Analysis Of Student Performance Research Articles

The Influence of Problem-Solving Software on Student Attitudes About Mathematics

AbstractThis paper reports on a study of the influence of problem-solving computer software on the attitudes of secondary school mathematics students toward mathematics. Students were involved in computer-augmented instruction during their second or third year of high school mathematics. An analysis of the results of an attitude assessment suggests that students involved in such instruction develop more positive attitudes about themselves as learners of mathematics and about mathematics as a discipline. In addition, a statistical analysis of student performance on a test of problem-solving ability and on standardized tests of mathematics content demonstrated significant gains in problem-solving ability and knowledge of mathematics content. Implications of results for mathematics instruction are discussed.

Computer-Assisted Instruction and Developmental Studies: An Analysis of Student Performance

Recent research in computer-assisted instruction (CAI) asserts that student achievement levels are equal to or better than non-CAI performance levels. Because very little CAI research involves college level developmental studies students, the researchers sought to determine the performance effects of CAI on developmental composition and mathematics students. Participants in the study were first time college freshmen with no computer experience possessing composite American College Test (ACT) [1] scores of 15 or below. The results, using the California Achievement Test (CAT)[2], indicated that the developmental students' achievement levels for the CAI group were equal to or statistically significantly better than their non-CAI counterparts.

The use of CAI to enhance human interaction in the learning of deductive proof construction

It is unfortunate that most forms of CAI either decrease or replace student-teacher interaction and rarely promote student-student interaction in a deliberate fashion. The project described here, however, aims at improving human interaction in a deductive logic course via the use of a proof-checking computer program. This program supports analyses of student performance which guide in-class instruction on a real-time basis. It is a widely held belief that individualization promotes effectiveness in teaching and that CAI promotes individualization. Some questions are raised about these beliefs, and the conclusion drawn is that the prospects for a computer technology that enhances rather than diminishes human interaction should be more vigorously explored. Ultimately, the efforts reported here are intended to show that the use of computers in education need not constitute a form of separating teachers from their students, but rather can provide information concerning student needs and can supply opportunities for addressing those needs both within and outside the classroom.

Interviewing and examination skills in paediatric medicine: videotape analysis of student and consultant performance.

Taking an adequate history and competently examining a patient remain essential prerequisites for making a diagnosis. Four 5th year medical students who had completed 18 months of clinical teaching were assessed at the start and end of their ten-week paediatric term and compared with 4 experienced consultants. A videorecording was made of each patient encounter. The students' history was often incomplete, at times inaccurate and imprecise, despite earlier provision of a framework to obtain the necessary information. The students spent a great proportion of their time examining the child, yet their findings were questionable particularly if the child was uncooperative. The second recording made at the end of the student's paediatric term revealed a general improvement in their confidence and knowledge, though similar deficiencies were observed. The consultants, as expected, did better. They also showed a greater awareness of understanding the child within the context of his family. They spent more time interviewing the parent and child, offered a fuller explanation of the diagnosis and carefully reviewed the management. These findings further emphasize the need to improve and assess the clinical performance of students.

How various forms of data affect teacher analysis of student performance.

Special education teachers are routinely taught to collect and analyze student performance data. Data collection and analysis are assumed to be necessary for accurate analysis of three possible trends: (a) an upward trend (when performance improves), (b) a level trend (when performance remains the same), and (c) a downward trend (when performance worsens). Few studies have examined the accuracy of trend analysis when teachers simply observe consecutive training sessions, nor has there been sufficient comparison of the accuracy of trend analysis based on various forms of data (e.g., raw data vs. data in graphic form). The present study examined the effects of observation and various forms of data on teachers' ability to accurately analyze trends. A 2-factor experimental design was used with 4 groups of randomly assigned subjects. Subjects analyzed 15 samples of videotaped student performance. All subjects viewed the tapes with or without additional forms of data and made judgments regarding the trend of student performance following exposure to each sample. The data were analyzed using a two-way ANOVA. Both the main effect for form of data and the interaction between form of data and type of trend were statistically significant beyond the .01 level. All subjects were able to accurately analyze upward trends in performance, but data were required to accurately analyze level and downward trends. These results are interpreted as support for the practice of training teachers to collect and analyze student performance data.

The use of a BBC microcomputer in computer-aided learning

A suite of programs for computer-aided learning has been developed for use with the BBC microcomputer. The programs are intended for use by individual students on an open access basis and include a menu system for selection of study material, tutorial-type programs that include pre- and post-testing and sophisticated clinical simulations. There is an authoring system to allow clinicians and other experts to write their own tutorials. Utility programs are available to provide an analysis of student performance and updating of the system.

Achievement in Mathematics: Results from the National Assessment

national concern, particularly achievement in the sciences and mathematics. One of the best measures of achievement is the results of the National Assessment of Educational Progress (NAEP) (1983). The 1973, 1978, and 1982 assessments provide a detailed analysis of student performance in mathematics and how it has changed over the last decade. In each assessment, exercises covering a wide range of objectives were administered to a carefully selected, representative national sample of students at ages 9, 13, and 17. Over 45,000 students participated in the most recent mathematics assessment. Item sampling procedures were used so that 250-400 exercises were

Teaching surgical oncology to medical students.

A recent review of the curriculum at University of Kansas Medical Center-Kansas City revealed several deficiencies in oncology teaching in the medical school curriculum. Analysis of the surgery core course final examination showed a weaker response by students to surgical oncology items than nononcologic questions. A multidisciplinary cancer course and tumor conference were then added to the surgery core curriculum. Analysis of student performance since this addition reveals that the multimodal course improved the successful response rate to surgical oncology questions on the final examination. This effect has been sustained through nine consecutive student group rotations. These results suggest that surgical oncology teaching can be effectively improved by a multidisciplinary effort.

SIMIG: the Effect of Time on Performance with Modular Instruction

Abstract: This paper is the fourth in a series (Brewer, 1974, 1977a, 1979) on an innovative method of conducting a course in plant anatomy by Self‐Instructional Modules and Interactive small Group discussion, referred to by the acronym SIMIG. The effectiveness of this instructional technique has been demonstrated previously using overall performance in final examination (Brewer, 1974, 1977a) and in individual problem questions in examination (Brewer, 1979) Another assessment measure has been used in evaluating student performance with the SIMIG method in this course, viz. individual performance in a series of six standardized test items which were an integral part of the weekly small group sessions. Analysis of student performance in these weekly tests has shown a significant improvement across weeks. Frequency distributions have changed from normal in the first week to negatively skewed by the fifth week in each of the four years investigated (1975 to 1978). To demonstrate the efficacy of the SIMIG metho...

High school organic chemistry studies: Problems and prospects

Reviews the tradition of the teaching and learning of organic chemistry in senior high school courses; includes and analysis of present student performance and possible directions for future chemistry programs.

Evaluating Student Multiple-Choice Responses

The effects of coded (type K) and free (type X) formats on student responses to identical multiple-choice items were com pared. Two subtests (A and B) each of 20 multiple-response items were emplo ved The items of the two subtests were placed in both K and X response formats pro ducing two examinations (i.e., exam I subtest A in type K format and subtest B in type X format; exam II. subtest A in type X format and subtest B in type K format) which were randomly distributed to 155 premedical students enrolled in an advanced human physiology course. Analyses of student performance led to four observanons. (1) the type K items significantly elevated student achievement scores due to a cueing effect inherent in the format, (2) the "poorer" students' scores were elevated more than the "better" students' scores, as evidence by a signifi cant negative relationship between the degree of cueing and examinee perfor mance; (3) the item format and scoring system (dichotomous or semicontinuous scales) affected the mean and variance of examinee scores; (4) the reliability (alpha coefficient) of items in the type X format tended to be statistically higher than that of items in the type K format. It was con cluded that an examination constructed in the type X format is a superior evalua tion instrument when compared to its parallel type K format

Integrating the liberal arts and preprofessionalism through field experience: A process analysis

Qualitative studies of seven field internship programs have focused on understanding the key meanings of field study for students and on key variables associated with significant meanings. Based on self-report data and on analysis of student performance, two processes have been identified as central to the achievement of liberal arts goals in a field setting. These processes are reciprocity and decentering, both implying, in Piagetian terms, the coordination of multiple perspectives on the experience. The simultaneous occurrence involves an integrative process that bridges the liberal versus vocational education gap. Operational definitions and practical applications are presented, along with a theoretical model for understanding the utility of field study in higher education.

EXAMINATION PERFORMANCE IN LECTURE‐DISCUSSION AND PERSONALIZED INSTRUCTION COURSES1

Students enrolled in a Psychology of Learning course were assigned to either a lecture section, one of two similar personalized instruction sections, or a fourth section that rotated across all three teaching procedures. All students took identical midterms and a final examination. After correcting test performance for differences in the cumulative grade point average of students in the four sections, examination performance of students in the personalized sections was found to be superior to that of students in the lecture section. An analysis of class section examination performance by item type revealed that students in the lecture section scored lower on all item types, but the greatest differences occurred on items that required written responses (essay and fill-in items) rather than recognition responses (multiple choice items). A gross analysis of student performance in the class rotated across the instructional procedures suggests that personalized instruction had its greatest impact on students with "average" to "poor" academic records.

The use of videotape recordings in the analysis of student teaching performance

(1971). The use of videotape recordings in the analysis of student teaching performance. The Teacher Educator: Vol. 7, No. 1, pp. 12-16.

Component Curve Analysis of Student Performance on a Computer-Based Simulation Game.

Component Curve Analysis of Student Performance on a Computer-Based Simulation Game.

A test to measure problem‐solving skills in science of children in grades one, two, and three

AbstractThe aim of this study was to develop a reliable and valid group test that would evaluate some of the science problem‐solving skills of children in grades one, two, and three. The primary grade children used in this study were from three different socio‐economic areas: Area I has been described as a low‐income urban section; Area II is characterized as a middle‐income outlying‐urban area; and Area III is a high‐income suburban region. The problem‐solving skills identified for use in this instrument are: (1) the ability to recognize the problem presented; (2) an understanding of science principles needed to solve the problem; (3) the ability to collect data; and (4) the ability to reason with “if‐then” statements. The findings from the preliminary testing were used to clarify ambiguities in test directions and format and to calculate the difficulty and discrimination of each test item. After an item‐by‐item analysis of student performance, a final form of the instrument was constructed. The data from this final form was used to determine time limits, scoring procedures, test validity, reliability, and norms.