TEACHING NAHW AND SHARF BY USING WHATSAPP (A CASE SUDY AT “BISA” FOUNDATION IN DEPOK, WEST JAVA, INDONESIA) / تعليم النحو و الصرف عبر الواتسأب (دراسة حالية في مؤسسة "بيسا" الإسلامية ديبوك إندونيسيا)

This study aims to reveal the process of teaching nahw and sharf via Whatsapp at BISA Foundation, Depok. The researcher used qualitative method in a case study design. To collect the data, the researcher did observation, interviewed the leader, several supervisors and assistants, and distributed online questionnaire to students in nahw and sharf classes using google form. The result described that nahwu and sharf have been tought via Whatsapp since 2013 and was free. Nahw learning is carried for four months and sharf learning is for two months. The textbooks used are al-Nahw lil Mubtadi’in and al-Sharf lil Mubtadi’in. Learning materials are delivered in the forms of written texts, audio, and video. Lessons are held every day except Wednesdays. Teaching and learning is carried out in several activities namely explaining, discussing, and assigning. Students’ learning achievement is measured by giving weekly assignment and final examination. The advantages of teaching nahw and sharf using Whatsapp are that it is cheap and can be carried out everywhere easily. Whereas, the weaknesses are personal problems, the program itself, and technical aspect

The virtual Clinical Assessment of Skills and Competence: the impact and challenges of a digitised final examination

The COVID-19 pandemic has affected how clinical examinations are conducted, resulting in the Royal College of Psychiatrists delivering the Clinical Assessment of Skills and Competence virtually. Although this pragmatic step has allowed for progression of training, it has come at the cost of a significantly altered examination experience. This article aims to explore the fairness of such an examination, the difference in trainee experience, and the use of telemedicine to consider what might be lost as well as gained at a time when medical education and delivery of healthcare are moving toward the digitised frontier.

Can I MOOC to Catch up? The Effects of Using an LMOOC as a Remedial Tool for EFL Students in Thailand

This study investigated the effects of supplementing a traditional EFL class with a grammar-focused LMOOC. It also investigated students’ attitudes to the LMOOC. Students taking a compulsory English course at a nursing college in Thailand were divided into two groups, a LMOOC group (n=33) and a non-LMOOC group (n=26). The LMOOC group engaged in a 4-week LMOOC as a supplement to their usual English classes. The non-LMOOC group continued with their usual English classes with no additional interventions. Final examination scores and gains since the midterm for the two groups were compared. Attitudes to the LMOOC were assessed using a questionnaire and interviews. Students in the LMOOC group experienced statistically significantly larger gains in grammar scores than the non-LMOOC group (M = 5.45, SD = 4.31, p < .001). Students reported very positive attitudes towards the LMOOC, in terms of enjoyment and perceived effectiveness. The estimated gains found in this small study were relatively modest, but our findings suggest that LMOOCs as a way to supplement in-class teaching may improve attainment and foster positive attitudes. Further controlled experiments to assess the wider applicability of our findings are needed.  

Reduced failure rates associated with playing a new online game developed to support learning of core content in human systems physiology

A digital mobile card-matching game called eFlip was developed to assist second-year undergraduate medical science students to learn core content and understand key associations in physiology. Our team developed customized content of core physiological associations, of increasing difficulty, for upload on a generic card-matching platform. The generic game was extended with add-ons coded to allow identification and access of student usage data for students who consented to have their game usage linked to academic performance such as final course marks and grades. Here, we describe the development of the eFlip game content, the student usage profile, and the game’s impact on learning. Students were invited to use eFlip prior to and during the final examination period. Of those who used eFlip, 152 students consented to participate in a study of game use on learning performance outcomes. Within the students who consented, 74 played the game and 78 did not play the game (nonplayers). The mean course mark of the students who played the game [69.57%; 95% confidence level (CI) (67.22, 71.92)] was higher than that of the nonplayers [65.33%; 95% CI (62.67, 67.99)] ( P = 0.02). Playing eFlip was also associated with reduced failure rates in students who played the game (1% failure rate) compared with the students who did not play the game (10% failure rate; P = 0.02). The number of games played by students peaked just prior to the course final examination. Overall, students who chose to play eFlip demonstrated improved grades that were associated with a higher probability of passing the physiology course.

Association of Class Attendance and Test with Grades Attained in BDS Final Professional

OBJECTIVES: The purpose of this study was to verify the association of class attendance percentage, and regular test marks of each taught subject in BDS final year with marks obtained in final examination. METHODOLOGY: Class attendance and test performance records of all participants were obtained from the college authority, and the final professional examination marks sheet issued by UHS was obtained from the college office. Potential confounders like age, gender and parents’ occupation were also recorded for each student. Pearson’s correlation coefficient test was applied to verify the association of class attendance and class tests marks percentage for different subjects taught with final marks. Multivariate analysis was undertaken by adjusting for confounders in the model. RESULTS: This study found significant correlation between each taught subject class test marks with final marks obtained in each respective subject of the final year. Class attendance of each taught subject had weak, insignificant association with final marks except in one subject i.e., Operative Dentistry. CONCLUSION: Class test marks are a stronger predictor of final examination marks than class attendance percentage.

Weekly team-based learning scores and participation are better predictors of successful course performance than case-based learning performance: role of assessment incentive structure

Background Incentives for preparation and participation in case-based (CBL) and team-based learning (TBL) differ by virtue of differences in assessment, allowing us to evaluate the role these incentives play in preparation and participation in these activities as well as overall course performance. Methods Weekly TBL and CBL participation and performance as well as performance on the course final examination were recorded. Student participation was quantified and correlated with: (1) CBL preparation, participation, teamwork and completion of learning objectives scores, and (2) TBL individual readiness assurance test (iRAT) scores. Results Student final examination scores (n = 95) were more strongly correlated with TBL than CBL performance. No significant correlation was found between iRAT and CBL scores. Student participation was measured in 3 CBL groups (8 students/group) and 4 TBL teams (6 students/team). TBL participation was more strongly correlated with final examination scores than CBL participation. TBL participation was also correlated with iRAT scores. CBL scores for preparation, participation, teamwork and completion of learning objectives did not significantly correlate with iRAT scores or TBL participation. Conclusion These results suggest that the assessment incentives and methods used in TBL result in student performance that better predicts performance on summative examinations.

An Evaluation of How Students Use Blackboard and the Possible Link to Their Grades

Blackboard is an important Learning Management System (LMS) employed at most higher education institutions to engage and interact with students during their studies. Students within Material Science and Engineering (MSE) often use these LMS’s to absorb mathematical derivations, scientific information and submit coursework tasks. In this work, statistical analysis of the average times the MSE students spent on Blackboard during their entire Bachelor’s program period were compared to their final examination grades. Results show a positive linear correlation between the time students spent on Blackboard and their final grades. Another interesting observation was the fact that the students engage and interact more with LMS at certain periods within the week rather than performing unintentional activities. Similar to the constructivism learning theory, the results gave evidence to the fact that the more students actively engage with the LMS’s, the more they construct knowledge for themselves.

An Analysis of the Online Final Examination Items for Ninth-graders in the Mathematics Course Using the Rasch Measurement Model

The National Examination in Indonesia has been abolished since 2020. Hence, the Indonesian junior high schools makes its final examination items for the 9th-grade, and from the results, the school determines students' graduation. The final examination has an important role and significant value in making decisions about students' graduation. Therefore, this study is aimed to analyze the Online Final Examination items in one of the public junior high schools in Bandung. The sample was 234 students in grade 9 using their mathematics examination tests, comprising 20 multiple-choice items with 4 options, while the data processing used Winsteps software with the Rasch modeling technique. Subsequently, the Rasch model results showed an acceptable person separation statistic of 1.54 and sufficient person reliability at 0.74. The item separation statistics was in a good category at 4.59, while the item reliability at 0.95 was excellent. Although four online final examination items were in the fit category, 16 were good and capable of dividing students according to their abilities. The result also provided very detailed data about the quality of the items and the ability of each grade 9 student. Since each test item is included in the fit category, this study contributes information on preparing and analyzing the Online Final Examination to teachers..

Forecasting Students’ Final Exam: Results Using Multiple Regression Analysis in an Undergraduate Business Statistics Course

This paper discusses the development of a multiple regression model to predict the final examination marks of students in an undergraduate business statistics course. The marks of a sample of 366 students in the Winter 2017 semester were used to fit the regression model. The final model contained three predictor variables namely two test marks and the homework assignment mark. The marks of another 194 students from Winter 2018 were used to validate the model. The model validation showed that it can be used for future cohorts of students for prediction. The two main objectives of the study were to use the model as a teaching tool in class and to use the model to predict final examination marks of future students.

A Metacognitive Instructional Guide to Support Effective Studying Strategies

Metacognition—the processes whereby learners assess and monitor their progress in learning (metacognitive monitoring, MM) and use these judgements of learning to make choices about what to study in the future (metacognitive control, MC)—has been shown to be beneficial to learning. However, effective learning also relies on metacognitive knowledge (MK)—that is, students’ knowledge about effective study strategies and how to employ them. Few students receive explicit in-class instruction on these topics. Here, we explore if an online instructional guide, which includes information about evidence-based study strategies, example questions for self-testing, and a study calendar to help regulate timing of studying can effectively teach MK to improve performance.While it is unclear if the online instructional guide was related to increases in MK, MM, and MC, we did observe benefits to student performance, particularly in highly anxious students on high-stake assessments such as the final examination. Future research should seek to understand how students were engaging with the guide and how the nature of the engagement impacted their study strategies.