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SISTEMASI ◽  
2022 ◽  
Vol 11 (1) ◽  
pp. 84
Author(s):  
Ilham Yuslin Anugrah ◽  
R. Reza El Akbar ◽  
Alam Rahmatulloh

There are still many elementary schools that have not implemented an information system for processing student grades online because of the assumption that this is still not needed, even though in fact the use of computerized information systems can help schools in improving the academic process to be more effective and efficient. Information systems with web-based applications that are now often found still have shortcomings, namely the mobility of their use is still lacking compared to Android-based applications which are now easier to use and access anywhere. The use of web applications as a means for teachers to input values as well as an android application as a means for parents to be able to monitor their children's academic scores is considered to be the most appropriate solution in implementing this information system, but differences in platforms between Android and the web make it difficult for data to be integrated with each other. Therefore we need an interoperability system in order to integrate applications from different platforms. Then an android based academic score monitoring application was made with RESTful web service. The selection of the RESTful web service system itself is because this system applies the concept of a client server where the server to be created is a web-based application that is used by the school to input student grades, and the client application is an android application intended for parents / guardians of students to get information regarding the value of his child. The output of this research is an application system for monitoring the academic scores of elementary school students by implementing the RESTful web service system in its application as well as the results of the application testing questionnaire based on the usability aspect of the application with the final result of the application eligibility percentage of 87%.Keywords: Monitoring Student Values, Platforms, Information Systems.


2022 ◽  
pp. 179-191
Author(s):  
Vishal Srivastava ◽  
Ashish Kumar Singh ◽  
Arokiaraj David ◽  
Neel Rai

With the population growth and the employability scarcity, the placement of students has become a significant concern. Problems of global ageing and miss-match of student skill and knowledge can be witnessed easily. Fewer works of literature are available to predict the placement of students. This study aims to create a supervised machine learning (SML) model to predict the employability of graduates based on their academic scores and streams. The study used the decision-tree technique to create the SML model. The model can predict the placement chance based on students' academic scores and streams with 65% accuracy. Some new theoretical and practical contributions have been discussed.


2021 ◽  
Vol 68 (3) ◽  
Author(s):  
M. Umurkulova ◽  

The article presents the results of a study of individual learning styles - characteristics related to the category of soft skills. The study with the participation of applicants and students of a medical and multidisciplinary university was carried out in order to identify the importance of a learning style for the successful development of educational programs. It was revealed that the differences in the preferred style are related to the place of graduation from secondary school and the language of instruction. It is shown that there is a connection between the learning style and the effectiveness of mastering the educational program. Students with high academic scores apply more effective learning styles - convergence and assimilation. It was found that the medical university is gradually replacing unproductive learning styles with more effective ones. The results of the study raise the problem of the preparedness of school graduates to study at a university. The importance of pre-university training of applicants and improving the selection mechanisms for higher educational institutions is emphasized, since the current selection of future students through the Unified National Testing does not contribute to the screening of applicants with ineffective learning styles.


Author(s):  
Kaviyarasi Ramanathan ◽  
Balasubramanian Thangavel

The student's academic development, retention, and attainment gap are considered as the common key factors that influence the institutional academic performance. In this regard, educational institutions are focusing to reduce the attainment gap between good, average, and poor performing students. Two different datasets are taken for this study. Students' data is collected through questionnaire, and Dataset 1 (D1) is created. The second dataset (D2) is taken from the repository. Both the datasets have been preprocessed followed by attribute selection and predictive modeling. In this study, predictive models have been built, and the learners are classified as high, average, and low performers based on their academic scores as well as on their demographic characters. The three classifier models are applied on the datasets. Based on the evaluation measures, the best classifier is identified. This early identification of low performance students will help the educators as well as the learners to put a special care to enhance the learning process as well as to improve the academic performance.


2021 ◽  
Vol 71 (3) ◽  
pp. 976-79
Author(s):  
Qamar Zia ◽  
Nighat Arif ◽  
Tahira Sadiq

Objective: To determine the effect of paired formative assessment on students’ learning. Study Design: Quasi experimental study. Place and Duration of Study: Islamic International Medical College Rawalpindi, from Jan 2018 to Jun 2018. Methodology: A total of 160 students who attended otolaryngology module were included in the study. Randomized allocation was done by computerized software programme and students were divided into 2 groups i.e. experimental (group A) and control group (group B). Later on in group A, pairing of students was done by lottery method. Group A and B were dealt with paired and individual formative assessment respectively. Effectiveness of both methods of learning was calculated on the basis of academic scores obtained in tests consisting of 20 MCQs from predefined and taught syllabus. A p-value were obtained by applying independent sample t-test and considered statistically significant at 0.05. Results: Out of 160 participants, 94 (58.7%) were females and 66 (41.3%) were males. In individual testing phase mean scores of group A was 13.36 ± 2.22 and mean scores of group B was 13.24 ± 2.5 (p 0.861). In paired formative assessment phase, mean scores of group A was 16.70 ± 1.94 (CI 95% 2.16-4.55) and mean of scores of group B was 13.40 ± 2.23 (CI 95% 2.16-4.55) p=0.001. Conclusion: The effectiveness of paired formative assessment. This method provides students a conducive environment to achieve learning objectives.


2021 ◽  
pp. 073563312110015
Author(s):  
Seng Chee Tan ◽  
Xinghua Wang ◽  
Lu Li

This study explored the development trajectory of shared epistemic agency in online collaborative learning through epistemic network analysis and lag sequential analysis. It was carried out in a postgraduate course with 14 in-service teachers. Drawing on the online discussion data from six sessions and the participants’ academic scores, this study found a nonlinear development trajectory of learners’ shared epistemic agency across the six sessions. The managerial dimension (e.g., regulative and relational actions) mediated the development of learners’ shared epistemic agency. The analysis of different groups’ mean networks and academic performance revealed a tentative relationship between them. Finally, the transition of shared epistemic agency actions in higher-achieving sessions and groups largely followed an upward sequential pattern. This study provides a graphical insight into how students learn in an online collaborative setting and can inform future pedagogical and technological designs of facilitating students’ shared epistemic agency for the creation of collective knowledge.


Author(s):  
Hye-Won Kim ◽  
Myo-Gyeong Kim

Purpose: The purpose of this study was to determine relationships between academic achievement, clinical competence, and confidence in the clinical performance of nursing students, and to identify factors that influence them.Methods: This was a descriptive correlation study. Data were collected from 118 nursing students at a nursing college in Seoul. One-way variance analysis, Pearson's correlation coefficient, and multiple linear regression analysis were used to examine relationships between academic achievement, clinical competence, and confidence in clinical performance.Results: Clinical competence was related to academic achievement in students’ previous semester and to students’ academic scores in a fundamental of nursing course. Clinical competence showed a weak positive correlation with academic achievement in students’ previous semester and academic scores in a fundamental of nursing course in both evaluations by the professor and students’ self-evaluations. However, confidence in clinical performance had no significant correlation with academic achievement. The factor affecting the clinical competence was academic scores in a fundamental of nursing course, and factors affecting confidence in clinical performance were health status, personality, major suitability, and class satisfaction in a fundamental of nursing skills course.Conclusion: These findings indicate that students with high academic achievement have better clinical performance, but confidence in clinical performance is not related to academic achievement.


Author(s):  
Jong-Sik Ryu ◽  
Hae Ryong Chung ◽  
Benjamin M. Meador ◽  
Yongsuk Seo ◽  
Kyung-O Kim

This study analyzed the correlation between elementary school students’ body composition, physical activity, physical fitness, movement ability, and academic achievement. Movements ranged from simple actions to complex movements requiring executive functioning. In total, 110 fourth graders (60 boys, 50 girls) participated in this experiment. Body composition (BMI, % of body fat), physical activity (pedometer), physical fitness (muscular strength, endurance, power, flexibility, and VO2max), and complex movement abilities (Illinois Agility test, soda pop hand test, and soda pop foot test) were measured. Regression modeling of body composition and fitness/activity variables was able to account for 30.5% of the variation of total academic scores in females, but only 4.3% in males. No individual tests were reliably correlated with multiple academic outcomes in males. However, hand and foot soda pop times, as well as Illinois Agility scores, were repeatedly correlated with academic outcomes in females, each correlating with 4 of the 6 academic scores. Body composition and physical activity level did not correlate with academic achievement, and simple physical fitness showed a low correlation with academic achievement in both boys and girls. On the other hand, complex, cognitively demanding movements such as the Illinois Agility, soda pop hand, and soda pop foot tests had consistent correlations with academic achievement in girls, but not in boys.


2021 ◽  
Vol 1 ◽  
Author(s):  
Nomin Badrakhkhuu ◽  
Yusuke Matsuyama ◽  
Miyu Yoshizawa Araki ◽  
Yuko Unnai Yasuda ◽  
Takuya Ogawa ◽  
...  

Objective: Malocclusion has been reported to affect the daily lives of schoolchildren adversely, but little is known regarding the association between malocclusion and academic performance. We aimed to investigate the association between malocclusion and academic performance among adolescents in Mongolia.Methods: We conducted a cross-sectional study of 767 students aged 7–16 years from two public schools in Ulaanbaatar, Mongolia. Three orthodontists evaluated the need for malocclusion treatment in the participants and determined the type of malocclusion using the Index of Orthodontic Treatment Need and dental casts. The academic scores of study participants in 20 subjects were provided by their schools. Z-scores within subjects were calculated and aggregated into both overall and in six groups of subject categories comprised of mathematics, science, social science, language, arts, and physical education. A multiple linear regression analysis was performed to determine the association between malocclusion, malocclusion type, and academic score adjusted for gender, age, school, and family income.Results: Of the 767 students, 32.6% had malocclusion, and dental crowding was the most prevalent type (162 cases, 21.1%). Malocclusion was not significantly associated with the z-score of overall academic score [coefficient: 0.04, 95% confidence interval (CI): −0.11 to 0.19]; however, dental crowding was significantly associated with the overall academic score (coefficient: −0.19, 95% CI: −0.35 to −0.03), after adjusting for covariates. Other types of malocclusion were not associated with academic scores. Among the six subject categories, arts (coefficient: −0.20, 95% CI: −0.36 to −0.04) and physical education (coefficient: −0.24, 95% CI: −0.42 to −0.07) were significantly associated with dental crowding.Conclusions: Schoolchildren in Mongolia with dental crowding may be prone to poor academic performance, particularly in arts and physical education classes. Further randomized controlled trials are needed to determine whether the treatment of crowding boosts academic performance.


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