Disruptiveness of COVID-19: Differences in Course Engagement, Self-appraisal, and Learning

We investigated how the transition to remote instruction amidst the COVID-19 pandemic affected students’ engagement, self-appraisals, and learning in advanced placement (AP) Statistics courses. Participants included 681 (Mage=16.7 years, SDage=.90; %female=55.4) students enrolled in the course during 2017-2018 (N=266), 2018-2019 (N=200), and the pandemic-affected 2019-2020 (N=215) year. Students enrolled during the pandemic-affected year reported a greater improvement in affective engagement but a decrease in cognitive engagement in the spring semester relative to a previous year. Females enrolled in the pandemic-affected year experienced a greater negative change in affective and behavioral engagement. Students enrolled during the pandemic-affected year reported a greater decrease in their anticipated AP exam scores and received lower scores on a practice exam aligned with the AP exam compared to a prior year. Though resilient in some respects, students’ self-appraisal and learning appeared negatively affected by pandemic circumstances.

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Again, Maryland Ranks #1 in Advanced Placement (AP) Exam Performance

PsycEXTRA Dataset ◽

10.1037/e532122010-001 ◽

2010 ◽

Keyword(s):

Advanced Placement ◽

Exam Performance ◽

Ap Exam

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Student Participation and Performance on Advanced Placement Exams: Do State-Sponsored Incentives Make a Difference?

Educational Evaluation and Policy Analysis ◽

10.3102/0162373709342466 ◽

2009 ◽

Vol 31 (4) ◽

pp. 346-366 ◽

Cited By ~ 10

Author(s):

Dong Wook Jeong

Keyword(s):

Longitudinal Study ◽

Advanced Placement ◽

Student Participation ◽

Test Results ◽

College Board ◽

Advanced Placement Exams ◽

Fee Exemption ◽

Nationally Representative ◽

And Performance ◽

Ap Exam

Many states provide incentives to students, teachers, and schools for the participation and success of students on Advanced Placement (AP) examinations administered by the College Board. The purpose of this article is to examine whether these incentives help students enroll and succeed in AP exams. An analysis of nationally representative AP exam data, taken from the Education Longitudinal Study of 2002, revealed that AP exam fee exemption, the most prevalent incentives, leads to an increase in the likelihood of AP course enrollees taking the exam—in particular, the disadvantaged. In contrast, little evidence was found that performance-based incentives, to which several states link AP test results, are helpful for improving AP exam participation and performance.

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Advanced Placement English Exam Scores

Education and Urban Society ◽

10.1177/0013124514541676 ◽

2016 ◽

Vol 48 (7) ◽

pp. 685-716 ◽

Cited By ~ 1

Author(s):

Bevan Koch ◽

John R. Slate ◽

George W. Moore

Keyword(s):

Advanced Placement ◽

Advanced Placement English ◽

Exam Scores

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Giving College Credit Where It Is Due: Advanced Placement Exam Scores and College Outcomes

Journal of Labor Economics ◽

10.1086/687568 ◽

2017 ◽

Vol 35 (1) ◽

pp. 67-147 ◽

Cited By ~ 13

Author(s):

Jonathan Smith ◽

Michael Hurwitz ◽

Christopher Avery

Keyword(s):

Advanced Placement ◽

College Outcomes ◽

College Credit ◽

Exam Scores ◽

Placement Exam

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Oral Corrective Feedback on Pronunciation Errors: The Mediating Effects of Learners’ Engagement with Feedback

Advances in Language and Literary Studies ◽

10.7575/aiac.alls.v.12n.4.p.68 ◽

2021 ◽

Vol 12 (4) ◽

pp. 68

Author(s):

Hooman Saeli ◽

Payam Rahmati ◽

Mohammadreza Dalman

Keyword(s):

Language Development ◽

Corrective Feedback ◽

Cognitive Strategies ◽

Cognitive Engagement ◽

Effective Communication ◽

Affective Engagement ◽

Mediating Effects ◽

Oral Corrective Feedback ◽

Efl Students ◽

Positive Engagement

This study examined low-proficiency Iranian EFL students’ affective, behavioral, and cognitive engagement with oral corrective feedback (OCF) on interdental fricative errors: /θ/and/ð/. The data were collected from 27 learners with favorable and unfavorable perceptions about OCF. After receiving OCF on 30 tested and 30 untested lexical items in tutoring sessions, the participants took a posttest. The analysis of the data showed that the learners with positive perceptions about OCF had significantly higher accuracy gains, as shown by their posttest results. The interviews showed that the learners’ positive perceptions about OCF had positive affective engagement. Also, the learners who perceived pronunciation accuracy as an important component of their language development showed positive patterns of affective engagement with OCF. Additionally, the learners who affectively engaged with direct OCF positively tended to show positive behavioral and cognitive engagement with feedback. These learners reviewed the provided OCF and practiced the correction by employing an array of cognitive strategies (e.g., repetition). Overall, our findings show that positive engagement with feedback can result in higher pronunciation accuracy gains. Therefore, teachers should familiarize themselves with their students’ perceptions about feedback on their pronunciation errors, since these perceptions may impact the way students engage with feedback affectively, behaviorally, and cognitively. For instance, students who value pronunciation accuracy may be more likely to positively engage with feedback on pronunciation errors, while students who emphasize effective communication may negatively engage with such feedback.

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STUDENTS’ ENGAGEMENT AND INTEREST IN LEARNING WRITING THROUGH MIND MAPPING TECHNIQUE

IDEAS Journal on English Language Teaching and Learning Linguistics and Literature ◽

10.24256/ideas.v7i2.1039 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Wahyu Wahyu

Keyword(s):

Cognitive Engagement ◽

Behavioral Engagement ◽

Mapping Technique ◽

Control Group ◽

Mind Mapping ◽

Study Program ◽

Writing Ability ◽

Writing Test ◽

Before And After ◽

Quasi Experimental

The objective of this research was to find out whether the use of mind mapping technique is effective or ineffective in improving students’ engagement and interest in learning writing. The researcher employed quantitative method with the quasi-experimental design. The research was conducted to the fourth-semester students of English Study Program of IAIN Bone. The data were collected by using observation checklist, writing test, and questionnaire. The data from observation checklist were used to find out students’ behavioral engagement, in this case, students’ participation in experimental group which was taught writing subject through mind mapping technique. The writing test was given twice for both experimental and control group to investigate the students’ writing ability which shows students’ cognitive engagement before and after the treatment was conducted. It can be concluded that the use of mind mapping technique in learning writing is effective to increase students’ engagement and interest. Moreover, further analysis shows that students’ behavioral engagement is higher than students’ cognitive engagement and students’ expressed interest increases higher than other types of interest due to the technique used which was mind mapping technique.

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The COVID-19 Pandemic and the Challenges of E-Assessment of Calculus Courses in Higher Education: A Case Study in Saudi Arabia

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.3.16 ◽

2021 ◽

Vol 20 (3) ◽

pp. 265-281

Author(s):

Fatima M Azmi ◽

Heba Bakr Khoshaim

Keyword(s):

Saudi Arabia ◽

Private University ◽

Spring Semester ◽

Mathematical Concepts ◽

Statistical Tool ◽

Significant Difference ◽

The Mean ◽

Exam Scores ◽

Mean Differences

The COVID-19 pandemic has affected many aspects of our lives, including education. Due to this unexpected catastrophe, education has shifted to virtual-learning and auto-grading models in most parts of the world. This study explores the validity and appropriateness of auto-grading-assessment for online exams by comparing students’ online exam scores where they are first auto-graded and then manually graded. Furthermore, it investigates whether the mean differences in their scores are statistically significant. The study included two calculus courses taught by the authors, during the spring semester 2019-2020 at a private university in Saudi Arabia. The online exam was performed on the WebAssign platform, which has built-in calculus questions. The sample consisted of fifty-five students who were registered on those calculus courses. The quantitative data was analysed using the SPSS statistical tool. A paired t-test at an alpha level of 0.05 was performed on differences in mean exam scores between auto-graded and manually-graded scores. The statistical analysis results revealed a statistically significant difference in students' mean scores. Our findings illustrate the importance of human intelligence, its role in assessing students' achievements and understanding of mathematical concepts, and the extent to which instructors can currently rely on auto-grading. A careful manual investigation of auto-graded exams revealed different types of mistakes committed by students. Those mistakes were characterized into two categories: non-mathematical mistakes (related to Platform Design) and minor mathematical mistakes, which might deserve partial credit. The study indicated a need to reform the auto-grading system and provided some suggestions to overcome its setbacks.

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Pengaruh school engagement, locus of control, dan social support terhadap resiliensi akademik remaja

TAZKIYA JOURNAL OF PSYCHOLOGY ◽

10.15408/tazkiya.v2i1.10749 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Ika Rahayu Satyaninrum

Keyword(s):

Social Support ◽

Locus Of Control ◽

School Engagement ◽

Perceived Social Support ◽

Cognitive Engagement ◽

Academic Resilience ◽

Behavioral Engagement ◽

External Scale

Penelitian ini dilakukan untuk mengukur school engagement, locus of control, dan dukungan sosial terhadap resiliensi akademik remaja. Sampel penelitian berjumlah 214 siswa usia 15-18 tahun. Data diperoleh melalui pengisian skala, untuk mengukur resiliensi akademik, skala Academic Resilience Inventory diadaptasi, sedangkan pengukuran school engagement, skala School Engagement Measured diadaptasi, pengukuran locus of control, skala The Internal-External Scale diadaptasi, dan pengukuran dukungan sosial dalam penelitian ini skala The Multidimensional Scale of Perceived Social Support diadaptasi. Analisis data yang digunakan adalah analisis regresi berganda. Hasil penelitian menunjukkan bahwa ada pengaruh bersama yang signifikan dari school engagement, locus of control dan dukungan sosial terhadap resiliensi akademik remaja. Proporsi varians dari resiliensi akademik pada remaja yang dijelaskan oleh semua variabel independen adalah sebesar 9.8%. Variabel yang menunjukkan kecenderungan positif paling dominan dan secara signifikan memengaruhi resiliensi akademik remaja adalah behavioral engagement dan cognitive engagement.

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Should a High School Adopt Advanced Placement or a Concurrent Enrollment Program? An Expected Benefit Approach

Education Finance and Policy ◽

10.1162/edfp.2009.4.3.263 ◽

2009 ◽

Vol 4 (3) ◽

pp. 263-277 ◽

Cited By ~ 5

Author(s):

Donald H. Dutkowsky ◽

Jerry M. Evensky ◽

Gerald S. Edmonds

Keyword(s):

Higher Education ◽

Advanced Placement ◽

Private Colleges ◽

Concurrent Enrollment ◽

Public Institutions ◽

Institutions Of Higher Education ◽

District Personnel ◽

National Norms ◽

College Bound Students ◽

Ap Exam

This article provides an explicit framework for evaluating the expected benefit to college-bound students of courses offered by Advanced Placement (AP) versus concurrent enrollment programs (CEP). District personnel can use it to assess the relative merits of these programs, given the characteristics of their students, in deciding which model to implement or maintain. Simulations reveal that CEP generally provides a higher expected benefit for districts where students who take the course attend private colleges or universities (including public institutions out of state) and perform on the AP exam around national norms. AP favors high schools where students taking the course either face inexpensive costs for study at institutions of higher education or perform exceptionally well on the AP exam. Information from a sample of 240 colleges and universities reveals that few explicitly reject AP or CEP for credit if the student meets a minimum criterion, although more information is provided for AP.

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