scholarly journals Learning Beliefs, Time on Platform, and Academic Performance During the COVID-19 in University STEM Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos ◽  
Fabiola Sáez-Delgado ◽  
Rubia Cobo-Rendón ◽  
Javier Mella Norambuena ◽  
Alejandra Maldonado Trapp ◽  
...  
Keyword(s):  
Academic Performance ◽  
Longitudinal Design ◽  
Time On Task ◽  
Learning Beliefs ◽  
Online Questionnaire ◽  
First Semester ◽  
Negative Beliefs ◽  
Stem Students ◽  
And Performance ◽  
Prospective Longitudinal

Due to the closure of universities worldwide because of the COVID-19 pandemic, teaching methods were suddenly transformed to an emergency remote teaching (ERT) modality. Due to the practical nature of STEM courses, students cannot participate in activities in which manipulating objects is necessary for accomplishing learning objectives. In this study, we analyze the relation among STEM students learning beliefs at the beginning of ERT (T1) with their Learning Management systems (LMS) time-on-task and their final academic performance (T2) during the first semester of ERT. We used a prospective longitudinal design. 2063 students (32.3% females) from a university in Chile participated, where the academic year starts in March and finishes in December 2020. We assessed their learning and performance beliefs through an online questionnaire answered at the beginning of the academic period (T1). Then, using learning analytics, time invested in the CANVAS LMS and the academic performance achieved by students at the end of the semester (T2) were assessed. The results show that students mainly stated negative beliefs about learning opportunities during ERT (n = 1,396; 67.7%). In addition, 48.5% (n = 1,000) of students stated beliefs of “medium” academic performance for the first semester (T1). Students with lower learning beliefs at T1 spent less time in the LMS during the semester and had a lower academic performance at T2 than students who had higher learning beliefs at T1. The implications of these findings on the role of instructors and institutions of higher education are discussed.

scholarly journals Professors' Expectations About Online Education and Its Relationship With Characteristics of University Entrance and Students' Academic Performance During the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Karla Lobos Peña ◽  
Claudio Bustos-Navarrete ◽  
Rubia Cobo-Rendón ◽  
Carolyn Fernández Branada ◽  
Carola Bruna Jofré ◽  
...  
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Online Courses ◽  
Longitudinal Design ◽  
First Semester ◽  
Student Academic Performance ◽  
Academic Information ◽  
University Performance ◽  
Prospective Longitudinal ◽  
The Impact

Due to COVID-19, universities have been facing challenges in generating the best possible experience for students with online academic training programs. To analyze professors' expectations about online education and relate them to student academic performance during the COVID-19 pandemic, and considering the socio-demographic, entry, and prior university performance variables of students. A prospective longitudinal design was used to analyze the expectations of 546 professors (54.8% male) in T1. In T2, the impact of the expectations of 382 of these professors (57.6% men) was analyzed, who taught courses during the first semester to a total of 14,838 university students (44.6% men). Professors' expectations and their previous experience of online courses were obtained during T1, and the students' academic information was obtained in T2. A questionnaire examining the Expectations toward Virtual Education in Higher Education for Professors was used. 84.9% of the professors were considered to have moderate to high skills for online courses. Differences in expectations were found according to the professors' training level. The professors' self-efficacy for online education, institutional engagement, and academic planning had the highest scores. The expectations of professors did not directly change the academic performance of students; however, a moderating effect of professor's expectations was identified in the previous student academic performance relationship on their current academic performance.

Learning

2018 ◽  
Author(s):  
Ulrich Kühnen ◽  
Marieke van Egmond
Keyword(s):  
Social Cognitive ◽  
Relevant Literature ◽  
Empirical Literature ◽  
Learning Beliefs ◽  
Good Person ◽  
Intellectual Traditions ◽  
Diverse Backgrounds ◽  
Metacognitive Beliefs ◽  
Ancient Times ◽  
And Performance

Do metacognitive beliefs about learning differ across cultures? This chapter reviews relevant literature from different fields (in particular from educational science and from social, cognitive, and educational psychology). Building on previous work, it argues that Western students conceptualize learning primarily as the acquisition of knowledge and the development of mental skills (“mind orientation”). According to the “virtue orientation” that is more prevalent among Asians, learning encompasses in addition the pursuit of moral and social development. Both orientations are embedded in intellectual traditions that go back to ancient times (i.e., to Socrates in the West and to Confucius in the East). They are also associated with the culturally conferred understanding of what it means to be a good person, which differs between individualist and collectivist societies. The chapter reviews the empirical literature showing that discrepancies in learning beliefs between faculty and students from diverse backgrounds are detrimental for academic satisfaction and performance.

scholarly journals Importance-Performance Analysis of Health Perception among Korean Adolescents during the COVID-19 Pandemic

2021 ◽  
Vol 18 (3) ◽  
pp. 1280
Author(s):  
Seung-Man Lee ◽  
Wi-Young So ◽  
Hyun-Su Youn
Keyword(s):  
Mental Health ◽  
Physical Activity ◽  
Performance Analysis ◽  
Health Perception ◽  
Good Work ◽  
Online Questionnaire ◽  
Actual Performance ◽  
Korean Adolescents ◽  
Control Dimension ◽  
And Performance

This study assessed the health perceptions of 333 Korean adolescents during the coronavirus disease (COVID-19) pandemic via an online questionnaire administered in October 2020, which queried the perceived importance and actual performance of health behaviors. The health perception scales used in the survey consists of the six dimensions of mental health, disease, physical activity, sleep, diet, and sanitary health. The data were primarily analyzed using paired sample t-test for analysis of difference and importance-performance analysis (IPA). The IPA results were presented in four quadrants—“keep up the good work,” “concentrate here,” “low priority,” and “possible overkill.” The results indicated that first, there was a positive relationship between the importance and performance of all the subdimensions of health perception. Second, sanitary healthcare was rated as being of the greatest importance and was performed most, while physical activity management was rated least important and performed least. Third, statistically significant differences were found between importance and performance for all items of mental health, disease, physical activity, sleep, and diet dimensions, and some differences were found for items assessing the hygiene control dimension. Fourth, in the two-dimensional IPA model, “sanitary health” and “disease” are in Quadrant I (keep up the good work); “mental health,” in Quadrant II (concentrate here); and “physical activity,” “sleep,” and “diet,” in Quadrant III (low priority). No components of healthcare were in Quadrant IV (possible overkill). Based on these results, we emphasize the importance of adolescent health education and discuss solutions to enhance the performance of healthcare activities.

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

scholarly journals An Online Educational Program Improves Pediatric Oncology Nurses’ Knowledge, Attitudes, and Spiritual Care Competence

2016 ◽  
Vol 34 (2) ◽  
pp. 130-139 ◽  
Author(s):  
Cheryl L. Petersen ◽  
Margaret Faut Callahan ◽  
Donna O. McCarthy ◽  
Ronda G. Hughes ◽  
Rosemary White-Traut ◽  
...  
Keyword(s):  
End Of Life ◽  
Spiritual Care ◽  
Repeated Measures ◽  
Educational Program ◽  
Longitudinal Design ◽  
Educational Interventions ◽  
Pediatric Nurses ◽  
Children With Cancer ◽  
Positive Attitudes ◽  
Prospective Longitudinal

This study evaluated the potential impact of an online spiritual care educational program on pediatric nurses’ attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. It was hypothesized that the intervention would increase nurses’ positive attitudes toward and knowledge of spiritual care and increase nurses’ level of perceived spiritual care competence. A positive correlation was expected between change in nurses’ perceived attitudes toward and knowledge of spiritual care and change in nurses’ perceived spiritual care competence. A prospective, longitudinal design was employed, and analyses included one-way repeated-measures analysis of variance, linear regression, and partial correlation. Statistically significant differences were found in nurses’ attitudes toward and knowledge of spiritual care and nurses’ perceived spiritual care competence. There was a positive relationship between change scores in nurses’ attitudes toward and knowledge of spiritual care and nurses’ spiritual care competence. Online spiritual care educational programs may exert a lasting impact on nurses’ attitudes toward and knowledge of spiritual care and their competence to provide spiritual care to children with cancer at the end of life. Additional studies are required to evaluate the direct effects of educational interventions patient outcomes.

Absenteeism and performance in a quantitative module A quantile regression analysis

2016 ◽  
Vol 8 (3) ◽  
pp. 376-389 ◽  
Author(s):  
Pranab Kumar Pani ◽  
Pallavi Kishore
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Learning Styles ◽  
Quantile Regression ◽  
United Arab Emirates ◽  
Classroom Environment ◽  
Negative Impact ◽  
Content Type ◽  
Quantile Regression Analysis ◽  
And Performance

Purpose – There is growing evidence that learning is faster, measurably better and more productive in a classroom setting when a student attends classes regularly. Each student brings in his/her experience, skills, and unique learning styles to a class – thus a classroom environment can potentially create positive externalities through which a student can gain substantially from various strengths of his/her peers. However, students do remain absent from their classes for a variety of reasons. One of the measurable effects of regular non-attendance in a university class, where students from various cultures and regions interact, is the academic performance. The purpose of this paper is to determine if there is any potential causal link between absenteeism (attendance) and academic performance. Design/methodology/approach – Data were culled from the records of three batches of students in a British university campus in the Middle East. Quantile regression methods were used to establish the causal relationship between absenteeism and academic performance. Findings – A quantile regression analysis reveals that absenteeism has negative impact on academic performance. This also suggests that low performers are worse affected by absenteeism as compared to the high performers. Research limitations/implications – Inclusion of some other factors, such as study habits, additional hours spent on quantitative modules, student’s ethnicity background, particularly in the context of United Arab Emirates, could have emboldened the robustness of the study. Non-availability or paucity of this information, to some degree, has limited the conclusions of this study. Originality/value – Proponents of mandatory attendance argue that there is a positive correlation between attendance and performance. But, one very important issue which gets overlooked is who actually benefits more by attending classes – are the shirkers who have a poor attendance record or the ones who are more sincere, more regular, and active participants in a class? This study uses quantile regression analysis to address this issue.

Stereotype threat, anxiety, instructor gender, and underperformance in women

2017 ◽  
Vol 18 (3) ◽  
pp. 213-229 ◽  
Author(s):  
Susan Kapitanoff ◽  
Carol Pandey
Keyword(s):  
Academic Performance ◽  
Stereotype Threat ◽  
Student Performance ◽  
Mathematics Anxiety ◽  
Role Model ◽  
Retention Rate ◽  
Specific Class ◽  
Female Role ◽  
Female Role Model ◽  
And Performance

Whatever their major, students are often required to take at least one course in statistics. After graduation, statistics is a key skill in numerous workplace settings. However, for many, it is a particularly difficult course. One factor that may play a role is the lingering misconception that women are not as good as men in mathematics subjects such as statistics. Belief in this gender stereotype can lead women to avoid taking this class and ultimately could contribute to their underrepresentation in many professions. Instructor gender may also be a factor that affects student performance. This study examined whether a female role model would reduce the detrimental effects of a gender/mathematics stereotype threat in women and improve their academic performance and retention rate. Several types of anxiety were measured to determine what aspects of anxiety might be most relevant to stereotype threat. For men, anxiety and performance were not related to the gender of their instructor or endorsement of the gender/mathematics stereotype. For women, mathematics anxiety and anxiety-about-the-specific-class were related to their endorsement of the stereotype. Having a female instructor initially led to higher rates of underperformance on the first examination among women as compared to men. Continued interaction with a female role model, however, reduced this deficit for women by the end of the semester. Understanding this process may help educators better prepare women for success in both academia and the professional world.

3D Printable Resources for Engaging STEM Students in Laboratory Learning Activities and Outreach Programs: Inexpensive and User-Friendly Instrument Kits for Educators

MRS Advances ◽  
2018 ◽  
Vol 3 (49) ◽  
pp. 2937-2942 ◽  
Author(s):  
Lon A. Porter
Keyword(s):  
3D Printing ◽  
Mathematics Learning ◽  
Digital Design ◽  
Outreach Programs ◽  
Stem Students ◽  
3D Printed ◽  
Design Software ◽  
And Performance ◽  
And Mathematics ◽  
User Friendly

ABSTRACTContinued advances in digital design software and 3D printing methods enable innovative approaches in the development of new educational tools for laboratory-based STEM (science, technology, engineering and mathematics) learning. The decreasing cost of 3D printing equipment and greater access provided by university fabrication centers afford unique opportunities for educators to transcend the limitations of conventional modes of student engagement with analytical instrumentation. This work shares successful efforts at Wabash College to integrate user-friendly and inexpensive 3D printed instruments kits into introductory STEM coursework. The laboratory kits and activities described provide new tools for engaging students in the exploration of instrument design and performance. These experiences provide effective ways to assist active-learners in discovering the technology and fundamental principles of analysis and deliberately confront the “black box” perception of instrumentation.

scholarly journals Assessment of Assimilation and Academic Performance of Students During Winter and Summer Seasons

2020 ◽  
Vol 9 (12) ◽  
pp. e639128886
Author(s):  
Abubakar Muhammed Dadile ◽  
Abubakar Muhammad Dadile ◽  
Habu Muhammed Dadile ◽  
Nurudeen Mohammed
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
Cold Water ◽  
Winter Season ◽  
Weather Condition ◽  
Subject Area ◽  
Learning Processes ◽  
Teachers And Students ◽  
And Performance ◽  
Senior Secondary

The study was conducted at Gashua, Yobe State. The weather condition of the area during summer is so terrible to the extent that the majority of inhabitants are searching for ice blocks or cold water to drink in other to feel a bit comfortable. In the school, both teachers and students were not comfortable during summer and winter seasons and these made teaching and learning processes boring. Therefore, the study is aimed at assessing the assimilation and academic performance of students during the vsummer and winter seasons. A random selection of past examination record sheets of students in Yusad secondary school, Gashua was used, and information on their academic performance for summer and winter season were obtain from senior secondary one and two (SS1 and SS2) classes. Ten student record books were selected at random for their academic performance on the subject area of biology. Their scores of the academic performance records were subjected to a descriptive statistics where mean, standard deviation was calculated and Z-test was determined. The results of this study revealed that the summer and winter seasons do not affect the assimilation and results reveals that the academic performance of students varies between - 0.58 in SS1 to - 0.72 in SS2 which means that the summer and winter seasons had no influence on the assimilation and performance of students but might cause inconvenience, unfavorable, disturbance and unsuitable conditions for teaching and learning processes. 

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