Academic Test Research Articles

Can ChatGPT-3.5 Pass a Medical Exam? A Systematic Review of ChatGPT's Performance in Academic Testing

OBJECTIVE We, therefore, aim to conduct a systematic review to assess the academic potential of ChatGPT-3.5, along with its strengths and limitations when giving medical exams. METHOD Following PRISMA guidelines, a systemic search of the literature was performed using electronic databases PUBMED/MEDLINE, Google Scholar, and Cochrane. Articles from their inception till April 4, 2023, were queried. A formal narrative analysis was conducted by systematically arranging similarities and differences between individual findings together. RESULTS After rigorous screening, 12 articles underwent this review. All the selected papers assessed the academic performance of ChatGPT-3.5. One study compared the performance of ChatGPT-3.5 with the performance of ChatGPT-4 when giving a medical exam. Overall, ChatGPT performed well in 4 tests, averaged in 4 tests, and performed badly in 4 tests. ChatGPT's performance was directly proportional to the level of the questions’ difficulty but was unremarkable on whether the questions were binary, descriptive, or MCQ-based. ChatGPT's explanation, reasoning, memory, and accuracy were remarkably good, whereas it failed to understand image-based questions, and lacked insight and critical thinking. CONCLUSION ChatGPT-3.5 performed satisfactorily in the exams it took as an examinee. However, there is a need for future related studies to fully explore the potential of ChatGPT in medical education.

The Effect of Critical Thinking Skills Training on Academic Achievement and Test Anxiety of Pre-University Students

The Effect of Critical Thinking Skills Training on Academic Achievement and Test Anxiety of Pre-University Students

Exploring the Effectiveness of Two Tiers System of Instruction on Students’ Academic Performance in Basic Science

This study explored the impact of learner-instructor-interaction and conventional lecture methods on students’ academic performance in basic science in junior secondary schools in Lagos State Education District V, Nigeria. A non-randomized pre-test, post-test, non-equivalent quasi-experimental research design in two intact classes which comprised of 117 students with 50 in experimental group and 67 in control group from two randomly selected junior secondary schools in Amuwo-Odofin zone of the district was used. While students in the control group completed course assignments individually, students in the treatment group completed the assignments in small groups which enable effective students-instructor-interaction. Students’ Academic Performance Test (PAPT) and Students’ Attitude Questionnaire (SAQ) which were validated by two experts in science education with reliability of 0.79 and 0.87 were used for data collection. Analysis of Covariate (ANCOVA) was used to analyze the null hypotheses at 0.05 level of significant. The results of the study revealed that learner-instructor has a statistically significant effect on students’ academic performances [F(1,115)=14.16; p<0.05; ɳ2=0.54]. Students working collaboratively achieved significantly higher than those working individually. Finding also shows that student-instructor fostered a statistically significant positive attitude among learners [F(1,115)=0.58; p<0.05; ɳ2=0.41]. Further finding revealed no statistically significant effect of learner-instructor interaction on students’ academic performance and attitude based on school type. According to the study’s findings, it is advised, among other things, that learners should be taught utilizing the three-tier system of instruction in order to improve their knowledge in terms of students’ learning results. The study concluded that learner-instructor-interaction had an impact on students’ academic performances to retention. These shows that students ‘academic performance is improved through learner-instructor interaction. This study recommends among others that, students should be taught through learner-instructor interaction in order to promote academic performance.

Comparison of the Effectiveness of Brain-Based Learning and Self-Regulation Strategies on the Academic Achievement of Students with Specific Learning Disabilities

This study aims to compare the effectiveness of two educational approaches: brain-based learning and self-regulation strategies, on the academic achievement of students with specific learning disabilities. The current research was conducted using a quasi-experimental method with a pre-test and post-test design and a control group. The statistical population consisted of elementary school students with specific learning disabilities who were randomly assigned to three groups (brain-based learning, self-regulation strategies, and control group). Data collection instruments included questionnaires and standardized academic achievement tests. The findings indicated that both educational interventions significantly improved the academic achievement of students with learning disabilities. The results suggest that both learning approaches can serve as effective tools for enhancing the academic and cognitive capabilities of students with specific learning disabilities. The combination of these two approaches could provide a comprehensive framework for improving learning and cognitive development in these students and contribute to enhancing the quality of education in contemporary educational systems.

Copy-number variants in the ACMG secondary finding genes: A reporting framework for clinical cytogeneticists

PurposeTo determine the pathogenicity and frequency of copy-number variants (CNV) in the 81 secondary finding (SFv3.2) genes recommended by the American College of Medical Genetics and Genomics (ACMG). MethodsReview of published evidence on pathogenicity of partial or complete copy-number losses or gains in ACMG SFv3.2 was performed. Frequency of reportable CNVs in the ACMG SFv3.2 genes was investigated among 10,959 patients tested by chromosomal microarray analysis in a single academic testing laboratory at the University of Pittsburgh Medical Center during 2011 to 2023. ResultsWe identified 58 ACMG SFv3.2 genes for which sufficient evidence supports reporting of partial or complete copy-number losses as secondary findings. On the contrary, reporting of copy-number gains was not supported by evidence in any of the ACMG SFv3.2 genes. Overall, CNVs in SFv3.2 genes were detected in 32 of 10,959 (0.29% or 1 in 343) patients in our cohort. ConclusionThis study provides a framework for consistent reporting of CNVs, detected by chromosomal microarray analysis, exome, or genome sequencing, in any of the ACMG SFv3.2 genes. To our knowledge, this is the largest cohort of patients studied for estimation of frequency of reportable CNVs in the ACMG SFv3.2 genes.

A two-point heuristic to calculate the stepsize in subgradient method with application to a network design problem

We introduce a heuristic rule for calculating the stepsize in the subgradient method for unconstrained convex nonsmooth optimization which, unlike the classic approach, is based on retaining some information from previous iteration. The rule is inspired by the well known two-point stepsize by Barzilai and Borwein (BB) [6] for smooth optimization and it coincides with (BB) in case the function to be minimised is convex quadratic.Under the use of appropriate safeguards we demonstrate that the method terminates at a point that satisfies an approximate optimality condition.The proposed approach is tested in the framework of Lagrangian relaxation for integer linear programming where the Lagrangian dual requires maximization of a concave and nonsmooth (piecewise affine) function. In particular we focus on the relaxation of the Minimum Spanning Tree problem with Conflicting Edge Pairs (MSTC). Comparison with classic subgradient method is presented. The results on some widely used academic test problems are provided too.

랜덤집단 설계 IRT 검사 동등화의 표준오차 추정을 위한 델타 방법의 기능 진단

In the academic achievement and ability testing programs, item response theory (IRT) methods have been widely used for test equating. The standard error (SE) of equating indicates the amount of random error that is due to the sampling of examinees in estimating the population equivalent scores relationship. The purpose of the present study was to use computer simulations to examine the accuracy and performance of the delta method formulas for estimating SEs of IRT true score and observed score equating that have been presented under the random groups design. Test type (3PL model test, 3PL+GPC model test, and 3PL+GR model test) and sample size were considered as simulation factors. Main results were as follows. First, for all the test types, the theoretical SEs of IRT equating estimated by the delta method were very close to the empirical SEs computed using the simulated equated scores. Second, the SEs of IRT equating were reduced as the sample size increased, and they were, approximately, inversely proportional to the square root of the sample size. Third, except for the extreme (lowest or highest) test scores, the SEs of IRT observed score equating tended to be slightly smaller than the SEs of IRT true score equating. Fourth, on the average, the SEs of IRT equating for the 3PL model test, which consisted of 30 multiple-choice items, were smaller than those for the mixed-format tests, which consisted of the same 30 multiple-choice items and 10 constructed-response items.

Accuracy Analysis of WP, AHP-WP, Entropy-Topsis Methods in Determining Majors

Determination of majors at SMK AR Rahma is still manual and Excel is only used to find average scores. On the other hand, the number of students is around 140 students, so the majors can cause inaccuracies. In this study, the accuracy of the WP, AHP-WP, and ENTROPY-TOPSIS methods was analyzed in determining the majors of SMK AR Rahma’s students. So that it will be known which method is more accurate in producing student majors. In the process of student majors, data are needed in the form of report cards, academic test scores, majors test scores and health scores. The result is that the majors produced by the AHP-WP method are more accurate than the majors produced by the other two methods, respectively by 70.71%, 64.29%, and 62.86%.

ACADEMIC MOTIVATION, SELF-ESTEEM, AND TEST ANXIETY ON THE ACADEMIC OUTCOMES OF STUDENTS

This study looked at the relationship between students' academic results and factors such as test anxiety, self-esteem, and academic drive. During the inquiry, a correlational type descriptive survey design was employed. This investigation used a multi-phase sampling strategy. The study's sample consisted of 250 secondary school pupils. Reliable instruments were utilised to collect the data, including the Academic Motivation Scale (α = 0.79), Rosenberg Self-Esteem Scale (α = 0.84), Westside Test Anxiety Scale (α = 0.84), and The Student Academic Outcome Survey (α = 0.92). The findings indicate that academic motivation (r =.355; p< .05), self-esteem (r =.274; p.<05), and test anxiety (r =.233; p.<05) are strongly correlated with students' academic outcomes. Academic motivation made the most significant contribution (β = .306; t = 5.077; p<0.05), followed by test anxiety (β = .153; t = 2.397; p<0.05) and Self-esteem (β = .124; t = 1.882; p<0.05). The study underscores the need for both the home and the school to cooperate to keep the learners focused on their education. They should also encourage, inspire, and equip the students with an adequate sense of aspirations.

THE EFFECT OF STEM ACTIVITIES ON THE SCIENTIFIC CREATIVITY AND ACADEMIC SUCCESS OF STUDENTS

The purpose of this study is to identify the effect of Lego based STEM (Science-Technology-Engineering-Mathematics) activities on the scientific creativity and academic success of middle-school 6th grade students. In the study, the semi experimental research method which is one of the experimental research methods was used. The study was carried out at a state middle-school in the spring semester of the 2017-2018 academic year. At the school in which the study was carried out, the students were applied the Scientific Creativity Scale (SCS) and the Academic Success Tests. A total of 85 students participated in the study. In the study group, 29 students were separated as the control group, 28 students as experimental group-1 and 28 students as experimental group-2 by the researcher. The application lasted for 7 weeks. In the experiment groups, the physical sciences lessons were taught together with the Lego based STEM activities. In the study, scientific creativity scale and Force and Motion Academic Success Test (FMAST), Properties of Matter Academic Success Test (CMAST), Animals Academic Success Test (AAST) and Sound Academic Success Test (SAST) were used. Whether the pretest-posttest difference related to the groups displayed normal distribution was checked with the Kolmogorov-Smirnov test. In scales and tests in which it was not possible to achieve normalcy assumption, the Wilcoxon Signed Ranks Test and in those in which it was possible toachieve normalcy assumption, the Paired Samples T test was done. In the comparison of the groups’ posttests, the Single Factor Variance Analysis (ANOVA) was carried out. As a result of the study, a significance difference was found in favor of experiment group-1 in the originality dimensions related to SCS. In the analysis of the academic success tests, a significant difference was not found only in the posttest scores related to CMAST. In the posttest results of FMAST, AAST and SAST, a significant difference was found in favor of experiment group 1. In addition, in the analysis in which the posttest scores of the groups related AASTwere compared, a significant difference was found in favor of the experiment groups. As a result of the study, it was determined that the scientific creativity of the students in the experiment groups in which Lego based STEM activities were carried out developed and their academic success increased.

4. Sınıf Fen Bilimleri Dersi Aydınlatma ve Ses Teknolojileri Ünitesinde İnfografik Kullanımının Öğrencilerin Sorgulayıcı Öğrenme Becerilerine ve Akademik Başarılarına Etkisi

In this study, it was aimed to measure the effect of infographic usage on the students' Interrogative learning skills and achievements in the teaching of the Science "Lighting and Sound Technologies" unit of elementary school 4th grade students. This study was conducted as a quasi-experimental study according to the pretest-posttest model. While the infographics prepared by researchers were not used in the control group, they were used in the experimental group. The study group of the research included 40 students who were in the 4th grade. 20 of them were in the experimental group and the rest were in the control group. While infographics were used in addition to the activities carried out in the experimental group, only the activities required by the curriculum were applied in the control group. In this research, academic achievement test consisting of questions about "Lighting and Sound Technologies" prepared by the researchers as data collection tool was applied. The average difficulty for 20 items of the achievement test is 0.52. The reliability value for the whole questionnaire was determined as .85. Research findings indicate that both the academic success and inquiry learning skills of the students in the experimental group, where infographics were used in the Science course, changed in favor of the students.

Polygraph Testing in Criminal Proceedings: Safe and Sound or Swimming Against the Tide?

Abstract In contrast to other Western-European countries, polygraph testing is being used in police investigations in Belgium for about twenty years now. However, until recently, its use was not legally regulated. On 1 January 2021 an amendment to the law came into force which officially regulates the use of the polygraph in the Belgian Code of Criminal Procedure. Yet, in light of findings from academic research polygraph testing in criminal proceedings is controversial. Therefore, these Belgian practices and developments could be considered to be an outlier. Against this background, this article examines the recent legal regulation on polygraph testing and its use in practice from both a legal and criminological-psychological perspective. As such, the article offers important insights for law and practice on polygraph testing and the use of comparable other techniques across Europe and beyond.

EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE

The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students’ Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman's test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching. Keywords: academic achievement, mixed method design, multimedia, agricultural science, teaching and learning

Effects of Cabri 3D Activities Blended into the 5E Model on Geometry Success

The National Council of Teachers of Mathematics recommends using effective teaching methods to develop geometric thinking. Among the constructivist approach models, the 5E model has come to the fore in the active participation of the learner and the creation of their own knowledge. In constructivist models, it is recommended to use information and communication technologies together. The number of studies using the technology-supported 5E model in mathematics teaching is limited. In this article, the effect of activities suitable for the 5E model supported by Cabri 3D geometry software on geometry success has been examined. Student views on Cabri 3D activities were presented. The study was built on the quasi-experimental method. Activities suitable for the Cabri 3D and 5E model were applied to the experimental group students. The control group students conducted their lessons with textbook activities. Academic Achievement Test was applied to the study group students. After the application, the experimental group was interviewed. SPSS and descriptive statistics were used in the analysis of the data. As a result of this study, it can be said that teaching with the Cabri 3D supported 5E model increases the geometry success of the students and most of the students have positive opinions about Cabri 3D.

Percieved Correlates Of Athletic Participation And Academic Achievement Of Universities Athletes In South-South, Nigeria

It is a truism that the participation of athletes in athletics could exert some influence in their academic achievements but a careful balancing of their involvement in the two important activities could reveal some associations. The study determined the relationship between university athletes’ participation in athletics and their academic achievement in south-south, Nigeria. The study adopted descriptive survey design and was targeted at 156 athletes that were all involved in the study. The instruments for data collection were a 15-item structured questionnaire constructed on a four-point scale and 20-item academic achievement test in Human Kinetics and Health Education. The instruments were validated by three experts. Two in Human Kinetics and health Education and one from Test and Measurement unit of the department of Educational Foundations, University of Calabar. The reliability of the instrument was determined using Cronbach’s Alpha reliability method and a coefficient of 0.77 was obtained. Data collected was analysed using Pearson Product Moment Correlation (r) at 0.05 level of significance. It was found out that a significant relationship exists between coach’s role, team mates’ influence and parental support and academic achievement of athletes in the study area. It was recommended among others that coaches should continue to mentor athletes and encourage them to study hard for greater academic achievement.
 

The impact of STEAM (STEM + arts) activities on learning outcomes in students with specific learning disabilities

AbstractThe aim of this research is to examine the effect of STEAM (STEM + Arts) education, which is an interdisciplinary approach that has been frequently used in developed countries in recent years, on the science course learning outcomes of students with specific learning disabilities. The model of the research was structured as a mixed design and was realized with an explanatory sequential design. In this context, the research took place in two separate interactive stages. In the first stage, a quantitative method was applied. In this section, a one‐group pretest–posttest pre‐experimental model was used. The research was carried out with 4 students who were studying in a state primary school in a province in the Southern Region of Anatolia and who were diagnosed with specific learning disabilities. As data collection tools, an academic achievement test and STEAM process rubric were used. Means and standard deviations were used in the analysis of the data collected from the pretest, posttest, persistence test and rubrics. In the qualitative section of the study, interviews were conducted with the participants in order to evaluate STEAM education in the light of the quantitative stage, and diaries were kept for the participants in the context of a more in‐depth and objective examination of the process. The data collected by qualitative data tools were subjected to content analysis and direct quotations were made from the opinions and diaries of the participants. As a result of the research, it was determined that the quantitative findings overlapped with the qualitative findings. It was observed that the STEAM activities increased the academic success of the participants, that their motivation was high, and that they were curious and eager for the activities. In addition, it was revealed that they made an effort to use the knowledge and experience they had gained from the STEAM activities in other courses.

Homologous Recombination Deficiency (HRD) Scoring, by Means of Two Different Shallow Whole-Genome Sequencing Pipelines (sWGS), in Ovarian Cancer Patients: A Comparison with Myriad MyChoice Assay.

High-grade serous ovarian cancer (HGSOC) patients carrying the BRCA1/2 mutation or deficient in the homologous recombination repair system (HRD) generally benefit from treatment with PARP inhibitors. Some international recommendations suggest that BRCA1/2 genetic testing should be offered for all newly diagnosed epithelial ovarian cancer, along with HRD assessment. Academic tests (ATs) are continuously under development, in order to break down the barriers patients encounter in accessing HRD testing. Two different methods for shallow whole-genome sequencing (sWGS) were compared to the reference assay, Myriad. All these three assays were performed on 20 retrospective HGSOC samples. Moreover, HRD results were correlated with the progression-free survival rate (PFS). Both sWGS chemistries showed good correlation with each other and a complete agreement, even when compared to the Myriad score. Our academic HRD assay categorized patients as HRD-Deficient, HRM-Mild and HRN-Negative. These three groups were matched with PFS, providing interesting findings in terms of HRD scoring and months of survival. Both our sWGS assays and the Myriad test correlated with the patient's response to treatments. Finally, our AT confirms its capability of determining HRD status, with the advantage of being faster, cheaper, and easier to carry out. Our results showed a prognostic value for the HRD score.

Correlation between thinking styles and academic achievement

The styles depend on the cerebral dominance of an individual in retaining and processing different modes of information in his/her thinking styles. Each student has his/her specific thinking style. Thinking styles may differ from one student to another. Parents and teachers must be aware of the thinking styles of their children and students. They must provide the thinking experiences by considering the learners' thinking styles. Thinking styles are one of the factors that decide the learners' academic achievement. Hence, this study attempted to study the correlation between thinking styles and academic achievement among student-teachers of B.Ed. Programme. A descriptive study has been applied for the conduction of the study. The study has been conducted on a representative sample of 100 student-teachers. Styles of learning and thinking developed by Venkataraman D and academic achievement test developed and validated by the researcher have been used to collect the data. The researcher used the statistical techniques mean, standard deviation and the product-moment correlation coefficient to analyze the data. The study revealed a weak negative correlation between left hemisphere dominance of thinking styles and academic achievement.

Improving short‐term academic performance in the flipped classroom using dynamic geometry software

AbstractBackground StudyThe effects of the flipped classroom (FC) on students' academic performance remain ambiguous, and the use of pre‐class videos may be one of the main factors hindering students' progress. A software package called GeoGebra has been proposed as a substitute for pre‐class videos to aid students' learning.ObjectiveThis study investigates the effect of the FC using GeoGebra (FCG) on mathematical performance and memory among senior secondary students.MethodsOne hundred and sixty students of a senior high school in China were selected. A quasi‐experimental design was implemented in which the classes were split into the intervention group (FCG), control group A (FCV) and control group B (TL) by random assignment. Pretest, Post‐test 1 and Post‐test 2 were introduced.Results and ConclusionThe results indicate that both the FCG and the FC with pre‐class videos (FCV) were more effective than traditional lectures in enhancing students' academic test scores, and that the effect of the FCG was comparable to its video counterpart, F(2, 136) = 3.752, ρ = 0.026, η2 = 0.052. Although their effects were similar, the qualitative results revealed some hidden benefits associated with the replacement of pre‐class video with GeoGebra. Furthermore, although they were equally effective in promoting students' performance in the short‐term, the long‐term effects on academic performance of both forms of FC were non‐significant when compared with traditional lectures.

The Effect of Using Critical Reading in 5th Grade Science on Students’ Academic Achievement, Science Performance and Creativity

This study examined the effect of using critical reading in scientific texts on students’ academic achievement, science performance level and creativity. The study was conducted with 5th grade students in Ereğli, Zonguldak during the 2017-2018 academic year. The study group consisted of a total of 34 students, 17 in the experimental group and 17 in the control group. Activities based on critical reading were carried out with the experimental group, whereas traditional activities from the 5th grade science curriculum were employed with the control group. The “Multiple Choice Academic Achievement Test”, the “Science Performance Level Test” and the “Torrance Test of Creative Thinking” were administered to both groups as a pre-test prior to the study and as a post-test once the study was completed. The data were analyzed with the dependent and independent samples t-Test using the SPSS package program. The study results revealed a significant difference in science performance level and creativity between the experimental and control groups favoring the experimental group. However, there was no significant difference in academic achievement between the experimental and control groups. Critical reading practices can be used in science lessons to improve students’ high-level skills, and critical reading activities can be developed alongside scientific texts for multiple grade levels.