A progressive assessment strategy improves student learning and perceived course quality in undergraduate physiology

2015 ◽  
Vol 39 (3) ◽  
pp. 218-222 ◽  
Author(s):  
D. A. Saint ◽  
D. Horton ◽  
A. Yool ◽  
A. Elliott
Keyword(s):  
Student Satisfaction ◽  
Student Evaluation ◽  
Learning Outcome ◽  
Final Exam ◽  
Course Quality ◽  
Learning And Teaching ◽  
Broad Agreement ◽  
Second Year ◽  
Evaluation Of Learning ◽  
Progressive Assessment

In 2010, second-year physiology ( n = 165) had a traditional single 3-h end-of-semester exam. To provide diagnostic feedback earlier, for students enrolled in 2011 ( n = 128), we incorporated an in-class exam at 3 wk in addition to the final exam. Based on initial analysis and positive student comments, for the 2012 cohort ( n = 148), we expanded this to incorporate four 1-h in-class exams every 3 wk plus a short final integrative exam. Average scores from exams and questionnaires (student evaluations of learning and teaching, 10 questions) were compared among 2010, 2011, and 2012 cohorts. We also compared scores in the practical component of the course, which had a constant format for all cohorts. Data are given as means ± SD; statistical analyses were done with unpaired two-way Students t-tests. From 2010 to 2012, there was a significant improvement in total exam scores (59.7 ± 15.8 vs. 68.6 ± 14.2, P < 0.001) but no significant change in total practical scores (72.3 ± 9.0 vs. 74.4 ± 10.2, P = 0.05), indicating that the rise in exam score was not due to higher academic abilities of the 2012 cohort. Overall mean student evaluation of learning and teaching responses (4.9 ± 0.4 vs. 5.3 ± 0.3, P = 0.015) and overall percent broad agreement (66.0 ± 8.0 vs. 79.2 ± 7.5, P = 0.003) indicated a significant improvement in student satisfaction. In conclusion, both learning outcome and perceived course quality were enhanced by the increased frequency of examinations, possibly by promoting consistent student study habits.

Exploring an Innovative Course Delivery Method for Accelerated BSN Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Rhoda A. Owens
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Online Survey ◽  
Student Evaluation ◽  
Course Delivery ◽  
Convenience Sample ◽  
Graded Material ◽  
Course Delivery Methods ◽  
Evaluation Of Learning ◽  
Bsn Students

AbstractBackgroundThe purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning.MethodsThe convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items.ResultsStudents reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences.ConclusionsHybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

scholarly journals To what extent emotion, cognition and behaviour enhance a student’s engagement: A case study on the MAJA teaching approach

2021 ◽  
pp. 147821032110320
Author(s):  
Matt M. Husain
Keyword(s):  
Higher Education ◽  
Cognitive Engagement ◽  
Learning Outcome ◽  
Soft Or ◽  
Final Exam ◽  
Course Content ◽  
Higher Education System ◽  
Student Aspirations ◽  
Class Environment

This empirical article problematises student engagement in today’s higher education system. The objective of this research is to stimulate a student’s behavioural, emotional and cognitive engagement. I employed an inclusive, inductive and reflexive approach and used mixed methods for collecting data from 948 volunteer participants. The preliminary findings illustrate that playing soft or lively music for a few minutes before a class as well as contextualising and delivering course content combined with enrolled students’ background, hobbies and preferences can go a long way in stimulating emotional and cognitive engagements. The findings also reveal that offering chair yoga during mid-term and/or final exam periods as well as encouraging students to hydrate can lead to increasing behavioural adjustments and then in attention and engagement. The results are encapsulated in a novel teaching framework, MAJA (meaning fun in Sanskrit) that stands for: (a) music, (b) anonymous class survey, (c) jest, and (d) aliment. The framework illuminates that when students tangibly sense a connection between a safe and comfortable class environment and course content, their participation increases and absenteeism decreases. They also promote student aspirations and accountability that facilitate critical thinking, an imperative learning outcome in higher education.

scholarly journals Relationship between classroom attendance and examination performance in a second-year medical pathophysiology class

2018 ◽  
Vol 42 (4) ◽  
pp. 593-598 ◽  
Author(s):  
Christine A. Kauffman ◽  
Megan Derazin ◽  
Abdo Asmar ◽  
Jonathan D. Kibble
Keyword(s):  
Help Seeking ◽  
Video Capture ◽  
Final Exam ◽  
Self Regulated Learning ◽  
Case Based Learning ◽  
New Material ◽  
Marked Decline ◽  
Second Year ◽  
And Performance ◽  
Case Based

Studies completed with undergraduate populations have shown that attendance positively correlates with academic performance. A marked decline in classroom attendance within medical school has recently been noticed with the availability of video capture of lectures and other online material. This study compares these in the era of online material. It took place during the second-year Gastrointestinal and Renal Systems module. Attendance was mandatory at team-based learning and case-based learning sessions on new material and voluntary at lectures (29 sessions) and case-based learning on material previously covered (9 sessions). Attendance was recorded prospectively. All lectures were recorded, and all related files were available to students online. Performance was based on a 118 multiple-choice question final examination. Students voluntarily completed the Motivated Strategies for Learning Questionnaire (MSLQ). The study group consisted of 78 students (68% of 114 total) of whom 48 completed the MSLQ. Mean attendance was 24%, with 33% of students attending none of the nonmandatory sessions. The median score on the final exam for participants was 86.0 (range: 28.8). High levels of self-efficacy and the ability to self-regulate effort were predictive of low attendance. Attendance was positively predicted by an orientation toward peer learning and help seeking. There was no correlation between the percentage of classes attended and performance on the final exam. We conclude that different facets of self-regulated learning predict attendance, with highly confident students being the least likely to attend, and that attendance at in-class sessions is no longer a good marker for performance.

scholarly journals Developing Circular Motion Physics Module Integrated with Gumbaan Local Wisdom in Cooperative Learning Setting to Improving Learning Achievement

2021 ◽  
Vol 9 (1) ◽  
pp. 47
Author(s):  
Saidatun Navisah ◽  
Mustika Wati ◽  
Abdul Salam M
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Test Scores ◽  
Learning Outcome ◽  
Senior High School ◽  
Circular Motion ◽  
Learning Achievement ◽  
Learning And Teaching

This research is carried out to examine the developed circular motion physics module in a cooperative learning setting for students of Grade X Science Senior High School in Banjarmasin. This study's general objectives are to produce a circular motion physics module integrated with gumbaan local wisdom in cooperative learning settings and describe its feasibility. Moreover, this study's specific objectives aimed to describe the validity, practicality, and effectiveness of the module. This study utilizes the ADDIE (Analyze, Design, Develop, Implement, Evaluate) development design model. The instruments used consisted of module validation sheets, students’ questionnaire responses, and learning outcome test. The results of the study indicated that: (1) the validity of the module, based on the content and display, obtained a score of 3.20, which fell in the "good" category, (2) the practicality of the module, based on students' questionnaire responses, obtained a percentage of 64.92% which is categorized as “good”, and (3) the effectiveness of the module, based on students' test scores, obtained a score of 0.44 which belonged in the "moderate" category. It is then concluded that the circular motion physics module, which integrated gumbaan local wisdom contents in cooperative learning settings, is proven feasible for learning and teaching and can be used as an alternative reference in improving the quality of learning, especially to improve the learning outcomes of learners. This module can be used as a reference that teachers can use in learning at senior high school. 

scholarly journals Transferring Educational Theories and Knowledge Using a Co- teaching Mentor Model: A Discipline-Appropriate Approach

2014 ◽  
Vol 11 (3) ◽  
pp. 60-79
Author(s):  
Kent Turkich ◽  
◽  
Shane Greive ◽  
Paul M. Cozens ◽  
◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Regional Planning ◽  
Student Evaluation ◽  
First Year ◽  
Urban And Regional Planning ◽  
Educational Theories ◽  
Before And After ◽  
Pedagogical Analysis ◽  
Effective Transfer ◽  
Mentor Model

This paper presents a co-teaching mentor model, which improved the teaching of academics and enhanced student satisfaction and retention. Two research-focused lecturers responsible for first-year units were partnered with a co-teaching mentor to offer guidance on how the content (urban and regional planning) could be delivered more effectively with an emphasis on student engagement and motivation. These two case studies are discussed and the findings demonstrate the effective transfer of teaching awareness and skills through this process. Five key educational theories underpin the substantive changes made to the way that classes were delivered. The applied relevance and transfer of these ideas can be demonstrated in the reflections from the participating staff through a pedagogical analysis of the before and after changes in their teaching practices, and in the improved student evaluation and retention results.

Impact of Industry-Academia Collaboration on Student Satisfaction in Vocational Education and Training

2021 ◽  
Vol 12 (2) ◽  
pp. 47-62
Author(s):  
Garimidi Siva Sree ◽  
P. Ramlal
Keyword(s):  
Vocational Education ◽  
Student Satisfaction ◽  
Empirical Research ◽  
Vocational Education And Training ◽  
Skill Transfer ◽  
Job Market ◽  
Industrial Training ◽  
Course Quality ◽  
And Training ◽  
Shed Light

The contemporary unstable job market is challenging the “traditional” skilling practices adopted by vocational education training (VET) institutions, in favor of demand-driven skill transfer which is characterized by preparing students industry-ready. In this light, student satisfaction plays a pivotal role in assessing the course quality that aids in efficient skill transfer. Despite the relevance of the student satisfaction concept, empirical research has provided little evidence on its predictors in VET. The purpose of the study is to shed light on the quality indicators that predict student satisfaction. Data were collected on students from industrial training institutes (ITIs) of India.

scholarly journals Introduction

2018 ◽  
Vol 11 (1) ◽  
pp. 1-18
Author(s):  
Lisa Garforth ◽  
Anselma Gallinat
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Historical Context ◽  
Special Issue ◽  
Learning And Teaching ◽  
Audit Culture ◽  
League Tables ◽  
Theories Of Practice ◽  
Change In Higher Education ◽  
The Government

This introduction sets the theoretical and historical context for this special issue on student engagement. Drawing on literatures about audit culture, governance and change in higher education institutions, and theories of practice, institutions and organisation, it sheds light on the current era of English higher education. The Browne Review led to the withdrawal in 2010 of the majority of the government teaching grant for English universities, and it tripled tuition fees in 2012. In the post-Browne era, ‘engagement’ emerged as an organising concept linked in multiple ways to other objects and discourses, in particular university league tables and measures of student satisfaction; and it was swiftly and often unreflexively translated into visions for developing learning and teaching. This special issue focuses on this specific shift in policy and discourse, exploring institutional change and everyday experience, and reflecting on the power and limits of policies.

E-Examinations and the Student Experience Regarding Appropriateness of Assessment and Course Quality in Science and Medical Science

2019 ◽  
Vol 47 (4) ◽  
pp. 460-478
Author(s):  
Ananthan Ambikairajah ◽  
Christopher C. Tisdell
Keyword(s):  
Student Satisfaction ◽  
Medical Science ◽  
Student Experience ◽  
Assessment Methods ◽  
First Year ◽  
Science Students ◽  
Course Quality ◽  
Quasi Experimental ◽  
Assessment Requirements

The interest in, and use of, computers and software for assessment is reported to be increasingly popular via electronic examinations (e-exams). We deepen our understanding of the design, reception, and effectiveness of e-exams for history and philosophy of science modules, undertaken by first-year advanced science and medical science students at university. We employ a quasi-experimental research design approach to examine our implementation of e-exams on reported student satisfaction regarding the suitability of the information provided about the assessment requirements, appropriateness of the assessment methods, and overall quality of the associated courses. We report statistically significant increases in student satisfaction regarding the suitability and appropriateness of the assessment methods or requirements. The outcomes of this research highlight new avenues for educators to explore including (a) the innovative use of associated software (Maple TA™) for e-exams and (b) the implications that e-exams can have on the student experience in the context of medium-stakes testing.

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