Test Preparation Research Articles

The effect of exam retakes on future exam performance in a large classroom setting.

Assessing student mastery is often done by using exams. Inevitably, some students will complete remediation, which may include exam retakes. This method provides students an additional opportunity to take an exam that assesses the same objectives as the original exam, while using different questions. Although this form of remediation increases exam scores, it is also possible that students who prepare for an exam retake adversely affect preparation for an upcoming exam. Therefore, the purpose of this study was to determine whether studying for and taking an exam retake affected preparation for the next exam. We hypothesized that students who completed an exam retake would have lower than expected scores on their next exam. This study utilized data collected over five semesters from 467 students enrolled in a 200-level introductory human physiology class; 159 students (34.0%) completed at least one exam retake. Students who retook an exam increased their original exam score by 6.1% (SD 13.9). These findings suggest that retaking an exam leads to better outcomes, which could be explained by students improving their study habits or test-taking skills, which would help them perform better on future exams.NEW & NOTEWORTHY Exam retakes provide students with an additional opportunity to demonstrate mastery of learning objectives. However, this preparation might adversely affect performance on subsequent exams. This study suggests that students who choose to prepare for and take an exam retake not only improve their original exam score but show a larger improvement on subsequent exam performance than those students who did not take an exam retake.

НАВЧАЛЬНА ДИСЦИПЛІНА «ЗАГАЛЬНЕ І СПЕЦІАЛЬНЕ ДІЛОВОДСТВО» У ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ ФАХІВЦІВ-ПЕНІТЕНЦІАРІЇВ

The article characterizes the peculiarities of teaching the educational discipline “General and special office management” in the context of professional training of future penitentiary specialists in higher education institutions. It is substantiated that the academic discipline “General and special office management” plays an important role in the professional training of future specialists of the State Criminal Executive Service of Ukraine, because it involves the formation of a system of theoretical knowledge, practical skills and skills to work with documents specific to each of the management functions, as well as for certain fields of activity, in particular, familiarization with the theoretical and practical issues of documentation and the rules of organization of record keeping in institutions of the criminal executive service. As a result of mastering this educational discipline, students (cadets) should develop skills and abilities related to compiling, proofreading, accounting (registration), sorting, storing, searching, processing information stored in documents, as well as copying, information transfer, document transportation inside and outside the management apparatus of an institution or organization. It has been proven that the effectiveness of mastering an educational discipline depends on the teacher’s selection of educational material, the planning and implementation of independent work by students of higher education, as well as their preparation for practical classes. The content of the lecture course is characterized, the relationships between lectures and practical classes are determined. The conditions for successful mastering by future penitentiary specialists of the educational course “General and special office management” are substantiated, in particular, the need for systematic, consistent work throughout the entire academic semester, the formation of analytical skills for working with literature, and thorough preparation for the semester exam are substantiated. It has been proven that the effectiveness of the performance of the criminal-executive service specialists in the future of their official duties, the pace of their career growth, and the intensity of professional and personal development depend in some places on the development of the skills of working with documentation. Key words: academic discipline, professional training, higher education students, lecture, independent work, future specialists, criminal-executive service.

R.A.I.C.E.S. (Roots): A conceptual framework for community‐building that connects linguistic and cultural wealth to support emergent bilinguals

AbstractProject R.A.I.C.E.S. (Reaching All Individuals and Communities to Establish Success in Language Learning) is a National Professional Development grant initiative operating at Stephen F. Austin State University. Grant objectives were designed to enhance school readiness, English acquisition, and literacy outcomes for emergent bilinguals (EBs), English learners (ELs), and multilingual learners (MLLs) through collaborative professional development events involving university, community, parent, and school district partnerships. The Spanish word raíces translates to roots in English, symbolizing the project's commitment to preserving and nurturing the cultural and linguistic diversity of the community by reframing language learning within an additive paradigm. Project R.A.I.C.E.S. creates paid professional development events to build a community of professors, preservice teachers, in‐service teachers, parents and caregivers of emergent bilingual children, and children in collaborative professional development sessions called academias (academies). Each academia positions all participants, especially parents and caregivers and their children, as key stakeholders and equal partners in the learning process to honor the community's cultural wealth, emphasizing linguistic and cultural sustainability for English language learners in educational settings. Moreover, the academias provide preservice and in‐service teacher professional development and preparation for the TExES ESL certification exam, crucial for better meeting the needs of EBs/ELs/MLLs in rural schools.

Self-directed learning in Orthopaedic trainees and contextualisation of knowledge gaps, an exploratory study.

Self-Directed Learning (SDL) is a subjective concept with no universally agreed definition. The aim of this project was to obtain the perspectives of Orthopaedic trainee registrars on SDL. Seven Orthopaedic trainees in the Southwest Peninsula region were recruited in person by the primary author as an Orthopaedic trainee on the same programme as the participants. A one-hour Microsoft teams video interview was arranged at a mutually convenient time exploring several topics including learning resources, experiential learning, learning strategies, training programme requirements and assessment. The interviews were audio recorded and transcribed verbatim. Transcripts were coded using Corbin's and Strauss's published coding method and analysed to develop a model of SDL in this training context. Six learning stages were identified from the coded transcripts and these stages were like Knowles's stages of SDL. Participants felt less autonomous during the identification of knowledge gaps, goal setting and evaluation of learning stages. Participants perceived to have more control over the selection of strategies, and learning stages of SDL. The factors which influenced autonomy at various stages of SDL included supervisors, experiential learning opportunities, service provision competing with learning opportunities, training programme requirements and the power dynamic between trainees and supervisors. Self-advocacy by the trainees for experiential learning opportunities and for their progression was an additional action relevant to SDL that was evident. Online learning resources such as Orthobullets.com, YouTube videos, external revision courses, collaboration and webinars encouraged more autonomy with SDL. Although the United kingdom's Trauma and Orthopaedic curriculum is described as trainee led and SDL is encouraged, in practice Orthopaedic trainees felt limited autonomy with the various stages of SDL due to external factors including their level of experience and the training environment. Trainees' experiences around self-advocacy highlighted the importance of a collaborative and supportive learning culture emphasising dialogue, receiving high quality feedback, and openness for successful progression.

Performance of ChatGPT-3.5 and ChatGPT-4o in the Japanese National Dental Examination.

In this study, we compared the performance of ChatGPT-3.5 to that of ChatGPT-4o in the context of the Japanese National Dental Examination, which assesses clinical reasoning skills and dental knowledge, to determine their potential usefulness in dental education. ChatGPT's performance was assessed using 1399 (55% of the exam) of 2520 questions from the Japanese National Dental Examinations (111-117). The 1121 excluded questions (45% of the exam) contained figures or tables that ChatGPT could not recognize. The questions were categorized into 18 different subjects based on dental specialty. Statistical analysis was performed using SPSS software, with McNemar's test applied to assess differences in performance. A significant improvement was noted in the percentage of correct answers from ChatGPT-4o (84.63%) compared with those from ChatGPT-3.5 (45.46%), demonstrating enhanced reliability and subject knowledge. ChatGPT-4o consistently outperformed ChatGPT-3.5 across all dental subjects, with significant improvements in subjects such as oral surgery, pathology, pharmacology, and microbiology. Heatmap analysis revealed that ChatGPT-4o provided more stable and higher correct answer rates, especially for complex subjects. This study found that advanced natural language processing models, such as ChatGPT-4o, potentially have sufficiently advanced clinical reasoning skills and dental knowledge to function as a supplementary tool in dental education and exam preparation.

Proof of Concept of ChatGPT as a Virtual Tutor.

This study aimed to evaluate the feasibility and perceived value of an instructor-developed ChatGPT-based virtual tutor for third year PharmD students in a pharmacy management course. The objectives were to assess faculty time required to develop the tool and to analyze student engagement and perception of its educational value. The virtual tutor was developed by the instructor and consisted of custom ChatGPT prompts deployed via the course's learning management system. Development metrics were documented, including time invested and iterations needed for prompt refinement. A post-use questionnaire evaluated student uptake and experience, which included frequency of use, perceived value for learning and exam preparation, and overall satisfaction. The development of the virtual tutor required a total of 119minutes, demonstrating a feasible time investment. Ninety-two of 130 students completed the questionnaire for a 70% response rate. Sixty-one students (66%) engaged with the tutor, with varying degrees of use. Most students (82%) reported increased confidence for exams, and 99% acknowledged enhanced understanding of the course material through the tutor. The virtual tutor proved to be a feasible educational tool with considerable student uptake and satisfaction. It offered a time-efficient alternative for educational support, potentially reducing the need for traditional face-to-face tutoring. The study highlights the effectiveness and practicality of ChatGPT as a virtual tutor in pharmacy education, but further research should explore its application across different content areas as well as potential unintended consequences.

Nursing students' experiences of professional competence evaluation by Objective Structured Clinical examination method: a qualitative content analysis study.

Clinical education is a significant part of medical education, and paying attention to clinical evaluation is important. One of the challenges in the teaching-learning process is evaluating students' performance. Learners, as the main stakeholders of the educational system, may have different experiences of evaluation quality. Awareness of these experiences is effective in improving the quality of clinical evaluation. Therefore, this study was conducted to "explore the experiences of nursing students for evaluation of professional competence by using the objective structured clinical examination (OSCE)". This study was conducted with a qualitative descriptive research approach and conventional content analysis method in 2022-2024. The participants included 12 undergraduate nursing students at Maragheh University of Medical Sciences, who were selected by purposeful sampling, and their experiences were collected using semi-structured and in-depth interviews until reaching data saturation. The data analysis of the interviews led to the extraction of 268 primary codes, 7 subcategories, 2 categories, and 1 theme: "Credibility and stability". The category "Exam's accuracy in measuring competence " included 3 sub-categories: "Challenges in objective adaptation ", " Communication and organizational challenges for exam preparation " and " Inadequate simulation of stations and exam environment ", and the category " Exam power for repeatability" included 4 sub-categories: " Characteristics of the students ", " Lack of evaluators' skills and mastery ", " Inefficiency of the evaluation tool " and " Disturbance in executive affairs". OSCE can be used in self-evaluation, creating motivation and strengthening different dimensions of students' learning, as well as discovering weaknesses and strengths for planning by managers and faculties. According to the results of this study, many factors such as management before and during the exam, characteristics of the evaluators, prevailing educational conditions in the faculty, and the method of clinical training are effective in achieving the "reliability and sustainability" required in the OSCE.

The Impact of Using ChatGPT on Improving Focus in Students with High Cognitive Functioning Attention Deficit Hyperactivity Disorder

: This article explores my personal experiences as a veterinary student diagnosed with attention deficit hyperactivity disorder (ADHD), focusing on how ChatGPT has figsignificantly helped me manage my symptoms and improve concentration, particularly during preparation for the IELTS exam. Despite my high cognitive abilities and early literacy, ADHD has posed challenges in sustaining focus during intensive study periods. As a high-functioning individual with ADHD, incorporating ChatGPT into my study routine has been instrumental in enhancing both focus and productivity. This study underscores the positive impact of ChatGPT as a digital tool for improving concentration and managing ADHD symptoms, demonstrating its potential as an effective supplement to traditional interventions.

3D-Printed Gelatin-Based Scaffold Crosslinked by Genipin: Evaluation of Mechanical Properties and Biological Effect.

In this study, scaffolds based on natural polymer gelatin A, blended with polyvinylpyrrolidone were crosslinked by genipin (0.5 and 1 wt%), in order to investigate their mechanical performance and potential for biomedical application. Semi-solid extrusion (SSE) 3D printing technique was used, enabling insitu crosslinking of the blend during processing. Swelling test showed that the swelling ratio reduces with higher concentration of genipin due to an increased crosslinking. The FTIR analysis confirmed the crosslinking of scaffolds by genipin. DSC analysis and mechanical testing have shown improved thermal and mechanical properties. Morphological analysis of scaffolds by FESEM showed increased toughening of the material with the crosslinking. Tensile strength and microhardness showed a significant rise in scaffolds with the increase in genipin content, which was up to 93.8% and 125.3%, respectively. These findings were in accordance with morphological features present in samples. The biological effect of the scaffold matrix system was evaluated by qualitative and quantitative cytotoxicity assessment invitro, demonstrating the absence of cytotoxicity in tested preparations in a direct test. The cytotoxicity index based on the metabolic activity of cells in an indirect test showed up to 20% reduction of viability compared with the control, confirming the absence of cytotoxicity, which was additionally verified by propidium iodine staining of the cells exposed to scaffolds. The presented gelatin-based crosslinked scaffolds obtained by 3D printing represent good candidates for biomedical application and future research that includes further invitro and invivo analysis.

Financial Challenges Faced by IELTS Test-Takers in Sylhet, Bangladesh: An Exploration of Family Support and Assistance

This study explores the sources of financial assistance available to IELTS test-takers, the motivating factors for taking the test, and the influence of family background on these decisions. The research has adopted a tabular analysis study design to collect the required data and information about IELTS test-takers. Quantitative techniques were applied to gather the necessary primary data and information. This study also adopted In-depth Interview (IDI), Case Studies, and Document Review techniques. Data were collected in Sylhet through coaching centers and an online Google form between June and October 2024, specifically from six centers in Modina Market, Amborkhana, Zindabazar, and Uposhohor. The questionnaire was distributed to 190 individuals, comprising 132 participants currently preparing for a retake. After excluding data of 14 participants due to missing information, 176 responses were analyzed. MS Excel and STATA were employed for data classification and interpretation. Authors used MS Excel for data entry, data cleaning, and tabular analysis and STATA-16 for summary statistics. Female participation in IELTS test preparation is impressive and closely comparable to that of male participants. Additionally, a higher number of students take the IELTS exam in Sylhet district compared to the other three districts. Most of the time, 76.70% of the participants’ family (Parents/Brother/Sister) covered their whole cost of IELTS test and Family members often play a key role in encouraging individuals to pursue the test. IELTS test-takers from low-income families face significant difficulties in covering tuition fees and other expenses related to their preparation, coaching such as the cost of academic materials and center fees. The findings reveal that many test-takers struggle to afford the costs of preparing for the exam. As a student in a low-income country, Bangladesh, many individuals face challenges in covering expenses beyond necessities like food and shelter. Therefore, the study recommends scholarship opportunities and special consideration for participants who are facing financial challenges. The researchers and policy makers of IELTS test, should give a focus to their test fee which will be helpful for students of a developing country.

Redefining student assessment in Nigerian tertiary institutions: The impact of AI technologies on academic performance and developing countermeasures

Integrating artificial AI technologies in education has revolutionised teaching, learning, and assessment worldwide. In Nigerian tertiary institutions, students increasingly rely on AI tools for assignments, research, and exam preparation, raising concerns about the integrity of traditional assessment methods. This paper explores the impact of AI technologies on academic performance and the challenges they pose to accurately evaluating student capabilities. It argues for the urgent need to redefine assessment strategies in Nigerian higher education to preserve academic standards while harnessing the benefits of AI. The study highlights ethical concerns such as data privacy, access inequality, and over-reliance on AI tools, which can undermine critical thinking skills. It provides countermeasures and policy recommendations, including establishing AI usage guidelines, promoting equitable access to technology, and integrating assessments that prioritise critical thinking and problem-solving skills. By adopting these innovative policies, Nigerian tertiary institutions can enhance the quality of education and ensure that students develop genuine skills and academic excellence. This paper calls for immediate action to align education with the realities of the AI age, ensuring sustainable and authentic student outcomes.

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

Impact of English Language Coaching Classes in Pakistan: Bridging Educational Gaps and Socioeconomic Challenges

The education system in Pakistan faces challenges in effectively teaching English as a second language, prompting students to seek external support through coaching classes. This research explores the impact and implications of coaching classes on English language learning, examining their influence on academic performance and their emergence as a parallel education system. A mixed-method approach was adopted, utilizing surveys of 300 participants, in-depth interviews with 30 students, teachers, and parents, and classroom observations conducted in 10 schools and coaching centers. Quantitative analysis revealed that 75% of students attended coaching classes, with significant academic improvements in English performance noted for coached students compared to non-coached students (p < 0.05). Qualitative findings highlighted both the benefits and challenges: while coaching classes offer personalized attention and enhance exam preparation, they also impose a financial burden on families and reflect inadequacies in formal education. The research concludes that while coaching significantly enhances students’ English skills, it underscores the need for improvements within schools to provide more comprehensive language education. Addressing gaps in formal education could reduce over-reliance on coaching classes, ensuring more equitable access to language learning opportunities.

Space exposure test of hardwood specimens in the International Space Station

To design a wooden satellite and select the appropriate wood species, we conducted a space exposure test of wood on the International Space Station (ISS). The space exposure test used the Japanese Experiment Module “Kibo” on the Exposed Experiment Bracket Attached on i-SEEP (ExBAS), which is connected to the exposed facility of the ISS. Three wood species considered candidates for the structure of a wooden satellite were used in the exposure test: honoki (Magnolia obovata), yamazakura (Cerasus jamasakura), and dakekanba (Betula ermanii). In the outgassing test conducted in preparation for the space exposure test, the collected volatile condensable materials (CVCM) of the three wood species were below the critical value; however, the total mass loss (TML) exceeded the critical value. However, this was not a problem, because most of the mass loss was due to water evaporation. A space exposure test was conducted for 10 months in 2022. Consequently, no change was observed in the weight of the exposed specimen, and no erosion due to atomic oxygen (AO) was observed. The exposure test was scheduled to be carried out in the forward direction of the ISS travel; however, owing to equipment trouble, it was installed in the opposite direction. This is because an insufficient AO flux collided with the specimen. In terms of wood color, the brightness of the three species decreased owing to space exposure, and saturation increased in two wood species, except for yamazakura. A thin-film layer was observed on the surface of the aluminum cover to which the exposed specimen was fixed, which may have also formed on the surface of the wood specimen, reducing its brightness. However, because the hue angle did not change significantly, only a slight deterioration of the surface layer owing to vacuum ultraviolet was observed. The results confirmed that the wood had hardly deteriorated in space for approximately 10 months.

Features of teaching Russian in educational institutions in Sri Lanka: the linguistic and cultural aspect

Introduction. Russian as a foreign language (RKI) is a basic element of the formation of linguistic and cultural competence of foreign language students and contributes to the improvement of their speech skills and the expansion of ideas about Russian culture, which determines the relevance of the undertaken research. The purpose of the study is to substantiate the importance of a linguocultural approach in the methodology of teaching Lankan students the Russian language by reading the works of Russian writers, in this case – on the example of the work of M.A. Bulgakov "Towel with a Rooster", as well as in the development of linguistic didactic material for teachers of the Russian Language in preparing students for the exam at the A2-B1 level of proficiency in Russian. Materials and methods. To achieve this goal, the authors use the following methods: the method of analyzing the collected data, the method of testing, the method of comparative analysis and systematization, the method of observation. The approbation of the developed linguistic didactic material based on artistic works was carried out on 150 Lankan students of the Gampaha Vikramarachchi University of Folk Medicine of the Republic of Sri Lanka, who took offline courses on learning the Russian language of the I.Ya. Yakovlev Chuvash State Pedagogical University (I.Ya. Yakovlev CHSPU). The effectiveness of taking courses using the developed linguodidactic material was proved by comparing the test results before and after the training courses. Results. The methodological development consists in the fact that on the basis of the adapted text of the work of art, exercises and test tasks have been compiled, focused both on analyzing the content of the work of art and on improving the skills of using linguistic units in speech. The exercises are accompanied by the necessary theoretical material (materials for reference) for both the student and the teacher. The system of exercises pays attention to the most common communicative situations in order to develop active Russian language skills in accordance with its norms. In addition to the linguistic material contained in the literary text, the exercises also use words and expressions related to the lexical and grammatical theme of the text, which contributes to an active increase in the lexical stock and understanding of the grammatical features of the Russian language. This method of writing assignments based on works of art allowed students to increase their interest in new vocabulary, develop their skills in using explanatory dictionaries, and also contributed to the development of studied grammatical rules not on artificially composed sentences, but through real text and communicative situations. The effectiveness of this technique is confirmed by the high results of passing the certification exam: out of 150 people who completed the training, 100 people successfully passed the exam and received state-issued certificates. Conclusion. The conducted research contributes to the teaching methodology of RKI. The developed didactic materials, taking into account the linguistic and cultural approach, have applied significance and can be used in teaching foreign language students the Russian language and in the system of their comprehensive preparation for the A2-B1 certification exam.

Ground tests for a future space experiment: Evaporation rates through a centimetric square chimney by vapor interferometry and simulation

In this paper, results of preparatory tests for a space experiment “Marangoni in Films” on board International Space Station are reported. The setup is thermalized at a setpoint temperature so that (thermal) Marangoni convection is exclusively a result of evaporative cooling of the film, here composed of a Hydrofluoroether (HFE)-7100, evaporating into nitrogen at a given setpoint pressure. The present paper is entirely devoted to the evaporation rates, whereas the Marangoni convection itself will be analyzed in future studies. Apart from the temperature and nitrogen pressure, various setpoints for the initial relative saturation in HFE-7100 vapor are explored. A special design of the test cell with a square chimney surrounding a square opening of the liquid layer permits to largely stabilize the evaporation rates during a longest-lasting middle stage (beyond the initial transients and the final film dry-out). In addition, it facilitates the use of vapor (digital-holographic) interferometry for measuring the evaporation rates, the results of which are compared with independent measurements by means of the pressure evolution within our sealed cell of a fixed volume. An excellent agreement is found before the final dry-out stage for all setpoint parameter combinations tested. The study is accompanied by numerical finite-element simulations in an axisymmetrized geometry, neglecting a possible influence of the Marangoni convection and verifying certain premises used in interferometric post-processing. Even if the simulation results might somewhat over-/underpredict in each particular case, the overall dependence of the evaporation rate on the setpoint parameters is well reproduced and the role of the buoyancy convection is thereby explored.

EFL Undergraduate Learners’ Experience on the Use of Mobile Applications for Independent Language Learning

This study analyzed Chinese university EFL learners' experiences with mobile apps for self-directed English learning. Surveying 199 English majors and interviewing 8, it found that students utilize apps for skill enhancement and exam prep, perceiving them as useful, albeit with varying degrees of effectiveness. Insights suggest fostering mobile learning initiatives and reforming university English pedagogy, enabling students to leverage personal experiences for learning gains and teachers to tailor teaching based on student feedback.

Influence of Teachers’ Experience in Information Communication Technology and Students’ Academic Performance in Mathematics in Public Secondary Schools of Rwanda: A Case of Kayonza District

The study evaluated the impact of teachers' ICT experience on students' math performance in public secondary schools in Kayonza District, Rwanda. Involving 259 participants (223 teachers and 36 head teachers), data were gathered through questionnaires, interviews, and observations, and analyzed using SPSS Version 20.0. Findings revealed that 83.5% of respondents strongly agreed that teachers skilled in MS Excel, 85.9% in PowerPoint, and 83.9% in preparing teaching materials with ICT tools positively influenced students' performance. Additionally, 82.3% noted that teachers trained in exam preparation with ICT tools demonstrated their ICT experience. Improved student outcomes were reported, with 79.4% noting better numeracy, 80.2% improved grades, and 78.3% enhanced skills in experimenting with MS Excel. A significant positive correlation was found between teachers' ICT expertise and students' math performance. The study suggests that proficiency in ICT tools enhances students' academic performance. The Ministry of Education should support ICT integration to boost academic achievement, with superintendents and head teachers optimizing ICT training and lab usage. Teachers should share ICT skills to improve instruction and student outcomes. Future research should investigate the broader effects of ICT in education on academic achievement in mathematics.

Cheating uncovered: A deep dive into faculty and student perspectives

The paper explored the perspectives of teacher education faculty and students on behaviors that constitute cheating. A convergent parallel mixed-methods design was used through a questionnaire that sought the respondents’ perspectives on behaviors based on five groups of given scenarios: during the test, test preparation, take-home work, research work, and laboratory report and seatwork. One hundred nineteen participants from the College of Teacher Education at a state university in region 02, Philippines, with 19 faculty and 100 students comprised the population for this study. As a result, cheating can be deliberate or accidental, done either for personal benefit or to aid a friend. Based on these and the emerging themes, the study proposes an alternative definition of cheating that is embedded in the academic setting. Any action or attempt that leads a person or group to evaluate their own or another's performance incorrectly is considered cheating.

Exploring the potential of imidazolium methacrylate crosslinking with resorcinol dimethacrylate for drug delivery systems

AbstractDrug implants offer an alternative for controlling drug release and maintaining plasma levels of a specific drug. In this study, we explored the potential of imidazolium methacrylate crosslinking with resorcinol methacrylate to develop implantable drug delivery systems. The focus was on fabricating a photopolymerizable material based on a novel biocompatible hydrogel for implantable drug delivery systems with dexamethasone, a widely used corticosteroid with potent anti‐inflammatory properties, chosen as the model drug. The experimental section detailed the synthesis of polymerizable units, resin preparation, and resin choice for further tests using a 23 factorial design, printing conditions, material characterization, biocompatibility, and dexamethasone release tests. Our findings shed light on the potential of this novel approach for creating targeted drug delivery systems, holding promise for improving therapeutic outcomes, and reducing side effects associated with systemic long‐term drug administration.