Chemsketch in Improving Student Performance in Hydrocarbons

BackgroundEvaluations of effectiveness of educational reforms are often based on the level of improvement in student performance from one cycle of a particular assessment to the next. However, improvements in overall performance do not necessarily translate to improved equality. Indeed, improvements that favour certain subgroups of students can exacerbate educational performance gaps and thus, inequality. This research examines changes in equality of mathematics achievement and subgroup performance differences in Irish primary school students over time. Ireland constitutes an interesting case study due to the introduction of a new National Literacy and Numeracy Strategy in 2011, the initial implementation of which has been linked to significant improvements in student mathematics performance. This paper aims to investigate whether these improvements have been accompanied by improvements in equality.MethodsUsing data from the Irish National Assessments of Mathematics and English Reading (NAMER) and the Trends in International Mathematics and Science Study (TIMSS) from the period before and after the introduction of the Strategy, the study examines (i) deviations in student scores, (ii) variability in achievement at student and school levels and (iii) performance gaps based on demographic and socioeconomic factors over time. Bivariate analyses and multilevel regression models were used to identify student- and school-level variables related to mathematics performance.ResultsThe results showed a decrease in variability in students’ mathematics performance after the introduction of the Strategy; this decrease was statistically significant only for TIMSS. Additionally, there was a considerable decrease in variance in mathematics performance attributed to between-school differences over time. These findings constitute evidence of increased equality as performance differences between students and schools tended to shrink. Regarding performance gaps and variance in mathematics performance explained by background characteristics, this study provided mixed results. In NAMER, subsequent to the introduction of the Strategy, the performance gaps and variance in mathematics achievement explained by selected demographic and socioeconomic characteristics decreased considerably. However, this was not the case for TIMSS.ConclusionsThe evidence provided by this study suggests that Ireland has made reasonable progress in addressing inequality. However, there is room for improvement, as a significant proportion of the variance in student mathematics performance is still explained by demographic and socioeconomic characteristics.

Background:Learning outcomes after traditional teaching methods were compared with problem-based learning (PBL) among fifth year medical students. Six students participated each in traditional teaching and PBL methods, respectively. Traditional teaching method involved PowerPoint (PPT) presentation and PBL included study on case scenario and discussion. Both methods were effective in improving performance of students. Postteaching, we did not find significant differences in learning outcomes between these two teaching methods.Aims:(1) Study was conducted with an intention to find out which method of learning is more effective; traditional or PBL. (2) To assess the level of knowledge and understanding in anemia/zoonotic diseases as against diabetes/hypertension.Settings and Design:All the students posted from February 3, 2014, to March 14, 2014, participated in this study. Six students were asked to prepare and present a lecture (PPT) and subsequent week other six students were asked to present PBL. Both groups presented different topics. Since it was a pre- and post-test, same students were taken as control. To maintain uniformity and to avoid bias due cultural diversity, language etc., same questions were administered.Materials and Methods:After taking verbal consent, all 34 students were given pretest on anemia and zoonotic diseases. Then lecture (PPT) by six students on the same topic was given it followed by posttest questionnaire. Subsequent week pretest was conducted on hypertension and diabetes. Then case scenario presentation and discussion (PBL) was done by different six students followed by posttest. Both the methods were compared.Statistical Analysis:Analysis was done manually and standard error of means and students t-test was used to find out statistical significance.Results:We found statistically significant improvement in performance of students after PPT presentation as well as PBL. Both methods are equally effective. However, Pretest results of students in anemia and zoonotic diseases (Group A) were poor compared to pretest results of students in hypertension and diabetes (Group B). The students who participated in presentation did not influence their performance as they were covering a small part of the topic and there were no differences in their marks compared to other students.Conclusions:We did not find significant differences in outcome after teaching between PBL and traditional methods. Performances of students were poor in anemia and zoonotic diseases which need remedial teaching. Assessment may influence retention ability and performance.

Education today faces a range of challenges, but also unique opportunities, vis-à-vis the evolution of digital technologies. Traditional teaching methods struggle to meet the diverse needs of students, as classrooms comprise learners at different levels. The Education AI project represents an initiative aimed at integrating Artificial Intelligence (AI) into the classroom to address the diversity of students and the challenges faced by traditional teaching methods. The project's core objective is to enhance student learning outcomes by providing an adaptive and personalised learning experience, thereby making education more equitable and effective. This paper evaluates the project's impact on student learning, teacher workload, and its broader applicability in education. The study's methodology combines quantitative and qualitative data, employing a mixed-methods approach to provide a comprehensive analysis of the Education AI system's effectiveness. Preliminary findings indicate a notable improvement in student performance, particularly among low and medium-performing students, with quantitative data revealing an average improvement of 23% in assessments for low-performing students. The system's user-friendly interface, gamified elements, and immediate feedback mechanisms have been well-received, with a majority of students reporting enhanced engagement and understanding of mathematical concepts. Teachers have also reported positive experiences, highlighting the system's role in reducing their workload and facilitating personalised and adaptive teaching and learning. Qualitative feedback from interviews with teachers and students provides further insights into the system's impact, emphasising its varied and engaging question types, adaptivity, and the shift from paper-based to digital learning. The feedback also reveals a desire for expansion to other subjects and enhancements in the system's analytics for more targeted support.The Education AI project demonstrates the transformative potential of AI in the classroom, with significant improvements in student performance and positive reception from both students and teachers. The study highlights the importance of addressing technical challenges and expanding the system's capabilities for broader application. The project offers valuable insights into the future of education, where technology and human expertise converge to create a more personalised, adaptive engaging, and effective learning experience for all students. This initiative, underpinned by the transformative potential of AI for education, aims and informing and guiding future innovations in educational technology.

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

This study implemented a novel virtual simulation operation (VSO) teaching platform to enhance offline teaching in clinical microbiology laboratory courses, specifically addressing biosafety level-3 (BSL-3) for SARS-CoV-2 isolation and culture. The study focused on the practical teaching component, comparing the effectiveness of VSO against traditional online video teaching. The study divided undergraduate medical laboratory technology students into experimental and control groups. The experimental group received teaching combining offline courses with online VSO exercises, while the control group participated in offline courses supplemented with standard teaching video reviews. Assessment criteria included comprehensive practical performance, operational skills, laboratory biosafety awareness, and aseptic awareness. An anonymous questionnaire evaluated teaching effectiveness. The integration of VSO with offline practical teaching demonstrated significant improvements in student performance, particularly in comprehensive practical skills, experimental operations, and laboratory biosafety awareness. These findings validate the effectiveness of this virtual simulation teaching platform as an innovative educational tool, offering valuable insights for curricular reform across other disciplines.

Within the context of Kurikulum Merdeka (Indonesian Curriculum), traditional teaching methods often fail to engage elementary students effectively, leading to boredom and limited learning experiences. To address this, a study was conducted at a public primary school in Wonosobo Regency, revealing the need for interactive learning materials. This research focuses on developing Local Wisdom-based Pop-Up Books tailored for fifth-grade students in Indonesia. Through rigorous evaluation by experts and positive feedback from teachers and students, the Pop-Up Books prove to be highly effective in enhancing learning outcomes. Statistical analysis confirms significant improvements in student performance after using the Pop-Up Books. This study highlights the importance of innovative learning media in enriching educational experiences for elementary students.

Modernity challenges higher education institutions with the need to reform the education system, improve it, and enhance the quality and competitiveness of graduates on the European labour market. In recent years, the education system in the context of informatization has undergone significant changes in connection with the development and practical use of new information and communication technologies: the practice of electronic learning (E-learning), and resource-based learning (Resource Based Learning) is widely used in the education system in foreign and partly domestic institutions of higher education. The purpose of the article is to analyse the effectiveness of the implementation of resource-based learning in a health preserving educational environment of higher educational institutions. Research methods. The study included 493 undergraduate students (N = 493) from the National University “Yuri Kondratyuk Poltava Polytechnic” during the 2023-2024 academic year. The participants were enrolled in the Physical Education and Sports specialty program and were randomly assigned to either the experimental group (EG, n = 240) or control group (CG, n = 253). This study examines the implementation of resource-based learning (RBL) in higher education as a holistic dynamic process that optimizes the use of personnel, logistical, educational, methodological, financial, and information resources through the “student-teacher-librarian” triad. The research demonstrates how RBL, when implemented within a health-preserving educational environment, creates conditions that maintain and enhance participants’ health while facilitating effective learning. Results show significant improvements in student performance and engagement when RBL is applied with health- preserving considerations, particularly in mobile learning contexts. The approach creates a comfortable, stress-free learning environment while promoting independent cognitive activity and health-conscious behaviours. Conclusions. The study analyses the effectiveness of RBL implementation while maintaining health- preserving conditions. Our findings demonstrate that when RBL is implemented within a carefully designed health-preserving educational environment, it creates optimal conditions for learning while ensuring health maintenance and enhancement among all participants. The research, conducted at the National University “Yuri Kondratyuk Poltava Polytechnic,” revealed significant improvements in student performance and engagement metrics. Notably, the experimental group showed a 6.25% increase in very high performance levels and a complete elimination of very low performance levels, compared to minimal changes in the control group. The study finds that mobile learning, as a form of RBL, can effectively create a health- preserving educational environment while promoting independent learning and cognitive development. The results validate the effectiveness of combining RBL with health-preserving considerations in higher education, offering a model for implementing technology-enhanced learning without compromising student wellbeing.

Abstract— In the rapidly evolving landscape of education, the integration of technology has proven to be instrumental in reshaping traditional learning paradigms. This paper delves into the realm of improving student’s performance by harnessing the potential of interactive webinars as on innovative educational tool. The paper aims to investigate the impact of interactive webinars on student engagement, knowledge retention and overall academic achievement in the course. The findings of the study provide empirical evidence that interactive webinars positively influence student performance. The analysis demonstrates that students who actively participate in interactive webinars exhibit higher levels of comprehension, engagement and retention compared to conventional classroom instructions. The students’ engagements in the webinars are monitored by MOODLE activities, question answer sessions and their quick notes. The comparative graph of pre-test and post-test clearly describe that, there is improvement and shifting of students from CD, DD & FF grade to AA, AB, BB & BC grade. Employing a mixed-methods approach, the research draws upon quantitative data from pre and post webinar assessment, as well as qualitative insights obtained from student surveys and interviews. These methods enable a comprehensive evaluation of the effectiveness of interactive webinars in comparison to traditional instruction methods. In addition to that incorporating industry resource persons into educational activities like interactive webinars can significantly enhance the learning experience of the students. Industry professionals bring real-worlds insights, practical knowledge and helping bridge the gap between academic theory and practical application. Keywords— Interactive Webinar, Industry Resource Person, Student Performance, Industry Practices.

This study was designed to compare and evaluate the effectiveness of computer simulated laboratory instruction versus traditional laboratory instruction (utilizing actual electronics components) for educating college students about solid state electronics circuitry. The study also examined the students' attitude toward computer simulated laboratory instruction versus traditional laboratory instruction as a means of conducting laboratory activities. A pretest-posttest control group design was used in this experiment. In this study, the researcher randomly assigned subjects to particular groups. The experimental group received the pretests, experimental treatment, posttest I, traditional treatment, posttest II, and the posttests, while the control group received the pretests, traditional treatment, posttest I, experimental treatment, posttest II, and the posttests. Findings indicated that no significant difference existed between the computer simulated laboratory instruction and the traditional method of instruction as revealed by the mean scores of the posttest I with the pretest as a covariate, posttest III with the posttest II as a covariate, and posttest III with the pretest as a covariate. Findings also indicated no significant difference existed between students' attitude toward computer simulated laboratory instruction and traditional methods of instruction. Results did reveal that student attitudes were favorable to a similar extent with regard to both the simulation and the traditional methods of laboratory instruction. Findings indicated that significant differences did exist between the computer simulated laboratory instruction and the traditional method of instruction as revealed by mean scores of the posttest II with the posttest I as a covariate. The results revealed that the simulation group scored significantly higher than the traditional group. Since the treatment groups switched after two weeks perhaps, the sequence of instruction was an important factor. Also, a significant difference was found between the combined pretests and the combined posttests means of the experimental and control groups. This indicated that both instructional methods contributed to higher posttest III scores. The results of this study revealed that combined computer simulated laboratory instruction with the traditional methods of instruction will maximize the students' understanding of solid state electronics circuitry. From this study, the researcher concluded the following: (1) students learned electronics circuitry concepts more when they utilized actual electronics components and then used computer simulations; and (2) computer simulated laboratory instruction should be used to extend the traditional methods of laboratory instruction.

High-fidelity Simulation-Based Learning (SBL) has emerged as an innovative teaching practice that fosters integration of knowledge, skills, and abilities in a life-like scenario. The purpose of our review was to systematically investigate the objective effects of high-fidelity SBL on physical therapy (PT) student learning and performance. A systematic literature search was conducted in EBSCO, PubMed, and ProQuest. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI). Ten studies met the inclusion criteria and were included in the review. Four objective outcome measures were used to evaluate student performance: 1. Assessment of Physiotherapy Practice; 2. Physical Therapist Clinical Performance Instrument 2.0; 3. Objective Structured Clinical Examination; 4. Mini-Clinical Evaluation Exercises (Mini-CEX). Five studies found significant improvement in student performance (average of 12-13 simulation-based learning experiences), and 5 studies found no change in student performance (average of 6-7 simulation-based learning experiences). All included studies were of acceptable quality and scored 11.5 or higher on the MERSQI. The results of our systematic review suggest that SBL is as effective as traditional education practices at improving PT student clinical learning and performance. Considering SBL has demonstrated qualitative benefits in previous comparative studies, it may be beneficial to incorporate SBL into the Doctor of Physical Therapy curriculum. Evidence suggests that a higher frequency of participation in SBL leads to improved clinical performance. More research is needed to investigate the frequency of SBL required to improve PT student learning and performance.

Professional development (PD) of teachers working with students in the first years of learning to read is a privileged way of preventing initial reading difficulties and its effects in the long and short term. This research studies the effects of PD in student reading performance, although the results are not conclusive with regard to which PD format is more adequate. The objective of this study is to determine which modality (face-to-face with a coach vs. without a coach) and intensity (number of contact hours) of PD are more efficient in achieving fluency improvement in student performance in the code-focussed skills in the first years of learning to read. Both pre-schoolers and their teachers took part in the study with a quasi-experimental pre-test post-test design. The experimental group (n = 71) was provided literacy instruction from teachers (n = 8) who received 40 h of face-to-face training with a coach and the control group (n = 29) was provided literacy instruction from teachers (n = 8) who received only 8 h of initial training (without coaching). The results showed significant intra-group improvements with a large reduction in students at risk for reading difficulties. No significant differences were obtained between groups in reading performance. This suggests greater efficiency in a lower intensity format of PD without a coach in the development of code-focussed skills. The study considers the need to adequately assess reading ability in the light of attitude and motivation of teachers as variables which influence the efficiency of PD.

The integration of educational software in chemistry teaching has revolutionized learning by enhancing student engagement and conceptual understanding. This study examines the impact of interactive computational tools, such as Mathematica and other educational software, on chemistry education. A comparative analysis between traditional teaching methods and software-supported learning reveals significant improvements in student performance, engagement, and knowledge retention. The study highlights the potential of interactive tools in modernizing chemistry education and suggests strategies for effective implementation in academic settings.

The integration of educational software in chemistry teaching has revolutionized learning by enhancing student engagement and conceptual understanding. This study examines the impact of interactive computational tools, such as Mathematica and other educational software, on chemistry education. A comparative analysis between traditional teaching methods and software-supported learning reveals significant improvements in student performance, engagement, and knowledge retention. The study highlights the potential of interactive tools in modernizing chemistry education and suggests strategies for effective implementation in academic settings.

This study explores the impact of guided inquiry-based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. Delivered through two interventions, pre-, post-, and delayed post-tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group-based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence-adjusted scores. Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long-term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.

BackgroundTraditional laboratory teaching of pathogenic cocci faces challenges in biosafety and standardization across medical specialties. While virtual simulation shows promise, evidence from large-scale, multidisciplinary studies remains limited.ObjectiveThe study aims to evaluate the effectiveness of integrating virtual simulation with traditional laboratory practice in enhancing medical microbiology education, focusing on the identification of biosafety level 2 pathogenic cocci. The study assessed improvements in student performance, theoretical understanding, laboratory safety, and overall satisfaction, while achieving standardization and cost reduction across multiple medical specialties.MethodsThis randomized controlled trial involved 1282 medical students from 9 specialties. The experimental group (n=653) received virtual simulation training—featuring interactivity and intelligent feedback—prior to traditional laboratory practice, while the control group (n=629) did not receive such training. Our virtual system focused on biosafety level 2 pathogenic cocci identification with dynamic specimen generation.ResultsThe experimental group showed significantly improved performance across specialties (P<.05 for each specialty), particularly in clinical medicine, in which the experimental group score was 89.88 (SD 13.09) and the control group score was 68.34 (SD 17.23; P<.001). The students reported that virtual simulation enhanced their theoretical understanding (1268/1282, 98.9%) and laboratory safety (1164/1282, 90.8%) while helping them achieve standardization (790/1282, 61.6%,) and cost reduction (957/1282, 74.6%). Overall student satisfaction reached 97.2% (1246/1282), with distinct learning patterns observed across specialties. The test scores were significantly higher in the experimental group, with a mean of 80.82 (SD 17.10), compared to the control group, with a mean of 67.45 (SD 16.81).ConclusionsThis large-scale study demonstrates that integrating virtual simulation with traditional methods effectively enhances medical microbiology education, providing a standardized, safe, and cost-effective approach for teaching high-risk pathogenic experiments.