scholarly journals Comparison of Student Performance, Self-mutual and Tutor Teaching Assessments in PBL Tutorial Process Between 1st and 4th Year Dental Undergraduates

2021 ◽  
Author(s):  
Ting Zhou ◽  
Yanjun Chen ◽  
Rui Xu ◽  
Chun Yang
Keyword(s):  
Student Performance ◽  
Influencing Factors ◽  
Lower Grade ◽  
Performance Score ◽  
Teaching Evaluations ◽  
Significant Difference ◽  
Mutual Evaluation

Abstract Objectives: Evaluate the effectiveness of PBL teaching and analyze potential influencing factors between senior and junior from the perspectives of student performance, student self-mutual and tutor teaching evaluations.Results: Study found the overall three comparative assessments scores of Grade 4 were significantly higher than those of Grade 1(P＜0.01). Further analysis revealed no significant difference of student performance score between Grade 4 and Grade 1 in the 1st unit (P＞0.05), but it was improved and maintained significantly since 2nd time (P＜0.01).Moreover, each self-mutual evaluation of 4th year students was significantly higher than that of 1st year students, especially in the second half of the course (P＜0.01).And, all the evaluations of tutor teaching from seniors were significantly higher than those from juniors (P＜0.01). Finally, no significant correlation between student self-mutual scores and those given by tutors no matter high or lower grade (P＞0.05).

scholarly journals Impact of Violent Experiences and Social Support on R-NSSI Behavior among Middle School Students in China

2021 ◽  
Vol 18 (7) ◽  
pp. 3347
Author(s):  
Kun Liu ◽  
Xueyan Yang ◽  
Moye Xin
Keyword(s):  
Social Support ◽  
Influencing Factors ◽  
Empirical Support ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Self Injury ◽  
Significant Difference ◽  
Main Effect ◽  
Nonsuicidal Self Injury

Repetitive nonsuicidal self-injury (R-NSSI) is an extreme manifestation of nonsuicidal self-injury (NSSI) behavior that causes bodily harm and emotional and personality disorders. It is a growing concern, especially among adolescents; therefore, this study aims to provide empirical support for effective interventions on R-NSSI behavior among adolescents in China. We used data of about 1180 students from a survey conducted in seven middle schools in Xi’an, China, and applied multiple logistic regression to analyze NSSI and R-NSSI among male and female students, including their influencing factors. We found no significant difference between male and female students’ R-NSSI; however, regarding influencing factors, male students had more violent experiences and less social support than female students. Parental and familial factors played the most prominent role in social support. Social support was found to be a main-effect mechanism in the effect of violent experiences on R-NSSI among male students, whereas the mechanism had both a main effect and a certain buffer effect among female students. R-NSSI was found to be more prevalent among younger children, children with siblings, and those with romantic relationship experiences. We also found that healthy adolescent development involves the participation of families and schools. Health education should be conducted according to the students’ sex and characteristics.

scholarly journals A Study of the Correlation of the Improvement of Teaching Evaluation Scores Based on Student Performance Grades

2017 ◽  
Vol 6 (2) ◽  
pp. 162 ◽  
Author(s):  
Chi Yuan Chen ◽  
Shu-Yin Wang ◽  
Yi-Fang Yang
Keyword(s):  
Student Performance ◽  
Negative Correlation ◽  
Teaching Evaluation ◽  
Positive Correlation ◽  
Teaching Evaluations ◽  
Evaluation Scores ◽  
Final Grades ◽  
Academic Year

The purpose of the study is to explore the influence of teaching evaluations on teachers in that they might try to please their students by giving higher grades in order to get higher teaching evaluation scores. To achieve this purpose, the study analyzed the correlations between teaching evaluation scores, student’s final grades and course fail rates, and it also examined whether students’ final scores and course fail rates are important predictors of teaching evaluation scores. The study used teaching evaluation scores and students’ final grades of the courses offered in the fall term of academic year 2014 and the spring term of academic year 2015 in one university in Taiwan as research samples. The results showed that both student’s final grades and course fail rates are predictors of teaching evaluation scores. There is a positive correlation between teaching evaluation scores and students’ final grades, and a negative correlation between teaching evaluation scores and course fail rates. Based on the findings, the study inferred that the implementation of teaching evaluations may influence teachers to give better grades and lower course requirements to please their students in order to get higher teaching evaluation scores.

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.

scholarly journals An Analysis of the Language Patterns of Standardized Reading Comprehension Tests and their Effect on Student Performance

1974 ◽  
Vol 6 (4) ◽  
pp. 353-366
Author(s):  
Eugene Jongsma
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Oral Language ◽  
Standardized Test ◽  
Fourth Grade ◽  
Significant Difference ◽  
Fourth Grade Students ◽  
Language Patterns ◽  
Comprehension Tests ◽  
Reading Comprehension Tests

A random sample of passages was drawn from standardized reading comprehension tests for fourth grade students. The number and types of language patterns found in the test passages were determined through a method of linguistic analysis. The patterns identified on the tests did not reflect the patterns used most frequently in the oral language of fourth grade children. When the test passages were rewritten using a larger percentage of high frequency oral language patterns, and administered to comparable groups of students, no significant difference in comprehension performance was observed between those students taking the revised test and those taking the intact standardized test passages.

scholarly journals Development and Formative Evaluation of a Low-Fidelity Equine Castration Model for Veterinary Education

2021 ◽  
Vol 8 ◽  
Author(s):  
M. Katie Sheats ◽  
Megan J. Burke ◽  
James B. Robertson ◽  
Katherine E. Fiebrandt ◽  
Callie A. Fogle
Keyword(s):  
Student Performance ◽  
Student Attitudes ◽  
Formative Evaluation ◽  
Performance Metrics ◽  
Early Stage ◽  
Future Research ◽  
Student Survey ◽  
Significant Difference ◽  
Veterinary Faculty ◽  
Fidelity Model

Entrustable Professional Activities (EPAs) are units of activity that early-stage professionals perform in the workplace that necessitate simultaneous integration of multiple competencies. EPA #6 requires students to perform a common surgical procedure on a stable patient, including pre-operative and post-operative management. Castration is one of the most common surgeries performed by equine primary care practitioners and is considered an “entry-level competency” for veterinary graduates entering equine private practice, however, to our knowledge there are no equine castration models available for veterinary student education. Therefore, we developed an inexpensive, low-fidelity model of equine field castration and evaluated it using a mixed-methods approach. Two different groups of students, with or without model experience, completed surveys before and after live horse castration. Students who used the model also completed model specific surveys. Videos of the students completing the model were evaluated by at least two different equine veterinary faculty using a 15-point rubric, and inter-rater reliability of the rubric was determined. After completing the model, students reflected on strengths and weaknesses of their performance. From our student survey results, we determined that student attitudes toward the model were mostly positive. Interestingly, there were several student attitudes toward the model that became significantly more favorable after live horse castration. Prior to live horse castration, there was no significant difference in confidence in model vs. no-model groups. Following live horse castration, students who used the model had higher confidence in procedure preparation and hand-ties than students who did not use the model, but they had lower scores for confidence during patient recovery. When reflecting on model castration, students most commonly cited preparation and surgical description as strengths, and ligature placement and hand-ties as weaknesses. Experts provided several suggestions to improve the model, including incorporation of emasculators and the need for better model stabilization. Our findings suggest that both students and veterinary educators feel that this low-fidelity model has educational value. Rubric performance metrics were favorable, but additional steps are needed to improve grading consistency among educators. Future research will determine whether student performance on the model is predictive of competence score during live-horse castration.

scholarly journals Extent of Parental School Involvement for Improved Student Performance in Awka South Local Government Area of Anambra State

2017 ◽  
Vol 13 (22) ◽  
pp. 192
Author(s):  
Eboatu, V. N. ◽  
Igboka, Doris Oluchukwu
Keyword(s):  
Academic Achievement ◽  
Local Government ◽  
Parental Involvement ◽  
Student Performance ◽  
Local Government Area ◽  
School Involvement ◽  
Anambra State ◽  
Parental School Involvement ◽  
Significant Difference ◽  
Research Questions

Academic achievement of students does not depend only on school, environmental factors and teacher characteristics, but also on the level of home involvement. This study therefore sought to establish the extent of parental school involvement for students’ improved academic achievement in Awka South Local Government Area of Anambra State. The descriptive survey design was used for this study, with six (6) research questions guiding the study. The population for the study comprised 417 public secondary school teachers from which a sample of 125 teachers using simple random sampling technique. The instrument for data collection was a researcher designed, structured questionnaire which was duly validated by experts in educational management and measurement and evaluation. The questionnaire was tested for reliability using test-retest method. The tool for correlation was the Pearson Product Moment Correlation and this yielded a co-efficient of 0.82. Data collected was analysed using mean and standard deviation statistics to answer the 6 research questions while ANOVA with Friedman’s Test was used to test for significant difference in the six indices of parental involvement. The findings show among others that teachers perceive that parents in Awka South Local Government Area effectively communicate with school and coach their children for improved academic achievement to a moderate extent. There was no significant difference in the teacher’s perception of parental involvement based on the six indices of involvement. Based on the findings, the researchers recommended among others, that parents and the school use social media and other devices to communicate more effectively with the school for improved students’ academic performance.

scholarly journals The Effects of Gaming on University Student Quiz Performance

2019 ◽  
Vol 2 (1) ◽  
pp. 109-119
Author(s):  
Corinne M Gist ◽  
Natalie Andzik ◽  
Elle E Smith ◽  
Menglin Xu ◽  
Nancy A Neef
Keyword(s):  
Student Performance ◽  
Undergraduate Students ◽  
Assessment Tool ◽  
Electronic Device ◽  
Classroom Engagement ◽  
Electric Device ◽  
Significant Difference ◽  
Competitive Games ◽  
Education Courses ◽  
Quiz Scores

The use of competitive games to increase classroom engagement has become common practice among many teachers. However, it is unclear if using games as an assessment tool is a viable way to increase student performance. This study examined the effects of administering quizzes through a game-based system, Kahoot!,versusprivately on an electronic device. The quiz scores of 56 undergraduate students, enrolled in one of two special education courses, were evaluated. A linear regression was used to compare student scores across the two conditions, as well as performance over the course of a 15-week semester. No significant difference in quiz scores was found between the two conditions, and quiz scores in both conditions improved similarly over time. Sixty-eight percent of the students reported preferring to take the quiz privately on an electric device as opposed to on Kahoot!. Limitations and recommendations for practitioners are discussed.

Using Team-Based Learning to Improve Learning and the Student Experience in a Mechanical Design Course

2010 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
H. F. Machiel Van der Loos ◽  
James Sibley
Keyword(s):  
Student Performance ◽  
Mechanical Design ◽  
University Teaching ◽  
Teaching Evaluations ◽  
University Of British Columbia ◽  
Team Based Learning ◽  
Mechanical Components ◽  
Multiple Choice Exam ◽  
Course Format ◽  
The University

In 2008, a design course on mechanical components (MECH 325) at the University of British Columbia was converted from a conventional lecture-based format to a team-based learning (TBL) format. The MECH 325 course is content-rich and covers the characteristics, uses, selection, and sizing of common mechanical components (including gears, flexible drives, bearings, and so on). With the shift in course format to TBL, student performance on exams as well as responses to teaching evaluations and course surveys all indicate an improvement in the students’ perception of the course and student learning. Specifically, performance on multiple choice exam questions from different years (remaining similar in both style and difficulty) increased by 17%. Likewise, on official University teaching evaluations over a five-year period, students rated the TBL version of the course as having a reduced workload, seeming less advanced, seeming more relevant, and being more interesting. On informal course surveys, 76% of students on average indicated they felt the various elements of TBL were effective towards the course aims. Finally, from instructor observations, the shift to TBL has resulted in increased student engagement and collaboration, and an increased emphasis on higher-level learning, such as application, synthesis, and judgment.

To shelter or unshelter? An analysis of international students’ experience in introductory communication courses

2021 ◽  
pp. 174549992110596
Author(s):  
Aayushi Hingle ◽  
Rochelle Davidson Mhonde ◽  
Melissa Broeckelman-Post
Keyword(s):  
International Students ◽  
Student Performance ◽  
Public Speaking ◽  
Public Speaking Anxiety ◽  
Group Presentation ◽  
Course Performance ◽  
Significant Interaction Effect ◽  
Speaking Anxiety ◽  
The Public ◽  
Significant Difference

The purpose of this study was to assess the degree to which sheltered versus unsheltered contexts of introductory communication courses impact communication skill development and overall learning outcomes for international students. Specifically, this study examined the following outcome variables: public speaking anxiety, engagement, communication mindset, communication efficacy, and student performance to investigate whether it is beneficial to sheltered international students in introductory courses. Results showed that there was no significant difference between groups for the public speaking anxiety, student engagement, or overall course performance, except for the final group presentation performance. However, there was a significant interaction effect for communication mindset and communication efficacy; students in sheltered sections saw increases in these outcomes over the course of the semester, while unsheltered students experienced the opposite.

scholarly journals Urban Ecological Efficiency and Its Influencing Factors—A Case Study in Henan Province, China

2019 ◽  
Vol 11 (18) ◽  
pp. 5048 ◽  
Author(s):  
Tao Liu ◽  
Jixia Li ◽  
Juan Chen ◽  
Shaolei Yang
Keyword(s):  
Economic Development ◽  
Influencing Factors ◽  
Efficiency Analysis ◽  
Henan Province ◽  
Measure Data ◽  
Ecological Efficiency ◽  
Ecological Civilization ◽  
Growth Trend ◽  
Static And Dynamic Analysis ◽  
Significant Difference

The urban ecological civilization construction relates to welfare of the people and the national future. It is an important field of the high-quality economic development to improve the urban ecological efficiency level. The purpose of this research is to provide a new perspective and method for the quantitative study of the urban sustainable development, and also to provide some decision-making references for the improvement of the urban ecological efficiency in Henan province. This paper uses the slacks-based measure-data envelopment analysis (SBM-DEA) model containing the undesirable output and the Malmquist index model to fully evaluate the urban ecological efficiency level in Henan province during the period of 2005–2016, via both the static and dynamic analysis. Based on this, the bootstrap regression model is applied in analyzing the influencing factors of the urban ecological efficiency. The research shows three findings. First, according to the static efficiency analysis, the urban ecological efficiency in Henan province is low as a whole and has a big promotion space. Moreover, there is a significant difference in the urban ecological efficiency level among the five regions because of the different geographical locations and social and economic development situations of the cities. Second, according to the dynamic efficiency analysis, in the last 12 years, the urban ecological efficiency in Henan province has shown an overall growth trend, and the technological progress has played a major role in promoting the urban ecological efficiency in Henan province. Third, according to the influencing factor analysis, the governmental financial support hinders the improvement of the urban ecological efficiency in Henan province, while the level of opening to the outside world, the urban population density, and the urban greening level promote it.

Sign in / Sign up

Export Citation Format

Share Document