Student Exam Results Research Articles

Online English Reading Instruction in the ESL Classroom Based on Constructivism

With the development of Internet technology, teachers are constantly seeking innovative methods to match the potential enhancement of technology. Although many studies have been done before, these are not enough in this field. The purpose of this article is to explore innovative designs to change traditional instruction mode and test its impact. The case was carried out in English as a Second Language (ESL), classroom of NO.9 middle school of Bengbu, an underdeveloped area of China. We compared online instruction with traditional textbook literature methods to improve the reading skills of students; a questionnaire survey designed specifically for this study was conducted at the end of semester; and the collected data were processed. The findings of this study indicated that online instruction is effective, students have gained more knowledge and information through Internet than before, it helped them to improve reading skills, arouse students’ interest and motivation in learning, exam results of students have been improved significantly, and it created a positive learning situation.

PERANCANGAN DAN IMPLEMENTASI APLIKASI UJIAN SEKOLAH BERBASIS KOMPUTER ATAU COMPUTER BASED TEST (CBT) DI SMK NEGERI 1 KABUPATEN SORONG

Conventional Test System means that the test is done using paper and pencil or the current term Paper-Based Test (PBT), the constraints and shortcomings of the PBT system are no longer effective & efficient. Sorong State Vocational School 1 still uses Paper-Based Test (PBT) to carry out School Exams. Conventional systems must be replaced by computer information technology using Computer-based Tes
 This research resulted in an offline Computer Based Test (CBT) based test system at SMK Negeri 1 Kabupaten Sorong. The CBT system makes it easier for student and teacher examinations, the use of exam paper is reduced, examination of exam results is more efficient and effective, it can save time and money. This application system can be used for grading assignments, daily tests and midterm, final exam can even be used as a national exam tryout. The exam analysis system can make it easier for teachers or principals to accept student exam results and analyze students' abilities more quickly. Students at SMK Negeri 1 Sorong Regency will become accustomed to examinations using a computerized system or using an android mobile phone.

An Exact and Inexact Data Matching Approach for Saving Time and Preventing Errors in Processing of Student Exam Results at the University of Botswana

An Exact and Inexact Data Matching Approach for Saving Time and Preventing Errors in Processing of Student Exam Results at the University of Botswana

EPortfolios and Reflective Practice for Food Science Students

AbstractThe study investigated students’ perceptions and attitudes toward the use of ePortfolios for reflective practice as a learning and teaching strategy. A mixed‐method approach was applied to the study in a first‐year food science unit, at a regional Australian university. Data were generated via 3 sources, in order to provide the evidential basis for the investigation, including: a mixed method survey, access to student's exam results, and students’ ePortfolio reflections. The findings identified 3 key positive aspects. First, a variety of assessment methods was key to enhancing the overall learning of 1st‐year food science students. Second, ePortfolio reflective writing can be a key aspect for improved student engagement. Finally, structured ePortfolio sessions can help food science students consolidate knowledge, while also allowing them to encounter new ideas related to food science theory and develop technical knowledge. However, technological issues with using an ePortoflio can cloud the value of the reflective task for some students. Recommendations are made for how to better support and implement reflective practice using ePortfolios to enhance the learning of food science students.

Analisis Minat Keikutsertaan Siswa dalam Bimbingan Belajar dan Implikasinya pada Hasil Belajar Biologi di SMA

Interest determines the yield. Higher learning interests can improve learning outcomes. This study aims to analyze the interest of students in participate the guidance of learning and its implications on the results of biology learning in SMAN 1 Semarang. The methodology research uses mixmethod with sequential exploration strategy. The research was conducted in the field using four methods, namely observation, interview, documentation, and questionnaire. Data were obtained in the form of description of student interest and student interest score. Furthermore, compared with the final exam results of students. Data were analyzed by correlation, regression and t-test which then explained. The results showed that 70% of students interested to participate the guidance of learning and based on linear regression analysis there is a contribution of student interest on the results of biological studies with r2 = 0.87 (α = 0.003). Pearson product moment correlation analysis obtained coefficient value 0.295 with significance 0.003 indicates that there is a positive relationship between interest with biology learning result. Based on the independent test ttest shows tvalue = 5.12 ≥ ttable = 2.32 (α = 0.00; n = 100). Based on the results of research and discussion can be concluded that some students are interested in participate the guidance of biology learning. Students' interest in learning outcomes has a positive relationship with low criteria and influences biological learning outcomes. There are differences in biology learning outcomes of students who participate the guidance of learning and not participate in tutoring.

Introducing E-learning in Epidemiology Course for Undergraduate Medical Students at the Faculty of Medicine, University of Belgrade: A Pilot Study

The aim of this study was to determine whether e-learning as a new teaching concept was acceptable for second-year undergraduates and to compare attitudes and exam results of students who followed electronic compared with classroom seminars. The electronic seminars (e-seminars) were developed several months prior to start of the epidemiology course for second-year students at the Faculty of Medicine, University of Belgrade. The students who applied for e-seminars accessed their content during summer semester (February–May) 2014. E-seminars were set according to the existing topics in practical workbook and designed using Moodle, a free, open-source, personal home page web application for producing modular internet-based courses. To evaluate the motives for enrollment and satisfaction with seminars, two surveys (pre- and post-course) were administered. Students’ exam grades were registered over 4 exam sessions (June–October 2014) and compared according to seminar program. Out of 516 students in the second year, 60 (11.6 %) applied for e-seminars (mean age 21 years). Students considered the reason “It’s easier to do assignments from home” as the strongest motive to participate. When compared to classroom seminars, students in e-seminars had significantly more fun (p = 0.003), thought that e-seminars were better mode to learn epidemiology (p = 0.030) and would recommend them to other colleagues (p = 0.001). There was no significant difference in average grade received at the oral exam in epidemiology (t = 0.071, p = 0.944). E-seminars in undergraduate epidemiology course add a novel, easy-to-follow and amusing mode of learning. Based on this pilot study, e-seminars in epidemiology will be available for next generations of students, while further improvement of e-seminars could include expansion of seminar syllabus and development of discussion fora.

An Exact and Inexact Data Matching Approach for Saving Time and Preventing Errors in Processing of Student Exam Results at the University of Botswana

The University of Botswana (UB) offers a comprehensive range of academic programmes, leading to a variety of undergraduate and postgraduate qualifications offered across its seven faculties. Like other universities, UB faces a problem of large enrolment creating a large numbers of students in some of the courses offered. Often this problem is seen in the university-wide General Education Courses which UB created to provide basic interdisciplinary skills for students. We study an examination problem using one such course, Computing and Information Skills Fundamentals I, with a registration of more than 4000 students. The exam questions are designed with multiple choice questions and the exam answer sheets are marked using an Optical Mark Recognition scanner. A recurring problem is observed where students do not shade their details perfectly, leading to a cumbersome problem when matching exam records with class list records. We implement a data matching solution and test it, yielding excellent results. We make use of an exact matching processing step, before use of standard data matching methods for indexing, comparison, and classification. We use q-gram indexing, edit-distance comparison, and Support Vector Machine classification methods. The results show that the impact is very high. First the processing time is reduced from a cumbersome process of more than 13 hours to less than 18 minutes, with no mistakes made in the automated processing phase. Secondly, record pairs which had too little information to match automatically and have to be matched manually are few hence manageable

Learning Anatomy: Can Dissection and Peer-Mediated Teaching Offer Added Benefits over Prosection Alone?

Purpose. To evaluate the impact of an optional thoracic dissection elective upon anatomy subject acquisition and determine whether peer-mediated teaching has a beneficial effect. Methodology. First year medical students' results on thoracic anatomy laboratory examinations over a five-year period were obtained. All students were taught in the laboratory using prosected specimens as part of a standard curriculum. A subset of students from each class volunteered to participate in an optional thoracic dissection. A comparison of exam performance between the two groups was made, and the results were analyzed to see if incorporating peer teaching into the elective had an impact on the students' performance on anatomy examinations. Results. With the exception of one year's results, no significant statistical difference was found in student performance on anatomy examinations between the two groups. The addition of peer teaching did not result in superior performance. Conclusion. It is believed that prosected specimens are suitable for anatomy laboratory teaching in an undergraduate medical curriculum. Our study did not reveal that an opportunity for dissection offered any added benefit in terms of exam performance. In addition, peer teaching did not affect exam performance. This study strictly compared student exam results. It did not assess the possible impact of the dissection process to influence student attitudes towards death or the development of clinically relevant visuospatial abilities and procedural skills.

Using Feature Films as the Primary Instructional Medium to Teach Organizational Behavior

The use of film to assist with teaching various theoretical concepts has been integrated into the classroom for many years. However, the use of films has been primarily as a supplementary material to the typical textbook instruction. This article bridges the gap in the literature and discusses one approach whereby feature films were incorporated into an organizational behavior class as the primary instructional medium. Student exam results, coupled with their in-class discussion and evaluation comments, reflected great success with this approach.

Audit of oral examinations in psychiatry.

This study describes a simple set of statistical parameters for assessing the reliability and validity of oral examinations (OE). Traditional feedback to examiners tends to categorize them as 'hawks' or 'doves' on the basis of whether their personal mean mark is above or below the group mean. Our study shows that the mean OE mark on its own is not a good measure of examiner performance. We suggest that inter-rater reliability between examiner pairs is a more satisfactory indicator of reliability and face validity. The correlation between the OE marks given by an examiner and the student's subtotal from written parts of the exam (SUBTOT) is suggested as a useful indicator of OE validity. These measures, as applied to our own student exam results, suggest that our OE examiners are performing at an acceptable standard of agreement (Cohen's Kappa for pass/fail 0.74, p < 0.0001), and support the use of the OE as a method of student assessment.