scholarly journals It’s not what you think: Perceptions regarding the usefulness of mathematics may hinder performance

2018 ◽  
Vol 4 (1) ◽  
pp. 235-242
Author(s):  
Adriana Espinosa
Keyword(s):  
College Students ◽  
Student Performance ◽  
Moderating Effect ◽  
Student Beliefs ◽  
Teaching Approaches ◽  
Self Confidence ◽  
Mathematics Ability ◽  
Improve Student Performance ◽  
And Performance

The present study investigated the moderating effect of self-confidence in one’s ability to learn mathematics on the relation between beliefs about its usefulness and performance. The study was conducted using a sample of college students from an urban college in the Eastern US (N = 306). Moderation was tested using hierarchical regressions as well as the Johnson-Neyman Technique. The results indicate that performance and beliefs about the usefulness of mathematics were not statistically related amongst individuals with high self-confidence, and negatively related for participants with low self-confidence. The findings suggest that teaching approaches aiming to improve student performance in mathematics by enhancing student beliefs about its usefulness, would likely be more effective if they primarily focused on increasing student self-confidence in their mathematics ability.

scholarly journals The Effectiveness of Cooperative Learning in the Class of Inferential Statistics

2021 ◽  
Vol 2 (6) ◽  
pp. 614-622
Author(s):  
Suhaida Abdullah
Keyword(s):  
Cooperative Learning ◽  
Student Performance ◽  
Small Groups ◽  
Student Motivation ◽  
Student Understanding ◽  
Teaching Approaches ◽  
Inferential Statistics ◽  
Mathematical Anxiety ◽  
Student’S Performance ◽  
And Performance

The challenge in teaching statistics encompasses student motivation, mathematical anxiety, and student understanding. It needs an approach of education that encourages curiosity and leads to the engagement and comprehension of students. Cooperative learning is one of the teaching approaches that can be defined as learning with small groups of friends and implementing what they have learned in a lecture to achieve the same objective. Employing cooperative learning in the class of inferential statistics and assessing the efficacy of this approach is the aim of this study. The efficiency of the approach is determined based on the student's perception, the lecture’s observation, and the student's performance. The results showed that students more prefer to learn in a group during the course. While, based on the lecture’s observation, letting students sit in a group engages students positively during their lessons. After the implementation of cooperative learning, the student performance also exhibited improvement. Hence, it is tolerable to conclude that cooperative learning is efficient in increasing student engagement and performance.

scholarly journals Physical Activity Pattern of Male College Students in Chennai

2019 ◽  
Vol 7 (1) ◽  
pp. 81-84
Author(s):  
V Bhavani ◽  
N Prabhavathy Devi
Keyword(s):  
Physical Activity ◽  
College Students ◽  
Student Performance ◽  
Activity Pattern ◽  
Well Being ◽  
Vital Role ◽  
Physical Activity Pattern ◽  
Male College ◽  
Improve Student Performance ◽  
Male College Students

Abstract: Background: As per the saying ‘Health is wealth', physical activity plays a vital role in improving and maintaining individuals, physical, mental and social wellbeing. Physical activity among the students is significant since they are the future pillars of the nations. Aim: To study the physical activity pattern of the male college students in Chennai Methods and Tools: 500 male students from Arts and Sciences college in Chennai were randomly selected for the study. Using an interview schedule, the physical activity pattern of the subjects like type, frequency, duration of physical activity were determined. Reasons and barriers to physical activity were also studied. Results: only 41.4% of subjects performed physical activity regularly — the majority of the students engaged in walking and gym activities. Most of the students showed physical activity for 0-2 days per week. Fitness and enjoyment were the reasons mentioned for performing physical activity. Lack of time was reported to be the barrier for performing the physical activity by the study group. Conclusion: Students must spend more time on physical activity both on- campus and off- college for well- being of health, to de-stress themselves, to maintain the social relationship. This may enhance the effectiveness of studying and thus improve student performance.

scholarly journals IMPROVEMENT OF FOUNDATION STUDENT PERFORMANCE IN BIOLOGY THROUGH INTENSIVE STATION BASED LEARNING APPROACH

2020 ◽  
Vol 5 (36) ◽  
pp. 168-181
Author(s):  
Siti Nor Ani Azaman ◽  
Ezyana Kamal Bahrin ◽  
Nor Hafizah Ahmad Kamarudin ◽  
Marina Mohd Top @ Mohd Tah ◽  
Nadiatul Hafiza Hassan ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Performance ◽  
Small Groups ◽  
Learning Approach ◽  
Traditional Teaching ◽  
Teaching Approaches ◽  
Large Classes ◽  
Short Period ◽  
Improve Student Performance ◽  
Group Members

A growing revolution is underway in teaching introductory science to foundation studies. Recent educational research explains that traditional teaching approaches in large classes often fail to reach many students. To address this problem, we conducted an intensive station rotation-based workshop called “Bio Made Easy” for a group of students who obtained F grade in the first Biology assessment, N = 120. The workshop was designed to improve students’ understanding of selected Biology topics by providing simple examples, analogy, and explanation of the concept using various active and interactive approaches. The goal was to change the students’ perception of biology and deliver the content within a short period of time. The students were divided into small groups and required to complete all stations conducted by different instructors. For each station, students were directed to perform activities that required them to actively participate, interact, and discuss among the group members. A comparison was made between their performance during the first test and the second test of the semester. From F grade in the first test, about 88.3% of the students accomplished higher performance grades in the test 2 assessment. This reflects an encouraging sign that active-learning practice and direct engagement of students in the station rotation-based learning approach improve student performance in biology subjects and serve as one of the strategies to motivate students for better grades.

Implementation of Dual Decision Support System for Students and Teachers using Data Analytics in Online Exam

2021 ◽  
Vol 9 (VII) ◽  
pp. 2979-2982
Author(s):  
Kalyani V. Deshmukh
Keyword(s):  
Online Learning ◽  
Decision Support ◽  
Decision Support System ◽  
Student Performance ◽  
Support System ◽  
Data Analytics ◽  
Learning System ◽  
Improve Student Performance ◽  
And Performance ◽  
Using Data

Online Learning platforms are increasing day by day, and most of the people prefer online learning as this platform is very convenient and affordable. In online learning education, learning content designing plays very important role to improve student performance. Therefore in this project we proposed a data analytics based model to analyze student’s exam solving and content accessing behaviors which will help teachers to improve content quality. Student’s behavior analysis will also help to find out questions difficulty levels as well as student’s grade and performance. We proposed a decision support system in online learning system for tutors/teachers which will help them to improve their learning quality. Along with this the tutors will be able to view student’s performance online using Graphical User Interface. In this system, we proposed a personal questions ordering module for students depending upon their historical question solving patterns.

scholarly journals Examining the Effect of Personal Classroom Friendships with Online Learning

2020 ◽  
Vol 2 (3) ◽  
pp. p61
Author(s):  
Alicia T. Lamere ◽  
Kristin Kennedy
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Learning Environments ◽  
Task Difficulty ◽  
Traditional Classroom ◽  
Online Course ◽  
Classroom Setting ◽  
Improve Student Performance ◽  
Level Of Difficulty ◽  
And Performance

Friendships within learning environments have been established as valuable aspects of supporting student success. The literature clearly shows that: 1) a student can achieve a better grade depending on how he/she perceives the task in terms of level of difficulty, and 2) a student can perceive the level of difficulty to be more or less difficult, depending on who is in the room with him/her during the task. If task difficulty can be linked to perceived friendships in the room, then fostering friendships in a classroom could play a crucial role to improving performance. As universities continue to embrace online formats, an important question becomes how can friendships be fostered to improve student performance? We surveyed students at Bryant University to study this question. The students had completed the same marketing course, in either a traditional classroom setting, or as an online course, taught by the same professor during the same semester. Students were asked about their perceptions of the course and performance, as well as their interaction with each other and the instructor. We found that this course was able to foster friendships, despite the format, and that students themselves perceived this as a component of their own success.

scholarly journals Questioning CRAAP

2021 ◽  
Vol 21 (3) ◽  
Author(s):  
M. Sara Lowe ◽  
Katharine V. Macy ◽  
Emily Murphy ◽  
Justin Kani
Keyword(s):  
College Students ◽  
Student Performance ◽  
Time Course ◽  
Instructional Practice ◽  
Evaluation Methods ◽  
First Year ◽  
First Year Students ◽  
Source Evaluation ◽  
Library Research ◽  
Improve Student Performance

Librarians and instructors see college students struggle with evaluating information and wonder how to best teach source evaluation in a one-time course integrated library research session to ensure understanding and improve student performance. This research compared multiple sections of first-year students over two semesters taught two evaluation methods: the CRAAP method, and the six journalistic question words. Results indicate that students taught to evaluate information using the six question words produced better end-of-semester papers. Results of the pre-, post-, and end-of-semester quizzes were less conclusive, but do highlight some of the challenges first-year students face when determining credibility. Results have the potential to inform instructional practice.

An Exploratory Study of the Online Learning Environment

2013 ◽  
Vol 29 (1) ◽  
pp. 117-147 ◽  
Author(s):  
Cynthia J. Khanlarian ◽  
Rahul Singh
Keyword(s):  
Learning Environment ◽  
Student Performance ◽  
It Use ◽  
Environment Impact ◽  
Web Based ◽  
Improve Student Performance ◽  
Research Questions ◽  
The Impact ◽  
Relevant Factors ◽  
Significant Factors

ABSTRACT Web-based homework (WBH) is an increasingly important phenomenon. There is little research about its character, the nature of its impact on student performance, and how that impact evolves over an academic term. The primary research questions addressed in this study are: What relevant factors in a WBH learning environment impact students' performance? And how does the impact of these factors change over the course of an academic term? This paper examines and identifies significant factors in a WBH learning environment and how they impact student performance. We studied over 300 students using WBH extensively for their coursework, throughout a semester in an undergraduate class at a large public university. In this paper, we present factors in the WBH learning environment that were found to have a significant impact on student performance during the course of a semester. In addition to individual and technological factors, this study presents findings that demonstrate that frustration with IT use is a component of the learning environment, and as a construct, has a larger impact than usefulness on student performance at the end of a course. Our results indicate that educators may benefit from training students and engaging them in utility of co-operative learning assignments to mitigate the level of frustration with the software in the WBH learning environment and improve student performance.

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