Effectiveness of Oral Tests in Improving Learners’ Mathematical Performance

The main purpose of this paper is, the effect of guided oral questions in mathematics lessons on evaluation formative testing in Increase academic achievement. The sample of the Research consisted of two 23-person classes from computer students at the University of Dr. Moien Rasht. Both classes took pre-test, with a common question from the semester’s lessons. Randomly, Class A was selected as the control, and Class B was selected as the experiment .In Class A, after 6 weeks of teaching, evaluation formative the classical test was formally written (paper-and-pencil) .Group B students, with the same content of Class A teaching, received group Oral (participatory) instead of, formative tests. Group members were selected based on formula, According to the attention, pre-test scores value, and other Indicators. At the end of the semester, both classes were aggregated with the same question, and the scores of both classes were analyzed by descriptive and inferential statistics, t and ES .Statistical analysis showed that learning rate increased in both control and experimental groups. But in cumulative Evaluation, the mean scores of the experimental group were higher than the Average scores of the control group. While in the pre-test, the control group scores were higher than the experimental group. The area under the corresponding curve, ES = .96, is / 831. That is, the area under the curve corresponding to the test group members, on whom the developmental test was orally administered, their mathematics lesson scores were83.15 higher than the control group.

Effectiveness of Oral Tests in Improving Learners' Mathematical Performance

The main purpose of this paper is, the effect of guided oral questions in mathematics lessons on evaluation formative testing in Increase academic achievement. The sample of the Research consisted of two 23-person classes from computer students at the University of Dr. Moien Rasht. Both classes took pre-test, with a common question from the semester's lessons. Randomly, Class A was selected as the control, and Class B was selected as the experiment .In Class A, after 6 weeks of teaching, evaluation formative the classical test was formally written (paper-and-pencil) .Group B students, with the same content of Class A teaching, received group Oral (participatory) instead of, formative tests. Group members were selected based on formula, According to the attention, pre-test scores value, and other Indicators. At the end of the semester, both classes were aggregated with the same question, and the scores of both classes were analyzed by descriptive and inferential statistics, t and ES .Statistical analysis showed that learning rate increased in both control and experimental groups. But in cumulative Evaluation, the mean scores of the experimental group were higher than the Average scores of the control group. While in the pre-test, the control group scores were higher than the experimental group. The area under the corresponding curve, ES = .96, is / 831. That is, the area under the curve corresponding to the test group members, on whom the developmental test was orally administered, their mathematics lesson scores were83.15 higher than the control group.

The Impact of Personal Computer on Students’ Academic Performance

ABSTRACT This study aimed to determine the effects of Personal Computer on students' academic performance of the Grade 11 Senior High School students at MSU-Maguindanao. Specifically, this study identified the uses of Personal Computers as rated by the students in their studies, the academic performance of respondents with Personal Computer, the academic performance of respondents without Personal Computer, and the significant difference in academic performance of respondents with and without Personal Computer. Survey questionnaire was used as an instrument in gathering data. The questionnaire contains ten (10) related to the uses of computer in the students’ studies. The 10 questions are measured in terms of a 4- point scale such as: 1 for always, 2 for often, 3 for seldom and 4 for never. The statistical tools used in the analysis of data are the frequency count and the mean to describe the effects of personal computer on Senior High School students’ academic performance. The data gathered were consolidated and tabulated. The computations were done manually with the aid of scientific calculator. Findings show that the academic performance of the students with personal computer is generally higher than those without personal computer. Therefore, personal computer has effects in improving the students' academic performance. Keywords: Impact, Personal Computer, Students’ Academic Performance

Relationship between Facebook Usage and Academic Performance of College Students under the Royal University of Bhutan

The development of social media like Facebook has changed the lives of many people principally the students. Several opinions are shared on how social media have a negative consequence on college students and lead to worsening their academic performance. Facebook usage is extremely prevalent among most undergraduates and approximately 85% of students use it particularly the first-year college students as it offers students a feeling of community and friendship. Of the total 365 students surveyed, 344 were Facebook users while 21 were non-users. Majority of respondents having Facebook account use mobile phones i.e., 48% of total respondents, 42% use their personal laptops and remaining 10% use college computer. Students are more often subjected to reading social media updates than reading academic-related books. Hence, it revealed that those who spent more time on social media spent less time studying i.e., users spent 0.33 to 1-hour studying per day and non-users spent 2 to 5 hours studying. Pearson's correlation test showed that the time spent on Facebook was negatively associated with students’ GPA (r = -.198, p = .000). More the time a student invests on Facebook, the lower the average grade point will be. However, blocking Facebook is not a solution since students can easily access it via their mobile phones. As a result, rather than blocking the site, higher education institutions such as Universities and Colleges may encourage students to use Facebook for educational purposes by offering appropriate arrangements and training.

The Design of a Learning Process for Promoting Teamwork using Project-Based Learning and the Concept of Agile Software Development

The design of a learning process for promoting teamwork using project-based learning and the concept of Agile software development had the following objectives: a) analyze and synthesize the conceptual framework for a learning process for computer students aimed at promoting teamwork using project-based learning and the concept of Agile software development; and b) a evaluate the suitability of a learning management model design for computer students aimed at promoting teamwork via project-based learning and the concept of Agile software development by 10 experts in which the model consists of six parts: 1) preparation; 2) group division; 3) project-based learning; 4) an Agile working process; 5) teamwork; and 6) an assessment process derived from the result of the assessment of the suitability of the learning style, which indicated the highest level. According to the assessment result, the model can be applied to learning management.

CRITICAL FREQUENCY OF FLICKER MERGING AND VISUAL POTENTIALS UNDER COMPUTER LOAD

The urgency of the development and improvement of methods for studying the functional state of users of computer technology is growing in parallel with the growth of their negative impact on the main targets - visual and neuropsychic functions. Therefore, the aim of the study was to study the processes of perception of rhythmic light incentives and induced electrical activity of the visual cortex during a computer load. The study was conducted with the participation of clinically healthy students ( n = 182), who determined the critical fusion frequency of flashes and recorded rhythmic cortical evoked visual potentials during a computer-assisted visual load. To assess the nature and duration of use of computer students, as well as determining the presence and severity of computer dependency, a survey was conducted. Various types of perception of light flashes and changes in the rhythm assimilation reaction under the influence of a computer load are revealed. The data are discussed taking into account the rhythmic processes of the brain. A conclusion is drawn about the weakened, stable and strengthened types of response of oscillatory neural mechanisms to computer visual loads.