scholarly journals Effect Of Continuous Assessment Tests On Overall Student Performance In The Case Of The Spanish National Distance Education University (UNED)

2014 ◽  
Vol 10 (1.5) ◽  
pp. 61-68
Author(s):  
Maria Dolorez Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Scoring Systems ◽  
First Year ◽  
Continuous Assessment ◽  
Final Exam ◽  
Assessment Tests ◽  
Different Types ◽  
Overall Performance ◽  
Second Year

This study aims to analyze the effect of the use of different types of continuous assessment tests on students participation, performance and final grades. To this end, it examines the case of a second-year course from the degree program in Business Administration and Management offered by the Faculty of Economics at the Universidad Nacional de Educaci a Distancia (National Distance Education University, UNED) in Spain during the first two academic years it was available (2011/12 and 2012/13). This period offered two distinct scenarios, with a total of 1,450 students participating the first year and 1,809 in the second, due to the use of two online continuous assessment tests with different scoring systems. The goal was to analyze the influence of each of the continuous assessment systems used on student participation in both the continuous assessment test itself and the final exam, as well as on the grades earned on these tests, and students overall performance in the course. As a result of this research, conclusions were reached regarding the educational nature of these tests and their suitability as a true tool for monitoring and assessment at a distance university.

scholarly journals Modeling of student academic achievement in engineering education using cognitive and non-cognitive factors

2019 ◽  
Vol 11 (2) ◽  
pp. 178-198 ◽  
Author(s):  
Bothaina A. Al-Sheeb ◽  
A.M. Hamouda ◽  
Galal M. Abdella
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Success Factors ◽  
Comprehensive Approach ◽  
First Year ◽  
Valuable Insight ◽  
Data Set ◽  
Grade Point ◽  
Content Type ◽  
Second Year

Purpose The retention and success of engineering undergraduates are increasing concern for higher-education institutions. The study of success determinants are initial steps in any remedial initiative targeted to enhance student success and prevent any immature withdrawals. This study provides a comprehensive approach toward the prediction of student academic performance through the lens of the knowledge, attitudes and behavioral skills (KAB) model. The purpose of this paper is to aim to improve the modeling accuracy of students’ performance by introducing two methodologies based on variable selection and dimensionality reduction. Design/methodology/approach The performance of the proposed methodologies was evaluated using a real data set of ten critical-to-success factors on both attitude and skill-related behaviors of 320 first-year students. The study used two models. In the first model, exploratory factor analysis is used. The second model uses regression model selection. Ridge regression is used as a second step in each model. The efficiency of each model is discussed in the Results section of this paper. Findings The two methods were powerful in providing small mean-squared errors and hence, in improving the prediction of student performance. The results show that the quality of both methods is sensitive to the size of the reduced model and to the magnitude of the penalization parameter. Research limitations/implications First, the survey could have been conducted in two parts; students needed more time than expected to complete it. Second, if the study is to be carried out for second-year students, grades of general engineering courses can be included in the model for better estimation of students’ grade point averages. Third, the study only applies to first-year and second-year students because factors covered are those that are essential for students’ survival through the first few years of study. Practical implications The study proposes that vulnerable students could be identified as early as possible in the academic year. These students could be encouraged to engage more in their learning process. Carrying out such measurement at the beginning of the college year can provide professional and college administration with valuable insight on students perception of their own skills and attitudes toward engineering. Originality/value This study employs the KAB model as a comprehensive approach to the study of success predictors. The implementation of two new methodologies to improve the prediction accuracy of student success.

Factors contributing toward student performance in a distance education accounting degree

2014 ◽  
Vol 22 (2) ◽  
pp. 211-223 ◽  
Author(s):  
K. Papageorgiou ◽  
Abdel K. Halabi
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Financial Accounting ◽  
First Year ◽  
Content Type ◽  
Academic Aptitude ◽  
One Year ◽  
The University ◽  
Practical Implications ◽  
Measures Of Performance

Purpose – The purpose of this paper is to examine the effects of five determinates of performance in students (N = 677) who completed three years of financial accounting to obtain a Bachelor of Accounting Science (BCompt) degree by distance education through the University of South Africa. Design/methodology/approach – Regression analysis is used on three yearly measures of performance with five independent variables (age, gender, prior accounting knowledge, mathematics background and academic aptitude). Findings – Results show that mathematics background and academic aptitude are both significantly associated with student performance, throughout the financial accounting subjects. Prior accounting knowledge is also important in the first year of study but not thereafter. Research limitations/implications – Prior research has found that other factors may influence student performance, and future studies which include these variables will add to these findings. Practical implications – The results of this study have important implications for instructors, students and career advisers, particularly as research linking various factors with performance in accounting subjects over the length of a degree is limited. Originality/value – The current study considers the determinants of student performance over three financial accounting years (rather than one year or one subject) and from a distance education perspective. As distance education becomes a more important delivery method of study in the future, these results have important implications.

scholarly journals Assessment of Student Performance for Course Examination Using Rasch Measurement Model: A Case Study of Information Technology Fundamentals Course

2018 ◽  
Vol 2018 ◽  
pp. 1-8
Author(s):  
Amir Mohamed Talib ◽  
Fahad Omar Alomary ◽  
Hanan Fouad Alwadi
Keyword(s):  
Information Technology ◽  
Student Performance ◽  
Bloom's Taxonomy ◽  
Measurement Model ◽  
Rasch Measurement ◽  
Final Examination ◽  
Final Exam ◽  
Rasch Measurement Model ◽  
Bloom’S Taxonomy ◽  
Second Year

This paper describes a measurement model that is used to measure the student performance in the final examination of Information Technology (IT) Fundamentals (IT280) course in the Information Technology (IT) Department, College of Computer & Information Sciences (CCIS), Al-Imam Mohammad Ibn Saud Islamic University (IMSIU). The assessment model is developed based on students’ mark entries of final exam results for the second year IT students, which are compiled and tabulated for evaluation using Rasch Measurement Model, and it can be used to measure the students’ performance towards the final examination of the course. A study on 150 second year students (male = 52; female = 98) was conducted to measure students’ knowledge and understanding for IT280 course according to the three level of Bloom’s Taxonomy. The results concluded that students can be categorized as poor (10%), moderate (42%), good (18%), and successful (24%) to achieve Level 3 of Bloom’s Taxonomy. This study shows that the students’ performance for the set of IT280 final exam questions was comparatively good. The result generated from this study can be used to guide us to determine the appropriate improvement of teaching method and the quality of question prepared.

scholarly journals Aplicación de un calendario de pruebas de evaluación continua en la asignatura “Obstetricia” en sexto de Medicina

2020 ◽  
Vol 1 (2) ◽  
pp. 45-52
Author(s):  
Carlos Santiago Piñel Pérez ◽  
María José Gómez-Roso Jareño ◽  
Juan José López Galián
Keyword(s):  
Continuous Assessment ◽  
Multiple Choice Questions ◽  
Final Exam ◽  
Assessment Tests ◽  
Negative Score ◽  
Group A ◽  
The Subject ◽  
The Mean ◽  
Los Grupos ◽  
De Medicina

Introducción. Con el objetivo de promover y motivar al aprendizaje continuo durante el curso de la asignatura de Obstetricia (6º Medicina), se diseñó un calendario de “Pruebas de Evaluación Continua” (PEC). Este aprendizaje progresivo permite interiorizar conceptos, mejor seguimiento de las clases sucesivas y facilita el estudio, mejorando el rendimiento final. Métodos. Se diseñaron 4 PEC voluntarias, una por bloque del temario, con 10 preguntas tipo test sin puntuación negativa por error, para estimular al alumnado a pensar en cada una de las cuestiones y tomar decisiones. Las PEC se realizaron en los últimos 10 minutos de la última clase de cada bloque. Medicina tiene cinco grupos, uno por hospital docente. Esta iniciativa se realizó sólo en uno de los grupos (grupo A). Resultados. Se presentaron a las PEC el 90,9% de los alumnos matriculados. En la primera PEC la calificación media fue 68% (máximo 90%; mínimo 50%; moda 70%), en la segunda 88% (máximo 100%; mínimo 60%; moda 90%), en la tercera 95% (máximo 100%; mínimo 80%; moda 100%) y en la cuarta 99% (máximo 100%; mínimo 90%, moda 100%). La calificación media en el examen final de la asignatura (común a los 5 grupos) del grupo A fue de 7,300 (sobre 10), superior a la de los grupos B (6,886), C (6,592), D (6,572) y E (6,463). Conclusiones. Se objetivó un aumento del rendimiento progresivo grupal e individual. Los resultados de la primera PEC fueron más dispersos, y posteriormente se fueron homogeneizando. El grupo en el que se realizaron las PEC obtuvo mejor resultado en el examen final que los otros grupos. Abstract: Introduction. We designed a “Continuous Assessment Tests” (CAT) for promoting and motivating continuous learning during the course of the subject “Obstetrics” (6th year of Medicine). This progressive learning enables concepts to be internalized, better monitoring of successive classes and facilitates study, improving results. Methods. Four voluntary CAT were designed, one per block of the subject, with 10 multiple choice questions without negative score by mistake to stimulate students to think about each of the questions and make decisions. The CAT were performed in the last 10 minutes of the last class of each block. Medicine has five groups, one per teaching hospital. This initiative was carried out in only one of the groups (group A). Results. 90.9% of the enrolled students attended the CAT. In the first CAT the mean score was 68% (maximum 90%; minimum 50%; mode 70%), in the second 88% (maximum 100%; minimum 60%; mode 90%), in the third 95% (maximum 100%; minimum 80%; mode 100%) and in the fourth 99% (maximum 100%; minimum 90%, mode 100%). The mean score in the final exam of the subject (common to the 5 groups) of group A was 7,300 (out of 10), higher than that of groups B (6,886), C (6,592), D (6,572) and E (6,463). Conclusions. An increase in group and individual progressive yield was observed. The results of the first CAT were more dispersed, and later they were homogenized. The group in which the CAT were performed got better yield in the final exam than the other groups.

scholarly journals “A little flip goes a long way” The impact of a ‘partial’-flipped classroom design on student performance and engagement in a first year undergraduate economics classroom

2020 ◽  
Author(s):  
Nadia Singh
Keyword(s):  
Student Performance ◽  
Flipped Classroom ◽  
Control Group ◽  
First Year ◽  
Classroom Design ◽  
Final Exam ◽  
Traditional Lecture ◽  
Traditional Lectures ◽  
Undergraduate Economics ◽  
The Impact

The flipped classroom is gaining prominence as an active learning pedagogy to engage a new generation of students. However, all courses do not lend themselves to a fully flipped design and instructors are often reluctant to flip lectures. In this study, I experimented with a “partial” flipped classroom design in a first-year undergraduate economics course. In this partial flipped format, traditional lectures were substituted with micro-lectures and the remaining class time was devoted to activities like quizzes, group work and student presentations. The full lectures were panopto recorded and put up on the e-learning site, Blackboard. This format enabled me to combine the benefits of a traditional lecture with a flipped classroom design. In order to evaluate the effectiveness of the partial flipped classroom format, I compared the final exam scores of students in the partial flipped classroom with those in the control group, which followed a traditional lecture-based approach. The key results from the analysis revealed that students in the partial flipped classroom performed better in the final exams vis-à-vis students in the traditional classroom format. Furthermore, the partial flipped classroom format was associated with lower odds of students failing in the module. This format also resulted in better student engagement, more flexibility and enhanced student-tutor interaction within the classroom.

scholarly journals Karyotype Abnormalities in the X Chromosome Predict Response to the Growth Hormone Therapy in Turner Syndrome

2021 ◽  
Vol 10 (21) ◽  
pp. 5076
Author(s):  
Jakub Kasprzyk ◽  
Marcin Włodarczyk ◽  
Aleksandra Sobolewska-Włodarczyk ◽  
Katarzyna Wieczorek-Szukała ◽  
Renata Stawerska ◽  
...  
Keyword(s):  
Turner Syndrome ◽  
X Chromosome ◽  
Growth Hormone Therapy ◽  
Marker Chromosome ◽  
Height Velocity ◽  
First Year ◽  
Rhgh Therapy ◽  
Different Types ◽  
Second Year

Short stature is characteristic for Turner syndrome (TS) patients, and particular karyotype abnormalities of the X chromosome may be associated with different responsiveness to recombinant human GH (rhGH) therapy. The aim of the study was to analyze the effect of different types of TS karyotype abnormalities on the response to rhGH therapy. A total of 57 prepubertal patients with TS treated with rhGH with a 3 year follow-up were enrolled in the study and categorized according to their karyotype as X monosomy (n = 35), isochromosome (n = 11), marker chromosome (n = 5), or X-mosaicism (n = 6). Height and height velocity (HV) were evaluated annually. In the first year, all groups responded well to the therapy. In the second year, HV deteriorated significantly in X-monosomy and isochromosome in comparison to the remaining two groups (p = 0.0007). After 3 years of therapy, all patients improved the score in comparison to their target height, but better outcomes were achieved in patients with marker chromosome and X-mosaicism (p = 0.0072). X-monosomy or isochromosome determined a poorer response during the second and third year of rhGH therapy. The results of the study indicate that the effects of rhGH therapy in patients with TS may depend on the type of TS karyotype causing the syndrome.

scholarly journals Distance Education versus Classroom Instruction in Horticulture—An Introduction to Fruit Crops—Case Study

2002 ◽  
Vol 12 (3) ◽  
pp. 513-515 ◽  
Author(s):  
Mark Rieger
Keyword(s):  
Distance Education ◽  
Student Performance ◽  
Classroom Instruction ◽  
Independent Study ◽  
Fruit Crops ◽  
Final Exam ◽  
Study Program ◽  
Course Grades ◽  
The University ◽  
Written Assignments

At the University of Georgia, HORT 3020 (Introduction to Fruit Crops) is a two-credit survey of the botanical characteristics, taxonomy, and production practices of the world's major fruit crops. It is offered via traditional classroom instruction, and as a distance education (DE) course through the University System of Georgia Independent Study program. The DE version of the course is designed to be identical in content, final exam, and grading scale. However, due to the nature of independent study, the end-of-topic evaluations are open-book, written assignments in the DE course, whereas students in the classroom version have closed-book quizzes at the end of each topic. Student performance in the two versions of the course was compared over a 3-year period (May 1998 to May 2001) by analyzing scores on end-of-topic evaluations, final exams, and overall course grades. Students in the DE version had higher scores on end-of-topic evaluations in all 3 years, higher scores on a comprehensive final exam in 2 of 3 years, and consequently higher overall course grades than classroom students in all 3 years. Better performance of DE over classroom students may have been related to 1) qualitative differences in end-of-topic evaluations (written assignments versus quizzes), 2) differences in student demographics (nontraditional students in DE, traditional undergraduates in classroom), 3) the elective (DE) versus required (classroom) nature of the courses, or 4) differences in course duration (1 year for DE, 15 weeks for classroom). Equal or better performance of DE students suggests that survey courses such as Introduction to Fruit Crops can be offered via distance education without compromising learning outcomes.

scholarly journals INTRODUCTING A NEW ENGINEERING COURSE: A LEARNING EXPERIENCE FOR STUDENTS AND FACULTY

2011 ◽  
Author(s):  
Peter Dare ◽  
Brian Cooke
Keyword(s):  
Engineering Students ◽  
Task Force ◽  
Learning Experience ◽  
First Year ◽  
Design Element ◽  
Design Project ◽  
Different Types ◽  
Second Year ◽  
The University ◽  
First Time

A Task Force was created by the Faculty of Engineering at the University of New Brunswick in September 2004 charged with creating a new course for all first year engineering students to be delivered for the first time in September 2005. The course, to be taken by approximately 270 students, was to integrate material from other first year courses, introduce the students to working in teams, contain a substantial design element through a design project, and introduce communication skills. Nine professors from throughout engineering “volunteered” to help develop and deliver the course. In this paper we own up to what we did wrong during the first two years of delivery of this course, and (naturally!) counter this by celebrating our successes. Students are assessed based on a combination of individual and team submissions, with some submissions being oral and others written. This paper will outline the complex assessment scheme we initially used, and how we later simplified it. Rubrics were used to evaluate many of the course assignments. For most of the instructors, this was the first time they had used rubrics and so it was a learning experience to both develop and apply them. We show how we adapted their use in the second year of delivery after the experiences of the first year. We were pleased with the way that the assessments were mostly built around the design project – this helped the students grasp why clear communication is vital and enabled them to obtain continual feedback on the project. We were also delighted that an element of social responsibility was introduced into the course by making the project an international “Engineers Without Borders” project based in Africa. We believe this added an additional dimension to the course and especially the project. The professor-delivered skits were especially popular! Delivered by two wannabe actors, they introduced the students in a humorous manner to the different types of engineering that are taught at UNB. Engineering students at UNB have to commit to their specific engineering field from their first day at UNB, so these skits were included to ensure the students were exposed to all the UNB engineering disciplines. We conclude the paper with our plans for delivery of the course in September 2007 and beyond.

Secondary School Calculus: Preparation or Pitfall in the Study of College Calculus?

1992 ◽  
Vol 23 (1) ◽  
pp. 56-71
Author(s):  
Joan Ferrini-Mundy ◽  
Marie Gaudard
Keyword(s):  
Secondary School ◽  
Advanced Placement ◽  
Student Performance ◽  
Analysis Of Covariance ◽  
First Year ◽  
Final Exam ◽  
First Semester ◽  
First Year College ◽  
College Course ◽  
College Calculus

This study investigated the effects of various levels of secondary school calculus experience on performance in first-year college calculus, with focus on student performance on conceptual and procedural exam items. Analysis of covariance, with mathematics SAT score as a covariate, was employed to explore differences among four groups of students. Students who had a year of secondary school calculus, advanced placement or otherwise, differed significantly in performance from students who had either no calculus or a brief introduction to calculus prior to college. A brief secondary school introduction to calculus, in comparison with no secondary school calculus, provided an initial advantage in the college course. This slight advantage reappeared on the final exam and on the procedural subscale of the final exam. Students who had studied a full year of secondary school calculus performed significantly better than other groups throughout the first-semester course. The advantage was revealed more strongly in procedural than in conceptual items. There were no significant differences among the four groups of students on outcome measures in the second-semester course. Students with more secondary school calculus background were more likely to continue into the second semester of college calculus.

scholarly journals A learning philosophy assignment positively impacts student learning outcomes

2018 ◽  
Vol 11 ◽  
Author(s):  
Neil C. Haave ◽  
Kelly Keus ◽  
Tonya Simpson
Keyword(s):  
Learning Outcomes ◽  
Cognitive Complexity ◽  
Intellectual Development ◽  
Student Learning Outcomes ◽  
First Year ◽  
Final Exam ◽  
Course Content ◽  
Bachelor Of Science ◽  
Course Material ◽  
Second Year

Engaging students in metacognition can improve their learning outcomes. Students’ consideration of their learning philosophy is one way for students to be metacognitive about their learning. This study analyzed the effect of a learning philosophy assignment on students’ intellectual development and mastery of first-year biology and second-year biochemistry course content. All students were invited to complete the Learning Environment Preferences (LEP) survey at the beginning and end of the term to determine if students’ cognitive complexity was impacted by the assignment. The ability to master course content was assessed by comparing students’ midterm and final exam marks. We found that the learning philosophy assignment rescued Bachelor of Science students in the first-year biology course from a decrease in cognitive complexity. Additionally, the guided metacognition rescued second-year biochemistry students from performing poorer on the final relative to the midterm exam and promoted an increase in their cognitive complexity. These results suggest that a learning philosophy assignment may be an effective way of engaging students’ in metacognition of their learning to promote their intellectual development and mastery of course material.

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