Interactive Tools for First-Semester Undergraduate Chemistry Course in Uruguay: Student Choices and Impact on Student Performance and Dropout

2021 ◽  
Author(s):  
Nicolás Veiga ◽  
Julia Torres
Keyword(s):  
Student Performance ◽  
First Semester ◽  
Undergraduate Chemistry ◽  
Interactive Tools

scholarly journals Assessing Collaborative, Project-based Learning Models in Introductory Science Courses

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Kristin Huysken ◽  
Harold Olivey ◽  
Kevin McElmurry ◽  
Ming Gao ◽  
Peter Avis
Keyword(s):  
Student Performance ◽  
Cell Biology ◽  
Problem Based Learning ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Models ◽  
Collaborative Project ◽  
First Semester ◽  
Student Teams ◽  
Introductory Biology Course

Collaborative, project-based learning models have been shown to benefit student learning and engagement in the STEM disciplines. This case study evaluates the use of highly collaborative project- and problem-based learning models in introductory courses in the geosciences and biology. In the geosciences, we developed project-based modules with a strong local focus. Student teams worked on three project-based laboratories dealing with the local geology/geomorphology, water quality of a local stream, and local flooding issues. These replaced traditionally taught laboratories on topographic maps and rivers and streams. Student teams presented project results in lieu of taking a traditional laboratory practical. In biology, we designed a collaborative learning model that incorporated three problem-based learning modules into a first-semester introductory biology course. Students were assigned topics in evolution, cell biology and genetics to research independently during the course of the semester, with each module culminating in a brief presentation on the topic. Modules were designed to mirror concepts being covered in the lecture. Preliminary results suggest that student performance and attitudes towards course material benefitted from this learning model. The authors consider outcomes, benefits, and challenges to students and instructors.

scholarly journals Analysis of the Implementation of the Indonesian National Qualifications Framework Oriented Curriculum in the Mathematics Education Program of Universitas Negeri Medan

2021 ◽  
Vol 4 (1) ◽  
pp. 42-49
Author(s):  
Yuliani Aruan ◽  
Edi Syahputra ◽  
Edy Surya
Keyword(s):  
Mathematics Education ◽  
Student Performance ◽  
Undergraduate Students ◽  
Positive Response ◽  
Student Responses ◽  
First Semester ◽  
Performance Quality ◽  
National Qualifications Framework ◽  
Depth Interviews

This study aims to describe: 1) the implementation of the curriculum oriented to the Indonesian National Qualifications Framework (KKNI), 2) student responses to the six tasks required in the KKNI curriculum, 3) the quality of student performance and achievement with the implementation of the KKNI curriculum. This research is a descriptive qualitative research which aims to describe the implementation of the curriculum oriented to the Indonesian National Qualifications Framework (KKNI). Subjek in this study were undergraduate students-1 in the first semester, three, and five mathematics education of UNIMED. The subjects who were subjected to in-depth interviews were randomly selected six students. Data obtained from the distribution of questionnaires and observations of the lecture process and in-depth interviews. The object of this research is the implementation of the KKNI curriculum, student responses, performance, and achievement oriented to the Indonesian National Qualifications Framework (KKNI). Based on data analysis, it is found that: 1) The implementation of the Indonesian National Qualifications Framework (KKNI) has not been carried out optimally or well in the mathematics education lecture process, 2) Students have a positive response to the application of the Indonesian National Qualifications Framework (KKNI), 3) Performance Quality is quite good in the application of the Indonesian National Qualifications Framework (KKNI), 4) Students' learning achievement is quite low in the application of the Indonesian National Qualifications Framework (KKNI).

scholarly journals Sustainability aspects of distance learning in higher education during the COVID-19 epidemic in a Hungarian University

2021 ◽  
Vol 190 (5-6(2)) ◽  
pp. 58-74
Author(s):  
Eva Pinter ◽  
◽  
Eva Fenyvesi ◽  
Tibor Pinter ◽  
◽  
...  
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Student Performance ◽  
Primary Data ◽  
Difficulty Level ◽  
Preparation Time ◽  
Teacher Interviews ◽  
First Semester ◽  
Monitoring Tools ◽  
Online Implementation

Our paper explores the impacts and sustainability of remote and online education framework introduced as a result of the COVID-19 epidemic in the case of two subjects (Macroeconomics and International Economics) taught at the Faculty of Commerce, Hospitality and Tourism, Budapest Business School. In our study we focused on specific aspects of shifting from traditional in-class learning to online education at our university. The most important pillars of the shift were the online implementation of all lessons, communication and examinations. We analyzed the measures of the education change, the effects of the change on the final results of the students and introduced the experiences of our students and teachers in this period, reflecting on the principles of sustainability. The primary data required for the analysis were diaries maintained by teachers and information available through the electronic study systems supporting online learning (CooSpace, Neptun), as well as student and teacher questionnaires and teacher interviews. The results for both subjects show that, despite the unmodified difficulty level of the exam questions, student performance improved during the remote learning period, that is, the learning process complies with the principles of sustainability. The implications of the study are therefore as follows: the coronavirus changed the educational framework of our university; the performance of students improved on both subjects; preparation time for teachers has increased, exam preparation time for students has also increased; consequently, online solutions used in distance learning period have changed the attitudes of the students and teachers as well. In the absence of personal feedback opportunities, regular monitoring tools were positively received by students, however, digital inequalities and previously less common tasks were more challenging for them. The experiences of the first semester affected by the epidemic were and can be utilized in later semesters as well.

scholarly journals The Predictive Validity of Standardized Tests and English Proficiency for Saudi Medical Students’ Performance in Biology

2019 ◽  
Vol 7 (4) ◽  
pp. 158
Author(s):  
Abdulaziz Althewini
Keyword(s):  
Student Performance ◽  
Predictive Power ◽  
English Proficiency ◽  
Admission Criteria ◽  
Proficiency Tests ◽  
First Semester ◽  
Course Grades ◽  
Average Grade ◽  
Admission Criterion ◽  
Introductory Biology Course

The study is designed to examine the predictive power of Saudi-admission criteria for student performance in an introductory biology course. It focuses on the second semester at King Saud bin Abdulaziz University for Health Sciences. The study addresses whether the General Aptitude test (GAT), the Scholastic Achievement Admission Test (SAAT), and the students’ English proficiency, taken together can accurately predict student performance in the biology course. Their English proficiency was measured by using the average grade in the intensive English courses taken in the first semester, in addition to the average grade in the reading and communication proficiency tests. The research involved the results of 250 male students in the admission criteria and biology-course grades. Simple linear and multivariate regression models are used to determine the predictive variance of each admission criterion for student success in the biology course. The results demonstrate that the admission criteria are significant predictors, but with a variance of 26.6%. The results also show that individually, GAT and SAAT are the poorest predictors, whereas the reading and communication proficiency tests were the best. The findings reveal that the predictive power of these admission criteria as a combined model is low. Additionally, more investigation is necessary to ascertain whether these criteria are also low predictors in other subjects and in overall college learning.

The relevance of teacher factors in understanding tertiary students’ performances

2018 ◽  
Vol 26 (4) ◽  
pp. 476-488
Author(s):  
Maame Afua Nkrumah
Keyword(s):  
Student Performance ◽  
Computer Literacy ◽  
Value Added ◽  
Teaching Experience ◽  
Important Variable ◽  
Internal Quality ◽  
Content Type ◽  
First Semester ◽  
Teacher Survey ◽  
Starting Point

PurposeThis study aims to find out the relevance of observable teacher characteristics – age, gender, teaching experience and qualification in understanding the performance of tertiary students.Design/methodology/approachA quantitative approach was taken. The input-process–output-context framework by Schereens (2004) was used in selecting appropriate variables for the study. Students’ examination results and other administrative records as well as data collected via teacher survey were analyzed using multilevel statistical techniques. Overall, 40 teachers and over 1,800 students were involved in the study.FindingsThe effect of the selected teacher variables was mixed. For example, while female teachers impacted negatively on first semester Communication Skills (CS1), their effect on the same course during the second semester was positive. Also, teachers with teaching experiences between five and eight years impacted negatively on CS1 but positively on first semester Computer Literacy (CL1).Research limitations/implicationsEven at the tertiary level, the teacher factor is an important variable influencing student performance. However, a contextualized interpretation of the findings is emphasized considering the fact that only one Ghanaian Polytechnic was studied.Practical implicationsThe study provides a starting point for building a body of evidence that would inform policymakers, quality assurance practitioners and Polytechnic staff alike of possible approaches, methodologies and variables to focus on in ensuring internal quality.Social implicationsThe study would help the studied Polytechnic to direct its resources to areas that can practically improve educational quality and society in general.Originality/valueThe study contributes to the debate about quality in African higher education given that studies that use the value-added approach in examining institutional effectiveness in the African context are almost non-existent.

Blended Learning: Perspectives on Mixing Online and Offline Communities of Enquiry

2011 ◽  
Vol 8 (4) ◽  
pp. 423-433
Author(s):  
Robert W. Rix
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Final Section ◽  
Learning Experience ◽  
Written Discourse ◽  
First Semester ◽  
University Course

Blended learning is increasingly introduced in classrooms worldwide. Nonetheless, studies are not unanimous as to its impact on student performance and its benefits to enhancing the learning experience. In this article, it is argued that a focused approach, taking into account the particular requirements of the course and the students' qualifications, is necessary to evaluate the effectiveness of blended learning. The article presents a case study of a first-semester university course which examines the effects of ‘blending’, such as mixing oral and written discourse, and its significance for the community of enquiry. In the final section of the article, three particular blend strategies are tested and evaluated. It is concluded that some types of exercises are usefully ‘blended’, while others may conveniently qualify for online work only.

Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?

1992 ◽  
Vol 23 (1) ◽  
pp. 56-71
Author(s):  
Joan Ferrini-Mundy ◽  
Marie Gaudard
Keyword(s):  
Secondary School ◽  
Advanced Placement ◽  
Student Performance ◽  
Analysis Of Covariance ◽  
First Year ◽  
Final Exam ◽  
First Semester ◽  
First Year College ◽  
College Course ◽  
College Calculus

This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.

scholarly journals Comparison of the Curricular Matrix of the Undergraduate Chemistry Course at IFAP with the content of ENADE

2021 ◽  
pp. 29-40
Author(s):  
Lívia Maria Sousa dos Santos ◽  
Salvador Rodrigues Taty ◽  
Erlyson Farias Fernandes ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
...  
Keyword(s):  
Student Performance ◽  
Professional Training ◽  
Technological Innovations ◽  
Practical Training ◽  
Undergraduate Chemistry ◽  
Federal Institute ◽  
The Face

Curricular matrix is the set of curricular components (disciplines) that guarantees the content necessary the formation of a student in a course and undergo constant changes due to the speed with which academic-technological innovations are presented. The higher course in Chemistry, offered by the Federal Institute of Amapá, is based on its objectives in the face of the professional training of the student in the institution. The objective of this work was to compare the chemistry content of the National Student Performance Exam (ENADE) with the curricular matrix of the Undergraduate Degree in Chemistry of the Federal Institute of Amapá (IFAP) in 2011, 2014 and 2017. The evaluation of ENADE for chemistry graduates requires that the trained professional has knowledge of the specific contents, as expected. But she seeks in them a knowledge that encompasses the dynamics of a classroom. Based on this, we note a predilection for certain specific and non-specific subjects, seeking information about the practical training of students. The Degree course in Chemistry at IFAP seems to have more than enough workload for the student to prepare and perform well at ENADE.

scholarly journals ANALYSIS OF STUDENTS PERFORMANCE IN RELATION TO THE RESULTS OF STATE UNIFIED EXAM: THE CASE OF RUSSIAN UNIVERSITY

2021 ◽  
Vol 19 (01) ◽  
pp. 170-179
Author(s):  
Anna Svirina ◽  
Aleksey Lopatin ◽  
Jelena Titko
Keyword(s):  
Student Performance ◽  
Statistical Evaluation ◽  
University Research ◽  
Assessment Tools ◽  
First Semester ◽  
Predicting Student Performance ◽  
And Performance ◽  
Education Performance ◽  
The University ◽  
Practical Implications

Purpose – Considering the limited number of studies covering the topic, the goal is to check the existence of the correlation between the results of Russia’s Unified State Exam and performance at the university. Research methodology – the article uses quantitate analysis (regression) of the student performance on a sample of 4664 students. To provide statistical evaluation, the authors use SPSS Statistics software. Findings – the research suggests, that results of unified state exam and individual students scores, awarded by the university under restrictions, are non-efficient in terms of predicting student performance. On the opposite, students’ performance during their first semester is a good predictor for the whole period of academic studies. As existing results of testing such hypotheses are inconsistent, the research provides value to the field of educational research. Research limitations – data for research refer to only Kazan National Research Technical University named after A. N. Tupolev (KNRTU-KAI). Practical implications – the research clearly indicate, that the universities cannot rely solely on the unified state exam during admission; they are to use different assessment tools to ensure future academic performance and lower dropouts rate. Originality/Value – There is a gap in the investigation the link between secondary education and higher education performance.

scholarly journals Vergleich der Lehrplanmatrix des Undergraduate Chemistry Course am IFAP mit dem Inhalt von ENADE

2021 ◽  
pp. 29-40
Author(s):  
Lívia Maria Sousa dos Santos ◽  
Salvador Rodrigues Taty ◽  
Erlyson Farias Fernandes ◽  
Amanda Alves Fecury ◽  
Carla Viana Dendasck ◽  
...  
Keyword(s):  
Student Performance ◽  
Undergraduate Chemistry ◽  
Praktische Ausbildung ◽  
Technologische Innovationen

Curricular Matrix ist der Satz von Curriculumkomponenten (Disziplinen), die den Inhalt der Bildung eines Studenten in einem Kurs garantieren und ständigen Veränderungen aufgrund der Geschwindigkeit, mit der akademisch-technologische Innovationen präsentiert werden. Der höhere Kurs in Chemie, der vom Bundesinstitut für Amapá aangeboten angeboten wird, basiert auf seinen Zielen angesichts der Berufsausbildung des Studenten in der Hochschule. Ziel dieser Arbeit war es, den Chemiegehalt der National Student Performance Exam (ENADE) mit der Curriculummatrix des Bachelor-Abschlusses in Chemie des Bundesinstituts für Amapá (IFAP) in den Jahren 2011, 2014 und 2017 zu vergleichen. Die Bewertung von ENADE für Chemie-Absolventen erfordert, dass der ausgebildete Fachmann wie erwartet über Kenntnisse der spezifischen Inhalte verfügt. Aber sie sucht in ihnen ein Wissen, das die Dynamik eines Klassenzimmers umfasst. Auf dieser Grundlage stellen wir eine Vorliebe für bestimmte und unspezifische Fächer fest, die Informationen über die praktische Ausbildung der Studierenden sucht. Der Studiengang Chemie am IFAP scheint mehr als genug Arbeitsbelastung zu haben, damit sich der Student an der ENADE gut vorbereiten und gut abschneidet.

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