Academic Test Research Articles

High-fidelity simulation of the interaction between a blade cascade and an ingested vortex

The aim of this research is to analyze the flow generated by the interaction between a simplified linear blade cascade adapted from an industrial aircraft engine demonstrator and an ingested vortex with the aerodynamic characteristics of a ground vortex observed in experiments. Due to the lack of availability of experimental and high-fidelity numerical studies of this phenomenon in the literature, a representative academic test case with a high-fidelity hybrid RANS/LES resolution of turbulence, namely the Zonal Detached Eddy Simulation (ZDES) technique, is performed. After the description of the computational setup and the numerical parameters used, the instantaneous topology of this complex flow is discussed, especially the interaction of the compressor cascade with the dynamics of the vortex. The simulation shows the chopping of the vortex, its destabilization and its dislocation into turbulent structures downstream the blade cascade. Turbulence is finely resolved in the blade wake and in the chopped vortex by ZDES technique at a moderate computational cost thanks to the RANS treatment of attached boundary layers with an applicative value of Reynolds number (5⋅106). A URANS simulation is also performed and allows a good representation of the averaged vortical structures inside the vortex close to the phase-averaged reference simulation. Spectral analyses are performed on unsteady velocity signals from probes located inside and outside the vortex chopped by the blades, highlighting more intense axial velocity fluctuations from turbulent structures inside the transformed vortex than in the wake of the blades, these structures being convected downstream in the direction of the Outlet Guide Vane (OGV).

A Novel Finite Element-Based Method for Predicting the Permeability of Heterogeneous and Anisotropic Porous Microstructures.

Permeability is a fundamental property of porous media. It quantifies the ease with which a fluid can flow under the effect of a pressure gradient in a network of connected pores. Porous materials can be natural, such as soil and rocks, or synthetic, such as a densified network of fibres or open-cell foams. The measurement of permeability is difficult and time-consuming in heterogeneous and anisotropic porous media; thus, a numerical approach based on the calculation of the tensor components on a 3D image of the material can be very advantageous. For this type of microstructure, it is important to perform calculations on large samples using boundary conditions that do not suppress the transverse flows that occur when flow is forced out of the principal directions. Since these are not necessarily known in complex media, the permeability determination method must not introduce bias by generating non-physical flows. A new finite element-based method proposed in this study allows us to solve very high-dimensional flow problems while limiting the biases associated with boundary conditions and the small size of the numerical samples addressed. This method includes a new boundary condition, full permeability tensor identification based on the multiscale homogenization approach, and an optimized solver to handle flow problems with a large number of degrees of freedom. The method is first validated against academic test cases and against the results of a recent permeability benchmark exercise. The results underline the suitability of the proposed approach for heterogeneous and anisotropic microstructures.

Domain decomposition methods and acceleration techniques for the phase field fracture staggered solver

AbstractThe phase field modeling of fracture is able to simulate the nucleation and the propagation of complex crack patterns. However, the relatively small internal lengths that are required usually lead to very fine meshes and high computational costs, especially for three‐dimensional applications. In the present work, additional cost also comes from the implicit dynamics regularization of unstable crack propagations which potentially leads to a large variation of time steps when switching from quasi‐static to dynamic regimes. To reduce the time to solution in this context, this study proposes a domain decomposition framework and acceleration techniques for the phase field fracture staggered solver. The displacement subproblem and the phase field one are solved with parallel domain decomposition solvers. Dual domain decomposition methods provide low cost preconditioner well adapted to the phase field subproblem. For displacement subproblems undergoing unstable crack propagations, primal domain decomposition methods are preferred to be less sensitive to the treatment of floating substructures. Preconditioners performances are assessed and scalability studies over academic test cases, up to 324 subdomains, are presented. Finally, the robustness of the approach is illustrated on two semi‐industrial simulations.

The Effect of Video-Based Simulation Training on Nursing Students' Motivation and Academic Achievement: A Mixed Study.

This study was conducted to determine the effect of video-based simulation education on nursing students' motivation and academic achievement. The research was designed in a mixed model. A quasi-experimental method with a pretest-posttest control group was used for the quantitative part, and the descriptive phenomenology approach was used as the qualitative research method. The sample of the study consisted of second-year nursing students in two state universities in eastern Turkey. The data were collected with the Student Information Form, the Academic Achievement Test, and the Motivation Resources and Problems Scale using Google Forms Web application. Qualitative data were collected through online semistructured interview forms and focus group interviews. According to the results, the posttest academic achievement and Motivation Resources and Problems Scale mean scores of the students in the intervention group were significantly higher than those of the control group ( P < .05). In the analysis of the qualitative, three main themes emerged: We felt fortunate that it increased information retention," "We felt like we were in real practice environment," and "It made us feel that we were nurses." The results showed the use of video-based simulation can be suggested as a strategy to promote classroom teaching and engage students.

A content analysis of graduate dissertation using the flipped learning method

The aim of this study was to make a situation assessment by examining the postgraduate theses on flipped learning in Turkey between 2014-2023 in terms of thematic, methodological, and analysis techniques. In the study, the systematic review method, which is one of the literature review methods, was used, and data were collected by document analysis method with 177 graduate dissertation samples sourced from the National Thesis Center of the Council of Higher Education. Thematic examination revealed that the many of studies were completed in 2019 at the master’s level within programs at Gazi University, primarily in the Institute of Social Sciences and focusing on the discipline of foreign language education. Methodologically, mixed research methods were frequently used, with the pretest-posttest control group design being prevalent, and a university-level sample size ranging from 1 to 50. Academic achievement tests were the preferred quantitative data collection tools, while interviews were commonly used for qualitative data. In terms of analysis techniques, the t-test dominated quantitative data analysis, while content analysis was the primary method for qualitative data analysis.

Application of Spiritual Intelligence-Based Curriculum: A Case Study of Boarding School MAN 2 Kudus

This study aims to describe the impact of implementing a spiritual intelligence-based curriculum at the Boarding School "Daarul Adzkiya," MAN 2 Kudus. This type of research is a qualitative research in the category of case studies. Data collected in this study were interviews, observations, documentation, and triangulation. The sampling informants used nonprobability sampling and determination used purposive sampling. The steps of analysis in this study are to describe experience and meaning informant. The results of the analysis show that: (1) the spiritual intelligence-based curriculum at the Boarding School is carried out through scheduled learning and habituation and is fully monitored for 24 hours. The activity begins with the habit of tahajjud prayers to recite the Quran. The meaning gained from self-habituation and learning is independence and self-confidence. (2) The implementation of a spiritual intelligence-based curriculum is supported by: a) teachers who are engaged in linear learning with the disciplines they have and are responsible for their duties; b) input students are selected using the Academic Potential Test; and c) boarding is equipped with hardware and software to support the implementation of the curriculum. Among the impediments are: a) the slow adjustment process of new learners who have never experienced boarding; and b) the insufficient number of caregivers: one versus 40. (3) The curriculum, based on spiritual intelligence, has helped students reach many national and even international goals. Many boarding school graduates have also been accepted into top public universities like UGM, UNDIP, ITS, and ITB.

The Effect of Flipped Classroom Model Applıcation on Academic Achievements and Attitudes of Secondary School Sixth-Grade Students Towards Social Studies Courses

With the development of technology in ourage, rapid change and development is observed in thefield of information technology. Thischange is alsoobserved in the field of educational Technologiesand beside this new teaching model sareemerged. One of them is the Flipped Classroom model. This teaching model is defined as a model that provides the opportunity to learn the theoretical information at home and practice it at school via homework. The flipped classroom model is integrated with the technology. The students can study as they want in terms of time duration or rate instead of just listening. They can view courses on their mobile devices when ever they want. This research examines‘whether the application of flipped classroom model have an effect on the secondary sixth grade students’ academic success in ‘Culture and Heritage’ unit’and‘what is their attitudes to wards social studies lessons? Qualita tivere search approach isused in the research. The method of the research is quasi-Test design with pretest-posttest control groups. The application was carried out in 5 week sand 20 lesson hours. The study group of there search consists of 25 students who are chosen viasimplerandom sampling method. The data collection tools of there search are academic achievement test and attitude scale. The dependent sample t-test and Mann Whitney U Test were used in quantitive ananalysis. According to the findings of the study, the students academic achievement in social studies lesson in creased significantly compared to the pre-test post-test results. There is no significant different cebet weenth e students' attitudes towards social studies lesson.

Development of a platform for state online education services: Design concept based on meta-universe

AbstractThe incorporation of metaverse technology in education, particularly within standardized state educational frameworks, holds promise for significant improvements in learning outcomes. This study aimed to assess the effectiveness of integrating an online metaverse platform into state educational services, thereby fostering the development of digital environments. A total of 278 students from middle and high school levels in China participated in the study. Academic achievement tests, alongside the Engagement Level Scale (ELS) and Motivation Level Scale (MLS), were employed as measurement tools. The utilization of the metaverse platform, hosting the state-approved curriculum for seventh and tenth grades, resulted in notable enhancements in students’ academic performance, engagement, and motivation. Among seventh graders, the most significant improvements in academic performance were observed in mathematics (5.897), literature (5.101), and history (5.767). For tenth graders, enhancements were noted in Chinese language (7.500), literature (5.800), and chemistry (5.650). Moreover, improvements in engagement and motivation were statistically significant. Seventh graders in the experimental group exhibited higher levels of intrinsic motivation (6.45), extrinsic motivation (5.28), and self-regulation (7.18) compared to the control group. For tenth graders, the respective increases were 5.70, 4.00, and 4.65 for each subscale. The practical and scientific significance lies in demonstrating the potential of enhancing educational outcomes and student motivation through the implementation of an online metaverse platform, which could be integrated into state school curricula.

DIFFERENCES IN ACADEMIC ORIENTATIONS, EMOTIONAL PROCESSING DIFFICULTIES, AND TEST ANXIETY BETWEEN HIGH AND LOW-ACHIEVING COLLEGE STUDENTS

This study aimed to investigate differences in positive academic orientations, emotional processing difficulties, and test anxiety between high- and low-achieving college students. The sample includes four hundred students from Kafrelsheikh University. The study also aimed to detect gender differences in these variables. Measures of academic orientations, emotional processing, and test anxiety were used to collect the required data. The descriptive approach and statistical analysis were relied upon using SPSS. The study revealed statistically significant gender and achievement differences between positive academic orientations among university students in favor of high-achieving females. The study also revealed statistically significant gender and achievement differences in emotional processing difficulties in the direction of low-achieving males. In addition, significant gender and achievement differences in test anxiety were found in the direction of low-achieving females. Some implications, suggestions, and limitations were addressed.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0307/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

A Review Study: The Association Between Academic Buoyancy and Test Anxiety

A Review Study: The Association Between Academic Buoyancy and Test Anxiety

Enhancing pupils’ understanding via discussion based POE method

The Predict-Observe-Explain method (POE) stands out as an efficient method in order to overcome misconceptions in human understanding. This approach is characterized by its flexibility and variability. Researchers have created an altered version of the POE which is based on discussion and therefore called “discussion-based POE” (short POE-DE). The current research aims to examine the effect of this teaching method by reviewing students’ academic success and the remediation of misconceptions. A total of 63 eight-graders (aged 12-14 years) took part in the underlying study. 32 pupils were part of the experimental group participating in courses with POE-DE based activities. The remaining 31 represented the control group with teaching activities in line with the current science curriculum. The subject of the unit was Simple Machines. The Simple Machines Academic Achievement Test (AAT) was employed to measure the change in the students’ academic accomplishmen. The two-tier Simple Machines Conceptual Test (SMCT) was administered to determine the students’ misconceptions and observe whether they had been rectified. According to the statistical data, POE-DE based teaching activities had a substantial impact on both the academic success rate and SMCT scores of the students.

Early Prediction of Students Performance in Higher Education

Evaluating students' learning performance is a fundamental aspect of evaluating any educational institution. When addressing challenges related to the learning process, student performance is critical, and it is one of the key factors used to quantify learning outcomes. The topic of research known as educational data mining (EDM) has grown out of the potential to leverage data knowledge to enhance educational systems. EDM is the development of methods to analyze data collected from educational environments, enabling a more complete and precise understanding of students and the enhancement of their educational results. Evaluating the students' learning results is a crucial part of evaluating any educational institution. One of the key variables used to quantify learning outcomes is student performance, which is significant when addressing problems with the learning process. The field of research known as educational data mining, or EDM, was born out of the potential to leverage data knowledge to enhance educational systems. EDM is the process of developing methods for evaluating information obtained from educational environments. This makes it possible to learn more precise and in-depth information about students and enhances their academic achievement. Academic achievement tests (AAT), general aptitude tests (GAT), admission scores, first-level courses, and other early-stage factors are used in the paper's dimensionality reduction mechanism by T-SNE algorithm for the clustering technique. This allows the study to investigate the relationship between these aspects and GPAs. Regarding the categorization method, the study showcases tests conducted on various machine learning models that forecast student achievement in the initial phases by utilizing diverse attributes such as course grades and entrance exam results. To gauge the models' quality, we employ various evaluation measures. Based on the findings, it appears that early student failure rates can be reduced by educational institutions.

Portraying Teacher Performance Management in Schools Implementing Semester Credit System

Portraying Teacher Performance Management in Schools Implementing Semester Credit System

Biomedical students’ self-efficacy and academic performance by gender in a flipped learning haematology course

IntroductionThis study investigated the impact of flipped learning versus traditional instruction on medical students’ academic performance and self-efficacy in a haematology course, and examined gender differences. Flipped learning is an instructional approach where students review pre-recorded lecture content at home, and active learning occurs in the classroom. Self-efficacy refers to students’ beliefs in their ability to succeed and accomplish learning goals.MethodsA quasi-experimental study was conducted with 86 third-year Saudi medical students (46 males, 40 females) in a 10-week haematology course. Students were assigned to flipped learning group (n = 41) or traditional lecture group (n = 45). Both groups completed pre- and post-intervention academic tests and self-efficacy surveys. Data were analyzed using descriptive statistics and t-tests.ResultsThe flipped learning group showed an increase in academic scores (p <.05) and self-efficacy scores (p <.05) compared to the traditional group, but between group differences were not statistically significant. Female students in the flipped learning group showed the greatest increase in academic scores and self-efficacy. Most students perceived flipped learning positively for enhancing learning and preparation for class.ConclusionFlipped learning promoted self-efficacy compared to traditional lectures in medical students. Gender-specific benefits were observed, highlighting the need to design instruction to meet diverse student needs.

Using a Five-Phase Applied Linguistics Design to Develop a Contextualized Academic Literacy Placement Test for Pre-University Pathway Students

ABSTRACT For students who have faced previous educational disadvantage, academic literacies are key to access and participation in higher education. Reliable placement in academic literacies courses engages these learners in appropriately pitched learning activities, ensuring optimal learning while developing their confidence and motivation. In this context, we aimed to develop a reliable assessment of students’ academic literacy knowledge to ensure accurate and context-sensitive placement in one of two foundational academic literacy courses. These courses were situated in a pathway program in a regional Australian university that aimed to broaden participation in higher education for individuals from under-represented groups and educationally disadvantaged backgrounds. In this article, we describe, sequentially, the use of a five-phase applied linguistics design to develop the Academic Literacy Level Test (ALLTest). The phases represent the underlying principle of allowing pragmatic considerations to precede (but not preclude) theoretical ones, and consist, in turn, of (1) identifying the language challenge, (2) applying technical imagination and knowledge, (3) devising an initial (and iteratively subsequent) solution, (4) providing a theoretical justification, and (5) revising or finalizing a blueprint. We demonstrate how this process resulted in an organizationally efficient, context-specific, valid and reliable test of academic literacy.

The effects of using collaborative digital storytelling on academic achievement and skill development in biology education

AbstractThe purpose of the study is to investigate the effect of the use of digital storytelling on academic achievement, critical thinking dispositions, co-regulation, and narrative skills of 10th grade students. To this end, the study was conducted using a semi-experimental design with a convenience sample. The participants consisted of 64 students (33 in experimental and 31 in control group) who were studying in a high school. After the groups were trained, a two-week pilot study was conducted by forming collaborative groups among the students. This was followed by eight weeks of main implementation, during which students presented their projects to the class every two weeks. Following the digital story presentations in the experimental group, feedback was provided by the course instructor and peers. In addition, rubric scores were generated by the researchers for each digital story. Academic achievement test, critical thinking disposition scale, co-regulatory skills scale, and digital story evaluation rubric were used as data collection tools at the end of the process. Independent samples t-test, repeated ANOVA, and regression analysis were performed on the collected data. According to the results, digital story activities had moderate positive effects on students’ academic achievement and critical thinking, and high positive effects on co-regulation. In addition, the narrative skills of the students in the experimental group increased significantly over the weeks with a difference of 27.44 points. There was also evidence that storytelling ability was a significant predictor of academic achievement and that this ability increased significantly over the weeks. The results showed that the collaborative creation of a digital story by the students had a positive effect on their academic achievement and the development of their skills.

대학생의 학과만족 척도 개발 및 타당화

Objectives This study aims to develop Satisfaction with Academic Department Scale (SADS) and testing measurement invariance by gender and major field for university students in South Korea.&#x0D; Methods The survey dataset of 1,775 students was randomly split into two samples. One of them was used for exploratory factor analysis, and the other one was used for confirmatory factor analysis.&#x0D; Results The results of the exploratory factor analysis indicated that SADS consisted of four factors (i.e.,‘course satisfaction’, ‘relationship satisfaction’, ‘perception satisfaction’, ‘general satisfaction’). The confirmatory factor analysis confirmed that the SADS consisted of 4 factors with 20 items in satisfactory model fit indices. Moreover, measurement invariance by gender and major field (humanities⋅social science/natural sciences⋅engineering/ arts⋅physical education) were strictly supported. The internal consistencies of the items for each sub-factor of SADS were also reliable.&#x0D; Conclusions It is expected that SADS will be useful instrument to measure the satisfaction with academic department for university students regardless of gender and major field.&#x0D;

Emotions in Language Learning: Understanding Foreign Language Enjoyment and Anxiety in Higher Education

The significant role of emotions in learning was reemphasized during school and university closures caused by the COVID-19 pandemic. However, upon returning to campus, cognitive learning outcomes have reclaimed a dominating position in the university curriculum, while affective learning appears to have been disregarded. The present study contributes to the discussion on the significance of social-emotional learning in higher education. Therefore, the primary objective of this inquiry is to trace the perceived levels of foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) in order to understand factors which contribute to their emergence. The research sample comprises 108 Polish university students majoring in English and enrolled in a bachelor’s programme. The findings demonstrate that language enjoyment is more prevalent among participants than language anxiety. The causes of language enjoyment are associated with teacher-student and peer-peer interactions as well as the classroom atmosphere, while language anxiety is reported to be linked to the fear of negative evaluation of students’ academic performance, test anxiety, and communication apprehension. These results suggest that English Department students are not exempt from experiencing language classroom anxiety, and engaging in practical English classes may be a source of a range of positive and negative emotions.

The Effect of Educational Simulation on Learning and Academic Self-Efficacy of Students in Experiential Sciences Class

The present research was conducted by the aim of investigating the effect of educational simulation on learning and academic self-efficacy in experiential sciences class in fifth-grade male students in the 4th district of Karaj, Iran. The statistical population included all the fifth-grade male students in elementary schools of the 4th district of Karaj in the academic year of 2019-2020. The study sample was selected by convenience sampling method and divided into two groups of 16 (experimental and control). The research method was semi-experimental with a pretest-posttest with control group design. The data collection tools included a researcher-made learning test and an academic self-efficacy test. To examine their validity, the comments and evaluations of teachers and professors were used. The reliability of the research instrument, that is the experiential sciences learning test, was determined by the Coder Richardson 21 which equaled 0.82, and 0.80, respectively and the Cronbach’s alpha for the academic self-efficacy test was 0.85. Univariate analysis of covariance was used to analyze learning test data and multivariate analysis of covariance was used to assess academic self-efficacy. The results showed that educational simulation had a positive effect on both variables of learning with %95 confidence level (F: 69.74, P: 0.000), and academic self-efficacy (F: 14.848, P: 0.000) in students of experiential sciences classes it can be used as a learning tool. Simulation education makes it easy for students to understand the method and nature of science in order to improve problem-solving, search and generalization, knowledge acquisition and promotion of positive attitudes.

The Effects of Learning Style-Based Differentiated Instructional Activities on Academic Achievement and Learning Retention in the Social Studies Course

Today, individuals should adapt themselves to the rapidly changing and developing information age and have learning skills. It is only possible by adopting new approaches and strategies instead of traditional teaching methods and techniques. Different learning and teaching approaches are characterized by various methods and designs, such as differentiated instruction. The primary purpose of differentiated instruction is to employ teaching activities depending on students’ learning styles and interests. This study aimed to determine the effect of learning style-based differentiated instructional activities on 4th-grade students’ academic achievement and learning retention in the social studies course. This study draws attention to the differences between differentiated teaching activities based on learning style and traditional teaching practices and proposes practical solutions for effective social studies teaching. In this study used a quasi-experimental model with pretest-posttest control group designs. The study group consisted of 62 4th-grade primary school students. The experimental group completed learning style-based differentiated instructional activities in the study, while traditional teaching methods were used in the control group. The data were collected with an academic achievement test and interview forms developed by the researchers. The quantitative data were analyzed using arithmetic means, frequency, independent group t-test, and dependent group t-test, and the qualitative data obtained from interviews were examined using descriptive and content analysis approaches. A significant difference was found in the experimental group students’ academic achievement in the social studies course, in which learning style-based differentiated instructional activities were applied. There was a significant difference in the retention scores between the experimental group, in which learning style-based differentiated instructional activities were applied, and the control group, in which the traditional teaching methods were preferred. The difference was in favor of the experimental group. Learning style-based differentiated instructional activities allowed students to participate in the activities actively, facilitated classroom management, and offered an entertaining and well-prepared learning atmosphere where individual differences and learning paces are welcomed. The teacher-centered teaching approach based on traditional methods and the direct transfer of information to students should be replaced with student-centered approaches responsive to learning styles, individual differences, interests, and potentials. Social Studies Course Curriculum and educational materials should be enriched with differentiated instructional activities. Social Studies Course Curriculum and materials (e.g., textbooks, lesson plans, and printed materials) should be enriched with differentiated instructional activities.