Effect of Office Hour Participation on Student Performance

2014 ◽  
Author(s):  
Michael J. Schertzer ◽  
Risa Robinson ◽  
Timothy Landschoot ◽  
Amitabha Ghosh ◽  
Alexander Liberson ◽  
...  
Keyword(s):  
Student Performance ◽  
Positive Impact ◽  
Multiple Choice ◽  
Choice Test ◽  
Participation Rates ◽  
Multiple Choice Questions ◽  
Theoretical Understanding ◽  
Poor Grade ◽  
Institute Of Technology ◽  
To Receive

Office hours are available for students to receive extra help outside of class. Unfortunately, this resource is often underutilized by students despite efforts to schedule convenient and accessible office hour times. Previous survey results from students attending a variety of courses in Mechanical Engineering at the Rochester Institute of Technology (RIT) have shown a positive correlation between low office hour attendance and the following factors: (i) high understanding of course material, (ii) procrastination and lack of time to seek help before deadlines, and (iii) low time studying materials outside of class. Interestingly, the results of this survey did not support the hypothesis that students who attended more office hours performed better. A new homework grading policy was instituted in Thermodynamics and Fluid Mechanics I in the fall and spring semesters of the 2013 academic year at RIT. Under this policy, students were required to visit office hours to receive credit for completion of assigned weekly problems. Implementation of this policy has provided quantitative information regarding participation and timing of office hour visits. This investigation will examine the effects of attendance and timing of office hour participation on metrics of performance including final class grades and theoretical understanding as measured by performance on multiple choice test questions. Results presented here suggest that the office hour grading system resulted in high participation rates across a broad range of students. Higher office hour participation rates had a positive impact on student performance in long answer exam problems and low impact on performance in multiple choice questions. While performance was a stronger function office participation at the of end of term than in week five, early semester participation rates can be used as a tool to help identify students at risk of dropping a class or receiving a poor grade.

The Effectiveness of Usage of Online Multiple Choice Questions on Student Performance in Introductory Accounting

2017 ◽  
Vol 32 (4) ◽  
pp. 1-17 ◽  
Author(s):  
Dianne Massoudi ◽  
SzeKee Koh ◽  
Phillip J. Hancock ◽  
Lucia Fung
Keyword(s):  
Online Learning ◽  
Student Performance ◽  
International Student ◽  
Multiple Choice ◽  
Financial Accounting ◽  
Accounting Students ◽  
Multiple Choice Questions ◽  
Learning Resource ◽  
Examination Performance ◽  
Introductory Accounting

ABSTRACT In this paper we investigate the effectiveness of an online learning resource for introductory financial accounting students using a suite of online multiple choice questions (MCQ) for summative and formative purposes. We found that the availability and use of an online resource resulted in improved examination performance for those students who actively used the online learning resource. Further, we found a positive relationship between formative MCQ and unit content related to challenging financial accounting concepts. However, better examination performance was also linked to other factors, such as prior academic performance, tutorial participation, and demographics, including gender and attending university as an international student. JEL Classifications: I20; M41.

A Natural-Language-Processing-Based Procedure for Generating Distractors for Multiple-Choice Questions

2021 ◽  
pp. 016327872110469
Author(s):  
Peter Baldwin ◽  
Janet Mee ◽  
Victoria Yaneva ◽  
Miguel Paniagua ◽  
Jean D’Angelo ◽  
...  
Keyword(s):  
Natural Language Processing ◽  
Natural Language ◽  
Language Processing ◽  
Multiple Choice ◽  
Incorrect Response ◽  
The United States ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
Response Options ◽  
Medical Licensing

One of the most challenging aspects of writing multiple-choice test questions is identifying plausible incorrect response options—i.e., distractors. To help with this task, a procedure is introduced that can mine existing item banks for potential distractors by considering the similarities between a new item’s stem and answer and the stems and response options for items in the bank. This approach uses natural language processing to measure similarity and requires a substantial pool of items for constructing the generating model. The procedure is demonstrated with data from the United States Medical Licensing Examination (USMLE®). For about half the items in the study, at least one of the top three system-produced candidates matched a human-produced distractor exactly; and for about one quarter of the items, two of the top three candidates matched human-produced distractors. A study was conducted in which a sample of system-produced candidates were shown to 10 experienced item writers. Overall, participants thought about 81% of the candidates were on topic and 56% would help human item writers with the task of writing distractors.

scholarly journals The Influence Of Flash Card Toward Students’ English Vocabulary Mastery During Covid-19

2021 ◽  
Vol 1 (11) ◽  
pp. 735-748
Author(s):  
Hermansyah Hermansyah ◽  
Nurhendi Nurhendi
Keyword(s):  
Quantitative Research ◽  
Multiple Choice ◽  
Choice Test ◽  
Control Group ◽  
Multiple Choice Questions ◽  
Quantitative Research Methods ◽  
Flash Cards ◽  
Homogeneity Of Variance ◽  
And Control ◽  
Learning English

The purpose of this research is to see how flash cards influence the students' English vocabulary mastery. The researchers of this research used quantitative research methods with posttest only control design of true experimental design. The random sampling method was employed in this research's sampling. The data collected in this research was put to the test (multiple choice test). The researchers of this research gave different treatments for the experimental and control groups. The treatment for the experimental group was learning English with flash card media and the treatment for the control group was learning English conventionally. After the two sample groups were given different treatment, the two sample groups were each given a posttest with an instrument consisting of 20 multiple-choice questions with 4 alternative answer choices that had been tested beforehand and validated empirically. Analysis of research data is descriptive and inferential, which inferentially uses the t test, by first testing the assumptions of data normality and homogeneity of variance. The results showed that flash cards had an influence on students' English vocabulary mastery. Therefore, it can be said that this research has proved that there was a significant result of using Flash Cards towards children's English vocabulary mastery.

Foundations of Statics: An Assessment Study and Feedback Implementation

2016 ◽  
Author(s):  
Amitabha Ghosh
Keyword(s):  
Test Performance ◽  
Core Curriculum ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Testing Procedures ◽  
Human Aspects ◽  
Rochester Institute Of Technology ◽  
Engineering Sciences ◽  
Statics And Dynamics ◽  
Institute Of Technology

This paper highlights some important obstacles in student test performance resulting from different forms of testing procedures in Statics and Dynamics. A group approach dictates the core pedagogy in these classes, which are components of Engineering Sciences Core Curriculum (ESCC) at Rochester Institute of Technology (RIT). Our observations indicate that the difficulties start before engineering sciences due to incomplete understanding of mathematics and physics. While the human aspects of this assessment may not be revealed on tests, results of long hours of counseling sessions of students with faculty and academic advisors have now been imbedded in designing of our program. But in spite of our streamlined processes of improved delivery and testing, many good students demonstrate superior test scores on essay type questions but poor understanding of concepts as revealed from the analysis of Multiple Choice (MC) responses. This lack of performance has been tracked to a narrow focus and a lack of retention of prior concepts in their active memory. The paper discusses these topics using a select set of multiple choice questions administered on Statics and Dynamics examinations and offers remedial actions including proposal of a new course.

scholarly journals Open problem-based instruction impacts understanding of physiological concepts differently in undergraduate students

2015 ◽  
Vol 39 (4) ◽  
pp. 327-334 ◽  
Author(s):  
Brandon M. Franklin ◽  
Lin Xiang ◽  
Jason A. Collett ◽  
Megan K. Rhoads ◽  
Jeffrey L. Osborn
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Open Problem ◽  
Instructional Methods ◽  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Short Answer ◽  
Upper Level ◽  
Based Instruction ◽  
Multiple Choice Exam

Student populations are diverse such that different types of learners struggle with traditional didactic instruction. Problem-based learning has existed for several decades, but there is still controversy regarding the optimal mode of instruction to ensure success at all levels of students' past achievement. The present study addressed this problem by dividing students into the following three instructional groups for an upper-level course in animal physiology: traditional lecture-style instruction (LI), guided problem-based instruction (GPBI), and open problem-based instruction (OPBI). Student performance was measured by three summative assessments consisting of 50% multiple-choice questions and 50% short-answer questions as well as a final overall course assessment. The present study also examined how students of different academic achievement histories performed under each instructional method. When student achievement levels were not considered, the effects of instructional methods on student outcomes were modest; OPBI students performed moderately better on short-answer exam questions than both LI and GPBI groups. High-achieving students showed no difference in performance for any of the instructional methods on any metric examined. In students with low-achieving academic histories, OPBI students largely outperformed LI students on all metrics (short-answer exam: P < 0.05, d = 1.865; multiple-choice question exam: P < 0.05, d = 1.166; and final score: P < 0.05, d = 1.265). They also outperformed GPBI students on short-answer exam questions ( P < 0.05, d = 1.109) but not multiple-choice exam questions ( P = 0.071, d = 0.716) or final course outcome ( P = 0.328, d = 0.513). These findings strongly suggest that typically low-achieving students perform at a higher level under OPBI as long as the proper support systems (formative assessment and scaffolding) are provided to encourage student success.

scholarly journals KEMAMPUAN GURU MIPA MEMBUAT PENILAIAN PENGETAHUAN

2016 ◽  
Vol 7 (2) ◽  
pp. 44
Author(s):  
Kurnia Ningsih
Keyword(s):  
Multiple Choice ◽  
Sampling Technique ◽  
Knowledge Assessment ◽  
Choice Test ◽  
Design Knowledge ◽  
Data Display ◽  
Multiple Choice Test ◽  
Multiple Choice Questions ◽  
Test Items ◽  
Descriptive Method

This research aims to describe MIPA teachers’ ability to design knowledge assessment through the analysis of achievement aspects of knowledge assessment. This research used a descriptive method with SMP MIPA teachers in Pontianak City who have taught for more than 5 years and have an undergraduate degree as the population. The samples in this research, selected using a purposive sampling technique, consisted of 12 teachers who submitted MIPA test items. The research instrument used the data of the test item document designed by the teachers in the form of a multiple-choice test. The data were analyzed descriptively which included data reduction, systematic data display, and conclusion. The results showed that of the 12 test instruments made by with 380 questions in total, the teachers’ ability to design knowledge assessment (Multiple Choice Questions) obtained 17.37% of knowledge aspect, 67.90% of understanding aspect, 8.68% of implementation aspect, and 6.05% of analysis aspect. There were no questions made related to evaluation and creation aspects. Keywords: teachers ability, designing knowledge assessment.

scholarly journals Determining the Level of a Language Test with English Profile: A Forensic Linguistics Case Study

2020 ◽  
Vol 42 (2) ◽  
pp. 1-21
Author(s):  
Núria Gavaldà ◽  
Sheila Queralt
Keyword(s):  
Quantitative Methods ◽  
English Language ◽  
Multiple Choice ◽  
Choice Test ◽  
Reference Level ◽  
Multiple Choice Questions ◽  
Forensic Linguistics ◽  
Qualitative And Quantitative Methods

This article deals with a forensic linguistics case study of the determination of the level of a B1 English multiple-choice test that was challenged in court by numerous candidates on the grounds that it was not of the appropriate level. A control corpus comprising 240 analogous multiple-choice questions from B1 exams aligned with the Common European Framework of Reference for Languages (CEFR) was compiled in order to establish a threshold for the percentage of questions of a level higher than that being tested which can be expected in such exams. The analysis was carried out following a combination of qualitative and quantitative methods, with the help of the tool English Profile, which provides Reference Level Descriptions (RLDs) for the English language within the CEFR. The results of the analysis of the control corpus established a baseline of 5 to 7% of questions that include key items classified as higher than B1, while the percentage was 68% in the case of the disputedexam. Thus, the present study proposes a further application of the tool English Profile within the field of forensic linguistics and puts forward the concept of Level Appropriateness Threshold (LAT), analogous to other thresholds established in forensic linguistics, which can serve as a baseline for determining the appropriateness of B1 English multiple-choice exams and a model for other levels and skill areas.

scholarly journals Development of E-Learning Modules and to Study its Influences among National Eligibility Test Aspirants in Physical Education Subject

2019 ◽  
Vol 8 (2) ◽  
pp. 117-119
Author(s):  
K. Tharmar
Keyword(s):  
Physical Education ◽  
Tamil Nadu ◽  
Multiple Choice ◽  
Choice Test ◽  
Multiple Choice Questions ◽  
Computer Laboratory ◽  
Learning Modules ◽  
E Learning ◽  
Group A ◽  
Group B

The purpose of the study was to develop e-learning modules and to study its influences among national eligibility test aspirants in physical education subject. To achieve this purpose initially thirty six male national eligibility test aspirants who had completed postgraduate in physical education in the last three years have been randomly selected from Tiruchirappalli and Pudukkottai Districts, Tamil Nadu state, India and their age ranged from 24 to 27 years. A multiple choice test (pre-test) based on the NET physical education syllabi was conducted for all the subjects and top twenty scorers were taken as the subjects for this study. Using matching procedure on the basis of their pre-test scores, subject were assigned to two equal groups of ten subjects each and named as group ‘A’ and group ‘B’. Group ‘A’ underwent teaching along with e-learning modules sessions and group ‘B’ undergone teaching sessions alone. To prepare the e-learning modules based on UGC–NET exam syllabus in physical education subject, the investigators had chosen unit seventh and prepare the ten modules with help of the mentor. The teaching of the syllabus was administered for both groups for a period of ten working days with each session lasting for an hour each day in the morning session. The e-learning modules developed by the investigators were shown to group ‘A’ for 15 to 20 minutes per day after the teaching session. For displaying e-learning modules, the computer laboratory was used. The post test was conducted to the both groups with a different set of multiple choice questions. To find out the difference between the two groups analysis of co-variance (ANCOVA) was used, where the final means were adjusted for differences in the initial means, and the adjusted means were tested for significance. It was found that the teaching along with e-learning modules showed significant improvement on national eligibility test aspirants in physical education subject.

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