Average Student Performance Research Articles

Penerapan Model PBL Melalui Pendekatan Deferensiasi untuk Meningkatkan Hasil Belajar Pendidikan Pancasila Materi Gotong Royong pada Kelas IV di SDN Dukuh Kupang II Surabaya

This study is motivated by the low academic performance of fourth-grade students in Pancasila Education, specifically in the topic of mutual cooperation. The aim of this research is to assess the improvement in learning outcomes for fourth-grade students in Pancasila Education through the implementation of the Problem Based Learning (PBL) model with a Differentiation approach. This research falls under the category of classroom action research and was conducted in two cycles. The subjects of the study were 28 fourth-grade students from SDN Dukuh Kupang II Surabaya. Data were collected through observations and tests, and then analyzed using descriptive quantitative methods. The results indicate that the implementation of the PBL model with a Differentiation approach successfully improved student learning outcomes in the topic of mutual cooperation. The average student performance was 57.14 during the pre-cycle. After implementing the PBL model in cycle I, the average score increased to 71.42, and in cycle II, it rose further to 84.72. Based on these results, it can be concluded that the PBL model with a Differentiation approach is effective in enhancing the learning outcomes of fourth-grade students on the topic of mutual cooperation at SDN Dukuh Kupang II Surabaya.

The study of an innovative Eéducationnel practice in Greek students: The flipped learning

The purpose of this paper is to compare the effectiveness of using flipped teaching against traditional teaching, with active learning techniques, in physics and mathematics courses. The study was conducted on 100 middle and high school students who were first subjected to traditional teaching (control group) and then subjected to flipped teaching (experimental group). To check the effectiveness of the two methods, the students were submitted to an assessment test in the lesson taught with the two methods. To test the existence of a statistically significant difference between the performance of the two groups, the independent sample t-test and ANOVA test were used for continuous variables. In addition, multiple logistic regression analysis with Odds Ratios was used to predict student achievement depending on the teaching method used. The results of the study showed that there is no statistically significant difference in the average performance of students with the two teaching methods.

Η αντεστραμμένη διδασκαλία έναντι της παραδοσιακής διδασκαλίας στις θετικές επιστήμες: Μια συγκριτική μελέτη

The purpose of this paper is to compare the effectiveness of using the flipped learning method against traditional teaching, with active learning techniques, in physics and mathematics. The study was conducted on 100 middle and high school students who were first subjected to traditional learning (control group) and then subjected to flipped learning (experimental group). In order to check the effectiveness of the two methods, the students were submitted to an evaluation test in the lesson taught with the two methods. To test the existence of a statistically significant difference between the performance of the two groups, the independent sample t-test was used for continuous variables. The results of the study showed that there is no statistically significant difference in the average performance of students with the two teaching methods.

Processing Regional Typical Food with a STEM Approach for Craft and Entrepreneurship Subjects: The Education for Sustainable Development Project in School

Graduate Competency Standards (SKL) in educational units at the general high school level, basedon Permendikbud Ristek Number 5 of 2022, one of which is focused on knowledge to develop students'competence so that they may live independently and seek further education. According to graduation statisticsfrom SMAN 2 Padalarang in 2022, 45% of education participants continued their studies to the tertiary level,25% employed, and the balance were married, jobless, or other. This implies that students at SMAN 2Padalarang show an intense need to work, even if they are expected to carry out their study at the universitylevel. There are strategies for tackling these challenges, including: (1) selecting regional food processingmaterials that are close to students' daily lives and to achieve sustainable development goals. (2) Applying PjBLSTEM learning to engage in active and meaningful learning. The findings are as follows: (1) The STEMapproach can be applied as an alternative to PKWU learning to get students inspired and involved in cookingdishes from their region. (2) The average student performance score is 80.3, indicating that students are able tocreate and promote locally sourced distinctive foods to rapidly and creatively solve food supply concerns andpromote sustainable development.

Who is doing better? Exploring the effect of COVID-19 on students’ academic performance across the test score distribution

ABSTRACT Previous studies have found a negative effect on average student performance on standardised tests following the Covid-19 crisis. However, the effects might differ depending on the student’s position in the achievement distribution. Understanding distributional effects allows us to determine how to better direct resources to students most affected. Using a quantile treatment effects model, we estimate the effects of Covid-19 on academic performance of students in the Colombian standardised high school exit examination. Our estimates show a U-shaped pattern: the negative effect is smaller for students located at the tails of the test score distribution.

A study on the optimization of track and field training strategies under the integration of sports science and information technology

Abstract With the development of sports science and information technology, how to use mining technology to analyze the correlation between various track and field training programs plays an important role in the improvement of track and field training. A decision support system for track and field training is constructed using the Apriori algorithm and decision tree ID3 algorithm. By mining and analyzing different sports data of track and field athletes, the system blends scientific training theory and advanced training methods to create a set of reasonable track and field training programs for athletes. Through empirical research, after the optimization of the track and field training decision support system, 72.2% of the athletes whose physical fitness test 30-meter run scores were between 80 and 100 had bar pull-up scores between 0 and 55. The average performance of students’ 3000-meter run improved by 81.35s.

Людський капітал у повоєнному відновленні енергетичної галузі

Restoring the energy infrastructure damaged due to military aggression requires consistent political leadership, effective planning, financial resources, and human capital. The purpose of the article is to analyze the current state of human capital formation and justify the directions of its increase. The issue of human capital formation is presented in the article through the prism of the need for the post-war recovery of Ukraine's energy industry on an innovative basis. Within the framework of the economic mechanism of human capital formation for the needs of the energy transition, a critical component is the system of education and science. The authors assessed the "Human capital and research" factor for post-war recovery based on an input-output analysis of the components of the Global Innovation Index for Ukraine. The study showed a decrease in the contribution of the "Human capital and research" factor to the development of the innovative sphere of Ukraine during 2021-2023. The decomposition of the "Human capital and research" factor allowed us to conclude its further weakening by the following components: the total volume of education funding in % of GDP; the average performance of students according to the PISA assessment; coverage of the population by higher education; expenditure on research and development in % of GDP; the success of Ukrainian universities, measured regarding the success of the top 3 universities in the world according to the version of the QS World University Rankings. Based on the results of the analysis, steps aimed at strengthening individual components of human capital are proposed: diversification of non-state participation in both financing and provision of education, in particular through state stimulation of training at the workplace; support of employment with intensive use of knowledge; determination of priority areas of specialist training. State instruments for the implementation of these steps are: the provision of direct budget support in the form of grants and innovative transfers; the provision of state guarantees for enterprise loans obtained for the implementation of innovation and investment projects; the provision of state support for the export of carbon-free energy products; reduction of the corporate income tax base by the volume of innovation costs and personnel training costs.

Digital Learning Models in Macro-Educational Reform

Abstract This paper explores the digital learning model from the 4 paths of macro education reform. The four paths of macro education reform include improving the education system, changing the education model, updating education content, and establishing a comprehensive evaluation system. The construction of a learning port is based on the aspects of the learning environment and learning service, as well as research on the characteristics of digital learning modes. Based on BP neural networks, an evaluation model for community education digital resources has been established. The defects of the BP neural network are optimized by using an artificial fish school-frog jump hybrid algorithm, and 19 index factors are selected to construct the evaluation system of digital learning resources. Students’ digital learning abilities and the degree of innovation of digital learning resources in community education were separately analyzed using pre-and post-tests. The average performance of students in the experimental class improved by 9.89 points, and the score interval improved to [85,98], which was significantly better than the control class. The most obvious effect is the improvement of resource use performance, from 7.596 to 9.161. Improved learning ability and innovation of learning resources can be achieved through the use of digital learning modes.

The Effectiveness Analysis of Using Angle Puzzle Tools on the Achievement of Students’ Learning Outcomes

The purpose of this study is to determine whether corner puzzle props are useful in enhancing student learning results. The study was conducted through experimental research using a posttest-only control design. The participants of the study were students, with class A being the experimental group and class B as the control group. The data collection method employed in this study was documentation and testing. The results of the analysis of academic performance using corner puzzle props indicated a significant improvement in the average academic performance of the experimental group, which was 69.83, compared to the control group, which was 62.07. The data was analyzed using a difference test (t test) on the right side. The research on academic performance revealed that the t-count was higher than the t-table. This implies that the average academic performance of students in class A (the experimental group) who were taught using corner puzzle props was greater than or equal to that of students who were not taught using corner puzzle props.

ChatGPT in medical imaging higher education

IntroductionAcademic integrity among radiographers and nuclear medicine technologists/scientists in both higher education and scientific writing has been challenged by advances in artificial intelligence (AI). The recent release of ChatGPT, a chatbot powered by GPT-3.5 capable of producing accurate and human-like responses to questions in real-time, has redefined the boundaries of academic and scientific writing. These boundaries require objective evaluation. MethodChatGPT was tested against six subjects across the first three years of the medical radiation science undergraduate course for both exams (n = 6) and written assignment tasks (n = 3). ChatGPT submissions were marked against standardised rubrics and results compared to student cohorts. Submissions were also evaluated by Turnitin for similarity and AI scores. ResultsChatGPT powered by GPT-3.5 performed below the average student performance in all written tasks with an increasing disparity as subjects advanced. ChatGPT performed better than the average student in foundation or general subject examinations where shallow responses meet learning outcomes. For discipline specific subjects, ChatGPT lacked the depth, breadth, and currency of insight to provide pass level answers. ConclusionChatGPT simultaneously poses a risk to academic integrity in writing and assessment while affording a tool for enhanced learning environments. These risks and benefits are likely to be restricted to learning outcomes of lower taxonomies. Both risks and benefits are likely to be constrained by higher order taxonomies. Implications for practiceChatGPT powered by GPT3.5 has limited capacity to support student cheating, introduces errors and fabricated information, and is readily identified by software as AI generated. Lack of depth of insight and appropriateness for professional communication also limits capacity as a learning enhancement tool.

The role of specialised content knowledge in teaching basic life support

Objective: To investigate the role of specialised content knowledge in instructor training on the teaching and learning of basic life support (BLS) in secondary schools. Design: Cluster randomised controlled trial. Setting: Data were collected in three Flemish secondary schools during physical education classes. Method: Three secondary schools were randomly assigned to a 60-minute BLS instructor training without (one school, three teachers) or with (two schools, five teachers) a focus on recognising and addressing common errors. Knowledge of common errors in the performance of BLS and how to correct these is referred to as specialised content knowledge. Following instructor training, all teachers taught BLS lessons to different students. Teachers’ use of time and interactions were assessed by means of systematic observation. BLS performance was assessed individually and unannounced to students ( n = 294) one week following their training using a validated protocol. Results: On average, specialised content knowledge teachers interacted more with their students compared to common content knowledge teachers (8 vs 3 teacher interactions per lesson to the class as a whole, 43 vs 31 teacher interactions per lesson to students individually). In addition, students taught by specialised content knowledge teachers achieved significantly higher BLS scores (66% vs 61%; p < .05). Overall, average BLS performance of students correlated positively with the amount of time reserved for hands-on practice, r(21) = .51; p < .05. Conclusion: Specialised content knowledge (i.e. recognising and addressing common errors) should be part of BLS instructor training courses.

Analysis of Students' Critical Thinking Skills Based on Prior Knowledge Mathematics

The development of critical thinking skills has emerged as a global concern in a variety of fields, including education. The purpose of this research is to shed light on the connection that exists between one's prior knowledge and the mathematical critical thinking skills that are acquired through the use of quantitative methods. Collecting data through the use of mathematical instruments, mathematical critical thinking tests, and daily test data for the prerequisite material based on the average student's performance. High school students in the eleventh grade made up the study's sample population. The findings of the research indicate that there is a positive connection between mathematical background knowledge and critical thinking abilities in that subject area. It is possible to draw the conclusion that the material that serves as initial knowledge and is therefore a prerequisite needs to be studied extensively in order to have broad insight that contributes to the success of learning the subsequent material. In spite of this, the researchers discovered that the number of students who fell into the high and medium categories of critical thinking skills was lower when compared to the number of students who fell into the second category when it came to their initial mathematical abilities. In other words, there has been a rise in the proportion of students who score poorly on tests of their ability to engage in critical thinking. These additional aspects should be sought out and incorporated as research fodder in subsequent studies.

Impact of Lesson Study and Fractions Resources on Instruction and Student Learning

Lesson study, especially when conducted with support from targeted resources, is often identified as a potentially effective means to support teacher learning. In this study, 80 school-based teams of educators, representing 80 classrooms of third- or fourth-grade students in the US, were randomly assigned to one of four conditions: lesson study supported by fractions resources, lesson study only, fractions resources only, or a comparison group. Fractions instruction was improved in the two conditions that received the fractions resources. Average student performance on a fractions test did not increase relative to the comparison group in any of the three intervention conditions. However, moderation analyses suggest that lesson study, both with and without fractions resources, may have improved student performance in one state, which represented half of the sample.

Influence of Resources used in Teaching English Speech Functional Writing Skills Among Secondary School Learners in West Pokot County

Functional writing is a pragmatic use of language for social and personal expression. It recorded the lowest mean score in the Kenya certificate of secondary education (K.C.S.E) examination for period 2011 to 2019 as revealed by KNEC examination reports with a mean grade below C+. The purpose of the study was to establish Influence of Resources used in teaching English Speech Functional Writing Skills among Secondary School Learners in West Pokot County. The objective of the study was to: establish the Influence of Resources used in teaching English Functional Writing among secondary school learners. The study used descriptive survey and correlation study designs. The study population consisted of 2580 Form 4 students and 34 teachers of English subject from 34 schools. The study used saturated sampling technique to select 31 teachers while Krejcie and Morgan table was used to determine sample size of 334 students who were then randomly sampled. Data collection was done through questionnaire and learners’ achievement test. Pilot study comprised of 3 teachers of English and 250 students from 3 secondary schools to establish the reliability of instruments through test – retest reliability method. Supervisors from the Department of Educational Communication Technology, and Curriculum Studies of Maseno University ascertained content validity of instruments. Descriptive statistics were used to analyze quantitative data. Findings revealed that the average student performance in speech writing was below average 46 (sd: 21.7). The median student mark was 50 (ranging 25-60). The study concluded that teachers vary their preference in terms of resources use. The study recommended that teachers use appropriate resources to meet need of the learners’ functional writing skills. Keywords: Resources,Teaching, Functional Writing DOI: 10.7176/JEP/13-27-05 Publication date: September 30 th 2022

Illuminating the Black Hole: Examining Middle Grade Social Studies Teacher Education Pathways and Student Achievement

Examining the connections among teacher characteristics, instructional decision-making, and student learning in social studies education are both complicated and contentious. In the current study, we shed light on middle grades social studies teaching and learning—a black hole of research in the subject area. Using data from the National Assessment for Education Progress (NAEP) eighth grade U.S. history assessment, we explore the intersections of eighth grade social studies teachers’ teacher education pathways, instructional, decision-making, and curricular structure on students’ knowledge of history. Results suggest that teachers identified as having a social studies-inclusive teacher education background and who only teach social studies (as opposed to multiple subjects) were associated with higher average student performance on the NAEP exam. Findings have implications for middle grades social studies teacher education and how the subject is organized within middle schools.

The Impact of Flipped Learning Strategy on the Achievement of Tenth-Grade Students in Arabic Language Subject in Jordan

The study aimed to find out the impact of the Flipped education strategy on the achievement of tenth-grade students in the basic Arabic language subject in Jordan. The study sample consisted of (69) basic tenth-grade students distributed among two divisions randomly, one division was randomly selected to represent the experimental group, consisting of (33) students studied using the Flipped learning strategy, and the other division represented the control group, consisting of (36) students studied in the usual way. The study results showed that there are significant differences between the average performance of students in the experimental and control groups on the dimensional Achievement Test in favor of the experimental group, and the study recommended that teachers of the Arabic language should adopt the Flipped learning strategy as a teaching method because of its impact on achievement.

No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020)

Abstract In a recent contribution to this journal, Esser and Seuring (2020) draw on data from the National Educational Panel Study to attack the widespread view that tracking in lower secondary education exacerbates inequalities in student outcomes without improving average student performance. Exploiting variation in the strictness of tracking across 13 of the 16 German federal states (e. g., whether teacher recommendations are binding), Esser and Seuring claim to demonstrate that stricter tracking after grade 4 results in better performance in grade 7 and that this can be attributed to the greater homogeneity of classrooms under strict tracking. We show these conclusions to be untenable: Esser and Seuring’s measures of classroom composition are highly dubious because the number of observed students is very small for many classrooms. Even when we adopt their classroom composition measures, simple corrections and extensions of their analysis reveal that there is no meaningful evidence for a positive relationship between classroom homogeneity and student achievement – the channel supposed to mediate the alleged positive effect of strict tracking. We go on to show that students from more strictly tracking states perform better already at the start of tracking (grade 5), which casts further doubt on the alleged positive effect of strict tracking on learning progress and leaves selection or anticipation effects as more plausible explanations. On a conceptual level, we emphasize that Esser and Seuring’s analysis is limited to states that implement different forms of early tracking and cannot inform us about the relative performance of comprehensive and tracked systems that is the focus of most prior research.

Research on the Teaching Reform of Inorganic Chemistry Based on SPOC and FCM during COVID-19

The COVID-19 pandemic has created a fundamental shift in the Chinese education system, which has compelled teachers and students to accommodate the process of online learning in a short period of time. Accompanied by the advancement of information technology and the emergence of small private online courses (SPOCs), a variety of online programs containing a wealth of new materials and novel pedagogical approaches have emerged. However, there is a lack of awareness among researchers about the efficacy of utilizing shared SPOCs in teaching at conventional universities. Flipped classroom model (FCM) can make up for this defect. This study aims to investigate the effectiveness of flipped learning on the basis of SPOC and to suggest explicit criteria for its reuse in conventional college education. We carried out a quasi-experiment in a course on inorganic chemistry and examined findings with regard to the engagement and performance of the learners. We also conducted a post-task questionnaire and interviews to examine the experiences of the students so that those experiences could be incorporated into the design and study plan for flipped learning based on SPOCs. It was shown that the average performance of students in the flipped SPOC-based classroom was superior to that of students in the traditional classroom. Furthermore, the combination of quantitative and qualitative data showed that the majority of students experienced the flipped classroom favorably regarding student interaction, accessible learning resources, and proactive academic outcomes.

When is the Same Not the Same? Issues of Question Equivalence in Online Exam Pools

During the pandemic, the use of question pools for online testing was recommended to mitigate cheating, exposing multitudes of STEM students across the globe to this practice. Yet little systematic analysis of the practice apparently exists. In this study, we undertook an investigation of student performance on our questions in online exam pools across several STEM courses: upper‐level physiology, general chemistry, and introductory physics. We found that the difficulty of creating analogous questions in a pool varied by question type, with quantitative problems being the easiest to vary without altering average student performance. However, when instructors created pools by rearranging aspects of a question, posing opposite counterparts of concepts, or formulating questions assessing the same learning objective, we sometimes discovered student learning differences between seemingly closely‐related ideas, illustrating the challenge of our own expert blind spot. We provide suggestions for instructors on steps to take to improve the equity of question pools, such as being cautious in how many variables one changes in a specific pool and “test driving” proposed questions in lower stakes assessments.

Constructive and Spoon-Feeding Approaches in Teaching Mathematical Expressions: Their Effect to Academic Performance

This study was intended to find the effect of teaching approaches to the performance of the students in Mathematics. Two teaching approaches which are prevalent in Mathematics are considered: constructive approach and spoon-feeding approach. The Union College School of Integrated Preparatory Studies. Thirty-two out of sixty-five students from the two sections of fourth year high school participated in this study. They were grouped into two (each consisting of 16 students) in such a way that each group equally represents above average and average students. Raised at the beginning of this study were three concerns: the present status of the constructive and spoon-feeding approach as reflected in the teacher-writer, the Mathematical performance of the students after the application of constructive and spoon-feeding approach, and the significant difference between the performance of the group who have undergone constructive approach and the group who have undergone spoon-feeding approach. The concepts regarding the number ?1? were used as topics in eliciting Mathematical performance from the students. These concepts/expressions are the following: a0 = 1 (Exponential Function), 0! = 1 (Factorial) and 0.999? = 1 (Repeating Decimal). First, the students were made to evaluate the teaching approach of the writer using a survey sheet that contains characteristics of teacher using constructive and spoon-feeding approach. Simple mean was used to analyze which of these two approaches is more often used by the teacher. Second, the constructive approach in teaching was applied to the first group to deliver a series of teachings involving number ?1?, while the spoon-feeding approach was applied to the second group, in which, after each teaching session, a short quiz was conducted. The total of the three quizzes was computed for each student. Simple mean was also used to find out the average performance of students who have undergone constructive approach and average performance of students who have undergone spoon-feeding approach. Lastly, the significant difference of the total scores in constructive teaching approach and the total scores in spoon-feeding approach was observed using the t-test for two sample mean. It was found out that the teacher-writer was most of the time using the constructive approach based on the average rate of 4.31 which was given by the students (from the scale of 1-5 with 5 being the highest). The average performance of the students using the constructive approach is 24.44 (equal to 90%) from the total of 30-item quiz, while an average of 17.06 (equal to 78%) for the spoon-feeding approach. The Two Sample Mean Test with .05 level of significance revealed that the tabular value 2.042 is less than the computed value 5.45. Thus, a conclusion that there is a significant difference in the students? performance using the two approaches was considered.