scholarly journals Effectiveness of structured handouts lectures and oral discussion on the performance of science students in the basic biochemistry course

2021 ◽  
Author(s):  
Mohammed Mohammed
Keyword(s):  
Academic Performance ◽  
Teaching Method ◽  
P Value ◽  
Science Students ◽  
Pass Mark ◽  
Oral Discussion ◽  
Traditional Lectures ◽  
Practical Session ◽  
The Difference ◽  
The University

<p>The aim of this article was to investigate the effect of structured handouts lectures and oral discussions on the academic performance of biochemistry students. The biochemistry course of science Bachelor students was implemented through structured handouts lectures using the lecturer and the mobile as information sources , oral discussions and practical sessions. The opinion of the students about the instruction methods was investigated through a questionnaire. The academic performance of the students was compared to the performance of a previous student batch who studied the course through traditional lectures and practical sessions only. The obtained results were analyzed using the SPSS program and the t-test percent. According to the university regulations the pass mark was set as 60. 85.9% was the percentage of pass students who studied the course through the structured handouts , oral discussion and practical session while the percentage of the pass students who studied the course through traditional lectures and practical sessions was 78.8%. However, the difference between the two percentages was insignificant (p- value= 0.25). The questionnaire analysis showed that 63.2% of the students believed that the structured handouts lectures and the oral discussions were excellent and 79.4% of the students advised the course coordinator to adopt this teaching method for the future batches.<b> </b>structured handouts lectures and oral discussions improved the performance of biochemistry students and they advised to adopt the method for future batches of biochemistry. </p>

scholarly journals Effectiveness of structured handouts lectures and oral discussion on the performance of science students in the basic biochemistry course

2020 ◽  
Author(s):  
Mohammed Mohammed ◽  
Mohammed Ali Assiri
Keyword(s):  
Academic Performance ◽  
Teaching Method ◽  
P Value ◽  
Science Students ◽  
Pass Mark ◽  
Oral Discussion ◽  
Traditional Lectures ◽  
Practical Session ◽  
The Difference ◽  
The University

<p>The aim of this article was to investigate the effect of structured handouts lectures and oral discussions on the academic performance of biochemistry students. The biochemistry course of science Bachelor students was implemented through structured handouts lectures using the lecturer and the mobile as information sources , oral discussions and practical sessions. The opinion of the students about the instruction methods was investigated through a questionnaire. The academic performance of the students was compared to the performance of a previous student batch who studied the course through traditional lectures and practical sessions only. The obtained results were analyzed using the SPSS program and the t-test percent. According to the university regulations the pass mark was set as 60. 85.9% was the percentage of pass students who studied the course through the structured handouts , oral discussion and practical session while the percentage of the pass students who studied the course through traditional lectures and practical sessions was 78.8%. However, the difference between the two percentages was insignificant (p- value= 0.25). The questionnaire analysis showed that 63.2% of the students believed that the structured handouts lectures and the oral discussions were excellent and 79.4% of the students advised the course coordinator to adopt this teaching method for the future batches.<b> </b>structured handouts lectures and oral discussions improved the performance of biochemistry students and they advised to adopt the method for future batches of biochemistry. </p>

scholarly journals Effectiveness of structured handouts lectures and oral discussion on the performance of science students in the basic biochemistry course

2020 ◽  
Author(s):  
Mohammed Mohammed ◽  
Mohammed Ali Assiri
Keyword(s):  
Academic Performance ◽  
Teaching Method ◽  
P Value ◽  
Science Students ◽  
Pass Mark ◽  
Oral Discussion ◽  
Traditional Lectures ◽  
Practical Session ◽  
The Difference ◽  
The University

<p>The aim of this article was to investigate the effect of structured handouts lectures and oral discussions on the academic performance of biochemistry students. The biochemistry course of science Bachelor students was implemented through structured handouts lectures using the lecturer and the mobile as information sources , oral discussions and practical sessions. The opinion of the students about the instruction methods was investigated through a questionnaire. The academic performance of the students was compared to the performance of a previous student batch who studied the course through traditional lectures and practical sessions only. The obtained results were analyzed using the SPSS program and the t-test percent. According to the university regulations the pass mark was set as 60. 85.9% was the percentage of pass students who studied the course through the structured handouts , oral discussion and practical session while the percentage of the pass students who studied the course through traditional lectures and practical sessions was 78.8%. However, the difference between the two percentages was insignificant (p- value= 0.25). The questionnaire analysis showed that 63.2% of the students believed that the structured handouts lectures and the oral discussions were excellent and 79.4% of the students advised the course coordinator to adopt this teaching method for the future batches.<b> </b>structured handouts lectures and oral discussions improved the performance of biochemistry students and they advised to adopt the method for future batches of biochemistry. </p>

scholarly journals Misconceptions in Projectile Motion and Conceptual Changes via Geogebra Applications

2021 ◽  
Vol 8 (3) ◽  
pp. 42-62
Author(s):  
Ferhat Aslan ◽  
Ugur Buyuk
Keyword(s):  
Science Teachers ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching Method ◽  
Control Group ◽  
Traditional Teaching ◽  
Projectile Motion ◽  
Post Test ◽  
The Difference ◽  
The University

The purpose of this work is to examine the issue of pre-service science teachers’ (PSST) Geogebra applications on misconceptions about projectile motion (PM) and the permanence of learning concepts. In this study, quantitative research method was used as scientific research method, and semi-experimental design with pre-test, post-test control group was used as a pattern. The accessible population of this study is PSST who study in a university located in Kayseri, Turkey in the 2019-2020 academic year. Sample of the study included 36 freshman PSST, studying at the university level in Kayseri. 18 of the participants are experimental-group (EG) and 18 of them are control-group (CG). Both groups learned the subject of projectile motion (PM) together in the classroom. In addition to the traditional teaching method, the EG participated eight-week in the Geogebra course based on the conceptual change model and prepared physics simulations with Geogebra. “Conceptual Questions on Projectile Motion” was used as a data collection tool and the data were analyzed by means of statistics (t-test) based on the difference between averages. The results revealed that both the post-test’s and permanence test’s mean scores of the EG PSST were significantly higher than the mean score of the CG PSST (post-test: t=2.525; p< .05) (permanence test: t=5.466; p< .05). Furthermore, in this study, many misconceptions about the PM were identified.

scholarly journals STUDENTS ATTITUDES TOWARD BLENDED TEACHING AMONG STUDENTS OF THE UNIVERSITY OF CALCUTTA

2021 ◽  
Vol 9 (07) ◽  
pp. 267-274
Author(s):  
Md. Mahasin Ali ◽  
Keyword(s):  
University Students ◽  
Quantitative Research ◽  
Teaching Method ◽  
Attitude Scale ◽  
Online Mode ◽  
Significant Difference ◽  
The Difference ◽  
Students Attitudes ◽  
The University ◽  
Blended Teaching

The subject of my research is to investigate the students attitudes towards blended teaching among students of the University of Calcutta. The three purposes for which I have studied are –1.To study the attitude of Calcutta University students towards Blended Teaching. 2. To study the difference in attitude of Calcutta University students towards Blended Teaching with regard to gender. 3.To study the difference in attitude of Calcutta University students towards Blended Teaching with regard to locality. The quantitative research method has been used for the study. The results I obtained through the self- constructed attitude scale are –There is no significant difference in attitude towards Blended Teaching between male and female students of Calcutta University. And there is no significant difference in attitude towards Blended Teaching between rural and urban students of Calcutta University.Most of the students think that the Blended Teaching method can be acceptable to the students of College and University. Most of the students think that it will be benefited to the students if some syllabus is taught in Online Mode and some is taught in Offline Mode. Most of the students think that the students will be benefited by Blended Teaching method. Most of the students think that Blended Teaching method will benefit the teachers in teaching. Most of the students think that Blended Teaching will improve the learning of the students. Most of the students think that the Blended Teaching method will make the learning environment and teaching more flexible. Some students think that many students will face with difficulties in Blended Teaching. Some students think that only the Offline Teaching is more effective than Blended Teaching in Higher Education.

Gender Differences in Academic Grades versus Absenteeism for Medical Sciences Students

2020 ◽  
Author(s):  
ABDULRAHIM HAKAMI
Keyword(s):  
Academic Performance ◽  
Teaching Method ◽  
Group Discussion ◽  
Inverse Correlation ◽  
Multiple Choice Questions ◽  
Medical Sciences ◽  
Academic Degree ◽  
Male And Female ◽  
Absence Rate ◽  
The Difference

Abstract Background: Learning environment and academic performance can be investigated from various aspects. Numerous interfering factors make this issue a complex one. The aim of this study is to understand the role of absenteeism on the overall score of medical sciences students and to consider the difference between male and female students.Methods: Academic performance was evaluated using the overall grades. Assessments of students and absence rate were tracked in two consecutive semesters (January–April 2019 and September–December of the same year), followed by sequential alignment to evaluate and correlate males (n=43) and females (n=72) results. During the semester, all teaching and assessment methods were unified to both sections to mitigate any confounding results from the teaching method to either section. Academic activities were assessed automatically and subjectively. SEKONIC SR-3500 HYBRID Machine was used to correct and analyze the answers of multiple-choice questions of the Midterm and final examination. Objective marks were compiled with the scores of the subjective answers to generate the final academic degree. These overall marks were correlated and statistically analyzed with the absence rates.Results: Preliminary data of the mean scores between male and female students during three semesters were statistically significant (**** p<0.0001). To correlate marks with absenteeism, the correlation coefficient (r) was in a negative value which indicates an inverse correlation between X (absence rate) and Y data (scores). But, a statistically significant correlation was found in the male section (**p= 0.0011 for the first semester; *p= 0.0255 for the second semester) but no significance was observed with the female scores (p= 0.2041; p=0.1537).Conclusions: The results show that female marks are not solely dependent on class attendance but probably other factors were involved such as self-learning, motivation and group discussion. The female mean scores were significantly higher in five semesters in a row compared to male students. Male overall scores prove to be conditioned with the instructor explanation. The finding indicates a gender variation in the academic performance measured by overall grades taking absenteeism rate into account.

scholarly journals Satisfaction of pharmacy students with e-learning approach in the University of Health Sciences Casablanca, Morocco during COVID-19 lockdown

2021 ◽  
pp. 495-503
Author(s):  
Lamia Slimani ◽  
Layla Hammidi ◽  
Fayssal Jhilal ◽  
Chakib Nejjari ◽  
Samir Ahid
Keyword(s):  
Student Satisfaction ◽  
Teaching Method ◽  
Cross Sectional Study ◽  
Health Sciences ◽  
Pharmacy Students ◽  
P Value ◽  
Cross Sectional ◽  
Emergency Situations ◽  
E Learning ◽  
The University

Objective: The aim of this study was to assess the satisfaction of pharmacy students with e-learning during the COVID-19 lockdown. Methods: A cross-sectional study was conducted in the Pharmacy School of Mohammed VI University of Health Sciences of Casablanca in April 2020. An anonymous questionnaire previously validated by the pedagogical committee of the university was administered to students via google forms. Results: A total of 154 responses were received, 122 (79.22%) were female students. The majority of students were satisfied with the general organisation (between 60.4% and 81.8% depending on the studied parameter), e-learning (63.6%), educational content (between 61% and 85.7% depending on the studied parameter), self-assessment methods (between 64.9% and 84.4% depending on the studied parameter), adaptation (63%), the involvement of teachers (83.8%), and the administration of the faculty (75.9%). Multivariate analysis showed that two factors were significantly associated with student satisfaction related to e-learning in this study. This corresponds to the level of study (p-value = 0.026; OR=4.009; IC95% [1.176-13.663]) and the adaptation (p-value = 0.004; OR=3.671; IC95% [1.519-8.868]). This study found that satisfaction levels were higher among third year students, which could be interpreted by the fact that they were more familiar with e-learning. Conclusion: Students were mostly satisfied with e-learning during the lockdown. The experience from this study showed an advantage for other schools by the partial introduction of e-learning training as a teaching method in normal situations in order to better deal with emergency situations.

scholarly journals Correlation between academic performance and strength of motivation among dental students of University College of Medicine and Dentistry

2021 ◽  
Vol 4 (1) ◽  
pp. 9-12
Author(s):  
Arooj Zafar ◽  
Fadia Asghar
Keyword(s):  
Academic Performance ◽  
Positive Relationship ◽  
Vital Role ◽  
Dental Students ◽  
P Value ◽  
Correlational Research ◽  
University College ◽  
The University ◽  
Relationship Of ◽  
The Relationship

Introduction: Student motivation plays a vital role in how well they perform academically. It is particularly important in dental students due to intense studies and tiring clinical duties. Research has been done to find out the relationship of qualitative and quantitative motivation with academic performance, but with contradictory results.Objective: To find the correlation between the strength of motivation and academic performance among dental students of the University College of Medicine and Dentistry (UCMD).Method: A correlational research design was applied. The strength of motivation was calculated using the SMMS-R questionnaire. The questionnaire was sent on WhatsApp to the 1st, 2nd, 3rd, and final year students. One hundred and forty-four responses were recorded. Out of these, 4 students did not allow to access their results, thus they were excluded from the study. For the rest of the 140 students, their academic scores of Combined Block Assessment 1 (CBA-1) were provided by the administration department. Data analysis was done using the SPSS 25.Results: Strength of motivation and academic performance showed a positive relationship; Pearson’s correlation coefficient (r) was 0.6 with a p-value of 0.01. With an increase in strength of motivation, the academic performance also increased.Conclusion: A positive relationship was found between the students’ strength of motivation and their academic performance as calculated by the SMMS-R questionnaire. KEYWORDS: Motivation, academic performance.

ROLE OF STRESS AND SELF-ESTEEM IN ACADEMIC PERFORMANCE OF MEDICAL STUDENTS

2021 ◽  
pp. 67-70
Author(s):  
Vikram Gowda N R ◽  
Sri Harsha H ◽  
Jiyo Chacko ◽  
Nirmala C N
Keyword(s):  
Academic Performance ◽  
General Health ◽  
General Health Questionnaire ◽  
Self Esteem ◽  
Psychological Status ◽  
P Value ◽  
Health Questionnaire ◽  
Medical College ◽  
The Mean ◽  
The Difference

Background: Deterioration in performance of students in medical college is raising concern. One of the reasons is compromise in mental state which is due to stress and it is one of the concerns in present world which needs urgent attention. Many studies have reected that emotional problems are one of the major concerns in higher education which leads to psychological abnormalities like anxiety and depression. Thus early identication and intervention for students having psychological distress would prevent the long term failure in the educational task desired from them at the end of course. Objectives: To assess psychological state among undergraduate medical students measured by general health questionnaire and Rosenberg scale of self-esteem and to correlate their academic performance with the present psychological status. Methods:Adescriptive cross-sectional study was conducted among MBBS students across different phases studying in medical college in central Kerala. The questionnaire included general information and specic information like regarding stay in hostel, hours of study per day, recreational activity, family matters and nancial situation. Psychological wellbeing was assessed using General Health Questionnaire–12. Ascore of ≥15 was considered as an indicator of psychological stressful situation. Self-esteem wellbeing was assessed by Rosenberg Self-esteem Scale according to which any score <20 was considered as low self-esteem. The summative assessment (University examination) marks pattern in theory, viva and practical's were considered as measure for academic performance. Results: 338 students from different phases belonging to different year of admission from 2012 to 2015 participated in the study. The mean age group of sample was 20.96±1.49 years among them 73% were female students. In 118 students General Health Questionnaire score was less than 15 but the difference in sample across the group was not statistically signicant, similarly 207 students had score less than 20 in Rosenberg selfesteem scale where the difference in the score among the group was not statistically signicant. Only in 2012 batch students, a statistically signicant negative correlation was observed between the mean scores of general health questionnaire with academic performance (Mean GHQ score 16.42, r value -0.2, p value 0.018) and a statistically signicant positive correlation was observed between low self-esteem with academic performance (Mean RSE score 18.41, r value 0.23, p value 0.03). In all other batch although GHQ score did not correlate with academic performance but self-esteem score was statistically signicant in batch of 2014. Conclusion: Our study supports that as stress increases, the academic performance decreases hence GHQ and RSE should be used among students with poor academic performance to rule out psychological distress and low self-condence. Every college should be provided a cell to monitor the psychological status of students periodically and intervene if required.

scholarly journals COMPARISON OF STUDENT PERFORMANCE WHEN SOLVING A THERMODYNAMIC CYCLE AFTER IMPLEMENTING AN ALTERNATIVE TEACHING METHOD

2018 ◽  
Author(s):  
Juan Abelló ◽  
Douglas Ruth
Keyword(s):  
Student Performance ◽  
Engineering Students ◽  
Teaching Method ◽  
Thermodynamic Cycle ◽  
First Year ◽  
Similar Question ◽  
Final Exam ◽  
Alternative Teaching ◽  
The Difference ◽  
The University

Abstract –First-year engineering students at the University of Manitoba take a thermodynamics course.  The summer instructor taught the course differently from the fall and winter terms. He combined tutorials with lectures to introduce active learning to the course, implemented an online problem library and increased the number of term tests. Students in the summer 2016 term were given a similar thermodynamic cycle question in their final exam as students in the winter 2016 term. Student performance inthe cycle question was compared in order to evaluate the effectiveness of the new teaching method. Both groups had similar question averages with generally similar question score histograms. However, winter students scored an average of 10% below their GPA, while summer students scored an average of 1% below their GPA. The difference between these averages is statistically significant (97.5% confidence). These results suggest that the new teaching approach leads to better student performance when solving thermodynamic cycles.  

scholarly journals “Is There a “Best” Method for Standard Setting in OSCE Exams? Comparison between Four Methods (A Cross-Sectional Descriptive Study)

2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Doaa Kamal ◽  
Moataz Sallam ◽  
Enas Gouda ◽  
Sally Fouad
Keyword(s):  
Undergraduate Students ◽  
Standard Setting ◽  
Descriptive Study ◽  
Cross Sectional ◽  
Pass Mark ◽  
Significant Difference ◽  
The Difference ◽  
The University ◽  
Passing Score ◽  
Selection Of

Background: One of the essential considerations while designing an OSCE exam is “standard-setting”, which refers to the score with which a student could be considered to pass or fail an exam. The selection of proper standard-setting method is based on different criteria, including the applicability of the method, the university bylaws, and the purpose of the test. Objectives: To examine the difference between four different standard-setting methods: the modified Cohen’s, borderline regression, Hofstee methods, and the fixed 60% arbitrary method in determining the passing score in ophthalmology OSCE exam. Methods: Two periodic ophthalmology OSCE were selected to examine the differences in failure rates and pass scores. The four standard setting methods were applied with a sample size that included 38 (year 5 undergraduate) students at the Faculty of Medicine, Suez Canal University. Results: Modified Cohen’s method resulted in the lowest passing score (54% and 58%), while the Hofstee method led to the highest passing score (69.2% and 75%). Comparing the percentage of students who are supposed to pass the exam, we can observe that there is no statistically significant difference among these standard-setting methods were used except for the Hofstee method. Conclusions: There is no single best method for setting the passing mark of an exam. We could obtain more practical outcomes if we considered more than one method and the average pass mark.

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