WIP: Undergraduate Academic Probation First Semester and Subsequent Academic Performance

2020 ◽  
Author(s):  
Lisa Lampe
Keyword(s):  
Academic Performance ◽  
Academic Probation ◽  
First Semester

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

scholarly journals Geo-gebra como herramienta didáctica en el proceso de enseñanza-aprendizaje de la matemática, y su incidencia en el rendimiento académico en los estudiantes de la carrera de ingeniería agronómica

2019 ◽  
Vol 3 (3.1) ◽  
pp. 204-223
Author(s):  
Juan Manuel Martínez Nogales ◽  
Jorge Cachuput Gusñay ◽  
Hernan Eriberto Chamarro Sevilla ◽  
Jorge Rigoberto López Ortega
Keyword(s):  
Academic Performance ◽  
Learning Process ◽  
Work Experience ◽  
Educational Software ◽  
High Rate ◽  
First Semester ◽  
Culture Of Learning ◽  
Low Performance ◽  
Teaching Learning ◽  
Engineering Career

The Geo-Gebra software as a didactic tool in the teaching-learning process of mathematics and its impact on academic performance in the first semester students of the Faculty of Natural Resources, Agronomic engineering career of ESPOCH. The problem that has been detected in the students of the first semester, a high rate of low performance in the learning of mathematics, in the race because there is a culture of learning on the part of the students, it is determined that we must make profound changes in educational paradigms, the proposal for this process is to use the Geo-Gebra software didactic tool of mathematics, for the research was based on a questionnaire of questions applied with respect to the use of Goe-Gebra software, as a teaching resource in teaching- learning of mathematics, then with the use of this tool a form of satisfaction was applied to students and teachers, to later make the didactic guide using the Geo - Gebra educational software, hence the importance of making striking designs according to the level or semester and with contents attached to the current geometry plans and programs in which  educational. According to the work experience, a didactic guide was designed for the use of educational software specifically for inequations. It is concluded the research carried out that 72% of the students surveyed consider, using the ICTs it would improve the learning of the geometry and its academic performance; Therefore, it is recommended to train the teachers of the area and promote the proposal in the institution for the application in the teaching-learning process.

College Readiness, Early Post-secondary Academic Performance and the GED Degree: Evidence from Kentucky

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
T. M. Tonmoy Islam ◽  
Kathryn Rouse
Keyword(s):  
Academic Performance ◽  
College Readiness ◽  
Educational Development ◽  
School Entry ◽  
First Semester ◽  
Post Secondary ◽  
Ged Graduates ◽  
Ged Credential ◽  
Math Readiness ◽  
The Relationship

Abstract We use detailed administrative data from Kentucky to provide robust descriptive evidence on the relationship between the General Educational Development (GED) degree, college readiness, and early post-secondary (PSE) academic performance. Following previous work in this area, we address selection issues by focusing on a sample of students who are identified as at-risk prior to high school entry. Our results suggest the GED credential is not a credible signal of PSE readiness, particularly in mathematics. GED graduates attain a lower first semester GPA and are also less likely to re-enroll in second semester courses. We also find that changes made to the GED exam in 2014 to enhance student readiness in PSE institutions did not yield meaningful improvements. Finally, we investigate the extent to which differences in math coursework can explain estimated GED-related math readiness gaps, finding coursework to account for about for about 40 percent of the observed gap.

scholarly journals Engagement vs Performance: Using Electronic Portfolios to Predict First Semester Engineering Student Persistence

2014 ◽  
Vol 1 (3) ◽  
pp. 7-33 ◽  
Author(s):  
Everaldo Aguiar ◽  
G. Alex Ambrose Ambrose ◽  
Nitesh V. Chawla ◽  
Victoria Goodrich ◽  
Jay Brockman
Keyword(s):  
Academic Performance ◽  
Student Persistence ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Student Attrition ◽  
Electronic Portfolios ◽  
Drop Out ◽  
New Techniques ◽  
First Semester

As providers of higher education begin to harness the power of big data analytics, one very fitting application for these new techniques is that of predicting student attrition. The ability to pinpoint students who might soon decide to drop out, or who may be following a suboptimal path to success, allows those in charge to not only understand the causes for this undesired outcome, but it also provides room for the development of early intervention systems. While making such inferences based on academic performance data alone is certainly possible, we claim that in many cases there is no substantial correlation between how well a student performs and his or her decision to withdraw. This is especially true when the overall set of students has a relatively similar academic performance. To address this issue, we derive measurements of engagement from students' electronic portfolios and show how these features can be effectively used to augment the quality of predictions.

Electrónico” Funcimat” Como Herramienta Didáctica Para El Estudio De Funciones Matemáticas Y Su Incidencia En El Rendimiento Académico Estudio De Caso: Escuela De Agronomía, Facultad De Recursos Naturales Espoch

2017 ◽  
Vol 13 (6) ◽  
pp. 106
Author(s):  
Marco Hjalmar Velasco Arellano ◽  
Carla Sofía Arguello Guadalupe ◽  
Mayra Mayra Elizabeth Caceres Mena ◽  
José Franklin Arcos Torres ◽  
Patricia del Lourdes Gallegos Murillo
Keyword(s):  
Academic Performance ◽  
Mathematical Reasoning ◽  
Research Work ◽  
Mathematical Functions ◽  
Knowledge And Skills ◽  
First Semester ◽  
Before And After ◽  
Chi Squared ◽  
The Difference ◽  
Teaching Learning

This research work shows a comparative study between using and not using the electronic module called Funcimat and its incidence in the students’ academic performance. The students who were considered for this experiment belonged to the first semester of the Agronomy School. This group, which was divided in two, served as the experiment and the control samples. The experiment was based on the teaching – learning process of Mathematics. Funcimat was applied to one group, and the traditional methodology and techniques were applied to the other group. In order to demonstrate the hypothesis, the Chi squared test was applied to see the difference of proportions and correlation since the idea is to compare Funcimat incidence on the academic performance. The results obtained before and after the experiment determined that there are significant differences between the traditional methodology and the alternative guidelines. Funcimat allows the students to build their own reasoning scenario about mathematical reasoning. This way they develop knowledge and skills to solve each one of the proposed mathematical functions.

scholarly journals Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos-Navarrete ◽  
Rubia Cobo-Rendón ◽  
Carolyn Fernández Branada ◽  
Carola Bruna Jofré ◽  
...  
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Online Courses ◽  
Longitudinal Design ◽  
First Semester ◽  
Student Academic Performance ◽  
Academic Information ◽  
University Performance ◽  
Prospective Longitudinal ◽  
The Impact

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

scholarly journals PENGARUH TINGKAT PARTISIPASI KELAS TERHADAP KINERJA AKADEMIK MAHASISWA

2015 ◽  
Vol 9 (1) ◽  
Author(s):  
Anggita Langgeng Wijaya
Keyword(s):  
Academic Performance ◽  
Hypothesis Test ◽  
Accounting Education ◽  
Education Department ◽  
First Semester ◽  
Class Participation ◽  
Student Academic Performance ◽  
Simple Regression Analysis ◽  
Influence Degree ◽  
New Student

This research tests the influence degree of class participation on academic performance. Population of this research is all of new student at first semester from accounting education department at IKIP PGRI Madiun. In this study, sample consist 109 students from three introduction business class. Hypothesis test of this research uses simple regression analysis. The results show that class participation positively affects on student academic performance.

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