scholarly journals Effect of Delivery Format on Student Outcomes and Perceptions of a Veterinary Medicine Course: Synchronous Versus Asynchronous Learning

2021 ◽  
Vol 8 (2) ◽  
pp. 13
Author(s):  
Regina M. Schoenfeld-Tacher ◽  
David C. Dorman
Keyword(s):  
Academic Performance ◽  
Asynchronous Learning ◽  
Veterinary Students ◽  
North Carolina State University ◽  
Course Materials ◽  
Letter Grades ◽  
Access Frequency ◽  
Delivery Format ◽  
Supplemental Course ◽  
And Performance

The COVID-19 pandemic prompted instruction at many veterinary schools to switch to an emergency remote teaching format to prevent viral transmission associated with in-person synchronous lectures. This study surveyed student perspectives and academic performance in a pre-planned online second-year veterinary toxicology course given at North Carolina State University in Spring 2020. This course relied on asynchronous narrated presentations for content delivery. This method of delivery predated the pandemic and was used throughout the course. Academic performance and patterns of access to materials in the online course was compared with the access patterns and performance of students given classroom-based synchronous teaching in Spring 2019. Assessments evaluated in this study were identical across courses. Students’ academic performance was unaffected by delivery method. Lack of instructor interaction was an important perceived barrier in the asynchronous course. Asynchronous course materials were uniformly accessed across all days of the week, while supplemental materials for the face-to-face course showed a weekly pattern. Moving from letter grades to pass/fail did not change access frequency to supplemental course materials but led to decreased video usage in the asynchronous course. Results suggest that although some veterinary students perceived the switch in delivery format negatively, the method of delivery did not adversely affect performance in this preclinical course.

scholarly journals Asynchronous Learning: Its Effects on Academic Performance and Students’ Motivation In Science

2021 ◽  
Vol 4 (1) ◽  
pp. 17
Author(s):  
Annabeth Aque ◽  
Manuel Barquilla ◽  
Amelia Buan ◽  
Joy Bagaloyos
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Science Learning ◽  
Science Curriculum ◽  
Indirect Evidence ◽  
Asynchronous Learning ◽  
Performance Goal ◽  
And Performance

The main purpose of the study is to determine the effect of asynchronous learning to academic performance and students’ motivation towards Science. It is necessary since motivation serves as a foundation for better understanding of science concepts in an asynchronous setting. The respondents are 201 grade 11 students of Iligan Computer Institute (ICI) who are enrolled during the Academic Year 2020-2021. The ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model was used in the study for the development of asynchronous lesson on Genetic Engineering with Google Classroom as the online platform. The research utilized SMTSL (Students Motivation Towards Science Learning) questionnaire developed by Tuan, et al. (2005) composed of 35 questions encompassing six (6) domains of motivation namely, self-efficacy, active learning strategies, science learning value, performance goal, achievement goal and learning environment stimulation. Quantitative data together with qualitative analysis showed that students are moderately motivated towards science learning in an asynchronous environment. The highest identified domain is science learning value indicating that students find the relevance of science with daily life which makes them motivated to learn science even in a remote learning environment where there is no direct contact and supervision. In contrast, self-efficacy and performance goal are the least domains suggesting that students are least concerned with their own ability to perform well in science learning tasks and they do not compete with other students and get attention from the teacher. Using the researcher-made achievement test and performance task to measure their academic performance, 80% of the students belong to approaching proficiency, proficient and advanced groups showing that students did well in science in an asynchronous learning environment.  Moreover, students’ motivation was significantly correlated with science academic performance so science academic performance can be used as indirect evidence of students’ motivation. Based on these findings, it is recommended that curriculum experts and educators consider factors of motivation in revisiting the science curriculum in an asynchronous environment.

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.

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. 

scholarly journals Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

2020 ◽  
pp. 7-12
Author(s):  
Zoriana Dziubata
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching Style ◽  
Effective Interaction ◽  
Educational Process ◽  
Educational Institutions ◽  
Asynchronous Learning ◽  
Course Materials ◽  
Materials Used

The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.

scholarly journals Impact of social influence in English proficiency and performance in English examinations of mathematics students from a Sino-US undergraduate education program

2020 ◽  
Vol 25 (6) ◽  
pp. 938-957
Author(s):  
Hong Zhang ◽  
Wilson Osafo Apeanti ◽  
Liqiong Ma ◽  
Dianchen Lu ◽  
Xizhong Zheng ◽  
...  
Keyword(s):  
Academic Performance ◽  
Path Analysis ◽  
Undergraduate Education ◽  
English Proficiency ◽  
Applied Mathematics ◽  
Demographic Variables ◽  
Bachelor's Degree ◽  
Mathematics Students ◽  
And Performance ◽  
The Mathematical Model

This study examines the influence of certain academic and demographic variables upon the academic performance of Chinese students enrolled in a cooperative Bachelor’s degree program in Pure and Applied Mathematics. The program is English taught and jointly organised by Jiangsu University, China and Arcadia University, USA. Data from a sample of 166 students is processed using inferential and path analysis, as well as mathematical modelling. As evidenced by the inferential and path analysis, no steady improvement in the English proficiency of students has been observed, while the latter has been found to be influenced by gender and to strongly influence academic performance in Mathematics courses. The effects of negative social influences are assessed via a qualitative analysis of the mathematical model. Threshold quantities similar to the basic reproduction number of mathematical epidemiology have been found to be stability triggers. Possible interventional measures are discussed based on these findings.

scholarly journals Emprendimiento y adolescencia

2016 ◽  
Vol 5 (2) ◽  
pp. 123-129 ◽  
Author(s):  
Lidia E. Santana Vega ◽  
Olga González-Morales ◽  
Luis Feliciano García
Keyword(s):  
Academic Performance ◽  
Young People ◽  
Educational Level ◽  
Logit Model ◽  
State School ◽  
School Location ◽  
Self Employment ◽  
Gender And Age ◽  
And Performance ◽  
Type Of School

<p class="AbstractText">This work studied the entrepreneurial aspirations of 3,987 adolescents regarding self-employment and the influence of gender, age, nationality, type of school, location of the school, educational level and performance. The Logit model is used to analyze the data. The results indicate that the pupils’ aspirations to be self-employed increase in the case of foreigners, of studying in a state school, of having a lower educational level and of demonstrating a low academic performance. The results were not statistically significant for the gender and age variables. The curriculum and guidance programmes need to promote a spirit of entrepreneurship and creativity in young people<strong>.</strong></p>

The contribution of corporate social responsibility (CSR) initiatives to student enrollment and performance in Ghana

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karim Fusheini ◽  
Hussein Salia
Keyword(s):  
Corporate Social Responsibility ◽  
Academic Performance ◽  
Social Responsibility ◽  
School Enrollment ◽  
Education Sector ◽  
Future Research ◽  
Student Enrollment ◽  
Content Type ◽  
And Performance ◽  
Corporate Social

PurposeFinancing is a major obstacle to achieving quality education for all persons of school-going age in less-developed countries. Consequently, corporate institutions through corporate social responsibility (CSR) initiatives are increasingly becoming government partners in financing education sector projects. The effect of these CSR interventions on education funding gap, school enrollment and academic performance is yet to be adequately evaluated, hence the reason for this study.Design/methodology/approachThis study used in-depth interviews and focus group discussions on examining the contributions of CSR initiatives to school funding, enrollment and academic performance from the viewpoint of teachers, students and heads of schools. The interviews were tape-recorded, transcribed, reviewed and sorted according to key and recurrent themes.FindingsThe study shows that CSR interventions have contributed to student enrollment in beneficiary schools, improved academic and core-curricular performances of students. Funding gaps in schools have also being unraveled through this study which will inform policy decisions going forward. However, the informal financiers may have other reasons unknown to the resource recipients for investing in the education sector.Research limitations/implicationsThe research only considered the perspectives of teachers, students, pupils and heads of schools on the effect of CSR interventions on enrollment and performance. The views of CSR initiators (corporations), opinion leaders and other stakeholders of the schools are reserved for future research.Practical implicationsIt is therefore imperative that managers of school systems are cautious in establishing exchange relationship with informal financiers as there may be other hidden reasons behind the corporate support to the beneficiary schools.Originality/valueThe addition of other stakeholders' perspective on the effect of CSR initiatives on school enrollment and students' performance is a novelty.

Setting the Foundation

2021 ◽  
pp. 1-20
Author(s):  
Paola Savvidou
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Sleep Deprivation ◽  
Performing Arts ◽  
Performance Anxiety ◽  
Musculoskeletal Injuries ◽  
Music Students ◽  
Performing Arts Medicine ◽  
National Surveys ◽  
And Performance

This chapter provides an overview of wellness theories, along with a profile of the challenges facing music students today, and a brief background of performing arts medicine. The multidimensional nature of wellness is introduced as the basis for the explorations that follow in this book. The top impediments to academic performance faced by college students are identified and grounded in national surveys and research. Some of these challenges include stress, anxiety, sleep deprivation, and depression. A discussion specific to music students points to additional challenges, such as performance-related musculoskeletal injuries, isolation, competition, and performance anxiety. The toolkit at the end of the chapter provides eight assessments for each dimension of wellness.

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