scholarly journals Performance Assessment And Comparison Of Learning In International Education: American Versus Jamaican Students Learning Outcomes

2011 ◽  
Vol 2 (3) ◽  
pp. 33
Author(s):  
Bahaudin G. Mujtaba ◽  
Jean McAtavey
Keyword(s):  
International Education ◽  
Student Performance ◽  
Performance Measure ◽  
Graduate Course ◽  
Final Exam ◽  
Main Campus ◽  
Fort Lauderdale ◽  
Significant Difference ◽  
Post Test ◽  
Face To Face Instruction

The purposes of the study were to assess and compare learning gained in a masters of science in human resources course entitled Management Communication and to measure performance through an objective pre-test and post-test examination with students pursuing their degree at a cluster site in Kingston, Jamaica, away from the main campus with those at the campus (Fort Lauderdale, Florida).These students were completing this graduate course in the summer term of 2005 and received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format during the term. Two different instructors taught the class using the same performance measure for comparison purposes. Student performance for the purpose of this study was defined as the score on the pre-test and on the final examination (post-test).Findings revealed that there was a statistically significant difference (alpha = .05) in the pre-test and post-test scores of students enrolled at the Kingston of Jamaica cluster and those at the Main Campus. Both groups had significant gains in the pre- and post-test examinations. Furthermore, the overall performance of students in Jamaica seems to be equivalent to the performance of students at the Main Campus when the classes are taught by two different faculty members who used the same final exam questions.

scholarly journals Comparing Jamaican Students Performance With Students In The United States, The Grand Bahamas And The Online Program

2011 ◽  
Vol 1 (2) ◽  
pp. 5 ◽  
Author(s):  
Bahaudin Mujtaba
Keyword(s):  
United States ◽  
Student Performance ◽  
The United States ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Contact Hours ◽  
Face To Face Instruction ◽  
Online Format

This study documents learning and student performance through objective tests with graduate students in Kingston-Jamaica and compares the final exam results with students taking the same course, the same test, with the same instructor at different sites throughout the United States and in the Nassau cluster, Grand Bahamas. The scores are further compared with students who completed this course and final exam in the online format. The group of Jamaican, Bahamian and students in Tampa completing this course received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format with 32 face-to-face contact hours during the semester. As expected, findings revealed that there was a statistically significant difference (% = .05) in the mean test scores of the pre-test and post-test for this group of students enrolled at the Kingston cluster.Furthermore, the results of final exam comparison with similar groups in the United States and Bahamas showed no significant differences. The comparison of student performance in Kingston with online students is also discussed.Overall, it is concluded that many of the learning outcomes designed to be achieved as a result of the course activities, specifically the final exam, were achieved consistently for students taking this course with the assigned faculty member in Jamaica, the United States and the Grand Bahamas.

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 Comparison of card and desktop versions of a game about periodic properties.

RENOTE ◽  
2018 ◽  
Vol 15 (2) ◽  
Author(s):  
Gabriela Trindade Perry ◽  
Marcelo Leandro Eichler
Keyword(s):  
Learning Outcomes ◽  
Student Performance ◽  
Chemical Elements ◽  
Educational Game ◽  
Comparison Study ◽  
Southern Brazil ◽  
Significant Difference ◽  
Post Test ◽  
Media Types ◽  
Method Of Instruction

This paper presents the results of a comparison study of the learning outcomes of two versions of the same educational game about periodic properties of chemical elements, called Xe nubi. Our aim was to test C lark's "method- not- media" hypothesis, which predicts there will be no difference in student performance if the method of instruction is the same, regardless of media types. This study took place in a public technical school in southern Brazil and sought differences in pre-test and post-test scores between groups that played Xenubi as printed cards or on the computer. The results point to no significant difference between the two groups, although there was difference in the pre and post-test, indicating the game was effective. This is a confirmation of C lark's hypothesis.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

Pengaruh Integrasi E-Book Interaktif pada Kegiatan Belajar Mengajar Sains

2020 ◽  
Vol 2 (1) ◽  
pp. 83-88
Author(s):  
Fransiska Astri Kusumastuti
Keyword(s):  
Student Performance ◽  
Student Perceptions ◽  
Science Learning ◽  
Wilcoxon Test ◽  
Learning Activity ◽  
Control Group ◽  
Control Group Design ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

This study aims to see the effectiveness of the use of interactive e-book on student performance. Other than that, this study also discusses the integrating of interactive e-book into science learning activity, so that it can provide learning evaluation as material for e-book development in future studies. This study conducted in quasi-experimental pre-test post-test control group design. 88 students that are involved in this study were selected randomly of two classes from eight classes, and grouped into experiment and control class to see the effectiveness of using interactive e-book in science learning activities. Independent t-test was used to find out the effectiveness of the interactive e-books, and questionnaire was used to see student perceptions of interactive e-book that have been used in the science learning activity. From the Wilcoxon test, found that probability value (p)obtained was 0.000 (p<0.05). This result showed that each class showed significant difference in learning outcomes, where the experimental class get better than the control class. This finding also supported by the results of the questionnaire that students in experimental class has better learning experiences than students in control class.

A Comparison of the Effectiveness of the Lecture-Demo and Self-Instructional Module Methods in Teaching Basic LAPUNTI Arnis Strikes

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
JOAN GRACE V. EMPLEO-PACRES
Keyword(s):  
Experimental Study ◽  
Physical Education ◽  
Student Performance ◽  
Martial Arts ◽  
The Philippines ◽  
Control Group ◽  
Significant Difference ◽  
Instructional Module ◽  
Post Test ◽  
Teacher Centered

Like many other martial arts, arnis, the Philippines’s national martial art and sport characterized by stick-assisted or bare-handed fighting, is usually taught using methods often regarded as teacher-centered. Recently, however, physical education instructors have shown deepening interest in learning-oriented and student-centered approaches, which often fall under the umbrella concept of constructivism. This four-week experimental study using the post-test-only control group design compared two methods for teaching the 12 basic LAPUNTI (Labangon, Punta Princesa, Tisa)-style arnis strikes: the lecture-demo, generally held to be a teacher-centered method, and the printed self-instructional module, generally regarded as learner-centered and believed to foster active learning. The comparison was based primarily on post-test scores from the 47 students of the University of the Philippines Cebu who participated in the study. The rubrics-scored post-test was designed to determine the masterful and accurate execution of the basic LAPUNTI arnis strikes. Both experimental and control groups earned “Very High” mean scores, indicating comparable levels of post-instruction student performance. No significant difference was found between the lecture-method and self-instructional module method. The study found that the self-instructional module method was just as effectiveas the lecture-demo method in the teaching of LAPUNTI-style arnis strikes. Keywords - Physical education, martial arts, lecture-demo, self-instructional module,arnis, constructivism, experimental study, Philippines

scholarly journals Impact of evidence-based flipped or active-engagement non-flipped courses on student performance in introductory physics

2018 ◽  
Vol 96 (4) ◽  
pp. 411-419 ◽  
Author(s):  
Nafis I. Karim ◽  
Alexandru Maries ◽  
Chandralekha Singh
Keyword(s):  
Student Performance ◽  
Physics Education ◽  
Introductory Physics ◽  
Evidence Based ◽  
Active Engagement ◽  
Final Exam ◽  
Physics Courses ◽  
Engagement Strategies ◽  
Significant Difference ◽  
The Impact

We describe the impact of physics education research-based pedagogical techniques in flipped and active-engagement non-flipped courses on student performance on validated conceptual surveys. We compare student performance in courses that make significant use of evidence-based active engagement (EBAE) strategies with courses that primarily use lecture-based (LB) instruction. All courses had large enrollment and often had 100–200 students. The analysis of data for validated conceptual surveys presented here includes data from large numbers of students from two-semester sequences of introductory algebra-based and calculus-based introductory physics courses. The conceptual surveys used to assess student learning in the first and second semester courses were the Force Concept Inventory and the Conceptual Survey of Electricity and Magnetism, respectively. In the research discussed here, the performance of students in EBAE courses at a particular level is compared with LB courses in two situations: (i) the same instructor taught two courses, one of which was a flipped course involving EBAE methods and the other an LB course, while the homework, recitations, and final exams were kept the same; (ii) student performance in all of the EBAE courses taught by different instructors was averaged and compared with LB courses of the same type also averaged over different instructors. In all cases, we find that students in courses that make significant use of active-engagement strategies, on average, outperformed students in courses using primarily LB instruction of the same type on conceptual surveys even though there was no statistically significant difference on the pretest before instruction. We also discuss correlation between the performance on the validated conceptual surveys and the final exam, which typically placed a heavy weight on quantitative problem solving.

scholarly journals Developing occupational therapy students’ information and historical literacy competencies: an interprofessional collaborative project

2018 ◽  
Vol 106 (3) ◽  
Author(s):  
Rita P. Fleming-Castaldy
Keyword(s):  
Occupational Therapy ◽  
Interprofessional Collaboration ◽  
Course Evaluation ◽  
Course Evaluations ◽  
Graduate Course ◽  
Occupational Therapy Students ◽  
Project Outcomes ◽  
Significant Difference ◽  
Post Test ◽  
Historical Literacy

Objective: The study examined the efficacy of an interprofessional information and historical literacy project implemented by an occupational therapy educator and a librarian.Methods: A graduate course was revised to include information and historical literacy objectives and instruction. A course-specific questionnaire administered on the first and last day of class, assignment grades, and course evaluations provided measures of project outcomes for six years. Differences between questionnaire pre- and post-test means were determined using t-tests. Course evaluation comments were analyzed to obtain qualitative perceptions.Results: A significant difference (p<0.0001) was found between pre-test (M=3.93, SD=0.48) and post-test (M=4.67, SD=0.30) scores of total information and historical literacy competence across all years (n=242). Responses to individual items also differed significantly (p<0.0001). Student ratings (n=189) from the course evaluation historical literacy objectives were high (M=4.6 on a 5-point scale). Assignment quality and grades improved, and course evaluation comments reflected student satisfaction.Conclusions: The findings supported the hypothesis that students’ self-reported information and historical literacy competencies would increase after project participation. Acquired skills were evident in students’ assignments. Research to determine if these capabilities were used post-graduation is needed. Because this was a course-specific project, findings are not generalizable; however, the instructional methods developed for this project can serve as a model for effective interprofessional collaboration. The broadening of information literacy instruction to include discipline-specific historical literacy provides a unique opportunity for health sciences librarians and educators. Developing students’ historical literacy in their chosen fields can help them understand their profession’s present status and be informed participants in shaping its future.

scholarly journals Requiring students to justify answer changes during collaborative testing may be necessary for improved academic performance*

2017 ◽  
Vol 31 (2) ◽  
pp. 96-101 ◽  
Author(s):  
Niu Zhang ◽  
Charles N.R. Henderson
Keyword(s):  
Student Performance ◽  
Question Type ◽  
Study Cohort ◽  
Final Exam ◽  
Effective Learning ◽  
Collaborative Testing ◽  
Chiropractic Education ◽  
Significant Difference ◽  
Expectation Hypothesis ◽  
Exam Scores

Objective: Three hypotheses were tested in a chiropractic education program: (1) Collaborative topic-specific exams during a course would enhance student performance on a noncollaborative final exam administered at the end-of-term, compared to students given traditional (noncollaborative) topic-specific exams during the course. (2) Requiring reasons for answer changes during collaborative topical exams would further enhance final-exam performance. (3) There would be a differential question-type effect on the cumulative final exam, with greater improvement in comprehension question scores compared to simple recall question scores. Methods: A total of 223 students participated in the study. Students were assigned to 1 of 2 study cohorts: (1) control – a traditional, noncollaborative, exam format; (2) collaborative exam only (CEO) – a collaborative format, not requiring answer change justification; and (3) collaborative exam with justification (CEJ) – a collaborative exam format, but requiring justification for answer changes. Results: Contrary to expectation (hypothesis 1), there was no significant difference between control and CEO final exam scores (p = .566). However, CEJ final exam scores were statistically greater (hypothesis 2) than the control (p = .010) and CEO (p = .011) scores. There was greater collaboration benefit when answering comprehension than recall questions during topic-specific exams (p = .000), but this did not differentially influence study cohort final exam scores (p = .571, hypothesis 3). Conclusion: We conclude that test collaboration with the requirement that students explain the reason for making answer changes is a more effective learning tool than simple collaboration that does not require answer change justification.

scholarly journals Assignment Of Grades And Student Performance In A Hybrid Operations Management Course: What Works And Ideas For Improvements

2008 ◽  
Vol 5 (3) ◽  
Author(s):  
Lisa M. Houts ◽  
James C. Taylor
Keyword(s):  
Student Performance ◽  
Operations Management ◽  
Production Management ◽  
Final Exam ◽  
Exact Test ◽  
Hybrid Course ◽  
Face To Face ◽  
Lecture Instruction ◽  
Face To Face Instruction ◽  
Chi Square Analysis

The production and operations management class offered at California State University, Fresno underwent a transformation from being a four-unit, face-to-face course to a hybrid course.  This hybrid course, which is required for all students in the Craig School of Business, includes two units of face-to-face instruction each week, with some coverage of conceptual material as well as review and practice of the mathematical material presented online.   There are also two units of online streaming lecture instruction created and delivered by the course coordinator covering primarily quantitative material with some coverage of conceptual material for some chapters.  This second component translates into about ten hours of online related activities during the week for the students, requiring a large amount of self-discipline as they study and learn complex mathematical concepts applied to production management.  Students are expected to work through this material and complete corresponding quantitative worksheets prior to coming to class.  This paper compares the proportions of assigned grades of 116 students in four sections of the hybrid production and operations management class in the fall of 2006 to the proportions of assigned grades of 76 students in three sections of the course conducted in the spring of 2001, one of the last semesters that it was taught entirely in the classroom.  Changes that have taken place in the delivery of the course will be described, as well as suggestions for making the instructor’s delivery of the course more effective in the future.  Fisher’s exact test and chi-square analysis will be performed to determine if there was a significant change in the proportions of assigned grades between the face-to-face format and the hybrid course.  One item of particular interest is the proportion of assigned grades on the comprehensive, final exam, the content of which was virtually the same in 2001 as in 2006.  Thus, it provides a consistent measure of the students’ overall understanding of both conceptual and mathematical material at the end of the semester. 

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