Application of Pop Quiz Method in Teaching Biostatistics to Postgraduate Midwifery Students and Its Effect on Their Statistics Anxiety, Test Anxiety and Academic Achievement: A QuasiExperimental Study with Control Group

Introduction: Anxiety in students is a challenge of educational systems. The present study was conducted to investigate the efficiency of Pop Quiz (unannounced formative tests) in teaching biostatistics to postgraduate midwifery students and its effects on their statistics anxiety, test anxiety and statistical analysis skills. Methods: This quasi-experimental study conducted during the first semester of the academic year of 2019-2020 in the Faculty of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences. The MSc midwifery students were divided into two separate classes. One of the classes was randomly selected for educational intervention (Pop Quiz). Teaching via the lecture method considered as control method. Test anxiety and statistical anxiety questionnaires were completed by the students in both groups before the educational intervention, during and at the end of semester. The final exam score considered as the statistical skills score. Data were analyzed in SPSS 22 using Fisher's exact test and GEE model. Results: Thirty eight MSC midwifery students (12 in intervention group and 26 in comparison group) were recruited in this study. The mean and standard deviation of the exam score of students in lecture and Pop Quiz groups were respectively 14.43 ± 3.80 and 15.95 ± 2.79 (P=0.182). The patterns of change in test anxiety score differed significantly over time between the two teaching methods (P = 0.003). Although, there was a decreasing trend in mean score of statistics anxiety scores in Pop Quiz group in comparison with lecture based group, but there were not statistically significant differences. Conclusion: Applying Pop Quiz to teaching biostatistics reduces test anxiety and statistics anxiety and increases statistical analysis skills in postgraduate midwifery students.

Use of Educational Puzzles for Learning Concepts of Clinical Diagnostic Imaging in Veterinary Medicine

Learning the concepts of clinical radiology, including lesion identification and formulation of differential diagnosis lists, can be challenging for veterinary students. A series of educational puzzles with an overarching narrative was developed to help students learn the fundamental concepts of urogenital, thoracic, and spine imaging. Third-year veterinary students had the opportunity to use as many of the puzzles as they wished as a part of their studies in a semester-long imaging course, and students completed surveys to indicate which puzzle sections they used and provide their opinions of the activities. Graded performance in the course was correlated with how many puzzle activities students used. A small but statistically significant correlation was found between the number of puzzle sections used and midterm exam score, final exam score, and overall course score. Although most students who used the puzzles as a part of their studies enjoyed the activities, there was a dramatic decrease in usage over the semester, from 74% of survey respondents using the initial topic to a low of 27% utilization of the sixth topic, followed by a small rebound to 37% for the eighth topic (the review for the final exam). Thus, while developing a puzzle series is achievable and beneficial to student learning, possibly because of improved student engagement through increased variety in learning opportunities, further steps are necessary to encourage continued student engagement throughout the semester.

Tarqiyat Natā’ij al-Ta‘allum fī Māddat al-Lughah al-‘Arabīyah bi-Istikhdām Uslūb al-Thawāb wa-al-‘Iqāb

This study aims to determine the improvement of Arabic learning outcomes using rewards and punishments. The research used an action research method by Kemmis and McTaggart model and was carried out in two cycles. The research subjects were grade 7 students of SMP Muhammadiyah 3 Jakarta, totaling 36 students including 19 male students and 17 female students. The instruments used tested learning outcomes and observation sheets. Learning outcome tests are used to measure the success of students in understanding Arabic lessons. Meanwhile, the observation sheet is used to measure the performance of teachers and students in learning. The scores that have been achieved by the students during the study are the pre-cycle score is 65,83, the exam score for cycle 1 is 66,80, and the exam score for cycle 2 is 75,69. There was an increase in the value from the pretest to the test cycle 1, namely 0,99, and the increase from cycle 1 to cycle 2 is 8,89. The number of improvement results in this study was 9,88. By using reward and punishment, students are more active in learning and can relate the subject matter to the surrounding environment and practice it directly in the classroom.

To What Extent Do Study Habits Relate to Performance?

Students’ study habits during independent study sessions were examined. Controlling for preparation, total study time, and class absences, it was found that active study strategy use positively predicted exam score, study spacing potential did not predict exam score, and distraction during study sessions negatively predicted exam score.

Predictor Analysis of Middle and Low Achieving Students in Cell Biology Online Course in Health Nutrition Undergraduate Program

Background Lack of direct contact with the students in online courses can result in lower lecturer’s awareness of their engagement and progress. Examination scores generally have the highest proportion in determining students’ grades. Predicting examination scores from the earliest point of the course may be useful in designing timely and appropriate interventions. Aim To analyze the predictors of midterm and final examination scores in an online cell biology course of health nutrition in the undergraduate program at the Faculty of Medicine, Public Health and Nursing Universitas Gadjah Mada, Yogyakarta Indonesia. Methods The learning materials including texts, PowerPoints, videos and miniquizzes were uploaded in a course management system before conducting online meetings. In total, 10 different topics were delivered. Pretest and posttest, both not used for grading, were given at the first and last online meeting. Components of the final score were classroom assessments, group assignments, midterm and final examinations. Students (n = 154) were divided into three groups based on their final examination scores, i.e., low, middle and high score. Each component of the final score was reported as mean ± standard deviation and the mean difference between groups was analyzed. Linear regression analysis was performed to reveal the main predictors of the midterm and final exam scores. Two-step cluster analysis determined by the earliest-obtained scores was performed to identify low achieving students. Results Students with higher final examination scores had significantly higher scores for pretest, posttest, pre and post-midterm class assessments, midterm exam and group assignments (p < 0.05). Premidterm class assessment was the main predictor of the midterm exam score. Midterm exam score was the strongest predictor of final exam score and clustering using midterm-premidterm scores identified 75% of low achieving students. To assist students with low and middle achievement, several modifications were considered such as providing longer and multiple access to the learning and formative test materials, facilitating a communication platform with fellow students and sending personal encouraging messages. Conclusion Scores obtained in various activities during the course potentially predict student grades. The activities should be optimized to improve students’ achievement especially for the less privileged students.

The Effect of McGraw-Hill Education Connect on Students' Academic Performance

This study aimed to investigate the effect of using McGraw-Hill Education (MGHE) Connect on students' academic performance. It examined the effects of MGHE Connect on the course letter grade, pass rate, retention rate, total score, and final exam score in addition to the proportions of having more A and B grades in the course. The study used a posttest-only control group design. The 95-student sample was selected by sampling four sections using a simple one-stage cluster method. Then two sections were randomly assigned as a treatment group (N=45), in which using MGHE Connect Chemistry was required to com-plete course assignments, quizzes, and tests, and the other two assigned as a con-trol group (N=40) in which students completed the course conventionally. The study used ordinal logistic regression, binomial logistic regression, and multiple linear regression. The study indicated that when controlling the effect of students' CGPA, there was no significant difference in the odds of having higher letter grades between the experimental treatment and control groups. Also, the experi-mental group did not significantly have a higher proportion of A and B grades compared to the control group. The course pass rates and the retention rates in both groups differed insignificantly. The total course score and the course final exam score did not differ significantly. The study findings of students' academic performance metrics in the study indicating no statistically significant positive ef-fect of the MGHE Connect on the student academic performance.

Getting Students Back on Track: Persistent Effects of Flipping Accelerated Organic Chemistry on Student Achievement, Study Strategies, and Perceptions of Instruction

<p> </p><p> </p><p>Converting a first-term, accelerated summer organic chemistry course to a flipped format reduced the achievement gap in the flipped course and in the second-term traditional lecture course between Non-Repeaters taking an accelerated course to “get ahead” and Repeaters taking the course to “get back on track.” The difference in final exam performance in the second-term course was nearly halved, the GPA gap in both courses was reduced, and the gap in passing rate for the second-term course was eliminated. First-generation students who took the first-term course in the flipped format experienced a final exam score boost in the second-term course regardless of repeater status. While most students responded positively to the flipped course structure, repeating students held a stronger preference for the flipped format. These findings provide guidance on how to create courses that promote equity, access and retention of diverse students in STEM.</p>

MENINGKATKAN KEMAMPUAN BERBICARA BAHASA INGGRIS DASAR MELALUI KEGIATAN ENGLISH CAMP

This study aims to improve the English speaking skills of STKIP MB students majoring in elementary school teacher education who take English courses, especially speaking skills at the basic level through English camp activities. English camp activities are outdoor activities carried out as practical speaking activities outside the classroom. . This activity is carried out after the lecture enters the midterm exam where students have first learned the basic theory for seven meetings at the beginning of the lecture. This research is a classroom action research conducted in two cycles with each cycle consisting of two meetings of English camp activities. The results of this study show their speaking ability at the basic level with the topics that have been determined increases significantly each meeting and at the end of each cycle taken from the speaking ability data with categories of assessment of topic accuracy, use of vocabulary, pronunciation and fluency in speaking. . The conclusion in the study shows that English camp activities can improve basic level speaking skills for PGSD STKIP MB students with success indicators of 80% of students getting an oral speaking exam score of 75 or more

Abstract 275: Cardiac Arrest Etiology and Associated Cognitive Impairment in Survivors

Background: Cardiac arrest is a significant public health problem, impacting over 500,000 people in the United States annually. The four major etiologies of arrest are cardiac, respiratory, traumatic, and other. The objective was to determine the impact of etiology on cognition in cardiac arrest survivors using the Montreal Cognitive Assessment (MOCA). Hypothesis: Cardiac arrest etiology impacts cognitive exam score, and patient demographics and characteristics modify that relationship. Methods: A retrospective cohort analysis was performed on all Pittsburgh Post Cardiac Arrest Service (PCAS) patients from 2012-18. Data were acquired through medical record review. T-tests, linear and logistic regression were used to assess the relationships between exam score and modifying factors. MOCA score was analyzed as a binomial variable using a pass/fail threshold of 26/30 points (86.7%) and above for normal cognition. For statistical significance, an alpha level of 0.05 was used. Results: In total, 192 patients completed the MOCA: 104 with cardiac etiology, 35 with respiratory, 4 with trauma, and 49 with other. Median age for all patients was 59.3 years, and 58% were male. Mean (SE) MOCA score for all patients was 72.8 (1.1) percent. When MOCA score was converted to a binomial indicator of normal cognition, respiratory, traumatic, and other etiologies were more likely to exhibit impairment than cardiac etiology arrest when age, sex, witnessed status, length of ICU stay and coma were controlled for (OR: 2.52, 3.43, 2.18 respectively). These findings were nullified when time from arrest to MOCA administration was included. Of the MOCA subcategories, delayed recall was the most severely impacted, with patients recalling an average of 1.67 of 5 words after 5 minutes. Additionally, respiratory arrests performed significantly worse than cardiac etiology arrests in attention (4.1 vs 4.9 points, p=0.004) and language domains (1.9 vs. 2.3, p=0.04). Conclusions: Respiratory, traumatic, and other etiologies were more likely to exhibit abnormal cognition on the MOCA than those with a cardiac etiology. The etiological findings were nullified when time to cognitive examination was controlled for. Timing appears to influence cognitive assessments more than etiology.