Using the Internet to Improve Student Performance

2000 ◽  
Vol 32 (4) ◽  
pp. 16-20 ◽  
Author(s):  
Angela M. Guptill
Keyword(s):  
Student Performance ◽  
The Internet ◽  
Improve Student Performance

scholarly journals Which Investments Improve Student Performance? The Impact of Extracurricular Activities, Paid Classes, and At-Home Internet Use on Student Performance in Secondary School

2019 ◽  
Vol 7 (1) ◽  
pp. 25
Author(s):  
Xin Gu ◽  
Sarah E. Pepin ◽  
Paul D. Berger
Keyword(s):  
Secondary School ◽  
Student Performance ◽  
Extracurricular Activities ◽  
Modern Society ◽  
The Internet ◽  
Support Strategies ◽  
Use Of Technology ◽  
Improve Student Performance ◽  
The Impact ◽  
At Home

<em>The importance of education is acknowledged by modern society. As more and more people are willing to invest in education to improve students’ performance, the question of which areas of investment contribute most strongly to better academic performance arises. Parents can choose to involve their children in extracurricular activities, or they can choose to pay for additional classes outside of regular schooling. In addition, the use of technology, or, more specifically, access to the Internet at home, is becoming more and more common, and its influence on student performance is a popular topic of study. In this paper, we use two experiments to uncover the factors that influence students’ performance in Math and Portuguese Language and to support strategies for investment in education.</em>

The Impact of an Online Homework Management System on Student Performance and Course Satisfaction in Introductory Financial Accounting

2016 ◽  
Vol 12 (3) ◽  
pp. 76-87 ◽  
Author(s):  
Victoria Fratto ◽  
Magda Gabriela Sava ◽  
Gregory J Krivacek
Keyword(s):  
Student Performance ◽  
Management System ◽  
Financial Accounting ◽  
Course Satisfaction ◽  
Educational Technologies ◽  
The Internet ◽  
Online Homework ◽  
Introductory Accounting ◽  
Improve Student Performance ◽  
The Impact

Educators in all disciplines are searching for effective educational technologies that help students learn. One technology that has evolved is the online homework management system. The online homework management system permits professors to use the Internet to assign homework problems that students can complete online. Since this system is automatic, students can receive feedback instantly. The researchers designed this study to determine if the use of an online homework management system as an educational complement was an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional accounting pedagogy. The results of this study show the use of an online homework management system is an effective way to improve student performance and course satisfaction in an introductory accounting course when compared to traditional pen-and-paper homework.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

The Value of Handwritten Notes: A Failure to Find State-Dependent Effects When Using a Laptop to Take Notes and Complete a Quiz

2020 ◽  
pp. 009862832097989
Author(s):  
Roni M. Crumb ◽  
Ryan Hildebrandt ◽  
Tina M. Sutton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Incongruent Condition ◽  
Note Taking ◽  
Sole Purpose ◽  
State Dependent ◽  
Improve Student Performance ◽  
Teaching Implications

Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to find evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may benefit quiz performance for lecture-style information and could improve student performance in class.

Refining Learned Repertoire for Percussion Instruments in an Elementary Setting

2006 ◽  
Vol 54 (3) ◽  
pp. 231-243 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Music Education ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Dependent Measure ◽  
Upper Elementary ◽  
Elementary Music ◽  
Orff Schulwerk ◽  
Rehearsal Strategies ◽  
Percussion Instruments ◽  
Improve Student Performance

The purpose of this study was to examine teaching effectiveness in an elementary music setting using student achievement as a dependent measure. Because Orff Schulwerk instruction is one of the most prevalent pedagogies in elementary music education, this study examined the rehearsal strategies of recognized Orff Schulwerk teachers as they worked to refine learned repertoire for percussion instruments. Eight instructors and their upper elementary students were videotaped in four regular rehearsals each. Systematic analyses of rehearsal frames in which teachers were working to improve student performance revealed fast teacher pacing and a predominance of instructional directives that were procedural (e.g., where to begin playing) rather than musical (e.g., how to perform more accurately or expressively). The majority of students' performance problems were related to precision, often caused by rushing the underlying pulse. Instructional targets were most often related to technique. Students successfully accomplished proximal goals in 63 % of the performance trials in which the targets were verbalized by the teacher prior to performance and in 74 % of the performance trials when the targets were verbalized by the teachers while students were playing. Students were most successful when teachers used clear, explicit directives and positive modeling.

scholarly journals The Impact of Social Media & Messaging Application Utilization to the Learning Effectiveness (Higher Education Learning Effectiveness Through Social Media & Messaging Application)

2019 ◽  
Vol 9 (2) ◽  
pp. 2112-2116
Keyword(s):  
Social Media ◽  
Student Performance ◽  
Learning Process ◽  
Positive Impact ◽  
Research Result ◽  
Research Unit ◽  
Learning Effectiveness ◽  
Improve Student Performance ◽  
Media Messaging ◽  
The Impact

Indonesian internet users reached 143,26 Million in 2017, most of them used internet for accessing messaging and social media application. We argue that usage of messaging and social media can give positive impact to the learning process. Our research method using questionnaire to collect data, research conduct in Private University in Jakarta, and student as our research unit analysis. The second year’s research shows that optimization of social media application and messenger services to improve student performance can be done by knowing the most common social media application and messenger services that used by student, socialize the process to increase number of participation, utilization of features of the application, continuous improvement, and communication about method’s success story that can attracts lecturer and students to apply and keep improve the more effective method and learning process. This research result can be use by the lecturer or educator to improve education through social media application and messenger.

Mathematical Approaches and Strategies

2016 ◽  
pp. 145-169
Author(s):  
Lorelei R. Coddington
Keyword(s):  
United States ◽  
Student Performance ◽  
Mathematics Teachers ◽  
Conceptual Knowledge ◽  
Teaching And Learning ◽  
The United States ◽  
Inclusive Classroom ◽  
Learning Mathematics ◽  
Improve Student Performance ◽  
Support Students

Recent shifts in standards of instruction in the United States call for a balance between conceptual and procedural types of teaching and learning. With this shift, an emphasis has also been placed on ensuring teachers have the knowledge and tools to support students to improve student performance. Since many struggle in learning mathematics, teachers need practical ways to support students while also building their conceptual knowledge. Research has highlighted many promising approaches and strategies that can differentiate instruction and provide needed support. This chapter highlights various examples found in the research and explains how the approaches and strategies can be used to maximize student learning in the inclusive classroom.

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