scholarly journals Combined effect of different teaching strategies on student performance in a large-enrollment undergraduate health sciences course

2021 ◽  
Vol 45 (3) ◽  
pp. 454-460
Author(s):  
Aditi Marwaha ◽  
Marjan Zakeri ◽  
Sujit S. Sansgiry ◽  
Samina Salim
Keyword(s):  
Academic Success ◽  
Student Performance ◽  
Teaching Strategies ◽  
Control Period ◽  
Health Sciences ◽  
Combined Effect ◽  
Intervention Period ◽  
Course Performance ◽  
Letter Grade ◽  
Large Enrollment

Students’ course performance is fundamental for any institution to carry out its academic mission. Often, in-class disengagement and lack of after-class course support in large-enrollment classes trigger academic problems for students. This leads to poor exam performance and an increased rate of final letter grade of a D or F or student withdrawal (DFW), an indicator of students’ poor academic success. Changing teaching strategies by using interventions that incorporate student-student interaction and student-faculty interaction may offer the opportunity to improve course performance. In this retrospective study, we examined the effect of changing teaching strategies on student course performance of 5,553 students enrolled in an undergraduate health sciences course over a span of 20 semesters. Three different interventions namely 1) daily low-stake in-class quizzes, 2) team-based learning, and 3) after-class review sessions were incorporated as teaching strategies. To assess the combined effect of these strategies’ students’ performance in the intervention period (12 semesters) was compared with control period (8 semesters). Student performance in the course was measured by exam grades; overall score; percentage of students receiving letter grades and A, B, C; and DFW rates. The data indicated that in the intervention period, exam scores increased by 6.6%, overall course score increased by 6.2%, percentage of students receiving letter grade A/B increased by 21.3%, percentage of students receiving letter grade C decreased by 6.9%, and the DFW rates decreased by 14.5%. Overall, changing teaching strategies through incorporation of these interventions improved students’ performance in the course.

Facilitating critical thinking in online courses

2008 ◽  
Vol 12 (3) ◽  
Author(s):  
Margaret Lunney, RN, PhD ◽  
Keville Frederickson, RN, PhD ◽  
Arlene Spark, EdD, RD, FADA, FACN ◽  
Georgia McDuffie, RN, PhD
Keyword(s):  
Critical Thinking ◽  
Teaching Strategies ◽  
Online Courses ◽  
Past Research ◽  
Health Sciences ◽  
Educational Strategies ◽  
Thinking Processes

Development of critical thinking abilities is essential for students in clinical disciplines of the health sciences. Past research has shown that critical thinking is a learned skill that can be fostered through teaching strategies. Ten educational strategies that were developed and tested by the authors in online courses are presented to assist instructors to encourage students in the health sciences to improve critical thinking processes.

scholarly journals Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review

2020 ◽  
Vol 11 (1) ◽  
pp. 237
Author(s):  
Abdallah Namoun ◽  
Abdullah Alshanqiti
Keyword(s):  
Academic Success ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Student Outcomes ◽  
Predictive Analytics ◽  
Research Work ◽  
Supervised Machine Learning ◽  
Bibliographic Databases ◽  
Learning And Teaching

The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.

scholarly journals Effectiveness of a low-value financial-incentive program for increasing vegetable-rich restaurant meal selection and reducing socioeconomic inequality: a cluster crossover trial

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Wataru Nagatomo ◽  
Junko Saito ◽  
Naoki Kondo
Keyword(s):  
Intervention Program ◽  
Crossover Trial ◽  
Financial Incentive ◽  
Control Period ◽  
Healthy Food ◽  
Intervention Period ◽  
Marginal Value ◽  
Percentage Point Increase ◽  
Point Increase ◽  
Proxy Measure

Abstract Background In light of recent theories in behavioural economics, an intervention program with monetary incentives could be effective for helping patrons order healthy food, even if the incentive is small and less than one’s perceived marginal value. Methods In this single-arm cluster crossover trial at 26 local restaurants, a 1-week campaign offered a 50-yen (approximately 0.5 US dollars) cash-back payment to customers ordering vegetable-rich meals, while no pre-order incentives were offered during the control period. Results In total, 511 respondents out of 7537 customers (6.8%), and 704 respondents out of 7826 customers (9.0%), ordered vegetable-rich meals during the control and intervention periods, respectively. During the intervention period, the covariate-adjusted proportion of vegetable-rich meal orders was 1.50 times higher (95% confidence interval [CI]: 1.29 to 1.75), which increased daily sales by 1.77 times (95% CI: 1.11 to 2.83), even when subtracting the cost of cash-back payments. Respondents who reported spending the least amount of money on eating out (used as a proxy measure for income) were the least likely to order vegetable-rich meals during the control period. However, these individuals increased their proportion of purchasing such meals during the intervention period (a 3.8 percentage point increase (95% CI: 2.82 to 4.76) among those spending the least vs a 2.1 percentage point increase (95% CI: 1.66 to 2.62) among those spending the most; P for interaction = 0.001). Similarly, irregular employees exhibited a larger increase (+ 5.2 percentage points, 95% CI: 4.54 to 5.76) than did regular workers (− 1.4, 95% CI: − 1.66 to − 1.05, P for interaction = 0.001). Conclusions A program with an immediate low-value monetary incentive could be a public health measure for reducing inequalities in making healthy food choices. Trial registration UMIN Clinical Trials Registry, UMIN000022396. Registered 21 May 2016.

scholarly journals Small Changes: Using Assessment to Direct Instructional Practices in Large-Enrollment Biochemistry Courses

2017 ◽  
Vol 16 (1) ◽  
pp. ar7 ◽  
Author(s):  
Xiaoying Xu ◽  
Jennifer E. Lewis ◽  
Jennifer Loertscher ◽  
Vicky Minderhout ◽  
Heather L. Tienson
Keyword(s):  
Hydrogen Bonding ◽  
Student Performance ◽  
Bond Energy ◽  
Multiple Choice ◽  
Instructional Interventions ◽  
Student Responses ◽  
Large Classes ◽  
Instructional Effect ◽  
Large Enrollment ◽  
The Impact

Multiple-choice assessments provide a straightforward way for instructors of large classes to collect data related to student understanding of key concepts at the beginning and end of a course. By tracking student performance over time, instructors receive formative feedback about their teaching and can assess the impact of instructional changes. The evidence of instructional effectiveness can in turn inform future instruction, and vice versa. In this study, we analyzed student responses on an optimized pretest and posttest administered during four different quarters in a large-enrollment biochemistry course. Student performance and the effect of instructional interventions related to three fundamental concepts—hydrogen bonding, bond energy, and pKa—were analyzed. After instructional interventions, a larger proportion of students demonstrated knowledge of these concepts compared with data collected before instructional interventions. Student responses trended from inconsistent to consistent and from incorrect to correct. The instructional effect was particularly remarkable for the later three quarters related to hydrogen bonding and bond energy. This study supports the use of multiple-choice instruments to assess the effectiveness of instructional interventions, especially in large classes, by providing instructors with quick and reliable feedback on student knowledge of each specific fundamental concept.

scholarly journals A THEORETICAL ANALYSIS OF STUDENTS’ ACADEMIC ACHIEVEMENT AND ASSOCIATED FACTORS

2021 ◽  
Vol 9 (47) ◽  
pp. 11543-11551
Author(s):  
Uma Sharma ◽  
Suraksha Bansal
Keyword(s):  
Academic Performance ◽  
Academic Success ◽  
Student Performance ◽  
School Environment ◽  
Economic Status ◽  
Educational Data Mining ◽  
Environment Pollution ◽  
Predicting Student Performance ◽  
Parental Family ◽  
And Behavior

The academic performance of student is influenced by several factors. Studies have been conducted in the field of educational data mining to find out what all the factors are that have an effect on a student's academic performance. There are many factors that can have an effect on a student's academic success, but our study aims to find the main factors that can have an effect on a student's academic performance. Predicting student performance becomes more difficult due to the large volume of information in academic databases. The responsibility of the teacher increases, she must be attentive to the activities and behavior of the student. To facilitate the work of a teacher, this study attempted to identify some factors that affect the academic performance of students. Our study could bring benefits and impacts to students, educators/teachers, and tutoring institutions. The factors investigated in this study are: student base knowledge, socio-economic status, college/school environment, environment pollution, teachers’ support, parental/family support, friend circle and health.

scholarly journals Using Data Mining for Improving Education of University Students – A Survey

2018 ◽  
Vol 6 (9) ◽  
pp. 78-83 ◽  
Author(s):  
K. P. S. D. Kumarapathirana
Keyword(s):  
Data Mining ◽  
Academic Success ◽  
Student Retention ◽  
Student Performance ◽  
Poor Performance ◽  
Academic Behavior ◽  
System Logs ◽  
Using Data ◽  
Visualization Techniques ◽  
The University

Data mining combines machine learning, statistical and visualization techniques to discover and extract knowledge. Student retention is an indicator of academic performance and enrolment management of the university. Poor student retention could reflect badly on the university. Universities are facing the immense and quick growth of the volume of educational data stored in different types of databases and system logs. Moreover, the academic success of students is another major issue for the management in all professional institutes. So the early prediction to improve the student performance through counseling and extra coaching will help the management to take timely action for decrease the percentage of poor performance by the students. Data mining can be used to find relationships and patterns that exist but are hidden among the vast amount of educational data. This survey conducts a literature survey to identify data mining technologies to monitor student, analyze student academic behavior and provide a basis for efficient intervention strategies. The results can be used to develop a decision support system and help the authorities to timely actions on weak students.

Correlation of Chronotype (Lark Versus Night Owl Status) with Mind-Set and Effect of Chronotype on Examination Performance in Veterinary School

2021 ◽  
pp. e20210033
Author(s):  
Margaret V. Root Kustritz ◽  
Hannah J. Bakke ◽  
Aaron Rendahl
Keyword(s):  
Academic Success ◽  
Student Performance ◽  
Early Morning ◽  
Time Of Day ◽  
Start Time ◽  
Personal Management ◽  
Main Effect ◽  
Veterinary School ◽  
Mind Set ◽  
The Relationship

Chronotype describes what time of day people are most productive, with the specific terminology of larks (productive early in the day) and night owls (productive late in the day). Society, including education, schedules work at times that generally favor larks. The goals of this study were to (a) define our student population regarding mind-set and chronotype, (b) examine the relationship between chronotype and mind-set score, and (c) examine the relationship between lark score and examination score with examinations offered at varying times of day. The null hypotheses were that there would be no relationships between these variables. If the hypotheses were not proven, this information would be used to educate students about personal management to optimize academic success and to help the college determine if scheduling or other variations in examination implementation could be altered to permit students to demonstrate best their knowledge and skills. There were 184 participants from the classes of 2020–2022. Overall, there were few definite night owls or larks, with 55% of participants categorized as neither. Overall, 78% of students had either a strong growth mind-set or a growth mind-set with some fixed ideas. No meaningful association between chronotype and mind-set score was observed. There was neither a significant main effect for chronotype nor a significant interaction with start time for examinations. Scheduling of examinations in the early morning did not negatively impact student performance based on chronotype in this study.

To shelter or unshelter? An analysis of international students’ experience in introductory communication courses

2021 ◽  
pp. 174549992110596
Author(s):  
Aayushi Hingle ◽  
Rochelle Davidson Mhonde ◽  
Melissa Broeckelman-Post
Keyword(s):  
International Students ◽  
Student Performance ◽  
Public Speaking ◽  
Public Speaking Anxiety ◽  
Group Presentation ◽  
Course Performance ◽  
Significant Interaction Effect ◽  
Speaking Anxiety ◽  
The Public ◽  
Significant Difference

The purpose of this study was to assess the degree to which sheltered versus unsheltered contexts of introductory communication courses impact communication skill development and overall learning outcomes for international students. Specifically, this study examined the following outcome variables: public speaking anxiety, engagement, communication mindset, communication efficacy, and student performance to investigate whether it is beneficial to sheltered international students in introductory courses. Results showed that there was no significant difference between groups for the public speaking anxiety, student engagement, or overall course performance, except for the final group presentation performance. However, there was a significant interaction effect for communication mindset and communication efficacy; students in sheltered sections saw increases in these outcomes over the course of the semester, while unsheltered students experienced the opposite.

Effect of a Klamath algae product (“AFA-B12”) on blood levels of vitamin B12 and homocysteine in vegan subjects: a pilot study

2009 ◽  
Vol 79 (2) ◽  
pp. 117-123 ◽  
Author(s):  
Luciana Baroni ◽  
Stefano Scoglio ◽  
Serena Benedetti ◽  
Chiara Bonetto ◽  
Silvia Pagliarani ◽  
...  
Keyword(s):  
Vitamin B12 ◽  
Blood Concentration ◽  
Control Period ◽  
Vegan Diet ◽  
Blood Levels ◽  
Intervention Period ◽  
Natural Sources ◽  
Reliable Source ◽  
Preliminary Study ◽  
Reliable Marker

Vitamin B12 is a critical nutrient that is often inadequate in a plant-based (vegan) diet, thus the inclusion of a reliable vitamin B12 source in a vegan diet is recommended as essential. Unfortunately, many natural sources of vitamin B12 have been proven to contain biologically inactive vitamin B12 analogues, inadequate for human supplementation. The aim of this non-randomized open trial was to determine whether supplementation with a natural Klamath algae-based product (“AFA-B12”, Aphanizomenon flos-aquae algae plus a proprietary mix of enzymes) could favorably affect the vitamin B12 status of a group of 15 vegan subjects. By assessing blood concentration of vitamin B12, folate, and more importantly homocysteine (Hcy, a reliable marker in vegans of their B12 absorption), the vitamin B12 status of the participants at the end of the 3-month intervention period, while receiving the Klamath-algae supplement (T2), was compared with their vitamin B12 status at the end of the 3-month control period (T1), when they were not receiving any supplement, having stopped taking their usual vitamin B12 supplement at the beginning of the study (T0). Compared to the control period, in the intervention period participants improved their vitamin B12 status, significantly reducing Hcy blood concentration (p=0.003). In conclusion, the Klamath algae product AFA-B12 appears to be, in a preliminary study, an adequate and reliable source of vitamin B12 in humans.

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