scholarly journals The impact of weekly multicourse collective exams on pharmacy student academic behaviors and learning in an integrated biological sciences course

2021 ◽  
Vol 45 (3) ◽  
pp. 575-579
Author(s):  
Amie J. Dirks-Naylor
Keyword(s):  
Biological Sciences ◽  
Degree Program ◽  
Pharmacy Student ◽  
Final Exam ◽  
Academic Behaviors ◽  
First Semester ◽  
Course Grades ◽  
Final Exams ◽  
Doctor Of Pharmacy ◽  
The Impact

Doctor of Pharmacy (PharmD) degree program curricula are typically comprised of heavy course loads and assessment burden. Typically, students “live” from exam to exam only preparing and studying for the exam directly ahead of them while neglecting concurrent courses. Therefore, the aim of the study was to determine the impact of weekly multicourse collective exams academic behaviors and learning in an integrated biological sciences (BSI) course within a PharmD program. Weekly multicourse exams included questions, four per credit hour, from all first semester courses that traditionally included summative exams. Seven courses contributed questions, which amounted to 15 weekly exams of ∼60 questions. No other graded assessments were given in any of the courses, other than individual course cumulative final exams; the final exams in each course were not collective. After completion of final exams, a Qualtrics survey was emailed to all students and the two professors teaching the course. Course grades, not including the final exam, were compared between two cohorts with or without the collective exams to determine impact on learning. The cumulative final exam was compared between cohorts to determine impact on retention. The majority of students agreed or strongly agreed that the weekly collective exams encouraged them to study BSI more frequently, most days of the week, reduced the likelihood of skipping class, and increased likelihood to pay attention and engage in class. The majority believed that they better learned and retained the BSI material. The majority specified that they liked the collective exams for BSI and preferred it over a traditional exam schedule. Learning also appeared to be improved. However, the impact on retention is less clear and requires further research. In conclusion, the weekly multicourse collective exams improved academic behaviors and learning.

scholarly journals Use of a Practice Exam

2018 ◽  
Vol 3 (4) ◽  
Author(s):  
Amanda Burke Aaronson
Keyword(s):  
Student Success ◽  
Standardized Test ◽  
Final Exam ◽  
Student Preparation ◽  
First Semester ◽  
General Review ◽  
Practice Tests ◽  
Final Exams ◽  
Review Sessions ◽  
Review Session

Review sessions for final exams can be beneficial to student preparation. However, little research has been done on optimally structuring these sessions. Using a common nursing standardized test as a final exam, two semesters are compared using two different review session designs. In the first semester, a general review session, where topics were student-led, was used. In the second, a targeted review session, using practice tests to pre-assess gaps in knowledge, was used. The final exam scores were significantly higher in the second semester than in the first, demonstrating that targeted review sessions might play a role in student success

scholarly journals Assessing the Value of Course-Embedded Information Literacy on Student Learning and Achievement

2016 ◽  
Vol 77 (2) ◽  
pp. 164-183 ◽  
Author(s):  
Sara Davidson Squibb ◽  
Susan Mikkelsen
Keyword(s):  
Information Literacy ◽  
Composition Courses ◽  
Grade Point ◽  
Mixed Methods Approach ◽  
First Semester ◽  
Multiple Viewpoints ◽  
Course Grades ◽  
The University ◽  
The Impact ◽  
Learning And Achievement

A team at the University of California, Merced, collaborated to evaluate the value of integrating information literacy into introductory composition courses through a curriculum developed by librarians and writing faculty. Using a mixed-methods approach, the team investigated the impact of the curriculum on students’ learning and achievement at the end of their first semester of college. Students participating in the curriculum demonstrated greater gains than their peers in using suitable sources and presenting arguments and multiple viewpoints with evidence. This learning did not translate to higher student achievement as represented by course grades and grade point average.

scholarly journals Correlation of Preadmission Organic Chemistry Courses and Academic Performance in Biochemistry at a Midwest Chiropractic Doctoral Program*

2010 ◽  
Vol 24 (1) ◽  
pp. 30-34 ◽  
Author(s):  
Marc P. McRae
Keyword(s):  
Organic Chemistry ◽  
Academic Success ◽  
Doctoral Program ◽  
Correlation Coefficients ◽  
First Year ◽  
Final Exam ◽  
Academic Difficulty ◽  
First Semester ◽  
Course Grades ◽  
The Difference

Purpose: Organic chemistry has been shown to correlate with academic success in the preclinical years of medicine, dentistry, and graduate physiology. The purpose of this study is to examine the relationship between undergraduate organic chemistry grades and first-semester biochemistry grades at a Midwest chiropractic doctoral program. Methods: Students enrolled in a first-semester biochemistry course who had completed the prerequisite courses in organic chemistry offered at this same institution were entered into the study. The total grade for each of the three courses was calculated using the midterm and final exam raw scores with a weighting of 50% each. Analysis consisted of obtaining correlation coefficients between the total grades of organic 1 with biochemistry and organic 2 with biochemistry. Using the biochemistry total grade, the students were divided into quartiles and course grades for both organic chemistry 1 and 2 were calculated. Results: For the 109 students in the study, the correlation coefficient between the biochemistry and organic chemistry 1 and biochemistry and organic chemistry 2 courses was r = 0.744 and r = 0.725, respectively. The difference in organic chemistry grades between those in the first and fourth quartiles was 63.2% and 86.9% for organic chemistry 1 (p < .001) and 60.9% and 79.4% for organic chemistry 2 (p < .001). Conclusion: This study shows that organic chemistry can be used as an indicator of future academic success in a chiropractic biochemistry course. Knowledge of such a relationship could prove useful to identify students who may potentially run into academic difficulty with first-year biochemistry.

The Non-Impact of Paper Color on Exam Performance

2012 ◽  
Vol 27 (3) ◽  
pp. 691-706 ◽  
Author(s):  
Michael J. Meyer ◽  
Jennifer Bagwell
Keyword(s):  
Attention Deficit ◽  
Student Motivation ◽  
Attention Deficit Disorder ◽  
Exam Performance ◽  
Final Exam ◽  
Hyperactivity Disorder ◽  
Time Period ◽  
Final Exams ◽  
Colored Paper ◽  
The Impact

ABSTRACT This study attempts to determine if the conclusions of Fordham and Hayes (2009) can be confirmed to include exam performance (they study only quiz performance) by examining the impact of paper color on student final exam performance. One thousand three hundred seventy-two final exams were evaluated covering ten academic quarters, from the Winter 2007 through the Winter 2011. Over this time period, eight different paper colors were used, including seven pastel colors and white. The results show that paper color has no impact on student exam performance and that paper color and student exam performance are independent factors. If we assume that students are motivated to take a final exam and less so to take a quiz, then student motivation (as per Soldat et al. 1997) may be a plausible explanation for the differing results between this study and Fordham and Hayes (2009). The results of this study suggest there may not be a need to restrict the use of pastel paper color on exams, although we describe some evidence and opinions that suggest certain paper colors, including white, may impact those with certain disabilities (i.e., dyslexia, Attention Deficit Disorder [ADD], and Attention Deficit Hyperactivity Disorder [ADHD]). Further, we determine that the widespread use of colored paper may be somewhat of a U.S. phenomenon.

scholarly journals Investigating Motivational and Cognitive Factors which Impact the Success of Engineering Students

2021 ◽  
Author(s):  
Andreas Eichler ◽  
Julia Gradwohl
Keyword(s):  
Engineering Students ◽  
Drop Out ◽  
Cognitive Factors ◽  
First Year ◽  
First Semester ◽  
Final Exams ◽  
Preparatory Course ◽  
Potential Factors ◽  
The Impact ◽  
Students Success

AbstractEngineering students particularly struggle with mathematics in the first year of their university studies. A result of these difficulties are high drop-out rates among the engineering students. There are various measures to support the students in their studies such as preparatory courses or bridging courses. The contribution of this research is to investigate the impact of certain factors on engineering students’ success in their first year of studies in a supportive environment which includes a preparatory course, tutorials, a bridging course and a drop-in centre. First, we ask how the students’ use of support measures impact the students’ success. Second, we clarify which affective, motivational and cognitive factors affect the students’ success in mathematics. Our further aim is to investigate the relationships between the factors that impact students’ success. We consider potential factors during the first year of studies. Our results suggest that particularly students’ mathematical abilities before the first semester and a support in tutorials during the first semester account for students’ success in the final exams in the first year of engineering studies.

Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Liberal Arts ◽  
Faculty Perceptions ◽  
Liberal Arts College ◽  
Final Exam ◽  
Face To Face ◽  
Faculty Teaching ◽  
Face To Face Instruction ◽  
The Impact

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.

scholarly journals Starting an Older Adult Lecture for First Semester Nursing Students With a Truth or Myth Game

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 14-14
Author(s):  
Lynn Brown ◽  
Pao-feng Tsai
Keyword(s):  
Older Adults ◽  
Health Care ◽  
Nursing Students ◽  
Older Adult ◽  
Care Needs ◽  
Final Exam ◽  
Negative Stereotypes ◽  
First Semester ◽  
Positive Attitudes ◽  
New Information

Abstract False ideas about the physical and psychosocial characteristics of older adults exist in America. It is especially important that nurses are not susceptible to myths and stereotypes as these myths can affect the quality of patient care. For example, some people stereotype older adults as forgetful, disabled, ill, and unable to understand new information. Misconceptions and negative stereotypes are also present in first year nursing students. It is vital that students assess their own attitudes about older adults to form positive attitudes and gain knowledge about aging and health care needs. To achieve this goal, the older adult lecture in a first semester theory and fundamental course begins with a PowerPoint slide presentation asking students to distinguish truths and myths. The truth or myth topics include a) developmental tasks; b) common physiological changes; c) a comparison of delirium, dementia, and depression; and d) addressing health concerns of older adults. Active discussion follows the activity. Seventy to ninety percent of students correctly answered nine of ten questions related to older adult content on the final exam. Considering the increasing number of older adults in the health care setting, nurse educators must dismantle negative stereotypes with creative teaching strategies.

scholarly journals Participation in a Course-Based Undergraduate Research Experience Results in Higher Grades in the Companion Lecture Course

2020 ◽  
pp. 0013189X2096809
Author(s):  
Marsha Ing ◽  
James M. Burnette ◽  
Tarek Azzam ◽  
Susan R. Wessler
Keyword(s):  
Low Income ◽  
Undergraduate Research ◽  
Public Institutions ◽  
Research Experience ◽  
Stem Fields ◽  
Academic Characteristics ◽  
Course Grades ◽  
Undergraduate Science ◽  
Hispanic Serving ◽  
The Impact

Opportunities for large numbers of undergraduates to engage in authentic research experiences are limited in many large public institutions. These large public institutions serve the vast majority of students who are historically underrepresented in STEM fields, such as first-generation, low-income students of color. Although a course-based undergraduate research experience (CURE) is one scalable approach to providing such opportunities, there is limited evidence about the impact of participation, particularly for students historically underrepresented in science. This study provides evidence of the influence of student participation in a CURE on undergraduate science course grades using an experimental design and multiple years of data from students at a Hispanic-serving institution. Course grades were compared for five different science courses across five cohorts of students participating in a CURE ( n = 935) and a similar group of students who did not participate in the CURE ( n = 1,144). CURE students had significantly higher overall grades in a lecture course directly related to the CURE even after statistically adjusting for demographic and academic characteristics. Implications for CUREs as a model for improving science knowledge and achievement for students typically underrepresented in STEM fields are discussed.

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

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