Student Aptitude Research Articles

Idārah Tanfîdz Manhāj Ta’lîm Al Lughah Al ‘Arabiyyah Fî Al Madrasah Al ‘Āliyah Al Namûdzajiyyah Zainul Hasan Genggong Probolinggo

The curriculum is of the utmost importance. It offers a basic structure that directs the process of learning. It is essential that the curriculum be applied accurately and successfully. Ensuring that learning objectives are satisfied and content is successfully communicated to students is ensured by a robust curriculum implementation. The following are the objectives of this research: 1. The purpose of this study is to identify and characterise the Arabic curriculum implementation management methodology used at Probolinggo's Zainul Hasan Genggong methodology High School. The success of the Arabic curriculum implementation management strategy in helping pupils acquire the language will next be examined. Lastly, it will offer suggestions for enhancement based on the research findings to raise the standard of management for the execution of the Arabic curriculum at Zainul Hasan Genggong Model High School in in Probolinggo.This study uses a qualitative descriptive methodology, gathering information via documentation, interviews, and observation.The study's findings unequivocally showed that the curriculum was successfully implemented and backed by a strong human resource base, cutting-edge teaching strategies, and infrastructure. Leadership dedication, teaching team collaboration, the availability of learning materials, motivation, and student involvement are factors that impact how well a curriculum is implemented. Two of the challenges are different student aptitude levels and scheduling limits. The study suggested hiring more qualified teachers, upgrading the facilities and infrastructure, and utilising information technology that is pertinent to learning Arabic.

Language learning strategies and writing aptitude of the international students

Language learning strategies and writing aptitude of the international students

No pain, no gain: The structure and consequences of question difficulty in a management accounting course

An unrecognized choice made by accounting instructors is the degree of difficulty presented to students. Even if assessment is limited to multiple-choice materials, instructors can pick questions that vary from easy to very difficult. To do this, instructors depend on difficulty classifications provided by textbook authors and publishers. Using computer captured results from student efforts, this paper tests the integrity of these difficulty categories. This effort considers the impact of different grade consequences, different scoring systems, student aptitude and prior question exposure. The extent difficulty levels translate into student success variation is reported. The results generally support the publisher’s classifications. Nonetheless, interesting variations in the degree of these differences can be attributed to the context and consequences of question answering, as well as to the type of student asked to answer.

SELF-DIRECTED Learning Aptitude and Engagement of Students on Virtual REALITY TECHNOLOGY in A UNIVERSITY IN Jiangxi Province, China

This study aims to explore the relationship between Nanchang Institute of Technology students' self-directed learning ability and virtual reality technology participation. Research results show that students' self-directed learning abilities (including self-management, motivation, and self-monitoring) are significantly related to behavioral, cognitive, and emotional engagement with virtual reality technology. The age factor has a significant impact on students' self-directed learning ability evaluation, while the gender and grade factors have no significant impact. The self-directed learning approach in virtual reality technology enhances student engagement and provides a more autonomous and immersive learning experience. The study recommends that educators and designers incorporate elements that promote self-management, motivation, and self-monitoring into VR learning environments to improve overall student engagement and learning outcomes.

Interactional competencies in medical student admission- what makes a "good medical doctor"?

Doctors' interactional competencies play a crucial role in patient satisfaction, well-being, and compliance. Accordingly, it is in medical schools' interest to select candidates with strong interactional abilities. While Multiple Mini Interviews (MMIs) provide a useful context to assess such abilities, the evaluation of candidate performance during MMIs is not always based on a solid theoretical framework. The newly developed selection procedure "Interactional Competencies - Medical Doctors (IC-MD)" uses an MMI circuit with five simulation patient scenarios and is rated based on the theoretically and empirically grounded construct of emotional availability. A first validation study with N = 70 first-semester medical students took place in 2021. In terms of convergent validity, IC-MD ratings showed strong correlations with simulation patients' satisfaction with the encounter (r =.57) but no association with emotional intelligence measures. IC-MD ratings were not related to high school performance or a cognitive student aptitude test, indicating divergent validity. Inter-rater reliability (ICC = 0.63) and generalizability (Eρ2 = 0.64) were satisfactory. The IC-MD proved to be fair regarding participants' age and gender. Participants with prior work experience in healthcare outperformed those without such experience. Participant acceptance of the procedure were good. The IC-MD is a promising selection procedure capable of assessing interactional competencies relevant to the medical setting. Measures of interactional competencies can complement the use of cognitive selection criteria in medical student admission. The predictive validity of the IC-MD needs to be addressed in future studies.

Intelligence of mathematical aptitude among science and arts students of tenth standard belonging to Bareilly

The study of mathematical aptitude among science and arts students of the tenth standard in Bareilly highlights the significant impact of curriculum and educational practices on cognitive development. While science students tend to exhibit higher mathematical aptitude, arts students develop strong verbal and analytical skills. Recognizing and addressing these differences can help create a more inclusive and effective educational environment that nurtures the diverse talents of all students RESULTS OF RESEARCH: There is no significant relationship in between Intelligence and mathematical aptitude of male students from Science and Arts, There is no significant relationship in between Intelligence and mathematical aptitude of female students from Science and Arts.

Strategic Integration of AI in Higher Education and Industry: The AI8-Point Model

The AI8-Point Model, derived from extensive experience in technology, AI, and higher education administration, addresses the critical need for cost-effective, high-impact strategies tailored to higher education. Despite the transformative potential of AI in enhancing student engagement, optimizing processes, and improving educational outcomes, institutions often struggle with practical implementation. The AI8-Point Model fills this gap by offering strategies that balance cost and impact. Visualized as a circle divided into four quadrants, the model encompasses phases of student engagement and institutional interaction: pre-enrollment beyond institutional control, pre-enrollment within institutional control, post-enrollment within institutional control, and post-enrollment beyond institutional control. Each quadrant contains specific markers for data collection, strategic planning, and outcome tracking, addressing student aptitude, motivation, marketing strategies, enrollment processes, academic support, faculty development, lifelong learning, and employment outcomes. Integrating methodologies from educational research, business strategy, and technology management, the model is grounded in empirical evidence and personal experience, emphasizing a low-cost, high-value approach to AI applications. This comprehensive framework enables institutions to align initiatives with goals, optimize resource allocation, and track progress effectively, fostering a holistic approach to student success and institutional growth. Additionally, the model’s adaptability extends its value to non-profit and corporate organizations, offering a versatile tool for enhancing strategic initiatives across various sectors.

A Robust Examination of Cheating on Unproctored Online Exams

The rapid growth of online education, especially since the pandemic, is presenting educators with numerous challenges. Chief among these is concern about academic dishonesty, especially on unproctored online exams. Students cheating on exams is not a new phenomenon. The topic has been discussed and debated within institutions of higher learning, and significant levels of cheating have been reported in the academic literature for over sixty years. Much of this literature, however, has focused on student behavior in a classroom utilizing proctored, in-class exams. Grades on exams usually determine most of a student’s final grade in a course, and GPAs are used by employers and graduate schools to indicate a student’s subject matter mastery. As more conventional colleges and universities expand their online course offerings it is natural to wonder if academic dishonesty is more prevalent in online classes than in face-to-face classes. In particular, are students more likely to cheat when no one is watching (i.e., on unproctored assessment assignments) than they do when someone is watching (i.e., on proctored assessment assignments)? The purpose of this study is to investigate whether students cheat more on unproctored online exams than they do on proctored in-classroom exams, and if so, is there any pattern to their cheating behavior. Our findings are derived from careful empirical analysis of 741 undergraduate students who completed three unproctored online exams, several collaboration-encouraged assignments, and a proctored in-class comprehensive final exam in the same course with the same instructor. Additionally, we collected demographic and human capital data for every student. Using bivariate and regression analysis, we find significant evidence of more cheating on unproctored online exams than on proctored in-class exams even though students were given stern honor code violation warnings. Moreover, we discover that student cheating increased with each unproctored online exam, implying that students learn how to cheat as they become more familiar with taking online assessment assignments. Finally, we find that students with certain demographic and human capital characteristics tend to cheat more than others. This research strongly supports the use of proctoring for all evaluation assignments in online classes to ensure that grades in these classes properly reflect student aptitude as opposed to merely reflecting their ability to cheat.

Analysis of the Aptitude of Teachers and Students of Economic Education in Facing the Challenges of Implementation of MBKM Curriculum

The implementation of the Free Learning Program of Free Campus (MBKM) in higher education is a significant focal point today. This study aims to assess the readiness of both educators and students for the MBKM curriculum. Conducted qualitatively, the research engaged faculty and students from the PGRI University of Wiranegara Economic Education Studies Program. Regarding lecturers, preparedness involves multifaceted aspects. They must enhance comprehension of MBKM's objectives and advantages, alongside understanding the curriculum alterations. Furthermore, managing augmented workload due to additional MBKM courses becomes imperative. On the other hand, students’ preparedness is equally pivotal. They must grasp the benefits of MBKM, comprehend their responsibilities in time management and study planning, adapt to new settings, and nurture the motivation for self-development. The readiness factors for both educators and learners in the MBKM implementation are interconnected and mutually reinforcing. Educators, equipped to handle MBKM changes, can offer effective guidance to students. Simultaneously, well-prepared students can fully leverage MBKM opportunities. Consequently, lecturers need to refine their understanding, pedagogical prowess, and workload management. Students, on the other hand, must cultivate awareness, self-learning abilities, adaptability, and intrinsic motivation for personal development. Adequate preparation for the MBKM curriculum can yield maximum benefits, enabling faculty and students to explore interests, talents, and expertise beyond the confines of their prescribed course of study. This readiness aligns teachers and students to make the most of the MBKM curriculum, fostering comprehensive growth and skill development.

Examining critical thinking aptitudes of high school students using the W-GCTA test in the context of UAE

For nearly 60 years, educators and policymakers have highlighted the need to graduate students who are critical thinkers and know how to think, from classroom to workplace. The emphasis in school curricula is frequently on what to think rather than how to think. Thus researchers and educators demand a change on this approach and transformation To meet the demands of the 21st century, critical thinking abilities are considered essential. In order to gain a better insight into various aspects of critical thinking, the current study aimed to measure the critical thinking aptitudes of high school students in a private school in Dubai. Despite Dubai's exponential growth in multiple sectors, critical thinking research is lacking to show how such an important skill relates to the city and country's development. This research follows the quantitative approach by using a modified 40-question W-GCTA test to collect the data, from a sample of 91 high school students, to answer the study questions. Descriptive and inferential statistical data analyses were done by conducting descriptive and inferential statistical analyses. Major findings revealed that the students possess critical thinking aptitudes above the average percentage, with a total score of 76 %. The main result indicated that the participating high school students’ critical thinking profile was positive, and above average, based on the W-GCTA. While a nonsignificant statistical result was found in the overall score, yet, the Inference, Argument, and Deduction W-GCTA sections showed significant differences. In addition, it is concluded that students' critical thinking aptitudes appear to be unaffected by the gender difference. For future research, authors recommend to increase the sample size by involving more schools and collecting qualitative data.

Robotics in the development of general creative abilities of younger schoolchildren

The development of creative abilities in children of primary school age is an important aspect of their educational and personal growth and serves as the foundation for future professional success. At this age, children are in a stage of intense exploration of the world and the formation of basic cognitive skills and abilities, making this period particularly suitable for stimulating and cultivating their creative capacities. The general creative abilities of an indi-vidual are formed through the organization of complex environments, including technogenic ones. The prospects of utilizing educational robotics for fostering the overall creative aptitude of younger students are demonstrated. The possibilities of employing the LEGO® Education WeDo 2.0 Maker sets in working with primary school children to develop their general creative capabilities are examined. It is shown that such work has been successfully im-plemented over a span of four years in St. Petersburg within the framework of the «Robotohod» club, with the sup-port of the scientific-educational center of St. Petersburg State University, known as «Mathematical Robotics and Artificial Intelligence».

Measurement of Psychometric Properties Numerical Aptitude Assessment Scale for Prospective High School Students: A Rasch Model Analysis

Developing structured test instruments is essential in forming a measurable and consistent ability assessment construct. This study examines the psychometric properties of the numerical aptitude test instrument (NAPTIN) utilizing Rasch model analysis to evaluate standardized numerical aptitude assessment test instruments for prospective high school (PHS) students based on validation and construct reliability. Data was collected using an online survey of 228 PHS students. The Rasch model analyses person and item fit, item measure, dimensionality and local independence testing, reliability, and differential item functioning. The results showed that NAPTIN had appropriate and consistent items for measuring the numerical aptitude of PHS students based on gender and school type. This study recommends a systematic measurement tool for researchers. Another contribution is measurement instruments for Indonesian schools and policymakers to choose student program specialties.

Self-Directed Learning Aptitude and Engagement of Students in A Selected University in China towards Improved Academic Performance

Self-Directed Learning (SDL) has emerged as a pivotal factor in determining academic success and engagement in the modern era. This research explored the role of SDL aptitude within a selected Chinese university, analyzing its relationship with student engagement and academic performance. Employing a mixed-methods approach, the study found a significant positive correlation between SDL aptitude and both academic outcomes and engagement levels. Furthermore, qualitative findings emphasized the influence of cultural contexts, particularly Confucian learning traditions, in shaping SDL practices. While the results advocate for the enhancement of SDL-oriented environments in higher education, the study's focus on a singular institution underlines the need for caution in broader application. The insights herein provide a foundation for understanding the intricacies of SDL in specific cultural and educational settings.

The Aptitude of Universitas Pendidikan Indonesia Students in Designing Science Learning that Integrates Culture

Abstract – The aim of this research is to describe how the aptitude of elementary school students in designing a learning that integrates culture. The research methodology that was used in this research was descriptive qualitative by analysing each components of the learning plans that was designed by elementary school teacher matriculant of seventh semester who enrolled in a course namely science learning based on Banten culture that consists of 30 females and 15 males. The result of the study showed that the students’ aptitude in designing science learning that integrates culture in elementary school is categorised as good with average overall score for each lesson plan components of 3,13. The research result was categorised as good because before designing the lesson plan the students have already had rich experiences towards local wisdom contents related to the course material, especially science through lectures. Moreover, the researchers who are also lecturers gave freedom for the students from outside of Banten to explore their own local wisdom so that it can integrate in science learning because they acknowledge more dealing with their local wisdom. Furthermore, students from Banten can also master the cultures from outside of Banten. This research gave impacts in developing students aptitude in designing lesson plan that integrated cultures which can be their provision when they become elementary school teachers so that can also give impact for the elementary school students to know more about their cultures which is wrapped in a form of science

An empirical investigation: The impact of audit learning types on students' confidence and competence during the COVID-19 Pandemic era

The primary aim of this study is to examine the practical effects of various forms of audit learning, including synchronous learning, asynchronous learning, and blended learning, on students' levels of confidence and competence throughout the COVID-19 pandemic timeframe. This study employs a quantitative research strategy that incorporates primary data collection methods. The research sample comprised accounting students enrolled at Universitas Muslim Indonesia Makassar in 2019. The methodology employed involves utilizing multiple linear regression analysis with the assistance of SPSS software version 22. The results of this study demonstrate that the variables related to the kind of audit learning, such as synchronous learning, asynchronous learning, and blended learning, have a statistically significant influence on the degree of competency students exhibit. The impact of various learning modalities, including synchronous, asynchronous, and blended learning, on the self-assurance of female students is significant and warrants further investigation. The results of this study indicate that various methods of acquiring knowledge, such as synchronous, asynchronous, and hybrid approaches, significantly influence students' levels of competence and self-assurance. Universities and educational institutions can utilize this to develop more effective learning approaches, particularly in times of urgency like the COVID-19 pandemic. Subsequent investigations should explore possible mediators impacting the correlation between learning styles and student aptitude and self-assurance.

Using the Aptitude Treatment Interaction Model Integrated Character Values to Improve Mathematical Story Problem Solving Skills for Fifth-Grade Students

<p style="text-align:justify">This study aims to describe the implication of the Aptitude Treatment Interaction (ATI) model integrated with character values to increase the students’ skill in solving mathematics story problems. This study applied a quasi-experimental research type using a non-equivalent control group design involving two classes with 30 students each. Data was collected using a test instrument for solving mathematics story problem. Data were analyzed using n-gain descriptive statistical analysis to see the increase in students' skill in solving mathematics story world problems. The results showed that the average score of student's aptitude in solving mathematics story problems is 91.26 which is in the category of very high. There is an increase in the students’ ability with score of an n-gain of 0.77 which is in the category of high. In addition, the results of observations related to the implementation of learning model of the ATI with a percentage of 87.5% in the category of very good. Thus, the character-based ATI learning model can be used to increase the students’ skill in solving mathematics story problem. In addition, it accommodates the character of students who are concerned with learning mathematics so that learning goals can be achieved both from cognitive and attitudinal aspects.</p>

Deep Learning-Based Analysis of Student Aptitude for Programming at College Freshman Level

Predicting Freshman student’s aptitude for computing is critical for researchers to understand the underlying aptitude for programming. A dataset out of a questionnaire taken from various Senior students in a high school in the city of Kanchipuram, Tamil Nadu, India was used, where the questions related to their social and cultural backgrounds and their experience with computers. Several hypotheses were also generated. The datasets were analyzed using three machine learning algorithms namely, Backpropagation Neural Network (BPN) and Recurrent Neural Network (RNN) (and its variant, Gated Recurrent Network (GNN)) with K-Nearest Neighbor (KNN) used as the classifier. Various models were obtained to validate the underpinning set of hypotheses clusters. The results show that the BPN model achieved high accuracy on various metrics in predicting Freshman student’s aptitude for computer programming.

Secondary School Student’s Academic Performance Self Esteem and School Environment: an Empirical Assessment from Nigeria

Exams have long served as the primary tool for determining a student's aptitude and as a way to choose students for academic advancement and employment. This study evaluated how much the school atmosphere and students' self-esteem affected their academic performance in a few senior secondary schools in Obafemi-Owode LGA, Ogun State, Nigeria. A survey research design was adopted. Three hundred and ninety-six (396) respondents participated in the study. Descriptive statistics of frequency distribution mean and standard deviation was used to analyze the data and provide answers to the research questions. The study found that self-esteem levels, academic achievement levels, and respondents' perceptions of the school environment were all below average for secondary school pupils. In order to increase students' academic engagement and performance, the study found that secondary school students' self-esteem and a supportive school climate are important elements that should be taken into consideration together. The study did, however, suggest that parents and teachers must work together to foster a welcoming and encouraging learning atmosphere where students feel fully supported, motivated, and appreciated.

Deep Learning Based Analysis of Student Aptitude for Programming at College Freshman Level

Predicting Freshman student’s aptitude for computing is critical for researchers to understand the underlying aptitude for programming. Dataset out of a questionnaire taken from various Senior students in a high school in the city of Kanchipuram, Tamil Nadu, India was used, where the questions related to their social and cultural backgrounds and their experience with computers. Several hypotheses were also generated. The datasets were analyzed using three machine learning algorithms namely, Backpropagation Neural Network (BPN) and Recurrent Neural Network (RNN) (and its variant, Gated Recurrent Network (GNN)) with K-Nearest Neighbor (KNN) used as the classifier. Various models were obtained to validate the underpinning set of hypotheses clusters. The results show that the BPN model achieved a high degree of accuracies on various metrics in predicting Freshman student’s aptitude for computer programming.

Audiobook-Mediated Learning: Investigating the Effects of ‘Storynory’ on Listening Skill

Audiobooks have received attention as learning media, and have been studied for language-learning benefits. However, Storynory audiobooks’ effects on listening skills are poorly studied. Understanding its effect can help educators and policymakers create effective instructional approaches. So, the objective of this study was to assess the potential impact of ‘Storynory’ audiobooks on the listening abilities. This study was carried out at SMA Kartini Batam on the odd semester of 2022/2023 academic year, employing a quantitative with quasi-experimental design. This study used two tests in collecting the data, namely a pre-test and a post-test. The study’s control group was comprised of 27 students, whereas the experimental group was composed of 19 students. The process of analyzing the data entailed the use of the Shapiro-Wilk technique to examine normality, the Levene Statistics test to evaluate homogeneity, and the t-test formula for the purpose of hypothesis testing. Based on the hypothesis testing, it was found that the t-value was 5.006, which exceeded the critical t-value of 2.101 (5.006 > 2.101). Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The findings indicate a moderate and statistically significant impact of Storynory implementation on the auditory aptitude of tenth-grade students at SMA Kartini Batam. This study provides evidence-based for teachers to improve listening instruction using Storynory Audiobook. Since this study was only carried out on a limited population, it is recommended that further researchers expand the population to provide a broader understanding of its effectiveness and generalization.