Grade Prediction in Blended Learning Using Multisource Data

Today, blended learning is widely carried out in many colleges. Different online learning platforms have accumulated a large number of fine granularity records of students’ learning behavior, which provides us with an excellent opportunity to analyze students’ learning behavior. In this paper, based on the behavior log data in four consecutive years of blended learning in a college’s programming course, we propose a novel multiclassification frame to predict students’ learning outcomes. First, the data obtained from diverse platforms, i.e., MOOC, Cnblogs, Programming Teaching Assistant (PTA) system, and Rain Classroom, are integrated and preprocessed. Second, a novel error-correcting output codes (ECOC) multiclassification framework, based on genetic algorithm (GA) and ternary bitwise calculator, is designed to effectively predict the grade levels of students by optimizing the code-matrix, feature subset, and binary classifiers of ECOC. Experimental results show that the proposed algorithm in this paper significantly outperforms other alternatives in predicting students’ grades. In addition, the performance of the algorithm can be further improved by adding the grades of prerequisite courses.

Brief Communication: Predictive Value of Veterinary Student Application Data for Performance in Clinical Year 4

Student application packages for admission to the University of Georgia College of Veterinary Medicine currently include the following information: undergraduate grade point average (GPA), GPA in science courses, GPA in non-science courses, GPA for the last 45 hours (GPALast45hrs), Graduate Record Examination Quantitative and Verbal Reasoning (GRE-QV) score, GRE Analytical Writing (GRE-AW) score, and grades for 10 required prerequisite courses. From these data, an “academics score” of up to 70 points is calculated. Faculty reviewers also score each applicant up to a maximum of 30 points (FileScore), giving a total possible score of 100 points. Previous analyses demonstrated that the file score and academic variables are significantly related to first-year GPA of veterinary students; however, it is unknown how these variables relate to performance in clinical rotations. The present study pooled the two most recent graduating classes to compare each academic score component to student clinical rotation grades received during year 4 (CGrYr4) in the teaching hospital. Only one component of the student application packages—the pre-admission GRE-QV score—significantly correlated with CGrYr4.

Should Students with AP Credit Repeat Coursework in College? A Multilevel Analysis

Research on the Advanced Placement (AP) program generally shows that students scoring 4s and 5s on AP exams outperform their non-AP peers in subsequent college courses. However, faculty and academic advisors often suggest that students with AP credit should repeat prerequisite courses in college before attempting advanced coursework. We compared grades of 20,409 students in 42 subsequent courses across three groups: students who used AP credit as a prerequisite, students who earned AP credit but repeated the prerequisite courses in college, and students without AP credit. Results with two-level cross-sectional multilevel modeling showed that AP students performed similarly in subsequent courses whether they chose to repeat prerequisites or not; both groups outperformed non-AP students with similar academic backgrounds.

Optimized matching between students of the automation major and their specialized project design assignment

Specialized project design (SPD) is a compulsory course for most of the engineering students in China. A SPD course requires teamwork of students. It is therefore an important issue about how to group students in a more reasonable form to increase students’ interest in the course and improve their performance. However, at present, it remains a challenge to quantitatively assess the effectiveness of group teaching and optimize group teaching through state-of-the-art methods such as artificial intelligence. In this study, we propose a qualitative analysis method to study the group teaching of students through teacher’s subjective evaluation of different aspects of students’ abilities. In particular, the proposed method is a background-based grouping method which takes into account the students’ scores attained in prerequisite courses of a SPD course and realized by a genetic algorithm. Results of our experiment demonstrate that, compared with the conventional random grouping method, the proposed method improves the students’ average scores in all eight SPD topics by 2.5 in the grade 2016 and 1.875 in grade 2017, respectively (the total score is 100). Therefore, our findings strongly support that grouping students based on their strengths (for example, the courses they are good at) can enhance students’ interest in the SPD course and thereby improve students’ SPD performance.

Building Blocks of Knowledge: A Close Look at Prerequisite Coursework for Graduate Programs in Speech-Language Pathology

Purpose The purposes of this exploratory study were to examine the variability among prerequisite courses required by speech-language pathology graduate programs and to explore how faculty in leadership positions within graduate programs approach decision making about these courses. Method This research involved gathering data about the number and type of prerequisite course requirements from American Speech-Language-Hearing Association–accredited speech-language pathology master's degree programs ( n = 272) and conducting interviews with a small sample of speech-language pathology department faculty ( n = 12). Results The large majority of speech-language pathology graduate programs required the same four general education prerequisite courses. The number of prerequisite courses specific to communication sciences and disorders ranged from three to 17. The rationale for which and how many courses to include as prerequisites varied across programs. Issues related to student preparation and foundation for graduate coursework, the composition of the student body, administrative and logistical factors, and traditions and history of each program influenced how faculty made decisions regarding prerequisites. Conclusion While there is not a clear consensus across programs about the number and type of prerequisites necessary to start graduate school in speech-language pathology, most programs feel their ongoing decision making in this area has set up students within their own programs for successful outcomes.

PSXIV-29 Influence of prerequisite courses on performance of students in an animal nutrition course: A one-year summary

Anecdotes abound in departmental curriculum committees surrounding the purpose and necessity of prerequisite courses for major subjects. Some believe that a student should have as much exposure as possible to subject matter prior to attempting to gain a full understanding of the material. Others believe that prerequisite courses put an undue burden on students to take excessive coursework and that most of the students’ needs can be provided in a single course. The objective of this study was to ascertain the influence of prerequisite courses in animal science, biology, and chemistry on performance of students in an undergraduate animal science course. In the spring semester of 2019, students taking the animal nutrition course at Tarleton State University were enrolled in the experiment. On the second day of class, students were given a comprehensive exam resembling a final examination to assess knowledge on entry to the course. Subsequently, students completed an online survey to record demographics and educational background in relevant courses. Data were analyzed using PROC MIXED and PROC CORR of SAS v. 9.4. Females had an average score of 39 and males had an average score of 35 on the pre-test, but these numbers were statistically similar (P = 0.16). Student scores on the pre-tests were positively correlated the number of biology (r = 0.52; P < 0.01) and chemistry (r = 0.46; P < 0.01) courses taken, but showed no association (r = 0.14; P = 0.37) with the number of previous animal science courses. Similarly, the number of previously taken biology and chemistry courses were positively correlated (r = 0.70; P < 0.01). Results are interpreted to mean that prior experience in biology and chemistry, but not animal science, are major factors for student performance in animal nutrition and should be considered for prerequisite courses.

Self-Concept, Interest in Becoming a Teacher, Prerequisite Courses: What do the Most Determinant Factors in Microteaching Competencies of Prospective Teachers?

Self-concept, interest, learning motivation, and prerequisite knowledge potentially contributes to academic achievement. The aim of this study was to determine the relationship between self-concept, interest in becoming a teacher, academic achievement of prerequisite courses and prospective teachers’ competencies of microteaching. This correlational study involved 105 sixth semester students of science department in Education and Teacher Training Faculty (FKIP) of Pontianak, Tanjungpura University. The data collected by using the self- concept questionnaire and the questionnaire of interest in becoming a teacher. The achievement of prerequisite courses and the students’ competencies of microteaching taken from the academic subdivision of the faculty. The analysis found that self-concept, interest in becoming a teacher, and academic achievement in prerequisite courses associate significantly with prospective teachers’ competencies of microteaching (respectively <em>r_s</em> = .35, <em>r_s </em>= .38, and <em>r</em>_s= .60, <em>p</em> &lt; .05). In addition, coefficient of multiple correlation is also significant (<em>R</em> = .61, p &lt; .05). It means that the relative contribution of predictor variables of this study on prospective teachers’ competencies of microteaching is 37.60% and the remaining 62.40% is determined by other uninvestigated variables. The study indicated that the prerequisite courses relate significantly with students’ ability to execute microteaching. Thus, an institution of teacher training should continually upgrade the quality of learning and instruction by providing the essential prerequisite content of courses the prospective teachers required.