Differences In Student Performance Research Articles

The importance of test order in external and standardized test results: The case of PISA 2018.

Standardized tests intend to reduce information asymmetry by providing a common and objective measure of students' academic performance. The basic assumption underlying standardized testing is that differences in student performance on standardized tests should be attributed primarily to differences in the quality of education received by students. However, there is evidence that environmental factors can affect standardized test scores, which may result in anomalous observations or outliers that show a distortion of student performance. In this regard, the exclusion of Spain from PISA 2018 is particularly interesting as Spanish data met PISA 2018 Technical Standards but showed implausible student-response behavior. The aim of this paper is to complement the OECD's analysis of Spain's exclusion from PISA 2018 by exploring the potential reasons behind the outlier results, focusing on the Madrid region.

Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning.

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

Comparison of student achievement between digital classes and regular classes in social studies subjects

The learning process in the 21st century has urged educators to be more creative and innovative regarding learning models, methods, and media. One of the approaches to enhance learning effectiveness is the integration of digital technology into the learning process, realized through digital class programs. The objective of this study was to assess student learning achievements in digital classes compared to regular classes and determine any differences in student performance between the two settings. This study employed a quantitative approach with a comparative research design. The population consisted of 190 students, and a purposive sampling technique was applied, considering the equivalence of abilities among regular class students. The sample comprised 31 digital class students and 34 regular class students at State Islamic Junior High School (MTsN) 4 of Banda Aceh City in 2023. The process of data collection involved interviews, observation, and documentation. The analysis included normality and homogeneity tests as prerequisites, as well as an independent sample t-test for hypothesis testing. The overall average score for digital class students was 71.17, while regular class students scored an average of 73.16. The difference in average scores between digital and regular classes was 1.99. In the t-test, the calculated t-value was -0.904, with a critical t-value of 1.998 at a significance level of 0.05 and df=63. As the calculated t-value (-0.904) was less than the critical t-value (1.998), the hypothesis in this study was rejected. The findings from the average scores and t-test value indicated that there was no significant difference in student learning achievement between digital and regular classes in Social Science Subject at State Islamic Junior High School (MTsN) 4 of Banda Aceh. This can happen due to several factors such as students’ ability to use digital devices is still limite, so they do not fully understand the subject matter and internet facilities is often difficult to access.

Development Of Speed Motor Quality Using Complex Motor Actions In Secondary School Students

One of the priority objectives of school physical education, specified in school programs for all education cycles, is the development of motor skills. The topic addressed by us in this paper was born from the need to have the greatest possible efficiency in the teaching of physical education in grades V-VIII, where the instructional-educational process must pursue concrete goals regarding the system of knowledge, skills and motor skills in order to concretize the model of each class in gymnasium physical education and sports. The study of this topic aims to establish the most effective exercise structures regarding the development of speed motor quality in secondary school students. Using the means proposed by us, after a well-established program in the physical education lesson for secondary school students, in order to develop the speed motor quality, I believe that it will develop obviously, during the whole school year. The data resulting from the scientific investigation regarding the development of speed motor quality through the use of movement games at the secondary school level were implemented in school units in the municipality of Arad. They can be used in the instructional-educational process by the specialists in the field and as methodical material by the students of the faculties of physical education and sport in the disciplines "Theory of physical education and sport" and "Practice and methodology of motor activities by age groups" . The research was conducted during the 2022-2023 school year. Following the application of the experiment, it was found that major differences in student performance were obtained, they had a significant increase between the initial testing and the final testing, which allows us to state that the methodology used in the lessons was adequate. The exercises and games used had a positive influence in obtaining the results of the experiment. Of course, the experiment should be continued and possibly extended to a larger sample of children in order to further improve motor quality, speed in particular, as well as harmonious physical development in general. Keywords: motor qualities, methods, means, physical training, program.

Accounting students’ performance in proctored online exams: early evidence from COVID-19 disrupted tertiary education learning

ABSTRACT Given the debate in tertiary institutions on the use of technology for assessments due to the coronavirus (COVID-19) pandemic, we compare the performance of accounting students in proctored paper-based and online exams. We examine exam scores across different demographic variables to provide early insights into the impact of these demographics on student performance. Our exploratory analyses indicate that students perform better in proctored online assessments than invigilated paper-based ones. The differences in student performance between these two assessment methods are associated with distinct factors, such as in-person and distance study modes, and student nationality. In summary, the findings of this study provide support for the adoption of online technology in managing exams.

The Impact of Blocked Practice versus Mixed Practice and the Strategy of Overlearning on Student Performance in Calculus

ABSTRACT In most mathematics textbooks, each lesson is followed by a set of homework problems in one of two ways – blocked practice and mixed practice. Additionally, most mathematics textbooks rely on a common learning strategy called overlearning, that is, mastering a skill and continuing to practice this same skill. This study investigated the effects of blocked practice versus mixed practice and the overlearning strategy on student performance in a university-level Calculus I classroom using an online homework system. Data collection took place throughout the semester and included student scores on homework and exams. An ANCOVA was used to analyze the data and the results indicated that there were no statistically significant differences on final exam scores between the participants in the blocked and mixed practice groups. Additionally, the 50% increase in the number of homework problems per set (i.e. overlearning) did not show statistically significant differences in student performance as measured on final exam scores.

Perceived Impact of Personality Traits on the Academic Performance of Students in Biology

The study examined the perceived impact of personality traits on the academic performance of biology students in Makurdi, a local government area of Benue State, Nigeria. Three research questions were raised and two hypotheses were also formulated and tested. The research design adopted for this study was a descriptive survey design. The study sample comprises 384 students who were randomly selected from the total population of 9,748 students of the 20 government secondary schools in Makurdi Local Government Area of Benue State, Nigeria. The instruments used for data collection in this study were the Five-Factor Inventory Questionnaire (FFIQ) for personality traits and “The Biology Performance Test (BPT)” for academic performance. The data were analyzed using mean and standard deviation to answer the research questions, while ANOVA statistics and t-tests were used to test the hypotheses at a .05 significance level. The findings revealed that there was no significant mean difference in the five personality traits of students and the personality traits of Biology students had no significant relationship with their performance in the subject. Also, there was no significant difference in the mean performance of students in each of the five personality traits based on gender. The findings further revealed no significant difference in students’ personality traits according to gender and no significant difference in the performance of students who were offered biology according to gender. This study recommends that Special attention be paid to improving the performance of students in Biology in Makurdi to strike an association between the traits. Also, male and female students should be given equal opportunities in biology since there is no gender difference in their personality traits and academic performance.

Effective Teaching by the Association of College and University Educators (ACUE) in Undergraduate Mathematics Class

Teaching effectively in college is not only key for student’ satisfaction in classroom but also for performance. This research, as a pilot study, has analyzed the survey and course evaluation results from an undergraduate Mathematics class, where The Association of College and University Educators’ (ACUE) effective teaching practices are applied. Results have shown the positive effects from ACUE practices. At the same time, differences in student performance in the same courses from different semesters have been discussed. With the same course content and learning outcomes, teaching with ACUE practices has resulted in better performance throughout the semester. The research compared course evaluations from the same courses in different semesters when including and not including ACUE practices. Results show that students are more satisfied with the courses using ACUE practices. Researcher has made suggestion that ACUE practices should be recommended for use by faculty members in universities and colleges to improve student performance and course satisfaction.

EVERSYS: Efficient exam versioning tool for linear circuits and other problem‐based subjects

AbstractExam versioning is a widely used approach to prevent cheating during exams, but it can increase the workload for lecturers in terms of exam preparation and correction. Automated exam versioning can help reduce this workload and minimize errors in correction. This article presents the EVERSYS platform, which is focused on linear circuits but can be applied to other engineering fields. An exam problem is described as a circuit schema, a set of component values, and a set of questions to be answered. The EVERSYS platform allows lecturers to easily create exam versions with high variability, including different schemas, component values, and question sets. The platform is based on the MATLAB/Octave programming language and HTML document descriptions. Creating a multiversion exam is straightforward, involving the adaptation of a set of predefined MATLAB scripts and modification of the HTML format if necessary. A set of example exams is provided as well as the complete platform source code. The platform was tested during a 2021–2022 compulsory course on linear circuits at a Spanish University. The results indicated that the platform significantly reduced the time required for exam preparation and correction, and there was no statistically significant difference in student performance across different exam versions. Students reported high levels of satisfaction with the platform, and almost all agreed that it effectively prevents cheating during exams.

Exploring the Impact of University Type and Facilities on Students’ Academic Achievement

Introduction: The study aimed to explore the relationship between university type (public and private) and students' academic achievement, as well as the association between university facilities and academic performance. Previous literature suggested potential differences in academic achievement based on university type and highlighted the significance of university facilities in influencing student outcomes. Methodology: The study examined research objectives using correlation and cross- sectional methods. All Karachi university students—152 (62 males and 90 female), 72 from public and 80 from private—were sampled. The data was analysed using descriptive and correlational statistics to determine how institution kinds affect academic success and how facilities affect student performance. Results/Findings: Different types of universities significantly affected academic accomplishment, revealing differences in student performance between public and private institutions. University amenities, including labs, audiovisual aids, first aid, and transportation, correlate with student achievement. Other facilities, including comfortable seats, writing boards, classroom ventilation, e-libraries, social events, and sports grounds, do not affect student performance. Future Direction: Future research and longitudinal investigations may be utilized to evaluate the enduring impacts of university infrastructure on students' achievements, thereby facilitating the formulation of focused strategies to bolster scholastic triumph.

Storytelling with Data as an Active Learning Tool for C++ Programming

Abstract— This study examines how second-year mechanical engineering students are taught C++ programming using the active learning strategy "Storytelling with Data. Teaching a programming language to mechanical students in their second year was difficult, especially for the direct second-year students who were not familiar with C++ programming. " 50% of students struggled on the post-unit test using previous techniques. The new method required students to write topic-based descriptions that included justifications, programs, charts, and graphics. These were turned into videos using mobile devices, and app.yoodli.ai was used to assess them for linguistic elements such as weaker words, filter words, inclusiveness, voice quality, and grammar. According to analysis, 80% of the students scored between 12 and 17 out of 20 on the quiz. To determine the statistical significance, a paired t-test can be used. The p-value (0.01844) is smaller than the set significance level (0.05). As a result, you can reject the null hypothesis. This shows that there is a statistically significant difference in student performance before and after utilizing the "Storytelling with Data" approach. Feedback emphasized the method's beneficial effects on participation, group cooperation, and conceptual understanding. This study shows how "Storytelling with Data" can improve C++ programming instruction, address issues, and promote interactive learning, which improves academic performance and comprehension. Keywords— Storytelling; Computer programming; Pedagogy; Learning environment, Teaching practices.

중학생의 민주적 의사소통 수행 수준별 특성 분석

This study aims to investigate how different levels of student performance are distinctively characterized in a scenario-based democratic communication assessment, applying a series of text-mining analyses. Responses written by 543 middle school students were categorized into higher, middle, and lower levels according to their scores, and the performance characteristics of the groups were compared. The main findings are as follows. First, the keyword frequency analyses showed that words describing the problem situation in the scenario were frequent at the lower level, while words describing methods and procedures for solving the problem were frequent at the upper level. Second, as a result of keyword network analysis, words describing the situation were loosely connected at the lower level, while words describing the principles of problem solving showed higher centrality. Third, the topic modeling analysis showed that at the lower level, the presented problem situation emerged as a latent topic, while at the upper level, mutual respect and problem solving methods emerged as latent topics. Finally, we discuss the usefulness and future challenges of using text mining techniques to scrutinize qualitative differences in student performance in constructed response questions.

Using a Blended versus Online Course Design for Teaching Intermediate Accounting - an Empirical Study of the Teaching/Learning Environments

The increasing importance of technology use in instructional design and delivery suggests significant implications for accounting educators and administrators. This study examines the effect of delivering an Intermediate Accounting course in a fully online format as compared with the effect of delivering the same course in a blended, face-to-face format over two semesters. The quasi- experimental design tests whether use of common course materials and instruction offered concurrently in both formats results in comparable learning and performance outcomes. Initial data collection took place in fall quarter 2012. Preliminary analysis suggests the importance of student computer skills and grade point average to performance. No difference in student performance between the two delivery approaches is noted, probably due to small sample size. To build upon fall quarter 2012 findings, the study was extended to provide for additional observations in the same settings in the spring quarter 2013 just completed. Analysis of spring 2013 data shows students in online mode obtained more accounting knowledge than the blended mode. Students aged younger than 29 perceive the technology application more favorably enhanced their learning than others. Students enrolled in the blended setting indicate they are more willing to use the technology than the online setting. Students with different learning styles perform differently and perceive differently about the amount of computer skills enhanced by taking the blended vs. online courses. The findings in this paper show promise of relevance to administrators for future planning and implementation of technology-based instructional design and delivery, for faculty in their development planning, and for educators who seek to develop a better awareness of student performance and learning preferences in each setting.

Consistency Matters

This study compares the student learning outcome assessments of an online Master of Library and Information Science (MLIS) program offered in traditional 14-week semesters and an accelerated 7-week term program. Louisiana State University’s School of Information Studies (SIS) offers the MLIS program through two delivery platforms: SIS Online (14-week semester program) and LSU Online (7-week term program). The study explores the differences in student performance between SIS Online and LSU Online and investigates the impact of term length on students’ ability to achieve the program’s SLOs. The findings provide insights into the effectiveness of different online program delivery formats and suggest ways to improve student learning outcomes in online MLIS education.

An Exploratory Study of the Impact of COVID-19 Pandemic Disruptions on Veterinary Medical Education

The COVID-19 outbreak forced educators worldwide to transition to remote teaching, which caught most of the instructors and students off-guard. Instructors had to quickly adapt and find effective substitute teaching methods during this unprecedented period, while students had to maintain motivation and engagement in the learning process. As with all educational levels and disciplines, teaching and assessment in veterinary medicine were forced to change during this adjustment period. The biggest concern regarding educational experiences was potential learning loss caused by the disruption. This study examined whether COVID-19 pandemic disruptions negatively impacted veterinary students’ knowledge and skill acquisition in both basic science education, and clinical science education employing a quasi-experimental approach. Data sources included the results from standardized exams including Veterinary Educational Assessment (VEA®), the North American Veterinary Licensing Examination (NAVLE®), Objective Structured Clinical Examinations (OSCEs), and surveys (i.e., Senior Exit Survey, Alumni Survey, and the Employer Survey). Analysis of variance was computed to compare pre-COVID results with those attained during and after pandemic restrictions. The results indicated no statistically significant difference in student performance on standardized exams, but a significant drop in the mean scores for OSCEs. Students whose education was disrupted by COVID-19 pandemic restrictions were as much satisfied with the education they received as their peers whose education was not disrupted. Conclusions are discussed and recommendations for further research are provided.

Experience in forming entrepreneurial education in Kazakhstan universities in the conditions of information and digital development

Information and digital technologies can help in shaping the experience of using online courses for student entrepreneurs. This study constitutes an original investigation dedicated to the cultivation of entrepreneurial education experience within Kazakhstani universities, situated within the context of informational and digital development and the contemporary challenges encountered by all nations in the global arena. The main objective of this research was to determine how the academic performance of students studying entrepreneurship through online courses changed over time. The study enrolled 282 second-year and third-year students of the faculty of public administration, business, and law from one Kazakh university. In this study, an experimental design was employed to ascertain the effectiveness of integrating MOOC through the amalgamation of statistical data analysis and paired t-tests. The primary mode of assessment was testing, encompassing closed-end assessments comprising one hundred questions based on the outcomes of a specific course. Each question held a point value of one, with the maximum achievable score being one hundred points. The authors juxtaposed mean scores across different time intervals to ascertain the intervention’s impact on student performance. The Student’s t-test was utilized to compare the mean values by identifying significant disparities at the 0.05 level. The academic achievements of second-year students in some disciplines improved after the MOOC implementation compared to Point 1. According to the calculations, there was a significant difference in student performance before and after learning with MOOC; the mean score difference and t-value with the paired value are higher than the t-value in the tests of the first and last assessments. Thus, online courses have shown their effectiveness in improving student performance in all ten subjects of the entrepreneurial course. This contributed to improved efficiency of the educational process and the implementation of information and digital technology in the online environment without losing its productivity. This research is of practical value as it indicates the need to integrate information and digital technologies into entrepreneurial education. Educational institutions, curricula, and scientific research may use these findings.

Automated Item Generation: impact of item variants on performance and standard setting

BackgroundAutomated Item Generation (AIG) uses computer software to create multiple items from a single question model. There is currently a lack of data looking at whether item variants to a single question result in differences in student performance or human-derived standard setting. The purpose of this study was to use 50 Multiple Choice Questions (MCQs) as models to create four distinct tests which would be standard set and given to final year UK medical students, and then to compare the performance and standard setting data for each.MethodsPre-existing questions from the UK Medical Schools Council (MSC) Assessment Alliance item bank, created using traditional item writing techniques, were used to generate four ‘isomorphic’ 50-item MCQ tests using AIG software. Isomorphic questions use the same question template with minor alterations to test the same learning outcome. All UK medical schools were invited to deliver one of the four papers as an online formative assessment for their final year students. Each test was standard set using a modified Angoff method. Thematic analysis was conducted for item variants with high and low levels of variance in facility (for student performance) and average scores (for standard setting).ResultsTwo thousand two hundred eighteen students from 12 UK medical schools participated, with each school using one of the four papers. The average facility of the four papers ranged from 0.55–0.61, and the cut score ranged from 0.58–0.61. Twenty item models had a facility difference > 0.15 and 10 item models had a difference in standard setting of > 0.1. Variation in parameters that could alter clinical reasoning strategies had the greatest impact on item facility.ConclusionsItem facility varied to a greater extent than the standard set. This difference may relate to variants causing greater disruption of clinical reasoning strategies in novice learners compared to experts, but is confounded by the possibility that the performance differences may be explained at school level and therefore warrants further study.

Podcast Implementation in an Entry-Level Doctor of Physical Therapy First-Semester Course: Student Perceptions and Impact on Academic Performance

Podcasts have increased in popularity in the last decade, but description of their use in academic settings is lacking. The purposes of this study were to (1) investigate the difference in student performance on course examinations based on podcast usage and satisfaction and (2) examine the perceptions of educational benefits, usage preferences, and accessibility of podcasts in a clinical examination course in a hybrid Doctor of Physical Therapy (DPT) curriculum. This was a mixed-methods study that utilized a retrospective non-experimental correlational design, and data were collected and analyzed via self-report survey. Participants adopted five podcasts into learning and studying activities. An ANOVA indicated that there was a statistically significant (<em>p</em> = .01) difference in examination performance for podcast usage in the fourth episode, with those who listened more performing better. Level of agreement in podcast satisfaction had little impact on academic performance on examinations. A total of six themes emerged from qualitative analysis: podcasts provided listeners a supplementary study tool, connected the learner to the real world, and allowed convenient listening and multitasking. Listeners noted the experience could be enhanced by an improved streaming platform, preferred shorter-duration podcasts, and recommended podcasts to future cohorts. In a sample of 27 first-year hybrid DPT participants, 100% reported overall satisfaction with podcast content and would recommend them to future cohorts.

Student Performance in Online and Face-to-face Classes: Impact of COVID-19

There have been many dire predictions about online education sweeping aside traditional universities and revolutionizing higher education. While online education has made a huge impact at the graduate level, it has yet to make much impact at the undergraduate level. While the COVID-19 pandemic has forced many universities to go online, there have been many questions on the efficacy of online undergraduate education. There are many arguments put forth that undergraduate students in online education, particularly underprepared and disadvantaged students, underperform and on average experience poor outcomes. In this paper, we investigate whether there is a difference in student performance in the face-to-face and online classes during a normal semester. We then look at student performance during spring 2020 where we had to move online mid semester. Did student performance differ between a normal online course and a traditional face-to-face class that was suddenly switched online?

Educational psychology perspective on constructive, social play and academic performance of primary school children in Nigeria

Poor performance in numeracy at the primary level of education may result from inadequate instructional materials, methods, techniques, or strategies used in teaching it. This study investigated the effects of constructive and social play on pupils’ academic performance in numeracy in Niger State. The study examined the interaction effects of constructive, social play, gender, and school type on pupils’ academic performance in numeracy in Niger State. The study adopted the social-cultural theory of Lev Vygotsky. The research design used was a pretest-posttest control group non-equivalent quasi-experimental design. A stratified random sampling technique was adopted to select six schools for the study. The instrument used was Numeracy Performance Test (NPT). The Pearson Moment Correlation Coefficient was used to ascertain the reliability coefficient of 0.76 coefficients that were obtained. Frequency counts, percentage, mean, and ANCOVA were used to analyze the data collected. The results revealed that social and constructive play substantially impacted pupils’ numeracy performance in Niger State. There was no gender-related difference in student performance in maths and no statistically significant interaction between therapy and gender on pupils’ performance in numeracy. In Niger State, there was no discernible correlation between the type of school and pupils’ performance in numeracy. Gender and school type did not significantly affect pupils’ academic performance in numeracy, suggesting that social play and constructive play increased higher performance in math than the traditional style of instruction.