Student Examination Performance Research Articles

To Establish the Effects of Principals’ Support to Teachers Through Mathematics Seminars/Workshop on Student’ Performance in Mathematics in Kcse Examination in Meru County, Kenya.

Performance in Mathematics in Meru County, Kenya from 2012 to 2016 has consistently been deteriorating. The purpose of this study was an evaluation of how the administrative strategies designed by the principals affected students’ performance in the Kenya Certificate of Secondary Education (KCSE) in Meru County. Objectives that directed the study were to evaluate the various attributes on student performance in KCSE examination in Meru County. The objective was to evaluate principal’s support to teachers through Mathematics seminars/workshops and student’s performance in Mathematics. This study used ex post facto design. The research instrument was Mathematics teachers’ questionnaire, KCSE document analysis for five years in Meru County and Principal’s interview guide. The target population was 299 principals and 836 Mathematics teachers in the County. This study used stratified random sampling with proportional allocation. The sample size was 30% of the total target population translating to 92 principals and 251 Mathematics teachers. Validity was ensured by piloting the instrument. Reliability was ensured by using split half technique. The findings revealed that principals were not sponsoring Mathematics teachers to attend workshops and seminars.. The principals cited a lack of resources and budgetary allocation to the low number of Mathematics teachers attending seminars and workshops. The findings of the study were expected to be useful to the Ministry of Education, teachers and students as well as other stakeholders in the education sector.

Analysis of Learner Characteristics Affecting Learning Outcomes in the Field of Pharmaceutical Law

To contribute to research on the effective practice of pharmaceutical law, we analyzed the learner characteristics that influence learning outcomes in this field at Kitasato University School of Pharmacy. Specifically, we conducted a forced entry multiple regression analysis. The explanatory variables were the learner's gender, course, university entrance examination format, course year progression, completion of related subjects, and submission of class quizzes, while examination performance in pharmaceutical law was the response variable. The learners' course of study and submission of class quizzes were found to have a significant influence on the examination results. The examination performance of students enrolled in a four-year course was 14.4% lower than students enrolled in a six-year course, while students with records of not submitting the class quizzes scored 8.4% lower than those who submitted all the quizzes. It is probable that there was a fundamental difference between the academic ability of the students enrolled in the two courses that affected the examination results. The fact that the submission of class quizzes had an effect on the examination results may be useful in developing a learning guide for the students. To further enhance the evidence of the analysis of learner characteristics in this field, obtaining the results of joint research with other universities is necessary.

Analyzing student performance in secondary education examination using logistic regressions

The performance of the school examination results (CGPA) of 533 students who were admitted to higher secondary school in management stream of 2073 in Dolakha district was analyzed by examining their cumulative grade point average (CGPA) using binary logistic regression model. Factors affecting the CGPA were investigated. The factor that significantly influenced the CGPA in Secondary Education Examination (SEE) was types of schools. Other factors including gender and teaching language were found to be statistically not significant.

Residential status of medical students as a factor affecting formative and summative academic performance in Forensic Medicine at Rehman Medical College, Peshawar, Pakistan

Introduction: A rigorous characterization of the impact of residential status of medical students (hostelites vs. day scholars) on the particulars of their academic performance has been lacking in Pakistan.
 Objective: To determine the relation of residential status of third year MBBS students to their academic performance in Forensic Medicine based on comparison of their pre-professional and professional examinations results during 2019.
 Materials & Methods: A comparative study was conducted from August to October 2019 on the examination performance of third year MBBS students of Rehman Medical College, Peshawar in the subject of Forensic Medicine. The results of theory and viva pre-professional and professional examinations were compared and categorized by residential status of students (Hostelites or Day Scholars). Students were categorized into groups according to their academic performance. Descriptive and Comparative data analysis was performed by SPSS 22.0, keeping p≤0.05 as significant.
 Results: No significant difference was found in the mean marks of hostelites and day scholars in pre-professional and professional examinations. The trend of significant improvement from pre-professional to professional examinations was similar in both groups, and it applied to both the theory and viva examinations. A significant correlation existed between the performance in two examinations among all students with no difference between the hostelites and day scholars.
 Conclusion: Residential status of MBBS students had no effect on their academic performance in the subject of Forensic Medicine.
 Keywords: Academic performance, Forensic Medicine, hostelites, day scholars

Using examination performance data and focus groups to inform teaching \u2013 a case study from final year students of veterinary medicine

BackgroundStudent feedback has played an important role in the maintenance of quality and standards in higher education. Perhaps the most commonly used method to capture feedback is a series of questions or statements where students indicate their degree of satisfaction or agreement. Focus groups offer an alternative means of capturing ‘richer’ qualitative data relating to students’ thoughts on course structure. Aside from student evaluations, student examination performance has been used as a method to evaluate the efficacy of curriculum changes at programme level. However, this data is utilised less so at a ‘finer detail’ level to identify specific issues with the delivery of teaching.Case presentationThe purpose of this report was to outline the approach taken using qualitative and quantitative data to identify problems with a specific area of teaching, inform a new teaching approach and to assess the impact of those changes. Following quantitative and qualitative analysis, a practical class on dairy herd fertility performance was highlighted as an area for improvement. After the introduction of the newly formatted practical class with a greater focus on self-directed learning, there was a significant increase in the average score (p < 0.001) and a decrease in the proportion of students failing (p < 0.001) the question that assessed the analysis of dairy herd fertility data. In addition, the R-squared value between students’ performance in the fertility question and their performance in the overall examination increased from 0.06 to 0.11.ConclusionsThe combination of qualitative focus group data and quantitative analysis of examination performance data represent robust methods for identifying problems associated with specific aspects of veterinary teaching.

Using attainment curves and lead-times to help improve student examination performance

ABSTRACT Although alternatives exist, unseen, written examinations still appear to be a major component of assessment in higher education in the UK. Such exams can be unsettling for students new to higher education, particularly for those with specific learning difficulties. The concept of an ‘attainment curve’ is developed to assist mark attribution and to help maximise attainment over the time needed to provide an answer. The idea of a ‘lead-time’ is proposed to help settle students before they start to write. This time can be used for planning and to apportion writing time in exams by way of appreciating the nature of attainment curves. This approach has cognitive benefits to procedures in general, such as fair mark apportioning and by informing procedures relating to students’ previous experiences. The analysis also considers ‘feedback’ and ‘rules of the game’ and also suggests how students might better tackle exam questions. Ways by which tutors might produce ‘student friendly’ examinations and be transparent over assessment procedures and mark gains are also indicated.

Examination Performance of Students Trained with Modern Learing Tools

Purpose:The purpose of the present paper is to identify the role of A Study on Teaching Methods and school Students’ performance in urban area. The factors of school performance such as teaching methods (exogenous variable) and school Students performance (Endogenous variable) are measured. The endogenous item is students’ perception is measured as single. Method: Overview technique was utilized in the investigation to gather the information; Structured Questionnaire was dispersed to 55 respondents of understudies (male and female). 05 Questionnaires were seen as unfilled so complete 50 respondents (n=50). CFA and SEM were the factual apparatuses applied for the investigation in AMOS-21 to check the speculation of learn. Findings: The study is portraying on positive and significant relation among the exogenous is level of teaching mathods and the endogenous is school students’ performance. Suggestion: The results display on the paper teaching methods and students perception. Limitations: Time period is another factor limitation for the study. Hence findings cannot be generalized.

Evaluation of an interactive simulated patient educational tool on course performance among current pharmacy students

Background and purposeIn an accelerated doctor of pharmacy program, student examination performance on a key knowledge concept, the Cockcroft-Gault equation (CGE) for creatinine clearance estimation, was suboptimal. A scenario-based online tutorial using a virtual patient activity was developed to provide just-in-time access to an active-learning opportunity, consistent with Millennial learning styles. The purposes of this study were to assess the association between tutorial use and CGE examination performance and to explore learner characteristics that may affect this association, including student age group. Educational activity and settingCGE calculation is a required component of Renal and Cardiovascular System I, the fourth of a five-quarter intensive integrated course sequence. The tutorial used pretest-based branching, learner personalization, and virtual-patient scenarios in a realistic environment. Statistical analyses estimated the association of voluntary tutorial usage with CGE-calculation performance using Spearman's Rho correlations and linear regression analysis. Covariates included age group and course grade, excluding CGE points. FindingsOver a three-year study period (2015 to 2017), students (n = 436) accessed the tutorial a mean (median) of 5.64 (5.0) times. Tutorial access varied significantly, but not consistently, across age categories. In both bivariate and linear regression analyses, tutorial access was significantly associated with CGE grade only among students with non-CGE grades in the top 25% (i.e. top quartile). SummaryThe majority of learners took advantage of an interactive educational tool designed for active learner engagement. Frequency of tutorial access was associated with improvements in CGE calculation performance only among top-quartile students.

Relationship between lecture capture usage and examination performance of undergraduate bioscience students

ABSTRACT Lecture capture recordings of audio together with video images of slides are widely used in higher education institutions. Lecture capture is highly valued by students. However, the effect of lecture capture usage on student learning is not well understood and is the subject of some controversy. The objective of this study was to investigate the relationship between lecture capture usage and examination performance of undergraduate students in order to test the hypothesis that students who use lecture capture recordings more extensively perform better in their end of module examinations. The hypothesis was tested using data from students enrolled on a range of second-year (stage 2) and third-year (stage 3) bioscience modules and fitted to linear mixed models considering potential confounding from gender, nationality and disability status. The results showed that there was no relationship between lecture capture usage and examination performance in this cohort of students. However, a recorded disability and non-UK nationality were both moderately predictive of poorer performance. These findings suggest that lecture capture has neither a positive nor a negative effect on academic performance. This raises a question over the value of providing lecture capture at higher education institutions.

Impact of Acute Emotional Stress on the Tear Quality of Students from a Medical School in Campina Grande: Paraiba Brazil

Background: Stress acts on the nervous system impairing lachrymal gland function. Thus, one can hypothesize that medical students under academic evaluation, with acute emotional stress, could suffer changes in tear quality, which was the purpose of this study.Methods: The prospective, longitudinal, observational and analytic study was performed at Faculty of Medical Sciences-Campina Grande, Paraíba, Brazil. It was randomly recruited, 80 (5.8%) students, 42 (52.5%) women and 38 (47.5%) men, with ages ranging from 18 to 42 year-old (22.9 ± 4.9 years), median of 21.5 years. Exclusion criteria include all students who presented with any disease or condition that could affect the tear quality. The BUT was assessed before and after 35 days of academic examination. The continuous parameters were expressed by their mean ± standard deviation. Wilcoxon test was used for assessing difference between means. P ≤ 0.05 was used for rejecting the null hypothesis. The research was approved by the Institutional Ethics Committee.Results: Stress was present in all students immediately of taking academic evaluation; ranging as follows: mild-15 (18.7%); moderate-41 (51.3%), and severe 24 (30.0%) (How was this stress assessed to arrive at mild, moderate and severe). The mean BUT in the right eye was significantly higher after the 35-day interval (before 8.5 ± 3.1 seconds versus 9.6 ± 3.0 seconds - p = 0.0016). Similarly, the mean BUT in the left eye was significantly higher after the 35-day interval (before 8.5 ± 3.1 seconds versus 9.4 ± 2.9 seconds - p = 0.0053.Conclusion: There was a decrease in the BUT immediately before academic evaluation. However, there was nocorrelation or association with the stressful parameters caused during this period with the BUT measurements,including emotional stress levels, night sleep time before academic examination. It was observed a tendency to return to BUT baseline parameters, later 45 days after knowledge of student performance in the academic examinations.

Dissection Versus Prosection: a Comparison of Laboratory Practical Examinations.

There is insufficient evidence supporting complete dissection as essential for medical student education. Due to physical constraints, we employed a hybrid teaching method. Gross anatomy practical examinations from two medical student classes were analyzed to determine performance on dissected versus student-prosected material. Overall, student performance on questions pertaining to personally dissected material was similar to performance on questions learned by studying student-prosected material. We found dissection time can be reduced without impacting medical student examination performance.

Course Outcome Attainments in OBE for Weak Students

The outcome based education is implemented in all the technical institutions of India as per the guidelines issued by AICTE, India. The outcome based education deals with achieving the targets of different courses related to a particular UG or PG program. The targets are based on attainments of course outcomes of a various subjects in the program. The course outcomes of different courses are defined and these course outcomes are assessed through different internal examinations. The targets of different course outcomes are checked on the basis of performance of students in examinations whether they are attained or not. In this paper we will discuss how gap analysis is performed if a particular course outcome does not meet to its target. The analysis of non-attainment and corrective actions to be taken will be discussed in this paper.

The Roles of Online Placement Test in English Language Teaching

The influence of technology in the world today and most especially by students have made it paramount for learning institutions to inculcate technology in the English language teaching curriculum. Could it be that there is a dire need to dive away from the traditional way of chalkboard teaching system to a more interactive whiteboard teaching system? It is worth-noting that constant attraction of students to the internet has made it important for learning institutions to keep abreast with the changes with no exception to context of the study. Thus, on the one hand through literature, this study will review the innovative strategies behind the use of online placement test to determine the course level of students enrolled in English language courses. On the other hand, the study will compare the final examination performance of students to determine the effectiveness of the online placement test. This study intends to address the following research questions: (a) what criteria are used to determine the course level of students before commencing any English language course? (b) Do students prefer the use of online placement test for English course leveling? And (c) how does the English online placement test affect students’ overall performances in the course? The study will adopt a triangulation approach which will comprise the use of surveys, in terms of questionnaires and the use of semi-structured interviews. Thus, the study on the roles of online placement test in English language teaching will shed new light on the importance of technology to enhance learning performances especially amongst students who live in a globalised and digitalised age in the Kingdom of Bahrain.

Effect of Live Attendance and Video Capture Viewing on Student Examination Performance

Objective. To compare pharmacy students' performance in a therapeutics course after attending live lectures and/or viewing video-recorded lectures. Methods. Attendance was taken during seven lectures spaced equally throughout the therapeutics course. Data on students' viewing of the video-recorded lectures was extracted. Students were grouped based on class attendance and video-viewing behavior; these data were correlated to student performance on examination lecture specific material. The data were also evaluated based on students' final course grade. Results. From each lecture for which data were collected, between 346 and 349 students were included in the analysis, resulting in 2,430 data points. Students who were attended lecture and did not access the video-recorded lecture were associated with better performance on the respective examination than students who were absent and accessed the video-recorded lecture only once (grade=71.0 vs 62.3). Students who attended lecture, regardless of whether they subsequently viewed the video online, were associated with better performance on the examination than students who were absent (70.4 vs 64.0). Among all students who attended lecture, those that also used the video-recorded lecture were associated with similar performance on the examination as those who did not access the video (grade=69.1 vs 71.0). Conclusion. Results from this pilot study demonstrated that live class attendance was associated with higher examination performance than viewing recorded lectures for a therapeutics class. The results of this pilot study can be used to guide future research in understanding how teaching methods affect student performance.

Impact of Novel Active-Learning Approaches Through iBooks and Gamification in a Reformatted Pharmacy Course

Objective. To compare pharmacy students' assessment and evaluation ratings of a newly formatted nonprescription products course that used innovative technology and gaming to that for a traditional nonprescription products course. Methods. Examination scores and course evaluations of students who completed the traditional course on nonprescription products were analyzed and compared with those of students who completed a revised course on nonprescription products that used teaching techniques in educational technology. Results. Students in the traditional course significantly outperformed those in the comparator group in eight nonprescription categories on examinations, while students in the new course significantly outperformed those in the comparator group in four categories. Students in the new course outperformed those in the traditional course in two additional examination categories, however these were not significant. Almost all students in both courses agreed or strongly agreed with each course evaluation item, including those items where use of gamification and iBooks were most likely considered. Conclusion. Improvements in student examination performance and course satisfaction may not be immediately seen in a course in which new teaching techniques using educational technology including gamification and iBooks are introduced.

Effect of Collaborative Group Testing on Dental Students' Performance and Perceived Learning in an Introductory Comprehensive Care Course.

The use of collaboration while in dental school can help prepare dental students for the team-oriented nature of the workforce. One way to do this is via collaborative group testing (CGT), a method of assessment allowing students to learn from one another. The aim of this study was to examine the CGT method in a predoctoral dental education setting to determine if student examination performance improved with the addition of collaboration and if collaborative testing was beneficial to students' learning process. In 2016, all first-year dental students (n=76) at one U.S. dental school were assessed in an introductory comprehensive care course using a two-stage CGT in which students were assessed individually, prior to taking the same test in collaboration with an assigned partner. Three quizzes and a final examination were given in which student participants served as both control (individual assessments) and treatment (collaborative assessment). At the conclusion of the course, a questionnaire was administered to ascertain student perspectives. All assessments yielded favorable results with an overall score improvement from a mean of 81.1% on individual assessments to 91% on collaborative assessments (p=0.001), indicating that collaboration improved assessment outcomes. Additionally, retention of material was suggested with individual scores on the cumulative final surpassing average individual scores of the preceding quizzes (p<0.001). Students' responses on the questionnaire indicated that they perceived implementation of CGT was beneficial to their learning process. With these results, this testing methodology shows promise to enhance dental student learning, material retention, and teamwork.

Application of simulation teaching in practical nursing training courses

Objective To explore the effects of simulation teaching on practical nursing training courses. Methods A total of 200 nursing students admitted in 2016 at Bijie Medical College were selected by convenient sampling from September 2017 to June 2018, and divided into the control group (n=100) and the observation group (n=100) according to the random number table. Nursing students in the control group received traditional teaching, while nursing students in the observation received simulation teaching. The experimental examination performance was compared between the two groups, and the satisfaction with simulation teaching in the nursing students in the observation group was evaluated. Results The experimental examination performance of the nursing students in the observation group was (88.43±12.69) , higher than that of the control group (61.43±10.26) (t=16.545, P<0.01) .98% of the nursing students desire simulation teaching. Conclusions The effects of simulation teaching are better than traditional experimental teaching and is recognized by nursing students, which is worth promoting in nursing teaching. Key words: Students, nursing; Teaching; Simulation

Happiness and other factors behind examination performance of college students

Happiness and other factors behind examination performance of college students

Twitter in the Veterinary Diagnostic Imaging Classroom: Examination Outcomes and Student Views.

Radiographic lesion identification and differential diagnosis list generation can be difficult for veterinary students; thus, a novel means of distributing cases for study could improve students' engagement and learning. The goal of this study was to determine whether using Twitter as an adjunct means of studying diagnostic imaging would improve student outcomes on the final exam for a radiology course. A secondary goal was to determine students' preferred means of accessing additional cases for study. Twitter was used in a third-year veterinary radiology course to provide additional optional radiographic cases that were relevant to the topics covered in the course. At the end of the semester, students completed a survey to report their prior and current use of Twitter and to give preferences as to further distribution of optional cases. Mean final examination scores were compared between students who used Twitter in their studies and those who did not. No significant difference was found between the mean final examination score for each group (22.2; p = .98). Only 3% of respondents ( n = 2/79) preferred Twitter as a means of receiving additional radiographic cases; Moodle (the Web platform for classwork used at this institution) and Facebook were the most preferred platforms for further cases, receiving 41% ( n = 32/79) and 23% ( n = 18/79) of votes, respectively. Educational use of Twitter did not improve student examination performance in diagnostic imaging, and other media platforms may be more beneficial than Twitter for encouraging student use of additional resources.

Avaliação do bacharelado em Turismo no Brasil à luz do Exame Nacional de Desempenho dos Estudantes (ENADE)

O presente artigo tem como objetivo avaliar o curso de bacharelado em Turismo no Brasil com base nos indicadores dos cursos no Exame Nacional de Desempenho dos Estudantes (Enade), no período de 2006 a 2012, bem como conhecer a visão que as Instituições de Ensino Superior (IES) e as associações/entidades profissionais da área de turismo têm a respeito do referido exame. Para construção deste trabalho foram realizadas pesquisas bibliográfica, documental e de campo, nas quais foram aplicados questionários a docentes e coordenadores de cursos, bem como a representantes de associações e entidades de classe. Foi possível observar que o Enade é um instrumento de avaliação relevante que impacta na formação do estudante, bem como na atuação de coordenadores e professores de IES, ainda que a relevância desse processo e a infinidade de possibilidades de aprimoramento educacionais apresentadas pelo referido exame não estejam totalmente claras para esses acadêmicos e profissionais.