagel, James F; Kwiatkowski, Carol F

2010-01-01

The clear association between reports of sleep disturbance and poor school performance has been documented for sleepy adolescents. This study extends that research to students outside the adolescent age grouping in an associated school setting (98 middle school students, 67 high school students, and 64 college students). Reported restless legs and periodic limb movements are significantly associated with lower GPA's in junior high students. Consistent with previous studies, daytime sleepiness was the sleep variable most likely to negatively affects high school students. Sleep onset and maintenance insomnia were the reported sleep variables significantly correlated with poorer school performance in college students. This study indicates that different sleep disorder variables negatively affect performance at different age and educational levels.

Students' performance in accounting: differential effect of field dependence-independence as a learning style.

PubMed

Bernardi, Richard A

2003-08-01

This study examined the differential moderating effects associated with field dependence-independence and perceptions of stress on students' performance after controlling for SAT Mathematics and Verbal scores as well as students' actual effort on homework. The average performance of 178 third-year accounting majors over three examinations was used to evaluate their understanding of financial accounting. The students also took the Group Embedded Figures Test. While the data indicate that the most significant variables were students' effort, SAT Verbal scores, and their perceptions of stress, these variables were differentially associated with students' performance depending upon whether the student was classified as a field-independent or field-dependent learner.

Teacher Dispositions Affecting Self-Esteem and Student Performance

ERIC Educational Resources Information Center

Helm, Carroll

2007-01-01

Research supports several factors related to student success. Darling-Hammond (2000) indicated that the quality of teachers, as measured by whether the teachers were fully certified and had a major in their teaching field, was related to student performance. Measures of teacher preparation and certification were the strongest predictors of student…

Beyond Defaults: Indicators for Assessing Proprietary School Quality.

ERIC Educational Resources Information Center

Goodwin, David

Largely because of high student loan default rates, much of the criticism of federal aid programs has focused on policies and practices affecting the participation of proprietary schools in federal student aid. This report reviews alternative indicators of school performance that are currently used or could be used by the federal student aid…

The Impact of a Participant-Based Accounting Cycle Course on Student Performance in Intermediate Financial Accounting I

ERIC Educational Resources Information Center

Siagian, Ferdinand T.; Khan, Mohammad

2016-01-01

The authors investigated whether students in an Intermediate Financial Accounting I course who took a 1-credit, participant-based accounting cycle course performed better than students who did not take the accounting cycle course. Results indicate a higher likelihood of earning a better grade for students who took the accounting cycle course even…

Relationships Between the Way Students Are Assessed in Science Classrooms and Science Achievement Across Canada

NASA Astrophysics Data System (ADS)

Chu, Man-Wai; Fung, Karen

2018-04-01

Canadian students experience many different assessments throughout their schooling (O'Connor 2011). There are many benefits to using a variety of assessment types, item formats, and science-based performance tasks in the classroom to measure the many dimensions of science education. Although using a variety of assessments is beneficial, it is unclear exactly what types, format, and tasks are used in Canadian science classrooms. Additionally, since assessments are often administered to help improve student learning, this study identified assessments that may improve student learning as measured using achievement scores on a standardized test. Secondary analyses of the students' and teachers' responses to the questionnaire items asked in the Pan-Canadian Assessment Program were performed. The results of the hierarchical linear modeling analyses indicated that both students and teachers identified teacher-developed classroom tests or quizzes as the most common types of assessments used. Although this ranking was similar across the country, statistically significant differences in terms of the assessments that are used in science classrooms among the provinces were also identified. The investigation of which assessment best predicted student achievement scores indicated that minds-on science performance-based tasks significantly explained 4.21% of the variance in student scores. However, mixed results were observed between the student and teacher responses towards tasks that required students to choose their own investigation and design their own experience or investigation. Additionally, teachers that indicated that they conducted more demonstrations of an experiment or investigation resulted in students with lower scores.

Digital Reading in PISA 2012 and ICT Uses: How Do VET and General Education Students Perform? JRC Science for Policy Report

ERIC Educational Resources Information Center

Dinis da Costa, Patrícia; Araújo, Luísa

2016-01-01

The analyses presented in this report indicate that in several Member States (MS) 15-year-old students in vocational-oriented programmes (VET) perform better in digital reading than in print reading in PISA 2012. When differentiated by programme of study--VET versus general education programmes--VET students perform better in digital than in print…

Examining and comparing the health and performance indices of university undergraduate students according to year of study and gender

PubMed Central

Moses, Monday Omoniyi; Osei, Francis; Appiah, Eric Juniour; Obour, Agnes; Akwa, Lady Gwendoline; Baffour-Awuah, Biggie; Asamoah, Benjamin; Sarpong, Peter Akwasi; Adams, Caleb; D’Onofrio, Rosario

2017-01-01

This study examined and compared, based on year of study and gender, the health and performance indices of university undergraduate students. Eighty-nine students (mean±standard deviation age, 22.47±2.22 years) were randomly selected for assessment prior to second semester examination of 2015/2016 academic year. body mass index, resting metabolic rate, visceral fat, skeletal muscle mass, body fat, systolic & diastolic blood pressure, resting heart rate, upper & lower body endurance, handgrip strength, and lower back and hamstring flexibility were assessed. The students had sedentary heart rate, low skeletal muscle mass, average upper and lower body endurance, and weak handgrip strength. Significant difference existed in the visceral fat (P=0.008) between third and fourth year students. There were significant gender differences in resting metabolic rate (P=0.000), skeletal muscle mass (P=0.000), body fat (P=0.000), systolic blood pressure (P=0.001), heart rate (P=0.005) and handgrip strength (P=0.000). There are gender differences in association between health and performance indices. Dependable health education and pragmatic involvement of undergraduate university students in structured exercise programmes are recommended. PMID:29114505

Establishing an Explanatory Model for Mathematics Identity.

PubMed

Cribbs, Jennifer D; Hazari, Zahra; Sonnert, Gerhard; Sadler, Philip M

2015-04-01

This article empirically tests a previously developed theoretical framework for mathematics identity based on students' beliefs. The study employs data from more than 9,000 college calculus students across the United States to build a robust structural equation model. While it is generally thought that students' beliefs about their own competence in mathematics directly impact their identity as a "math person," findings indicate that students' self-perceptions related to competence and performance have an indirect effect on their mathematics identity, primarily by association with students' interest and external recognition in mathematics. Thus, the model indicates that students' competence and performance beliefs are not sufficient for their mathematics identity development, and it highlights the roles of interest and recognition. © 2015 The Authors. Child Development © 2015 Society for Research in Child Development, Inc.

The Relationship between Mental Health, Acculturative Stress, and Academic Performance in a Latino Middle School Sample

ERIC Educational Resources Information Center

Albeg, Loren J.; Castro-Olivo, Sara M.

2014-01-01

This study evaluated the relationship between acculturative stress, symptoms of internalizing mental health problems, and academic performance in a sample of 94 Latino middle school students. Students reported on symptoms indicative of depression and anxiety related problems and acculturative stress. Teachers reported on students' academic…

Adjustment, Performance, and Involvement of College Students with Disabilities.

ERIC Educational Resources Information Center

Kroeger, Sue; Scalia, Vincent

1988-01-01

Examined group of disabled college students (N=50) to determine whether psychosocial problems exist with these students and, if so, whether these problems can predict academic performance/involvement. Results indicated subjects were less disturbed than normative group, did not differ in body attitudes, and were more distorted on beliefs leading to…

Using Personal Selling Techniques to Influence Student Evaluation of Faculty Instruction

ERIC Educational Resources Information Center

Adrian, C. Mitchell; Phelps, Lonnie D.; Totten, Jeffery W.

2017-01-01

Use of Student Evaluation of Instruction (SEI) in higher education was originally intended as a source of feedback to faculty, but it has developed into a significant part of faculty performance evaluations. Administrators supporting the use of SEI's as a performance indicator assume students recognize and reward "good teaching." It is…

The Effect of School Design on Student Performance

ERIC Educational Resources Information Center

Ariani, Mohsen Ghasemi; Mirdad, Fatemeh

2016-01-01

The present study aims at exploring the influence of school design on student performance. The participants consisted of 150 students who studied at two Iranian public school and private school in Mashhad City. School Design and Planning Laboratory (SDPL) model of Georgia University (and Tanner (2009)) was used as an appraisal indicator of school…

Does Formative Assessment Improve Student Learning and Performance in Soil Science?

ERIC Educational Resources Information Center

Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

2012-01-01

Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

Introducing Problem-Based Learning to Undergraduate IT Service Management Course: Student Satisfaction and Work Performance

ERIC Educational Resources Information Center

Anicic, Katarina Pažur; Mekovec, Renata

2016-01-01

This paper describes the implementation of problem-based learning (PBL) principles in an undergraduate IT service management course, followed by the results about student satisfaction and work performance. The results indicate the students' general satisfaction with the course implementation, as well as some challenges regarding the…

Assigning Students in Group Work Projects. Can We Do Better than Random?

ERIC Educational Resources Information Center

Huxham, Mark; Land, Ray

2000-01-01

Discussion of group work projects in higher education focuses on a comparison of the performance of student groups formed randomly, with those formed using the Honey and Mumford learning styles questionnaire. Describes results that indicate no significant difference in student performances and considers the relationship to the Kolb model.…

Effectiveness of Small-Group Tutoring Interventions for Improving the Mathematical Problem-Solving Performance of Third-Grade Students with Mathematics Difficulties: A Randomized Experiment

ERIC Educational Resources Information Center

Jitendra, Asha K.; Dupuis, Danielle N.; Rodriguez, Michael C.

2012-01-01

The present research assessed the efficacy of two tutoring protocols for improving the mathematics outcomes of at-risk third-grade students. Results indicated that students in the schema-based instruction (SBI) group outperformed students in the control group on word problem solving performance after 30 hours of problem-solving experience, but the…

Associations of medical student personality and health/wellness characteristics with their medical school performance across the curriculum.

PubMed

Haight, Scott J; Chibnall, John T; Schindler, Debra L; Slavin, Stuart J

2012-04-01

To assess the relationships of cognitive and noncognitive performance predictors to medical student preclinical and clinical performance indicators across medical school years 1 to 3 and to evaluate the association of psychological health/wellness factors with performance. In 2010, the authors conducted a cross-sectional, correlational, retrospective study of all 175 students at the Saint Louis University School of Medicine who had just completed their third (first clinical) year. Students were asked to complete assessments of personality, stress, anxiety, depression, social support, and community cohesion. Performance measures included total Medical College Admission Test (MCAT) score, preclinical academic grades, National Board of Medical Examiners subject exam scores, United States Medical Licensing Examination Step 1 score, clinical evaluations, and Humanism in Medicine Honor Society nominations. A total of 152 students (87%) participated. MCAT scores predicted cognitive performance indicators (academic tests), whereas personality variables (conscientiousness, extraversion, empathy) predicted noncognitive indicators (clinical evaluations, humanism nominations). Conscientiousness predicted all clinical skills, extraversion predicted clinical skills reflecting interpersonal behavior, and empathy predicted motivation. Health/wellness variables had limited associations with performance. In multivariate analyses that included control for shelf exam scores, conscientiousness predicted clinical evaluations, and extraversion and empathy predicted humanism nominations. This study identified two sets of skills (cognitive, noncognitive) used during medical school, with minimal overlap across the types of performance (e.g., exam performance versus clinical interpersonal skills) they predict. Medical school admission and evaluation efforts may need to be modified to reflect the importance of personality and other noncognitive factors.

Performance Indicators: Accountable to Whom?

ERIC Educational Resources Information Center

Conlon, Michael

2004-01-01

In this paper the author examines the implementation of key performance indicators in Canadian post-secondary education institutions. More specifically he charts their implementation from the perspective of students and the effect they have on the quality and delivery of education. Key performance indicators (KPI) in Canada are administered by the…

The Relationship between Reading Fluency Intervention and the Need for Special Education Referrals

ERIC Educational Resources Information Center

Polcyn, Dawn M.

2012-01-01

Students are often referred for special education evaluations following teacher generated referrals. These referrals indicate observable poor academic progress, although often there is no indication of the cause of the poor performance as well as no indication of remediation attempts prior to a special education referral. Students who demonstrate…

Assessing students' performance in software requirements engineering education using scoring rubrics

NASA Astrophysics Data System (ADS)

Mkpojiogu, Emmanuel O. C.; Hussain, Azham

2017-10-01

The study investigates how helpful the use of scoring rubrics is, in the performance assessment of software requirements engineering students and whether its use can lead to students' performance improvement in the development of software requirements artifacts and models. Scoring rubrics were used by two instructors to assess the cognitive performance of a student in the design and development of software requirements artifacts. The study results indicate that the use of scoring rubrics is very helpful in objectively assessing the performance of software requirements or software engineering students. Furthermore, the results revealed that the use of scoring rubrics can also produce a good achievement assessments direction showing whether a student is either improving or not in a repeated or iterative assessment. In a nutshell, its use leads to the performance improvement of students. The results provided some insights for further investigation and will be beneficial to researchers, requirements engineers, system designers, developers and project managers.

The rich club phenomenon in the classroom

PubMed Central

Vaquero, Luis M.; Cebrian, Manuel

2013-01-01

We analyse the evolution of the online interactions held by college students and report on novel relationships between social structure and performance. Our results indicate that more frequent and intense social interactions generally imply better score for students engaging in them. We find that these interactions are hosted within a “rich-club”, mediated by persistent interactions among high performing students, which is created during the first weeks of the course. Low performing students try to engage in the club after it has been initially formed, and fail to produce reciprocity in their interactions, displaying more transient interactions and higher social diversity. Furthermore, high performance students exchange information by means of complex information cascades, from which low performing students are selectively excluded. Failure to engage in the rich club eventually decreases these students' communication activity towards the end of the course. PMID:23378908

Probability workshop to be better in probability topic

NASA Astrophysics Data System (ADS)

Asmat, Aszila; Ujang, Suriyati; Wahid, Sharifah Norhuda Syed

2015-02-01

The purpose of the present study was to examine whether statistics anxiety and attitudes towards probability topic among students in higher education level have an effect on their performance. 62 fourth semester science students were given statistics anxiety questionnaires about their perception towards probability topic. Result indicated that students' performance in probability topic is not related to anxiety level, which means that the higher level in statistics anxiety will not cause lower score in probability topic performance. The study also revealed that motivated students gained from probability workshop ensure that their performance in probability topic shows a positive improvement compared before the workshop. In addition there exists a significance difference in students' performance between genders with better achievement among female students compared to male students. Thus, more initiatives in learning programs with different teaching approaches is needed to provide useful information in improving student learning outcome in higher learning institution.

An Investigation into How Measures of Student Teacher Performance that Indicate Developmentally Informed Practice Are Related to a Measure of Overall Student Teaching Proficiency at a Private Northwest Comprehensive University

ERIC Educational Resources Information Center

Buchanan, Thomas D.

2011-01-01

Indicators of the proficiency of teacher candidates at applying knowledge of child development to teaching and learning were examined to see if they predict the overall success of the candidates full-time student teaching. The assessment instrument, the Full-Time Student Teaching Summary Report (FSTSR), was found statistically reliable and…

The Influence of Motivation and Adaptation on Students' Subjective Well-Being, Meaning in Life and Academic Performance

ERIC Educational Resources Information Center

Bailey, Thomas Hamilton; Phillips, Lisa J.

2016-01-01

High rates of mental illness among students and discontinuation with university studies are regularly reported. The current study sought to explore relationships between motivation, university adaptation and indicators of mental health and well-being and academic performance of 184 first-year university students (73% female, mean age?=?19.3…

An Online Premium? Characteristics and Performance of Online versus Face-to-Face Students in Principles of Microeconomics

ERIC Educational Resources Information Center

Dendir, Seife

2016-01-01

The author uses data from two Principles of Microeconomics courses to examine differences in characteristics and performance of online versus face-to-face students. The analysis indicates that even in a traditional institution, the two delivery modes may be serving students with distinctly different backgrounds and characteristics. In terms of…

A Learning Style-Based Grouping Collaborative Learning Approach to Improve EFL Students' Performance in English Courses

ERIC Educational Resources Information Center

Kuo, Yu-Chen; Chu, Hui-Chun; Huang, Chi-Hao

2015-01-01

Learning English is an important and challenging task for English as Foreign Language (EFL) students. Educators had indicated that, without proper learning support, most EFL students might feel frustrated while learning English, which could significantly affect their learning performance. In the past research, learning usually utilized grouping,…

Ethnic and Gender Diversity, Process and Performance in Groups of Business Students in Sweden

ERIC Educational Resources Information Center

Umans, Timurs; Collin, Sven-Olof; Tagesson, Torbjorn

2008-01-01

This article investigates the complex interrelation between ethnic and gender diversity, process and performance among groups of business students. The article is based on an empirical survey of business students working on a complex assignment in groups of two to five in a small Swedish university. The results indicate that gender diversity leads…

Formative, Informative, and Summative Assessment: The Relationship among Curriculum-Based Measurement of Reading, Classroom Engagement, and Reading Performance

ERIC Educational Resources Information Center

Marchand, Gwen C.; Furrer, Carrie J.

2014-01-01

This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires…

Effect of Using Separate Laboratory and Lecture Courses for Introductory Crop Science on Student Performance.

ERIC Educational Resources Information Center

Wiebold, W. J.; Slaughter, Leon

1986-01-01

Reviews a study that examined the effects of laboratories on the grade performance of undergraduates in an introductory crop science course. Results indicated that students enrolled in lecture and laboratory concurrently did not receive higher lecture grades than students enrolled solely in lecture, but did have higher laboratory grades. (ML)

Economy Affects Students' Academic Performance as Well as Spending Decisions

ERIC Educational Resources Information Center

Sander, Libby

2012-01-01

Like many Americans caught up in the economic downturn, college students are worried about money. Now research indicates that financial worries may affect their academic performance. The author presents the results of this year's National Survey of Student Engagement. The survey reveals that more than a third of seniors and more than a quarter of…

A Strategy for Improving US Middle School Student Mathematics Word Problem Solving Performance

NASA Technical Reports Server (NTRS)

Thomas, Valerie L.

2004-01-01

U.S. middle school students have difficulty understanding and solving mathematics word problems. Their mathematics performance on the Third International Mathematics and Science Study (TIMMS) is far below their international peers, and minority students are less likely than high socioeconomic status (SES) White/Asian students to be exposed to higher-level mathematics concepts. Research literature also indicates that when students use both In-School and Out-of-School knowledge and experiences to create authentic mathematics word problems, student achievement improves. This researcher developed a Strategy for improving mathematics problem solving performance and a Professional Development Model (PDM) to effectively implement the Strategy.

Predicting Success in Psychological Statistics Courses.

PubMed

Lester, David

2016-06-01

Many students perform poorly in courses on psychological statistics, and it is useful to be able to predict which students will have difficulties. In a study of 93 undergraduates enrolled in Statistical Methods (18 men, 75 women; M age = 22.0 years, SD = 5.1), performance was significantly associated with sex (female students performed better) and proficiency in algebra in a linear regression analysis. Anxiety about statistics was not associated with course performance, indicating that basic mathematical skills are the best correlate for performance in statistics courses and can usefully be used to stream students into classes by ability. © The Author(s) 2016.

Effects of Students' Prior Knowledge on Scientific Reasoning in Density.

ERIC Educational Resources Information Center

Yang, Il-Ho; Kwon, Yong-Ju; Kim, Young-Shin; Jang, Myoung-Duk; Jeong, Jin-Woo; Park, Kuk-Tae

2002-01-01

Investigates the effects of students' prior knowledge on the scientific reasoning processes of performing the task of controlling variables with computer simulation and identifies a number of problems that students encounter in scientific discovery. Involves (n=27) 5th grade students and (n=33) 7th grade students. Indicates that students' prior…

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students.

PubMed

van Veggel, Nieky; Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students' confidence in maths and improve students' academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

Enhancement of Student Learning Performance Using Personalized Diagnosis and Remedial Learning System

ERIC Educational Resources Information Center

Chen, Ling-Hsiu

2011-01-01

Although conventional student assessments are extremely convenient for calculating student scores, they do not conceptualize how students organize their knowledge. Therefore, teachers and students rarely understand how to improve their future learning progress. The limitations of conventional testing methods indicate the importance of accurately…

Initial Progress Rates as Related to Performance in a Personalized System of Instruction

ERIC Educational Resources Information Center

Henneberry, John K.

1976-01-01

Discusses research which explored the hypothesis that students who are fast starters in a personalized system of instruction psychology course would perform better and maintain faster course progress rates than slow starters. Findings indicate that students' starting pace is predictive of course performance and subsequent progress rates.…

The relationship between sleep habits and academic performance in dental students in Croatia.

PubMed

Valic, M; Pecotic, R; Lusic, L; Peros, K; Pribudic, Z; Dogas, Z

2014-11-01

It is well accepted that sleep and lifestyle habits affect academic success in students. However, sleep patterns and sleep problems amongst dental students have been insufficiently addressed in the literature. The purpose of this study was to evaluate sleep habits of dental students and the relationship between sleep habits and academic performance. A self-administered questionnaire on sleep habits, academic performance and lifestyle was administered. The participants were 447 dental students from Split University Dental Medicine School and Zagreb University Dental Medicine School from the six academic years. The subjects were classified into two groups based on academic success (high-performing vs. low-performing students) for comparison of sleep and lifestyle habits. Amongst the whole group of students, average bedtime and wake time during weekday was significantly earlier compared with weekend. Main findings indicate that students with high academic performance had earlier bedtimes during weekdays and weekends, earlier wake times during weekends and shorter sleep latency compared with low academic performing students. Self-reported academic performance of dental students in Croatia is associated with timing of sleep and wakefulness, rather than with total sleep time duration. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Self-Efficacy and the Self-Monitoring of Selected Exercise and Eating Behaviors of College Students.

ERIC Educational Resources Information Center

Kingery, Paul M.

1990-01-01

Results from a study of 85 college students indicate that self-efficacy is a moderately strong predictor of self-monitored performance of dietary and exercise behaviors when measured following a self-monitored performance attempt. (IAH)

Moving Matters: The Causal Effect of Moving Schools on Student Performance

ERIC Educational Resources Information Center

Schwartz, Amy Ellen; Stiefel, Leanna; Cordes, Sarah A.

2017-01-01

Policy makers and analysts often view the reduction of student mobility across schools as a way to improve academic performance. Prior work indicates that children do worse in the year of a school move, but has been largely unsuccessful in isolating the causal effects of mobility. We use longitudinal data on students in New York City public…

The Use of a Serious Game and Academic Performance of Undergraduate Accounting Students: An Empirical Analysis

ERIC Educational Resources Information Center

Malaquias, Rodrigo Fernandes; Malaquias, Fernanda Francielle de Oliveira; Borges, Dermeval M., Jr.; Zambra, Pablo

2018-01-01

The literature on serious games (SGs) indicates that they are very useful tools to improve the teaching/learning process. In this paper, we analyze some potential benefits of a SG on academic performance of undergraduate accounting students. The database is comprised of scores obtained by students during an undergraduate discipline related with…

Academic Development of First-Year Living-Learning Program Students before and after Hurricanes Katrina and Rita of 2005

ERIC Educational Resources Information Center

Rohli, Robert V.; Keppler, Kurt J.; Winkler, Daniel L.

2013-01-01

Previous research suggests that the far-reaching impacts of hurricanes include the academic performance of students. In an examination of such impacts, we found a trend toward self-perceived decline in some performance indicators relative to students at peer universities. However, few longitudinal impacts were found, perhaps because of the sense…

Instructor Support Feature Guidelines. Volume 2.

DTIC Science & Technology

1986-05-01

starts his final approach, the display formats change to provide graphic depictions of glideslope, lineup and airspeed parameters, and indications of...and evaluate several facets of student performance simultaneously . It may also provide objective, standardized performance measurement of the student’s...procedures monitoring feature shall provide the instructor cation with a method of monitoring the sequential mission training activities of a student. The

Australian Indigenous Students' Performance on the PIPS-BLA Reading and Mathematics Scales: 2011-2013

ERIC Educational Resources Information Center

Styles, Irene; Wildy, Helen; Pepper, Vivienne; Faulkner, Joanne; Berman, Ye'Elah

2014-01-01

The assessment of literacy and numeracy skills of students as they enter school for the first time is not yet established nation-wide in Australia. However, a large proportion of primary schools have chosen to assess their starting students on the Performance Indicators in Primary Schools-Baseline Assessment (PIPS-BLA). This series of three…

A Comparison of Narrative and Expository Text Comprehension for Students at Varying Levels of SES: A Latent Growth Curve Analysis

ERIC Educational Resources Information Center

Briggs, Laura Clark

2017-01-01

Research on secondary student reading comprehension performance is scant, yet demands for improved literacy at college and career levels indicate that an understanding of trends and growth patterns is necessary to better inform teaching and learning for high school students. To improve understanding of reading performance at the secondary level,…

Class in the Classroom: The Relationship between School Resources and Math Performance among Low Socioeconomic Status Students in 19 Rich Countries

ERIC Educational Resources Information Center

Baird, Katherine

2012-01-01

This paper investigates achievement gaps between low and high socioeconomic students in 19 high-income countries. On average, math scores of students with indicators of high socioeconomic status (SES) are over one standard deviation above those with low SES indicators. The paper estimates the extent to which these achievement gaps can be…

U.S. Students, Poverty, and School Libraries: What Results of the 2009 Programme for International Student Assessment Tell Us

ERIC Educational Resources Information Center

Adkins, Denice

2014-01-01

This paper looks at results from the 2009 Programme for International Student Assessment to examine the effects of school libraries on students' test performance, with specific focus on the average of students' family wealth in a school. The paper documents students' school library use and students' home possessions to indicate how school…

An Analysis of High School Students' Performance on Five Integrated Science Process Skills

NASA Astrophysics Data System (ADS)

Beaumont-Walters, Yvonne; Soyibo, Kola

2001-02-01

This study determined Jamaican high school students' level of performance on five integrated science process skills and if there were statistically significant differences in their performance linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB). The 305 subjects comprised 133 males, 172 females, 146 ninth graders, 159 10th graders, 150 traditional and 155 comprehensive high school students, 164 students from the Reform of Secondary Education (ROSE) project and 141 non-ROSE students, 166 urban and 139 rural students and 110 students from a high SEB and 195 from a low SEB. Data were collected with the authors' constructed integrated science process skills test the results indicated that the subjects' mean score was low and unsatisfactory; their performance in decreasing order was: interpreting data, recording data, generalising, formulating hypotheses and identifying variables; there were statistically significant differences in their performance based on their grade level, school type, student type, and SEB in favour of the 10th graders, traditional high school students, ROSE students and students from a high SEB. There was a positive, statistically significant and fairly strong relationship between their performance and school type, but weak relationships among their student type, grade level and SEB and performance.

Early grade curriculum-based reading measures for students with intellectual disability.

PubMed

Hill, David R; Lemons, Christopher J

2015-12-01

The purpose of this study was to extend previous research on the use of curriculum-based measurement (CBM) for students with intellectual disability by having 19 special education teachers monitor weekly reading progress of 38 students with intellectual disability for approximately 15 weeks and examining whether students exhibited gains on the progress monitoring measures. In addition to the weekly CBM, teachers reported the type and duration of daily reading instruction. Data were analyzed to explore relationships between CBM performance and reading instruction. Our results indicate that teachers are capable of administering and scoring CBM on a weekly basis and that CBM does capture reading growth for some students with intellectual disability. Correlations between CBM performance and a teacher report of skills taught during reading instruction indicate that teachers may be differentiating instruction based on students' reading ability. Directions for future research as well as limitations of the study are discussed. © The Author(s) 2015.

Parent involvement and student academic performance: a multiple mediational analysis.

PubMed

Topor, David R; Keane, Susan P; Shelton, Terri L; Calkins, Susan D

2010-01-01

Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year-old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives are discussed.

Predicting the educational performance of Isfahan University students of medical sciences based on their behaviour profile, mental health and demographic characteristic.

PubMed

Samouei, Rahele; Fooladvand, Maryam; Janghorban, Shahla; Khorvash, Fariba

2015-01-01

The issue of students' academic failure is one of the most important educational, economic, and social issues. Cognizance of the factors related to academic downfall is so efficient in its prevention and control and leads to protecting governmental assets and labor force. In order to achieve this goal, this study intends to determine the predictive factors of the students' academic performance in Isfahan University of Medical Sciences in terms of their personality profile, mental health, and their demographic characteristics. This study was a descriptive-correlation study on 771 students who entered Isfahan University of Medical Sciences between 2005 and 2007. The information was gathered through using the students' educational and clinical files (for measuring personality characteristics and mental health) and SAMA Software (To get the mean scores). Minnesota Multiphasic Personality Inventory short form and General Health Questionnaire were used for collecting clinical data. The data were analyzed using SPSS 15 (stepwise regression coefficient, variance analysis, Student's t-test, and Spearman correlation coefficient). The results showed that the aforementioned students obtained a normal average for their personality profile and mental health indicators. Of all the reviewed variables, education, age, gender, depression, and hypochondria were the predictive factors of the students' educational performance. It could be concluded that some of the personality features, mental health indicators, and personality profile play such a significant role in the students' educational life that the disorder in any of them affects the students' educational performance and academic failure.

Stereotype threat? Effects of inquiring about test takers' gender on conceptual test performance in physics

NASA Astrophysics Data System (ADS)

Maries, Alexandru; Singh, Chandralekha

2015-12-01

It has been found that activation of a stereotype, for example by indicating one's gender before a test, typically alters performance in a way consistent with the stereotype, an effect called "stereotype threat." On a standardized conceptual physics assessment, we found that asking test takers to indicate their gender right before taking the test did not deteriorate performance compared to an equivalent group who did not provide gender information. Although a statistically significant gender gap was present on the standardized test whether or not students indicated their gender, no gender gap was observed on the multiple-choice final exam students took, which included both quantitative and conceptual questions on similar topics.

Spelling performance of 2nd to 5th grade students from public school.

PubMed

Capellini, Simone Aparecida; Amaral, Amanda Corrêa do; Oliveira, Andrea Batista; Sampaio, Maria Nobre; Fusco, Natália; Cervera-Mérida, José Francisco; Ygual-Fernández, Amparo

2011-09-01

To characterize, compare and classify the performance of 2nd to 5th grade students from public schools according to the semiology of spelling errors. Participants were 120 students from 2nd to 5th grades of a public school in Marília (SP), Brazil, 30 students from each grade, who were divided into four groups: GI (2nd grade), GII (3rd grade), GIII (4th grade), and GIV (5th grade). The tasks of the Pro-Ortografia test were applied: collective version (writing of alphabet letters, randomized dictation of letters, words dictation, nonwords dictation, dictation with pictures, thematic writing induced by picture) and individual version (dictation of sentences, purposeful error, spelled dictation, orthographic lexical memory). Significant difference was found in the between-group comparison indicating better performance of students in every subsequent grade in most of the individual and collective version tasks. With the increase of grade level, the groups decreased the average of writing errors. The profile of spelling acquisition of the Portuguese writing system found in these public school students indicates normal writing development in this population.

Annual Performance Report for Vocational Education. Guam 1993-1994.

ERIC Educational Resources Information Center

Guam Community Coll., Agana. Office of the State Agency for Vocational and Adult Education.

In 1992, the Guam System of Performance Measures and Standards for vocational education was adopted. In 1993-94, results of the performance measures and standards indicated the following: 68 percent of secondary students achieved the 0.5 grade growth in reading; about 90 percent of postsecondary students scored a mean gain of 1.2, well over the…

Blatant Stereotype Threat and Women's Math Performance: Self-Handicapping as a Strategic Means To Cope with Obtrusive Negative Performance Expectations.

ERIC Educational Resources Information Center

Keller, Johannes

2002-01-01

Examined the impact of increased salience of negative stereotypic expectations on math performance among high school students. Results indicated that female students in the condition of heightened salience of negative stereotypic expectations underperformed in comparison to their control group counterparts. The effect of blatant stereotype threat…

Assessment without Testing: Using Performance Measures Embedded in a Technology-Based Instructional Program as Indicators of Reading Ability

ERIC Educational Resources Information Center

Mitchell, Alison; Baron, Lauren; Macaruso, Paul

2018-01-01

Screening and monitoring student reading progress can be costly and time consuming. Assessment embedded within the context of online instructional programs can capture ongoing student performance data while limiting testing time outside of instruction. This paper presents two studies that examined the validity of using performance measures from a…

Do quality indicators for general practice teaching practices predict good outcomes for students?

PubMed

Bartlett, Maggie; Potts, Jessica; McKinley, Bob

2016-07-01

Keele medical students spend 113 days in general practices over our five-year programme. We collect practice data thought to indicate good quality teaching. We explored the relationships between these data and two outcomes for students; Objective Structured Clinical Examination (OSCE) scores and feedback regarding the placements. Though both are surrogate markers of good teaching, they are widely used. We collated practice and outcome data for one academic year. Two separate statistical analyses were carried out: (1) to determine how much of the variation seen in the OSCE scores was due to the effect of the practice and how much to the individual student. (2) to identify practice characteristics with a relationship to student feedback scores. (1) OSCE performance: 268 students in 90 practices: six quality indicators independently influenced the OSCE score, though without linear relationships and not to statistical significance. (2) Student satisfaction: 144 students in 69 practices: student feedback scores are not influenced by practice characteristics. The relationships between the quality indicators we collect for practices and outcomes for students are not clear. It may be that neither the quality indicators nor the outcome measures are reliable enough to inform decisions about practices' suitability for teaching.

Developing and Using Dashboard Indicators in Student Affairs Assessment

ERIC Educational Resources Information Center

Mitchell, Joshua J.; Ryder, Andrew J.

2013-01-01

Dashboard systems are increasingly popular as assessment and performance management tools in higher education. This chapter examines the use of dashboards in student affairs, including examples of key indicators and considerations for developing and implementing these tools. The chapter begins with an overview of the origins of dashboards, from…

Scaffolding software: How does it influence student conceptual understanding and motivation?

NASA Astrophysics Data System (ADS)

Butler, Kyle A.

The purpose of this study was to determine the influence of scaffolding software on student conceptual understanding and motivation. This study also provides insight on how students use the scaffolding features found in Artemis and the extent to which features show a relationship to student conceptual understanding and motivation. A Randomized Solomon Four Group Design was used in this study. As students worked through a project based unit over photosynthesis, the students performed information seeking activities that were based on their own inquiry. For this purpose, the students in the experimental group used an example of scaffolding software called Artemis, while the students in the control group used a search engine of their choice. To measure conceptual understanding, the researcher analyzed student generated concept maps on photosynthesis using three different methods (quantitative, qualitative, hierarchical). To measure motivation, the researcher used a survey that measured motivation on five different indicators: intrinsic goal orientation, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy for learning and performance. Finally, the researcher looked at the relationship and influence of the scaffolding features on two student performance scores at the end of the unit. This created a total of ten dependent variables in relationship to the treatment. Overall, the students used the collaborative features 25% of the time, the maintenance features 0.84% of the time, the organizational features 16% of the time, the saving/viewing features 7% of the time and the searching features 51% of the time. There were significant correlations between the saving/viewing features hits and the students' task value (r = .499, p < .05), the searching features hits and the students' self-efficacy for learning and performance (r = .553, p < .01), the collaborative features hits and the students' essay performance scores (r = .519, p < .05) and the maintenance features time and the qualitative analysis of the concept maps (r = .576, p < .01). Finally, the results indicated that the scaffolding features in Artemis did not influence student conceptual understanding and motivation.

Can Performance Feedback during Instruction Boost Knowledge Acquisition? Contrasting Criterion-Based and Social Comparison Feedback

ERIC Educational Resources Information Center

Kollöffel, Bas; de Jong, Ton

2016-01-01

Feedback indicating how well students are performing during a learning task can be very stimulating. In this study with a pre- and post-test design, the effects of two types of performance feedback on learning results were compared: feedback during a learning task was either stated in terms of how well the students were performing relative to…

Effects of Concept-Mapping-Based Interactive E-Books on Active and Reflective-Style Students' Learning Performances in Junior High School Law Courses

ERIC Educational Resources Information Center

Hwang, Gwo-Jen; Sung, Han-Yu; Chang, Hsuan

2017-01-01

Researchers have pointed out that interactive e-books have rich content and interactive features which can promote students' learning interest. However, researchers have also indicated the need to integrate effective learning supports or tools to help students organize what they have learned so as to increase their learning performance, in…

Environmental Learning Workshop: Lichen as Biological Indicator of Air Quality and Impact on Secondary Students' Performance

ERIC Educational Resources Information Center

Samsudin, Mohd Wahid; Daik, Rusli; Abas, Azlan; Meerah, T. Subahan Mohd; Halim, Lilia

2013-01-01

In this study, the learning of science outside the classroom is believe to be an added value to science learning as well as it offers students to interact with the environment. This study presents data obtained from two days' workshop on Lichen as Biological Indicator for Air Quality. The aim of the workshop is for the students to gain an…

A Report Card on District Achievement: How Low-Income, African-American, and Latino Students Fare in California School Districts. K-12 Policy

ERIC Educational Resources Information Center

Stuart, Lindsey; Hahnel, Carrie

2011-01-01

In this report, The Education Trust-West grades the 146 largest unified school districts in California on four key indicators of student performance to see how well they are serving their African-American, Latino, and low-income students. While most districts in California earn Cs and Ds on these indicators, some districts prove that more is…

The Relationship between Dimensions of Personality and Library Anxiety in Graduate Students

ERIC Educational Resources Information Center

Vernon, Nicola A.; Evans, M. Max; Frissen, Ilja

2016-01-01

Previous studies indicate that library anxiety is a phenomenon experienced by many university-level students that impedes successful information retrieval, thereby negatively impacting academic performance. This study examines the relationship between library anxiety and personality in graduate students at the master's level. Students from various…

Next-Term Student Performance Prediction: A Recommender Systems Approach

ERIC Educational Resources Information Center

Sweeney, Mack; Rangwala, Huzefa; Lester, Jaime; Johri, Aditya

2016-01-01

An enduring issue in higher education is student retention to successful graduation. National statistics indicate that most higher education institutions have four-year degree completion rates around 50%, or just half of their student populations. While there are prediction models which illuminate what factors assist with college student success,…

The Effect of Unemployment on the College Student's Academic Performance.

ERIC Educational Resources Information Center

Ma, Li-Chen; Wooster, Robert A.

1979-01-01

Data from this study indicate employment status and type of employment exert influence on students' grade point averages. Students working less than 15 hours per week achieve higher grades than those working over 15 hours. Among employed students, white collar employees achieve better grades than blue collar employees. (Author)

Assessment of school mathematics: Teachers' perceptions and practices

NASA Astrophysics Data System (ADS)

Pfannkuch, Maxine

2001-12-01

This is the first report of a proposed ten-year interval longitudinal study about teacher assessment practice in Auckland, New Zealand. Interviews with teachers of Year 3, 6, 8, 10, and 13 students are analysed. These interviews indicate that primary teachers are using a variety of assessment strategies in a mastery-based system. Their judgement of mathematical performance is dominated by the belief that all students must feel that they are achieving. The secondary teacher interviews indicate common use of alternative assessment strategies in non-examination classes. Judgement of student performance is benchmarked against national examinations. It is conjectured that an education system effect determines teachers' assessment practices.

The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties.

PubMed

Jitendra, Asha K; Dupuis, Danielle N; Star, Jon R; Rodriguez, Michael C

2016-07-01

This study examined the effect of schema-based instruction (SBI) on the proportional problem-solving performance of students with mathematics difficulties only (MD) and students with mathematics and reading difficulties (MDRD). Specifically, we examined the responsiveness of 260 seventh grade students identified as MD or MDRD to a 6-week treatment (SBI) on measures of proportional problem solving. Results indicated that students in the SBI condition significantly outperformed students in the control condition on a measure of proportional problem solving administered at posttest (g = 0.40) and again 6 weeks later (g = 0.42). The interaction between treatment group and students' difficulty status was not significant, which indicates that SBI was equally effective for both students with MD and those with MDRD. Further analyses revealed that SBI was particularly effective at improving students' performance on items related to percents. Finally, students with MD significantly outperformed students with MDRD on all measures of proportional problem solving. These findings suggest that interventions designed to include effective instructional features (e.g., SBI) promote student understanding of mathematical ideas. © Hammill Institute on Disabilities 2014.

Performance Indicators in Math: Implications for Brief Experimental Analysis of Academic Performance

ERIC Educational Resources Information Center

VanDerheyden, Amanda M.; Burns, Matthew K.

2009-01-01

Brief experimental analysis (BEA) can be used to specify intervention characteristics that produce positive learning gains for individual students. A key challenge to the use of BEA for intervention planning is the identification of performance indicators (including topography of the skill, measurement characteristics, and decision criteria) that…

The Relationship between University Libraries' Collection for Sports and Their Students' Sports Performances

ERIC Educational Resources Information Center

Nagami, Soichiro; Tsuji, Keita

2011-01-01

To demonstrate the effectiveness of university libraries, we investigated the relationship between university students' sports performances and their libraries collections of sports. By examining approximately 20 university libraries' collections and their sports ranks, as indicated by Waseda Sports 2008, we demonstrated their positive…

Conservation Reasoning Ability and Performance on BSCS Blue Version Examinations

ERIC Educational Resources Information Center

Lawson, Anton E.; Nordland, Floyd H.

1977-01-01

Twenty-three high school biology students using the Biological Sciences Curriculum Study (BSCS) Blue Textbook were administered a weight conservation and two volume conservation tasks. A majority performed below formal-operational level, indicating that these students would be likely to encounter difficuluty with BSCS Blue Version materials. (MLH)

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

PubMed Central

Amory, Jonathan

2014-01-01

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics forms an essential and integral part of any bioscience degree and is essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials. PMID:25024925

Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? NCEE Evaluation Brief. NCEE 2011-4016

ERIC Educational Resources Information Center

Glazerman, Steven; Max, Jeffrey

2011-01-01

This brief describes the prevalence of highest-performing teachers in ten purposely selected districts across seven states. The overall patterns indicate that low-income students have unequal access, on average, to the district's highest-performing teachers at the middle school level but not at the elementary level. However, there is evidence of…

Gaps in Educational Outcomes: Analysing National Examination Performance of Singaporean Malay and Non-Malay Students in the Past 20 Years

ERIC Educational Resources Information Center

Ali, Farhan

2016-01-01

Singaporean students generally perform very well in international tests of mathematics and science. Nonetheless, in multi-cultural Singapore, there exist gaps with the Malays, a minority group in Singapore, systematically lagging behind the other ethnic groups of the Chinese and Indians in many educational performance indicators. While there have…

AMONG TURKISH DENTAL STUDENTS.

PubMed

Eren, Hakan; Huri, Meral; Bağış, Nilsun; Başıbüyük, Onur; Şahin, Sedef; Umaroğlu, Mutlu; Orhan, Kaan

2016-11-01

The aim of the present study was to investigate the prevalence of burnout and occupational participation limitation among dental students in a dental school in Turkey. Four hundred fifty-eight dental students (females=153; males=305) were included in the study. The age range varied from 17-to-38 years. Maslach Burnout Inventory-Student Version (MBI-SV) and Canadian Occupational Performance Measure (COPM) were used to gather data. Descriptive analyses, t-test, and Kruskall-Wallis test for independent groups were used for data analyses. The results indicated that 26% of all the students have burnout in terms of emotional exhaustion (25%), cynicism (18%), and academic efficacy (14%). The results showed that burnout is statistically significant in relation to demographics (p<0.05). Twenty-four percent of the students showed considerably decreased occupational performance and satisfaction scores, which suggested occupational participation limitations. Occupational performance and satisfaction scores were inversely correlated with emotional exhaustion and cynicism, while directly correlated with reduced academic efficacy (p<0.05). The results of the present study indicates that burnout and occupational participation limitation can be seen among dental students. Students with burnout may also have occupational participation limitation. Enriching dental education programs with different psychological strategies may be useful for education of healthy dentists and improve the quality of oral and dental health services.

Conceptual and Empirical Differences among Various Value-Added Models for Accountability

ERIC Educational Resources Information Center

Timmermans, Anneke C.; Doolaard, Simone; de Wolf, Inge

2011-01-01

Accountability systems in education generally include indicators of student performance. However, these indicators often differ considerably among the various systems. More and more countries try to include value-added measures, mainly because they do not want to hold schools accountable for differences in their initial intake of students. This…

Graduation Rates of Students with Disabilities: Issues and Implications for District Accountability

ERIC Educational Resources Information Center

Elbaum, Batya; Myers, Nicholas D.; Rodriguez, Raymond J.; Sharpe, Sheree T.

2014-01-01

Following the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), states were required to develop a State Performance Plan (SPP; U.S. Department of Education, 2011) addressing 20 accountability indicators for students with disabilities, ages 3 to 21. First and arguably foremost among these is Indicator 1, the ''percent…

Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages

PubMed Central

Jaffar, Akram Abood; Eladl, Mohamed Ahmed

2016-01-01

Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to appreciate the inherent social element. The profound engagement of the high performers indicated a consistency between Facebook use in the educational context and better student performance. At the same time, the deeper engagement of high performers refutes the opinion that Facebook use is a distractor. Instead, it supports the notion that Facebook could be a suitable platform to engage students in an educational context. PMID:29349324

Engagement Patterns of High and Low Academic Performers on Facebook Anatomy Pages.

PubMed

Jaffar, Akram Abood; Eladl, Mohamed Ahmed

2016-01-01

Only a few studies have investigated how students use and respond to social networks in the educational context as opposed to social use. In this study, the engagement of medical students on anatomy Facebook pages was evaluated in view of their academic performance. High performers contributed to most of the engagements. They also had a particular preference for higher levels of engagement. Although the students were deeply involved in the educational element of the pages, they continued to appreciate the inherent social element. The profound engagement of the high performers indicated a consistency between Facebook use in the educational context and better student performance. At the same time, the deeper engagement of high performers refutes the opinion that Facebook use is a distractor. Instead, it supports the notion that Facebook could be a suitable platform to engage students in an educational context.

Critical thinking in higher education: The influence of teaching styles and peer collaboration on science and math learning

NASA Astrophysics Data System (ADS)

Quitadamo, Ian Joseph

Many higher education faculty perceive a deficiency in students' ability to reason, evaluate, and make informed judgments, skills that are deemed necessary for academic and job success in science and math. These skills, often collected within a domain called critical thinking (CT), have been studied and are thought to be influenced by teaching styles (the combination of beliefs, behavior, and attitudes used when teaching) and small group collaborative learning (SGCL). However, no existing studies show teaching styles and SGCL cause changes in student CT performance. This study determined how combinations of teaching styles called clusters and peer-facilitated SGCL (a specific form of SGCL) affect changes in undergraduate student CT performance using a quasi-experimental pre-test/post-test research design and valid and reliable CT performance indicators. Quantitative analyses of three teaching style cluster models (Grasha's cluster model, a weighted cluster model, and a student-centered/teacher-centered cluster model) and peer-facilitated SGCL were performed to evaluate their ability to cause measurable changes in student CT skills. Based on results that indicated weighted teaching style clusters and peer-facilitated SGCL are associated with significant changes in student CT, we conclude that teaching styles and peer-facilitated SGCL influence the development of undergraduate CT in higher education science and math.

Illustrating performance indicators and course characteristics to support students' self-regulated learning in CS1

NASA Astrophysics Data System (ADS)

Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

2015-04-01

In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an important aspect of contemporary feedback practice. However, only those students who are aware of the course demands and the impact of certain study behaviors on their final achievement are in a position to self-regulate their learning on an informed basis. Learning analytics is an emerging field primarily concerned with using predictive models to inform educational instructors or learners about projected study outcomes. In a scoping study, over 200 students of an introductory programming course (CS1) were supplied with information revealing performance indicators for different stages on the course and projecting final performance for various achievement levels. The study was set out to explore the impact of this type of feedback in the confined context of a CS1 course as well as to learn about students' attitudes toward diagnostic course data in general. The results from the study suggest that students valued the information, but, despite high engagement with the information, students' study behavior and learning outcome remained rather unaffected for the aspects investigated. Given these multi-layered results, we suggest further exploration on the provision of feedback based on diagnostic course data - a vital step toward more transparency for students to foster their active role in the learning process.

Evaluation of Student Performance through a Multidimensional Finite Mixture IRT Model.

PubMed

Bacci, Silvia; Bartolucci, Francesco; Grilli, Leonardo; Rampichini, Carla

2017-01-01

In the Italian academic system, a student can enroll for an exam immediately after the end of the teaching period or can postpone it; in this second case the exam result is missing. We propose an approach for the evaluation of a student performance throughout the course of study, accounting also for nonattempted exams. The approach is based on an item response theory model that includes two discrete latent variables representing student performance and priority in selecting the exams to take. We explicitly account for nonignorable missing observations as the indicators of attempted exams also contribute to measure the performance (within-item multidimensionality). The model also allows for individual covariates in its structural part.

Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers

PubMed Central

de Bree, Elise H.; de Jong, Peter F.

2018-01-01

Academic accommodations associated with a diagnosis of dyslexia might be incentives for college students without reading or spelling difficulties to feign dyslexia and obtain the diagnosis unfairly. In the current study we examined malingering practices by comparing the performance of college students instructed to malinger dyslexia (n = 28) to that of students actually diagnosed with dyslexia (n = 16). We also included a control group of students without reading and spelling difficulties (n = 28). The test battery included tasks tapping literacy skills as well as underlying cognitive skills associated with literacy outcomes. These tasks are commonly used in diagnosing dyslexia. We examined patterns in the performance of malingerers across tasks and tested whether malingerers could be identified based on their performance on a limited number of tasks. Results indicated that malingerers scored significantly lower than students with dyslexia on reading and spelling skills; i.e., the core characteristics of dyslexia. Especially reading performance was extremely low and not in line with students’ age and level of education. Findings for underlying cognitive skills were mixed. Overall, malingerers scored lower than students with dyslexia on tasks tapping mainly speed, whereas the two groups did not differ on tasks reflecting mainly accuracy. Based on word and pseudoword reading and letter and digit naming, the three groups could be distinguished with reasonable sensitivity and specificity. In all, results indicate that college students seem to understand on which tasks they should feign dyslexia, but tend to exaggerate difficulties on these tasks to the point where diagnosticians should mistrust performance. PMID:29782515

The Menstrual Cycle and Student Learning.

ERIC Educational Resources Information Center

Richardson, John T. E.

1991-01-01

Research indicates the process of menstruation has no effect on female college students' academic performance when measured by quantitative tests, and it appears subjective complaints of paramenstrual dysfunction originate in socially mediated beliefs and expectations. Implications for academic assessment, student counseling, employment policy,…

A comparison of online versus face-to-face teaching delivery in statistics instruction for undergraduate health science students.

PubMed

Lu, Fletcher; Lemonde, Manon

2013-12-01

The objective of this study was to assess if online teaching delivery produces comparable student test performance as the traditional face-to-face approach irrespective of academic aptitude. This study involves a quasi-experimental comparison of student performance in an undergraduate health science statistics course partitioned in two ways. The first partition involves one group of students taught with a traditional face-to-face classroom approach and the other through a completely online instructional approach. The second partition of the subjects categorized the academic aptitude of the students into groups of higher and lower academically performing based on their assignment grades during the course. Controls that were placed on the study to reduce the possibility of confounding variables were: the same instructor taught both groups covering the same subject information, using the same assessment methods and delivered over the same period of time. The results of this study indicate that online teaching delivery is as effective as a traditional face-to-face approach in terms of producing comparable student test performance but only if the student is academically higher performing. For academically lower performing students, the online delivery method produced significantly poorer student test results compared to those lower performing students taught in a traditional face-to-face environment.

Active learning increases student performance in science, engineering, and mathematics.

PubMed

Freeman, Scott; Eddy, Sarah L; McDonough, Miles; Smith, Michelle K; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-06-10

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes--although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms.

Active learning increases student performance in science, engineering, and mathematics

PubMed Central

Freeman, Scott; Eddy, Sarah L.; McDonough, Miles; Smith, Michelle K.; Okoroafor, Nnadozie; Jordt, Hannah; Wenderoth, Mary Pat

2014-01-01

To test the hypothesis that lecturing maximizes learning and course performance, we metaanalyzed 225 studies that reported data on examination scores or failure rates when comparing student performance in undergraduate science, technology, engineering, and mathematics (STEM) courses under traditional lecturing versus active learning. The effect sizes indicate that on average, student performance on examinations and concept inventories increased by 0.47 SDs under active learning (n = 158 studies), and that the odds ratio for failing was 1.95 under traditional lecturing (n = 67 studies). These results indicate that average examination scores improved by about 6% in active learning sections, and that students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning. Heterogeneity analyses indicated that both results hold across the STEM disciplines, that active learning increases scores on concept inventories more than on course examinations, and that active learning appears effective across all class sizes—although the greatest effects are in small (n ≤ 50) classes. Trim and fill analyses and fail-safe n calculations suggest that the results are not due to publication bias. The results also appear robust to variation in the methodological rigor of the included studies, based on the quality of controls over student quality and instructor identity. This is the largest and most comprehensive metaanalysis of undergraduate STEM education published to date. The results raise questions about the continued use of traditional lecturing as a control in research studies, and support active learning as the preferred, empirically validated teaching practice in regular classrooms. PMID:24821756

Inquiry to Action: Diagnosing and Addressing Students' Relational Thinking About the Equal Sign

ERIC Educational Resources Information Center

Harbour, Kristin E.; Karp, Karen S.; Lingo, Amy S.

2016-01-01

One area of algebraic thinking essential for students' success is a relational understanding of the equal sign. Research has indicated a positive correlation between students' relational understanding of the equal sign and their equation-solving performance, suggesting that students' early conception of the equal sign may affect their learning and…

Stakes Matter: Student Motivation and the Validity of Student Assessments for Teacher Evaluation

ERIC Educational Resources Information Center

Rutkowski, David; Wild, Justin

2015-01-01

In 2011, Indiana lawmakers established a system to evaluate teachers using existing standardized assessments as an indicator of student learning. In this study we examined one component of Indiana's evaluation system to determine whether student knowledge of the test's consequences is predictive of test performance. Using an experimental design,…

Evaluation of Student Reflection as a Route to Improve Oral Communication

ERIC Educational Resources Information Center

Mineart, Kenneth P.; Cooper, Matthew E.

2016-01-01

This study describes the use of guided self-reflection and peer feedback activities to improve student oral communication in a large ChE class (n ~ 100) setting. Student performance tracked throughout an experimental semester indicated both reflection activities accelerated improvement in oral communication over control; student perception of the…

The Effects of Rewards and Punishments on Motivations of the Elementary School Student

ERIC Educational Resources Information Center

Matera, Bryan D.

2009-01-01

Past research has shown that rewards and punishments imposed on elementary school students may contribute to increases in student motivation and academic achievement. However, alternative research findings indicate that students may exhibit temporary compliance with such external stimuli and may not develop intrinsic motivation to perform well…

Reading comprehension of deaf students in regular education.

PubMed

Luccas, Marcia Regina Zemella; Chiari, Brasília Maria; Goulart, Bárbara Niegia Garcia de

2012-01-01

To evaluate and compare the reading comprehension of deaf students included in regular classrooms of public schools with and without specialized educational support. Observational analytic study with 35 students with sensorineural hearing loss, with and without educational support. All subjects were assessed with the Word Reading Competence Test (WRCT), the Picture-Print Matching Test by Choice (PPMT-C), and the Sentence Reading Comprehension Test (SRCT). In the tests regarding comprehension of words (WRCT and PPMT-C), the results showed no difference in the performance of deaf students who attend and do not attend educational support. Regarding reading comprehension of sentences, the application of the SRCT also did not show differences between the groups of deaf students. A significant correlation was found between age and grade, indicating that the older the students and the higher their educational level, the better their performance in reading sentences. The results indicate that deaf students, regardless of attending educational support, read words better than sentences. There is no difference in reading comprehension between deaf students who receive and do not receive specialized pedagogical monitoring.

An examination of single-gender and coeducational classes: Their impact on the academic achievement of middle school students enrolled in mathematics and science at selected schools in Georgia

NASA Astrophysics Data System (ADS)

Elam, Jeanette H.

The purpose of this study was to compare the academic performance of students enrolled in coeducational instruction and single-gender instruction. Within this framework, the researcher examined class type, gender, and racial/ethnicity using the sixth grade CRCT scores of selected students in the areas of mathematics and science. The fifth-grade mathematics and science scores for the same population were used to control for prior knowledge. This study examined the academic achievement of students based on class type, gender, and racial/ethnicity in relation to academic achievement. The study included the CRCT scores for mathematics and science of 6th-grade students at the middle school level who were tested during the 2007--2008 school year. Many studies conducted in the past have stressed females performed better in mathematics and science, while others have stated males performed better in the same areas. Yet, other studies have found conflicting results. A large Australian study (1996), compared the academic performance of students at single-gender and coeducational schools. The conclusion of this study indicated that both males and females who were educated in single-gender classrooms scored significantly higher than did males and females in coeducational classes. A study conducted by Graham Able (2003) documented superior academic performance of students in single-gender schools, after controlling for socioeconomic class and other variables. Able's most significant finding was that the advantage of single-gender schooling was greater for males in terms of academic results than for females. This directly contradicted the educational myth that males performed better in classrooms if females were present. The sample in this study consisted of CRCT scores for 304 sixth-grade students from four different middle schools. Due to the racial composition of the sample, the study only focused on black and white students. School 1 and School 2 involved single-gender instruction while Schools 3 and School 4 involved coeducational instruction. A sample of eighty students was taken from each of the middle schools with single-gender instruction and a sample of 72 students was taken from each of the middle schools with coeducational instruction. Prior to conducting the study, an extensive application was filed with the local board of education to request permission to conduct research in the county. This process involved a detail description of the sample, sampling procedures, sample size, staff members, grade levels, and background information for the study. The major findings in this study indicated that the coeducational students outperformed the single-gender students and the white students outperformed the black students. This study confirmed that white coeducational students performed significantly higher than the black coeducational students. It was also documented through this study that there was no significant difference between the performance of the single-gender black students and the single-gender white students. In contrast to the Australian study (1996), this study indicated that the coeducational students were outperforming the single-gender students. In comparison to the 2003 study by Able, the findings of this study showed single-gender instruction was greater for females in terms of higher academic achievement than for males. INDEX WORDS. Coeducational, Single-gender, Middle school students

Do screencasts help to revise prerequisite mathematics? An investigation of student performance and perception

NASA Astrophysics Data System (ADS)

Loch, Birgit; Jordan, Camilla R.; Lowe, Tim W.; Mestel, Ben D.

2014-02-01

Basic calculus skills that are prerequisites for advanced mathematical studies continue to be a problem for a significant proportion of higher education students. While there are many types of revision material that could be offered to students, in this paper we investigate whether short, narrated video recordings of mathematical explanations (screencasts) are a useful tool to enhance student learning when revisiting prerequisite topics. We report on the outcomes of a study that was designed to both measure change in student performance before and after watching screencasts, and to capture students' perception of the usefulness of screencasts in their learning. Volunteers were recruited from students enrolled on an entry module for the Mathematics Master of Science programme at the Open University to watch two screencasts sandwiched between two online calculus quizzes. A statistical analysis of student responses to the quizzes shows that screencasts can have a positive effect on student performance. Further analysis of student feedback shows that student confidence was increased by watching the screencasts. Student views on the value of screencasts for their learning indicated that they appreciated being able to watch a problem being solved and explained by an experienced mathematician; hear the motivation for a particular problem-solving approach; engage more readily with the material being presented, thereby retaining it more easily. The positive student views and impact on student scores indicate that short screencasts could play a useful role in revising prerequisite mathematics.

Student-Faculty Interaction: A Key to Academic Integration and Success for Ethnic Minority Students at a Major University in Southwest China

ERIC Educational Resources Information Center

Mei, Wu; Parkay, Forrest W.; Pitre, Paul E.

2016-01-01

This study examines the academic performance and "engagement" of ethnic minority students at a leading university in southwest China. Results indicate that ethnic minority students have significantly lower grades, lower class ranking, and have failed more courses than majority Han students. Results also show that the level of…

DOE Office of Scientific and Technical Information (OSTI.GOV)

Bridge, Pete, E-mail: pete.bridge@qut.edu.au; Gunn, Therese; Kastanis, Lazaros

A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice.more » Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment.« less

Three forms of assessment of prior knowledge, and improved performance following an enrichment programme, of English second language biology students within the context of a marine theme

NASA Astrophysics Data System (ADS)

Feltham, Nicola F.; Downs, Colleen T.

2002-02-01

The Science Foundation Programme (SFP) was launched in 1991 at the University of Natal, Pietermaritzburg, South Africa in an attempt to equip a selected number of matriculants from historically disadvantaged schools with the skills, resources and self-confidence needed to embark on their tertiary studies. Previous research within the SFP biology component suggests that a major contributor to poor achievement and low retention rates among English second language (ESL) students in the Life Sciences is the inadequate background knowledge in natural history. In this study, SFP student background knowledge was assessed along a continuum of language dependency using a set of three probes. Improved student performance in each of the respective assessments examined the extent to which a sound natural history background facilitated meaningful learning relative to ESL proficiency. Student profiles and attitudes to biology were also examined. Results indicated that students did not perceive language to be a problem in biology. However, analysis of the student performance in the assessment probes indicated that, although the marine course provided the students with the background knowledge that they were initially lacking, they continued to perform better in the drawing and MCQ tools in the post-tests, suggesting that it is their inability to express themselves in the written form that hampers their development. These results have implications for curriculum development within the constructivist framework of the SFP.

Rasch Measurement of Collaborative Problem Solving in an Online Environment.

PubMed

Harding, Susan-Marie E; Griffin, Patrick E

2016-01-01

This paper describes an approach to the assessment of human to human collaborative problem solving using a set of online interactive tasks completed by student dyads. Within the dyad, roles were nominated as either A or B and students selected their own roles. The question as to whether role selection affected individual student performance measures is addressed. Process stream data was captured from 3402 students in six countries who explored the problem space by clicking, dragging the mouse, moving the cursor and collaborating with their partner through a chat box window. Process stream data were explored to identify behavioural indicators that represented elements of a conceptual framework. These indicative behaviours were coded into a series of dichotomous items. These items represented actions and chats performed by students. The frequency of occurrence was used as a proxy measure of item difficulty. Then given a measure of item difficulty, student ability could be estimated using the difficulty estimates of the range of items demonstrated by the student. The Rasch simple logistic model was used to review the indicators to identify those that were consistent with the assumptions of the model and were invariant across national samples, language, curriculum and age of the student. The data were analysed using a one and two dimension, one parameter model. Rasch separation reliability, fit to the model, distribution of students and items on the underpinning construct, estimates for each country and the effect of role differences are reported. This study provides evidence that collaborative problem solving can be assessed in an online environment involving human to human interaction using behavioural indicators shown to have a consistent relationship between the estimate of student ability, and the probability of demonstrating the behaviour.

An Olfactory Indicator for Acid-Base Titrations.

ERIC Educational Resources Information Center

Flair, Mark N.; Setzer, William N.

1990-01-01

The use of an olfactory acid-base indicator in titrations for visually impaired students is discussed. Potential olfactory indicators include eugenol, thymol, vanillin, and thiophenol. Titrations performed with each indicator with eugenol proved to be successful. (KR)

Learning Approaches of Undergraduate Computer Technology Students: Strategies for Improvement

ERIC Educational Resources Information Center

Malakolunthu, Suseela; Joshua, Alice

2012-01-01

Purpose: In recent times, quality of graduates and their performance has been questioned. Students' performance is an indicator of the kind of approach (deep or surface) that is taken. This study investigates the kind of undergraduates take in their learning processes. Methodology: This quantitative survey used Revised Two-Factor Study Process…

Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance

ERIC Educational Resources Information Center

Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.

2015-01-01

The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course…

Improvement of Oncology Education at the University of Washington School of Medicine, 1984-1988.

ERIC Educational Resources Information Center

Bleyer, W. Archie; And Others

1990-01-01

After development and implementation of a revised oncology curriculum at the University of Washington School of Medicine student performance on oncology related questions on the National Board of Medical Examiners examination indicated substantial improvement relative to student performance in non-oncology areas and to the national average. (DB)

Analysis of Factors that Predict Clinical Performance in Medical School

ERIC Educational Resources Information Center

White, Casey B.; Dey, Eric L.; Fantone, Joseph C.

2009-01-01

Academic achievement indices including GPAs and MCAT scores are used to predict the spectrum of medical student academic performance types. However, use of these measures ignores two changes influencing medical school admissions: student diversity and affirmative action, and an increased focus on communication skills. To determine if GPA and MCAT…

Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention

ERIC Educational Resources Information Center

Soicher, Raechel N.; Gurung, Regan A. R.

2017-01-01

Previous research has indicated that an intervention called "exam wrappers" can improve students' metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students' metacognition and academic performance when used in only one course per academic term. A…

Articulation Matrix for Home Health Aide, Nursing Assistant, Patient Care Assistant, Practical Nursing.

ERIC Educational Resources Information Center

Florida State Univ., Tallahassee. Center for Instructional Development and Services.

This document demonstrates the relationships among four Florida nursing education programs (home health aide, nursing assistant, patient care assistant, and practical nursing) by listing student performance standards and indicating which ones are required in each program. The 268 student performance standards are arranged in 23 areas of…

Parent involvement and student academic performance: A multiple mediational analysis

PubMed Central

Topor, David R.; Keane, Susan P.; Shelton, Terri L.; Calkins, Susan D.

2011-01-01

Parent involvement in a child's education is consistently found to be positively associated with a child's academic performance. However, there has been little investigation of the mechanisms that explain this association. The present study examines two potential mechanisms of this association: the child's perception of cognitive competence and the quality of the student-teacher relationship. This study used a sample of 158 seven-year old participants, their mothers, and their teachers. Results indicated a statistically significant association between parent involvement and a child's academic performance, over and above the impact of the child's intelligence. A multiple mediation model indicated that the child's perception of cognitive competence fully mediated the relation between parent involvement and the child's performance on a standardized achievement test. The quality of the student-teacher relationship fully mediated the relation between parent involvement and teacher ratings of the child's classroom academic performance. Limitations, future research directions, and implications for public policy initiatives were discussed. PMID:20603757

Talk aloud problem solving: Exploration of acquisition and frequency building in science text

NASA Astrophysics Data System (ADS)

Dembek, Ginny

Discovering new ways to help students attain higher levels of scientific knowledge and to think critically is a national goal (Educate to Innovate campaign). Despite the best intentions, many students struggle to achieve a basic level of science knowledge (NAEP, 2011). The present study examined Talk Aloud Pair Problem Solving and frequency building with five students who were diagnosed with a disability and receive specialized reading instruction in a special education setting. Acquisition was obtained through scripted lessons and frequency building or practice strengthened the student's verbal repertoire making the problem solving process a durable behavior. Overall, students all demonstrated improvements in problem solving performance when compared to baseline. Students became more significantly accurate in performance and maintenance in learning was demonstrated. Generalization probes indicated improvement in student performance. Implications for practice and future research are discussed.

Clinical expectations: what facilitators expect from ESL students on clinical placement.

PubMed

San Miguel, Caroline; Rogan, Fran

2012-03-01

Many nursing students for whom English is a second language (ESL) face challenges related to communication on clinical placement and although clinical facilitators are not usually trained language assessors, they are often in a position of needing to assess ESL students' clinical language performance. Little is known, however, about the particular areas of clinical performance facilitators focus on when they are assessing ESL students. This paper discusses the results of a study of facilitators' written assessment comments about the clinical performance of a small group of ESL nursing students over a two and a half year period. These comments were documented on students' clinical assessment forms at the end of each placement. The results provide a more detailed insight into facilitators' expectations of students' language performance and the particular challenges faced by ESL students and indicate that facilitators have clear expectations of ESL students regarding communication, learning styles and professional demeanour. These findings may help both ESL students and their facilitators better prepare for clinical placement. Copyright © 2011 Elsevier Ltd. All rights reserved.

STEM enrichment programs and graduate school matriculation: the role of science identity salience

PubMed Central

Serpe, Richard T.

2013-01-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education. PMID:24578606

STEM enrichment programs and graduate school matriculation: the role of science identity salience.

PubMed

Merolla, David M; Serpe, Richard T

2013-12-01

Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education.

Chronic Absenteeism: A Key Indicator of Student Success. Policy Analysis

ERIC Educational Resources Information Center

Rafa, Alyssa

2017-01-01

Research shows that chronic absenteeism can affect academic performance in later grades and is a key early warning sign that a student is more likely to drop out of high school. Several states enacted legislation to address this issue, and many states are currently discussing the utility of chronic absenteeism as an indicator of school quality or…

Hot or Not: The Role of Instructor Quality and Gender on the Formation of Positive Illusions among Students Using RateMyProfessors.com

ERIC Educational Resources Information Center

Theyson, Katherine C.

2015-01-01

Existing literature indicates that physical attractiveness positively affects variables such as income, perceived employee quality and performance evaluations. Similarly, in the academic arena, studies indicate instructors who are better looking receive better teaching evaluations from their students. Previous analysis of the website…

Analyzing Student Performance in Specific Subject Area Indicators on the ETS Major Field Test in Business

ERIC Educational Resources Information Center

Settlage, Daniel Murray; Wollscheid, Jim R.

2015-01-01

The Major Field Test is a commonly used assessment instrument, but little emphasis has been put on analyzing student-level subject area indicator scores. The Educational Testing Service recently made these data available to institutions, and it is analyzed here. This analysis builds on previous work by incorporating demographic and programmatic…

Measuring Achievement Goal Orientations of Pharmacy Students

PubMed Central

Muthart, Thomas; Khan, Ghous M.

2014-01-01

Objectives. To measure the achievement goal orientations of pharmacy students attending a 3-year (accelerated) doctor of pharmacy (PharmD) program. Methods. A 16-item survey based on the Achievement Goal Questionnaire (AGQ) was administered to first-year (P1) and second-year (P2) pharmacy students at the Appalachian College of Pharmacy (ACP). Students were instructed to indicate to what degree each statement was true for them using a 7-point Likert scale (1=not true of me, 7=very true of me). Results. One hundred twenty of the 155 students (77%) completed the survey. Most students had mastery-approach, mastery-avoidance, performance-approach, and/or performance-avoidance goal orientations; few had work-avoidance goal orientations. Second-year students and male students had higher work-avoidance mean scores than did P1 students and female students (p<0.05). Conclusion. Pharmacy students were mastery- and performance-oriented learners, and most did not have work-avoidance goal orientations. Male students and P2 students had higher work-avoidance than did female students and P1 students, respectively. More longitudinal studies are needed to confirm these findings. PMID:24761015

Programming Proficiency in One Semester: Lessons Learned

ERIC Educational Resources Information Center

Colton, Don; Curtis, Aaron

2010-01-01

Programming is a fundamental skill for Information Systems and Information Technology students. It is also a subject that some students fear, avoid, fail, retake, and fail again. An effective, inexpensive, one-semester approach is presented. Early indications suggest dramatically improved student interest and performance compared to our previous…

Student Attitudes and Academic Background as Predictors of Achievement in College English.

ERIC Educational Resources Information Center

House, J. Daniel; Prion, Susan K.

1998-01-01

This study investigated the predictive relationship between student attitudes and their subsequent achievement in a freshman composition course. Results indicated that academic background and student attitudes were significantly correlated with subsequent grade performance. Attitude variables were more closely related to overall grade performance…

A Team, Case-based Examination and Its Impact on Student Performance in a Patient Safety and Informatics Course

PubMed Central

Etheridge, Kierstan; DeLellis, Teresa

2017-01-01

Objective. To describe the redesigned assessment plan for a patient safety and informatics course and assess student pharmacist performance and perceptions. Methods. The final examination of a patient safety course was redesigned from traditional multiple choice and short answer to team-based, open-ended, and case-based. Faculty for each class session developed higher level activities, focused on developing key skills or attitudes deemed essential for practice, for a progressive patient case consisting of nine activities. Student performance and perceptions were analyzed with pre- and post-surveys using 5-point scales. Results. Mean performance on the examination was 93.6%; median scores for each assessed course outcome ranged from 90% to 100%. Eighty-five percent of students completed both surveys. Confidence performing skills and demonstrating attitudes improved for each item on post-survey compared with pre-survey. Eighty-one percent of students indicated the experience of taking the examination was beneficial for their professional development. Conclusion. A team, case-based examination was associated with high student performance and improved self-confidence in performing medication safety-related skills. PMID:28970618

The Cultural Context of Academic Motives: A Comparison of Filipino and American College Students.

ERIC Educational Resources Information Center

Church, A. Timothy; Katigbak, Marcia S.

1992-01-01

Comparing self-reported academic motives of 409 male and 511 female Filipino college students and 407 male and 506 female (plus 12 unidentified) U.S. college students indicates that Filipinos rank approval and self-improvement higher and U.S. students rank motives involving performance standards higher. Many gender differences in motives…

Anchorage School District Profile of Performance 1997-98. Assessment and Evaluation Report #98-3.

ERIC Educational Resources Information Center

Fenton, Ray

The Anchorage School District (Alaska) provides a comprehensive program of education to students from kindergarten through grade 12. This profile focuses on student achievement and other outcome indicators of student success, but it does not include information on the social or physical wellness of Anchorage students. The first section gives an…

KPI Student Satisfaction Survey, 2001. Executive Summary Report.

ERIC Educational Resources Information Center

Sheridan Coll. (Ontario).

The KPI (Key Performance Indicators) Student Satisfaction Survey is a paper-based survey distributed to all students in Ontario's Colleges of Applied Arts and Technology. The results of the Sheridan College survey for 2001 are presented in this report. The student population at Sheridan for the winter 2001 survey was 9,134. A total of 6,566…

Application essays and future performance in medical school: are they related?

PubMed

Dong, Ting; Kay, Allen; Artino, Anthony R; Gilliland, William R; Waechter, Donna M; Cruess, David; DeZee, Kent J; Durning, Steven J

2013-01-01

There is a paucity of research on whether application essays are a valid indicator of medical students' future performance. The goal is to score medical school application essays systematically and examine the correlations between these essay scores and several indicators of student performance during medical school and internship. A journalist created a scoring rubric based on the journalism literature and scored 2 required essays of students admitted to our university in 1 year (N = 145). We picked 7 indicators of medical school and internship performance and correlated these measures with overall essay scores: preclinical medical school grade point average (GPA), clinical medical school GPA, cumulative medical school GPA, U.S. Medical Licensing Exam (USMLE) Step 1 and 2 scores, and scores on a program director's evaluation measuring intern professionalism and expertise. We then examined the Pearson and Spearman correlations between essay scores and the outcomes. Essay scores did not vary widely. American Medical College Application Service essay scores ranged from 3.3 to 4.5 (M = 4.11, SD = 0.15), and Uniformed Services University of the Health Sciences essay scores ranged from 2.9 to 4.5 (M = 4.09, SD = 0.17). None of the medical school or internship performance indicators was significantly correlated with the essay scores. These findings raise questions about the utility of matriculation essays, a resource-intensive admission requirement.

Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities.

PubMed

Hen, Meirav; Goroshit, Marina

2014-01-01

Academic procrastination has been seen as an impediment to students' academic success. Research findings suggest that it is related to lower levels of self-regulated learning and academic self-efficacy and associated with higher levels of anxiety, stress, and illness. Emotional intelligence (EI) is the ability to assess, regulate, and utilize emotions and has been found to be associated with academic self-efficacy and a variety of better outcomes, including academic performance. Students with learning disabilities (LD) are well acquainted with academic difficulty and maladaptive academic behavior. In comparison to students without LD, they exhibit high levels of learned helplessness, including diminished persistence, lower academic expectations, and negative affect. This study examined the relationships among academic procrastination, EI, and academic performance as mediated by academic self-efficacy in 287 LD and non-LD students. Results indicated that the indirect effect of EI on academic procrastination and GPA was stronger in LD students than in non-LD students. In addition, results indicated that LD students scored lower than non-LD students on both EI and academic self-efficacy and higher on academic procrastination. No difference was found in GPA.

Using Decision Tree Analysis to Understand Foundation Science Student Performance. Insight Gained at One South African University

NASA Astrophysics Data System (ADS)

Kirby, Nicola Frances; Dempster, Edith Roslyn

2014-11-01

The Foundation Programme of the Centre for Science Access at the University of KwaZulu-Natal, South Africa provides access to tertiary science studies to educationally disadvantaged students who do not meet formal faculty entrance requirements. The low number of students proceeding from the programme into mainstream is of concern, particularly given the national imperative to increase participation and levels of performance in tertiary-level science. An attempt was made to understand foundation student performance in a campus of this university, with the view to identifying challenges and opportunities for remediation in the curriculum and processes of selection into the programme. A classification and regression tree analysis was used to identify which variables best described student performance. The explanatory variables included biographical and school-history data, performance in selection tests, and socio-economic data pertaining to their year in the programme. The results illustrate the prognostic reliability of the model used to select students, raise concerns about the inefficiency of school performance indicators as a measure of students' academic potential in the Foundation Programme, and highlight the importance of accommodation arrangements and financial support for student success in their access year.

Comparison of Preservice Elementary Teachers Anxiety about Teaching Students to Identify Minerals and Rocks and Students in Geology Courses Anxiety about Identification of Minerals and Rocks.

ERIC Educational Resources Information Center

Westerback, Mary E.; And Others

1985-01-01

Compared preservice elementary teachers (N=58) and geology students (N=51) on their ability to identify rocks and minerals. Anxiety levels were different between the preservice teachers (high) and the geology students (low). Further analysis of geology students indicated a reverse relationship between anxiety and exam performance. (Author/DH)

Factors Impacting Student Service Utilization at Ontario Colleges: Key Performance Indicators as a Measure of Success: A Niagara College View

ERIC Educational Resources Information Center

Veres, David

2015-01-01

Student success in Ontario College is significantly influenced by the utilization of student services. At Niagara College there has been a significant investment in student services as a strategy to support student success. Utilizing existing KPI data, this quantitative research project is aimed at measuring factors that influence both the use of…

Maryland School Performance Assessment Program, 1992. Social Studies List of Outcomes and Indicators.

ERIC Educational Resources Information Center

Maryland State Dept. of Education, Baltimore.

The Maryland School Performance Program for 1992 puts forward social studies outcomes and indicators for grades K-3, grades 4-5, and grades 6-8. Specific indicators for each grade grouping further delineate the following seven individual outcomes: (1) political systems--students will demonstrate an understanding of the historical development and…

Cross-National Variations in Student Employment and Academic Performance: The Roles of National Context and International Law*

PubMed Central

Byun, Soo-yong; Henck, Adrienne; Post, David

2014-01-01

Most existing research indicates that working students perform more poorly than do full-time students on standardized achievement tests. However, we know there are wide international variations in this gap. This article shows that national and international contexts help to explain the gap in the academic performance between working and non-working middle-school students. We combined data from the 2003 Trends in International Mathematics and Science Study (TIMSS) eighth-grade assessment with the country specific information on socioeconomic and educational conditions, as well as the timing of each country's ratification of an international treaty regulating child labor. Our multilevel analyses show that, while student employment was generally negatively associated with academic performance, this negative association is smaller in countries that by 1995 had ratified the International Labour Organization's Convention No. 138 on child labor. These findings highlight the role of national and international policy in structuring the consequences of student employment for academic performance. PMID:25632163

Student performance and course evaluations before and after use of the Classroom Performance System ™ in a third-year veterinary radiology course.

PubMed

Hecht, Silke; Adams, W H; Cunningham, M A; Lane, I F; Howell, N E

2013-01-01

Effective teaching of veterinary radiology can be challenging in a traditional classroom environment. Audience response systems, colloquially known as "clickers," provide a means of encouraging student interaction. The purpose of this study was to compare student performance and course evaluations before and after using the Classroom Performance System™ in the third-year (fifth semester) didactic radiology course at the University of Tennessee College of Veterinary Medicine. Overall student performance was assessed by comparing median numeric final course grades (%) between years without and with use of the Classroom Performance System™. Grades of students were determined for individual instructors' sections. Student evaluations of the radiology course were compared for the years available (2007-2010). Student interactions were also evaluated subjectively by instructors who used the Classroom Performance System™. There was a significant difference (p = 0.009) between the median student grade before (2005 - 2008, median 82.2%; interquartile range 77.6-85.7%; range 61.9-95.5%) and after use of the classroom performance system (2009-2010, median 83.6%; interquartile range 79.9-87.9%; range 68.2-93.2%). There was no statistically significant difference in median student grades for individual instructors over the study period. The radiology course student evaluation scores were significantly higher in years where the Classroom Performance System™ was used in comparison to previous years (P = 0.019). Subjectively, students appeared more involved when using clickers. Findings indicated that the Classroom Performance System™ may be a useful tool for enhancing veterinary radiology education. © 2012 Veterinary Radiology & Ultrasound.

A Neuro-Fuzzy Approach in the Classification of Students' Academic Performance

PubMed Central

2013-01-01

Classifying the student academic performance with high accuracy facilitates admission decisions and enhances educational services at educational institutions. The purpose of this paper is to present a neuro-fuzzy approach for classifying students into different groups. The neuro-fuzzy classifier used previous exam results and other related factors as input variables and labeled students based on their expected academic performance. The results showed that the proposed approach achieved a high accuracy. The results were also compared with those obtained from other well-known classification approaches, including support vector machine, Naive Bayes, neural network, and decision tree approaches. The comparative analysis indicated that the neuro-fuzzy approach performed better than the others. It is expected that this work may be used to support student admission procedures and to strengthen the services of educational institutions. PMID:24302928

A neuro-fuzzy approach in the classification of students' academic performance.

PubMed

Do, Quang Hung; Chen, Jeng-Fung

2013-01-01

Classifying the student academic performance with high accuracy facilitates admission decisions and enhances educational services at educational institutions. The purpose of this paper is to present a neuro-fuzzy approach for classifying students into different groups. The neuro-fuzzy classifier used previous exam results and other related factors as input variables and labeled students based on their expected academic performance. The results showed that the proposed approach achieved a high accuracy. The results were also compared with those obtained from other well-known classification approaches, including support vector machine, Naive Bayes, neural network, and decision tree approaches. The comparative analysis indicated that the neuro-fuzzy approach performed better than the others. It is expected that this work may be used to support student admission procedures and to strengthen the services of educational institutions.

The relationships of gender, ethnicity, past performance, pedagogy, and access to a role model/mentor with college student attitudes toward science

NASA Astrophysics Data System (ADS)

Kennedy-Hagan, Karla Jean

The purpose of this study was to explore the relationships of gender, ethnicity, past performance in science, experience with teaching pedagogy, and access to a role model/mentor with freshmen college student attitudes toward science. Specifically, the researcher wanted to know the relationship between these variables and incoming attitudes toward science at the beginning of the semester. The sample for this study consisted of 316 freshmen students enrolled in an entry-level chemistry course at a large midwestern university. The results indicate that students who received higher grades in previous science courses possessed more positive attitudes regarding their ability to perform in science compared to less successful students. Similarly, students who had previous exposure to interactive teaching pedagogy possessed more positive attitudes toward the use of interactive teaching pedagogy; felt supported by various people, including their teachers; and had more positive attitudes toward their personal world view of science compared to students that had not been exposed to interactive teaching pedagogy. Finally, the results indicated that attitudes toward science are multidimensional, meaning there is more than one attitude toward science. The results of this study add to the literature regarding attitudes toward science in freshmen students at a large midwestern university. Additional discussion and research is warranted. Specific recommendations for practice and future research are included in the document.

The Influence of Collaborative Learning on Student Attitudes and Performance in an Introductory Chemistry Laboratory

NASA Astrophysics Data System (ADS)

Shibley, Ivan A., Jr.; Zimmaro, Dawn M.

2002-06-01

This study was designed to determine the effect of collaborative learning on student attitudes and performance in an introductory chemistry laboratory. Two sections per semester for three semesters were randomly designated as either a control section or an experimental section. Students in the control section performed most labs individually, while those in the experimental section performed all labs in groups of four. Both quantitative and qualitative measures were used to evaluate the impact of collaborative learning on student achievement and attitudes. Grades did not differ between the two sections, indicating that collaborative learning did not affect short-term student achievement. Students seemed to develop a more positive attitude about the laboratory and about chemistry in the collaborative learning sections as judged from their classroom evaluations of the teacher, the course, and the collaborative learning experience. The use of collaborative learning in the laboratory as described in this paper therefore may provide a means of improving student attitudes toward chemistry.

Do They Hear You?

ERIC Educational Resources Information Center

Hattie, John; Fisher, Douglas; Frey, Nancy

2016-01-01

Although research indicates that feedback can be one of the most effective instructional strategies for improving student performance, getting students to listen and act on feedback can be complicated. If feedback is vague and personal, students may pay attention only to positive comments that are positive and boost their self-image ("That…

Teachers' Leadership: A Maker or a Breaker of Students' Educational Motivation

ERIC Educational Resources Information Center

Öqvist, Anna; Malmström, Malin

2016-01-01

Teachers' leadership plays a critical and central role in students' educational motivations. This indicates that, in the school context, a teacher's leadership can have both positive and negative impacts on students' educational motivation and performance. This article explores these assumptions, building on the path-goal theory, more specifically…

Humor and Anxiety: Effects on Class Test Performance.

ERIC Educational Resources Information Center

Townsend, Michael A. R.; Mahoney, Peggy

1981-01-01

Measures of anxiety and achievement were obtained on a sample of undergraduate students. Highly anxious students had lower achievement on humorous tests. Students with low anxiety had higher achievement on humorous tests. Results indicate that humor is not a positive factor in reducing high anxiety associated with academic evaluations. (Author)

Online Process Scaffolding and Students' Self-Regulated Learning with Hypermedia.

ERIC Educational Resources Information Center

Azevedo, Roger; Cromley, Jennifer G.; Thomas, Leslie; Seibert, Diane; Tron, Myriam

This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=53) were randomly assigned to 1 of 3 scaffolding conditions (adaptive content and process scaffolding (ACPS), adaptive…

Does Adaptive Scaffolding Facilitate Students' Ability to Regulate their Learning with Hypermedia?

ERIC Educational Resources Information Center

Azevedo, Roger; Cromley, Jennifer G.; Seibert, Diane

2004-01-01

Is adaptive scaffolding effective in facilitating students' ability to regulate their learning of complex science topics with hypermedia? We examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate…

Reformulation as a Measure of Student Expression in Classroom Interaction.

ERIC Educational Resources Information Center

Dobson, James J.

1995-01-01

Investigates teacher reformulation of student talk in order to determine the manner in which teachers affect student meaning and expression. Findings indicate that reformulation is a device used by teachers to control classroom dialog and that teachers disproportionately perform the language functions most commonly associated with higher-order…

Situating Student Errors: Linguistic-to-Algebra Translation Errors

ERIC Educational Resources Information Center

Adu-Gyamfi, Kwaku; Bossé, Michael J.; Chandler, Kayla

2015-01-01

While it is well recognized that students are prone to difficulties when performing linguistic-to-algebra translations, the nature of students' difficulties remain an issue of contention. Moreover, the literature indicates that these difficulties are not easily remediated by domain-specific instruction. Some have opined that this is the case…

A Comparison between the Effect of Free Time and Daily Report Cards on the Academic Behavior of Junior High School Students.

ERIC Educational Resources Information Center

Martin, R. C.; McLaughlin, T. F.

1981-01-01

When the effectiveness of free time and daily report card systems on assignment completion and accuracy of four junior high school special education students were compared, results indicated that both procedures improved students' performance. (Author)

Perspectives of Aacademic Activities in Universities in Pakistan

ERIC Educational Resources Information Center

Ali, Akhtar; Tariq, Riaz H.; Topping, Keith J.

2013-01-01

The article explores perspectives on academic activities in public sector universities in Pakistan. Seven Pakistani universities yielded 290 teachers and 568 students in the sample. Factor analysis indicated five main factors in both teacher and student data sets. Both teachers and students were dissatisfied with the performance of the…

A Tablet-PC Software Application for Statistics Classes

ERIC Educational Resources Information Center

Probst, Alexandre C.

2014-01-01

A significant deficiency in the area of introductory statistics education exists: Student performance on standardized assessments after a full semester statistics course is poor and students report a very low desire to learn statistics. Research on the current generation of students indicates an affinity for technology and for multitasking.…

Focus on Student Success: Components for Effective Summer Bridge Programs

ERIC Educational Resources Information Center

Gonzalez Quiroz, Alicia; Garza, Nora R.

2018-01-01

Using research focused on best practices, focus group information, and data analytics, the Title V: Focus on Student Success (FOSS) Grant created a model for the development, implementation, and evaluation of a summer bridge program. Results included increased academic performance indicators in first-year Hispanic college students. Validation for…

Facts at a Glance... Student Achievement and the School Library Media Program.

ERIC Educational Resources Information Center

Dzikowski, Judith, Comp.

This report summarizes the research studies, literature reviews and related documents on the relationship between public school students' achievement and the library media program. Research indicates students in schools with well-equipped library media centers and professional library media specialists perform better on achievement tests for…

Application of Data Envelopment Analysis on the Indicators Contributing to Learning and Teaching Performance

ERIC Educational Resources Information Center

Montoneri, Bernard; Lin, Tyrone T.; Lee, Chia-Chi; Huang, Shio-Ling

2012-01-01

This paper applies data envelopment analysis (DEA) to explore the quantitative relative efficiency of 18 classes of freshmen students studying a course of English conversation in a university of Taiwan from the academic year 2004-2006. A diagram of teaching performance improvement mechanism is designed to identify key performance indicators for…

An Analysis of States' FFY 2011 Annual Performance Report Data for Indicator B1 (Graduation)

ERIC Educational Resources Information Center

National Dropout Prevention Center for Students with Disabilities, 2013

2013-01-01

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2011 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education…

The Role of First-Semester GPA in Predicting Graduation Rates of Underrepresented Students

ERIC Educational Resources Information Center

Gershenfeld, Susan; Hood, Denice Ward; Zhan, Min

2016-01-01

Academic performance is a primary predictor of college graduation, yet few studies have examined one of the earliest indicators of academic performance--first-semester grade point average (GPA). Given the considerable public and private investment in ensuring access for underrepresented students, a focus on the role of first-semester GPA for these…

Perceptions of College-Level Music Performance Majors Teaching Applied Music Lessons to Young Students

ERIC Educational Resources Information Center

Fredrickson, William E.

2007-01-01

The present study was designed to examine the reflections of college music performance majors (N = 12) who were teaching private music lessons. Students were instructed to keep a journal during one private lesson of their choice per week. Results indicated initial expectations of lessons that were consistently lower than lesson evaluations after…

Curriculum-Based Measurement in Science Learning: Vocabulary-Matching as an Indicator of Performance and Progress

ERIC Educational Resources Information Center

Espin, Christine A.; Busch, Todd W.; Lembke, Erica S.; Hampton, David D.; Seo, Kyounghee; Zukowski, Beth A.

2013-01-01

The technical adequacy of curriculum-based measures in the form of short and simple vocabulary-matching probes to predict students' performance and progress in science at the secondary level was investigated. Participants were 198 seventh-grade students from 10 science classrooms. Curriculum-based measurements (CBM) were 5-min vocabulary-matching…

Positive Psychology and Familial Factors as Predictors of Latina/o Students' Hope and College Performance

ERIC Educational Resources Information Center

Cavazos Vela, Javier; Lerma, Eunice; Lenz, A. Stephen; Hinojosa, Karina; Hernandez-Duque, Omar; Gonzalez, Stacey L.

2014-01-01

We investigated the contributions of positive psychology and familial factors as predictors of hope and academic performance among 166 Latina/o college students enrolled at a Hispanic Serving Institution of Higher Education. The results indicated that presence of meaning in life, search for meaning in life, daily spiritual experiences, and…

Is Higher Better? Determinants and Comparisons of Performance on the Major Field Test in Business

ERIC Educational Resources Information Center

Bielinska-Kwapisz, Agnieszka; Brown, F. William; Semenik, Richard

2012-01-01

Student performance on the Major Field Achievement Test in Business is an important benchmark for college of business programs. The authors' results indicate that such benchmarking can only be meaningful if certain student characteristics are taken into account. The differences in achievement between cohorts are explored in detail by separating…

The Accuracy of Aggregate Student Growth Percentiles as Indicators of Educator Performance

ERIC Educational Resources Information Center

Castellano, Katherine E.; McCaffrey, Daniel F.

2017-01-01

Mean or median student growth percentiles (MGPs) are a popular measure of educator performance, but they lack rigorous evaluation. This study investigates the error in MGP due to test score measurement error (ME). Using analytic derivations, we find that errors in the commonly used MGP are correlated with average prior latent achievement: Teachers…

Measuring School Performance To Improve Student Achievement and To Reward Effective Programs.

ERIC Educational Resources Information Center

Heistad, Dave; Spicuzza, Rick

This paper describes the method that the Minneapolis Public School system (MPS), Minnesota, uses to measure school and student performance. MPS uses a multifaceted system that both captures and accounts for the complexity of a large urban school district. The system incorporates: (1) a hybrid model of critical indicators that report on level of…

Encouraging Reflective Practice in Conservatoire Students: A Pathway to Autonomous Learning?

ERIC Educational Resources Information Center

Carey, Gemma; Harrison, Scott; Dwyer, Rachael

2017-01-01

This paper reports on first-year conservatoire students' reflections on their one-to-one performance learning through a reflective journal. One-to-one lessons have been a central part of the education of performing musicians, although their place in the twenty-first-century conservatoire is not beyond challenge. Recent research has indicated that…

The Impact of Student Composition on Schools' Value-Added Performance: A Comparison of Seven Empirical Studies

ERIC Educational Resources Information Center

Timmermans, Anneke C.; Thomas, Sally M.

2015-01-01

In many countries, policy makers struggle with the development of value-added indicators of school performance for educational accountability purposes and in particular with the choice whether school context measured in the form of student composition variables should be included. This study investigates differences between 7 empirical studies…

The Effect of Locus of Control, Self-Efficacy, and Gender-Role Identity on Academic Performance Outcomes of Female College Students

ERIC Educational Resources Information Center

Sierra, Jade Simone

2013-01-01

This quantitative study investigated the predictive worthiness of the predictor variable indices--locus of control, self-efficacy, and gender identity--to ascertain if elevated levels of the predictors influence academic performance outcomes (individually as well as interactionally). The study theorized that students with increased levels of locus…

Anchorage School District Profile of Performance 1996-97. Assessment and Evaluation Report #97-3.

ERIC Educational Resources Information Center

Fenton, Ray

This report focuses on student achievement across the Anchorage (Alaska) school district and within its individual programs. It does not include information on the social and physical wellness of the district's students. The first section of the report provides an overview of district performance on critical achievement indicators, and the second…

Is the United States Really Losing the International Horse Race in Academic Achievement?

ERIC Educational Resources Information Center

Boe, Erling E.; Shin, Sujie

2005-01-01

It is widely believed and lamented that U.S. students perform poorly on international comparisons of academic achievement. For example, Edward Silver reports that U.S. seventh- and eighth-grade students performed poorly on the mathematics section of the Third International Mathematics and Science Study (TIMSS 1995) and that this indicates "a…

Predicting Student Satisfaction and Outcomes in Online Courses Using Learning Activity Indicators

ERIC Educational Resources Information Center

Strang, Kenneth David

2017-01-01

The premise for this study was that learner interaction in an online web-based course could be assessed in relation to academic performance, or in other words, e-learning. Although some studies reveal that learner interaction with online content is related to student academic performance, it remains unproven whether this is casual, or even if…

Using learning theory, interprofessional facilitation competencies, and behavioral indicators to evaluate facilitator training.

PubMed

LeGros, Theresa A; Amerongen, Helen M; Cooley, Janet H; Schloss, Ernest P

2015-01-01

Despite the increasing need for faculty and preceptors skilled in interprofessional facilitation (IPF), the relative novelty of the field poses a challenge to the development and evaluation of IPF programs. We use learning theory and IPF competencies with associated behavioral indicators to develop and evaluate six key messages in IPF training and experience. Our mixed methods approach included two phases: quantitative data collection with embedded qualitative data, followed by qualitative data collection in explanatory sequential fashion. This enabled triangulated analyses of both data types and of facilitation behaviors from facilitator and student perspectives. Results indicate the competency-based training was effective. Facilitators felt comfortable performing behaviors associated with IPF competencies; student observations of those behaviors supported facilitator self-reported performance. Overall, students perceived more facilitation opportunities than facilitators. Findings corroborate the importance of recruiting seasoned facilitators and establishing IPF guidelines that acknowledge variable team dynamics and help facilitators recognize teachable moments.

[Perceptions of classroom goal structures, personal achievement goal orientations, and learning strategies].

PubMed

Miki, Kaori; Yamauchi, Hirotsugu

2005-08-01

We examined the relations among students' perceptions of classroom goal structures (mastery and performance goal structures), students' achievement goal orientations (mastery, performance, and work-avoidance goals), and learning strategies (deep processing, surface processing and self-handicapping strategies). Participants were 323 5th and 6th grade students in elementary schools. The results from structural equation modeling indicated that perceptions of classroom mastery goal structures were associated with students' mastery goal orientations, which were in turn related positively to the deep processing strategies and academic achievement. Perceptions of classroom performance goal stractures proved associated with work avoidance-goal orientations, which were positively related to the surface processing and self-handicapping strategies. Two types of goal structures had a positive relation with students' performance goal orientations, which had significant positive effects on academic achievement. The results of this study suggest that elementary school students' perceptions of mastery goal structures are related to adaptive patterns of learning more than perceptions of performance goal structures are. The role of perceptions of classroom goal structure in promoting students' goal orientations and learning strategies is discussed.

The Strategic Data Project's Strategic Performance Indicators

ERIC Educational Resources Information Center

Page, Lindsay C.; Fullerton, Jon; Bacher-Hicks, Andrew; Owens, Antoniya; Cohodes, Sarah R.; West, Martin R.; Glover, Sarah

2013-01-01

Strategic Performance Indicators (SPIs) are summary measures derived from parallel, descriptive analyses conducted across educational agencies. The SPIs are designed to inform agency management and efforts to improve student outcomes. We developed the SPIs to reveal patterns common across partner agencies, to highlight exceptions to those…

Trends in Schooling: Demography, Performance and Organization.

ERIC Educational Resources Information Center

Mare, Robert D.

1981-01-01

Utilizing "Social Indicators" (1979), discusses growth and distribution of schooling in the U.S., trends in student test performance, and major organizational changes in elementary/secondary education. Comments on quality of available data and suggests improvements for future reporting of educational indicators. (Reprint of article is available…

Curriculum-Based Measurement in the Content Areas: Vocabulary Matching as an Indicator of Progress in Social Studies Learning

ERIC Educational Resources Information Center

Espin, Christine A.; Shin, Jongho; Busch, Todd W.

2005-01-01

The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge…

Developing a Rasch Measurement Physical Fitness Scale for Hong Kong Primary School-Aged Students

ERIC Educational Resources Information Center

Yan, Zi; Bond, Trevor G.

2011-01-01

The main purpose of this study was to develop a Rasch Measurement Physical Fitness Scale (RMPFS) based on physical fitness indicators routinely used in Hong Kong primary schools. A total of 9,439 records of students' performances on physical fitness indicators, retrieved from the database of a Hong Kong primary school, were used to develop the…

Beyond School Records: The Value of Cognitive and Affective Engagement in Predicting Dropout and On-Time Graduation

ERIC Educational Resources Information Center

Lovelace, Matthew D.; Reschly, Amy L.; Appleton, James J.

2018-01-01

Early warning systems use school record data--such as attendance rate, behavior records, and course performance--to identify students at risk of dropping out. These are useful predictors of graduation-related outcomes, in large part because they indicate a student's level of engagement with school. However, these data do not indicate how invested…

Association of school performance indicators with implementation of the healthy kids, smart kids programme: case study.

PubMed

Nansel, Tonja R; Huang, Terry T K; Rovner, Alisha J; Sanders-Butler, Yvonne

2010-01-01

The purpose of the present analysis was to examine secular trends in school performance indicators in relationship to the implementation of a programme targeting the school food and physical activity environment. Data on available school performance indicators were obtained; retrospective analyses were conducted to assess trends in indicators in association with programme implementation; each outcome was regressed v. year, beginning with the year prior to programme implementation. The Healthy Kids, Smart Kids programme, a grass-roots effort to enhance the school food and physical activity environment in the Browns Mill Elementary School in Georgia. Data included publicly available school records from the years 1995 to 2006. The number of nurse, counselling and disciplinary referrals per 100 students demonstrated a downward trend, while standardized test scores demonstrated an upward trend beginning in the year of programme implementation. School year was a significant predictor of all indicators. Promoting nutrition and physical activity within the school environment may be a promising approach for enhancing both student health and educational outcomes.

Programming generality into a performance feedback writing intervention: A randomized controlled trial.

PubMed

Hier, Bridget O; Eckert, Tanya L

2016-06-01

Substantial numbers of students in the United States are performing below grade-level expectations in core academic areas, and these deficits are most pronounced in the area of writing. Although performance feedback procedures have been shown to produce promising short-term improvements in elementary-aged students' writing skills, evidence of maintenance and generalization of these intervention effects is limited. The purpose of this study was to examine the immediate, generalized, and sustained effects of incorporating multiple exemplar training into the performance feedback procedures of a writing intervention using a randomized controlled trial (RCT). Results indicated that although the addition of multiple exemplar training did not improve students' writing performance on measures of stimulus and response generalization, it did result in greater maintenance of intervention effects in comparison to students who received performance feedback without generality programming and students who engaged in weekly writing practice alone. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

The development and evaluation of a medical imaging training immersive environment

PubMed Central

Bridge, Pete; Gunn, Therese; Kastanis, Lazaros; Pack, Darren; Rowntree, Pamela; Starkey, Debbie; Mahoney, Gaynor; Berry, Clare; Braithwaite, Vicki; Wilson-Stewart, Kelly

2014-01-01

Introduction A novel realistic 3D virtual reality (VR) application has been developed to allow medical imaging students at Queensland University of Technology to practice radiographic techniques independently outside the usual radiography laboratory. Methods A flexible agile development methodology was used to create the software rapidly and effectively. A 3D gaming environment and realistic models were used to engender presence in the software while tutor-determined gold standards enabled students to compare their performance and learn in a problem-based learning pedagogy. Results Students reported high levels of satisfaction and perceived value and the software enabled up to 40 concurrent users to prepare for clinical practice. Student feedback also indicated that they found 3D to be of limited value in the desktop version compared to the usual 2D approach. A randomised comparison between groups receiving software-based and traditional practice measured performance in a formative role play with real equipment. The results of this work indicated superior performance with the equipment for the VR trained students (P = 0.0366) and confirmed the value of VR for enhancing 3D equipment-based problem-solving skills. Conclusions Students practising projection techniques virtually performed better at role play assessments than students practising in a traditional radiography laboratory only. The application particularly helped with 3D equipment configuration, suggesting that teaching 3D problem solving is an ideal use of such medical equipment simulators. Ongoing development work aims to establish the role of VR software in preparing students for clinical practice with a range of medical imaging equipment. PMID:26229652

Longitudinal Study of Performance of Students Entering Harper College, Years 1967-1975. Vol. IX, No. 6.

ERIC Educational Resources Information Center

Lucas, John A.

Analysis of the transcripts of 200 full-time and 200 part-time beginning traditional credit students randomly sampled from the population of students entering each fall from 1967 to 1975 at William Rainey Harper College indicated that: (1) overall student grade point average rose in direct relationship to changes in grading policy; (2) the grade…

Do frogs have to croak? Comparing academic performance of students in traditional dissection labs on campus with students using virtual simulations via distance education

NASA Astrophysics Data System (ADS)

Humphries, Susie Annette

This quantitative study was designed to determine whether there were any significant differences in students and their understanding of animal anatomy and basic physiology in introductory biology and anatomy courses when instructed using self-directed, virtual simulation dissections in a distance-learning format rather than by teacher-directed, hands-on dissections in traditional on-campus classes. Two different courses at Snead State Community College, a small, rural 2-year institution in north Alabama, participated in this study. Principles of Biology II (BIO 104) was a course taken by students not planning a career in a health field, while Human Anatomy and Physiology I (BIO 201) was a course designed for students who plan to pursue a health-related degree. A total of 44 students participated in the online versions of their respective anatomy courses, 11 in BIO 104 and 33 in BIO 201, whereas a total of 132 students participated in the on-campus versions of their anatomy courses, 28 in BIO 104 and 104 in BIO 201. At the outset of their anatomy courses, all participants were given a presurvey to obtain basic demographics and background information used in the final analyses. A pretest/posttest laboratory practicum evaluation was used to determine students' academic performance in their anatomy courses over a semester. The results indicated that for the BIO 104 students there were no significant differences between those students taking the course online and those taking the course on campus. The BIO 201 students, on the other hand, did indicate a significant difference in the overall academic performance on their laboratory practicums, with the on-campus students achieving statistically higher than the online students. However, it is important to note that the BIO 104 students were not taking their exams as a part of their course grade as were the BIO 201 students. It was also ascertained through this study that students with prior online experience and/or with moderate to substantial dissection experience did not perform statistically better than students without these experiences. Additionally, various characteristics and qualities associated with the success of students in anatomy courses were discovered.

Medical School Anatomy and Pathology Workshops for High School Students Enhance Learning and Provide Inspiration for Careers in Medicine

PubMed Central

Fenderson, Bruce A.; Veloski, J. Jon; Livesey, Michael; Wojdon-Smith, Tracey

2016-01-01

“Anatomy and Pathology Workshop” is a cadaver-based outreach program that models medical education to large groups of high school students. This study was designed to evaluate the impact of this program on students’ knowledge of anatomy and interest in biomedical science. A total of 144 high school students participated in the workshop in 2015. Preworkshop and postworkshop assessments were administered to assess students’ learning. A postworkshop survey was conducted to solicit students’ reflections and feedback. It was found that student performance in the postworkshop examination (mean 78%) had significantly improved when compared to the performance in the preexamination (mean 54%), indicating that this program enhances learning. Students were also inspired to consider opportunities in medicine and allied health professions—97% indicated that they had a better understanding of medical education; 95% agreed that they had better understanding of the human body; 84% thought anatomy was interesting and exciting; and 62% of the students indicated that they looked forward to studying medicine or another health profession. Students rated the instructors highly—95% agreed that the instructors were professional and served as role models. Medical/graduate student instructors were also highly regarded by the high school students—96% thought it was valuable to have student instructors and 94% thought that student instructors were caring and enthusiastic about teaching. In summary, this study demonstrates that outreach programs provided by medical schools help young adults during their formative years by modeling professionalism, providing role models, enhancing learning, and encouraging many to consider opportunities in the health professions. PMID:28725784

The Effect of Tutoring With Nonstandard Equations for Students With Mathematics Difficulty.

PubMed

Powell, Sarah R; Driver, Melissa K; Julian, Tyler E

2015-01-01

Students often misinterpret the equal sign (=) as operational instead of relational. Research indicates misinterpretation of the equal sign occurs because students receive relatively little exposure to equations that promote relational understanding of the equal sign. No study, however, has examined effects of nonstandard equations on the equation solving and equal-sign understanding of students with mathematics difficulty (MD). In the present study, second-grade students with MD (n = 51) were randomly assigned to standard equations tutoring, combined tutoring (standard and nonstandard equations), and no-tutoring control. Combined tutoring students demonstrated greater gains on equation-solving assessments and equal-sign tasks compared to the other two conditions. Standard tutoring students demonstrated improved skill on equation solving over control students, but combined tutoring students' performance gains were significantly larger. Results indicate that exposure to and practice with nonstandard equations positively influence student understanding of the equal sign. © Hammill Institute on Disabilities 2013.

Influence of levels of information as presented by different technologies on students' understanding of acid, base, and ph concepts

NASA Astrophysics Data System (ADS)

Nakhleh, Mary B.; Krajcik, Joseph S.

We investigated how different levels of information presented by various technologies affected secondary students' understanding of acid, base, and pH concepts. Secondary students who were selected for the study had just completed their study of acid-base chemistry. No attempt was made to provide further instruction. We analyzed changes in the understanding of individual students by constructing concept maps from the propositions that the students used in interviews conducted before and after a series of acid-base titrations. After the initial interview, students were divided into three groups. Within each group, students individually performed the same set of titrations using different technologies: chemical indicators, pH meters, and microcomputer-based laboratories (MBL). After the titrations were completed, all students were interviewed again. We found that students using MBL exhibited a larger positive shift in their concept map scores, which indicates a greater differentiation and integration of their knowledge of acids and bases. The chemical indicator students exhibited a more moderate positive shift in their concept map scores, and the pH meter students exhibited a smaller positive shift. We also found that the MBL students constructed more inappropriate links in their concept maps than the chemical indicator or pH meter students. However, we speculate that this increased number of inappropriate links indicates a high level of involvement with the technology. We therefore argue that the level of information offered by the technology affected students' understanding of the chemical concepts.Received: 24 February 1993; Revised: 21 February 1994;

How good is good? Students and assessors' perceptions of qualitative markers of performance.

PubMed

Ma, Heung Kan; Min, Cynthia; Neville, Alan; Eva, Kevin

2013-01-01

Qualitative markers of performance are routinely used for medical student assessment, though the extent to which such markers can be readily translated to actionable pieces of information remains uncertain. To explore (a) the perceived value to be indicated by descriptor phrases commonly used for describing student performance, (b) the perceived weight of the different performance domains (e.g. communication skills, work ethic, knowledge base, etc), and (c) whether or not the perceived value of the descriptors changes as a function of the performance domains. Five domains of performance were identified from the thematic coding of past medical student transcripts (N = 156). From the transcripts, 91 distinct descriptors indicating the language commonly used by assessors were also identified. From the list of 91 descriptors, Thurstone's method of equal-appearing intervals was used to extract 10 descriptors that were representative of the continuum of student performance. A modified paired comparisons method was then used to enable the relative ranking of each of 10 descriptors combined with each of 5 different domains of performance. A web-based survey was used to collect responses from participants (N = 209), which consisted of medical students and faculty members who were previously involved in student assessment. Results demonstrated that respondents did not simply sum positive and negative descriptors in a uniform manner. Rather, comments on some domains (e.g., "ability to apply patient centred medicine") were seen as particularly positive when associated with positive descriptors but not particularly negative when associated with negative descriptors. For others (e.g., "receptivity and responsiveness to feedback") the reverse was true. Comments on "knowledge-base" elicited a relatively muted perception at both ends of the scale. Finally, the results also revealed moderate misalignment in the perceptions of assessors and students. The findings from this study suggest that the use of any given descriptor conveys slightly different meaning dependent on the context in which it is used. This helps to address some key issues surrounding the application of qualitative markers to performance assessment in medical education.

Perkins Core Performance Measures: Results and Targets, 1999-2000.

ERIC Educational Resources Information Center

McHewitt, Earl R.; Taylor, Garry

This document describes the Virginia Community College System (VCCS) Core Indicators for the Perkins III Core Performance Standards and Measures. Core indicators and measures include: (1) student attainment, measured by academic and technical skills; (2) completion, measured by graduation rate; (3) placement and persistence, measured by placement,…

[Change of well-being and of the emotional state of students upon learning of teaching material].

PubMed

Ivashchenko, S N

2014-01-01

This article presents the results of studying the dynamics of changes in indicators being recorded by students V-VIII classes of secondary schools in Kiev during the process of development of educational information. In addition, the article shows the results of the study the patterns of the indicators of the emotional state of the representatives of this category of students. It is established that there is a relationship between the values of indicators of health and emotional state school and degree that the level of complexity of the material being studied individual abilities of students about their ability to appreciate and understand the essence of a full training material. The more high performance, indicating a deterioration of health and emotional state, were among those students who strive to achieve excellent results in their studies, but for some reason failed to achieve them. In contrast, the most favorable figures were well-being and emotional state of the two categories of students: those students whose individual capacities for perception and Learning scales with difficulty, and those students who are not particularly sought to achieve good results in studies.

Comparison of Different Instructional Multimedia Designs for Improving Student Science-Process Skill Learning

NASA Astrophysics Data System (ADS)

Chien, Yu-Ta; Chang, Chun-Yen

2012-02-01

This study developed three forms of computer-based multimedia, including Static Graphics (SG), Simple Learner-Pacing Animation (SLPA), and Full Learner-Pacing Animation (FLPA), to assist students in learning topographic measuring. The interactive design of FLPA allowed students to physically manipulate the virtual measuring mechanism, rather than passively observe dynamic or static images. The students were randomly assigned to different multimedia groups. The results of a one-way ANOVA analysis indicated that (1) there was a significant difference with a large effect size ( f = .69) in mental effort ratings among three groups, and the post-hoc test indicated that FLPA imposed less cognitive load on students than did SG ( p = .007); (2) the differences of practical performance scores among groups reached the statistic significant level with a large effect size ( f = .76), and the post-hoc test indicated that FLPA fostered better learning outcomes than both SLPA and SG ( p = .004 and p = .05, respectively); (3) the difference in instructional efficiency that was computed by the z-score combination of students' mental effort ratings and practical performance scores among the three groups obtained the statistic significant level with a large effect size ( f = .79), and the post-hoc test indicated that FLPA brought students higher instructional efficiency than those of both SLPA and SG ( p = .01 and .005, respectively); (4) no significant effect was found in instructional time-spans between groups ( p = .637). Overall, FLPA was recommended as the best multimedia form to facilitate topographic measurement learning. The implications of instructional multimedia design were discussed from the perspective of cognitive load theory.

The effectiveness of training with an emergency department simulator on medical student performance in a simulated disaster.

PubMed

Franc-Law, Jeffrey Michael; Ingrassia, Pier Luigi; Ragazzoni, Luca; Della Corte, Francesco

2010-01-01

Training in practical aspects of disaster medicine is often impossible, and simulation may offer an educational opportunity superior to traditional didactic methods. We sought to determine whether exposure to an electronic simulation tool would improve the ability of medical students to manage a simulated disaster. We stratified 22 students by year of education and randomly assigned 50% from each category to form the intervention group, with the remaining 50% forming the control group. Both groups received the same didactic training sessions. The intervention group received additional disaster medicine training on a patient simulator (disastermed.ca), and the control group spent equal time on the simulator in a nondisaster setting. We compared markers of patient flow during a simulated disaster, including mean differences in time and number of patients to reach triage, bed assignment, patient assessment and disposition. In addition, we compared triage accuracy and scores on a structured command-and-control instrument. We collected data on the students' evaluations of the course for secondary purposes. Participants in the intervention group triaged their patients more quickly than participants in the control group (mean difference 43 s, 99.5% confidence interval [CI] 12 to 75 s). The score of performance indicators on a standardized scale was also significantly higher in the intervention group (18/18) when compared with the control group (8/18) (p < 0.001). All students indicated that they preferred the simulation-based curriculum to a lecture-based curriculum. When asked to rate the exercise overall, both groups gave a median score of 8 on a 10-point modified Likert scale. Participation in an electronic disaster simulation using the disastermed.ca software package appears to increase the speed at which medical students triage simulated patients and increase their score on a structured command-and-control performance indicator instrument. Participants indicated that the simulation-based curriculum in disaster medicine is preferable to a lecture-based curriculum. Overall student satisfaction with the simulation-based curriculum was high.

The dependability of medical students' performance ratings as documented on in-training evaluations.

PubMed

van Barneveld, Christina

2005-03-01

To demonstrate an approach to obtain an unbiased estimate of the dependability of students' performance ratings during training, when the data-collection design includes nesting of student in rater, unbalanced nest sizes, and dependent observations. In 2003, two variance components analyses of in-training evaluation (ITE) report data were conducted using urGENOVA software. In the first analysis, the dependability for the nested and unbalanced data-collection design was calculated. In the second analysis, an approach using multiple generalizability studies was used to obtain an unbiased estimate of the student variance component, resulting in an unbiased estimate of dependability. Results suggested that there is bias in estimates of the dependability of students' performance on ITEs that are attributable to the data-collection design. When the bias was corrected, the results indicated that the dependability of ratings of student performance was almost zero. The combination of the multiple generalizability studies method and the use of specialized software provides an unbiased estimate of the dependability of ratings of student performance on ITE scores for data-collection designs that include nesting of student in rater, unbalanced nest sizes, and dependent observations.

Teaching and Learning

ERIC Educational Resources Information Center

Oppenheimer, Frank

1973-01-01

Presents some general ideas about teaching and learning, involving the characteristics and effectiveness of education, students' learning practices, and teachers' performance and class load. Indicates that the teacher should set up conductive environments and help students get unstuck in their learning. (CC)

Liven up Your Student Dramatics with Commedia dell' Arte.

ERIC Educational Resources Information Center

Potter, Jonathan

1980-01-01

Suggests using the ancient Commedia dell' Arte technique of establishing characters and a plot and then allowing the actors to create their own play. Indicates that this improves student performances even in more traditional plays. (TJ)

Evaluation of an audience response system in a preclinical operative dentistry course.

PubMed

Elashvili, Ana; Denehy, Gerald E; Dawson, Deborah V; Cunningham, Marsha A

2008-11-01

Student performance was compared on written and psychomotor skill tests of freshman dental students receiving conventional lectures versus the same lectures containing interactive components using TurningPoint, a wireless audience response system (ARS). The research design was a controlled crossover study with seventy-seven freshman dental students conducted in a preclinical operative dentistry course. Two randomized groups alternated the two study lectures, one with ARS and the other without ARS. Student knowledge retention was measured through written examination using immediate posttest, as well as questions on the unit and final examinations. Psychomotor skill tests were given on both lecture topics. Statistically significant differences indicating superiority of ARS were identified for performance on the immediate posttest and psychomotor skill test only for the lecture "Principles of Dental Bonding." The other examinations/skill testing showed no significant difference. These results indicate that ARS is a promising teaching tool for dental education.

An Evaluation of the Evidence Base for Performance Feedback to Improve Teacher Praise Using CEC's Quality Indicators

ERIC Educational Resources Information Center

Sweigart, Chris A.; Collins, Lauren W.; Evanovich, Lauren L.; Cook, Sara Cothren

2016-01-01

Despite a rich body of empirical evidence that supports the use of teacher praise to improve student outcomes, it continues to be underused in practice. One method of ameliorating this problem is the use of performance feedback. Although some studies have indicated that the use of performance feedback is an effective approach for increasing…

The Academic Impact of Natural Disasters: Evidence from L'Aquila Earthquake

ERIC Educational Resources Information Center

Di Pietro, Giorgio

2018-01-01

This paper uses a standard difference-in-differences approach to examine the effect of the L'Aquila earthquake on the academic performance of the students of the local university. The empirical results indicate that this natural disaster reduced students' probability of graduating on-time and slightly increased students' probability of dropping…

Student Teachers' Skills in the Implementation of Collaborative Learning: A Multilevel Approach

ERIC Educational Resources Information Center

Ruys, Ilse; Van Keer, Hilde; Aelterman, Antonia

2011-01-01

This study explores the development of student teachers' skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results indicate that student teachers generally perform well in implementing CL. Further, it appears that…

Student Success through Leadership Self-Efficacy: A Comparison of International and Domestic Students

ERIC Educational Resources Information Center

Nguyen, David H. K.

2016-01-01

There is scarce research that examines the leadership experiences of international students on campus. Leadership capacity and efficacy are important indicators of success in higher education and are linked to important academic, career, and life benefits, such as career and leadership aspirations, work performance, the ability to cope and…

The Role of Personality Temperament and Student Learning in Principles of Economics: Further Evidence.

ERIC Educational Resources Information Center

Ziegert, Andrea L.

2000-01-01

Explores the relationship between student personality types and measures of student performance in principles of microeconomics using the Keirsey Sorter, a 70-question Myers-Briggs Type Indicator (MBTI); results from the Test of Understanding of College Economics (TUCE); and course grades. Suggests that personality types do affect student…

The Role of Co-Regulated Learning during Students' Understanding of Complex Systems with Hypermedia.

ERIC Educational Resources Information Center

Azevedo, Roger; Cromley, Jennifer G.; Seibert, Diane; Tron, Myriam

This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=51) were randomly assigned to use of one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding…

Predictors of Middle School Students' Use of Self- Handicapping Strategies.

ERIC Educational Resources Information Center

Midgley, Carol; Urdan, Tim

1995-01-01

By procrastinating, allowing others to keep them from studying, deliberately not trying, and using other "self-handicapping" strategies, students can convey that those circumstances, rather than lack of ability, are the reasons for subsequent poor performance. Survey data from 256 eighth-grade students indicated that boys use those strategies more…

The Impact of Structured and Nonstructured Work Experiences on College Students' Attitudes, Values, and Academic Performance.

ERIC Educational Resources Information Center

Heller, Barbara R.; Heinemann, Harry N.

1987-01-01

A study of 353 college students compared effects of structured and nonstructured forms of work on career and school goals, attitudes toward work, and work-related values. Results indicate that working during college seems to relate to attitudes toward work, education, and student life. (CH)

Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Summary

ERIC Educational Resources Information Center

Policy Analysis for California Education, PACE, 2016

2016-01-01

The Every Student Succeeds Act (ESSA) requires states to develop an accountability system that includes multiple measures of student academic performance and at least one additional indicator of "School Quality or Student Success" (SQSS). To support policymaking at both the state and federal level, the authors of "Identity Crisis:…

Marking Strategies in Metacognition-Evaluated Computer-Based Testing

ERIC Educational Resources Information Center

Chen, Li-Ju; Ho, Rong-Guey; Yen, Yung-Chin

2010-01-01

This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results…

Student Evaluations of Faculty: Concerns and Possible Solutions

ERIC Educational Resources Information Center

Kozub, Robert M.

2008-01-01

Student evaluations of university instruction have long been used to evaluate the teaching performance of instructors of all ranks. In spite of the widespread use of the data acquired from student evaluations for the purpose of determining faculty teaching effectiveness, a review of the literature in the area indicates that questions concerning…

The Mystery of Student Selection: Are There Any Selection Criteria?

ERIC Educational Resources Information Center

Marnewick, Carl

2012-01-01

First-year students are still failing at an alarming rate. This is an international issue that universities face and there is currently no clear indication of the cause of the problem as universities move from being elite to providing mass education. This article examines the possible correlation between students' high school performance and…

Intertwined Effects of Gender and Migration Status on Persistence in SET Study Programmes

ERIC Educational Resources Information Center

Guenther, Elisabeth Anna; Koeszegi, Sabine Theresia

2017-01-01

This paper explores the intersectional interference of gender and migration status on students' persistence at an Austrian University of Technology. While controlling for the pre-university education and performance indicators, we estimate the odds for the persistence of male and female students, as well as of students with diverse migration…

On-Line vs. Face-to-Face Delivery of Information Technology Courses: Students' Assessment

ERIC Educational Resources Information Center

Said, Hazem; Kirgis, Lauren; Verkamp, Brian; Johnson, Lawrence

2015-01-01

This paper investigates students' assessment of on-line vs face-to-face delivery of lecture-based information technology courses. The study used end-of-course surveys to examine students' ratings of five course quality indicators: Course Organization, Assessment and Grading Procedures, Instructor Performance, Positive Learning Experience, and…

The Effects of Project Success on Student Academic Performance: A Quasi-Experimental Study

ERIC Educational Resources Information Center

Shamblen, Stephen R.; Ringwalt, Chris

2008-01-01

Project SUCCESS (PS) is a substance use prevention program that targets indicated high school students. We used archival data to explore the program's effects on students' academic achievement and disciplinary problems. It is essential to demonstrate such effects, if prevention curricula are to survive in schools that face multiple competing…

Adding Badging to a Marketing Simulation to Increase Motivation to Learn

ERIC Educational Resources Information Center

Saxton, M. Kim

2015-01-01

Badging has become a popular tool for obtaining social recognition for personal accomplishments. This innovation describes a way to add badging to a marketing simulation to increase student motivation to achieve the simulation's goals. Assessments indicate that badging both motivates students to perform better and helps explain students' perceived…

Marketing Classroom Spaces: Is It Really Better at the Front?

ERIC Educational Resources Information Center

Vander Schee, Brian A.

2011-01-01

Students spend much of their time in college seated in a classroom. Their seating choice can indicate something about students' general perceptions regarding seat selection and academic achievement. However, actual seat location may also play a role in student performance. This preliminary research focused on the seating choices of 373…

Effect of Task Presentation on Students' Performances in Introductory Statistics Courses

ERIC Educational Resources Information Center

Tomasetto, Carlo; Matteucci, Maria Cristina; Carugati, Felice; Selleri, Patrizia

2009-01-01

Research on academic learning indicates that many students experience major difficulties with introductory statistics and methodology courses. We hypothesized that students' difficulties may depend in part on the fact that statistics tasks are commonly viewed as related to the threatening domain of math. In two field experiments which we carried…

Improving Student Retention in Higher Education: Improving Teaching and Learning

ERIC Educational Resources Information Center

Crosling, Glenda; Heagney, Margaret; Thomas, Liz

2009-01-01

As a key performance indicator in university quality assurance processes, the retention of students in their studies is an issue of concern world-wide. Implicit in the process of quality assurance is quality improvement. In this article, we examine student retention from a teaching and learning perspective, in terms of teaching and learning…

Predictors of Global Self-Worth and Academic Performance among Regular Education, Learning Disabled, and Continuation High School Students.

ERIC Educational Resources Information Center

Wiest, Dudley J.; Wong, Eugene H.; Kreil, Dennis A.

1998-01-01

The ability of measures of perceived competence, control, and autonomy support to predict self-worth and academic performance was studied across groups of high school students. Stepwise regression analyses indicate these variables in model predict self-worth and grade point average. In addition, levels of school status and depression predict…

Examination performances of German and international medical students in the preclinical studying-term – A descriptive study

PubMed Central

Huhn, D.; Resch, F.; Duelli, R.; Möltner, A.; Huber, J.; Karimian Jazi, K.; Amr, A.; Eckart, W.; Herzog, W.; Nikendei, C.

2014-01-01

Introduction: Medical students with a migration background face several specific problems during their studies. International surveys show first indications that this group of students performs worse in written, oral or practical exams. However, so far, nothing is known about the performance of international students in written pre-clinical tests as well as in pre-clinical State Examinations for German-speaking countries. Method: A descriptive, retrospective analysis of the exam performances of medical students in the pre-clinical part of their studies was conducted at the Faculty of Medicine of Heidelberg in for the year 2012. Performance in written tests of the final exams in the second (N=276), third (N=292) and fourth semester (N=285) were compared between German students, students from EU countries and students from non-EU countries. Same comparison was drawn for the performance in the oral exam of the First State Examination in the period from 2009 - 2012 (N=1137). Results: German students performed significantly better than students with a non-EU migration background both in all written exams and in the oral State Examination (all p<.05). The performance of students with an EU migration background was significantly better than that of students with a non-EU background in the written exam at the end of the third and fourth semester (p<.05). Furthermore, German students completed the oral exam of the First State Examination significantly earlier than students with a non-EU migration background (<.01). Discussion: Due to its poorer performance in written and oral examinations and its simultaneously longer duration of study, the group of non-German medical students with a country of origin outside of the European Union has to be seen as a high-risk group among students with a migration background. For this group, there is an urgent need for early support to prepare for written and oral examinations. PMID:25228931

Trait procrastination among dental students in India and its influence on academic performance.

PubMed

Madhan, Balasubramanian; Kumar, Cholleti Sudheer; Naik, Eslavath Seena; Panda, Sujit; Gayathri, Haritheertham; Barik, Ashish Kumar

2012-10-01

Trait procrastination is believed to be highly prevalent among college students and detrimental to their educational performance. As the scenario among dental students is virtually unknown, this study was conducted to evaluate the prevalence of trait procrastination among dental students and to analyze its influence on their academic performance. A total of 174 fourth-year dental students from three dental colleges in India voluntarily completed the Lay's Procrastination Scale-student version (LPS). The mean percentage marks scored in the subsequent final university examinations were used as a measure of academic performance. The descriptive statistics were computed to evaluate the prevalence of significant procrastination (LPS score ≥60). Mann-Whitney U test and multiple linear regressions were used to assess the influence of age and gender on procrastination severity, and the latter was again used to analyze the association between procrastination severity and academic performance. The results indicated that 27 percent (n=47) of the students exhibited a significant extent of trait procrastination; neither age nor gender affected its severity (p<0.05). Procrastination had a significant and negative impact on the academic performance of the student (beta=-0.150, p=0.039). These findings highlight the need for active measures to reduce the causes and consequences of procrastination in dental education.

The effect of visuals on non-native English students' learning of the basic principles and laws of motion

NASA Astrophysics Data System (ADS)

Yang, Quan

2001-10-01

This study, involving 154 undergraduate college students in China, was conducted to determine whether the surface structure of visual graphics affect content learning when the learner was a non-native English speaker and learning took place in a non-English speaking environment. Instruction with concrete animated graphics resulted in significantly higher achievement, when compared to instruction with concrete static, abstract static, abstract animated graphics or text only without any graphical illustrations. It was also found, unexpectedly, the text-only instruction resulted in the second best achievement, significantly higher than instruction with concrete static, abstract static, and abstract animated graphics. In addition, there was a significant interaction with treatment and test item, which indicated that treatment effects on graphic-specific items differed from those on definitional items. Additional findings indicated that relation to graphics directly or indirectly from the text that students studied had little impact on their performance in the posttests. Further, 51% of the participants indicated that they relied on some graphical images to answer the test questions and 19% relied heavily on graphics when completing the tests. In conclusion, concrete graphics when combined with animation played a significant role in enhancing ESL student performance and enabled the students to achieve the best learning outcomes as compared to abstract animated, concrete static, and abstract static graphics. This result suggested a significant innovation in the design and development of ESL curriculum in computer-based instruction, which would enable ESL students to perform better and achieve the expected outcomes in content area learning.

Assessment of knowledge and attitudes of dental students in regard to child abuse in Turkey.

PubMed

Hazar Bodrumlu, E; Avşar, A; Arslan, S

2018-02-01

Child abuse is a serious public problem. Signs of abuse are often present in the oro-facial region and dentists are in a strategic position to recognise and report suspected cases. The aim of this study was to investigate dental students' knowledge about and attitudes towards child abuse. This study was performed at the Faculty of Dentistry of the Ondokuz Mayis University. The data were collected through a self-report questionnaire administered to dental students (137 female/111 male) in three different dental classes (third, fourth and fifth study years) and grouped by considering those students who have been training in the school year of 2013. The definition of physical and social indicators of abuse, awareness regarding legal and ethical responsibilities, students' experience and requests made by students were evaluated by the students' response to questions put in the questionnaire. Descriptive statistics and chi-square tests were performed to analyse the questionnaire data. The questionnaire completion rate was 100%. About 67.74% of the third year, 40.71% of the fourth year and 16.67% of the fifth year believed that they could detect child abuse cases. However, results indicated a major lack of knowledge of social indicators, signs of physical abuse and reporting procedure amongst all respondents. The assessment of the total correct answers exhibited significant differences amongst third-, fourth- and fifth-year students' answers. Fifth-year students had the highest rate of correct responses (P < 0.05). Most students wanted to receive more knowledge about this topic. Dental students in Turkey are not sufficiently prepared for their role in diagnosing suspected cases of child abuse. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Predictors of student performance on the Pharmacy Curriculum Outcomes Assessment at a new school of pharmacy using admissions and demographic data.

PubMed

Gillette, Chris; Rudolph, Michael; Rockich-Winston, Nicole; Blough, Eric R; Sizemore, James A; Hao, Jinsong; Booth, Chris; Broedel-Zaugg, Kimberly; Peterson, Megan; Anderson, Stephanie; Riley, Brittany; Train, Brian C; Stanton, Robert B; Anderson, H Glenn

To characterize student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) and to determine the significance of specific admissions criteria and pharmacy school performance to predict student performance on the PCOA during the first through third professional years. Multivariate linear regression models were developed to study the relationships between various independent variables and students' PCOA total scores during the first through third professional years. To date, four cohorts have successfully taken the PCOA examination. Results indicate that the Pharmacy College Admissions Test (PCAT), the Health Science Reasoning Test (HSRT), and cumulative pharmacy grade point average were the only consistent significant predictors of higher PCOA total scores across all students who have taken the exam at our school of pharmacy. The school should examine and clarify the role of PCOA within its curricular assessment program. Results suggest that certain admissions criteria and performance in pharmacy school are associated with higher PCOA scores. Copyright © 2016 Elsevier Inc. All rights reserved.

Medical Student Dissection of Cadavers Improves Performance on Practical Exams but not on the NBME Anatomy Subject Exam.

PubMed

Sargent Jones, Leslie; Paulman, Lance E; Thadani, Raj; Terracio, Louis

2001-12-01

We have examined whether cadaver dissection by first year medical students (MIs) affected their performance in two test measures: the NBME Gross Anatomy and Embryology Subject Exam (dissection-relevant questions only), and practical exams given at the end of each major section within the course. The dissections for the entire course were divided into 18 regional dissection units and each student was assigned to dissect one third of the regional units; the other two-thirds of the material was learned from the partner-prosected cadavers. Performance for each student on the exams was then assessed as a function of the regions those students actually dissected. While the results indicated a small performance advantage for MIs answering questions on material they had dissected on the NBME Subject Exam questions relevant to dissection (78-88% of total exam), the results were not statistically significant. However, a similar, small performance advantage on the course practical exams was highly significant.

Predicting students' intention to use stimulants for academic performance enhancement.

PubMed

Ponnet, Koen; Wouters, Edwin; Walrave, Michel; Heirman, Wannes; Van Hal, Guido

2015-02-01

The non-medical use of stimulants for academic performance enhancement is becoming a more common practice among college and university students. The objective of this study is to gain a better understanding of students' intention to use stimulant medication for the purpose of enhancing their academic performance. Based on an extended model of Ajzen's theory of planned behavior, we examined the predictive value of attitude, subjective norm, perceived behavioral control, psychological distress, procrastination, substance use, and alcohol use on students' intention to use stimulants to improve their academic performance. The sample consisted of 3,589 Flemish university and college students (mean age: 21.59, SD: 4.09), who participated anonymously in an online survey conducted in March and April 2013. Structural equation modeling was used to investigate the relationships among the study variables. Our results indicate that subjective norm is the strongest predictor of students' intention to use stimulant medication, followed by attitude and perceived behavioral control. To a lesser extent, procrastinating tendencies, psychological distress, and substance abuse contribute to students' intention. Conclusions/ Importance: Based on these findings, we provide several recommendations on how to curtail students' intention to use stimulant medication for the purpose of improving their academic performance. In addition, we urge researchers to identify other psychological variables that might be related to students' intention.

Impact of Adding Internet Technology on Student Performance and Perception of Autonomy in Fundamentals of Electronics Course

NASA Astrophysics Data System (ADS)

Rosero-Zambrano, Carlos Andrés; Avila, Alba; Osorio, Luz Adriana; Aguirre, Sandra

2018-04-01

The coupling of the traditional classroom instruction and a virtual learning environment (VLE) in an engineering course is critical to stimulating the learning process and to encouraging students to develop competencies outside of the classroom. This can be achieved through planned activities and the use of information and communication technologies (ICTs), resources designed to complement students' autonomous learning needs. A quantitative analysis of students' academic performance using final course grades was performed for a fundamentals of electronics course and we examine students' perception of their autonomy using surveys. The students' progress and attitudes were monitored over four consecutive semesters. The first began with the design of the intervention and the following three consisted in the implementation. The strategy was focused on the development of course competencies through autonomous learning with ICT tools presented in the VLE. Findings indicate that the students who did the activities in the VLE showed an increase in performance scores in comparison with students who did not do them. The strategy used in this study, which enhanced perceived autonomy, was associated with a positive effect on their learning process. This research shows that a technology-enhanced course supported by ICT activities can both improve academic performance and foster autonomy in students.

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment

PubMed Central

Santos, Miguel A.; Godás, Agustín; Ferraces, María J.; Lorenzo, Mar

2016-01-01

The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10–11 years) and in the 1st and 2nd year of Secondary Education (aged 12–13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [F(1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [F(1, 1200) = 5.49, p < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance. PMID:27790171

Academic Performance of Native and Immigrant Students: A Study Focused on the Perception of Family Support and Control, School Satisfaction, and Learning Environment.

PubMed

Santos, Miguel A; Godás, Agustín; Ferraces, María J; Lorenzo, Mar

2016-01-01

The international assessment studies of key competences, such as the PISA report of the OECD, have revealed that the academic performance of Spanish students is significantly below the OECD average. In addition, it has also been confirmed that the results of immigrant students are consistently lower than those of their native counterparts. Given the context, the first objective of this work is to observe the variables (support, control, school satisfaction, and learning environment) which distinguish between retained and non-retained native and immigrant students. The second objective is to check, by comparing the retained and non-retained native and immigrant students and separating the two levels, in order to find out which of the selected variables clearly differentiate the two groups. A sample of 1359 students was used (79.8% native students and 20.2% immigrant students of Latin American origin), who were enrolled in the 5th and 6th year of Primary Education (aged 10-11 years) and in the 1st and 2nd year of Secondary Education (aged 12-13 years). The measurement scales, which undergo a psychometric analysis in the current work, have been developed in a previous research study (Lorenzo et al., 2009). The construct validity and reliability are reported (obtaining alpha indices between 0.705 and 0.787). Subsequently, and depending on the results of this analysis, inferential analyses are performed, using as independent variables the ethno-cultural origin and being retained or not, whereas, as dependent variables, the indices referring to students' perception of family support and control, as well as the assessment of the school and learning environment. Among other results, the Group × Being retained/Not being retained [ F (1, 1315) = 4.67, p < 0.01] interaction should be pointed out, indicating that native non-retained subjects perceive more control than immigrants, as well as the Group × Being retained/Not being retained [ F (1, 1200) = 5.49, p < 0.01] interaction, showing that native non-retained students perceive more family support. Given the results obtained, our intention is to provide solid evidence that would facilitate the design of family involvement programs, helping to improve students' educational performance.

Predicting academic performance of dental students using perception of educational environment.

PubMed

Al-Ansari, Asim A; El Tantawi, Maha M A

2015-03-01

Greater emphasis on student-centered education means that students' perception of their educational environment is important. The ultimate proof of this importance is its effect on academic performance. The aim of this study was to assess the predictability of dental students' grades as indicator of academic performance through their perceptions of the educational environment. The Dundee Ready Educational Environment Measure (DREEM) questionnaire was used to assess dental students' perceptions of their educational environment at the University of Dammam, Saudi Arabia, in academic year 2012-13. Aggregate grades in courses were collected at the end of the semester and related to levels of perception of the five DREEM domains using regression analysis. The response rate was 87.1% among all students in Years 2-6. As the number of students perceiving excellence in learning increased, the number of students with A grades increased. Perception of an environment with problems in the atmosphere and social life increased the number of students with D and F grades. There was no relation between any of the DREEM domains and past academic performance as measured by GPA. This study concludes that these students' academic performance was affected by various aspects of perceiving the educational environment. Improved perception of learning increased the number of high achievers, whereas increased perception of problems in atmosphere and social life increased the number of low achievers and failing students.

Responses to different types of inquiry prompts: college students' discourse, performance, and perceptions of group work in an engineering class

NASA Astrophysics Data System (ADS)

Balgopal, Meena M.; Casper, Anne Marie A.; Atadero, Rebecca A.; Rambo-Hernandez, Karen E.

2017-08-01

Working in small groups to solve problems is an instructional strategy that allows university students in science, technology, engineering, and mathematics disciplines the opportunity to practice interpersonal and professional skills while gaining and applying discipline-specific content knowledge. Previous research indicates that not all group work prompts result in the same experiences for students. In this study we posed two types of prompts (guided and open) to undergraduate engineering students in a statics course as they participated in group work projects. We measured student discourse, student performance, and perceptions of group work. We found that guided prompts were associated with higher-level discourse and higher performance (project scores) than open prompts. Students engaged in guided prompts were more likely to discuss distribution of labour and design/calculation details of their projects than when students responded to open prompts. We posit that guided prompts, which more clearly articulate expectations of students, help students determine how to divide tasks amongst themselves and, subsequently, jump to higher levels of discourse.

The Learning of Compost Practice in University

NASA Astrophysics Data System (ADS)

Agustina, T. W.; Rustaman, N. Y.; Riandi; Purwianingsih, W.

2017-09-01

The compost as one of the topics of the Urban Farming Movement in Bandung city, Indonesia. The preliminary study aims to obtain a description of the performance capabilities and compost products made by students with STREAM (Science-Technology-Religion-Art-Mathematics) approach. The method was explanatory sequential mixed method. The study was conducted on one class of Biology Education students at the one of the universities in Bandung, Indonesia. The sample was chosen purposively with the number of students as many as 44 people. The instruments were making Student Worksheets, Observation Sheets of Performance and Product Assessment, Rubric of Performance and Product, and Field Notes. The indicators of performance assessment rubrics include Stirring of Compost Materials and Composting Technology in accordance with the design. The product assessment rubric are a Good Composting Criteria and Compost Packaging. The result of can be stated most students have good performance. However, the ability to design of compost technology, compost products and the ability to pack compost are still lacking. The implication of study is students of Biology Education require habituation in the ability of designing technology.

Chances of success in and engagement with mathematics for students who enter university with a weak mathematics background

NASA Astrophysics Data System (ADS)

Varsavsky, Cristina

2010-12-01

An increasing number of Australian students elect not to undertake studies in mathematical methods in the final years of their secondary schooling. Some higher education providers now offer pathways for these students to pursue mathematics studies up to a major specialization within the bachelor of science programme. This article analyses the performance in and engagement with mathematics of the students who elect to take up this option. Findings indicate that these are not very different when compared to students who enter university with an intermediate mathematics preparation. The biggest contrast in performance and engagement is with those students who have studied mathematics in senior secondary school to an advanced level.

The Types and Nature of Questions vis-à-vis Students' Test-Taking Skills as Significant Indicators of Second Language Examinees? Performance on the TOEFL-ITP Reading Comprehension Sub-Test

ERIC Educational Resources Information Center

Perez-Amurao, Analiza

2011-01-01

This study examines the reading performance of selected students at the Pre-College program of the Mahidol University International College (PC-MUIC) as they are required to attain a score of 520 in the TOEFL-ITP (or equivalent performance in IELTS) to enter MUIC. Specifically, this research aims to evaluate whether the reading skills that…

Test anxiety, perfectionism, goal orientation, and academic performance.

PubMed

Eum, KoUn; Rice, Kenneth G

2011-03-01

Dimensions of perfectionism and goal orientation have been reported to have differential relationships with test anxiety. However, the degree of inter-relationship between different dimensions of perfectionism, the 2 × 2 model of goal orientations proposed by Elliot and McGregor, cognitive test anxiety, and academic performance indicators is not known. Based on data from 134 university students, we conducted correlation and regression analyses to test associations between adaptive and maladaptive perfectionism, four types of goal orientations, cognitive test anxiety, and two indicators of academic performance: proximal cognitive performance on a word list recall test and distal academic performance in terms of grade point average. Cognitive test anxiety was inversely associated with both performance indicators, and positively associated with maladaptive perfectionism and avoidance goal orientations. Adaptive and maladaptive perfectionism accounted for significant variance in cognitive test anxiety after controlling for approach and avoidance goal orientations. Overall, nearly 50% of the variance in cognitive test anxiety could be attributed to gender, goal orientations, and perfectionism. Results suggested that students who are highly test anxious are likely to be women who endorse avoidance goal orientations and are maladaptively perfectionistic.

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

The learning of aquaponics practice in university

NASA Astrophysics Data System (ADS)

Agustina, T. W.; Rustaman, N. Y.; Riandi; Purwianingsih, W.

2018-05-01

This study aims to obtain a description of the perfomance capabilities of aquaponic technology and the assessment of product and packaging of harvest kale. The aquaponic practice used a STREAM (Science Technology Religion Art Matematics) approach. The method was explanatory sequential mixed method. The research was conducted on one class of Biology Education students in 6th semester. The sample was chosen purposively with 49 students. The study instruments are student worksheet, observation sheet, rubric performance and product assessment, interview sheet and field notes. The indicator of performance rubrics on the manufacture of aquaponic technology consisted of the product rubric, cultivation criteria and packing method of kale. The interview rubric is in the form of student constraints on the manufacture of aquaponics. Based on the results, most students have performance in designing technology that is categorized as enough up to good. Almost all students produce a very good kale harvest. Most of the students produce kale packaging products that are categorized as enough. The implications of this research are the learning of aquaponic with the STREAM approach can equip student’s performance and product capabilities.

Indicators of Performance. Papers Presented at the Annual Conference of the Society for Research into Higher Education (15th, Brighton, England, December 19-20, 1979).

ERIC Educational Resources Information Center

Billing, David, Ed.

Thirty-two papers on performance indicators are presented based on the conference themes of performance of the higher education system at the national level, institutional evaluation, and assessment of staff and students. Papers and authors include the following: "Higher Education Systems at National Level" (A. Thompson); "The CNAA…

Comparison of cross culture engineering ethics training using the simulator for engineering ethics education.

PubMed

Chung, Christopher

2015-04-01

This paper describes the use and analysis of the Simulator for Engineering Ethics Education (SEEE) to perform cross culture engineering ethics training and analysis. Details describing the first generation and second generation development of the SEEE are published in Chung and Alfred, Science and Engineering Ethics, vol. 15, 2009 and Alfred and Chung, Science and Engineering Ethics, vol. 18, 2012. In this effort, a group of far eastern educated students operated the simulator in the instructional, training, scenario, and evaluation modes. The pre and post treatment performance of these students were compared to U.S. Educated students. Analysis of the performance indicated that the far eastern educated student increased their level of knowledge 23.7 percent while U.S. educated students increased their level of knowledge by 39.3 percent.

Among friends: the role of academic-preparedness diversity in individual performance within a small-group STEM learning environment

NASA Astrophysics Data System (ADS)

Micari, Marina; Van Winkle, Zachary; Pazos, Pilar

2016-08-01

In this study, we investigate the relationship between academic-preparedness diversity within small learning groups and individual academic performance in science, technology, engineering, and mathematics (STEM) university courses. We further examine whether academic-preparedness diversity impacts academically more- and less-prepared students differently. We use data from 5367 university students nested within 1141 science, engineering, and mathematics learning groups and use a regression analysis to estimate the effect of group diversity, measured in two ways, on course performance. Our results indicate that academic-preparedness diversity is generally associated with positive learning outcomes, that academically less-prepared students derive greater benefit, and that less-prepared students fare best when they are not alone in a group of highly prepared students. Implications for teaching and small-group facilitation are addressed.

The relevance of receptive vocabulary in reading comprehension.

PubMed

Nalom, Ana Flávia de Oliveira; Soares, Aparecido José Couto; Cárnio, Maria Silvia

2015-01-01

To characterize the performance of students from the 5th year of primary school, with and without indicatives of reading and writing disorders, in receptive vocabulary and reading comprehension of sentences and texts, and to verify possible correlations between both. This study was approved by the Research Ethics Committee of the institution (no. 098/13). Fifty-two students in the 5th year from primary school, with and without indicatives of reading and writing disorders, and from two public schools participated in this study. After signing the informed consent and having a speech therapy assessment for the application of inclusion criteria, the students were submitted to a specific test for standardized evaluation of receptive vocabulary and reading comprehension. The data were studied using statistical analysis through the Kruskal-Wallis test, analysis of variance techniques, and Spearman's rank correlation coefficient with level of significance to be 0.05. A receiver operating characteristic (ROC) curve (was constructed in which reading comprehension was considered as gold standard. The students without indicatives of reading and writing disorders presented a better performance in all tests. No significant correlation was found between the tests that evaluated reading comprehension in either group. A correlation was found between reading comprehension of texts and receptive vocabulary in the group without indicatives. In the absence of indicatives of reading and writing disorders, the presence of a good range of vocabulary highly contributes to a proficient reading comprehension of texts.

An Empirical Examination of the Permanence of Performance and Response Patterns Generated by a CRM-Reading Produced by Expert Judgment.

ERIC Educational Resources Information Center

Hess, Richard Wayne

Stability of performance on a criterion referenced reading test was examined for 413 students in grades one through six. The test, which measures 367 behavioral reading objectives, was administered twice to each student, with an interval of at least three weeks between the first and second administrations. Three statistical indices of permanence…

High School Leaders' Perceptions of Practices That Increase Graduation Rates of African American Males

ERIC Educational Resources Information Center

Jones, Linda D.

2015-01-01

Research indicates there are significant differences in the academic performance of minorities and whites, particularly at the high school level. On average, Latino and African American high school students read and perform math on the same level as 13-year-old white students and trail their white peers by an average of 20 test points on math and…

Middle Grade Indicators of Readiness in Chicago Public Schools: Looking Forward to High School and College. Research Report

ERIC Educational Resources Information Center

Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de la Torre, Marisa

2014-01-01

This report is designed to provide a detailed picture of the relationship between students' performance in the middle grades (grades five through eight) and their subsequent performance in high school and college among students in the Chicago Public Schools (CPS). The key findings of this report have been summarized in briefs for middle grade and…

Impact of interactive online units on learning science among students with learning disabilities and English learners

NASA Astrophysics Data System (ADS)

Terrazas-Arellanes, Fatima E.; Gallard M., Alejandro J.; Strycker, Lisa A.; Walden, Emily D.

2018-03-01

The purpose of this study was to document the design, classroom implementation, and effectiveness of interactive online units to enhance science learning over 3 years among students with learning disabilities, English learners, and general education students. Results of a randomised controlled trial with 2,303 middle school students and 71 teachers across 13 schools in two states indicated that online units effectively deepened science knowledge across all three student groups. Comparing all treatment and control students on pretest-to-posttest improvement on standards-based content-specific assessments, there were statistically significant mean differences (17% improvement treatment vs. 6% control; p < .001); no significant interactions were found between treatment condition and learning disability or English learner status, indicating that these two groups performed similarly to their peers; students with learning disabilities had significantly lower assessment scores overall. Teachers and students were moderately satisfied with the units.

Experiences of Earned Success: Community College Students' Shifts in College Confidence

ERIC Educational Resources Information Center

Bickerstaff, Susan; Barragan, Melissa; Rucks-Ahidiana, Zawadi

2017-01-01

Confidence and related constructs such as self-efficacy have been previously identified as important to college student persistence and performance (e.g., Cox, 2009; Wood & Turner, 2011), but existing research gives little indication of how confidence is shaped by students' day-to-day interactions in class and on campus. Using data from nearly…

Facilitating Self-Regulated Learning with Technology: Evidence for Student Motivation and Exam Improvement

ERIC Educational Resources Information Center

Barber, Larissa K.; Bagsby, Patricia G.; Grawitch, Matthew J.; Buerck, John P.

2011-01-01

The authors examined the extent to which student access to the MyGrade application in Blackboard may facilitate motivation and exam improvement via grade monitoring. In support of self-regulated learning and feedback principles, students indicated that the MyGrade application helped them better monitor their course performance and increased their…

Admission Criteria, Program Outcomes, and NCLEX-RN(RTM) Success in Second Degree Students

ERIC Educational Resources Information Center

Rowland, Janet Wedge

2013-01-01

The purpose of this retrospective study was to examine the outcome performance of second degree students in an Accelerated BSN (ABSN) and an Entry Level MSN (ELMSN) program. In addition to student demographics (ethnicity/race, age, and gender), study variables included admission and end-of-program indicators. Admission criteria included the…

A Comparative Study of Instructor and Student-Led Learning in a Large Nonmajors Biology Course: Student Performance and Perceptions

ERIC Educational Resources Information Center

Bernot, Melody J.; Metzler, Jennifer

2014-01-01

Traditional lectures have come under increasing criticism as research indicates lectures may be less effective in achieving learning outcomes than other teaching methods. Student engagement and success can potentially be improved by changing traditional lectures to instructional methods using active learning techniques. Active learning refers to…

Student Voice: Using Qualitative Feedback from Students to Enhance Their University Experience

ERIC Educational Resources Information Center

Grebennikov, Leonid; Shah, Mahsood

2013-01-01

Many performance indicators in Australian higher education are based on the quantitative data from student feedback surveys, while the qualitative data usually generated by these surveys receive relatively limited attention. This paper argues that these data, if collected and analysed in a systematic way, can be used as an effective and robust…

Probing Student Reasoning Approaches through the Lens of Dual-Process Theories: A Case Study in Buoyancy

ERIC Educational Resources Information Center

Gette, Cody R.; Kryjevskaia, Mila; Stetzer, MacKenzie R.; Heron, Paula R. L.

2018-01-01

A growing body of scholarly work indicates that student performance on physics problems stems from many factors, including relevant conceptual understanding. However, in contexts in which significant conceptual difficulties have been documented via research, it can be difficult to pinpoint and isolate such factors because students' written and…

You Are Your Words: Modeling Students' Vocabulary Knowledge with Natural Language Processing Tools

ERIC Educational Resources Information Center

Allen, Laura K.; McNamara, Danielle S.

2015-01-01

The current study investigates the degree to which the lexical properties of students' essays can inform stealth assessments of their vocabulary knowledge. In particular, we used indices calculated with the natural language processing tool, TAALES, to predict students' performance on a measure of vocabulary knowledge. To this end, two corpora were…

Enhancing Learning Performance through Classroom Response Systems: The Effect of Knowledge in a Global Economic Environment

ERIC Educational Resources Information Center

Cheng, Louis T. W.; Wang, Jacqueline Wenjie

2018-01-01

The international business education literature suggests that a global mindset can be acquired and benefit students to embrace new ideas and improve their critical thinking. Using a sample of 1,448 undergraduate students in Corporate Finance, International Finance, and Business Law subjects during 2013-2015, our results indicate that students with…

Using Generalizability Theory as a Framework for Informing Measurement Issues in Middle School Settings

ERIC Educational Resources Information Center

Ing, Marsha; Shih, Jeffrey C.

2013-01-01

There are situations within middle school settings where measurements of students and teachers are used for high-stakes decisions. For example, student performance is used as an indicator of teacher quality or determines student eligibility for particular types of support services. Given the high-stakes nature of these types of assessments,…

Within-School Spillover Effects of Foreclosures and Student Mobility on Student Academic Performance. Working Papers. No. 15-6

ERIC Educational Resources Information Center

Bradbury, Katharine; Burke, Mary A.; Triest, Robert K.

2014-01-01

Aside from effects on nearby property values, research is sparse on how foreclosures may generate negative externalities. Employing a unique dataset that matches individual student records from Boston Public Schools--including test scores, demographics, home address moves, and school changes--with real estate records indicating whether the student…

The Predictive Accuracy of Verbal, Quantitative, and Nonverbal Reasoning Tests: Consequences for Talent Identification and Program Diversity

ERIC Educational Resources Information Center

Lakin, Joni M.; Lohman, David F.

2011-01-01

Effective talent-identification procedures minimize the proportion of students whose subsequent performance indicates that they were mistakenly included in or excluded from the program. Classification errors occur when students who were predicted to excel subsequently do not excel or when students who were not predicted to excel do. Using a…

The Challenges of the Ontario Secondary School Literacy Test for Second Language Students

ERIC Educational Resources Information Center

Cheng, Liying; Klinger, Don A.; Zheng, Ying

2007-01-01

Results from the Ontario Secondary School Literacy Test (OSSLT) indicate that English as a Second Language (ESL) and English Literacy Development (ELD) students have comparatively low success and high deferral rates. This study examined the 2002 and 2003 OSSLT test performances of ESL/ELD and non-ESL/ELD students in order to identify and…

Third Grade Students' Performance on Calculator and Calculator-Related Tasks. Technical Report No. 498.

ERIC Educational Resources Information Center

Weaver, J. Fred

Refinements of work with calculator algorithms previously conducted by the author are reported. Work with "chaining" and the doing/undoing property in addition and subtraction was tested with 24 third-grade students. Results indicated the need for further instruction with both ideas. Students were able to manipulate the calculator keyboard, but…

Teaching in Cyberspace: Online versus Traditional Instruction Using a Waiting-List Experimental Design

ERIC Educational Resources Information Center

Poirier, Christopher R.; Feldman, Robert S.

2004-01-01

To test the effectiveness of an online introductory psychology course, we randomly assigned students to a large, traditional course or to an online course from a population of students who indicated that either course type was acceptable using a "waiting list" experimental design. Students in the online course performed better on exams and equally…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act. Executive Summary

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

High-Stakes Testing and Student Achievement: Problems for the No Child Left Behind Act

ERIC Educational Resources Information Center

Nichols, Sharon L.; Glass, Gene V.; Berliner, David C.

2005-01-01

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

Is Learner Self-Assessment Reliable and Valid in a Web-Based Portfolio Environment for High School Students?

ERIC Educational Resources Information Center

Chang, Chi-Cheng; Liang, Chaoyun; Chen, Yi-Hui

2013-01-01

This study explored the reliability and validity of Web-based portfolio self-assessment. Participants were 72 senior high school students enrolled in a computer application course. The students created learning portfolios, viewed peers' work, and performed self-assessment on the Web-based portfolio assessment system. The results indicated: 1)…

Conjoint Analysis of Study Abroad Preferences: Key Attributes, Segments and Implications for Increasing Student Participation

ERIC Educational Resources Information Center

Garver, Michael S.; Divine, Richard L.

2008-01-01

An adaptive conjoint analysis was performed on the study abroad preferences of a sample of undergraduate college students. The results indicate that trip location, cost, and time spent abroad are the three most important determinants of student preference for different study abroad trip scenarios. The analysis also uncovered four different study…

The effects of contextual learning instruction on science achievement of male and female tenth-grade students

NASA Astrophysics Data System (ADS)

Ingram, Samantha Jones

The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest ratings were a result of their prior experiences. This study shows that contextual learning instruction positively influences student motivation, interest, and achievement in science. Student achievement in science improved in the contextual learning classes as a result of increased interest due to learning that emphasized relevancy and purposeful meaning.

Effect of students' learning styles on classroom performance in problem-based learning.

PubMed

Alghasham, Abdullah A

2012-01-01

Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

Relationship between procrastination and academic performance among a group of undergraduate dental students in India.

PubMed

Lakshminarayan, Nagesh; Potdar, Shrudha; Reddy, Siddana Goud

2013-04-01

Procrastination, generally defined as a voluntary, irrational delay of behavior, is a prevalent phenomenon among college students throughout the world and occurs at alarmingly high rates. For this study, a survey was conducted of 209 second-, third-, and fourth-year undergraduate dental students of Bapuji Dental College and Hospital, Davangere, India, to identify the relationship between their level of procrastination and academic performance. A sixteen-item questionnaire was used to assess the level of procrastination among these students. Data related to their academic performance were also collected. Spearman's correlation coefficient test was used to assess the relationship between procrastination and academic performance. It showed a negative correlation of -0.63 with a significance level of p<0.01 (two-tailed test), indicating that students who showed high procrastination scores performed below average in their academics. In addition, analysis with the Mann-Whitney U test found a significant difference in procrastination scores between the two gender groups (p<0.05). Hence, among the Indian undergraduate dental students evaluated in this study, it appeared that individuals with above average and average academic performance had lower scores of procrastination and vice versa.

Critical Thinking Skills of U.S. Air Force Senior and Intermediate Developmental Education Students

DTIC Science & Technology

2016-02-16

SAASS), and Air War College (AWC). T-tests indicated no statistically significant difference in the CT skills of the sample of ACSC and AWC students...hypothesis that there was no statistically significant difference in the CT skills of IDE and SDE students. SAASS, as a more selective advanced studies...potential to develop CT skills, concluding, “students in the experimental group performed at a statistically significantly higher level than students in

The association between higher body mass index and poor school performance in high school students.

PubMed

Tonetti, L; Fabbri, M; Filardi, M; Martoni, M; Natale, V

2016-12-01

This study aimed to examine the association between body mass index (BMI) and school performance in high school students by controlling for relevant mediators such as sleep quality, sleep duration and socioeconomic status. Thirty-seven high school students (mean age: 18.16 ± 0.44 years) attending the same school type, i.e. 'liceo scientifico' (science-based high school), were enrolled. Students' self-reported weight and height were used to calculate BMI. Participants wore an actigraph to objectively assess the quality and duration of sleep. School performance was assessed through the actual grade obtained at the final school-leaving exam, in which higher grades indicate higher performance. BMI, get-up time, mean motor activity, wake after sleep onset and number of awakenings were negatively correlated with the grade, while sleep efficiency was positively correlated. When performing a multiple regression analysis, BMI proved the only significant (negative) predictor of grade. When controlling for sleep quality, sleep duration and socioeconomic status, a higher BMI is associated with a poorer school performance in high school students. © 2015 World Obesity Federation.

Peer influence on students' estimates of performance: social comparison in clinical rotations.

PubMed

Raat, A N Janet; Kuks, Jan B M; van Hell, E Ally; Cohen-Schotanus, Janke

2013-02-01

During clinical rotations, students move from one clinical situation to another. Questions exist about students' strategies for coping with these transitions. These strategies may include a process of social comparison because in this context it offers the student an opportunity to estimate his or her abilities to master a novel rotation. These estimates are relevant for learning and performance because they are related to self-efficacy. We investigated whether student estimates of their own future performance are influenced by the performance level and gender of the peer with whom the student compares him- or herself. We designed an experimental study in which participating students (n = 321) were divided into groups assigned to 12 different conditions. Each condition entailed a written comparison situation in which a peer student had completed the rotation the participant was required to undertake next. Differences between conditions were determined by the performance level (worse, similar or better) and gender of the comparison peer. The overall grade achieved by the comparison peer remained the same in all conditions. We asked participants to estimate their own future performance in that novel rotation. Differences between their estimates were analysed using analysis of variance (ANOVA). Students' estimates of their future performance were highest when the comparison peer was presented as performing less well and lowest when the comparison peer was presented as performing better (p < 0.001). Estimates of male and female students in same-gender comparison conditions did not differ. In two of three opposite-gender conditions, male students' estimates were higher than those of females (p < 0.001 and p < 0.05, respectively). Social comparison influences students' estimates of their future performance in a novel rotation. The effect depends on the performance level and gender of the comparison peer. This indicates that comparisons against particular peers may strengthen or diminish a student's self-efficacy, which, in turn, may ease or hamper the student's learning during clinical rotations. The study is limited by its experimental design. Future research should focus on students' comparison behaviour in real transitions. © Blackwell Publishing Ltd 2013.

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011

PubMed Central

Strøm, Ida Frugård; Schultz, Jon-Håkon; Wentzel-Larsen, Tore; Dyb, Grete

2016-01-01

Background The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. Objective This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Method Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors’ registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. Results The students’ grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. Conclusion The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching. Highlights of the article School functioning among high school students following a terrorist attack. The findings showed a decline in school performance and increased absence after the event. For students who successfully completed high school, high satisfaction with school support was reported and an improvement in grades could be observed over time, indicating possible recovery. The findings underscore the importance of keeping trauma-exposed students in schools and providing support over time. PMID:27171613

Evidence for the acceptability and academic success of an innovative remote and rural extended placement.

PubMed

Wilson, Morven; Cleland, Jennifer

2008-01-01

Time spent in remote medicine as an undergraduate is influential in career choice in Australia and Northern America. However, its influence is not known in smaller countries, where recruitment into rural medicine is also problematic. Differences across countries mean work is required to explore determinants of success of remote and rural undergraduate training locally. The objectives of this pilot study were to identify why 4th year medical students chose an extended remote and rural option within a degree program which includes a short compulsory period of remote and rural practice. Because this was a novel option the study also looks at the academic performance of the first cohort of students to ensure quality control of teaching and learning. This was a mixed methods (questionnaire, focus group, assessment data) pilot study exploring student views and performance outcomes in 4th year medical undergraduate students (n = 14), University of Aberdeen, who completed an innovative, one-year remote and rural placement. Fourteen students took part in the pilot. Questionnaire data indicated they viewed remote and rural medicine positively. This interest was maintained over the placement. Most had no definite career plans, but did have a slight preference towards general practice. Focus group data indicated four main themes relating to the decision to select the remote and rural placement: (1) teaching reputation; (2) to experience remote and rural medicine; (3) a change from Aberdeen; and (4) lifestyle factors. Assessment data indicated that student performances at the end of the year placement were consistent with their 3rd year performance on all assessments: OSCEs (p = 0.79), written exams (p = 0.10; p = 0.49), special study module/ Ethics (p = 0.10) and year mark averages (p = 0.48). The results indicate that the extended remote and rural placement was a valuable and academically successful experience for the students. Important outcomes include that: the students who chose to undertake the remote and rural option did not suffer academically; and the cohort maintained their enthusiasm for long-term remote and rural practice. This pilot study represents only the short-term results of a remote and rural extended option offered by one university medical school. We plan further follow up on these students and their successors to look at both short- and long-term outcomes in terms of post selection and choosing to live and work within rural communities.

Association of school performance indicators with implementation of the Healthy Kids, Smart Kids program: case study

PubMed Central

Nansel, Tonja R.; Huang, Terry T.K.; Rovner, Alisha J.; Sanders-Butler, Yvonne

2009-01-01

Objective: The purpose of this analysis was to examine secular trends in school performance indicators in relationship to the implementation of a program targeting the school food and physical activity environment. Design: Data on available school performance indicators were obtained; retrospective analyses were conducted to assess trends in indicators in association with program implementation; each outcome was regressed on year, beginning with the year prior to program implementation. Setting: The Healthy Kids, Smart Kids program was a grass-roots effort to enhance the school food and physical activity environment in the Browns Mill Elementary School in Georgia. Subjects: Data included publicly available school records from the years 1995 to 2006. Results: The number of nurse, counseling, and disciplinary referrals per 100 students demonstrated a downward trend, while standardized test scores demonstrated an upward trend beginning the year of program implementation. School year was a significant predictor of all indicators. Conclusions: Promoting nutrition and physical activity within the school environment may be a promising approach for enhancing both student health and educational outcomes. PMID:19454125

A virtual reality dental simulator predicts performance in an operative dentistry manikin course.

PubMed

Imber, S; Shapira, G; Gordon, M; Judes, H; Metzger, Z

2003-11-01

This study was designed to test the ability of a virtual reality dental simulator to predict the performance of students in a traditional operative dentistry manikin course. Twenty-six dental students were pre-tested on the simulator, prior to the course. They were briefly instructed and asked to prepare 12 class I cavities which were automatically graded by the simulator. The instructors in the manikin course that followed were unaware of the students' performances in the simulator pre-test. The scores achieved by each student in the last six simulator cavities were compared to their final comprehensive grades in the manikin course. Class standing of the students in the simulator pre-test positively correlated with their achievements in the manikin course with a correlation coefficient of 0.49 (P = 0.012). Eighty-nine percent of the students in the lower third of the class in the pre-test remained in the low performing half of the class in the manikin course. These results indicate that testing students in a dental simulator, prior to a manikin course, may be an efficient way to allow early identification of those who are likely to perform poorly. This in turn could enable early allocation of personal tutors to these students in order to improve their chances of success.

Improving Exam Performance in Introductory Biology through the Use of Preclass Reading Guides

PubMed Central

Lieu, Rebekah; Wong, Ashley; Asefirad, Anahita; Shaffer, Justin F.

2017-01-01

High-structure courses or flipped courses require students to obtain course content before class so that class time can be used for active-learning exercises. While textbooks are used ubiquitously in college biology courses for content dissemination, studies have shown that students frequently do not read their textbooks. To address this issue, we created preclass reading guides that provided students with a way to actively engage with the required reading for each day of class. To determine whether reading guide completion before class is associated with increased performance, we surveyed students about their use of reading guides in two sections of a large-enrollment (400+ students) introductory biology course and used multiple linear regression models to identify significant correlations. The results indicated that greater than 80% of students completed the reading guides before class and that full completion of the reading guides before class was significantly positively correlated with exam performance. Reading guides in most cases were used similarly between different student groups (based on gender, ethnicity, and aptitude). These results suggest that optional preclass reading guides may help students stay on track to acquire course content in introductory biology and thus result in improved exam performance. PMID:28747356

Inquiry-based laboratory investigations and student performance on standardized tests in biological science

NASA Astrophysics Data System (ADS)

Patke, Usha

Achievement data from the 3rd International Mathematics and Sciences Study and Program for International Student Assessment in science have indicated that Black students from economically disadvantaged families underachieve at alarming rates in comparison to White and economically advantaged peer groups. The study site was a predominately Black, urban school district experiencing underachievement. The purpose of this correlational study was to examine the relationship between students' use of inquiry-based laboratory investigations and their performance on the Biology End of Course Test, as well as to examine the relationship while partialling out the effects of student gender. Constructivist theory formed the theoretical foundation of the study. Students' perceived levels of experience with inquiry-based laboratory investigations were measured using the Laboratory Program Variable Inventory (LPVI) survey. LPVI scores of 256 students were correlated with test scores and were examined by student gender. The Pearson correlation coefficient revealed a small direct correlation between students' experience in inquiry-based laboratory investigation classes and standardized test scores on the Biology EOCT. A partial correlational analysis indicated that the correlation remained after controlling for gender. This study may prompt a change from teacher-centered to student-centered pedagogy at the local site in order to increase academic achievement for all students. The results of this study may also influence administrators and policy makers to initiate local, state, or nationwide curricular development. A change in curriculum may promote social change as students become more competent, and more able, to succeed in life beyond secondary school.

Academic Risk Among Inner-City Adolescents: The Role of Personal Attributes

PubMed Central

Ripple, Carol H.; Luthar, Suniya S.

2012-01-01

In this 3-year prospective study, we explored antecedents of school-based adjustment among 134 inner-city high-school students. We examined the role of freshman-year risk and protective factors in relation to dropout status and senior-year adjustment indices among those who remained in school, including academic performance, psychological symptoms, and drug use. Although each single attribute included in this study has been linked to poor academic performance in previous investigations, the primary goal in this study was to determine which attributes were strongly related to academic problems when considered together. In addition, we sought to establish whether risk factors associated with dropout were the same as those that predicted academic problems among students who remained in school. Findings indicated that freshman-year attendance and demographic indices were most strongly predictive of dropout. Among adolescents who remained in school, freshman academic success was robustly linked to senior-year competence. Implications for identifying inner-city high-school students at high risk for academic problems are discussed. PMID:24839305

Use of a Mobile Device Simulation as a Preclass Active Learning Exercise.

PubMed

Keegan, Robert D; Oliver, M Cecile; Stanfill, Teresa J; Stevens, Kevin V; Brown, Gary R; Ebinger, Michael; Gay, John M

2016-01-01

Research shows that preclass activities introducing new material can increase student performance. In an effort to engage students in an active learning, preclass activity, the authors developed a mobile application. Eighty-four nursing students were assigned a preclass reading exercise, whereas 32 students completed the preclass simulation scenario on their mobile device. All students completed the same electronic fetal monitoring (EFM) quiz 1 week following the lecture. The effects of reading or simulation on student quiz performance was evaluated with a student's paired t test, using an alpha of .05. Students completing the preclass simulation scored higher on the EFM quiz, compared with students assigned the preclass reading (85% versus 70% correct answers, p = .01). Student survey data indicated that the mobile device simulation was perceived as an engaging and desirable instructional tool. Nursing students completing the mobile device EFM preclass simulation outperformed the students who were given the traditional reading assignment. Copyright 2016, SLACK Incorporated.

Assessment of knowledge and attitudes regarding automated external defibrillators and cardiopulmonary resuscitation among American University students.

PubMed

Bogle, Brittany; Mehrotra, Sanjay; Chiampas, George; Aldeen, Amer Z

2013-10-01

We sought to quantify knowledge and attitudes regarding automated external defibrillators (AEDs) and cardiopulmonary resuscitation (CPR) among university students. We also aimed to determine awareness of the location of an actual AED on campus. We performed an online survey of undergraduate and graduate students at a mid-sized, private university that has 37 AEDs located throughout its two campuses. 267 students responded to the survey. Almost all respondents could identify CPR (98.5%) and an AED (88.4%) from images, but only 46.1% and 18.4%, respectively, could indicate the basic mechanism of CPR and AEDs. About a quarter (28.1%) of respondents were comfortable using an AED without assistance, compared with 65.5% when offered assistance. Of those who did not feel comfortable, 87.7% indicated that they were 'afraid of doing something wrong.' One out of 6 (17.6%) respondents knew that a student centre had an AED, and only 2% could recall its precise location within the building. Most (66.3%) respondents indicated they would look for an AED near fire extinguishers, followed by the entrance of a building (19.6%). This study found that most students at an American university can identify CPR and AEDs, but do not understand their basic mechanisms of action or are willing to perform CPR or use AEDs unassisted. Recent CPR/AED training and 9-1-1 assistance increases comfort. The most common fear reported was incorrect CPR or AED use. Almost all students could not recall where an AED was located in a student centre.

A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study.

PubMed

Pålsson, Ylva; Mårtensson, Gunilla; Swenne, Christine Leo; Ädel, Eva; Engström, Maria

2017-04-01

Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence. However, so far most studies have used a qualitative approach and none have used a quasi-experimental design to study effects of nursing students' peer learning in clinical practice. To investigate the effects of peer learning in clinical practice education on nursing students' self-rated performance. Quasi-experimental. The study was conducted during nursing students' clinical practice. All undergraduate nursing students (n=87) attending their first clinical practice were approached. Seventy students out of 87 answered the questionnaires at both baseline and follow-up (42 of 46 in the intervention group and 28 of 39 in the comparison group). During the first two weeks of the clinical practice period, all students were supervised traditionally. Thereafter, the intervention group received peer learning the last two weeks, and the comparison group received traditional supervision. Questionnaire data were collected on nursing students' self-rated performance during the second (baseline) and last (follow-up) week of their clinical practice. Self-efficacy was improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. For the other self-rated variables/tests, there were no differences in changes over time between the groups. Studying each group separately, the intervention group significantly improved on thirteen of the twenty variables/tests over time and the comparison group improved on four. The results indicate that peer learning is a useful method which improves nursing students' self-efficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

Success in everyday physics: The role of personality and academic variables

NASA Astrophysics Data System (ADS)

Norvilitis, Jill M.; Reid, Howard M.; Norvilitis, Bret M.

2002-05-01

Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency.

Investigation of Formative Assessment of Learning (INFORMAL): The Performance Indicator Tool (PIT)

ERIC Educational Resources Information Center

Dutton, Philip J.; Bickerstaff, Helen E.; Rymer, Janice M.; Webb, Mary E.; Ballinger-Mills, Deborah; Greenough, Anne; Reynolds, Patricia A.

2017-01-01

This pilot study evaluated the student user experience of a performance indicator tool (PIT) for formative assessment of a cohort of fourth year medical undergraduates undertaking a 12 week rotation. Scoping and elaboration for the standalone web-based tool was based on the existing paper-based formative assessment system for which training and…

The Efficacy of Key Performance Indicators in Ontario Universities as Perceived by Key Informants

ERIC Educational Resources Information Center

Chan, Vivian

2015-01-01

The Ontario Ministry of Education and Training's Task Force on University Accountability first proposed key performance indicators (KPIs) for colleges and universities in Ontario in the early 1990s. The three main KPIs for Ontario universities are the rates of (1) graduation, (2) employment, and (3) Ontario Student Assistance Program loan default.…

Test Scores, Dropout Rates, and Transfer Rates as Alternative Indicators of High School Performance

ERIC Educational Resources Information Center

Rumberger, Russell W.; Palardy, Gregory J.

2005-01-01

This study investigated the relationships among several different indicators of high school performance: test scores, dropout rates, transfer rates, and attrition rates. Hierarchical linear models were used to analyze panel data from a sample of 14,199 students who took part in the National Education Longitudinal Survey of 1988. The results…

The confidence of undergraduate dental students when performing root canal treatment and their perception of the quality of endodontic education.

PubMed

Davey, J; Bryant, S T; Dummer, P M H

2015-11-01

This article aims to gain understanding into the perception of undergraduate dental students in terms of their confidence and competence at performing root canal treatment and their perception of the quality of endodontic education. An online questionnaire was distributed to all 3rd, 4th and 5th year dental students at Cardiff University via their academic e-mail addresses. The questionnaire utilised both scaled response and open questions to gain an insight into undergraduate opinion. Out of a possible 208 students, 98 responses were obtained (response rate = 47%). Perception of competence and confidence were significantly greater amongst the more senior year groups (P < 0.01). However, 49% (n = 38) of participants did not feel competent performing root canal treatment on anterior, single-rooted teeth, whilst 74% (n = 70) did not feel competent performing root canal treatment on posterior, multirooted teeth. Free comments from participants indicated that this was due to a lack of clinical experience. Approximately, 80% of participants ranked education in endodontics at Cardiff University as ≤5 on a Likert scale (1 = inadequate to 10 = good), indicating that improvement was required. Improvements that were suggested by the students included the provision of further information within lectures, a broader range of lecturers, an increased number of shorter, more organised practical sessions, additional training equipment, greater supervision and online reference guides to root canal treatment. Enhancing undergraduate education in endodontics is necessary to increase students' perception of their confidence and competence when performing root canal treatment. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The impact of sound-field systems on learning and attention in elementary school classrooms.

PubMed

Dockrell, Julie E; Shield, Bridget

2012-08-01

The authors evaluated the installation and use of sound-field systems to investigate the impact of these systems on teaching and learning in elementary school classrooms. Methods The evaluation included acoustic surveys of classrooms, questionnaire surveys of students and teachers, and experimental testing of students with and without the use of sound-field systems. In this article, the authors report students' perceptions of classroom environments and objective data evaluating change in performance on cognitive and academic assessments with amplification over a 6-month period. Teachers were positive about the use of sound-field systems in improving children's listening and attention to verbal instructions. Over time, students in amplified classrooms did not differ from those in nonamplified classrooms in their reports of listening conditions, nor did their performance differ in measures of numeracy, reading, or spelling. Use of sound-field systems in the classrooms resulted in significantly larger gains in performance in the number of correct items on the nonverbal measure of speed of processing and the measure of listening comprehension. Analysis controlling for classroom acoustics indicated that students' listening comprehension scores improved significantly in amplified classrooms with poorer acoustics but not in amplified classrooms with better acoustics. Both teacher ratings and student performance on standardized tests indicated that sound-field systems improved performance on children's understanding of spoken language. However, academic attainments showed no benefits from the use of sound-field systems. Classroom acoustics were a significant factor influencing the efficacy of sound-field systems; children in classes with poorer acoustics benefited in listening comprehension, whereas there was no additional benefit for children in classrooms with better acoustics.

Prevalence of Nutritional Deficiency Anaemia and Its Impact on Scholastic Performance among Undergraduate Medical Students.

PubMed

Rani, Ningappa Asha; Arasegowda, Rajeshwari; Mukherjee, Pramit; Dhananjay, Shilpashree Yeliyur

2017-03-01

Nutritional deficiency anaemia can lead to development of headache, fatigue, lethargy, apathy, exertional dyspnoea, palpitations and tinnitus and thereby decrease the quality of everyday life to a great extent. Such symptoms may pose a hindrance for students in their academic life and have a negative impact on their career. To determine prevalence of nutritional deficiency anaemia and its correlation with academic performance among medical students. A cross-sectional study was conducted at Adichunchanagiri Institute of Medical Sciences. Two hundred eighty nine healthy undergraduate medical students of both genders were included in this study. A predesigned and pre-structured questionnaire was used as a tool to obtain information regarding demographic profile, dietary habits and academic performance. Haemoglobin level was estimated. Student's t-test and Chi-square test were employed. Majority of the participants were within the age group of 17-20 years (84.4%). The overall prevalence of anaemia was 15.6% with high rates among female students (93.3%), this gender difference was statistically significant (p<0.001). There was statistically significant difference in Hb% (p=0.009) among high and low performers. There was no association between the anaemic status and students scholastic performance (χ 2 =3.1533, p=0.368). The mean haemoglobin level was higher among low performer, indicating that nutritional anaemia may not \\play a major role in educational performance and intelligence in higher education.

Towards an Operational Definition of Clinical Competency in Pharmacy

PubMed Central

2015-01-01

Objective. To estimate the inter-rater reliability and accuracy of ratings of competence in student pharmacist/patient clinical interactions as depicted in videotaped simulations and to compare expert panelist and typical preceptor ratings of those interactions. Methods. This study used a multifactorial experimental design to estimate inter-rater reliability and accuracy of preceptors’ assessment of student performance in clinical simulations. The study protocol used nine 5-10 minute video vignettes portraying different levels of competency in student performance in simulated clinical interactions. Intra-Class Correlation (ICC) was used to calculate inter-rater reliability and Fisher exact test was used to compare differences in distribution of scores between expert and nonexpert assessments. Results. Preceptors (n=42) across 5 states assessed the simulated performances. Intra-Class Correlation estimates were higher for 3 nonrandomized video simulations compared to the 6 randomized simulations. Preceptors more readily identified high and low student performances compared to satisfactory performances. In nearly two-thirds of the rating opportunities, a higher proportion of expert panelists than preceptors rated the student performance correctly (18 of 27 scenarios). Conclusion. Valid and reliable assessments are critically important because they affect student grades and formative student feedback. Study results indicate the need for pharmacy preceptor training in performance assessment. The process demonstrated in this study can be used to establish minimum preceptor benchmarks for future national training programs. PMID:26089563

Evaluation of retention of knowledge and skills imparted to first-year medical students through basic life support training.

PubMed

Pande, Sushma; Pande, Santosh; Parate, Vrushali; Pande, Sanket; Sukhsohale, Neelam

2014-03-01

Poor awareness among medical graduates about basic life support (BLS) is a matter of great concern. The presence of a trained rescuer is the key determinant of ultimate survival from life-threatening emergencies. To achieve this goal, early exposure to such life-saving skills is the right decision to foster these skills for medical students, which can be reenforced in succeeding years. Forty-two first-year medical students participated in this study. The entire procedure consisted of faculty training, assessment of knowledge of students by a pretest questionnaire, a lecture, a demonstration, and hands-on training using a mannequin (with special emphasis on the site, depth, rate, and sustainment of uninterrupted chest compressions). Posttest 1 was conducted to assess the knowledge gained. The retention of knowledge and skills in the second year was evaluated by posttest 2 and directly observed procedural skills, respectively. Student feedback was collected on five-point Likert scale. Analysis using a Freidman test indicated the mean rank for posttest 1 (2.81) to be significantly higher than the pretest (1.26), indicating a gain in knowledge. The mean rank for posttest 2 (1.93) was lower than for posttest 1 (2.81) but was significantly higher compared with the pretest (1.26), indicating a significant retention of knowledge during the second year. Directly observed procedural skill evaluation showed that 7% students could perform all the seven steps correctly and that 74% students could perform three or more steps correctly, signifying a good retention of skill. Two students taught BLS skills to their family members as well. The results of this study suggest that the program provides students with sound basic knowledge and adequate practical skills in BLS.

Students' responses to authentic assessment designed to develop commitment to performing at their best

NASA Astrophysics Data System (ADS)

Guzzomi, Andrew L.; Male, Sally A.; Miller, Karol

2017-05-01

Engineering educators should motivate and support students in developing not only technical competence but also professional competence including commitment to excellence. We developed an authentic assessment to improve students' understanding of the importance of 'perfection' in engineering - whereby 50% good enough will not be acceptable in industry. Subsequently we aimed to motivate them to practise performing at their best when they practice engineering. Students in a third-year mechanical and mechatronic engineering unit completed a team design project designed with authentic assessment features to replicate industry expectations and a novel marking scheme to encourage the pursuit of excellence. We report mixed responses from students. Students' ratings of their levels of effort on this assessment indicate that many perceived a positive influence on their effort. However, students' comments included several that were consistent with students experiencing the assessment as alienating.

Implementation of Turnaround Strategies in Chronically Low-Performing Schools

ERIC Educational Resources Information Center

Turnbull, Brenda J.; Arcaira, Erikson R.

2012-01-01

There is some evidence to indicate that chronically low-performing schools, whether improving student performance or not, often report pursuing substantially similar policies, programs, and practices. However, while chronically low-performing schools may pursue similar school improvement strategies, there is some evidence that the level and…

The effects of gender stereotypic and counter-stereotypic textbook images on science performance.

PubMed

Good, Jessica J; Woodzicka, Julie A; Wingfield, Lylan C

2010-01-01

We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students' science comprehension and anxiety. We predicted stereotypic images to induce stereotype threat in females and impair science performance. Counter-stereotypic images were predicted to alleviate threat and enhance female performance. Students read one of three chemistry lessons, each containing the same text, with photograph content varied according to stereotype condition. Participants then completed a comprehension test and anxiety measure. Results indicate that female students had higher comprehension after viewing counter-stereotypic images (female scientists) than after viewing stereotypic images (male scientists). Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images. Implications for alleviating the gender gap in science achievement are discussed.

The relationship between professional behaviour grades and tutor performance ratings in problem-based learning.

PubMed

Dolmans, Diana Hjm; Luijk, Scheltus J; Wolfhagen, Ineke Hap; Scherpbier, Albert Jja

2006-02-01

We investigated the influence of harsh grading by tutors on tutor performance rating by students. A total of 187 tutors assessed students' professional behaviour in tutorial groups. Students rated tutor performance after receiving their grades for professional behaviour. In addition, students were asked to indicate whether they perceived their professional behaviour grades as too positive, adequate or too negative. This was considered to reflect tutors' harshness of grading. Students also rated the quality of the feedback they received from tutors with respect to their grades. Professional behaviour grades that students perceived as too negative, adequate or too positive were associated with tutor performance ratings of 7.4 (SD = 0.9, scale 1-10, n = 33), 7.7 (SD = 0.9, scale 1-10, n = 95) and 7.5 (SD = 0.8, scale 1-10, n = 59), respectively. Harshness of grading did not influence tutor performance ratings significantly. Tutor ratings were predicted more effectively by the quality of the feedback tutors provided on grades than by the harshness of grading. Tutor performance ratings were not related significantly to harshness of grading. Two explanations can be given: (1) tutor performance ratings were based on rating by groups of students and (2) the percentage of tutors who rated students' professional behaviour as unsatisfactory was low. The strong relationship between tutor performance ratings and the adequacy of the feedback given by tutors suggests that the tutor performance ratings collected in this study are a valid measure of the quality of their teaching, although, for a full picture of teaching quality, more measures will be needed.

What Do K-12 Teachers Think about Including Student Surveys in Their Performance Ratings?

ERIC Educational Resources Information Center

Dretzke, Beverly J.; Sheldon, Timothy D.; Lim, Alicia

2015-01-01

This study investigated K-12 teachers' opinions about the use of student surveys as a component of a teacher evaluation system. Surveys were administered to teachers at the beginning of the school year and again in the spring. Analyses of teachers' responses on the fall survey indicated tentative support for the inclusion of student feedback in…

What's the VALUE of Information Literacy? Comparing Learning Community and Non-Learning Community Student Learning Outcomes

ERIC Educational Resources Information Center

Rapchak, Marcia E.; Brungard, Allison B.; Bergfelt, Theodore W.

2016-01-01

Using the Information Literacy VALUE Rubric provided by the AAC&U, this study compares thirty final capstone assignments in a research course in a learning community with thirty final assignments in from students not in learning communities. Results indicated higher performance of the non-learning community students; however, transfer skills…

The Benefits of Being a Big Fish: The Relationship between Incoming Rank and Student Outcomes

ERIC Educational Resources Information Center

Allensworth, Elaine M.; Moore, Paul T.; Sartain, Lauren; de la Torre, Marisa

2016-01-01

In an era of expansive school choice, families and students make many comparisons when they consider schools. Policies encourage families to seek out options where average test scores are high or where value-added indicators are strong. When students choose schools with high-performing peers, they often may be at a lower place in the achievement…

All Students Are Not Equal: A Case Study of Geometry Teachers' Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms

ERIC Educational Resources Information Center

Davis, Cassandre Y.

2017-01-01

Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students' learning characteristics and the effectiveness of teachers' instructional strategies are imperative to educational success. In this qualitative case study, geometry…

The Right Test for the Wrong Reason

ERIC Educational Resources Information Center

Popham, W. James

2014-01-01

The tests we use to evaluate student achievement may well be sound measures of what students know, but they are faulty indicators at best of how well they have been taught. A remedy to this this situation of judging teachers by the performance of their students on high-stakes tests may be in hand already. We should look to the methods successfully…

Success in Writing and Attributions of 16-Year-Old French-Speaking Students in Minority and Majority Environments

ERIC Educational Resources Information Center

Bouchamma, Yamina; Lapointe, Claire

2008-01-01

This article examines causal attributions of writing performance made by 16-year-old French-speaking Canadian students (N = 3,874). The students are from the French-speaking majority province (Quebec) and minority provinces in Canada (Manitoba, Ontario, New Brunswick, and Nova Scotia). The data came from the School Achievement Indicators Program…

The Relationship between Learning Style, Academic Major, and Academic Performance of College Students.

ERIC Educational Resources Information Center

Cano, Jamie

1999-01-01

Results of the Group Embedded Figures Test and Myers Briggs Type Indicator for 178 agricultural education freshmen showed 56% were field independent (FI); field dependent (FD) and FI students differed in choice of major; FD students were more likely to have lower grade point average; and as their style moved from dependence to independence, grade…

Drawing on Technical Writing Scholarship for the Teaching of Writing to Advanced ESL Students--A Writing Tutorial.

ERIC Educational Resources Information Center

Zielinska, Dorota

2003-01-01

Outlines the technical writing tutorial (TWT) that precedes an advanced English as a second language (ESL) writing course for students of English Philology at the Jagiellonian University, Poland. Finds a statistically significant increase in the performance of the students who had taken the TWT. Indicates that technical writing books and journals…

A Cognition Analysis of QUASAR's Mathematics Performance Assessment Tasks and Their Sensitivity to Measuring Changes in Middle School Students' Thinking and Reasoning.

ERIC Educational Resources Information Center

Cai, Jinfa, And Others

1996-01-01

Presents a conceptual framework for analyzing students' mathematical understanding, reasoning, problem solving, and communication. Analyses of student responses indicated that the tasks appear to measure the complex thinking and reasoning processes that they were designed to assess. Concludes that the QUASAR assessment tasks can capture changes in…

Putting Ducks in a Row: Methods for Empirical Alignment of Performance Standards

ERIC Educational Resources Information Center

McClarty, Katie Larsen; Murphy, Daniel; Keng, Leslie; Turhan, Ahmet; Tong, Ye

2012-01-01

There is much focus at the state and national levels in graduating students that are prepared for college and careers. In order for students to be prepared at the end of their K-12 education, indicators are also needed along the way about whether students are on track. Using historical state data, nine different methods were used to align…

Case Report: The Impact of a Resubmission Intervention on Level 1 Distance Learning Students

ERIC Educational Resources Information Center

Pinchbeck, Jessica; Heaney, Caroline

2017-01-01

Student retention and success are key performance indicators within higher education. One of the key opportunities to address both of these lies with the support offered to students who fail a module but are entitled to resubmit. This study investigates the value of implementing a resubmission intervention to improve the quantity and quality of…

Using Mathematics Curriculum Based Measurement as an Indicator of Student Performance on State Standards

ERIC Educational Resources Information Center

Hall, Linda De Zell

2009-01-01

Math skills are essential to daily life, impacting a person's ability to function at home, work, and in the community. Although reading has been the focus in recent years, many students struggle in math. The inability to master math calculation and problem solving has contributed to the rising incidence of student failure, referrals for special…

School-Based Healthcare and Academic Performance: Implications of Physical Health Services for Educational Outcomes and Inequality. CEPA Working Paper No. 15-07

ERIC Educational Resources Information Center

Rochmes, Jane E.

2016-01-01

Health and education are reciprocally related, and research indicates that unhealthy students are poorly positioned to learn. Providing services that prevent health problems or help students cope with existing health concerns is one way that schools intervene in the relationship between student background and educational outcomes. Providing health…

An Examination of School Choice and Fifth Grade Science Achievement in Florida

NASA Astrophysics Data System (ADS)

McLarnon, Tara Lynn

Over the past 20 years, a movement to offer greater access and choice in public education has begun to challenge the traditional attendance boundary school system. Public school choice provides an opportunity for parents who do not have the resources to change attendance boundaries but who want additional public school options. Proponents argue that increased competition incentivizes all schools to improve performance. The purpose of this study was to determine whether there were any potential relationships among school choice options and other inputs such as student characteristics when looking at student science achievement. Based on an education production function model, the study focused on the specific output of performance. A conceptual model looking at common inputs related to the outcome of student performance, identified five groups of inputs: school type, student characteristics, learning needs, school characteristics, and teacher quality. Rather than look across states, where policies affecting student performance differ, this study looked exclusively at one large state population. Subjects of the study were fifth grade students in the state of Florida. Utilizing three years of state science assessment data, the roles of school type, selected student demographics, and ELL status were examined using logistic regression and ordinary least squares analysis. Results indicated that, while some subpopulations of students performed better in different school types, school type alone was not a strong predictor of student science achievement.

Measuring the impact of the flipped anatomy classroom: The importance of categorizing an assessment by Bloom's taxonomy.

PubMed

Morton, David A; Colbert-Getz, Jorie M

2017-03-01

The flipped classroom (FC) model has emerged as an innovative solution to improve student-centered learning. However, studies measuring student performance of material in the FC relative to the lecture classroom (LC) have shown mixed results. An aim of this study was to determine if the disparity in results of prior research is due to level of cognition (low or high) needed to perform well on the outcome, or course assessment. This study tested the hypothesis that (1) students in a FC would perform better than students in a LC on an assessment requiring higher cognition and (2) there would be no difference in performance for an assessment requiring lower cognition. To test this hypothesis the performance of 28 multiple choice anatomy items that were part of a final examination were compared between two classes of first year medical students at the University of Utah School of Medicine. Items were categorized as requiring knowledge (low cognition), application, or analysis (high cognition). Thirty hours of anatomy content was delivered in LC format to 101 students in 2013 and in FC format to 104 students in 2014. Mann Whitney tests indicated FC students performed better than LC students on analysis items, U = 4243.00, P = 0.030, r = 0.19, but there were no differences in performance between FC and LC students for knowledge, U = 5002.00, P = 0.720 or application, U = 4990.00, P = 0.700, items. The FC may benefit retention when students are expected to analyze material. Anat Sci Educ 10: 170-175. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

The effectiveness of virtual simulation in improving student nurses' knowledge and performance during patient deterioration: A pre and post test design.

PubMed

Borg Sapiano, Alexis; Sammut, Roberta; Trapani, Josef

2018-03-01

Preparing nursing students to perform competently in complex emergency situations, such as during rapid patient deterioration, is challenging. Students' active engagement in such scenarios cannot be ensured, due to the unexpected nature of such infrequent events. Many students may consequently not experience and integrate the management of patient deterioration into their knowledge and practical competency by the end of their studies, making them unprepared to manage such situations as practicing nurses. This study investigated the effectiveness of virtual simulation in improving performance during rapid patient deterioration. To investigate the effectiveness of virtual simulation in improving student nurses' knowledge and performance during rapid patient deterioration. A pre- and post-test design was used. Nursing students at a university in Malta were invited to participate in a virtual simulation program named FIRST 2 ACTWeb™, using their own computer devices. A total of 166 (response rate=50%) second and third year diploma and degree nursing students participated in the study. The simulation included three scenarios (Cardiac-Shock-Respiratory) portraying deteriorating patients. Performance feedback was provided at the end of each scenario. Students completed pre- and post-scenario knowledge tests and performance during each scenario was recorded automatically on a database. Findings showed a significant improvement in the students' post-scenario knowledge (z=-6.506, p<0.001). Highest mean performance scores were obtained in the last scenario (M=19.7, median: 20.0, s.d. 3.41) indicating a learning effect. Knowledge was not a predictor of students' performance in the scenarios. This study supports virtual simulation as an effective learning tool for pre-registration nursing students in different programs. Simulation improves both knowledge about and performance during patient deterioration. Virtual simulation of rare events should be a key component of undergraduate nurse education, to prepare students to manage complex situations as practicing nurses. Copyright © 2018 Elsevier Ltd. All rights reserved.

Characteristics Shaping College Student Organizational Citizenship Behavior

ERIC Educational Resources Information Center

LeBlanc, Cary J.

2014-01-01

This study explored the concept of Organizational Citizenship Behavior (OCB) in relation to undergraduate college students. The extensive research on OCB within traditional work environments indicates that while workers who demonstrate OCB usually receive more favorable performance evaluations, those behaviors also help build community and culture…

Developing a Better Understanding of the Process of Fat Absorption.

ERIC Educational Resources Information Center

Yip, Din Yan

2001-01-01

Performance on a multiple-choice item in a public examination indicates that most students do not understand how fat is absorbed through villi. A teaching strategy is suggested to overcome this problem by helping students review their own ideas critically. (Author/MM)

Utilizing Partnerships to Maximize Resources in College Counseling Services

ERIC Educational Resources Information Center

Stewart, Allison; Moffat, Meridith; Travers, Heather; Cummins, Douglas

2015-01-01

Research indicates an increasing number of college students are experiencing severe psychological problems that are impacting their academic performance. However, many colleges and universities operate with constrained budgets that limit their ability to provide adequate counseling services for their student population. Moreover, accessing…

Fitness Profiles and Activity Patterns of Entering College Students.

ERIC Educational Resources Information Center

Pierce, Edgar F.; And Others

1992-01-01

Entering college students were evaluated for performance on maximal oxygen consumption, body composition, muscle endurance, muscle strength, and joint flexibility tests to determine the relationship of physical activity patterns to fitness levels. Results supported previous research indicating reduced fitness levels in young adults. (SM)

Methodological Issues in Curriculum-Based Reading Assessment.

ERIC Educational Resources Information Center

Fuchs, Lynn S.; And Others

1984-01-01

Three studies involving elementary students examined methodological issues in curriculum-based reading assessment. Results indicated that (1) whereas sample duration did not affect concurrent validity, increasing duration reduced performance instability and increased performance slopes and (2) domain size was related inversely to performance slope…

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects

PubMed Central

Liew, Jeffrey; Chen, Qi; Hughes, Jan N.

2009-01-01

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children. PMID:20161421

Child Effortful Control, Teacher-student Relationships, and Achievement in Academically At-risk Children: Additive and Interactive Effects.

PubMed

Liew, Jeffrey; Chen, Qi; Hughes, Jan N

2010-01-01

The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly, results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children.

Teacher Performance Assessment Instruments: A Guide to Interpretation.

ERIC Educational Resources Information Center

Capie, William; And Others

This manual was prepared to assist in the development of skills requisite to rating the performance of student or beginning teachers. The activities prescribed in the manual are intended to enable experienced teachers to describe the spectrum of performances indicative of the 18 competencies subsumed in the Teacher Performance Assessment…

Students' perception of the learning environment and its relation to their study year and performance in Sudan.

PubMed

Ahmed, Yasar; Taha, Mohamed H; Al-Neel, Salma; Gaffar, Abdelrahim M

2018-05-24

To evaluate students' perceptions of the learning environment and to assess any differences in perception related to students' performance and their year of study. A descriptive cross-sectional study was performed of 638 students from the second, sixth and tenth semesters at the Faculty of Medicine at Gezira University, Sudan. This study employed the Arabic-translated Dundee Ready Education Environment Measure. The main predictor variables were the study year and academic performance. Descriptive statistics and one-way analysis of variance with a post hoc Tukey-Kramer multiple comparisons test were used for data analysis. The overall score for this study was 122/200 (SD=16.6), indicating a positive perception of the learning environment. The overall mean score was 109.94/200 (SD=21.2) for Semester 2 students, 122.9/200 (SD=20.29) for Semester 6 students, and 116.53 (SD=20.12) for Semester 10 students, reflecting a significant difference in students' perceptions in different years of study (F (2,2422) = 3.21, p=0.04). There was also a significant difference between the mean overall scores with respect to academic performance. High-achieving students' mean DREEM score was 126 (SD=24.4); while low-achieving students' mean DREEM score was 102 (SD=26.25) (F (2,2453) = 3.53, p=0.029). High achievers' perceptions of the learning environment are significantly better than those of low achievers. A significant difference was observed between students in different years of study. The differences in students' academic performance should be further investigated, targeting specific domains. A large-scale study is required to differentiate between the weakness and the strength of each academic level.

Competency and an active learning program in undergraduate nursing education.

PubMed

Shin, Hyunsook; Sok, Sohyune; Hyun, Kyung Sun; Kim, Mi Ja

2015-03-01

To evaluate the effect of an active learning program on competency of senior students. Active learning strategies have been used to help students achieve desired nursing competency, but their effectiveness has not been systematically examined. A descriptive, cross-sectional comparative design was used. Two cohort group comparisons using t-test were made: one in an active learning group and the other in a traditional learning group. A total of 147 senior nursing students near graduation participated in this study: 73 in 2010 and 74 in 2013. The active learning program incorporated high-fidelity simulation, situation-based case studies, standardized patients, audio-video playback, reflective activities and technology such as a SmartPad-based program. The overall scores of the nursing competency in the active group were significantly higher than those in the traditional group. Of five overall subdomains, the scores of the special and general clinical performance competency, critical thinking and human understanding were significantly higher in the active group than in the traditional group. Importance-performance analysis showed that all five subdomains of the active group clustered in the high importance and high performance quadrant, indicating significantly better achievements. In contrast, the students in the traditional group showed scattered patterns in three quadrants, excluding the low importance and low performance quadrants. This pattern indicates that the traditional learning method did not yield the high performance in most important areas. The findings of this study suggest that an active learning strategy is useful for helping undergraduate students to gain competency. © 2014 John Wiley & Sons Ltd.

Comparison of patient simulation methods used in a physical assessment course.

PubMed

Grice, Gloria R; Wenger, Philip; Brooks, Natalie; Berry, Tricia M

2013-05-13

To determine whether there is a difference in student pharmacists' learning or satisfaction when standardized patients or manikins are used to teach physical assessment. Third-year student pharmacists were randomized to learn physical assessment (cardiac and pulmonary examinations) using either a standardized patient or a manikin. Performance scores on the final examination and satisfaction with the learning method were compared between groups. Eighty and 74 student pharmacists completed the cardiac and pulmonary examinations, respectively. There was no difference in performance scores between student pharmacists who were trained using manikins vs standardized patients (93.8% vs. 93.5%, p=0.81). Student pharmacists who were trained using manikins indicated that they would have probably learned to perform cardiac and pulmonary examinations better had they been taught using standardized patients (p<0.001) and that they were less satisfied with their method of learning (p=0.04). Training using standardized patients and manikins are equally effective methods of learning physical assessment, but student pharmacists preferred using standardized patients.

Effects of California community college students' gender, self-efficacy, and attitudes and beliefs toward physics on conceptual understanding of Newtonian mechanics

NASA Astrophysics Data System (ADS)

Said, Asma

Despite the advances made in various fields, women are still considered as minorities in the fields of science and mathematics. There is a gender gap regarding women's participation and achievement in physics. Self-efficacy and attitudes and beliefs toward physics have been identified as predictors of students' performance on conceptual surveys in physics courses. The present study, which used two-way analysis of variance and multiple linear regression analyses at a community college in California, revealed there is no gender gap in achievement between male and female students in physics courses. Furthermore, there is an achievement gap between students who are enrolled in algebra-based and calculus-based physics courses. The findings indicate that attitudes and beliefs scores can be used as predictors of students' performance on conceptual surveys in physics courses. However, scores of self-efficacy cannot be used as predictors of students' performance on conceptual surveys in physics courses.

Test Scores, Class Rank and College Performance: Lessons for Broadening Access and Promoting Success.

PubMed

Niu, Sunny X; Tienda, Marta

2012-04-01

Using administrative data for five Texas universities that differ in selectivity, this study evaluates the relative influence of two key indicators for college success-high school class rank and standardized tests. Empirical results show that class rank is the superior predictor of college performance and that test score advantages do not insulate lower ranked students from academic underperformance. Using the UT-Austin campus as a test case, we conduct a simulation to evaluate the consequences of capping students admitted automatically using both achievement metrics. We find that using class rank to cap the number of students eligible for automatic admission would have roughly uniform impacts across high schools, but imposing a minimum test score threshold on all students would have highly unequal consequences by greatly reduce the admission eligibility of the highest performing students who attend poor high schools while not jeopardizing admissibility of students who attend affluent high schools. We discuss the implications of the Texas admissions experiment for higher education in Europe.

Selecting for a sustainable workforce to meet the future healthcare needs of rural communities in Australia.

PubMed

Hay, M; Mercer, A M; Lichtwark, I; Tran, S; Hodgson, W C; Aretz, H T; Armstrong, E G; Gorman, D

2017-05-01

An undersupply of generalists doctors in rural communities globally led to widening participation (WP) initiatives to increase the proportion of rural origin medical students. In 2002 the Australian Government mandated that 25% of commencing Australian medical students be of rural origin. Meeting this target has largely been achieved through reduced standards of entry for rural relative to urban applicants. This initiative is based on the assumption that rural origin students will succeed during training, and return to practice in rural locations. One aim of this study was to determine the relationships between student geographical origin (rural or urban), selection scores, and future practice intentions of medical students at course entry and course exit. Two multicentre databases containing selection and future practice preferences (location and specialisation) were combined (5862), representing 54% of undergraduate medical students commencing from 2006 to 2013 across nine Australian medical schools. A second aim was to determine course performance of rural origin students selected on lower scores than their urban peers. Selection and course performance data for rural (461) and urban (1431) origin students commencing 2006-2014 from one medical school was used. For Aim 1, a third (33.7%) of rural origin students indicated a preference for future rural practice at course exit, and even fewer (6.7%) urban origin students made this preference. Results from logistic regression analyses showed significant independent predictors were rural origin (OR 4.0), lower Australian Tertiary Admissions Rank (ATAR) (OR 2.1), or lower Undergraduate Medical and Health Sciences Admissions Test Section 3 (non-verbal reasoning) (OR 1.3). Less than a fifth (17.6%) of rural origin students indicated a preference for future generalist practice at course exit. Significant predictors were female gender (OR 1.7) or lower ATAR (OR 1.2), but not rural origin. Fewer (10.5%) urban origin students indicated a preference for generalist practice at course exit. For Aim 2, results of Mann-Whitney U tests confirmed that slightly reducing selection scores does not result in increased failure, or meaningfully impaired performance during training relative to urban origin students. Our multicentre analysis supports success of the rural origin WP pathway to increase rural student participation in medical training. However, our findings confirm that current selection initiatives are insufficient to address the continuing problem of doctor maldistribution in Australia. We argue for further reform to current medical student selection, which remains largely determined by academic meritocracy. Our findings have relevance to the selection of students into health professions globally.

Sleep disorder among medical students: relationship to their academic performance.

PubMed

Abdulghani, Hamza M; Alrowais, Norah A; Bin-Saad, Norah S; Al-Subaie, Nourah M; Haji, Alhan M A; Alhaqwi, Ali I

2012-01-01

Medical students are exposed to a significant level of pressure due to academic demands. Their sleep pattern is characterized by insufficient sleep duration, delayed sleep onset, and occurrence of napping episodes during the day. To examine the prevalence of sleep disorder among medical students and investigate any relationship between sleep disorder and academic performance. This is a cross-sectional self-administered questionnaire-based study. The participants were medical students of the first, second, and third academic years. The Epworth Sleepiness Scale (ESS) was also included to identify sleep disorder and grade point average was recorded for academic performance. There were 491 responses with a response rate of 55%. The ESS score demonstrated that 36.6% of participants were considered to have abnormal sleep habits, with a statistically significant increase in female students (p = 0.000). Sleeping between 6-10 h per day was associated with normal ESS scores (p = 0.019) as well as the academic grades ≥ 3.75. Abnormal ESS scores were associated with lower academic achievement (p = 0.002). A high prevalence of sleep disorder was found in this group of students, specifically female students. Analysis of the relationship between sleep disorder and academic performance indicates a significant relationship between abnormal ESS scores, total sleeping hours, and academic performance.

Avoidance temperament and social-evaluative threat in college students' math performance: a mediation model of math and test anxiety.

PubMed

Liew, Jeffrey; Lench, Heather C; Kao, Grace; Yeh, Yu-Chen; Kwok, Oi-man

2014-01-01

Standardized testing has become a common form of student evaluation with high stakes, and limited research exists on understanding the roles of students' personality traits and social-evaluative threat on their academic performance. This study examined the roles of avoidance temperament (i.e., fear and behavioral inhibition) and evaluative threat (i.e., fear of failure and being viewed as unintelligent) in standardized math test and course grades in college students. Undergraduate students (N=184) from a large public university were assessed on temperamental fear and behavioral inhibition. They were then given 15 minutes to complete a standardized math test. After the test, students provided data on evaluative threat and their math performance (scores on standardized college entrance exam and average grades in college math courses). Results indicate that avoidance temperament was linked to social-evaluative threat and low standardized math test scores. Furthermore, evaluative threat mediated the influence of avoidance temperament on both types of math performance. Results have educational and clinical implications, particularly for students at risk for test anxiety and underperformance. Interventions targeting emotion regulation and stress management skills may help individuals reduce their math and test anxieties.

Development and Evaluation of the Sleep Treatment and Education Program for Students (STEPS)

ERIC Educational Resources Information Center

Brown, Franklin C.; Buboltz, Walter C., Jr.; Soper, Barlow

2006-01-01

University students report significantly worse sleep quality than the general population. Sleep problems are related to increased health concerns, irritability, depression, fatigue, and attention and concentration difficulties, along with poor academic performance. Clinical research indicates that psychoeducational interventions are among the most…

Who Benefits from Mastery Learning?

ERIC Educational Resources Information Center

Lai, Patrick; Biggs, John

1994-01-01

Data from 95 educationally disadvantaged Hong Kong students placed in mastery-learning classes were compared with 64 control students in expository-learning classes. Results indicate that under mastery learning, deep- and surface-biased learners increasingly diverge in performance and attitude, with surface learners doing better unit to unit, and…

Thinking: How Do We Know Students Are Getting Better At It?

ERIC Educational Resources Information Center

Costa, Arthur L.

1984-01-01

Since thinking is most often performed in problem-solving situations, teachers can become observers by providing situations in which students can practice and demonstrate intelligent behaviors. Some indicators include: perseverance, precision of language, problem finding, decreased impulsivity, metacognition, checking for accuracy, transference,…

Anaerobic performances of sedentary and trained subjects.

PubMed

Serresse, O; Ama, P F; Simoneau, J A; Lortie, G; Bouchard, C; Boulay, M R

1989-03-01

The objective of this report was to compare the performance of sedentary individuals, physical education students, and athletes of various disciplines in 10 s and 90 s maximal cycle ergometer tests. The 10 s power was the highest power output in one second from the 10 s test, while capacities were defined as the total work output during the best 10 s trial and the 90 s test. ANOVA and Duncan multiple range test indicated that the mean values of the 10 S power and capacity and the 90 S capacity tests were significantly higher in sprinter than in sedentary groups. Sprinters performed significantly better than marathon runners only in the 10 s capacity and power. Bodybuilders and sedentary subjects had similar results in the 90 s capacity test. Mean performance values per kilogram of body weight in sedentary females reached about 60% of sedentary males while marathon runners, physical education students and sprinter females reached about 80% of the male performances for the three indicators. When expressed per kilogram of fat-free mass, females reached a higher proportion of the male values for all performances. These results indicate that: a) there are differences for the power and capacity measured in predominantly anaerobic tests between athletes from different disciplines and sedentary individuals, and b) gender differences exist for these anaerobic performance indicators, but they appear attenuated in trained subjects.

[Nursing Internship Internal Medicine: Evaluation and Influences on the Attitude towards the Specialization].

PubMed

Wirkner, Janine; Stracke, Sylvia; Lange, Anja; Dabers, Thomas; Merk, Harry; Kasch, Richard

2017-08-01

Background  German medical students have to perform a nursery internship of three month duration. While this internship is widely discussed, there is a lack of student evaluation data. Objectives  Here, for the first time, student evaluation of a nursery internship in internal medicine (IM) is investigated. Moreover, the question was raised, whether the early experience during this internship may influence students' attitude towards the specialty. Methods  In a nation-wide online-survey, 767 German medical students (mean age 22.8 years; 58 % female) evaluated a nursery internship on an IM ward concerning integration in medical teams, teachers, structure and quality of teaching, and satisfaction. Multivariate comparisons were conducted following the question, whether students could imagine choosing IM for a clinical elective after this nursery internship. Results  71 % of the students felt well integrated in the medical team, most was learned from the nurses, and most students indicated having acquired nursing skills. Only 19 % evaluated the structure of the internship as good, and 40 % indicated that they reached the learning goals. Students who could imagine performing an IM clinical elective (52 %) gave best evaluations on all items. Conclusions  A successful nursery internship can promote students' interest in the specialty of internal medicine. But, there is a strong need for improvement in structure and content, including the, to date missing, definition of learning targets, regarding this first practical experience in medical studies. © Georg Thieme Verlag KG Stuttgart · New York.

Triadic instruction of chained food preparation responses: acquisition and observational learning.

PubMed Central

Griffen, A K; Wolery, M; Schuster, J W

1992-01-01

This research examined whether constant time delay would be effective in teaching students with moderate mental retardation in triads to perform chained tasks and whether observational learning would occur. Three chained snack preparation tasks were identified, and each student was directly taught one task. The other 2 students observed the instruction. The instructed student told the observers to watch and to turn pages of a pictorial recipe book. The teacher provided frequent praise to the instructed student based on performance and to the observers for watching the instruction and turning pages. A multiple probe design across students and tasks was used to evaluate the instruction. The results indicated that each student learned the skill he or she was taught directly, and the observers learned nearly all of the steps of the chains they observed. The implications for classroom instruction and future research in observational learning are discussed. PMID:1533856

The Extent to Which TOEFL iBT Speaking Scores Are Associated with Performance on Oral Language Tasks and Oral Ability Components for Japanese University Students

ERIC Educational Resources Information Center

Ockey, Gary J.; Koyama, Dennis; Setoguchi, Eric; Sun, Angela

2015-01-01

The purpose of this study was to determine the extent to which performance on the TOEFL iBT speaking section is associated with other indicators of Japanese university students' abilities to communicate orally in an academic English environment and to determine which components of oral ability for these tasks are best assessed by TOEFL iBT. To…

The Impact of IDEA Indicator 13 Compliance on Postsecondary Outcomes

ERIC Educational Resources Information Center

Gaumer Erickson, Amy S.; Noonan, Patricia M.; Brussow, Jennifer A.; Gilpin, Barb J.

2014-01-01

Since the revision of Individuals With Disabilities Education Act (IDEA) in 2004, experts and service providers have been operating on the untested assumption that State Performance Plan Indicator 13 (transition Individualized Education Program [IEP] compliance) is a precursor to Indicator 14 (student outcomes of engagement in postsecondary…

Validating the Japanese translation of the Force and Motion Conceptual Evaluation and comparing performance levels of American and Japanese students

NASA Astrophysics Data System (ADS)

Ishimoto, Michi; Thornton, Ronald K.; Sokoloff, David R.

2014-12-01

This study assesses the Japanese translation of the Force and Motion Conceptual Evaluation (FMCE). Researchers are often interested in comparing the conceptual ideas of students with different cultural backgrounds. The FMCE has been useful in identifying the concepts of English-speaking students from different backgrounds. To identify effectively the conceptual ideas of Japanese students and to compare them to those of their English-speaking counterparts, more work is required. Because of differences between the Japanese and English languages, and between the Japanese and American educational systems, it is important to assess the Japanese translation of the FMCE, a conceptual evaluation originally developed in English for American students. To assess its appropriateness, we examined the performance of a large sample of students on the translated version of the FMCE and then compared the results to those of English-speaking students. The data comprise the pretest results of 1095 students, most of whom were first-year students at a midlevel engineering school between 2003 and 2012. Basic statistics and the classical test theory indices of the translated FMCE indicate that its reliability and discrimination are appropriate to assess Japanese students' concepts about force and motion. In general, the preconcepts of Japanese students assessed with the Japanese translation of the FMCE are quite similar to those of American students assessed with the FMCE, thereby supporting the validity of the translated version. However, our findings do show (1) that only a small percentage of Japanese students grasped Newtonian concepts and (2) that the percentage of Japanese students who used two different concept models together to answer some questions seems to be higher than that of American students.

Instructor Clarity and Student Motivation: Academic Performance as a Product of Students' Ability and Motivation to Process Instructional Material

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.; Kelsey, Dawn M.

2016-01-01

This study tested the notion that the effect of instructor clarity on learning is conditioned upon students' motivation. We randomly assigned 128 participants to a video of a clear or an unclear lecture and asked them to report their motivation to deeply process lecture material. Results indicated that even with clear instruction, test scores were…

Supportive and Stressful Relationships with Teachers, Peers and Family and Their Influence on Students' Social/emotional and Academic Experience of School

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Slee, Phillip T.

2007-01-01

Judgments about the quality of students' experience of school generally focus on their academic performance and indeed this is an important indicator but closer attention needs to be paid to equally important, more broadly based outcomes that include social/emotional adjustment as they also are shown to impact on students' lives at, and beyond…

Identifying, Preparing and Evaluating Army Instructors

DTIC Science & Technology

2016-04-01

Description WB1 Monitor/observe students to ensure learning is taking place and that problems/issues (e.g., learning off track, faulty thinking ) are...improve performance. S9 Apply educational technology in ways that enhance student learning . 8 Table 4 Abilities required for an Instructor to... mathematics and science at both the elementary and high school levels. Yet many individual studies often indicate no significant differences in student

Differences in Mathematics Scores between Students Who Receive Traditional Montessori Instruction and Students Who Receive Music Enriched Montessori Instruction

ERIC Educational Resources Information Center

Harris, Maureen Ann

2007-01-01

While a growing body of research reveals the beneficial effects of music on education performance the value of music in educating the young child is not being recognized. If research of students in the school system indicates that learning through the arts can benefit the "whole" child, that math achievement scores are significantly…

The effect of content delivery style on student performance in anatomy.

PubMed

White, Lloyd J; McGowan, Heath W; McDonald, Aaron C

2018-04-12

The development of new technologies and ensuing pedagogical research has led many tertiary institutions to integrate and adopt online learning strategies. The authors of this study have incorporated online learning strategies into existing educational practices of a second year anatomy course, resulting in half of the course content delivered via face-to-face lectures, and half delivered online via tailored video vignettes, with accompanying worksheets and activities. The effect of the content delivery mode on student learning was analyzed by tailoring questions to content presented either face-to-face or online. Four practical tests were conducted across the semester with each consisting of four questions. Within each test, two questions were based on content delivered face-to-face, and two questions were based on content delivered online. Examination multiple choice questions were similarly divided and assessed. Findings indicate that student learning is consistent regardless of the mode of content delivery. However, student viewing habits had a significant impact on learning, with students who viewed videos multiple times achieving higher marks than those less engaged with the online content. Student comments also indicated that content delivery mode was not an influence on learning. Therefore student engagement, rather than the mode of content delivery, is a determinant of student learning and performance in human anatomy. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

[Development and Validation of the Academic Resilience Inventory for Nursing Students in Taiwan].

PubMed

Li, Cheng-Chieh; Wei, Chi-Fang; Tung, Yuk-Ying

2017-10-01

Failure to cope with learning pressures has been shown to influence the learning achievement and professional performance of nursing students. In order to enable nursing students to adapt successfully to their academic stress, it is essential to explore their academic resilience in the process of learning. To develop the Academic Resilience Inventory for Nursing Students (ARINS) and to test its reliability and validity. A total of 611 nursing students in central and southern Taiwan were recruited as participants. We divided the sample into two subsamples randomly using R software. The first sample was used to conduct item analysis and exploratory factor analysis. The other sample was used to conduct confirmatory factor analysis, cross validation, and criterion-related validity. There are 15 items in the ARINS, with cognitive maturity, emotional regulation, and help-seeking behavior used as the measurement indicators of academic resilience in nursing students. The assessed goodness-of-fit index indicates that the model fit the data well based upon the CFA and has good convergent validity and discriminant validity. Criterion-related validity was supported by the correlation among ARINS, learning performance and attitude, hope and optimistic, and depression. The ARINS has good reliability and validation and is a suitable measure of academic resilience in nursing students. It is helpful for nursing students to examine their academic stress and coping efficacy in the learning process.

Association of community-based dental education components with fourth-year dental students' clinical performance.

PubMed

Major, Nicole; McQuistan, Michelle R; Qian, Fang

2014-08-01

The purpose of this study was to assess which components of a community-based dental education (CBDE) program at The University of Iowa College of Dentistry & Dental Clinics were associated with overall student performance. This retrospective study analyzed data for 444 fourth-year students who graduated in 2006 through 2011. Information pertaining to students' CBDE rotations and their final grades from the comprehensive clinic (in two areas: Production and Competence) were used for statistical analysis. Bivariate analyses indicated that students who completed CBDE in the fall were more likely to receive an A or B in Production compared to students who completed CBDE in the spring. However, students who completed CBDE in the beginning or end of the academic year were more likely to receive an A or B in Competence compared to those who completed CBDE in the middle of the year. Students who treated a variety of patient types during CBDE experiences (comprehensive and emergency care vs. mainly comprehensive care) were more likely to receive better grades in Production, while CBDE clinic type was not associated with grades. Dental schools should consider how CBDE may impact students' performance in their institutional clinics when developing and evaluating CBDE programs.

Association Between Undergraduate Performance Predictors and Academic and Clinical Performance of Osteopathic Medical Students.

PubMed

Agahi, Farshad; Speicher, Mark R; Cisek, Grace

2018-02-01

Medical schools use a variety of preadmission indices to select potential students. These indices generally include undergraduate grade point average (GPA), Medical College Admission Test (MCAT) scores, and preadmission interviews. To investigate whether the admission indices used by Midwestern University Arizona College of Osteopathic Medicine are associated with the academic and clinical performance of their students. Associations between the prematriculation variables of undergraduate science GPA, undergraduate total GPA, MCAT component scores, and interview scores and the academic and clinical variables of the first- and second-year medical school GPA, Comprehensive Osteopathic Medical Licensing Examination-USA (COMLEX-USA) Level 1 and Level 2-Cognitive Evaluation (CE) total and discipline scores, scores in clinical rotations for osteopathic competencies, COMLEX-USA Level 2-Performance Evaluation passage, and match status were evaluated. Two-tailed Pearson product-moment correlations with a Bonferroni adjustment were used to examine these relationships. The traditional predictors of science and total undergraduate GPA as well as total and component MCAT scores had small to moderate associations with first- and second-year GPA, as well as COMLEX-USA Level 1 and Level 2-CE total scores. Of all predictors, only the MCAT biological sciences score had a statistically significant correlation with failure of the COMLEX-USA Level 2-Performance Evaluation examination (P=.009). Average interview scores were associated only with the osteopathic competency of medical knowledge (r=0.233; n=209; P=.001), as assessed by clerkship preceptors. No predictors were associated with scores in objective structured clinical encounters or with failing to match to a residency position. The data indicate that traditional predictors of academic performance (undergraduate GPA, undergraduate science GPA, and MCAT scores) have small to moderate association with medical school grades and performance on COMLEX-USA Level 1 and Level 2-CE. This finding requires additional research into the value of the interview in the medical school admissions process and the availability of alternatives that allow better prediction and assessment of applicant performance.

Does studying for an objective structured clinical examination make a difference?

PubMed

Mavis, B E

2000-10-01

This study examines the extent to which second-year medical students studied for an objective structured clinical examination (OSCE), how they studied, and the impact of self-reported studying on OSCE performance. One class of 113 medical students completed an end-of-second-year OSCE, held on two consecutive evenings. The OSCE was comprised of eight stations, each of which was of 20 minutes' duration. The OSCE was formative: students received performance feedback but were not graded. Prior to the OSCE, students completed a brief survey regarding their preparation for the OSCE and their perceptions of confidence, anxiety and preparedness. Only 78 students returned surveys with names, comprising the data for these analyses. Mean studying time was 3.3 h, ranging from 0 to 19 h. Studying time was positively associated with age and negatively associated with basic science examination scores. The most study time was dedicated to reviewing the physical examination textbook, class notes and supplemental course readings. The breadth of study strategies increased as more time was spent in OSCE preparation. OSCE performance was related to study time and to achievement on pre-clinical basic science examinations. The students whose performance was above average seemed to be the talented students whose records indicated a history of academic success. The amount of time they reported for OSCE preparation was comparable to that reported by students with below average performance. It appears that prior academic performance rather than preparatory studying time is a better predictor of OSCE outcomes.

What Is the Relationship Between a Preclerkship Portfolio Review and Later Performance in Clerkships?

PubMed

O'Brien, Celia Laird; Thomas, John X; Green, Marianne M

2018-01-01

Medical educators struggle to find effective ways to assess essential competencies such as communication, professionalism, and teamwork. Portfolio-based assessment provides one method of addressing this problem by allowing faculty reviewers to judge performance, as based on a longitudinal record of student behavior. At the Feinberg School of Medicine, the portfolio system measures behavioral competence using multiple assessments collected over time. This study examines whether a preclerkship portfolio review is a valid method of identifying problematic student behavior affecting later performance in clerkships. The authors divided students into two groups based on a summative preclerkship portfolio review in 2014: students who had concerning behavior in one or more competencies and students progressing satisfactorily. They compared how students in these groups later performed on two clerkship outcomes as of October 2015: final grades in required clerkships, and performance on a clerkship clinical composite score. They used Mann-Whitney tests and multiple linear regression to examine the relationship between portfolio review results and clerkship outcomes. They used USMLE Step 1 to control for knowledge acquisition. Students with concerning behavior preclerkship received significantly lower clerkship grades than students progressing satisfactorily (P = .002). They also scored significantly lower on the clinical composite score (P < .001). Regression analysis indicated concerning behavior was associated with lower clinical composite scores, even after controlling for knowledge acquisition. The results show a preclerkship portfolio review can identify behaviors that impact clerkship performance. A comprehensive portfolio system is a valid way to measure behavioral competencies.

Exploring the motivation jungle: predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem.

PubMed

Van Nuland, Hanneke J C; Dusseldorp, Elise; Martens, Rob L; Boekaerts, Monique

2010-08-01

Different theoretical viewpoints on motivation make it hard to decide which model has the best potential to provide valid predictions on classroom performance. This study was designed to explore motivation constructs derived from different motivation perspectives that predict performance on a novel task best. Motivation constructs from self-determination theory, self-regulation theory, and achievement goal theory were investigated in tandem. Performance was measured by systematicity (i.e. how systematically students worked on a problem-solving task) and test score (i.e. score on a multiple-choice test). Hierarchical regression analyses on data from 259 secondary school students showed a quadratic relation between a performance avoidance orientation and both performance outcomes, indicating that extreme high and low performance avoidance resulted in the lowest performance. Furthermore, two three-way interaction effects were found. Intrinsic motivation seemed to play a key role in test score and systematicity performance, provided that effort regulation and metacognitive skills were both high. Results indicate that intrinsic motivation in itself is not enough to attain a good performance. Instead, a moderate score on performance avoidance, together with the ability to remain motivated and effectively regulate and control task behavior, is needed to attain a good performance. High time management skills also contributed to higher test score and systematicity performance and a low performance approach orientation contributed to higher systematicity performance. We concluded that self-regulatory skills should be trained in order to have intrinsically motivated students perform well on novel tasks in the classroom.

VIDEO BLOGGING AND ENGLISH PRESENTATION PERFORMANCE: A PILOT STUDY.

PubMed

Alan Hung, Shao-Ting; Danny Huang, Heng-Tsung

2015-10-01

This study investigated the utility of video blogs in improving EFL students' performance in giving oral presentations and, further, examined the students' perceptions toward video blogging. Thirty-six English-major juniors participated in a semester-long video blog project for which they uploaded their 3-min. virtual presentation clips over 18 weeks. Their virtual presentation clips were rated by three raters using a scale for speaking performance that contained 14 presentation skills. Data sources included presentation clips, reflections, and interviews. The results indicated that the students' overall presentation performance improved significantly. In particular, among the 14 presentation skills projection, intonation, posture, introduction, conclusion, and purpose saw the most substantial improvement. Finally, the qualitative data revealed that learners perceived that the video blog project facilitated learning but increased anxiety.

The Validity of Higher-Order Questions as a Process Indicator of Educational Quality

ERIC Educational Resources Information Center

Renaud, Robert D.; Murray, Harry G.

2007-01-01

One way to assess the quality of education in post-secondary institutions is through the use of performance indicators. Studies that have compared currently popular process indicators (e.g., library size, percentage of faculty with PhD) found that after controlling for incoming student ability, these process indicators tend to be weakly associated…

An Alignment/Transfer Experiment with Low Socioeconomic Level Students.

ERIC Educational Resources Information Center

Elia, June Isaacs

1994-01-01

This study examined the amount of variance explained by alignment of testing to instruction among low socioeconomic level fourth graders, proposing two instructional alignment hypotheses. Results indicated that alignment had an unusually high effect. Low performing low socioeconomic level students achieved high success levels when conditions of…

Student Performance in Business and Marketing Education

ERIC Educational Resources Information Center

McEwen, Beryl C.

2004-01-01

Assessments are not ends in themselves as Suskie (2002) noted. Their purpose is to indicate how effectively educational programs are meeting their goals for student learning. This paper reviews assessment data from the North Carolina Vocational Competency Achievement Tracking System (VoCATS) for business and marketing education to examine student…

Improving Mathematics Performance among Secondary Students with EBD: A Methodological Review

ERIC Educational Resources Information Center

Mulcahy, Candace A.; Krezmien, Michael P.; Travers, Jason

2016-01-01

In this methodological review, the authors apply special education research quality indicators and standards for single case design to analyze mathematics intervention studies for secondary students with emotional and behavioral disorders (EBD). A systematic methodological review of literature from 1975 to December 2012 yielded 19 articles that…

The Effect of Cooperative Groups on Math Anxiety

ERIC Educational Resources Information Center

Batton, Melissa

2010-01-01

Research indicates that many students have difficulty with mathematics, which can be attributed to many factors including math anxiety. Students who experience math anxiety have poor attitudes towards mathematics and perform below grade level based on class and statewide assessments. The purpose of this quasi-experimental quantitative study was to…

The Assessment of Mathematical Logic: Abstract Patterns and Familiar Contexts

ERIC Educational Resources Information Center

Teppo, Anne R.; Esty, Warren W.; Kirkpatrick, Kay

2003-01-01

Undergraduate students' written exams were analyzed from a freshman-level mathematics course that emphasized, among other topics, the study of mathematical logic. Findings indicate that on questions related to the negation of a conditional sentence, students performed much better when given natural-language contexts than they did on questions…

Assessment of Expert-Novice Chemistry Problem Solving Using HyperCard: Early Findings.

ERIC Educational Resources Information Center

Kumar, David D.

1993-01-01

Results of a HyperCard method for assessing the performance of expert and novice high school chemistry students solving stoichiometric chemistry problems (balancing chemical equations) is reported. MANOVA results indicate significant difference between expert and novice students solving the five stoichiometric chemistry problems using…

Self-Schemas, Possible Selves, and Competent Performance.

ERIC Educational Resources Information Center

Cross, Susan E.; Markus, Hazel Rose

1994-01-01

College students were classified as schematic (belief in being a good problem solver and importance of this ability to self-esteem) or aschematic (belief in moderate ability and low or moderate importance of ability). Results with 196 students indicate the importance of self-concept in development and maintenance of competence. (SLD)

Relationship of Teacher Training and School Characteristics to Middle School State Assessment Results

ERIC Educational Resources Information Center

Hall, Tina J.; Hicklin, Lori K.; French, Karen E.

2017-01-01

Purpose: To examine the relationship between the South Carolina middle school physical education assessment results and the school characteristics. In addition, the relationship between teacher training attendance and student achievement were determined. Method: Student performance on four physical education indicators in 63 middle schools (and…

Graduation Coaching in High-Need Urban, High Schools

ERIC Educational Resources Information Center

Lacefield, Warren E.; Zeller, Pamela J.; Van Kannel-Ray, Nancy

2010-01-01

This study documents the impact of placing graduation coaches as a GEAR UP intervention in urban high schools. The overall goal was improvement of students' academic performance, particularly for students not passing core courses. This longitudinal study began with data collection in feeder middle schools where results indicated improved student…

School Effects on Performance of Minority Pupils.

ERIC Educational Resources Information Center

Hofman, W. H. Adriaan

1994-01-01

Presents results of a study examining the comparative effects of school (system) determinants on the educational careers of minority students in the Netherlands, drawing on rational choice and empowerment theories. Results indicate the importance of a school policy aimed at improving minority student achievement. Pull-out programs are detrimental,…

The Effects of Single-Sex and Coeducational Secondary Schooling on Girls' Achievement.

ERIC Educational Resources Information Center

Daly, Peter

1996-01-01

The effect of coeducational and single-sex secondary schooling on female students' academic achievement was examined. Reexamination of earlier survey data from Northern Ireland studied six outcomes related to student performance on public examinations. Results indicated a small achievement advantage for single-sex schooling (not significant…

Student Personality Type versus Grading Procedures in Intermediate Accounting Courses.

ERIC Educational Resources Information Center

Lawrence, Robyn; Taylor, Larry W.

2000-01-01

The personality preferences and temperaments of 82 intermediate accounting students were identified by the Myers Briggs Type Indicator and Keirsey Temperament Sorter. Relationships were found between personality variables and the number of class absences, class participation, and the performance in homework and problems on the final examination.…

Music Training and Mathematics Achievement.

ERIC Educational Resources Information Center

Cheek, Joyce M.; Smith, Lyle R.

1999-01-01

Iowa Tests of Basic Skills (ITBS) mathematics scores of eighth graders who had received music instruction were compared according to whether the students were given private lessons. Analyses indicate that students who had private lessons for two or more years performed significantly better on the composite mathematics portion of the ITBS than did…

TEACHING ENGINEERING DESIGN, A STUDY OF JOBSHOP.

ERIC Educational Resources Information Center

ENTWISLE, DORIS R.; HUGGINS, W.H.

THE USE OF A COMPUTER PROGRAM BY ENGINEERING STUDENTS TO SIMULATE A JOB SHOP THAT MANUFACTURES ELECTRONIC DEVICES HAS INDICATED THAT SIMULATION METHODS OFFER REALISTIC ASSISTANCE IN TEACHING. EACH STUDENT IN THE STUDY SUBMITTED SPECIFICATIONS FOR A CIRCUIT DESIGN AND, FROM THE COMPUTER, RECEIVED PERFORMANCE ASSESSMENTS OF THE CIRCUIT WHICH…

Key Skills Influencing Student Achievement

ERIC Educational Resources Information Center

Balch, Tonya; Gruenert, Steve

2009-01-01

A predictive, non-experimental, cross-sectional design (Johnson, 2001) was used to conduct a study to determine if elementary administrators' key counseling skills and select demographics predicted state-level student performance indicators in their respective schools. A secondary purpose of this study was to develop a valid and reliable on-line…

Reading Fluency Interventions That Work in High-Poverty Schools

ERIC Educational Resources Information Center

Fowers-Coils, Ashley

2016-01-01

This study measured the impact of targeted reading interventions on improving reading fluency for second-grade students as indicated by their performance on a statewide standardized assessment of reading fluency proficiency. Reading fluency scores for students who received intervention in second grade were measured again in their third-grade year…

Religiousness as a Predictor of Academic Performance among High-school Students.

ERIC Educational Resources Information Center

Park, Hae-Seong

2001-01-01

Investigated the relationship between high school students' religiousness and academic achievement, noting the effects of ethnicity. Data from two followups of the National Educational Longitudinal Study of 1988 indicated that religiousness related to academic achievement, though the link was mediated by other psychosocial factors. The…

Communicating Patient Status: Comparison of Teaching Strategies in Prelicensure Nursing Education.

PubMed

Lanz, Amelia S; Wood, Felecia G

Research indicates that nurses lack adequate preparation for reporting patient status. This study compared 2 instructional methods focused on patient status reporting in the clinical setting using a randomized posttest-only comparison group design. Reporting performance using a standardized communication framework and student perceptions of satisfaction and confidence with learning were measured in a simulated event that followed the instruction. Between the instructional methods, there was no statistical difference in student reporting performance or perceptions of learning. Performance evaluations provided helpful insights for the nurse educator.

Performance Measures, Benchmarking and Value.

ERIC Educational Resources Information Center

McGregor, Felicity

This paper discusses performance measurement in university libraries, based on examples from the University of Wollongong (UoW) in Australia. The introduction highlights the integration of information literacy into the curriculum and the outcomes of a 1998 UoW student satisfaction survey. The first section considers performance indicators in…

Training future doctors to be patient-centred: efficacy of a communication skills training (CST) programme in a Malaysian medical institution.

PubMed

Lukman, H; Beevi, Z; Yeap, R

2009-03-01

This study evaluates the efficacy of the preclinical communication skills training (CST) programme at the International Medical University in Malaysia. Efficacy indicators include students' (1) perceived competency (2) attitude (3) conceptual knowledge, and (4) performance with regard to patient-centred communication. A longitudinal study with a before-after design tracked a preclinical cohort's progress on the aforementioned indicators as they advance through the training. Results indicate that following the CST, students perceived themselves to be more competent in interpersonal communication, had more positive attitude towards patient-centred communication, and developed a better conceptual knowledge of doctor-patient communication. In addition, those with good conceptual knowledge tend to demonstrate better communication skills performance at the Objective Structure Clinical Examination 12 months following the initial CST.

An exploratory study of the relationship between learning styles and academic performance among students in different nursing programs.

PubMed

Li, Yuh-Shiow; Yu, Wen-Pin; Liu, Chin-Fang; Shieh, Sue-Heui; Yang, Bao-Huan

2014-01-01

Abstract Background: Learning style is a major consideration in planning for effective and efficient instruction and learning. Learning style has been shown to influence academic performance in the previous research. Little is known about Taiwanese students' learning styles, particularly in the field of nursing education. This purpose of this study was to identify the relationship between learning styles and academic performance among nursing students in a 5-year associate degree of nursing (ADN) program and a 2-year bachelor of science in nursing (BSN) program in Taiwan. This study employed a descriptive and exploratory design. The Chinese version of the Myers-Briggs type indicator Form M was an instrument. Data such as grade point average were obtained from the Office of Academic Affairs and the Registrar computerized records. Descriptive statistics, one-way analysis of variance and chi-square statistical analysis were used to explore the relationship between academic performance and learning style in Taiwanese nursing students. The study sample included 285 nursing students: 96 students in a 2-year BSN program, and 189 students in a 5-year ADN program. Two common learning styles were found: Introversion, sensing, thinking, and judging; and introversion, sensing, feeling, and judging. A sensing-judging pair was identified in 43.3% of the participants. Academic performance was significantly related to learning style (p < 0.05, df = 15). The results of this study can help educators devise classroom and clinical instructional strategies that respond to individual needs in order to maximize academic performance and enhance student success. A large sample is recommended for further research. Understanding the learning style preferences of students can enhance learning for those who are under performing in their academic studies, thereby enhancing nursing education.

Effect of teaching mathematics using GeoGebra on students' with dissimilar spatial visualisation

NASA Astrophysics Data System (ADS)

Bakar, Kamariah Abu; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad; Luan, Wong Su

2015-10-01

This study examined the effects of GeoGebra on mathematics performance of students with different spatial visualization. A qusai-experimental, pretest-posttest control group design was conducted. A total of 71 students from two intact groups were involved in the study. They were in two groups and each group was randonly assigned to the experimental group (36 students) and control group (35 students). A spatial visual test to identify students with high or low visualization, and a mathematics performance pre-test were administered at the initial stage of this study. A post-test was administered after 12 weeks of treatment using GeoGebra. Analyses of Covarion (ANCOVA) was used to adjust for the pre-test score. Findings showed that the group with access to GeoGebra achieved significantly better test scores in the posttest as compared to the group which followed the traditional teaching method. A two-way ANCOVA used to analyse the effect of students' spatial visualization on post-test performance showed that there was no effect. The results from this study suggested that using GeoGebra had helped the students to score better in the posttest. However, there is no significance difference on mathematics performances on students with difference types of spatial visualisastion. This study indicates that GeoGebra is useful in enhancing the teaching and learning of mathematics.

Formative student-authored question bank: perceptions, question quality and association with summative performance

PubMed Central

Walsh, Jason L; Harris, Benjamin H L; Denny, Paul; Smith, Phil

2018-01-01

Purpose of the study There are few studies on the value of authoring questions as a study method, the quality of the questions produced by students and student perceptions of student-authored question banks. Here we evaluate PeerWise, a widely used and free online resource that allows students to author, answer and discuss multiple-choice questions. Study design We introduced two undergraduate medical student cohorts to PeerWise (n=603). We looked at their patterns of PeerWise usage; identified associations between student engagement and summative exam performance; and used focus groups to assess student perceptions of the value of PeerWise for learning. We undertook item analysis to assess question difficulty and quality. Results Over two academic years, the two cohorts wrote 4671 questions, answered questions 606 658 times and posted 7735 comments. Question writing frequency correlated most strongly with summative performance (Spearman’s rank: 0.24, p=<0.001). Student focus groups found that: (1) students valued curriculum specificity; and (2) students were concerned about student-authored question quality. Only two questions of the 300 ’most-answered' questions analysed had an unacceptable discriminatory value (point-biserial correlation <0.2). Conclusions Item analysis suggested acceptable question quality despite student concerns. Quantitative and qualitative methods indicated that PeerWise is a valuable study tool. PMID:28866607

Chemical Characterization and Source Apportionment of Size Fractionated Atmospheric Aerosols, and, Evaluating Student Attitudes and Learning in Large Lecture General Chemistry Classes

NASA Astrophysics Data System (ADS)

Allen, Gregory Harold

Chemical speciation and source apportionment of size fractionated atmospheric aerosols were investigated using laser desorption time-of-flight mass spectrometry (LD TOF-MS) and source apportionment was carried out using carbon-14 accelerator mass spectrometry (14C AMS). Sample collection was carried out using the Davis Rotating-drum Unit for Monitoring impact analyzer in Davis, Colfax, and Yosemite, CA. Ambient atmospheric aerosols collected during the winter of 2010/11 and 2011/12 showed a significant difference in the types of compounds found in the small and large sized particles. The difference was due to the increase number of oxidized carbon species that were found in the small particles size ranges, but not in the large particles size ranges. Overall, the ambient atmospheric aerosols collected during the winter in Davis, CA had and average fraction modern of F14C = 0.753 +/- 0.006, indicating that the majority of the size fractionated particles originated from biogenic sources. Samples collected during the King Fire in Colfax, CA were used to determine the contribution of biomass burning (wildfire) aerosols. Factor analysis was used to reduce the ions found in the LD TOF-MS analysis of the King Fire samples. The final factor analysis generated a total of four factors that explained an overall 83% of the variance in the data set. Two of the factors correlated heavily with increased smoke events during the sample period. The increased smoke events produced a large number of highly oxidized organic aerosols (OOA2) and aromatic compounds that are indicative of biomass burning organic aerosols (WBOA). The signal intensities of the factors generated in the King Fire data were investigated in samples collected in Yosemite and Davis, CA to look at the impact of biomass burning on ambient atmospheric aerosols. In both comparison sample collections the OOA2 and WBOA factors both increased during biomass burning events located near the sampling sites. The correlation between the OOA2 and WBOA factors and smoke levels indicates that these factors can be used to identify the influence of biomass burning on ambient aerosols. The effectiveness of using the ChemWiki instead of a traditional textbook was investigated during the spring quarter of 2014. Student performance was measured using common midterms, a final, and a pre/post content exams. We also employed surveys, the Colorado Learning Attitudes about Science Survey (CLASS) for Chemistry, and a weekly time-on-task survey to quantify students' attitudes and study habits. The effectiveness of the ChemWiki compared to a traditional textbook was examined using multiple linear regression analysis with a standard non-inferiority testing framework. Results show that the performance of students in the section who were assigned readings from the ChemWiki was non-inferior to the performance of students in the section who were assigned readings from the traditional textbook, indicating that the ChemWiki does not substantially differ from the standard textbook in terms of student learning outcomes. The results from the surveys also suggest that the two classes were similar in their beliefs about chemistry and overall average time spent studying. These results indicate that the ChemWiki is a viable cost-saving alternative to traditional textbooks. The impact of using active learning techniques in a large lecture general chemistry class was investigated by assessing student performance and attitudes during the fall 2014 and winter 2015 quarters. One instructor applied active learning strategies while the remaining instructors employed more traditional lecture styles. Student performance, learning, learning environments, and attitudes were measured using a standardized pre/post exams, common final exams, classroom observations, and the CLASS chemistry instrument in large lecture general chemistry courses. Classroom observation data showed that the active learning class was the most student centered and of the other classes two instructors were transitional in their teaching style and the remaining two primarily employed traditional lecture techniques. The active learning class had the highest student performance but the difference was only statistically significant when compared to the two traditional lecture classes. Overall, our data showed a trend that student performance increased as the instructional style became more student centered. Student attitudes didn't seem to correlate with any specific instructional style and the students in the active learning class had similar attitudes to the other general students. The active learning class was successful in increasing the average time students spent studying outside of the class, a statistically significant difference of about 1.5 to 3.0 hrs/week.

Motivated Strategies for Learning in Accelerated Second-Degree Nursing Students.

PubMed

El-Banna, Majeda M; Tebbenhoff, Billinda; Whitlow, Malinda; Wyche, Karen Fraser

Students in a second-degree accelerated BSN program experience a rigorous curriculum and fast-paced introduction to the nursing profession. This study examined the relationships among self-esteem, motivation, learning strategies, demographic characteristics, and academic achievement. The results indicated that all of the students had good self-esteem; some demographic characteristics influenced the type of motivation and learning strategies they endorsed but did not influence their current academic performance.

Institutionalization of Caring in an Era of Accountability: Creating a Supportive Environment for At-Risk Students' Retention in High School and Access to College

ERIC Educational Resources Information Center

Carter, Hazel M.

2012-01-01

Student performance and achievement are often seen as the only indicators of school success. This emphasis on accountability and achievement exacerbates the dropout crisis in public high schools as increasing numbers of students fail to graduate on time, many of whom eventually leave school without a diploma. This article demonstrates how a…

Closing the Achievement Gap for Economically Disadvantaged Students? Analyzing Change since No Child Left Behind Using State Assessments and the National Assessment of Educational Progress

ERIC Educational Resources Information Center

Blank, Rolf K.

2011-01-01

A critical state-level indicator of progress in public education is student achievement annual performance and change over time. The Council of Chief State School Officers (CCSSO) has been very active in tracking and reporting on student achievement results and using state assessment scores and other data to analyze achievement trends. A central…

Student perception and post-exam analysis of one best MCQs and one correct MCQs: A comparative study.

PubMed

Adhi, Mohammad Idrees; Aly, Syed Moyn

2018-04-01

To find differences between One-Correct and One-Best multiple-choice questions with relation to student scores, post-exam item analyses results and student perception. This comparative cross-sectional study was conducted at the Dow University of Health Sciences, Karachi, from November 2010 to April 2011, and comprised medical students. Data was analysed using SPSS 18. Of the 207 participants, 16(7.7%) were boys and 191(92.3%) were girls. The mean score in Paper I was 18.62±4.7, while in Paper II it was 19.58±6.1. One-Best multiple-choice questions performed better than One-Correct. There was no statistically significant difference in the mean scores of the two papers or in the difficulty indices. Difficulty and discrimination indices correlated well in both papers. Cronbach's alpha of paper I was 0.584 and that of paper II was 0.696. Point-biserial values were better for paper II than for paper I. Most students expressed dissatisfaction with paper II. One-Best multiple-choice questions showed better scores, higher reliability, better item performance and correlation values.

Relationships between negative affect and academic achievement among secondary school students: the mediating effects of habituated exercise.

PubMed

Hashim, Hairul A; Freddy, Golok; Rosmatunisah, Ali

2012-09-01

The current study was undertaken to examine the associations between self-determination, exercise habit, anxiety, depression, stress, and academic achievement among adolescents aged 13 and 14 years in eastern Malaysia. The sample consisted of 750 secondary school students (mean age = 13.4 years, SD = 0.49). Participants completed self-report measures of exercise behavioral regulation, negative affect, and exercise habit strength. Midyear exam results were used as an indicator of academic performance. Structural equation modeling was used to analyze the data. The results of structural equation modeling revealed a close model fit for the hypothesized model, which indicates that higher levels of self-determination were positively associated with habituated exercise behavior. In turn, exercise habit strength fostered academic achievement and buffered the debilitative effect of stress, depression, and anxiety on student academic performance. The analysis of model invariance revealed a nonsignificant difference between male and female subjects. The findings support the notion that habituated exercise fosters academic performance. In addition, we found that habituated exercise buffers the combined effects of stress, anxiety and depression on academic performance. The finding also supports the roles of self-determination in promoting exercise habituation.

[NIC as a tool for assessing competences of nursing students in clinical placement at surgical units].

PubMed

Celma Vicente, Matilde; Ajuria-Imaz, Eloisa; Lopez-Morales, Manuel; Fernandez-Marín, Pilar; Menor-Castro, Alicia; Cano-Caballero Galvez, Maria Dolores

2015-01-01

This paper shows the utility of a NIC standardized language to assess the extent of nursing student skills at Practicum in surgical units To identify the nursing interventions classification (NIC) that students can learn to perform in surgical units. To determine the level of difficulty in learning interventions, depending on which week of rotation in clinical placement the student is. Qualitative study using Delphi consensus technique, involving nurses with teaching experience who work in hospital surgical units, where students undertake the Practicum. The results were triangulated through a questionnaire to tutors about the degree of conformity. A consensus was reached about the interventions that students can achieve in surgical units and the frequency in which they can be performed. The level of difficulty of each intervention, and the amount of weeks of practice that students need to reach the expected level of competence was also determined. The results should enable us to design better rotations matched to student needs. Knowing the frequency of each intervention that is performed in each unit determines the chances of learning it, as well as the indicators for its assessment. Copyright © 2015 Elsevier España, S.L.U. All rights reserved.

The Dental School Interview As a Predictor of Dental Students' OSCE Performance.

PubMed

Park, Sang E; Price, Mirissa D; Karimbux, Nadeem Y

2018-03-01

The aim of this study was to evaluate the use of the dental school admissions interview score as a noncognitive indicator of performance in predoctoral dental education, with specific attention to whether a correlation existed between the admissions interview scores and performance on the objective structured clinical examination (OSCE). The study population consisted of all 175 students in the Harvard School of Dental Medicine (HSDM) DMD Classes of 2012 through 2016. Data on students' gender and age on entering dental school were self-reported using their applications for admission to the HSDM DMD program. Data on students' OSCE scores for three examination sessions were collected from the Office of Dental Education. The results showed that the students' interview scores did not significantly correlate with OSCE performance on any of the three exams. Performance on the first and second OSCEs did, however, correlate with performance on the third OSCE (p<0.05). Age on entering dental school was not significantly associated with performance on any of the three OSCEs; however, among male students, there was a significant negative correlation (p<0.05) between entering age and performance on the second and third OSCEs. There was no significant association between gender and OSCE or interview score. These results suggest that although the admissions interview scores can serve as an important resource in student selection, with the lack of association between interview and OSCE scores, it is possible that the communication skills required for the interview do not directly overlap with those required for OSCE success.

Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module.

PubMed

Higgins-Opitz, Susan B; Tufts, Mark

2014-06-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify "at-risk" students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. Copyright © 2014 The American Physiological Society.

Performance of first-year health sciences students in a large, diverse, multidisciplinary, first-semester, physiology service module

PubMed Central

Tufts, Mark

2014-01-01

Health Science students at the University of KwaZulu-Natal perform better in their professional modules compared with their physiology modules. The pass rates of physiology service modules have steadily declined over the years. While a system is in place to identify “at-risk” students, it is only activated after the first semester. As a result, it is only from the second semester of their first year studies onward that at-risk students can be formally assisted. The challenge is thus to devise an appropriate strategy to identify struggling students earlier in the semester. Using questionnaires, students were asked about attendance, financing of their studies, and relevance of physiology. After the first class test, failing students were invited to complete a second questionnaire. In addition, demographic data were also collected and analyzed. Correlation analyses were undertaken of performance indicators based on the demographical data collected. The 2011 class comprised mainly sport science students (57%). The pass rate of sport science students was lower than the pass rates of other students (42% vs. 70%, P < 0.001). Most students were positive about physiology and recognized its relevance. Key issues identified were problems understanding concepts and terminology, poor study environment and skills, and lack of matriculation biology. The results of the first class test and final module marks correlated well. It is clear from this study that student performance in the first class test is a valuable tool to identify struggling students and that appropriate testing should be held as early as possible. PMID:24913452

The Effect of a Prior Dissection Simulation on Middle School Students' Dissection Performance and Understanding of the Anatomy and Morphology of the Frog

NASA Astrophysics Data System (ADS)

Akpan, Joseph Paul; Andre, Thomas

1999-06-01

Science teachers, school administrators, educators, and the scientific community are faced with ethical controversies over animal dissection in classrooms. Simulation has been proposed as a way of dealing with this issue. One intriguing previous finding was that use of an interactive videodisc dissection facilitated performance on a subsequent actual dissection. This study examined the prior use of simulation of frog dissection in improving students' actual dissection performance and learning of frog anatomy and morphology. There were three experimental conditions: simulation before dissection (SBD); dissection before simulation (DBS); or dissection-only (DO). Results of the study indicated that students receiving SBD performed significantly better than students receiving DBS or DO on both actual dissection and knowledge of the anatomy and morphology. Students' attitudes toward the use of animals for dissection did not change significantly from pretest to posttest and did not interact with treatment. The genders did not differ in achievement, but males were more favorable towards dissection and computers than were females.

Adult Basic and Literacy Education Program: Revised Indicators of Program Quality, Fiscal Year 2004.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

This document lists the Ohio Department of Education's Adult Basic and Literacy Education revised indicators of program quality. A chart details the measures and performance standards for the following quality indicators: (1) students demonstrate progress toward attainment of literacy skills at levels of proficiency necessary to function on the…

The Gender Difference: Validity of Standardized Admission Tests in Predicting MBA Performance.

ERIC Educational Resources Information Center

Hancock, Terence

1999-01-01

Of 120 female and 149 male master of business administration (MBA) students, women performed significantly less well on the Graduate Management Admission Test (GMAT). There were no differences in overall MBA grade point average, indicating no strong correlation between the GMAT and MBA performance. (SK)

Peer Mentors Can Improve Academic Performance

ERIC Educational Resources Information Center

Asgari, Shaki; Carter, Frederick, Jr.

2016-01-01

The present study examined the relationship between peer mentoring and academic performance. Students from two introductory psychology classes either received (n = 37) or did not receive (n = 36) peer mentoring. The data indicated a consistent improvement in the performance (i.e., grades on scheduled exams) of the mentored group. A similar pattern…

The Role of Informal Parent and Teacher Assessment in Diagnosing Learning Disabilities.

ERIC Educational Resources Information Center

Sikora, Darryn M.; Plapinger, Donald S.

1997-01-01

This study compared parent and teacher perceptions of academic performance and cognitive deficits with the standardized test performance of 19 students (ages 7-13) with hearing impairments. Results indicate that parents and educators were equally skilled in predicting academic performance, but had greater difficulty predicting specific cognitive…

Indices of Abdominal Adiposity and Cardiorespiratory Fitness Test Performance in Middle-School Students

PubMed Central

Burns, Ryan; Hannon, James C.; Brusseau, Timothy A.; Shultz, Barry; Eisenman, Patricia

2013-01-01

Background. Previous research suggests that use of BMI as a screening tool to assess health in youth has limitations. Valid alternative measures to assess body composition are needed to accurately identify children who are aerobically fit, which is an indicator of health status. The purpose of this study was to examine the associations between select anthropometric measures and cardiorespiratory fitness test performance in middle-school students. Methods. Participants included 134 students (65 boys and 69 girls) recruited from the 6th, 7th, and 8th grades. Anthropometric measures consisted of BMI, waist circumference (WC), waist-to-height ratio (WHtR), and percent body fat estimated from two-site skinfolds (%BF-SKF), as well as the hand-held OMRON BIA device (%BF-BIA). Cardiorespiratory fitness tests included the one-mile run and PACER test. Data were collected on four separate testing days during the students' physical education classes. Results. There were statistically significant moderate correlations between the %BF estimations, WHtR, and cardiorespiratory fitness test scores in both genders (P < .001). BMI at best only displayed weak correlations with the cardiorespiratory fitness test scores. Conclusions. The results suggest that alternative measures such as %BF-SKF, %BF-BIA, and WHtR may be more valid indicators of youth aerobic fitness lending to their preferred use over BMI. PMID:23533727

Indices of abdominal adiposity and cardiorespiratory fitness test performance in middle-school students.

PubMed

Burns, Ryan; Hannon, James C; Brusseau, Timothy A; Shultz, Barry; Eisenman, Patricia

2013-01-01

Previous research suggests that use of BMI as a screening tool to assess health in youth has limitations. Valid alternative measures to assess body composition are needed to accurately identify children who are aerobically fit, which is an indicator of health status. The purpose of this study was to examine the associations between select anthropometric measures and cardiorespiratory fitness test performance in middle-school students. Participants included 134 students (65 boys and 69 girls) recruited from the 6th, 7th, and 8th grades. Anthropometric measures consisted of BMI, waist circumference (WC), waist-to-height ratio (WHtR), and percent body fat estimated from two-site skinfolds (%BF-SKF), as well as the hand-held OMRON BIA device (%BF-BIA). Cardiorespiratory fitness tests included the one-mile run and PACER test. Data were collected on four separate testing days during the students' physical education classes. There were statistically significant moderate correlations between the %BF estimations, WHtR, and cardiorespiratory fitness test scores in both genders (P < .001). BMI at best only displayed weak correlations with the cardiorespiratory fitness test scores. The results suggest that alternative measures such as %BF-SKF, %BF-BIA, and WHtR may be more valid indicators of youth aerobic fitness lending to their preferred use over BMI.

Science knowledge and cognitive strategy use among culturally and linguistically diverse students

NASA Astrophysics Data System (ADS)

Lee, Okhee; Fradd, Sandra H.; Sutman, Frank X.

Science performance is determined, to a large extent, by what students already know about science (i.e., science knowledge) and what techniques or methods students use in performing science tasks (i.e., cognitive strategies). This study describes and compares science knowledge, science vocabulary, and cognitive strategy use among four diverse groups of elementary students: (a) monolingual English Caucasian, (b) African-American, (c) bilingual Spanish, and (d) bilingual Haitian Creole. To facilitate science performance in culturally and linguistically congruent settings, the study included student dyads and teachers of the same language, culture, and gender. Science performance was observed using three science tasks: weather phenomena, simple machines, and buoyancy. Data analysis involved a range of qualitative methods focusing on major themes and patterns, and quantitative methods using coding systems to summarize frequencies and total scores. The findings reveal distinct patterns of science knowledge, science vocabulary, and cognitive strategy use among the four language and culture groups. The findings also indicate relationships among science knowledge, science vocabulary, and cognitive strategy use. These findings raise important issues about science instruction for culturally and linguistically diverse groups of students.Received: 3 January 1995;

Critical evaluation of the usability of augmented reality ophthalmoscopy for the training of inexperienced examiners.

PubMed

Leitritz, Martin A; Ziemssen, Focke; Suesskind, Daniela; Partsch, Michael; Voykov, Bogomil; Bartz-Schmidt, Karl U; Szurman, Gesine B

2014-04-01

To measure the value of augmented reality technology usage to teach the medical students performing binocular indirect ophthalmoscopy. Thirty-seven medical students were randomly assigned to the training of binocular indirect ophthalmoscopy either in the conventional way or with augmented reality ophthalmoscopy (ARO). For testing student's skills, they had to examine a real person using a conventional ophthalmoscopy system and draw the optic disk. They also had to fill out a questionnaire. Subjective and objective evaluations were performed. Thirty-seven students were randomly assigned to two groups. Eighteen students were trained with conventional ophthalmoscopy and 19 students with ARO. The questionnaires showed no differences. Performing an objective analysis, the median ophthalmoscopy training score for the conventional ophthalmoscopy group was 1.2 (range, 0.67-2) and showed a significant difference (P < 0.0033) to the ARO group (median 2; range, 0.67-2). The study provides evidence that a single ARO training is efficient to improve ophthalmoscopy skills. As the objective analysis showed, the ARO group had a significantly superior performance. Our study also indicates that subjective evaluation of the fundus drawings without systematic analysis is prone to errors.

Effects of basic clinical skills training on objective structured clinical examination performance.

PubMed

Jünger, Jana; Schäfer, Sybille; Roth, Christiane; Schellberg, Dieter; Friedman Ben-David, Miriam; Nikendei, Christoph

2005-10-01

The aim of curriculum reform in medical education is to improve students' clinical and communication skills. However, there are contradicting results regarding the effectiveness of such reforms. A study of internal medicine students was carried out using a static group design. The experimental group consisted of 77 students participating in 7 sessions of communication training, 7 sessions of skills-laboratory training and 7 sessions of bedside-teaching, each lasting 1.5 hours. The control group of 66 students from the traditional curriculum participated in equally as many sessions but was offered only bedside teaching. Students' cognitive and practical skills performance was assessed using Multiple Choice Question (MCQ) testing and an objective structured clinical examination (OSCE), delivered by examiners blind to group membership. The experimental group performed significantly better on the OSCE than did the control group (P < 0.01), whereas the groups did not differ on the MCQ test (P < 0.15). This indicates that specific training in communication and basic clinical skills enabled students to perform better in an OSCE, whereas its effects on knowledge did not differ from those of the traditional curriculum. Curriculum reform promoting communication and basic clinical skills are effective and lead to an improved performance in history taking and physical examination skills.

Type of High School Predicts Academic Performance at University Better than Individual Differences

PubMed Central

2016-01-01

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics. PMID:27695073

Type of High School Predicts Academic Performance at University Better than Individual Differences.

PubMed

Banai, Benjamin; Perin, Višnja

2016-01-01

Psychological correlates of academic performance have always been of high relevance to psychological research. The relation between psychometric intelligence and academic performance is one of the most consistent and well-established findings in psychology. It is hypothesized that intelligence puts a limit on what an individual can learn or achieve. Moreover, a growing body of literature indicates a relationship between personality traits and academic performance. This relationship helps us to better understand how an individual will learn or achieve their goals. The aim of this study is to further investigate the relationship between psychological correlates of academic performance by exploring the potentially moderating role of prior education. The participants in this study differed in the type of high school they attended. They went either to gymnasium, a general education type of high school that prepares students specifically for university studies, or to vocational school, which prepares students both for the labour market and for further studies. In this study, we used archival data of psychological testing during career guidance in the final year of high school, and information about the university graduation of those who received guidance. The psychological measures included intelligence, personality and general knowledge. The results show that gymnasium students had greater chances of performing well at university, and that this relationship exceeds the contribution of intelligence and personality traits to university graduation. Moreover, psychological measures did not interact with type of high school, which indicates that students from different school types do not profit from certain individual characteristics.

Development of performance test instrument in the experiment of law of conservation mass using self and peer assessment’s technique

NASA Astrophysics Data System (ADS)

Siswaningsih, W.; Nahadi; Firmansyah, D. R.

2018-05-01

The purpose of this research is to develop the instrument of performance assessment of law of mass conservation using self and peer assessment technique that meet valid and reliable criteria. The instrument components consist of task and rubric. The method used is development and validation.Value of the instrument reliability obtained from twice observations that are at four and six students every group with three same observers. Cronbach alpha value for four and six students every group consecutively are 0.94 and 0.76, indicating that value shows that the instrument is reliable. Optimum amount of the students that can be observed are four students. The implementation of the instrument to limited group of students showed that All of the students give positive responses to the instrument used with the interpretation of questionnaire scores >90% that categorized as good.

Mathematics Competency for Beginning Chemistry Students Through Dimensional Analysis.

PubMed

Pursell, David P; Forlemu, Neville Y; Anagho, Leonard E

2017-01-01

Mathematics competency in nursing education and practice may be addressed by an instructional variation of the traditional dimensional analysis technique typically presented in beginning chemistry courses. The authors studied 73 beginning chemistry students using the typical dimensional analysis technique and the variation technique. Student quantitative problem-solving performance was evaluated. Students using the variation technique scored significantly better (18.3 of 20 points, p < .0001) on the final examination quantitative titration problem than those who used the typical technique (10.9 of 20 points). American Chemical Society examination scores and in-house assessment indicate that better performing beginning chemistry students were more likely to use the variation technique rather than the typical technique. The variation technique may be useful as an alternative instructional approach to enhance beginning chemistry students' mathematics competency and problem-solving ability in both education and practice. [J Nurs Educ. 2017;56(1):22-26.]. Copyright 2017, SLACK Incorporated.

Science Identity in Informal Education

NASA Astrophysics Data System (ADS)

Schon, Jennifer A.

The national drive to increase the number of students pursuing Science Technology, Engineering, and Math (STEM) careers has brought science identity into focus for educators, with the need to determine what encourages students to pursue and persist in STEM careers. Science identity, the degree to which students think someone like them could be a scientist is a potential indicator of students pursuing and persisting in STEM related fields. Science identity, as defined by Carlone and Johnson (2007) consists of three constructs: competence, performance, and recognition. Students need to feel like they are good at science, can perform it well, and that others recognize them for these achievements in order to develop a science identity. These constructs can be bolstered by student visitation to informal education centers. Informal education centers, such as outdoor science schools, museums, and various learning centers can have a positive impact on how students view themselves as scientists by exposing them to novel and unique learning opportunities unavailable in their school. Specifically, the University of Idaho's McCall Outdoor Science School (MOSS) focuses on providing K-12 students with the opportunity to learn about science with a place-based, hands-on, inquiry-based curriculum that hopes to foster science identity development. To understand the constructs that lead to science identity formation and the impact the MOSS program has on science identity development, several questions were explored examining how students define the constructs and if the MOSS program impacted how they rate themselves within each construct. A mixed-method research approach was used consisting of focus group interviews with students and pre, post, one-month posttests for visiting students to look at change in science identity over time. Results from confirmatory factor analysis indicate that the instrument created is a good fit for examining science identity and the associated constructs for students attending the MOSS residential program. Analysis of results from paired-samples t-test indicates that MOSS does contribute to a positive change in science identity and this change does persist one month following the visit to MOSS, although a slight decline is seen. The results from this research and creation of this instrument provide useful tools for educators interested in increasing their students' science identity.

Enhancing interdisciplinary, mathematics, and physical science in an undergraduate life science program through physical chemistry.

PubMed

Pursell, David P

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect.

Enhancing Interdisciplinary, Mathematics, and Physical Science in an Undergraduate Life Science Program through Physical Chemistry

PubMed Central

2009-01-01

BIO2010 advocates enhancing the interdisciplinary, mathematics, and physical science components of the undergraduate biology curriculum. The Department of Chemistry and Life Science at West Point responded by developing a required physical chemistry course tailored to the interests of life science majors. To overcome student resistance to physical chemistry, students were enabled as long-term stakeholders who would shape the syllabus by selecting life science topics of interest to them. The initial 2 yr of assessment indicates that students have a positive view of the course, feel they have succeeded in achieving course outcome goals, and that the course is relevant to their professional future. Instructor assessment of student outcome goal achievement via performance on exams and labs is comparable to that of students in traditional physical chemistry courses. Perhaps more noteworthy, both student and instructor assessment indicate positive trends from year 1 to year 2, presumably due to the student stakeholder effect. PMID:19255133

School profiles of at-risk student concentration: Differential growth in oral reading fluency

PubMed Central

Logan, Jessica A.R.; Petscher, Yaacov

2010-01-01

The present study provides a data-driven approach to identifying groups of schools based on the concentration of at-risk students the school serves. The percentage of English language learners, minority students, and students eligible for free or reduced priced lunch were used as indicators in a latent profile analysis of 569 schools. The goal of the present study was to determine whether school-level average student reading performance varied as a function of the groups identified in the latent profile analysis. To do so, groups extracted by the latent profile analysis were used as school-level predictors of growth in oral reading fluency, which was modeled at the within-student level of a three-level hierarchical growth curve model. Oral reading fluency was measured at four points during the year in a large cross-sectional sample of first-, second-, and third-grade students. Results indicated that schools were able to be classified into four distinct groups based on their concentrations and types of at-risk students. Further, in all three grades, there were significant differences between the four identified groups observed in average reading fluency scores at the beginning of the year, the end of the year, and growth during the year indicating that groups based on school-concentration of at-risk students were significantly related to average student achievement in reading ability. PMID:20159224

Students' conceptual performance on synthesis physics problems with varying mathematical complexity

NASA Astrophysics Data System (ADS)

Ibrahim, Bashirah; Ding, Lin; Heckler, Andrew F.; White, Daniel R.; Badeau, Ryan

2017-06-01

A body of research on physics problem solving has focused on single-concept problems. In this study we use "synthesis problems" that involve multiple concepts typically taught in different chapters. We use two types of synthesis problems, sequential and simultaneous synthesis tasks. Sequential problems require a consecutive application of fundamental principles, and simultaneous problems require a concurrent application of pertinent concepts. We explore students' conceptual performance when they solve quantitative synthesis problems with varying mathematical complexity. Conceptual performance refers to the identification, follow-up, and correct application of the pertinent concepts. Mathematical complexity is determined by the type and the number of equations to be manipulated concurrently due to the number of unknowns in each equation. Data were collected from written tasks and individual interviews administered to physics major students (N =179 ) enrolled in a second year mechanics course. The results indicate that mathematical complexity does not impact students' conceptual performance on the sequential tasks. In contrast, for the simultaneous problems, mathematical complexity negatively influences the students' conceptual performance. This difference may be explained by the students' familiarity with and confidence in particular concepts coupled with cognitive load associated with manipulating complex quantitative equations. Another explanation pertains to the type of synthesis problems, either sequential or simultaneous task. The students split the situation presented in the sequential synthesis tasks into segments but treated the situation in the simultaneous synthesis tasks as a single event.

A study of the relationship between learning styles and cognitive abilities in engineering students

NASA Astrophysics Data System (ADS)

Hames, E.; Baker, M.

2015-03-01

Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.

eLearning techniques supporting problem based learning in clinical simulation.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

Using Elearning techniques to support problem based learning within a clinical simulation laboratory.

PubMed

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2004-01-01

This paper details the results of the first phase of a project that used eLearning to support students' learning within a simulated environment. The locus was a purpose built Clinical Simulation Laboratory (CSL) where the School's newly adopted philosophy of Problem Based Learning (PBL) was challenged through lecturers reverting to traditional teaching methods. The solution, a student-centred, problem-based approach to the acquisition of clinical skills was developed using learning objects embedded within web pages that substituted for lecturers providing instruction and demonstration. This allowed lecturers to retain their facilitator role, and encouraged students to explore, analyse and make decisions within the safety of a clinical simulation. Learning was enhanced through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that an elearning approach can support PBL in delivering a student centred learning experience.

A learning performance study between the conventional approach and augmented reality textbook among secondary school students

NASA Astrophysics Data System (ADS)

Gopalan, Valarmathie; Zulkifli, Abdul Nasir; Bakar, Juliana Aida Abu

2016-08-01

Malaysia is moving towards becoming a developed nation by 2020. As such, the need for adequate human resources in science-related fields is one of the requirements to achieve a developed nation status. Unfortunately, there is a downward trend in the number of students pursuing the science stream at the secondary school level. This paper introduces an enhanced science textbook using Augmented Reality (eSTAR) that is intended to motivate students to be interested in science. The eSTAR was implemented to provide a supplement to the conventional science teaching and learning methods in the secondary schools. A learning performance study with a control group was conducted to investigate the effectiveness of the eSTAR for science learning among a sample of 140 Form Two secondary school students. The results indicate that the learning performance of the students in both groups had a significant difference in mean scores between the pre-test and post-test. Students using the eSTAR have a better score in the post-test and eventually resulted in a better learning performance compared to those who were exposed to the conventional science learning. Overall, the results show that the students benefited from the use of the conventional and eSTAR learning approaches.

When Bodies Matter: Significance of the Body in Gender Constructions in Physiotherapy Education

ERIC Educational Resources Information Center

Dahl-Michelsen, Tone; Solbraekke, Kari Nyheim

2014-01-01

This article examines which bodily performances indicate the significance of gender in the skills training of physiotherapy students. It is based on a qualitative study of first-year students' skills training in a Norwegian physiotherapy education programme. The study draws inspiration from Paechter's theory of the communities of masculinities and…

Instructional Coach Weighs 3 Types of Data to Get Triple-Strength Feedback

ERIC Educational Resources Information Center

Boehle, Monica

2014-01-01

This article describes three types of data that can impact how instructional coaches face the challenges in measuring the impact of their work with teachers on student learning. Descriptions of the three types of data--"shifts in teacher reflective tendencies," "the use of student performance as an indicator of success," and…

Predictors of College Retention and Performance between Regular and Special Admissions

ERIC Educational Resources Information Center

Kim, Johyun

2015-01-01

This predictive correlational research study examined the effect of cognitive, demographic, and socioeconomic variables as predictors of regular and special admission students' first-year GPA and retention among a sample of 7,045 students. Findings indicated high school GPA and ACT scores were the two most effective predictors of regular and…

Student Consistency and Implications for Feedback in Online Assessment Systems

ERIC Educational Resources Information Center

Madhyastha, Tara M.; Tanimoto, Steven

2009-01-01

Most of the emphasis on mining online assessment logs has been to identify content-specific errors. However, the pattern of general "consistency" is domain independent, strongly related to performance, and can itself be a target of educational data mining. We demonstrate that simple consistency indicators are related to student outcomes,…

Effects of Early Leader-Member Exchange Perceptions on Academic Outcomes

ERIC Educational Resources Information Center

Jacques, Paul H.; Garger, John; Thomas, Michael; Vracheva, Veselina

2012-01-01

This study tested a series of hypotheses linking college support and quality of student-instructor relations with outcomes including student efficacy, social connectedness with peers, expectancies and academic performance. Early quality of exchanges with the instructor using Leader-Member Exchange theory was found to be a key indicator of academic…

The Employability Advantage: Embedding Skills through a University-Wide Language Programme

ERIC Educational Resources Information Center

Cervi-Wilson, Tiziana; Brick, Billy

2016-01-01

As the employment of graduates appears among the performance indicators of institutions in higher education, universities are focussing more and more upon the development of employability related skills to enhance students' prospects in the job market. All UK universities are measured on the first jobs that their students acquire after graduation.…

Managing Student Learning: Schools as Multipliers of Intangible Resources

ERIC Educational Resources Information Center

Paletta, Angelo

2011-01-01

The conceptual categories that underlie the business analysis of intellectual capital are relevant to providing an explanation of school performance. By gathering data on student learning, this research provides empirical evidence for the use of school results as an accurate indicator of the effectiveness of the management of public education.…

How Do Students Regulate their Learning of Complex Systems with Hypermedia?.

ERIC Educational Resources Information Center

Azevedo, Roger; Seibert, Diane; Guthrie, John T.; Cromley, Jennifer G.; Wang, Huei-yu; Tron, Myriam

This study examined the role of different goal-setting instructional interventions in facilitating students' shift to more sophisticated mental models of the circulatory system as indicated by both performance and process data. Researchers adopted the information processing model of self-regulated learning of P. Winne and colleagues (1998, 2001)…

Precollege Factors and Leading Indicators: Increasing Transfer and Degree Completion in a Community and Technical College System

ERIC Educational Resources Information Center

Davidson, J. Cody

2015-01-01

Today, community colleges are challenged to maintain their historical identity of open access while increasing student success. This challenge is particularly salient in the context of performance-based funding models. These models create student achievements, which determine institutional levels of state funding. Therefore, these new student…

The Reliability and Validity of a Performance Task for Evaluating Science Process Skills.

ERIC Educational Resources Information Center

Adams, Cheryll M.; Callahan, Carolyn M.

1995-01-01

The Diet Cola Test was designed as a process assessment of science aptitude in intermediate grade students. Investigations of the instrument's reliability and validity indicated that data did not support use of the instrument for identifying individual students' aptitude. However, results suggested the test's appropriateness for evaluating…

Importance-Performance Evaluation: A Method of Discerning Successful Program Components.

ERIC Educational Resources Information Center

Hollenhorst, Steven; Ewert, Alan

Questionnaires completed by 53 high school age students from the Voyaguer Outward Bound School (VOBS) were analyzed to determine how well the program met the perceived needs/expectations of the students. Prior to the course, participants ranked the 17 course components in order of perceived importance, and following the course they indicated how…

A Rapid Auto-Indexing Technology for Designing Readable E-Learning Content

ERIC Educational Resources Information Center

Yu, Pao-Ta; Liao, Yuan-Hsun; Su, Ming-Hsiang; Cheng, Po-Jen; Pai, Chun-Hsuan

2012-01-01

A rapid scene indexing method is proposed to improve retrieval performance for students accessing instructional videos. This indexing method is applied to anchor suitable indices to the instructional video so that students can obtain several small lesson units to gain learning mastery. The method also regulates online course progress. These…

School Choice and the Pressure To Perform: Deja Vu for Children with Disabilities?

ERIC Educational Resources Information Center

Howe, Kenneth R.; Welner, Kevin G.

2002-01-01

This article examines the tension between the principles underlying the inclusion of students with disabilities and those underlying school choice, particularly market competition and parental autonomy. It examines findings from five states and a case study of a school-choice system that indicate the exclusion of students with disabilities.…

Teaching Effectiveness, Impression Management, and Dysfunctional Behavior: Student Evaluation of Teaching Control Data

ERIC Educational Resources Information Center

Crumbley, D. Larry; Reichelt, Kenneth J.

2009-01-01

Purpose: Student evaluation of teaching (SET) questionnaires are used in many countries, although much current research questions the validity of these surveys. US research indicates that more than 90 percent of academic accounting departments use this performance measurement. This paper aims to focus on the validity of SET data.…

Experimental Determination of Ultraviolet Radiation Protection of Common Materials

ERIC Educational Resources Information Center

Tavares, Susana C. A.; da Silva, Joaquim C. G. Esteves; Paiva, Joao

2007-01-01

Aiming at a better understanding of the problems associated with the depletion of the ozone layer, we propose several experiments to be performed by students of different levels: secondary and first-year undergraduate students. The oxidation of iodide induced by ultraviolet (UV) radiation, generated by a mercury lamp, is used as an indicator for…

Cognitive Asymmetry, Computer Science Students, and Professional Programmers.

ERIC Educational Resources Information Center

Gordon, Harold W.

1990-01-01

Discussion of right brain versus left brain skills focuses on a study that compared the performances of computer science students, professional programers, and bank employees on eight tests of brain function. Results are reported which suggest that the cognitive profile may be an important indicator for success in certain occupations. (16…

A Study of School Size among Alabama's Public High Schools

ERIC Educational Resources Information Center

Lindahl, Ronald A.; Cain, Patrick M., Sr.

2012-01-01

The purpose of this study was to examine the relationship between the size of Alabama's public high schools, selected school quality and financial indicators, and their students' performance on standardized exams. When the socioeconomic level of the student bodies is held constant, the size of high schools in Alabama has relatively little…

Bio-Organic Reaction Animations (BioORA): Student Performance, Student Perceptions, and Instructor Feedback

ERIC Educational Resources Information Center

Gunersel, Adalet Baris; Fleming, Steven

2014-01-01

Research shows that computer animations are especially helpful in fields such as chemistry and in this mixed-methods study, we investigate the educational effectiveness of Bio-Organic Reaction Animations (BioORA), a 3-D software, in four undergraduate biochemistry classes at different universities. Statistically significant findings indicate that…

Use of Accountability Indicators to Evaluate Elementary School Principal Performance

ERIC Educational Resources Information Center

Byun-Kitayama, Chiae

2012-01-01

Recently, the federal government has pressured states to add student growth data as a part of the evaluation system. State legislatures in New York and Colorado have passed legislation to revamp teacher and principal evaluation to include student growth data. Numerous researchers acknowledged the critical impact of school principals on student…

Differential Cognitive and Affective Responses to Flow Diagrams in Science

ERIC Educational Resources Information Center

Holliday, William G.; And Others

1977-01-01

Describes a study in which tenth-grade biology students who were low verbal performers scored significantly higher on achievement tests when provided with picture-word diagrams of biological concepts than when provided with block-word diagrams. Students and teachers also preferred picture-word diagrams as indicated by a questionnaire. (MLH)

School Turnaround Teachers: Competencies for Success. Part of the School Turnaround Collection from Public Impact

ERIC Educational Resources Information Center

Public Impact, 2008

2008-01-01

Individual teachers have the largest single school effect on student performance. Documented experience also indicates that individual teachers in high-poverty schools can effect rapid, dramatic student learning improvements within their own classrooms. Organization-wide change of a similar magnitude takes a broader effort with daring leadership…

Impacting Information Literacy Learning in First-Year Seminars: A Rubric-Based Evaluation

ERIC Educational Resources Information Center

Lowe, M. Sara; Booth, Char; Stone, Sean; Tagge, Natalie

2015-01-01

The authors conducted a rubric assessment of information literacy (IL) skills in research papers across five undergraduate first-year seminar programs to explore the question "What impact does librarian intervention in first-year courses have on IL performance in student work?" Statistical results indicate that students in courses with…

Hidden Rules, Secret Agendas: Challenges Facing Contemporary Women Doctoral Students.

ERIC Educational Resources Information Center

Smith, Bobbi

Studies indicate that, although enrollment and degree production by women doctoral students have increased, fewer women than men complete doctorates and women generally take longer than men to finish, in spite of the fact that women demonstrate equal if not superior performance levels on virtually every objective measure. Women who complete the…

Using the SCR Specification Technique in a High School Programming Course.

ERIC Educational Resources Information Center

Rosen, Edward; McKim, James C., Jr.

1992-01-01

Presents the underlying ideas of the Software Cost Reduction (SCR) approach to requirements specifications. Results of applying this approach to the teaching of programing to high school students indicate that students perform better in writing programs. An appendix provides two examples of how the method is applied to problem solving. (MDH)

A Mindtool-Based Collaborative Learning Approach to Enhancing Students' Innovative Performance in Management Courses

ERIC Educational Resources Information Center

Wu, Chih-Hsiang; Hwang, Gwo-Jen; Kuo, Fan-Ray; Huang, Iwen

2013-01-01

Educators have indicated that creative teaching is the most important educational activity; nevertheless, most existing education systems fail to engage students in effective creative tasks. To address this issue, this study proposes a mind map based collaborative learning approach for supporting creative learning activities and enhancing…

Class start times, sleep, and academic performance in college: a path analysis.

PubMed

Onyper, Serge V; Thacher, Pamela V; Gilbert, Jack W; Gradess, Samuel G

2012-04-01

Path analysis was used to examine the relationship between class start times, sleep, circadian preference, and academic performance in college-aged adults. Consistent with observations in middle and high school students, college students with later class start times slept longer, experienced less daytime sleepiness, and were less likely to miss class. Chronotype was an important moderator of sleep schedules and daytime functioning; those with morning preference went to bed and woke up earlier and functioned better throughout the day. The benefits of taking later classes did not extend to academic performance, however; grades were somewhat lower in students with predominantly late class schedules. Furthermore, students taking later classes were at greater risk for increased alcohol consumption, and among all the factors affecting academic performance, alcohol misuse exerted the strongest effect. Thus, these results indicate that later class start times in college, while allowing for more sleep, also increase the likelihood of alcohol misuse, ultimately impeding academic success.

Impact of distance education on academic performance in a pharmaceutical care course

PubMed Central

Bem, Tamires; Carneiro, Mára Lucia Fernandes; de Castro, Mauro Silveira

2017-01-01

The objective of this study was to compare the performance of pharmacy students from a Pharmaceutical Care course, taught in both distance education (DE) and campus-based formats using active methodologies. For two semesters, students (n = 82) taking the course studied half the subject in the distance education format and half in person. Questionnaires were applied at the beginning of the semester aimed to outline the demographic profile of the students. Their grade in the course was evaluated to determine their performance. The Module 1 (Information on Medication) average on the campus-based was 7.1225 and on DE was 7.5519, (p = 0.117). The Module 2 (Pharmaceutical Services) average on the campus-based was 7.1595 and on distance education was 7.7025, (p = 0.027*). There was a difference in learning outcomes in the Pharmaceutical Care Course between face-to-face and distant education. Therefore, the student performance was better in the distance education module, indicating distance education can be satisfactorily used in Pharmacy Programs. PMID:28384362

Comparisons of mathematics achievement of grade 8 students in the United States and the Russian Federation.

PubMed

Bazarova, Saodat I; Engelhard, George

2004-01-01

Using the Mantel-Haenszel (MH) Procedure, we analyzed data for 7,087 American and 4,022 Russian Grade 8 students from the Third International Mathematics and Science Study (TIMSS) to compare mathematics achievement in the two countries on each of the 124 multiple-choice items. The results of the analyses indicate that the performance of the students on individual multiple-choice mathematics items vary by country. The results also suggest that the relationship between country and item performance differ as a function of content area. A total score of a country's achievement does not provide the whole picture of achievement dynamics; it averages out potentially important information on student achievement and the causes of their performance relative to other countries. The dynamics of achievement across countries will not be revealed unless the analyses are done at the item level.

Personality and academic performance of three cohorts of veterinary students in South Africa.

PubMed

van der Walt, H S; Pickworth, Glynis

2007-01-01

To aid in selecting students for admission to undergraduate veterinary training, admissions procedures often take into account students' previous academic performance as well as the results of an interview. The study reported here investigated the relationship between personality and academic success. Students from three entry cohorts to the second year of study of a six-year BVSc program at the University of Pretoria completed the 16 Personality Factor Questionnaire. A meta-analytic approach was used to estimate the relationship between academic performance in two major final-year subjects and academic performance on entry, an interview score, and the personality factors. The study confirmed the value of previous academic performance and the interview in selecting students for the veterinary degree program. The findings also indicate that the inclusion of a measure of intellectual ability could be of value. The value of various personality characteristics in predicting good study habits and examination performance is highlighted by the study results: students were more successful if they were conscientious, emotionally stable, socially adept, self-disciplined, practical rather than imaginative, and relaxed rather than anxious. It appears worthwhile to consider including an appropriate personality questionnaire in the selection process to improve the accuracy of predictions of students' success. A sound personality make-up will not only increase the likelihood of academic success but should also be beneficial in the successful management of a veterinary practice and in enjoying veterinary science as a career.

The social and learning environments experienced by underrepresented minority medical students: a narrative review.

PubMed

Orom, Heather; Semalulu, Teresa; Underwood, Willie

2013-11-01

To review the literature on the social and learning environments experienced by underrepresented minority (URM) medical students to determine what type of interventions are needed to eliminate potential barriers to enrolling and retaining URM students. The authors searched MEDLINE, PubMed, Ovid HealthStar, and Web of Science, and the reference lists of included studies, published between January 1, 1980, and September 15, 2012. Studies of the learning and social environments and of students' satisfaction, experiences with discrimination or unfair practices, and academic performance or progress, as well as assessments of programs or interventions to improve URM students' academic performance, were eligible for inclusion. The authors identified 28 studies (27 unique data sets) meeting the inclusion criteria. The results of the included studies indicated that URM students experienced less supportive social and less positive learning environments, were subjected to discrimination and racial harassment, and were more likely to see their race as having a negative impact on their medical school experiences than non-URM students. Academic performance on standardized exams was worse, progress less timely, and attrition higher for URM students as well. For URM students, an adverse climate may be decreasing the attractiveness of careers in medicine, impairing their academic performance, and increasing attrition. Improvements to the social and learning environments experienced by URM students are needed to make medicine a more inclusive profession. The current environment of health care reform creates an opportunity for institutions to implement strategies to achieve this goal.

The Effects of Prior-knowledge and Online Learning Approaches on Students' Inquiry and Argumentation Abilities

NASA Astrophysics Data System (ADS)

Yang, Wen-Tsung; Lin, Yu-Ren; She, Hsiao-Ching; Huang, Kai-Yi

2015-07-01

This study investigated the effects of students' prior science knowledge and online learning approaches (social and individual) on their learning with regard to three topics: science concepts, inquiry, and argumentation. Two science teachers and 118 students from 4 eighth-grade science classes were invited to participate in this research. Students in each class were divided into three groups according to their level of prior science knowledge; they then took either our social- or individual-based online science learning program. The results show that students in the social online argumentation group performed better in argumentation and online argumentation learning. Qualitative analysis indicated that the students' social interactions benefited the co-construction of sound arguments and the accurate understanding of science concepts. In constructing arguments, students in the individual online argumentation group were limited to knowledge recall and self-reflection. High prior-knowledge students significantly outperformed low prior-knowledge students in all three aspects of science learning. However, the difference in inquiry and argumentation performance between low and high prior-knowledge students decreased with the progression of online learning topics.

An active-learning assignment requiring pharmacy students to write medicinal chemistry examination questions.

PubMed

Kolluru, Srikanth

2012-08-10

To implement and assess the effectiveness of an assignment requiring doctor of pharmacy (PharmD) students to write examination questions for the medicinal chemistry sections of a pharmacotherapeutics course. Students were divided into groups of 5-6 and given detailed instructions and grading rubrics for writing multiple-choice examination questions on medicinal chemistry topics. The compiled student-written questions for each examination were provided to the entire class as a study aid. Approximately 5% of the student-written questions were used in course examinations. Student appreciation of and performance in the medicinal chemistry portion of the course was significantly better than that of the previous year's class. Also, students' responses on a qualitative survey instrument indicated that the assignment provided students' guidance on which concepts to focus on, helped them retain knowledge better, and fostered personal exploration of the content, which led to better performance on examinations. Adding an active-learning assignment in which students write examination questions for the medicinal chemistry portion of a pharmacotherapeutics course was an effective means of increasing students engagement in the class and knowledge of the course material.

Utility of an Equine Clinical Skills Course: A Pilot Study.

PubMed

Christensen, Bruce W; Danielson, Jared A

Recent publications have revealed inadequacies in the veterinary training of future equine practitioners. To help address this problem, a 2-week Equine Clinical Skills course was designed and implemented to provide fourth-year veterinary students with opportunities to have hands-on experience with common equine clinical skills using live animals and cadavers. Alumni and employers of alumni were surveyed to determine whether or not students participating in the course were more competent performing clinical skills during their first year post-graduation than those who had not participated in the course. Students who participated in the course were also surveyed before and after completing the course to determine whether or not their self-assessed skills improved during the course. Alumni who had taken the course rated their ability to perform the clinical skills more highly than alumni who had not taken the course. Similarly, students participating in the course indicated that they were significantly more able to perform the clinical skills after the course than when it began. Employers did not indicate a difference between the clinical skills of those who had taken the course and those who had not. Because this study involved a limited number of respondents from one institution, further studies should be conducted to replicate these findings and determine their generalizability.

Understanding Preclerkship Medical Students' Poor Performance in Prescription Writing.

PubMed

James, Henry; Al Khaja, Khalid A J; Tayem, Yasin I; Veeramuthu, Sindhan; Sequeira, Reginald P

2016-05-01

This study aimed to explore reasons for poor performance in prescription writing stations of the objective structured practical examination (OSPE) and absenteeism in prescription writing sessions among preclerkship medical students at the Arabian Gulf University (AGU) in Manama, Bahrain. This descriptive study was carried out between September 2014 and June 2015 among 157 preclerkship medical students at AGU. Data were collected using focus group discussions and a questionnaire with closed- and open-ended items. All 157 students participated in the study (response rate: 100.0%). The most frequently cited reasons for poor performance in OSPE stations were an inability to select the correct drugs (79.6%), treatment duration (69.4%), drug quantity (69.4%) and drug formulation (68.2%). Additionally, students reported inadequate time for completing the stations (68.8%). During focus group discussions, students reported other reasons for poor performance, including examination stress and the difficulty of the stations. Absenteeism was attributed to the length of each session (55.4%), lack of interest (50.3%), reliance on peers for information (48.4%) and optional attendance policies (47.1%). Repetitive material, large group sessions, unmet student expectations and the proximity of the sessions to summative examinations were also indicated to contribute to absenteeism according to open-ended responses or focus group discussions. This study suggests that AGU medical students perform poorly in prescription writing OSPE stations because of inadequate clinical pharmacology knowledge. Participation in prescription writing sessions needs to be enhanced by addressing the concerns identified in this study. Strategies to improve attendance and performance should take into account the learner-teacher relationship.

Relationship Between Dental Hygiene Students' Performance in an Oral Radiology Course and the National Board Dental Hygiene Examination: A Retrospective Study.

PubMed

Liang, Hui; DeWald, Janice P; Solomon, Eric S

2018-02-01

Dental hygiene students' performance in oral radiology courses may give an early indication of their readiness prior to taking the National Board Dental Hygiene Examination (NBDHE). The aim of this study was to determine the relationship between dental hygiene students' performance in an oral radiology lecture course and their performance on the NBDHE. Data were collected for all 117 dental hygiene students at Texas A&M University College of Dentistry from 2006 to 2009 who took the NBDHE during their second year of the program. Their final grades and scores on three written section examinations in an oral radiology course taken in their first year were compared with their overall NBDHE scores and raw scores on the oral radiology and case study sections. Moderate correlations (0.3

A “Hybrid” Bacteriology Course: The Professor’s Design and Expectations; The Students’ Performance and Assessment

PubMed Central

KRAWIEC, STEVEN; SALTER, DIANE; KAY, EDWIN J.

2005-01-01

A basic bacteriology course was offered in two successive academic years, first in a conventional format and subsequently as a “hybrid” course. The latter combined (i) online presentation of content, (ii) an emphasis on online resources, (iii) thrice-weekly, face-to-face conversations to advance understanding, and (iv) frequent student postings on an electronic discussion board. We compared the two courses through statistical analysis of student performances on the final examinations and the course overall and student assessment of teaching. The data indicated that there was no statistical difference in performance on the final examinations or the course overall. Responses on an instrument of evaluation revealed that students less strongly affirmed the following measures in the hybrid course: (i) The amount of work was appropriate for the credit received, (ii) Interactions between students and instructor were positive, (iii) I learned a great deal in this course, and (iv) I would recommend this course to other students. We recommend clear direction about active learning tasks and relevant feedback to enhance learning in a hybrid course. PMID:23653558

A comparative study on first-time and experienced project-based learning students in an engineering design module

NASA Astrophysics Data System (ADS)

Chua, K. J.

2014-09-01

This study aims to compare and evaluate the learning ability and performance differences between two groups of students undergoing project-based learning (PjBL), with one group having prior PjBL experience, while the other group is being freshly exposed to PjBL. More specifically, it examines if there are significant differences in knowledge score, problem-solving ability, and eventual project-deliverable outcomes between the two sets of students. Performances were compared via qualitative and quantitative analyses. Key findings have indicated a significant increase in fundamental formative knowledge; enhanced problem-solving abilities; and production of better performing artefacts with regard to the set of design skills between experienced and first-time PjBL groups. This study also highlighted that experienced PjBL students have less conflicts within their groups, and are more receptive to PjBL compared to first-time PjBL students. Results from this study provide a starting point for educators to seek new learning/facilitating strategies that are relevant based on the experience and learning styles of students.

Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

PubMed Central

Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

2015-01-01

The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

Undergraduate basic science preparation for dental school.

PubMed

Humphrey, Sue P; Mathews, Robert E; Kaplan, Alan L; Beeman, Cynthia S

2002-11-01

In the Institute of Medicines report Dental Education at the Crossroads, it was suggested that dental schools across the country move toward integrated basic science education for dental and medical students in their curricula. To do so, dental school admission requirements and recommendations must be closely reviewed to ensure that students are adequately prepared for this coursework. The purpose of our study was twofold: 1) to identify student dentists' perceptions of their predental preparation as it relates to course content, and 2) to track student dentists' undergraduate basic science course preparation and relate that to DAT performance, basic science course performance in dental school, and Part I and Part II National Board performance. In the first part of the research, a total of ninety student dentists (forty-five from each class) from the entering classes of 1996 and 1997 were asked to respond to a survey. The survey instrument was distributed to each class of students after each completed the largest basic science class given in their second-year curriculum. The survey investigated the area of undergraduate major, a checklist of courses completed in their undergraduate preparation, the relevance of the undergraduate classes to the block basic science courses, and the strength of requiring or recommending the listed undergraduate courses as a part of admission to dental school. Results of the survey, using frequency analysis, indicate that students felt that the following classes should be required, not recommended, for admission to dental school: Microbiology 70 percent, Biochemistry 54.4 percent, Immunology 57.78 percent, Anatomy 50 percent, Physiology 58.89 percent, and Cell Biology 50 percent. The second part of the research involved anonymously tracking undergraduate basic science preparation of the same students with DAT scores, the grade received in a representative large basic science course, and Part I and Part II National Board performance. Using T-test analysis correlations, results indicate that having completed multiple undergraduate basic science courses (as reported by AADSAS BCP hours) did not significantly (p < .05) enhance student performance in any of these parameters. Based on these results, we conclude that student dentists with undergraduate preparation in science and nonscience majors can successfully negotiate the dental school curriculum, even though the students themselves would increase admission requirements to include more basic science courses than commonly required. Basically, the students' recommendations for required undergraduate basic science courses would replicate the standard basic science coursework found in most dental schools: anatomy, histology, biochemistry, microbiology, physiology, and immunology plus the universal foundation course of biology.

Secondary Students' Writing Achievement Goals: Assessing the Mediating Effects of Mastery and Performance Goals on Writing Self-Efficacy, Affect, and Writing Achievement

PubMed Central

Yilmaz Soylu, Meryem; Zeleny, Mary G.; Zhao, Ruomeng; Bruning, Roger H.; Dempsey, Michael S.; Kauffman, Douglas F.

2017-01-01

The two studies reported here explored the factor structure of the newly constructed Writing Achievement Goal Scale (WAGS), and examined relationships among secondary students' writing achievement goals, writing self-efficacy, affect for writing, and writing achievement. In the first study, 697 middle school students completed the WAGS. A confirmatory factor analysis revealed a good fit for this data with a three-factor model that corresponds with mastery, performance approach, and performance avoidance goals. The results of Study 1 were an indication for the researchers to move forward with Study 2, which included 563 high school students. The secondary students completed the WAGS, as well as the Self-efficacy for Writing Scale, and the Liking Writing Scale. Students also self-reported grades for writing and for language arts courses. Approximately 6 weeks later, students completed a statewide writing assessment. We tested a theoretical model representing relationships among Study 2 variables using structural equation modeling including students' responses to the study scales and students' scores on the statewide assessment. Results from Study 2 revealed a good fit between a model depicting proposed relationships among the constructs and the data. Findings are discussed relative to achievement goal theory and writing. PMID:28878707

An experimental assessment of physical educators' expectations and attitudes: the importance of student weight and gender.

PubMed

Peterson, Jamie Lee; Puhl, Rebecca M; Luedicke, Joerg

2012-09-01

At school, physical education (PE) teachers and coaches may be key supports for physical activity. Unfortunately, PE teachers may endorse negative stereotypes and attitudes toward overweight youth. These biases may influence the amount of instruction physical educators provide to students and their participation in PE or other physical activity. This study assessed physical educators' (N = 162) ability and performance expectations, attributions, and attitudes toward overweight and non-overweight students. Physical educators endorsed inferior ability expectations for overweight students compared to non-overweight students. Poorer performance expectations were limited to overweight female targets, but when controlling for participant characteristics, this effect became marginally significant for overweight male targets. There was a trend such that participants endorsed more external attributions for the abilities and performance of overweight female students, yet this effect was reduced to marginal significance when controlling for participant characteristics. Participants endorsed more negative attitudes for both overweight males and females compared to non-overweight youth. Findings indicate that physical educators' expectations, attributions, and attitudes regarding students may be negatively influenced by youth body weight, and differ by student gender. The potential effect of physical educators' weight bias on adolescent participation in physical activity and its implications for students' physical health, academic achievement, and social development are discussed. © 2012, American School Health Association.

PowerPoint presentation in learning physiology by undergraduates with different learning styles.

PubMed

Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja

2015-12-01

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms. Copyright © 2015 The American Physiological Society.

The effect of participation in an extended inquiry project on general chemistry student laboratory interactions, confidence, and process skills

NASA Astrophysics Data System (ADS)

Krystyniak, Rebecca A.

2001-12-01

This study explored the effect of participation by second-semester general chemistry students in an extended open-inquiry laboratory investigation on their use of science process skills and confidence in performing specific aspects of laboratory investigations. In addition, verbal interactions of a student lab team among team members and with their instructor over three open-inquiry laboratory sessions and two non-inquiry sessions were investigated. Instruments included the Test of Integrated Skills (TIPS), a 36-item multiple-choice instrument, and the Chemistry Laboratory Survey (CLS), a researcher co-designed 20-item 8-point instrument. Instruments were administered at the beginning and close of the semester to 157 second-semester general chemistry students at the two universities; students at only one university participated in open-inquiry activity. A MANCOVA was performed to investigate relationships among control and experimental students, TIPS, and CLS post-test scores. Covariates were TIPS and CLS pre-test scores and prior high school and college science experience. No significant relationships were found. Wilcoxen analyses indicated both groups showed increase in confidence; experimental-group students with below-average TIPS pre-test scores showed a significant increase in science process skills. Transcribed audio tapes of all laboratory-based verbal interactions were analyzed. Coding categories, developed using the constant comparison method, led to an inter-rater reliability of .96. During open-inquiry activities, the lab team interacted less often, sought less guidance from their instructor, and talked less about chemistry concepts than during non-inquiry activities. Evidence confirmed that students used science process skills and engaged in higher-order thinking during both types of activities. A four-student focus shared their experiences with open-inquiry activities, indicating that they enjoyed the experience, viewed it as worthwhile, and believed it helped them gain understanding of the nature of chemistry research. Research results indicate that participation in open-inquiry laboratory increases student confidence and, for some students, the ability to use science process skills. Evidence documents differences in student laboratory interactions and behavior that are attributable to the type of laboratory experience. Further research into aspects of open-inquiry laboratory experiences is recommended.

Gender-based performance differences in an introductory physics course

NASA Astrophysics Data System (ADS)

McKinnon, Mark Lee

Cognitive research has indicated that the difference between males and females is negligible. Paradoxically, in traditionally-taught college level introductory physics courses, males have outperformed females. UC Davis' Physics 7A (the first class of a three-quarter Introduction to Physics sequence for Life-Science students), however, counters this trend since females perform similarly to males. The gender-based performance difference within the other two quarters (Physics 7B & 7C) of the radically restructured, active-learning physics sequence still echo the traditionally-taught courses. In one experiment, I modified the laboratory activity instructions of the Physics 7C course to encourage further group interaction. These modifications did not affect the gender-based performance difference. In a later experiment, I compared students' performance on different forms of assessment for certain physics concepts during the Physics 7C course. Over 500 students took weekly quizzes at different times. The students were given different quiz questions on the same topics. Several quiz questions seemed to favor males while others were more gender equitable. I highlighted comparisons between a few pairs of questions that assessed students' understanding of the same physical concept. Males tended to perform better in responding to questions that seemed to require spatial visualization. Questions that required greater understanding of the physical concept or scientific model were more gender neutral.

Enabling performance skills: Assessment in engineering education

NASA Astrophysics Data System (ADS)

Ferrone, Jenny Kristina

Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p < .05). When groups composed of students and professors were compared, professors were less likely to perceive student's teaming skills as effective. The study indicated the need to: (1) improve non-technical performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team processes, behavior, and student learning.

A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading

ERIC Educational Resources Information Center

Gordon Pershey, Monica

2011-01-01

This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser…

Promises of Coherence, Weak Content, and Strong Organization: An Analysis of the Student Texts (Reading-to-Write Report No. 3). Technical Report No. 22.

ERIC Educational Resources Information Center

Kantz, Margaret J.

This study is the third in a series of reports of the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This part of the study examines the problem that teachers have in judging whether textual signals that students use to indicate a persuasive analysis of…

Why are they late? Timing abilities and executive control among students with learning disabilities.

PubMed

Grinblat, Nufar; Rosenblum, Sara

2016-12-01

While a deficient ability to perform daily tasks on time has been reported among students with learning disabilities (LD), the underlying mechanism behind their 'being late' is still unclear. This study aimed to evaluate the organization in time, time estimation abilities, actual performance time pertaining to specific daily activities, as well as the executive functions of students with LD in comparison to those of controls, and to assess the relationships between these domains among each group. The participants were 27 students with LD, aged 20-30, and 32 gender and age-matched controls who completed the Time Organization and Participation Scale (TOPS) and the Behavioral Rating Inventory of Executive Function-Adult version (BRIEF-A). In addition, their ability to estimate the time needed to complete the task of preparing a cup of coffee as well as their actual performance time were evaluated. The results indicated that in comparison to controls, students with LD showed significantly inferior organization in time (TOPS) and executive function abilities (BRIEF-A). Furthermore, their time estimation abilities were significantly inferior and they required significantly more time to prepare a cup of coffee. Regression analysis identified the variables that predicted organization in time and task performance time among each group. The significance of the results for both theoretical and clinical implications are discussed. What this paper adds? This study examines the underlying mechanism of the phenomena of being late among students with LD. Following a recent call for using ecologically valid assessments, the functional daily ability of students with LD to prepare a cup of coffee and to organize time were investigated. Furthermore, their time estimation and executive control abilities were examined as a possible underlying mechanism for their lateness. Although previous studies have indicated executive control deficits among students with LD, to our knowledge, this is the first analysis of the relationships between their executive control and time estimation deficits and their influence upon their daily function and organization in time abilities. Our findings demonstrate that students with LD need more time in order to execute simple daily activities, such as preparing a cup of coffee. Deficient working memory, retrospective time estimation ability and inhibition predicted their performance time and organization in time abilities. Therefore, this paper sheds light on the mechanism behind daily performance in time among students with LD and emphasizes the need for future development of focused intervention programs to meet their unique needs. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Four-Day School Calendar: A Comparative Study of Student Performance Indicators in a Colorado School District

ERIC Educational Resources Information Center

Reeves, Cheryl L.

2014-01-01

Because there was a gap in the literature about the nuances of a four-day school week, it was not known if there was a difference in performance indicators in a school calendar with Monday off compared to a school calendar with Friday off. The purpose of this comparative descriptive study was to determine if there was a difference in achievement…

Comparative research on response stereotypes for daily operation tasks of Chinese and American engineering students.

PubMed

Yu, Rui-Feng; Chan, Alan H S

2004-02-01

A group of Mainland Chinese engineering students were asked to respond to 12 questions by indicating their design conventions and expectations about operations, directions-of-motion, and descriptions of movement for items such as doors, keys, taps, and knobs. Chi-square tests demonstrated strong response stereotypes for tasks of all 12 questions. A comparison of the stereotype strengths found here with that of Hong Kong Chinese and American engineering students reported earlier indicated that stereotype strengths of engineering students from the three regions were generally different. For some cases stereotype characteristics of two regions were more alike than the other, and also for some subjects in the three regions performed similarly. The Mainland and Hong Kong Chinese were more alike in making their choices on questions of conceptual compatibility, while more consistent preferences on movement compatibility and spatial compatibility were noted between the Mainland Chinese and American students than Hong Kong Chinese.

Student Engagement in High-Performing Schools: Relationships to Mental and Physical Health

ERIC Educational Resources Information Center

Conner, Jerusha O.; Pope, Denise

2014-01-01

This chapter examines how the three most common types of engagement found among adolescents attending high-performing high schools relate to indicators of mental and physical health. [This article originally appeared as NSSE Yearbook Vol. 113, No. 1.

Relationship between Teachers' Job Satisfaction and Students' Academic Performance

ERIC Educational Resources Information Center

Iqbal, Asif; Aziz, Fakhra; Farooqi, Tahir Khan; Ali, Shabbir

2016-01-01

Problem Statement: An extensive literature on Job satisfaction has shown, teachers who are satisfied with their jobs perform better. Along with various indicators of teachers' job satisfaction, variables such as organizational justice (Nojani, Arjmandnia, Afrooz, & Rajabi, 2012), organizational culture (Hosseinkhanzadeh, Hosseinkhanzadeh,…

School performance after experiencing trauma: a longitudinal study of school functioning in survivors of the Utøya shootings in 2011.

PubMed

Strøm, Ida Frugård; Schultz, Jon-Håkon; Wentzel-Larsen, Tore; Dyb, Grete

2016-01-01

The psychological impact on survivors of terrorism has been well documented. However, studies on adolescent survivors and the academic performance of high school students following a terrorist attack are lacking. This study investigated academic performance, absenteeism, and school support amongst survivors of a terrorist attack in Norway. Data from a longitudinal interview study were linked to officially registered grades of students (N=64) who successfully completed their 3-year senior high school program. Statistical tests of mean differences and linear regression were used to compare the survivors' registered grades with the national grade point average, before and after the event, as well as to assess absenteeism, self-reported grades and to test the association with school support. The students' grades were lower the year after the event than they had been the year before, and they were also lower than the national grade point average (p<0.001). However, their grades improved in the last year of high school, indicating possible recovery. Absence from school increased after the event, compared to the previous year. However, students reported high satisfaction with school support. The results indicate that academic functioning was reduced in the year after the traumatic event, but for students who successfully completed high school, the school situation improved 2 years after the event. The findings underscore the importance of keeping trauma-exposed students in school and providing support over time. A more defined educational approach to maintaining school attendance and educational measures which compensate for learning loss are needed in trauma-sensitive teaching.

Prevalence of Nutritional Deficiency Anaemia and Its Impact on Scholastic Performance among Undergraduate Medical Students

PubMed Central

Arasegowda, Rajeshwari; Mukherjee, Pramit; Dhananjay, Shilpashree Yeliyur

2017-01-01

Introduction Nutritional deficiency anaemia can lead to development of headache, fatigue, lethargy, apathy, exertional dyspnoea, palpitations and tinnitus and thereby decrease the quality of everyday life to a great extent. Such symptoms may pose a hindrance for students in their academic life and have a negative impact on their career. Aim To determine prevalence of nutritional deficiency anaemia and its correlation with academic performance among medical students. Materials and Methods A cross-sectional study was conducted at Adichunchanagiri Institute of Medical Sciences. Two hundred eighty nine healthy undergraduate medical students of both genders were included in this study. A predesigned and pre-structured questionnaire was used as a tool to obtain information regarding demographic profile, dietary habits and academic performance. Haemoglobin level was estimated. Student’s t-test and Chi-square test were employed. Results Majority of the participants were within the age group of 17-20 years (84.4%). The overall prevalence of anaemia was 15.6% with high rates among female students (93.3%), this gender difference was statistically significant (p<0.001). There was statistically significant difference in Hb% (p=0.009) among high and low performers. There was no association between the anaemic status and students scholastic performance (χ2=3.1533, p=0.368). Conclusion The mean haemoglobin level was higher among low performer, indicating that nutritional anaemia may not \\play a major role in educational performance and intelligence in higher education. PMID:28511373

The Influence of Interactive Multimedia Technology to Enhance Achievement Students on Practice Skills in Mechanical Technology

NASA Astrophysics Data System (ADS)

Made Rajendra, I.; Made Sudana, I.

2018-01-01

Interactive multimedia technology empowers the educational process by means of increased interaction between teachers and the students. The utilization of technology in the instructional media development has an important role in the increase of the quality of teaching and learning achievements of students. The application of multimedia technology in the instructional media development is able to integrate aspects of knowledge and skills. The success of multimedia technology has revolutionized teaching and learning methods. The design of the study was quasi-experimental with pre and post. The instrument used is the form of questionnaires and tests This study reports research findings indicated that there is a significance difference between the mean performances of students in the experimental group than those students in the control group. The students in the experimental group performed better in mechanical technology practice and in retention test than those in the control group. The study recommended that multimedia instructional tool is an effective tool to enhance achievement students on practice skills in mechanical Technology.

Effects of personality traits on collaborative performance in problem-based learning tutorials.

PubMed

Jang, Hye Won; Park, Seung Won

2016-12-01

To examine the relationship between students' collaborative performance in a problem-based learning (PBL) environment and their personality traits. Methods:This retrospective, cross-sectional study was conducted using student data of a PBL program between 2013 and 2014 at Sungkyunkwan University School of Medicine, Seoul, South Korea. Eighty students were included in the study. Student data from the Temperament and Character Inventory were used as a measure of their personality traits. Peer evaluation scores during PBL were used as a measure of students' collaborative performance. Results: Simple regression analyses indicated that participation was negatively related to harm avoidance and positively related to persistence, whereas preparedness for the group work was negatively related to reward dependence. On multiple regression analyses, low reward dependence remained a significant predictor of preparedness. Grade-point average (GPA)  was negatively associated with novelty seeking and cooperativeness and was positively associated with persistence.  Conclusion: Medical students who are less dependent on social reward are more likely to complete assigned independent work to prepare for the PBL tutorials. The findings of this study can help educators better understand and support medical students who are at risk of struggling in collaborative learning environments.

Growing and Educational Environment of College Students and Their Motivational and Self-regulated Learning

NASA Astrophysics Data System (ADS)

Peng, Cuixin

Students growing and being educated in different social background may perform differently in their learning process. These differences can be found in self-regulated behavior in fulfilling a certain task. This paper focuses on the differences of students' various growing and educational environment in motivation and self-regulated learning. Results reveal that there exist differences among students from big cities, middle and small town and countryside in motivational and self-regulated learning. It also indicates that students from big cities gain more knowledge of cognitive strategies in there learning process.