Essay Type Questions Research Articles

A Critical Analysis of "The Revival of Essay-Type Questions in Medical Education: Harnessing Artificial Intelligence and Machine Learning".

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The Effect of Learning Cycle 5E Model on the Scientific Literacy of 10th Grade Students

This study aims to determine the effect of the Learning Cycle 5E model on the scientific literacy of tenth-grade students at SMA Negeri 2 Labuapi in 2024. This research employs a quasi-experimental design with Pre-Test and Post-Test Non-Equivalent Control-Group. The study population comprises 92 students divided into four classes (XA, XB, XC, XD). Random sampling was used to select two classes as the sample, totaling 44 students, with class XC as the experimental group and class XB as the control group. The instrument used was essay-type questions. Data on students’ scientific literacy were collected from the Pre-Test and Post-Test results in both classes and analyzed using the Mann-Whitney test at a 5% significance level with SPSS 16.0. The test results indicated a p value of <0.05 (0.024<0.05), suggesting that the Learning Cycle 5E model has a significant effect on students’ scientific literacy.

COMPARATIVE ANALYSIS OF CRITICAL THINKING USINFG PROBLEM-BASED LEARNING (PBL) AND PREDICT OBSERVE EXPLAIN (POE) MODELS IN CELL MATERIAL

This study aims to examine the difference in critical thinking abilities using the Problem-Based Learning (PBL) and Predict-Observe-Explain (POE) models in the topic of cells. The research design employed in this study is quasi-experimental with a Nonequivalent Control Group design. The population in this research consists of two classes of XI IPA, totaling 60 students. Sampling was conducted using the Saturation sampling technique. The instrument used to measure critical thinking abilities was a set of ten essay-type questions. The average scores of pretest and posttest critical thinking abilities of students using the POE and PBL models were as follows, respectively: 54.83; 72.75 and 52.67; 78.83. The data results for critical thinking abilities across 5 indicators using the PBL and POE models were 79.90 and 71.50, respectively, categorized as high. The t-test results indicate that critical thinking abilities using the PBL model are superior to those using the POE model. The N-gain test results reveal that both models are equally effective in enhancing students' critical thinking abilities.

The Revival of Essay-Type Questions in Medical Education: Harnessing Artificial Intelligence and Machine Learning.

To analyse and compare the assessment and grading of human-written and machine-written formative essays. Quasi-experimental, qualitative cross-sectional study. Place and Duration of the Study: Department of Science of Dental Materials, Hamdard College of Medicine & Dentistry, Hamdard University, Karachi, from February to April 2023. Ten short formative essays of final-year dental students were manually assessed and graded. These essays were then graded using ChatGPT version 3.5. The chatbot responses and prompts were recorded and matched with manually graded essays. Qualitative analysis of the chatbot responses was then performed. Four different prompts were given to the artificial intelligence (AI) driven platform of ChatGPT to grade the summative essays. These were the chatbot's initial responses without grading, the chatbot's response to grading against criteria, the chatbot's response to criteria-wise grading, and the chatbot's response to questions for the difference in grading. Based on the results, four innovative ways of using AI and machine learning (ML) have been proposed for medical educators: Automated grading, content analysis, plagiarism detection, and formative assessment. ChatGPT provided a comprehensive report with feedback on writing skills, as opposed to manual grading of essays. The chatbot's responses were fascinating and thought-provoking. AI and ML technologies can potentially supplement human grading in the assessment of essays. Medical educators need to embrace AI and ML technology to enhance the standards and quality of medical education, particularly when assessing long and short essay-type questions. Further empirical research and evaluation are needed to confirm their effectiveness. Machine learning, Artificial intelligence, Essays, ChatGPT, Formative assessment.

Performance of ChatGPT on the India Undergraduate Community Medicine Examination: Cross-Sectional Study.

Medical students may increasingly use large language models (LLMs) in their learning. ChatGPT is an LLM at the forefront of this new development in medical education with the capacity to respond to multidisciplinary questions. The aim of this study was to evaluate the ability of ChatGPT 3.5 to complete the Indian undergraduate medical examination in the subject of community medicine. We further compared ChatGPT scores with the scores obtained by the students. The study was conducted at a publicly funded medical college in Hyderabad, India. The study was based on the internal assessment examination conducted in January 2023 for students in the Bachelor of Medicine and Bachelor of Surgery Final Year-Part I program; the examination of focus included 40 questions (divided between two papers) from the community medicine subject syllabus. Each paper had three sections with different weightage of marks for each section: section one had two long essay-type questions worth 15 marks each, section two had 8 short essay-type questions worth 5 marks each, and section three had 10 short-answer questions worth 3 marks each. The same questions were administered as prompts to ChatGPT 3.5 and the responses were recorded. Apart from scoring ChatGPT responses, two independent evaluators explored the responses to each question to further analyze their quality with regard to three subdomains: relevancy, coherence, and completeness. Each question was scored in these subdomains on a Likert scale of 1-5. The average of the two evaluators was taken as the subdomain score of the question. The proportion of questions with a score 50% of the maximum score (5) in each subdomain was calculated. ChatGPT 3.5 scored 72.3% on paper 1 and 61% on paper 2. The mean score of the 94 students was 43% on paper 1 and 45% on paper 2. The responses of ChatGPT 3.5 were also rated to be satisfactorily relevant, coherent, and complete for most of the questions (>80%). ChatGPT 3.5 appears to have substantial and sufficient knowledge to understand and answer the Indian medical undergraduate examination in the subject of community medicine. ChatGPT may be introduced to students to enable the self-directed learning of community medicine in pilot mode. However, faculty oversight will be required as ChatGPT is still in the initial stages of development, and thus its potential and reliability of medical content from the Indian context need to be further explored comprehensively.

Development of Critical Thinking Skills Instruments : Cases for Essay Tests

This research aims to develop a rubric used to assess students’ critical thinking. This rubric refers to aspects of Ennis' critical thinking. The research method begins with determining the scope of the rubric so that an initial version of the rubric can be prepared. An initial version of the rubric received peer review. Next, the rubric was tested to assess critical thinking tests with essay-type questions. Data analysis was carried out using Cohen's kappa, while aspects of the critical thinking rubric were analyzed descriptively. The research results show that each aspect of critical thinking has been equipped with descriptors that can be used by raters. The level of reliability based on the kappa value of agreement is quite good, which means that different raters can use the rubric consistently. The value of agreement in the basic clarification aspect is 0.33 (fair), bases for a decision (0.571 in the moderate category), inference (0.455, moderate category), advanced clarification (0.250, fair category, supposition and integration (0.250, fair category), and strategies and tactics (0.182, poor category). Then, it can be concluded that the critical thinking rubric developed can be used to assess critical thinking abilities. As a recommendation, of course, this rubric cannot fulfill all types of critical thinking questions tested. It is also necessary to develop rubrics for question types other than essays to accommodate the wider need for critical thinking rubrics.

Pengaruh Model Context-Based Learning Berbantuan Simulasi PhET terhadap Keterampilan Berpikir Kritis pada Materi Elastisitas dan Hukum Hooke

The main focus of this research is centered on the issue of low critical thinking skills among high school students, particularly in the study of elasticity and Hooke's law. The research aims to investigate how a context-based learning model with the assistance of PhET simulations influences students' critical thinking skills in the context of elasticity and Hooke's law. The study was conducted at SMAS Cengkareng 1 Jakarta for five weeks in October 2023, involving a sample of 30 students. The sample selection utilized purposive sampling, comprising 30 students from class XI MIPA B (control group) and class XI MIPA A (experimental group). The applied design was quasi-experimental with a Nonequivalent Control Group Design. Data collection involved a critical thinking test instrument consisting of twelve essay-type questions (validated with a validity of 0.86 and reliability of 0.83). The results of the posttest hypothesis test using the t-test at a significance level of 0.05 showed a sig.(2-tailed) value of 0.000, with the conclusion H0 rejected (indicating the influence of the context-based learning model with PhET simulation assistance on students' critical thinking skills). The critical thinking of the experimental group showed a greater improvement (N-gain 0.459 in the moderate category) compared to the control group (N-gain 0.288 in the low category). The implications of this research encourage educators to implement learning models to enhance low critical thinking skills, allowing students to actively engage with complex challenges related to real-life contexts. The study underscores the need to improve critical thinking skills across various subjects.

Assessment by modified essay type questions and multiple-choice questions in medical undergraduate students: Which are better in addressing higher cognitive skills?

Assessment by modified essay type questions and multiple-choice questions in medical undergraduate students: Which are better in addressing higher cognitive skills?

Effectiveness of Guided Inquiry Model in Enhancing Students' Critical Thinking on Light Waves

This study examines how guided inquiry learning can be applied to the material of light waves in physics subjects. This study investigates the potential for increasing students' critical thinking skills. The research method used was a quasi-experimental design, creating the same conditions for the experimental and control groups in other aspects except for particular interventions in the experimental class. This research involved 60 samples of class XI high school students. The sample was divided into two groups (experimental and control) of 30 students each. The research data were obtained through pre-test and post-test from critical thinking instruments containing ten essay-type questions (validated, with validity 0.78 and reliability 0.96). Data were analyzed by parametric t-test on n-gain scores for each group. The results showed that the experimental group scored 0.526 and the control group 0.148. These results indicate differences due to intervention, where applying the guided inquiry model can significantly encourage the development of student's critical thinking skills. The research implications encourage teachers to apply this learning approach model in improving critical thinking skills so that students can be actively involved in facing complex challenges in everyday life. This study also emphasizes the need for curriculum development to improve critical thinking skills in various subjects.

PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP KEMAMPUAN METAKOGNITIF SISWA PADA MATERI DUNIA TUMBUHAN KELAS X SMA

This study aims to determine whether Discovery Learning can influence students’ metacognitive abilities. This research was conducted at SMA Negeri 1 Bilah Hilir. Nonequivalent Control Group Design. Samples were taken using random sampling technique. The sample for this research was class X MIA. The research instrument is in the from of multiple choice questions with 5 questions consisting of metacognitive knowledge components and 3 essay type questions consisting of metacognitive regulations. The results of hypothesis testing using the t-test show that the value of tcount 11.44 > ttable 2.03693, so Ho is accepted. So it can be concluded that the Discovery Learning learning model has a significant effect on students’ metacognitive abilities on the concept of the plant world.

Science Process Skills Test Instruments in The New Indonesian Curriculum (Merdeka): Physics Subject in Renewable Energy Topic

The physics subject in the Merdeka Curriculum is organized into two categories, understanding physics and process skills. The physics process skills assessment instruments used by teachers in the field are not appropriate in terms of assessment methods and the assessment tends to be subjective. This study aims to develop a science process skills test instrument in physics learning for high school students, on the topic of Renewable Energy. The method used in this research is development research. The instrument was developed with the Extended Written Response method, essay-type questions consisting of fifteen written test items. Indicators of science process skills developed are observing, questioning and predicting, planning and conducting investigations, processing, analyzing data and information, creating, evaluating and reflecting, and communicating. The stages of developing this test instrument are making indicators of questions, making questions, judgments by topic experts and assessment experts, revising questions, testing, revising questions, and implementing questions at school. The results showed that the test instrument developed was suitable for use as a process skills test instrument on the Renewable Energy topic.

A Search for a Common Thread: Iranian, Afghan, and Tajik EFL Students' Perceptions of Academic Misconduct

The paucity of studies on plagiarism in some under-explored contexts, such as Afghanistan and Tajikistan, highlight the necessity of conducting this study. To this end, 200 Iranian, 185 Afghan, and 170 Tajik EFL students, who share certain commonalities regarding culture and language, participated in the study. The iThenticate (2013) questionnaire and two essay-type questions on the main reasons for committing plagiarism and possible ways to cope with it were employed to examine the participants’ perceptions toward it. Findings revealed that the participants from these three countries shared the same ideas regarding the most common and serious forms of plagiarism. It was also found that overalllack of knowledge about plagiarism, absence of severe punishment, and ease of plagiarizing was among the most important reason for committing plagiarism. The study proposed “raising students’ awareness of plagiarism and its consequences” and “establishment of severe punishment” as the best possible ways to cope with it.

A study on the impact of repeated examinations on the performance of 1st-year medical students

Background: Examinations are the tools for assessing medical students. Traditional summative assessment helps in assessing knowledge and success of the student at the end of the year whereas formative assessments help in giving timely feedback. Aims and Objectives: This study was done to compare the effect of repeated examinations otherwise formative assessment with the assessment done after 3 months on the performance of medical students. Materials and Methods: This study was conducted in the Department of Physiology, ESIC Medical College, Hyderabad. A total of 98 students were taken, they were assessed in the physiology first internals with the essay type questions without any weekly tests then weekly tests were given and assessed in the physiology second internals with the essay type questions after 3 months. Results: Results of first internal and second internals were compared using Student’s test. It was found that there was a significant improvement in the performance of the medical students (P < 0.001) after conducting weekly tests. Conclusions: This study revealed that there is a link between the regular weekly test and increase in the performance of the medical students. It also builds confidence among the medical students.

A cross-sectional, questionnaire study to assess the feedback from second year medical students regarding competency based medical education prescribed formative assessment in pharmacology

Background: Formative assessment (FA) is part of the assessment process according to the new competency based medical education curriculum and is believed to improve learning. Feedback from students is an integral part of FA which, if incorporated, may help in optimizing content and application of future FAs. Hence, the current study was conducted to assess feedback from 2nd year medical students regarding FAs in Pharmacology. Aim and Objectives: The objectives of the study were to assess the emotional impact of FA on students and to analyze their suggestions regarding FA. Materials and Methods: A well-designed, structured, and pre-validated questionnaire was filled by consenting students who had written the FA. The responses were compiled in an excel sheet and statistically analyzed. Results: Out of 121 students, 115 took FA and of them 100 students filled the questionnaire (Response rate 86.95%). When it comes to emotional impact, 64% students did not find these assessments burdensome and 81% were motivated to study better. When it comes to future suggestions, 100% wanted to be pre-informed. About 88% wanted a written assessment. About 75% wanted only multiple choices questions (MCQs) and 70% wanted MCQs + Essay type questions. About 65% students wanted FAs in practicals but only 36% wanted it in the same paper as theory FA. Conclusion: FA is a good tool to enhance learning which is not a burden on students but a good motivator for better reading. Students prefer a pre-informed, written assessment with MCQs over essay type questions and want these FAs to be conducted in practical’s also but not in the same paper.

Implementation of NPIVL to Improve Critical Thinking Skills of Pre-Service Physics Teacher

This study aimed to describe the critical thinking skills of pre-service physics teacher through the implementation of the Nuclear Physics Inquiry Virtual Laboratory (NPIVL) program. This study used a quantitative pre-experimental study with one group pretest-posttest design involving 14 pre-service physics teachers at one of universities in Banjarmasin, South Kalimantan. The research sample was taken using purposive sampling. The instrument used in this study was a test of critical thinking skills with 25 essay type questions. The questions were compiled based on five indicators of critical thinking skills, namely elementary clarification, basic support, inference, advanced clarification, and strategy and tactics. Data were analyzed using quantitative descriptive. Based on the results of the study, it was found that pre-service physics teachers’ critical thinking skills had a normalized N-gain of 0.33 in the medium category. The percentage of the increase in critical thinking skills indicators was varied, from the largest were basic support, elementary clarification, inference, advanced clarification, and the smallest was strategy and tactics. Based on these findings it can be concluded that the implementation of the NPIVL program can improve the thinking skills of pre-servive physics teacher.

Assessing feedback practices in classroom assessment at federal government educational institutions of Lahore, Pakistan

<p><span lang="EN-US">This study aimed at investigating current feedback practices in classroom assessment. A sample of 300 participants including 150 teachers and 150 students each was selected using a stratified random sampling technique. Under the positivist paradigm, a survey method was deployed to conduct the research. </span><span lang="EN-US">In this study, a self-developed questionnaire comprising 20 items was used for data collection from the participants. </span><span lang="EN-US">The collected data was analyzed using SPSS (24.0). Frequencies and percentages were calculated in descriptive stats, whereas an independent sample t-test was used to verify research hypotheses. The study explored that</span><span lang="EN-US"> class tests, class exercises, homework, and trial work during lessons were the most commonly used assessment tools whereas essay-type questions, and multiple-type questions were the most commonly used assessment formats. Moreover, it was found that delayed marking and returning of assessment tasks, less or no motivation for better performance, and lack of contact with parents were the major issues in feedback on classroom assessment at Federal Government Educational Institutions (FGEIs). The study recommended that </span><span lang="EN-US">the workload of teachers should be reduced so that they may have sufficient time to design and evaluate assessment tasks. Professional training on assessment on regular basis may be arranged for the faculty. A comprehensive plan of classroom assessment may be proposed by school principals along with a defined syllabus and be timely communicated the same to all stakeholders. An effective mechanism of monitoring to assess classroom assessment feedback practices may also be established.</span></p>

Students’ Perception of the Use of a Rubric and Peer Reviews in an Online Learning Environment

Moving towards online learning during the coronavirus pandemic presented challenges, such as identifying assessments for learning. Assessments for learning involve using assessments as part of the learning process. Alternative assessments, as opposed to traditional assessments, are favoured for promoting for learning. These assessments include peer assessments and using criteria-referenced tools such as a rubric. Online learning environments often favour automated grading tools such as multiple choice. However, essay-type probing questions help students adopt a deep learning approach. Peer assessments and rubrics can help with grading essay-type questions. However, while the benefits of rubrics and peer assessments are well documented, there is limited research on students’ perceptions in South Africa on the use of rubrics and peer assessments in online environments to facilitate a deep approach to learning. A mixed method approach using a Likert scale and an online qualitative questionnaire was undertaken to explore students’ perceptions of the use of peer assessments with a rubric in an undergraduate module at the University of Johannesburg. Despite a low response rate, four main themes emerged: a clear performance criterion, structured writing, and a deep approach to learning and critical thinking. However, the study also showed limitations of the peer rubric and peer assessments in helping students prepare for formal summative assessment. The results suggest that the rubric and peer assessments, with amendments, could help students adopt a deep approach in online learning environments.

Blended-problem based learning with integrated social media-based learning media in improving students' critical thinking skills

SMAN 1 Tasikmalaya organizes education and learning that leads to 21st Century skills. One of the 21st Century skills developed is students' critical thinking skills. The critical thinking skills of class XI MIPA 1 student in the 2021/2022 Academic Year, especially in learning biology based on the results of interviews with biology subject teachers, still need to be improved, this is confirmed by the results of the students' critical thinking skills test with an average of 49.85 with the category still underdeveloped. The purpose of the study was to determine the role of Blended-Problem Based Learning with integrated social media-based learning media in improving critical thinking skills of class XI MIPA 1 student. This research was a Classroom Action Research based on Lesson Study. Data on critical thinking skills were obtained using a critical thinking test with essay type questions. Data on students' critical thinking skills test results were analyzed descriptively qualitatively by referring to the Illinois Critical Thinking Essay Test. The results showed that the critical thinking test results for students in cycle I and cycle II had increased by 9.83%, which means that the critical thinking skills of class XI MIPA 1 student in the 2021/2022 Academic Year had developed well in learning biology using Blended-Problem Based Learning with integrated social media-based learning media.

Nursing students’ perception of gender-defined roles in nursing: a qualitative descriptive study

BackgroundGender stereotypes influence both women and men who work as nurses as well as individuals considering nursing as a profession. The aim of this study was to explore male and female nursing students’ experiences and perspectives regarding gender-defined roles as well as how they view their future professional roles.MethodsThe study used a descriptive qualitative design. A convenience sample included 72 full-time second- and third-year undergraduate nursing students. Data were collected in 2017 using a self-administered qualitative questionnaire consisting of 11 essay-type questions. As an additional data collection method, a drawing method was applied. The data were analysed by content analysis separately for the male and female perspectives.ResultsAltogether, eight themes emerged, with half explaining the male and the other half the female students’ perspectives. Students choose nursing for altruistic, opportunistic and organisational reasons. Among the female students, another reason “family and social incentives” was also identified. Female students’ vision of their future professional role included altruism and positive representations of ‘being a nurse’, whereas the male students’ vision included management and leadership, and technical aspects of nursing.ConclusionsBoth male and female nursing students face the limits of their own gender roles, yet they are prepared to challenge these gender-based perceptions. Tackling stereotypes and raising public awareness, using gender-inclusive language and strategies for recruitment, ensuring gender diversity in nursing teams and revising the nursing curriculum where appropriate, are just some of the implications that arise to help overcome gender differences.

Grade 12 Students’ Leaving Essay Questions Unsolved in the Exam: A Phenomenological Study

This paper focuses on the issue of grade 12 students’ leaving essay type questions unsolved in the examinations. The main objective of this paper is to explore the causes of leaving essay type questions unsolved and to explore the effective ways of solving the issue. As my study is guided by interpretive paradigm, it demands qualitative research design to explore the multiple realities through the methods of questionnaire and in-depth interview. One of the exam centers of Bajhang district was selected as research site. In this study, 10 students, from different schools attending their final exam at a school, were selected as sample by using purposive sampling strategy. They were assigned questionnaire to fill up and one secondary level English teacher was interviewed on the issues raised in the study. Teachers’ negligence in teaching composition, lack of sufficient time for teaching, lack of practice in classroom, and students’ poor performance in writing from the very beginning are found as the main causes. The findings show that overall scenario of teaching composition in school level is not encouraging.