A Retrospective Pre-Post Survey to Analyze Course Revisions, Perceived Learning, and Learning Outcomes in an Agricultural Structures Course

2021 ◽  
Vol 64 (5) ◽  
pp. 1415-1423
Author(s):  
Jonathan Adam Watson ◽  
Ying Zhang
Keyword(s):  
Experiential Learning ◽  
Student Perceptions ◽  
Statistical Significance ◽  
Efficient Production ◽  
List Type ◽  
Perceived Learning ◽  
Perceived Knowledge ◽  
Pedagogical Model ◽  
Post Test ◽  
The Impact

HighlightsThe RASE pedagogical model for integrating technology into an upper-division structures course proved effective.A retrospective pre-test/post-test was used to measure changes in students’ perceived competencies.Students indicated increases in perceived knowledge, skills, and attitudes following several course modifications.Students felt technology, experiential learning, and formative and summative assessment improved their learning.Abstract. In early 2019, instructors in the Agricultural Operations Management (AOM) program in the Department of Agricultural and Biological Engineering at the University of Florida developed a retrospective pre-test/post-test survey instrument to measure changes in perceived knowledge, skills, and attitudes (KSA) for students enrolled in AOM4642: Environmental Systems for Agricultural Structures during the fall 2019 semester. The course trains students to understand the components of the environment, the impact of those components on building usage, and how to control the environmental variables of buildings used to house agricultural products (e.g., livestock and horticultural) for more efficient production, processing, and storage. The course stresses a hands-on approach through experiential learning opportunities, and it challenges students to solve problems using critical thinking and application of conceptual principles. The course recently underwent significant revisions following the RASE pedagogical model to create student-centered curricular experiences and link learning objectives with assessments, outcomes, and evaluation. Thirty-one AOM students enrolled in the 16-week course completed the survey. After the course, the students retroactively (i.e., “before and after” instruction) rated their perceived learning. Changes in pre- and post-instruction responses were compared using measures of central tendency and correlations, and statistical significance (p-values) was reported. Constructs measuring KSA items were created using collapsed variables and tested for internal consistency and scale reliability against a threshold reliability coefficient of 0.70. The goal of this study was to assess the effectiveness of the RASE pedagogical model on student-perceived learning with respect to changes in knowledge, skills, and attitudes in an agricultural structures course. The specific objectives of this study were to: (1) measure changes in students’ perceived knowledge, skills, and attitudes, (2) evaluate student sentiment toward the course materials and activities, and (3) solicit feedback from the students on ways to improve the course. Results of the survey indicated significant increases in students’ perceived learning with respect to KSA. In addition, students commented on the effectiveness of several instructional activities (e.g., labs, field trips), indicating that those activities enhanced their experiences, but they also noted that shorter, more frequent homework would help with retention. Keywords: Assessment and evaluation, Construct reliability analysis, Instructional improvement, Perceived learning, RASE pedagogical model, Retrospective pre-test and post-test design, Student perceptions.

scholarly journals An assessment of the impact of improvised versus conventional laboratory equipment on students’ performance in thermal expansion

2019 ◽  
Vol 15 (1) ◽  
pp. 135-140
Author(s):  
Kizito Ndihokubwayo ◽  
Jean Uwamahoro ◽  
Irénée Ndayambaje
Keyword(s):  
Thermal Expansion ◽  
Secondary School ◽  
Secondary School Students ◽  
Statistical Significance ◽  
Test Design ◽  
Lower Secondary School ◽  
School Students ◽  
Laboratory Equipment ◽  
Post Test ◽  
The Impact

Science education in Rwandan schools still faces a number of challenges including the lack or shortage of equipment available for science experiments. This paper describes research conducted to assess the impact of using improvised versus conventional laboratory equipment in experiments. Eighty-five lower secondary school students were assessed using a semi-experimental post-test design on thermal expansion of bodies. Data analysis using a t-test produced a t-Stat of 2.74 over a t-Critical of 1.98 indicating a statistical significance between the two experimental groups in favour of the group using improvised equipment. As a result, it is recommended that improvised equipment be used in those instances in which there is a lack or shortage of conventional equipment since students’ achievement was similar regardless of the type of equipment used.

scholarly journals Empirical characterization factors assessing the effects of hydroelectricity on fish richness across three large biomes

2019 ◽  
Author(s):  
Katrine Turgeon ◽  
Gabrielle Trottier ◽  
Christian Turpin ◽  
Cécile Bulle ◽  
Manuele Margni
Keyword(s):  
Species Richness ◽  
Fish Species ◽  
Statistical Significance ◽  
Steady States ◽  
Clear Understanding ◽  
List Type ◽  
Characterization Factors ◽  
Alternative Technologies ◽  
The Tropics ◽  
The Impact

AbstractHydroelectricity is often presented as a clean, reliable, and renewable energy source, but is also recognized for its potential impacts on aquatic ecosystem biodiversity. We used empirical data on change in fish species richness following impoundment to develop Characterisation Factors (CF) and Impact Scores (IS) for hydroelectricity production for use in Life Cycle Assessment (LCA). We used data collected on 89 sampling stations (63 upstream and 26 downstream of a dam) belonging to 27 reservoirs from three biomes (boreal, temperate and tropical). Overall, the impact of hydroelectricity production on fish species richness was significant in the tropics, of smaller amplitude in temperate and minimal in boreal biome, stressing for the need of regionalisation. The impact of hydroelectricity production was also quite consistent across scales (i.e., same directionality and statistical significance across sampling stations, reservoirs and biomes) but was sensitive to the duration of the study (i.e., the period over which data have been collected after impoundment), highlighting the need for a clear understanding of transient situations before reaching steady states. Our CFs and ISs contribute to fill a gap to assist decision makers using LCA to evaluate alternative technologies, such as hydropower, to decarbonize the worldwide economy.HighlightsThis paper is the first to develop global and empirically based characterization factors of the impact of hydroelectricity production on aquatic ecosystems biodiversity, to be used in LCA;The impact of hydroelectricity production on fish species richness was significant in the tropics, of smaller amplitude in temperate and minimal in boreal biome;The impact of hydroelectricity production on fish richness was consistent across scales - same directionality and statistical significance across sampling stations, reservoirs and biomes;The impact of hydroelectricity production on fish richness was sensitive to the duration of the study, highlighting the need for a clear understanding of transient situations before reaching steady states in LCA.

scholarly journals Combatting with Challenges in Medical Education During COVID-19 Pandemic: A Mixed-Methods Study Identifying the Effectiveness of Using E-Learning in Pediatric Clinical Clerkship of A University Hospital, Pakistan

2020 ◽  
Author(s):  
Mahanoor Raza ◽  
Sidra Kaleem ◽  
Sonia Qureshi ◽  
Nadeem Aslam ◽  
Akber Madhwani ◽  
...  
Keyword(s):  
Medical Education ◽  
Test Scores ◽  
Qualitative Content Analysis ◽  
Statistical Significance ◽  
Positive Association ◽  
University Hospital ◽  
Live Streaming ◽  
Post Test ◽  
E Learning ◽  
The Impact

Abstract Background The emergence of COVID-19 raises the opportunity to reimagine medical education. One way of attempting this is online classes, also known as e-learning, through recordings and or live streaming. The purpose of this research is to ascertain the effectiveness of using the e-learning instructional methodology for a Pediatric module with the fourth year MBBS students at the Aga Khan University Hospital, Karachi. Methods It was a sequential (Quantitative-Qualitative) mixed-method study. The quantitative component of the study consisted of pre and post-tests, as well as feedback on each session. The qualitative component was composed of focused-group discussions to explore students' experiences. Statistical analysis was performed using SPSS 20.0. Mean ±SD was reported for quantitative variables, and frequency and percentages were calculated for nominal variables. The pre and post-test scores were compared using a paired t-test. Pre and post mean test scores were analyzed in comparison to the level of student groups (Experts, Semi-experts, and Novice) by one-way ANOVA. For qualitative content analysis, categories were clumped together to yield sub-themes that were further merged into themes.Results All students (n= 102) participated and enrolled in this study. Fifty-nine participants (68.8%) were female. Participants were stratified into three groups, Novice 41(40.2%), Semi-expert 21 (19.6%), and Expert 40 (39.2%). The majority of the students appreciated the session structure and facilitation. There was a significant effect (p<0.005) on knowledge enhancement during each session, depicted by the improvement in post-test scores. It was also supported by the positive association (r=0.242 to 0.595) between the gain in knowledge and each session held. The ANOVA yielded no statistical significance between the knowledge gained among the three group levels, denoting that our online module had been proven successful in achieving the same learning goals as an in-person rotation.Conclusion E-learning is an effective way of continuing the process of delivering medical education, especially in unprecedented times. Technological enhancements will help carry the impact forward as a blended-learning pedagogical approach in undergraduate medical education.

scholarly journals Improving medical students’ communication competencies to deal with intimate partner violence using clinical simulations in Mozambique

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
B. Manuel ◽  
M. Valcke ◽  
I. Keygnaert ◽  
K. Roelens
Keyword(s):  
Intimate Partner Violence ◽  
Medical Students ◽  
Student Perceptions ◽  
Partner Violence ◽  
Medical Training ◽  
Clinical Skills ◽  
Intimate Partner ◽  
Communication Competency ◽  
Post Test ◽  
The Impact

Abstract Background During their medical training, medical students aim to master communication skills and professionalism competencies to foster the best possible patient-physician relationship. This is especially evident when dealing with sensitive topics. This study describes and analyses the outcomes of a simulation-based training module on clinical communication competency through interacting with simulated intimate partner violence (IPV) survivors. The training was set up as part of a broader IPV module within a Gynaecology and Obstetrics Bachelor of Medicine and Bachelor of Surgery of Medicine (MBBS). Methods In total, 34 (59%) of all fourth-year medical students from one medical school in Mozambique were involved. A mixed-method approach was adopted. First, a quasi-experimental pre-test/post-test design was adopted to study the impact of the intervention to tackle critical IPV knowledge, skills, and attitudes, underlying a patient communication script. Second, a qualitative analysis of student perceptions was carried out. Results The results of the paired sample t-tests point at a significant and positive change in post-test values when looking at the general IPV self-efficacy (IPV SE) score and the subscales mainly in attitudes. Participants expressed a desire for additional IPV communication competency and suggested enhancements to the module. Conclusion We conclude that due to IPV being a sensitive issue, simulation activities are a good method to be used in a safe environment to develop clinical skills. The results of this study are a good complement of the analysis of the competencies learned by the medical students in Mozambique with the current curriculum.

scholarly journals OUTCOME BASED LEARNING: A PANACEA FOR QUALITY EDUCATION

2021 ◽  
Vol 9 (5) ◽  
pp. 8-23
Author(s):  
Prashant Thote ◽  
Gowri S
Keyword(s):  
Experiential Learning ◽  
Redox Reaction ◽  
Retention Test ◽  
Learning Activities ◽  
Learning Activity ◽  
Control Group ◽  
Study Group ◽  
Text Book ◽  
Post Test ◽  
The Impact

            The curriculum framework asserts learner to debate, dissent form individual opinion on ideas, systems, practices by nurturing skills to think and reason independently.  Participatory learning activity is envisioned as a process whereby learners construct concept through assimilation, absorption, interaction and reflection.  In the present paper experiential learning activity are designed to ensure that the students are encouraged to seek out knowledge from their hands-on activity than the text book in their own experiences. In the present paper attempt is made to investigate the impact of conventional method of teaching and experiential learning activities on attainment of knowledge and retention of knowledge in learning redox reaction.  Data is collected by using pre-test, post-test and retention test.  Instrument is validated by experts.  Stratified random method is applied to draw the sample.  Totally 50 students participate in the study.  Sample is separated into two: control and the study group. Control group is exposed to the conventional chalk and talk method while the students from the study group are exposed to Experiential Learning Activities.  The result of the study reveals that there is noteworthy difference in the mean score in learning redox reaction in the scores of pre-test, post-test and retention test between the study group and the control group.

Impact of Metacognition on Clinical Judgment and Competence in Simulation-Based Blended Learning

2019 ◽  
Vol 11 (3) ◽  
pp. 79-88
Author(s):  
Hye-kyung Oh
Keyword(s):  
Nursing Students ◽  
Blended Learning ◽  
Clinical Judgment ◽  
Clinical Competence ◽  
Statistical Significance ◽  
Post Test ◽  
Within Subjects ◽  
The Difference ◽  
Study Participants ◽  
The Impact

This article used a within-subjects pre- and post-test comparison design to verify the impact of metacognition on clinical judgment and clinical competence in simulations using blended learning for nursing students. The study participants were 56 nursing students in their 4th year of college. The metacognition score of the participants for this study was not statistically significant. The differences in clinical judgment score and clinical competence scores reached statistical significance (t=-13.76, p=&lt;0.001; t==-9.06, p=&lt;0.001). Post-learning, the difference in clinical judgment score among 3 metacognition groups was statistically significant (F=3.76, p=0.029). The differences in clinical competence score among 3 metacognition groups pre- and post-test were statistically significant (F=3.87, p=0.027; F=6.09, p=0.004).

The impact of coupling assessments on conceptual understanding and connection-making in chemical equilibrium and acid–base chemistry

2020 ◽  
Vol 21 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Li Ye ◽  
Jack F. Eichler ◽  
Alex Gilewski ◽  
Lance E. Talbert ◽  
Emily Mallory ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Chemical Equilibrium ◽  
Concept Maps ◽  
Conceptual Learning ◽  
Concept Inventory ◽  
Control Group ◽  
Acid Base ◽  
Post Test ◽  
Assessment Techniques ◽  
The Impact

Science educators have developed a variety of assessment techniques to help students connect their scientific knowledge and bridge conceptual gaps. In chemistry, concept maps and creative exercises are the two notable assessments that have been implemented into multiple chemistry courses and indicated promising effects on students’ conceptual learning and connection-making between chemistry concepts. These two assessment techniques were usually implemented individually in research studies. Herein, we employed a quasi-experimental, mixed-methods approach to explore whether combining concept maps and creative exercises would reveal any synergistic effects for student learning of chemical equilibrium and acid–base chemistry in a college general chemistry course. In this study, student perceptions of the use of the two assessments were examined by open-ended surveys. Interestingly, students perceived creative exercises as an assessment technique while concept maps were viewed as a learning tool for studying or reviewing exams. Additionally, Students believed that concept maps assisted them in answering creative exercises, but not vice versa. The four study groups (control group, concept maps only, creative exercises only, and both concept maps and creative exercises) were compared through concept inventory pre and post-test questions. The results of an ANCOVA indicated that participation in the experimental groups did not significantly impact conceptual learning gains, as measured by the concept inventory post-test scores. However, focus group interviews indicated students from the experimental group that used both concept maps and creative exercises were able to provide more sophisticated scientific explanations for conceptual questions related to the topics of chemical equilibrium and acid–base chemistry. Implications of these research results, best practices for implementation of the two assessments, and future research are discussed.

scholarly journals The Impact of Electronic games on the intelligence of the Students of First Episode in Omdurman Topical  (Experimental study for Basic stage in Khartoum state): أثر برنامج الألعاب الإلكترونية على ذكاء تلاميذ الحلقة الأولى بمحلية امدرمان (دراسة تجريبية بمرحلة الأساس ولاية الخرطوم)

2020 ◽  
Vol 4 (3) ◽  
Author(s):  
Hiba Ahmed Bashora Abuelgasem, Bakhita Mohmed Zain Mohmed
Keyword(s):  
Statistical Significance ◽  
First Episode ◽  
The Social ◽  
Post Test ◽  
Study Population ◽  
Electronic Games ◽  
The Impact ◽  
State Schools ◽  
Academic Year ◽  
Statistical Indicators

The aim of this study was to know the effect of electronic games programs on the level of intelligence for the first episode students in Khartoum State. To achieve this goal, the researchers used the semi- experimental, one- group approach, and both tribal and post- test. The original study population included 450 students, the study sample was randomly selected. It consisted of (27) students of the first seminar in the Al- Qabas primary school in Omdurman. The students ranged in age from (6- 9) years. The tools of the study in the standard of the intelligence of John- Raven stained color on the Sudanese environment Mehd Al- Mutawakil and others (2006), the researchers applied the study tools before the program, and after apply its continued month during the academic year (2017/2018), Data were analyzed using Statistical Package for the Social Sciences (SPSS) some statistical indicators were selected such as arithmetical mean and percentage, Mann- Tenni test, ETA square test, first- order variance analysis Crosscall- Wales, and T test. The study obtain the following results: There were statistically significant differences after the implementation of the electronic games program to improve the IQ of the students of the first class first episode in the Omdurman topical- Khartoum State, for the benefit of post- application, there are differences of statistical significance in the effectiveness of the electronic games program in improving the intelligence of the sample for the benefit of students in the first and second class, based on this, the researchers presented a number of recommendations, the most important of which are: generalization the program on the Khartoum state schools to develop the intelligence of the children of the first episode and encourage the use of electronic games in the process of learning and develop their intelligence skills.

scholarly journals Effectiveness of virtual teaching of diagnostic and interventional imaging fundamentals to Egyptian medical students: an analytical cross-sectional study

2022 ◽  
Vol 53 (1) ◽  
Author(s):  
Ahmed S. Negm ◽  
Ahmed Elhatw ◽  
Mohamed Badawy ◽  
Meredith L. Gioe ◽  
Sana Khan ◽  
...  
Keyword(s):  
Medical Students ◽  
Medical Imaging ◽  
Online Education ◽  
Statistical Significance ◽  
Medical Schools ◽  
Online Course ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Post Test ◽  
The Impact

Abstract Background There is a worldwide deficit in teaching and training in the field of radiology for undergraduate medical students. This educational gap is prominent in many medical schools as most radiology curricula are a part of other specialty trainings, usually provided by non-radiologists. After COVID-19 pandemic, there was an increased trend in online education. However, questions have been raised about the efficacy and acceptance of online education. We developed a course on the principles of radiology and medical imaging basics to target Egyptian medical students. We then assessed the impact of these educational videos through several online surveys. Our "The Principles of Radiology Online Course" was delivered to students at various Egyptian medical schools; it was a prerecorded series composed of nine sessions, and each session followed the sequence of a pre-test, video, and post-test. There was a final survey to assess the overall feedback. Finally, we analyzed the results to give insight onto how teaching radiology through online lectures can help build better physicians. Results Among various medical schools around Egypt, 1396 Egyptian medical students joined this cohort. Cohort population percentage was 56% female and 44% male. Ninety-eight percent of the students agreed that this program increased their understanding of radiology. Eighty-four percent of the students found the platform friendly and easy to use. Seventy-nine percent found these webinars were more convenient compared to in-person education. Statistical significance (p-value < 0.05) was achieved in all sessions after comparing students’ pre and post-test scores, and in students’ confidence and knowledge level before and after the course. Conclusions Radiology is an underrepresented subject for a lot of medical students. Online radiology webinars have proven to be a promising method of teaching medical students key medical imaging concepts. An online course of radiology basics and principles can help improve a medical student’s knowledge and enhance overall future patient care.

Impact of Materials Science and Engineering Clubs on Student’s perceptions and aspirations towards STEM

MRS Advances ◽  
2018 ◽  
Vol 4 (19) ◽  
pp. 1087-1100
Author(s):  
C. Pomales-García ◽  
Z.A. Reyes-Rivera ◽  
J. Mercado-Colón ◽  
A.M. Padovani ◽  
O.M. Suarez ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Materials Science ◽  
Educational Aspirations ◽  
School Level ◽  
Science And Engineering ◽  
Post Test ◽  
Materials Science And Engineering ◽  
The Impact ◽  
Academic Year

AbstractThis research evidences the impact of Materials Science and Engineering Clubs as an outreach effort to expand the education and training required for a competitive Nanotechnology workforce beyond traditional STEM areas. An engineering perception questionnaire was implemented as a pre-test/post-test to track student perceptions and goals throughout the academic year to identify trends amongst gender and school level groups. Findings (107 students) show a perceived increase in student knowledge and interest for different fields of study, based on pre/post-test responses, with differences amongst gender and school level groups (middle school and high school). Also, significant differences in students’ aspirations for higher education degree were found among school level and gender. Results show that over 20% of participants increased their aspirations to higher education degrees and their interests in pursuing STEM degrees at end of the academic year. Specific findings on engineering perceptions and perceived level of knowledge and interest in science, engineering, materials, and nanotechnology as a result of club participation and student’s educational aspirations, expectations and future study plans are discussed along with implications for future STEM education.

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