scholarly journals Predictor Analysis of Middle and Low Achieving Students in Cell Biology Online Course in Health Nutrition Undergraduate Program

2021 ◽  
Author(s):  
Rina Susilowati ◽  
Jajah Fachiroh ◽  
Dewajani Purnomosari ◽  
Dewi Kartikawati Paramita ◽  
Yustina Andwi Ari Sumiwi ◽  
...  
Keyword(s):  
Cell Biology ◽  
Linear Regression Analysis ◽  
Final Examination ◽  
Exam Score ◽  
Final Exam ◽  
Undergraduate Program ◽  
Classroom Assessments ◽  
Low Achieving Students ◽  
Final Score ◽  
Student Grades

Abstract Background Lack of direct contact with the students in online courses can result in lower lecturer’s awareness of their engagement and progress. Examination scores generally have the highest proportion in determining students’ grades. Predicting examination scores from the earliest point of the course may be useful in designing timely and appropriate interventions. Aim To analyze the predictors of midterm and final examination scores in an online cell biology course of health nutrition in the undergraduate program at the Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada, Yogyakarta Indonesia. Methods The learning materials including texts, PowerPoints, videos and miniquizzes were uploaded in a course management system before conducting online meetings. In total, 10 different topics were delivered. Pretest and posttest, both not used for grading, were given at the first and last online meeting. Components of the final score were classroom assessments, group assignments, midterm and final examinations. Students (n = 154) were divided into three groups based on their final examination scores, i.e., low, middle and high score. Each component of the final score was reported as mean ± standard deviation and the mean difference between groups was analyzed. Linear regression analysis was performed to reveal the main predictors of the midterm and final exam scores. Two-step cluster analysis determined by the earliest-obtained scores was performed to identify low achieving students. Results Students with higher final examination scores had significantly higher scores for pretest, posttest, pre and post-midterm class assessments, midterm exam and group assignments (p < 0.05). Premidterm class assessment was the main predictor of the midterm exam score. Midterm exam score was the strongest predictor of final exam score and clustering using midterm-premidterm scores identified 75% of low achieving students. To assist students with low and middle achievement, several modifications were considered such as providing longer and multiple access to the learning and formative test materials, facilitating a communication platform with fellow students and sending personal encouraging messages. Conclusion Scores obtained in various activities during the course potentially predict student grades. The activities should be optimized to improve students’ achievement especially for the less privileged students.

The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis

2019 ◽  
Vol 89 (3) ◽  
pp. 459-496 ◽  
Author(s):  
Jessica M. Namkung ◽  
Peng Peng ◽  
Xin Lin
Keyword(s):  
Negative Correlation ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematical Tasks ◽  
Final Exam ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
Student Grades

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

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 Forecasting Students’ Final Exam: Results Using Multiple Regression Analysis in an Undergraduate Business Statistics Course

2021 ◽  
pp. 30-40
Author(s):  
Gunawardena Egodawatte
Keyword(s):  
Regression Model ◽  
Multiple Regression ◽  
Multiple Regression Model ◽  
Predictor Variables ◽  
Teaching Tool ◽  
Final Examination ◽  
Final Exam ◽  
Final Model ◽  
Business Statistics ◽  
Statistics Course

This paper discusses the development of a multiple regression model to predict the final examination marks of students in an undergraduate business statistics course. The marks of a sample of 366 students in the Winter 2017 semester were used to fit the regression model. The final model contained three predictor variables namely two test marks and the homework assignment mark. The marks of another 194 students from Winter 2018 were used to validate the model. The model validation showed that it can be used for future cohorts of students for prediction. The two main objectives of the study were to use the model as a teaching tool in class and to use the model to predict final examination marks of future students.

scholarly journals Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

2021 ◽  
Author(s):  
Lynn C. Reimer ◽  
Kameryn Denaro ◽  
Wenliang He ◽  
Renee Link
Keyword(s):  
Organic Chemistry ◽  
First Generation ◽  
Study Strategies ◽  
Exam Performance ◽  
Exam Score ◽  
Final Exam ◽  
Traditional Lecture ◽  
Course Structure ◽  
Passing Rate ◽  
The Difference

<p> </p><p> </p><p>Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track.” The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. First-generation students who took the first-term course in the flipped format experienced a final exam score boost in the second-term course regardless of repeater status. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM.</p>

scholarly journals Rethinking Exams and Letter Grades: How Much Can Teachers Delegate to Students?

2006 ◽  
Vol 5 (3) ◽  
pp. 270-280 ◽  
Author(s):  
Elizabeth Kitchen ◽  
Summer H. King ◽  
Diane F. Robison ◽  
Richard R. Sudweeks ◽  
William S. Bradshaw ◽  
...  
Keyword(s):  
Student Performance ◽  
Performance Feedback ◽  
Cell Biology ◽  
Scientific Reasoning ◽  
Data Interpretation ◽  
Final Exam ◽  
Letter Grades ◽  
Design Changes ◽  
Using Data ◽  
The Impact

In this article we report a 3-yr study of a large-enrollment Cell Biology course focused on developing student skill in scientific reasoning and data interpretation. Specifically, the study tested the hypothesis that converting the role of exams from summative grading devices to formative tools would increase student success in acquiring those skills. Traditional midterm examinations were replaced by weekly assessments administered under test-like conditions and followed immediately by extensive self, peer, and instructor feedback. Course grades were criterion based and derived using data from the final exam. To alleviate anxiety associated with a single grading instrument, students were given the option of informing the grading process with evidence from weekly assessments. A comparative analysis was conducted to determine the impact of these design changes on both performance and measures of student affect. Results at the end of each year were used to inform modifications to the course in subsequent years. Significant improvements in student performance and attitudes were observed as refinements were implemented. The findings from this study emphasized the importance of prolonging student opportunity and motivation to improve by delaying grade decisions, providing frequent and immediate performance feedback, and designing that feedback to be maximally formative and minimally punitive.

scholarly journals E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE

2009 ◽  
Vol 4 (1) ◽  
pp. 27-36
Author(s):  
Richard Ng ◽  
Abtar Kaur ◽  
Siti Farina Sheikh Mohamed ◽  
Latifah Abdol Latif ◽  
Ramli Bahroom
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Social Presence ◽  
Online Discussion ◽  
Exam Score ◽  
Final Exam ◽  
Online Participation ◽  
Face To Face ◽  
Online Discussion Forum ◽  
Significant Difference

Open University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blended learning approach adopted by OUM provides the flexibility for working adult's to obtain the required paper qualification and to upgrade their knowledge. One of the important elements of blended learning is the use of online discussion forum where learning takes place beyond classroom. Mathematics, a traditionally difficult course, forms part of the prerequisite for students to obtain a business degree at OUM. The adult learners at OUM generally have left school for at least five years and most of them have low grades in Mathematics at O' Level. Thus it is a big challenge for these adult learners to undertake a Mathematics course via online with minimum Face-to-Face contact with their tutors. This paper focuses on the implementation of pro-instruction workshop and supplemental instruction to find its impact on student's online participation and exam results of 88 students. The contents of the online forum were also analyzed using a 34-item instrument derived from the Community of Inquiry model. Results obtained showed that there was a strong correlation between workshop participation and final exam score. Independent samples t-test conducted showed that there was a significant difference between the mean score of online discussion ratio and final examination between participants attached to a tutor conducting the workshop and extended coaching compared to participants attached to another tutor using the normal teaching guide. The means COI score obtained for mathematics between the two tutors indicated that there is a difference in the teaching and cognitive presence but almost similar in the social presence.

scholarly journals Computer Aided Instruction: A Study Of Student Evaluations And Academic Performance

2008 ◽  
Vol 5 (11) ◽  
Author(s):  
David Collins ◽  
Alan Deck ◽  
Myra McCrickard
Keyword(s):  
Private University ◽  
Student Evaluations ◽  
Financial Accounting ◽  
Computer Aided Instruction ◽  
Final Exam ◽  
Computer Aided ◽  
Before And After ◽  
Student Grades ◽  
The Impact ◽  
Traditional Homework

Computer aided instruction (CAI) encompasses a broad range of computer technologies that supplement the classroom learning environment and can dramatically increase a student’s access to information.  Criticism of CAI generally focuses on two issues: it lacks an adequate foundation in educational theory and the software is difficult to implement and use.  This paper describes the educational use of CAI in two different courses at a small, private university and the implementation and use experiences of the instructors.  One instructor used Homework Manager in Principles of Financial Accounting and the other instructor used Aplia in Principles of Microeconomics.  It is shown that the use of CAI is pedagogically effective and that currently available applications are easy to integrate into the student’s in-class experience.  The paper also reports on the impact that using CAI has on student evaluations of both the course and the instructor and on student grades.  For student evaluations, mean responses were compared on ten questions believed to be influenced by the switch from traditional homework assignments to CAI-based homework assignments.  While differences were generally in the expected direction, it could not be shown that CAI had a direct impact on student evaluations of either the course or the instructor.  For student grades, final exam grades were compared before and after the adoption of CAI.  It is shown that the use of CAI significantly increased student final exam grades. 

scholarly journals Motivos Para El Diseño Del Examen Final De Octavo Semestre De Los Estudiantes De La Facultad De Enfermerí­a.

Xihmai ◽  
2013 ◽  
Vol 7 (13) ◽  
Author(s):  
Josefina Valenzuela Gandarilla ◽  
David Mendoza Armas ◽  
Marí­a Dolores Flores Solí­s ◽  
Elizabeth Medina Castro
Keyword(s):  
Final Evaluation ◽  
Final Examination ◽  
Final Exam ◽  
Key Informants ◽  
School Of Nursing ◽  
Palabras Clave ◽  
Evaluation Training

Resumen En el presente estudio el objetivo fue determinar los motivos que originaron el diseño del examen final para alumnos de octavo de la Facultad de Enfermerí­a de la Universidad Michoacana San Nicolás de Hidalgo de Morelia, Michoacán. Se trató de un estudio de desarrollo en el campo de la evaluación. Resultados: los estudiantes tení­an entre 21 - 23 años en un 77.5%, el 88.7% fueron mujeres. Los informantes clave tení­an entre 5 y 39 años como docente. El 87.3% expresó que sí­, que un examen final podrá contribuir para el desempeño de enfermerí­a. Esto indica que las y los estudiantes consideran que es necesaria una evaluación final. Asimismo se podrán medir conocimientos e identificar de deficiencias en la formación profesional.   Palabras clave: desempeño, examen final, evaluación, formación profesional, motivos. Abstract In the present study aimed to determine the reasons for the design of the final exam semester eigth students at the School of Nursing at the Universidad Michoacana San Nicolas de Hidalgo in Morelia, Michoacan. It was a development studio in the field of evaluation. Results: The students were between 21 to 23 years 77.5%, 88.7% were women. Key informants were between 5 and 39 years as a teacher. 87.3% expressed that if, a final exam may contribute for the performance of nursing. This suggests that students consider and the need for a final evaluation. Also be measurable knowledge and identify gaps in training.   Keywords: performance, final examination, evaluation, training, reasons.

scholarly journals The Status of Natural Scientific Education and its Relationship with Exam Systems

2020 ◽  
Vol 10 (5) ◽  
pp. 77
Author(s):  
Istvan Simonics ◽  
Andrea Hetzl
Keyword(s):  
Natural Science ◽  
Core Curriculum ◽  
Promising Result ◽  
Final Examination ◽  
Examination System ◽  
Final Exam ◽  
Student Centered ◽  
Advanced Level ◽  
Teaching Learning ◽  
High Level

According to international surveys (PISA, TIMSS), the mathematical and natural science test results of the Hungarian students have been steadily declining. The number of those who are affected by school dropouts is high. The present educational methods are not able to prepare the students properly for measures requiring application-oriented knowledge. In the hierarchy, natural science subjects are considered to be the least popular and significant ones among students. Compared to the 1970s and 80s, the natural sciences have become the ’great losing side’ due to the lessons’ number changes of the consecutive Nation-al Core Curriculum. The low lesson number is not in balance with the huge amount of educational material to be learned. There is not enough time to perform experiments, to deepen knowledge, to have student-centered methods. Based upon the core points of the new National Core Curriculum, a piece of extensive scientific knowledge and being able to solve problems are the most fundamental skills to be developed, however, the viability of the implementations have not begun to take shape. The Final exam is the most influential output element in our examination system. Presently only a few students tend to choose science subjects for their Final ex-amination, moreover few people take an advanced level ex-am in these fields. Fortunately, from this year it is compulsory to take an advanced level examination of the minimum one subject for entry to higher education. Nowadays there are not any obligatory science subjects for the Final examination, however, their introduction is a prevalent topic among professionals. Several people hope that by the new examination, the level of students' motivation for the subject and the general knowledge of the society could be increased. In 2019 the authors made the survey. They elaborated questionnaires for teachers and students about the effect of the exam on students’ motivation and knowledge. They expected a high level of acceptance of an introduction of compulsory science subjects for the Final examination. It is a promising result that the majority of students and teachers find science knowledge important. Unfortunately, the popularity index of these subjects is still bad; this means that we have to find a solution for improving the teaching-learning process.

scholarly journals Increasing Interpersonal Interactions in an Online Course: Does Increased Instructor E-mail Activity and a Voluntary In-Person Meeting Time Facilitate Student Learning?

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Bianca Cung ◽  
Di Xu ◽  
Sarah Eichhorn
Keyword(s):  
Student Learning ◽  
Critical Role ◽  
Interpersonal Interactions ◽  
Final Exam ◽  
Quantitative Evidence ◽  
Passing Rates ◽  
Variable Bias ◽  
Matching Strategy ◽  
Student Grades ◽  
E Mail

Distance learning is expanding rapidly in universities. While theoretical and qualitative literature stress the critical role of effective interpersonal interactions in motivating students and facilitating learning in online environments, quantitative evidence on the benefits of increased interpersonal interactions on student learning outcomes is limited. This study examines the effect of providing a voluntary meeting time and increasing instructor e-mail activity on student grades in a fully online Pre-Calculus course at a public university. Student selection into courses was minimal since students only had access to one condition at a time. We further use a propensity score matching strategy to address demographic variations in student characteristics across cohorts. Our results indicate that the increased interpersonal interaction opportunities increased final exam scores by 0.22 standard deviations and improved passing rates by 19 percentage points. The Rosenbaum’s sensitivity analysis indicates that it is unlikely that these results are due to omitted variable bias.

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