scholarly journals Can formative quizzes predict or improve summative exam performance?*

2015 ◽  
Vol 29 (1) ◽  
pp. 16-21 ◽  
Author(s):  
Niu Zhang ◽  
Charles N.R. Henderson
Keyword(s):  
Physical Examination ◽  
Student Learning ◽  
Formative Assessments ◽  
Exam Performance ◽  
Control Group ◽  
Chiropractic College ◽  
Class 1 ◽  
Enhance Student Learning ◽  
Academic Degrees

Objective Despite wide use, the value of formative exams remains unclear. We evaluated the possible benefits of formative assessments in a physical examination course at our chiropractic college. Methods Three hypotheses were examined: (1) Receiving formative quizzes (FQs) will increase summative exam (SX) scores, (2) writing FQ questions will further increase SE scores, and (3) FQs can predict SX scores. Hypotheses were tested across three separate iterations of the class. Results The SX scores for the control group (Class 3) were significantly less than those of Classes 1 and 2, but writing quiz questions and taking FQs (Class 1) did not produce significantly higher SX scores than only taking FQs (Class 2). The FQ scores were significant predictors of SX scores, accounting for 52% of the SX score. Sex, age, academic degrees, and ethnicity were not significant copredictors. Conclusion Our results support the assertion that FQs can improve written SX performance, but students producing quiz questions didn't further increase SX scores. We concluded that nonthreatening FQs may be used to enhance student learning and suggest that they also may serve to identify students who, without additional remediation, will perform poorly on subsequent summative written exams.

scholarly journals Application of PjBL with brain-based STEAM approach to improve learning achievement of students

2020 ◽  
Vol 6 (1) ◽  
Author(s):  
Nur Lailatul Badriyah ◽  
Anik Anekawati ◽  
Lutfiana Fazat Azizah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Control Group ◽  
Process Skills ◽  
Control Group Design ◽  
Learning Achievement ◽  
Science Process Skills ◽  
Gain Score ◽  
Class 1

The purpose of this study is to determine differences in student's learning achievement consisting of learning outcomes and science process skills. This research was conducted in a special school for girls and used two experimental classes, namely experimental class-1 and experimental-2 class. The experimental class-1 is the class applied by PjBL with a brain-based STEAM approach, while the experimental class-2 is a class that uses PjBL with the STEAM approach without brain-based. This research is a quasi-experimental study with a nonequivalent pretest-posttest control group design. The data analysis technique used is the T-test. The brain-based learning activities applied in this study are listening to music, drinking water, doing a brain gym, working on crossword puzzles, and group determination based on the dominance of students' brains. The results showed that the average value of the N-Gain score of student learning outcomes in the experimental class-1 was 80,72. Student learning outcomes experimental class-2 is 73,12. In science process skills, the experimental class-1 students had an average N-Gain score of 72,50, while the experimental-2 class was 60,88. The conclusion is the experimental class 1 students have higher learning achievement than students in the experimental class 2.

The Using of Film Media to Analyze Intrinsic Element in Literature in High School

2019 ◽  
Vol 1 (2) ◽  
pp. 60
Author(s):  
Hendrick L ◽  
Martono Martono ◽  
Indri Astuti
Keyword(s):  
Data Analysis ◽  
Student Learning ◽  
Learning Outcomes ◽  
Literary Work ◽  
Student Learning Outcomes ◽  
T Test ◽  
Control Group ◽  
Homogeneity Test ◽  
Learning Material ◽  
Literary Works

This study examined the use of film media on Indonesian Language. The problem revealed was how is student learning outcomes, and what is the outcomes difference between learning to analyze the intrinsic elements of literary works using film media and using conventional learning approaches in class XI students of SMA N 1 Tumbang Titi. This type of research is experimental research. The design used was Post-test Only Control Group Design. Data analysis was done by normality test, homogeneity test, and t-test (Paired Simple t-Test). Data collection techniques in the form of tests. Based on the results of data analysis, it can be concluded that student learning outcomes analysis the intrinsic elements of literary works after being given conventional learning is 54.38 while student learning outcomes analyze the intrinsic elements of literary works after using film media is 71, 67. Besides, after analyzing the data statistically, the results show that there are significant differences between the learning outcomes of the material analyzing the intrinsic elements of literary work between those who use film media and conventional learning. Indonesian language learning material becomes the intrinsic elements of literature in class XI students of SMA N 1 Tumbang Titi using film media can also improve student learning outcomes and contribute to the scale of effectiveness of 32,64. Thus, learning with film media can be used by teachers in the field of learning Indonesian in analyzing intrinsic elements of literary works.Keywords: Utilization of Film Media, Intrinsic Elements of Literary Work

Students’ perceptions of an in-house developed pharmacy serious game for professional skills training

2020 ◽  
Vol 6 (5) ◽  
pp. 293-296
Author(s):  
Kevin Yi-Lwern Yap ◽  
Shawn Ignatius Boon Heng Tan ◽  
Kai Zhen Yap ◽  
John Yin Gwee Yap
Keyword(s):  
Student Learning ◽  
Three Dimensional ◽  
Skills Training ◽  
Role Playing ◽  
Clinical Practices ◽  
Professional Skills ◽  
Role Playing Game ◽  
Game Engagement ◽  
Self Administered Questionnaire ◽  
Enhance Student Learning

BackgroundAn in-house three-dimensional (3D) multiplayer online role-playing game was developed for professional skills training of pharmacy students. Students play the game in a post-apocalyptic world to save humankind from zombies. They solve virtual patient encounters through visual and motion-capture technologies. Their gaming perceptions and experiences were investigated.MethodA self-administered questionnaire obtained participants’ demographics, gaming interests, perceptions of game effectiveness, preferences on gaming elements and gameplay experience through the Game Engagement Questionnaire (GEQ). Pre-gameplay and post-gameplay assessments were tracked to assess student learning. Descriptive statistics and paired sample t-tests were used for analysis.ResultsFifty-five students were recruited. Two-thirds of the gameplay group (67.9%) liked the post-apocalyptic fantasy settings and heroic storyline (66.0%). Three quarters liked the modern setting (73.1%), authentic plots (73.5%) and plot animations (72.3%). Participants felt the game was effective in training health communication and patient history-taking skills (81.8%). Participants’ test scores for counselling increased from 66.1%±7.6% (pre-gameplay) to 70.3%±8.0% (post-gameplay, p=0.004). The highest scoring GEQ dimension was sensory and imaginative immersion (2.92±0.74).ConclusionStudents found the game useful for pharmacy professional skills training. With proper implementation, this game can become a useful tool to enhance student learning and gear them towards clinical practices.

Using Assessment and SoTL to Enhance Student Learning

2013 ◽  
Vol 2013 (136) ◽  
pp. 7-16 ◽  
Author(s):  
K. Laurie Dickson ◽  
Melinda M. Treml
Keyword(s):  
Student Learning ◽  
Enhance Student Learning

Safety of a Protective Funnel in Primary Breast Augmentation: A Retrospective Analysis of 380 Multicenter Cases in the United States

2021 ◽  
Author(s):  
Aldo Lombardo ◽  
Alfred R Antonetti ◽  
Joel Studin ◽  
Frank Stile ◽  
Dudley Giles ◽  
...  
Keyword(s):  
Breast Augmentation ◽  
Case Series ◽  
The United States ◽  
Future Research ◽  
Control Group ◽  
Superficial Infection ◽  
Class 1 ◽  
Median Volume ◽  
Implant Size ◽  
Potential Risk Factors

Abstract Background Protective funnels devices are commonly used to deliver implants in primary breast augmentation (BA) yet there is a paucity of evidence-based data describing their safety in the literature. Objectives The purpose of the study was to assess the safety of protective funnels in primary BA within the first 30-days postoperatively. Methods This multi-center, Level 3 study retrospectively reviewed the surgical records of 380 consecutive patients (760 breasts) who underwent primary BA by nine board-certified plastic surgeons using the iNPLANT Funnel (Proximate Concepts LLC, Allendale, NJ, USA) for implant delivery between November 2019 and December 2020. Data was collected pertaining to demographics, implant information, surgery details, and postoperative complications. Results The mean patient age was 33 years and 76% patients had a BMI < 25. Of this cohort, 11.4% were smokers, 0.8% had diabetes, and 83% were ASA class 1. All patients received smooth implants with a median volume of 375cc. A total of 8 (2.1%) complications were reported including: 3 hematomas (0.79%), 1 seroma (0.26%) and 1 superficial infection (0.26%). No patient required explantation. We identified ASA class, BMI, surgery duration, and implant size as potential risk factors. Conclusions The data suggest that use of protective funnels, such as the iNPLANT Funnel, in primary BA are a safe option when used according to the manufacturer’s IFU. Its use led to a low infection rate (0.26%) and a complication rate (2.1%) consistent with the average reported in the literature (2%-2.5%). 1 Implications for clinical practice are encouraging and future research will include a prospective analysis with a larger case series and potentially a control group.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

Comparison of Mathematics Learning Outcomes of Students in Auditory Intellectually Repetition (AIR) and Reciprocal Teaching (RT) Learning Models

2020 ◽  
pp. 324-331
Author(s):  
Sufri Mashuri ◽  
Jahring Jahring ◽  
Nasruddin Nasruddin ◽  
Hasan Djidu
Keyword(s):  
Learning Outcomes ◽  
Mathematics Learning ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Pretest Score ◽  
Control Group Design ◽  
Class 1 ◽  
The Mean

The purpose of this study is to see the differences in the mean increase in student mathematics learning outcomes in the Auditory, Intellectually, Repetition (AIR) model and reciprocal teaching (RT) model. The sample in this study were 25 students as the experimental class 1 and 23 students as the experimental class 2. This research was an experimental study with a nonequivalent control group design. The data analysis used was descriptive and inferential analysis. The results of the descriptive analysis showed that the mean pretest score of the experimental class 1 was 51.64 and the posttest result was 70.88 with the increase in student mathematics learning outcomes reaching 0.39. While the mean pretest score of experimental class 2 was 36.52 and the posttest result was 70.48 with the increase in student mathematics learning outcomes reaching 0.51. The variance of the increase in mathematics learning outcomes in the experimental class 1 was 0.02, and the experimental class 2 was 0.01. The results obtained indicate that the increase in mathematics learning outcomes through the reciprocal teaching learning model is higher than the increase in student mathematics learning outcomes using the AIR learning model.

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