scholarly journals Effects of course coordination and part-time precalculus instructor support on student academic performance

2020 ◽  
Author(s):  
Amir H. Golnabi ◽  
Eileen Murray ◽  
Haiyan Su
Keyword(s):  
Academic Performance ◽  
Curriculum Design ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Passing Rate ◽  
Significant Difference ◽  
Part Time ◽  
Instructor Support ◽  
The Impact

This study aims to measure the impact of course coordination and part-time Precalculus instructor support on students academic performance. Our results show the Precalculus passing rate (71.53%) was slightly higher in the post-coordination cohorts. However, this difference was not statistically significant from the passing rate (70.70%) of the cohorts in pre-coordination. Also, there was no significant difference between the passing rates (66.90% vs 65.25%) of calculus in the pre- and post-coordination cohorts. However, when accounting for the two versions of calculus, we observed one passing rate was statistically significantly lower in post-coordination cohorts, while the other passing rate was statistically significantly higher after Precalculus coordination. This paper discusses how our results confirm that a careful curriculum design in addition to a dedicated course coordination can have a significant positive impact on students’ learning and their academic performance. We observed that the reflective teaching philosophy and opportunity to engage in critical conversations about teaching and learning promoted through course coordination influenced classroom practice and resulted in improved student outcomes. We recommend that departments should recognize the importance of course coordination and encourage faculty to work closely towards the common aim of delivering the best teaching practices.

scholarly journals The impact of information and communication technologies (ICTs) on academic performance of medical students: an exploratory study

2019 ◽  
Vol 7 (3) ◽  
pp. 904
Author(s):  
Shakeel Ahmad Mir ◽  
Danish Shakeel
Keyword(s):  
Academic Performance ◽  
Information And Communication Technologies ◽  
Negative Correlation ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Smart Phone ◽  
Background Information ◽  
Negative Effect ◽  
Information And Communication ◽  
The Impact

Background: Information and Communication Technology (ICT) has a potential to improve teaching and learning process. There are conflicting reports on the effect of ICT on student`s outcome. Though there is an early indication of positive impact, but the technology has a potential to have a detrimental effect. The present study was taken up to explore the effects of ICT on medical student’s academic performance.Methods: All the second professional students were given the questionnaire. Only 75 students had filled up the questionnaires completely.Results: The study population consisted of 48.00% males and 52.00% females. 97.33% students had smart phones, 44.00% had a laptop too. 10.66% students got less than 50% marks in the second professional examination, 14.66% got 50-59% marks, 62.66% got 60-69% marks and 12.00% got 70% or more marks. A low negative correlation was found between academic performance and possession of a smart phone (r= -0.062), and between academic performance and possession of a laptop (r= -0.029). A moderate negative correlation was found between academic performance and the time spent on a smart phone or laptop (r = -0.309). The correlations between academic performance and gender, and academic performance and the time spent on mobile phones or laptops were found statistically significant (p=0.000 and 0.007 respectively).Conclusions: Though ICT has capabilities of improving student`s academic performance, but it has a potential to have a negative effect if not used rationally. There is a vital need to sensitize the students about the potential academic risks associated with improper use of ICT. Students should be assisted and guided on how to use it judiciously.

Multiliteracy in Heritage Language Speakers: The Interdependence of L1 and L2, and Extra-linguistic Factors

2020 ◽  
Vol 17 (3) ◽  
pp. 377-408
Author(s):  
Claudia Riehl
Keyword(s):  
Teaching And Learning ◽  
Heritage Language ◽  
Positive Impact ◽  
Heritage Speakers ◽  
Language Groups ◽  
Significant Difference ◽  
Argumentative Texts ◽  
L1 And L2 ◽  
The Impact ◽  
Different Levels

Recent research provides evidence for beneficial cross-influences between L1 and L2, but we still know little about how different factors interact. Against this background, this article presents the results of a study that analyzes the interdependence of L1 and L2 text competence and the impact of metalinguistic awareness and extra-linguistic factors. The study was carried out with Italian, Greek and Turkish adolescent heritage speakers in a German-speaking environment. The data encompass narrative and argumentative texts in L1 and L2, sociolinguistic interviews and a bilingual language awareness test (LAT). The texts are analyzed according to holistic scores by defining different levels of text competences. The results indicate that students achieve a significantly higher score in both narrative and argumentative texts in L2. Moreover, there is a genre-specific advantage for the narrative text. Although there is no significant difference between the heritage language groups the Greek students achieve higher upper scores. The different levels of text competence also correlate with metalinguistic knowledge and extra-linguistic factors, most significantly writing practices and schooling in the heritage language. The results therefore provide further support for the assumption that teaching and learning heritage languages has a positive impact on school language literacy development. Other than a few mentions of Turkish speakers at the beginning I don’t see examples of their texts or conclusions about their writing.

Impact of a New Teaching and Learning Approach in an Introductory Programming Course

2017 ◽  
Vol 55 (6) ◽  
pp. 789-819 ◽  
Author(s):  
Sohail Iqbal Malik ◽  
Jo Coldwell-Neilson
Keyword(s):  
Teaching And Learning ◽  
Positive Impact ◽  
Dropout Rates ◽  
Success Rates ◽  
Final Exam ◽  
Introductory Programming ◽  
New Approach ◽  
Course Materials ◽  
Didactic Triangle ◽  
The Impact

High failure and dropout rates are reported in introductory programming (IP) courses in different studies despite extensive research attempting to address the issue. In this study, we introduced an ADRI (Approach, Deployment, Result, Improvement) approach in the teaching and learning process of an IP course to improve learning and success rates. All three entities of the didactic triangle (student, instructor, and content) were involved in the research to better understand and execute the proposed approach. The IP course materials were redesigned based on the ADRI approach, and an editor was developed to promote the new approach and encourage students to complete the various stages required in the approach. Two surveys were conducted, and final exam grades over four semesters were compared with determine the impact of including the ADRI approach in the course. We concluded that the ADRI approach provides a positive impact on outcomes that the students achieved during the course. It engages students in practicing their programming skills and provides a new presentation style for examples and exercises which discourages students from taking programming shortcuts. It not only helps to reduce the failure and, significantly, the dropout rates from the IP course but also impacts positively on all students who passed the IP course.

scholarly journals Statistically, Does peer assisted learning make a difference on a UK engineering degree programme? HETL Scotland 2017

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anne Louise Nortcliffe ◽  
Sajhda Parveen ◽  
Cathy Pink-Keech
Keyword(s):  
Academic Performance ◽  
Statistical Analysis ◽  
Positive Impact ◽  
Data Sets ◽  
Social Categories ◽  
Peer Assisted Learning ◽  
Student Records ◽  
Content Type ◽  
Attainment Gap ◽  
The Impact

Purpose Black British minority ethnics (BME) students are nationally underachieving in comparison to their Ethnic Chinese and White peers, showing typically a 16 per cent graduate attainment gap in the UK. Previous research has suggested that the attainment gap could be explained by BME student disengagement, as the students typically commute from family home to University, and they work part time. However, peer-assisted learning (PAL) has been shown to have a positive impact on addressing and resolving student alienation and disengagement. However, a question still remains regarding whether student perceptions hold up to statistical analysis when scrutinised in comparison to similar cohorts without PAL interventions. The paper aims to discuss these issues. Design/methodology/approach This paper presents the results of a statistical study for two cohorts of students on engineering courses with a disproportionately high representation of BME students. The research method involved a statistical analysis of student records for the two cohorts to ascertain any effect of correlation between: PAL; student ethnicity; and student parental employment on student academic performance and placement attainment. Findings The results indicate that PAL has no significant impact on the academic performance; however, PAL has a positive impact on the placement/internship attainment for BME students and students from parental households with parents in non-managerial/professional employment. Research limitations/implications The research limitations are that the cohorts are small, but more equal diverse mix of different social categories than any other courses. However, as the cohorts are less than 30 students, comparing social categories the data sets are small to have absolute confidence in the statistical results of academic performance. Even the t-test has its limitations as the subjects are human, and there are multiple personal factors that can impact an individual academic performance; therefore, the data sets are heterostatic. Practical implications The results highlight that there is need for pedagogy interventions to support: ideally all BME students from all social categery to secure placements; BME students who are unable to go on placement to gain supplementary learning that has the same impact on their personal development and learning as placement/internship experience; and White students from managerial/professional family households to engage more in their studies. Social implications Not addressing and providing appropriate pedagogy interventions, in the wider context not addressing/resolving the BME academic and placement attainment gap, a set of students are being disadvantaged to their peers through no fault of their own, and compounding their academic attainment. As academics we have a duty to provide every opportunity to develop our student attainment, and as student entry is generally homogeneous, all students should attain it. Originality/value Previous research evaluation of PAL programmes has focused on quantitative students surveys and qualitative semi-structured research interviews with students on their student engagement and learning experience. On the other hand, this paper evaluates the intervention through conducting a quantitative statistical analysis of the student records to evaluate the impact of PAL on a cohort’s performance on different social categories (classifications) and compares the results to a cohort of another group with a similar student profile, but without PAL intervention implementation.

scholarly journals The Impact of Smartboard on Preparatory Year EFL Learners’ Motivation at a Saudi University

2017 ◽  
Vol 8 (3) ◽  
pp. 172
Author(s):  
Waqar Ahmad ◽  
Zuraina Ali ◽  
Muhammad Aslam Sipra ◽  
Imtiaz Hassan Taj
Keyword(s):  
Teaching And Learning ◽  
Control Group ◽  
Efl Learners ◽  
Saudi Students ◽  
Significant Difference ◽  
Literature Reviews ◽  
Preparatory Year ◽  
And Control ◽  
The Impact ◽  
Experimental Group

Smartboards, which are now widely used in the teaching and learning process in Saudi Arabia, have turned the traditional environments of the classrooms, especially the EFL classrooms to be more interesting and encouraging. Literature reviews suggest that Saudi students usually lack motivation for studying English as a foreign language. This study tends to investigate the impact of Smartboards on preparatory year EFL learners motivation at a Saudi university. Two intact groups were selected, in which one was termed as experimental and the second as control group. The experimental group was taught using the Smartboard while the control group was taught with the traditional whiteboard, pen and book method. The treatment was given for seven weeks. A questionnaire was administered to both the groups at the beginning and the end of the study. The data was analysed using the SPSS and the results showed that there was significant difference between the experimental and control groups in terms of motivation.  

scholarly journals Performance Assessment of University Lecturers: A Data Mining Approach

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Milkhatun Milkhatun ◽  
Alfi Ari Fakhrur Rizal ◽  
Ni Wayan Wiwin Asthiningsih ◽  
Asslia Johar Latipah
Keyword(s):  
Community Service ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Learning Approaches ◽  
Teaching Materials ◽  
Study Program ◽  
Data Mining Approach ◽  
Quality Of Teaching ◽  
Significant Difference

A lecturer with a good performance has a positive impact on the quality of teaching and learning. The said quality  includes the delivery of teaching materials, learning methods, and ultimately the academic results of students. Performance of lecturers contributes significantly to the quality of research and community service which in turn improves the quality of teaching materials. It is desirable, therefore, to have a method to measure the performance of lecturers in carrying out the Tri Dharma (or the three responsibility) activities, which consist of teaching and learning process, research, and community service activities, including publications at both national and international level. This study seeks to measure the performance of lecturers and cluster them into three categories, namely "satisfactory", "good", and "poor". Data were taken from academic works of nursing study program lecturers in conducting academic activities. Clustering process is carried out using two machine learning approaches, which is K-Means and K-Medoids algorithms. Evaluation of the clustering results suggests that K-Medoids algorithm performs better compared to using K-Means. DBI score for clustering techniques using K-Means is -0.417 while the score for K-Medoids is -0.652. The significant difference in the score shows that K-Medoids algorithm works better in determining the performance of lecturers in carrying out Tri Dharma activities.

scholarly journals Motivation and Academic Performance: An Inter-country Comparison

2020 ◽  
Vol 3 (3) ◽  
pp. p70
Author(s):  
Lewis R. Gale ◽  
Clifford Nowell
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Positive Impact ◽  
Country Comparison ◽  
Using Data ◽  
The Impact ◽  
The Relationship ◽  
Detrimental Impact ◽  
The U.S ◽  
External Motivation

The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation and academic performance by demonstrating that the magnitude of the detrimental impact of amotivation differs between students in the two countries and that the positive impact of higher levels of external motivation provides similar benefits for both groups of students.

scholarly journals Technology Integrated in Interactive Entrepreneurship Activity to Enhance Students Mastery in Mathematics Concept for Active Mathematics Teaching

2020 ◽  
Vol 8 (6) ◽  
pp. 250-255
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Positive Impact ◽  
Mathematics Learning ◽  
Treatment Session ◽  
Learning Activity ◽  
Control Group ◽  
Significant Difference ◽  
Technological Developments ◽  
The Impact

This study aims to examine the effectiveness of interactive entrepreneurship activity in mathematics learning towards students’ mastery in mathematics concepts. The objective is to look at the impact of implementing an active learning strategy combined with technology on mastery of mathematics concepts after engaging in a learning activity. The combination of technology in interactive learning and games kits in the form of interactive entrepreneurship activity has resulted in the innovation of learning strategies to enhance the learning interest, enjoyment and to influence the mastery of students' mathematics concepts. The effectiveness study of the strategy was conducted using an experimental study design that involved 109 students from 2 secondary schools who had participated in a 4-week mathematics learning treatment session. The experiment group was exposed to interactive entrepreneurship activity through the use of a learning kit while the control group followed conventional learning for a selected mathematics topic. Post-test were conducted to see differences in understanding and achievement of mathematics concepts for both groups of students. The results show that there is a significant difference between the mastery of mathematics concept of the experiment group students and the control group students. This shows that the integration of technology in learning activities has a positive impact on student learning. The implications of the study indicate that teachers need to constantly improve pedagogical knowledge based on current technological developments and improve teaching strategies in order to improve student competencies. The parties also need to provide the latest technology to improve the quality of education in line with global developments.

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed-Methods Validation Study (Preprint)

2021 ◽  
Author(s):  
Dominique Jaccard ◽  
Laurent Suppan ◽  
Félicia Bielser
Keyword(s):  
Mixed Methods ◽  
Game Design ◽  
Serious Games ◽  
Positive Impact ◽  
Serious Game ◽  
Multidisciplinary Design ◽  
Design Teams ◽  
Design And Development ◽  
Significant Difference ◽  
The Impact

BACKGROUND Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. The co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a naturalistic context. OBJECTIVE The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. METHODS This was a mixed-methods study based on two serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (N=6). Results inferred from qualitative data were then used to define a quantitative instrument (questionnaire) which was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (N=11) were then asked to answer the questionnaire. Quantitative results were reported as median [Q1;Q3] and appropriate non-parametric tests used to assess for between group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. RESULTS In both phases, the participation rate was 100%. Verbatim transcripts were classified into 4 high level themes: influence on collaborative dimensions; impact on project course, monitoring and efficiency; qualitative perceptions of the framework; and influence of team composition on the use of the framework. Accordingly, the web-based questionnaire was then developed according to Burhardt's seven dimensions of collaboration. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from "-42" to "+42" (very negative to very positive). The overall score was 23 [20;27], with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing a significant expertise in serious game design frameworks to guide the development process. CONCLUSIONS The co.LAB framework has a positive impact on collaboration within serious game development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.

Students Exposed to Domestic Violence

2012 ◽  
pp. 129-138
Author(s):  
A. BURGESS Deseri ◽  
Lisa Weed Phifer
Keyword(s):  
Public Health ◽  
Domestic Violence ◽  
Academic Performance ◽  
Social Development ◽  
Health Problem ◽  
Domestic Abuse ◽  
Positive Impact ◽  
Public Health Problem ◽  
The Impact ◽  
Performance Behavior

Domestic violence is a growing public health problem that affects children nationwide. In fact, research estimates that anywhere between three and 17.8 million children witness domestic abuse each year5. Therefore, it is likely that teachers will regularly encounter students in their classroom who have been exposed to domestic violence. The impact of domestic violence is widespread, affecting academic performance, behavior, and social development. Teachers can make a positive impact by learning how best to identify and support these students. The following chapter will provide an overview of domestic violence, developmental considerations, and strategies for helping children who have been affected by it.

Sign in / Sign up

Export Citation Format

Share Document