Classroom discipline, classroom environment and student performance influence Chile

CEPAL Review ◽  
2016 ◽  
Vol 2015 (115) ◽  
pp. 101-114
Author(s):  
Carolina Gazmuri ◽  
Jorge Manzi ◽  
Ricardo D. Paredes
Keyword(s):  
Student Performance ◽  
Classroom Environment ◽  
Classroom Discipline

Paramedic Student Performance: Comparison of Online with On-Campus Lecture Delivery Methods

2006 ◽  
Vol 21 (4) ◽  
pp. 261-267 ◽  
Author(s):  
Michael W. Hubble ◽  
Michael E. Richards
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Student Performance ◽  
Classroom Environment ◽  
Educational Process ◽  
Traditional Classroom ◽  
Classroom Setting ◽  
Online Students ◽  
Convenience Sample ◽  
Significant Difference

AbstractIntroduction:Colleges and universities are experiencing increasing demand for online courses in many healthcare disciplines, including emergency medical services (EMS). Development and implementation of online paramedic courses with the quality of education experienced in the traditional classroom setting is essential in order to maintain the integrity of the educational process. Currently, there is conflicting evidence of whether a significant difference exists in student performance between online and traditional nursing and allied health courses. However, there are no published investigations of the effectiveness of online learning by paramedic students.Hypothesis:Performance of paramedic students enrolled in an online, undergraduate, research methods course is equivalent to the performance of students enrolled in the same course provided in a traditional, classroom environment.Methods:Academic performance, learning styles, and course satisfaction surveys were compared between two groups of students. The course content was identical for both courses and taught by the same instructor during the same semester. The primary difference between the traditional course and the online course was the method of lecture delivery. Lectures for the on-campus students were provided live in a traditional classroom setting using PowerPoint slides. Lectures for the online students were provided using the same PowerPoint slides with prerecorded streaming audio and video.Results:A convenience sample of 23 online and 10 traditional students participated in this study. With the exception of two learning domains, the two groups of students exhibited similar learning styles as assessed using the Grasha-Riechmann Student Learning Style Scales instrument. The online students scored significantly lower in the competitive and dependent dimensions than did the on-campus students. Academic performance was similar between the two groups. The online students devoted slightly more time to the course than did the campus students, although this difference did not reach statistical significance. In general, the online students believed the online audio lectures were more effective than the traditional live lectures.Conclusion:Distance learning technology appears to be an effective mechanism for extending didactic paramedic education off-campus, and may be beneficial particularly to areas that lack paramedic training programs or adequate numbers of qualified instructors.

Digital Video Presentation and Student Performance

2010 ◽  
Vol 6 (1) ◽  
pp. 17-29 ◽  
Author(s):  
Arjan Raven ◽  
Elke Leeds ◽  
ChongWoo Park
Keyword(s):  
Student Performance ◽  
Oral Presentation ◽  
Classroom Environment ◽  
Digital Video ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Video Presentation ◽  
Class Presentation ◽  
The Impact ◽  
Presentation Skill

This paper reports the results of a confirmatory study of a Task Technology Fit (TTF) model. Three dimensions of fit:Task Match, Ease of Use, and Ease of Learning, are applied in the context of digital video tools use for oral presentation in a classroom environment. Students completed a digital video presentation that acted as a substitute for an in-class oral presentation. An existing survey instrument was adapted, and administered to the students to examine the impact on presentation skill and fit to task. Results confirm the adaptation of the TTF model and show significant relationships between variables. The model can be used in other task/technology combinations. Additional findings suggest that when there is a significant fit between digital video tools (technology) and improvement of oral presentation skills (task), student performance also improves. Digital video can be a useful alternative to in-class presentation when the goal is to improve presentation skill.

ILLs for ELLs

2019 ◽  
pp. 249-269
Author(s):  
Yolanda L. Dunston ◽  
Justine Daniel ◽  
Susan Stock
Keyword(s):  
Student Performance ◽  
Classroom Environment ◽  
Instructional Strategy ◽  
Classroom Teacher ◽  
Linguistically Diverse ◽  
School Age Children ◽  
High Expectations ◽  
Instructional Supports ◽  
Personal Experiences ◽  
Learning Logs

The number of U.S. residents who are linguistically diverse has increased significantly over time, and many of these residents are school-age children who are learning English and grade-level content simultaneously. The task of promoting success for these students while holding them to the same high academic standards as their native English-speaking peers can be a daunting one, as teachers also strive to encourage acceptance and a safe context for learning and growth to occur. This chapter highlights one classroom teacher who implemented an instructional strategy, Interactive Learning Logs, which allowed her to create a classroom environment that promoted acceptance, high expectations, and skillful differentiation to meet the needs of all of her students, including her ELLs. The chapter shares this teacher's personal experiences with the ILL strategy and how it enhanced ELL student performance through planned instructional supports.

scholarly journals Noise in Classrooms

2020 ◽  
Vol 11 (1) ◽  
pp. 1-5
Author(s):  
Steven Lapp
Keyword(s):  
Student Performance ◽  
Classroom Environment ◽  
Negative Impact ◽  
Positive Impact ◽  
Cost Effective ◽  
Noise Levels ◽  
Action Project ◽  
Negative Impacts ◽  
The Impact ◽  
Noise Impacts

Noise in the classroom has been found to have a negative impact on students. However, what can be done to lessen the impact of noise on student performance? How do students perceive noise in the classroom? How do students feel noise impacts on their ability to pay attention and learn in a classroom environment? My previous action project suggested that noise has a negative impact on student performance (Lapp, 2018). This action project was geared to determine whether cost effective baffolds found in Cawthra Park Secondary School’s library could lessen the noise levels. It was also geared to understand how students perceived noise and its effects in a classroom environment. The results suggested that the use of baffolds had a positive impact on lessening noise. It was also noteworthy that students tended to underestimate the noise levels in their classrooms. However, those that perceived the noise as being louder were more aware of its negative impacts than those who perceived the noise as being quieter.

scholarly journals Learning complex functions with GeoGebra

2021 ◽  
Author(s):  
Ana Maria D’Azevedo Breda ◽  
José Manuel Dos Santos Dos Santos
Keyword(s):  
Student Performance ◽  
Learning Process ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Complex Analysis ◽  
Video Recording ◽  
Teaching Experiment ◽  
Complex Functions

In this paper we describe a teaching experiment targeting with students of Complex Analysis attending an undergraduate course of a portuguese university. Our main goal is the understanding of the GeoGebra role with respected to visualization and as technological mediator, according to Vygotsky theory, in the teaching and learning process of complex functions. The first step of our study was the conception of a sequence of didactical tasks and the development of GeoGebra tools related to the target didactical objectives. Here we will describe the procedure related to the tasks implementation in a classroom environment and the achieved results based on the collected data composed by written assignements produced by students, video recording the student performance during the experiment and the student constructions with GeoGebra. All the collected data was analysed from a qualitative and interpretative paradigm.

scholarly journals Technology Integration in Teaching: A Study that Examines How Technology Integration Affects Student Achievement

2020 ◽  
Vol 4 (3) ◽  
pp. p44
Author(s):  
Amna Said Ahmad ◽  
Kawthar Younes Hamad
Keyword(s):  
Student Achievement ◽  
Technology Integration ◽  
Student Performance ◽  
Assessment Tool ◽  
Classroom Discipline ◽  
Self Confidence ◽  
Integrating Technology

The study examines technology integration in instructional classes and their impact on student achievement, because integrating technology into teaching allows the teacher to take control of all students and draws their attention, greatly reducing classroom discipline issues.In addition, it boosts teacher self-confidence because he speaks to students in their technological language, facilitates teachers’ assessment of their students - if the teacher used an appropriate assessment tool, and allows students who are having difficulty in class to actively participate in lessons, helping teachers share all their lessons, and share the lessons they have prepared with the whole world.And all of this results in effective student performance, and teaching achievement.

Digital Video Presentation and Student Performance

2012 ◽  
pp. 16-28
Author(s):  
Arjan Raven ◽  
Elke Leeds ◽  
ChongWoo Park
Keyword(s):  
Student Performance ◽  
Oral Presentation ◽  
Classroom Environment ◽  
Digital Video ◽  
Ease Of Use ◽  
Three Dimensions ◽  
Video Presentation ◽  
Class Presentation ◽  
The Impact ◽  
Presentation Skill

This paper reports the results of a confirmatory study of a Task Technology Fit (TTF) model. Three dimensions of fit: Task Match, Ease of Use, and Ease of Learning, are applied in the context of digital video tools use for oral presentation in a classroom environment. Students completed a digital video presentation that acted as a substitute for an in-class oral presentation. An existing survey instrument was adapted, and administered to the students to examine the impact on presentation skill and fit to task. Results confirm the adaptation of the TTF model and show significant relationships between variables. The model can be used in other task/technology combinations. Additional findings suggest that when there is a significant fit between digital video tools (technology) and improvement of oral presentation skills (task), student performance also improves. Digital video can be a useful alternative to in-class presentation when the goal is to improve presentation skill.

scholarly journals Instructor strategies to alleviate student stress and anxiety in colleges and universities

2020 ◽  
Author(s):  
Jeremy Hsu ◽  
Gregory Goldsmith
Keyword(s):  
Instructional Strategies ◽  
Student Performance ◽  
Classroom Environment ◽  
Time Management ◽  
Student Evaluation ◽  
Evidence Based ◽  
Classroom Interventions ◽  
Negative Effects ◽  
Student Stress ◽  
Improve Student Performance

While student stress and anxiety are frequently cited as having negative effects on students’ academic performance, the role that instructors can play in mitigating these issues is often underappreciated. We provide summaries of different evidence-based strategies that instructors can employ to address and ameliorate student stress and anxiety that range from changes in instructional strategies to specific classroom interventions. We begin by highlighting ways in which instructors can learn about and prepare to act on issues of stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches can collectively reduce student stress and anxiety, as well as improve student performance. We conclude by discussing the roles that instructors can play in empowering students with skills that improve their time management, studying, and approach towards learning, with an eye towards ensuring their success across all their academic endeavors.

scholarly journals Comparison of interactive video test performance to overall class performance in a biomechanics course

2017 ◽  
Vol 32 (1) ◽  
pp. 32-35
Author(s):  
Guinevere S. Bennett
Keyword(s):  
Student Performance ◽  
Classroom Environment ◽  
Test Performance ◽  
Interactive Video ◽  
Student Assessment ◽  
Class Discussion ◽  
P 16 ◽  
Assessment Performance ◽  
Postural Analysis ◽  
Base Of Support

Objective: This study compared interactive video test performance and students' overall class performance. The hypothesis was that there would be a difference in video test performance compared to overall class performance. Methods: A total of 30 students participated in the pilot study from a master's level biomechanics course. Students completed four interactive video tests using EduCanon; content of videos included base of support, lever systems, scapulohumeral rhythm, and postural analysis. This content was reviewed with class discussion after completion of the interactive video test. The tests administered counted toward the participation portion of the final student grade. Student performance on the EduCanon interactive video test was compared to overall class grade using a paired t-test. Results: All 30 students completed the 4 EduCanon interactive video tests. Final class grades were greater compared to cumulative EduCanon test performance. There was no difference between performance using interactive video testing compared to students' overall class performance (t[29] = −1.43, p = .16). Conclusion: The results of this study did not support improved student assessment performance with incorporation of interactive video testing in the classroom environment. Continued research into new testing strategies is recommended to identify additional effective testing in the classroom.

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