scholarly journals The Impact of Reducing Mathematics Component in Biology “O” Level Examinations on Student’s Performance in Mathematical Related Biology Courses at Diploma Level in Zambia

2021 ◽  
Keyword(s):  
Student’S Performance ◽  
Biology Courses ◽  
The Impact

scholarly journals Connecting Activity Implementation Characteristics to Student Buy-In Toward and Utilization of Formative Assessments Within Undergraduate Biology Courses

2021 ◽  
Author(s):  
Kathleen R. Brazeal ◽  
Tanya L. Brown ◽  
Brian A. Couch
Keyword(s):  
Student Engagement ◽  
Student Perceptions ◽  
Learning Preferences ◽  
Formative Assessments ◽  
Student Experiences ◽  
Future Research ◽  
Structured Interviews ◽  
Undergraduate Biology ◽  
Biology Courses ◽  
The Impact

AbstractWhile formative assessments (FAs) can facilitate learning within undergraduate STEM courses, their impact likely depends on many factors, including how instructors implement them, whether students buy-in to them, and how students utilize them. FAs have many different implementation characteristics, including what kinds of questions are asked, whether questions are asked before or after covering the material in class, how feedback is provided, how students are graded, and other logistical considerations. We conducted 38 semi-structured interviews with students from eight undergraduate biology courses to explore how various implementation characteristics of in-class and out-of-class FAs can influence student perceptions and behaviors. We also interviewed course instructors to provide context for understanding student experiences. Using thematic analysis, we outlined various FA implementation characteristics, characterized the range of FA utilization behaviors reported by students, and identified emergent themes regarding the impact of certain implementation characteristics on student buy-in and utilization. Furthermore, we found that implementation characteristics have combined effects on student engagement and that students will tolerate a degree of “acceptable discomfort” with implementation features that contradict their learning preferences. These results can aid instructor reflection and guide future research on the complex connections between activity implementation and student engagement within STEM disciplines.

scholarly journals Fostering Equitable Outcomes in Introductory Biology Courses through Use of a Dual Domain Pedagogy

2020 ◽  
Vol 19 (1) ◽  
pp. ar4 ◽  
Author(s):  
Angela C. Bauer ◽  
Vernon M. Coffield ◽  
Dinene Crater ◽  
Todd Lyda ◽  
Verónica A. Segarra ◽  
...  
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Cognitive Domain ◽  
Black And White ◽  
Active Learning Strategies ◽  
Biology Courses ◽  
Affective Components ◽  
Equitable Outcomes ◽  
Dual Domain ◽  
The Impact

Recent studies demonstrate that significant learning gains can be achieved when instructors take intentional steps to address the affective components of learning. While such efforts enhance the outcomes of all students, they are particularly beneficial for students from underrepresented groups and can reduce performance gaps. In the present study, we examined whether intentional efforts to address the affective domain of learning (through growth mindset messaging) can synergize with best practices for addressing the cognitive domain (via active-learning strategies) to enhance academic outcomes in biology courses. We compared the impact of this two-pronged approach (known as dual domain pedagogy, or DDP) with that of two other pedagogies (lecture only or active learning only). Our results demonstrate that DDP is a powerful tool for narrowing performance gaps. DDP, but not active learning, eliminated the performance gap observed between Black and white students in response to lecture. While a significant gap between white and Latin@ students was observed in response to active learning (but not lecture), this gap was reduced by DDP. These findings demonstrate that DDP is an effective approach for promoting a more equitable classroom and can foster learning outcomes that supersede those conferred by active learning alone.

scholarly journals Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students

2019 ◽  
Vol 15 (09) ◽  
pp. 80 ◽  
Author(s):  
Ramananda K Mallya ◽  
Srinivasan B
Keyword(s):  
Mobile Learning ◽  
Engineering Students ◽  
Learning Technology ◽  
Innovative Teaching ◽  
Cloud Technology ◽  
Mobile Learning Technology ◽  
Student’S Performance ◽  
Learning Competencies ◽  
Course Outcomes ◽  
The Impact

<p class="0abstract">It has been acknowledged that the mobile learning concept has extended numerous opportunities for teachers as well as students, as it makes way for an active learning atmosphere anywhere and anytime.  Mobile learning technology can be resourcefully improvised by extending the cloud technology into it. This study is an attempt to analyze the impact of mobile cloud computing on learning competencies of engineering students. The main intention is to experiment whether mobile learning using cloud technology has an impact on student’s performance by investigating the influence of this innovative teaching technique on course outcomes. The results illustrated that use of cloud based mobile learning in studying an engineering subject is rewarding and does has an encouraging impact on learning competencies of students. The results distinctively indicate that cloud based mobile learning can be effectively used for learning engineering subjects that results in superior attainment of course outcomes.</p>

scholarly journals Impact of Electronic Portfolios on Prospective Teachers’ Participation, Motivation, and Autonomous Learning

10.28945/3575 ◽  
2016 ◽  
Vol 15 ◽  
pp. 517-533 ◽  
Author(s):  
Vanesa M. Gámiz-Sánchez ◽  
María-Jesús Gallego-Arrufat ◽  
Emilio Crisol-Moya
Keyword(s):  
Prospective Teachers ◽  
Institutional Environment ◽  
Educational Practice ◽  
Progressive Increase ◽  
Electronic Portfolios ◽  
Autonomous Learning ◽  
Learning Context ◽  
Participation Motivation ◽  
Student’S Performance ◽  
The Impact

This study explores the impact of electronic portfolios on undergraduate learning in higher education. Based on a descriptive study, it analyses the prospective teacher’s perception of use of these tools (electronic portfolio in Moodle-Mahara, in the institutional environment of a university in southern Europe), examining the variables participation, autonomous learning, and motivation. The results show no increase in motivation, but they do show an increase in autonomy, especially a progressive increase in the student’s online participation in a blended learning context. The results show a positive correlation between the variables participation and university student’s performance. Research into the uses and impact of electronic portfolios on undergraduates has implications for improving educational practice by fostering increased participation and autonomous learning.

scholarly journals Should students change their answers on multiple choice questions?

2021 ◽  
Vol 45 (1) ◽  
pp. 182-190
Author(s):  
Justin W. Merry ◽  
Mary Kate Elenchin ◽  
Renee N. Surma
Keyword(s):  
Multiple Choice ◽  
Multiple Choice Questions ◽  
Negative Direction ◽  
Incorrect Answer ◽  
Test Taking ◽  
Data Support ◽  
Test Taking Strategies ◽  
Biology Courses ◽  
Student Grades ◽  
The Impact

Multiple choice exams are ubiquitous, but advice on test-taking strategies varies and is not always well informed by research. This study evaluated the question of whether students benefit or are harmed when they change their initial answers on multiple choice questions in the context of physiology and biology courses. Previously marked examinations were reviewed for eraser marks that indicated answer changes, and the impact of these changes on exam grades was tabulated. In addition, faculty and students were surveyed for their opinions about changing answers. A plurality of faculty (36%) reported a belief that answer changes usually harm student grades, whereas a slim majority of students (51%) believed that answer changing helped their scores (χ2 = 60.52, P < 0.0001). Empirically, across two exams, students changed their answer from an incorrect answer to a correct one 2.8 times (SD 2.2) compared with 1.0 time (SD 1.4) changing in the negative direction. Therefore, on average, students benefited ( V =  123.5, P < 0.0001) from answer changing. Furthermore, comparing across two exams in the same course, some students were consistently more likely to change their answers than others (adjusted R2= 0.23, P < 0.0001), but the impact of changing answers on the first exam provided no prediction of how much a student would benefit from answer changing on the second exam (adjusted R2= −0.004, P = 0.42). These data support the argument that students should be advised to review and revise responses to exam questions before submitting them.

The Internalization of Immersive Virtual Teaching Approach in Management Ethics and Corporate Governance Course at Sultan Idris Education University: A Panacea to Teaching and Learning Issues during COVID-19 Pandemic

2021 ◽  
Vol 12 (3) ◽  
pp. 690-700
Author(s):  
Nooraisah Katmon Et.al
Keyword(s):  
Corporate Governance ◽  
Traditional Approach ◽  
Teaching Style ◽  
Teaching Approach ◽  
Learning Activities ◽  
Management Ethics ◽  
E Learning ◽  
Student’S Performance ◽  
Virtual Teaching ◽  
The Impact

Our study examines the impact of immersive virtual teaching style on student’s performance in Management Ethics and Corporate Governance course at Sultan Idris Education University, Malaysia. We perform learning activities in Management Ethics and Corporate Governance course using (1) Interactive Teaching Video (2) Edutainment Video (3) Massive Open Online Course & Facebook Group (4) Kahoot, as well as (5) Outside learning activities. We acknowledge that an issues on student’s engagement and performance are always become the center of attraction for many practitioners of e-learning, especially during COVID-19 pandemic where school and universities need to be closed and e-learning is taking over all of the traditional face to face classroom method. We therefore, intend to compare the performance of students that have been taught using (i) traditional approach of “chalk and talk” in Management Ethics and Corporate Governance course and (ii) Immersive Virtual Teaching approach where blended learning is widely executed in delivering and conveying the knowledge to the students. Our sample comprises of 71 students in Semester A171 and 134 Students in Semester A172, where in Semester A171 sample, students were exposed with traditional “chalk & talk” teaching approach, while in the Semester A172, an Immersive Virtual learning approach has been employed. Our result exhibit that the student’s performance in Semester A172 is significantly higher in the various assessment evaluation that had been conducted when compared to the performance of the students in Semester A171. We also document that the utilization of Immersive Virtual Teaching approach increases student’s engagement, improve student’s motivation and boost up student’s excitement to learn more about the course. 

A writing-intensive course improves biology undergraduates' perception and confidence of their abilities to read scientific literature and communicate science

2013 ◽  
Vol 37 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Sara E. Brownell ◽  
Jordan V. Price ◽  
Lawrence Steinman
Keyword(s):  
Scientific Literature ◽  
Student Perception ◽  
Writing Assignments ◽  
Undergraduate Biology ◽  
Biology Students ◽  
Primary Literature ◽  
Scientific Papers ◽  
Biology Courses ◽  
Intensive Course ◽  
The Impact

Most scientists agree that comprehension of primary scientific papers and communication of scientific concepts are two of the most important skills that we can teach, but few undergraduate biology courses make these explicit course goals. We designed an undergraduate neuroimmunology course that uses a writing-intensive format. Using a mixture of primary literature, writing assignments directed toward a layperson and scientist audience, and in-class discussions, we aimed to improve the ability of students to 1) comprehend primary scientific papers, 2) communicate science to a scientific audience, and 3) communicate science to a layperson audience. We offered the course for three consecutive years and evaluated its impact on student perception and confidence using a combination of pre- and postcourse survey questions and coded open-ended responses. Students showed gains in both the perception of their understanding of primary scientific papers and of their abilities to communicate science to scientific and layperson audiences. These results indicate that this unique format can teach both communication skills and basic science to undergraduate biology students. We urge others to adopt a similar format for undergraduate biology courses to teach process skills in addition to content, thus broadening and strengthening the impact of undergraduate courses.

Factors Affecting Students' Academic Performance: The Case of Students at Community Colleges in Bhaktapur District

2021 ◽  
Vol 5 (1) ◽  
pp. 23-38
Author(s):  
Balaram Duwal ◽  
Lalita Khonju
Keyword(s):  
Academic Performance ◽  
Community Colleges ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Positive Impact ◽  
Survey Method ◽  
Academic Factors ◽  
Factors Affecting ◽  
Student’S Performance ◽  
The Impact

This study aims to investigate the important academic factors; teaching method, study habits of students and attendance of students that affect students' academic performance. The study used a survey method and analytical research design. A stratified sampling method was used to select 150 respondents from 1,525 total number of undergraduate students from four high student enrolment community colleges of Bhaktapur district. Regression analysis was used to identify the impact of independent variables on student's academic performance. Mann-Whitney test was used to identify the differences between perceived student's performance across gender, age and faculty.  To test for differences between perceived student's performance across study year and guardian occupation, Kruskal-Wallis test was conducted. The result shows that the teaching method and attendance of students have a significant positive impact on perceived student's performance but student's habit has no significant impact on perceived student's performance.  However, it has been proved that gender, age, faculty, study year and guardian occupation do not have any differences in perceived student's performance.

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