Final Grade Research Articles

THE DIDACTIC GAME " DIRETO INVERSO”: A TOOL FOR SCIENCE AND MATHEMATICS TEACHING

Faced with the reality of education in our country, it’s noticeable the need to seek new methodologies, teaching tools and teacher training, as a way to make the educational process efficient and consistent with the expected objectives for the present day. Thereby, this academic work aims to propose the development of a didactic game involving magnitudes and their proportionality relations for the final grades of Elementary School, as a methodological resource that facilitates the teaching and learning process of mathematics and science. The game “Direto Inverso” is a board game with a treasure hunt theme in which its players will win coins by solving problem situations involving inversely and directly proportional magnitudes, with the ultimate goal of conquering the treasure chest of knowledge. The game was applied in three moments, in two public schools in the Federal District and in an event of educational practices and experiences, and with different audiences: elementary and high school students and educators. After the application, a QR code was made available that directed the player to an evaluation questionnaire containing objective and subjective questions. Based on the responses, it was observed that the game had excellent acceptability in several aspects. Regarding the game's design, most players found it attractive; with regard to the content addressed, more than 90% of participants said they learned the content while playing, these and other results confirmed the game as an effective tool for the teaching and learning process. At the end of the games, the comments were generally positive, with more than 89% of participants interested in playing again at another opportunity. Thus, it can be concluded that the game "Direto Inverso" contributed to the students' learning in a considerable way, aroused interest in the content without being repelled by mathematics, in addition, the game was considered attractive, allowing students to build knowledge among the sciences in a fun way.

Ultrasound Incorporation in Gross Anatomy Labs in a Master of Medical Sciences Program: A Mixed-Methods Analysis of Student Performance and Perception.

Teaching ultrasound imaging is on the rise in undergraduate medical anatomy education. However, there is little research exploring the use of ultrasound in preparatory graduate programs. The purpose of this study is to identify the effects of ultrasound imaging inclusion in a graduate gross anatomy course. Master of Medical Sciences students were enrolled in a prosection-based anatomy course that included pinned cadaver stations and an ultrasound station. Using ultrasound, teaching assistants imaged volunteers demonstrating anatomical structures students previously learned at cadaver stations. Students answered one ultrasound image question on each practical exam and were asked to participate in a pre- and post-course survey. Student practical and lecture exam scores and final course grades from the 2022 cohort were compared to a historical control cohort from 2021 via statistical analysis, including a survey administered to the 2022 cohort. Two hundred students from the 2021 cohort and 164 students from the 2022 cohort participated in this study. Students in the 2022 cohort had significantly higher scores in 1 of the 5 practical exams (P < .05, d = .289), and 2 of the 5 written exams (P < .05, d = .207), (P < .05, d = .311). Survey data revealed increased (P < .05, d = 1.203) learning outcome achievement from pre-survey to post-survey in the intervention cohort. Students who correctly answered the ultrasound question performed significantly better on practical's 3 (P < .05) and 4 (P < .05) than those who missed the ultrasound question. These findings suggest that ultrasound imaging in a cadaver lab is beneficial to graduate students' learning and understanding of gross anatomy.

Prediction of Student’s Academic Performance through Data Mining Approach

The universities and institutes produce a large amount of student data that can be used in a disciplinary way and useful information can be extracted by using an automated approach. Educational Data Mining (EDM) is an emerging discipline used in the educational environment to deal with big student data and extract useful information. The data mining of students’ data can help the At-risk students as well as the stakeholders by the early warning. This study aims to predict the performance of the students based on student-related data to increase the overall performance. In existing studies, insufficient attributes and complexity of network models is a problem. The student’s current records and grades need to be analyzed. In this approach, the Levenberg Marquardt Algorithm (MLA) deep learning algorithm is used. The data consists of the class test, attendance, assignment and midterm scores. The neural network model consists of four input variables, three hidden and one output layer. The performance of the deep neural network is evaluated by accuracy, precision, recall and F1 score. The proposed model gained a higher accuracy of 88.6% than existing studies. The study successfully predicts the student's final grades using current academic records. This research will be beneficial to the students, educators and educational authorities as a whole.

Prediction of Student’s Academic Performance through Data Mining Approach

The universities and institutes produce a large amount of student data that can be used in a disciplinary way and useful information can be extracted by using an automated approach. Educational Data Mining (EDM) is an emerging discipline used in the educational environment to deal with big student data and extract useful information. The data mining of students’ data can help the At-risk students as well as the stakeholders by the early warning. This study aims to predict the performance of the students based on student-related data to increase the overall performance. In existing studies, insufficient attributes and complexity of network models is a problem. The student’s current records and grades need to be analyzed. In this approach, the Levenberg Marquardt Algorithm (MLA) deep learning algorithm is used. The data consists of the class test, attendance, assignment and midterm scores. The neural network model consists of four input variables, three hidden and one output layer. The performance of the deep neural network is evaluated by accuracy, precision, recall and F1 score. The proposed model gained a higher accuracy of 88.6% than existing studies. The study successfully predicts the student's final grades using current academic records. This research will be beneficial to the students, educators and educational authorities as a whole.

Impact of Problem-Based Learning on the Perception, Understanding, and Application of Statistical Concepts in Business Administration and Management Students

We investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from the Business Administration and Management and Law-Business Administration and Management degrees at the University of Zaragoza who participated in the PBL experience, focusing on their perceptions, skill development, dynamics of collaboration, and communication with teachers and classmates. Additionally, a comparative study of their final grades is conducted, comparing them with that obtained by students who did not engage in PBL. Our findings reveal that PBL significantly enhances students’ understanding and motivation, along with their communication with teachers, particularly among repeating students, and teamwork skills, particularly among beginners. Furthermore, students participating in PBL activities tended to achieve significantly higher grades than their nonparticipating counterparts did. Moreover, our study contributes to the discourse on sustainable education by highlighting the potential of PBL as a pedagogical approach aligned with the Sustainable Development Goals. By promoting active learning, collaborative problem solving, and communication skills, PBL fosters a culture of lifelong learning and empowers students to address real-world challenges in a sustainable manner. These findings have implications for educators, policymakers, and researchers seeking to promote sustainability in higher education through effective pedagogical practices.

Flipped classroom teaching model with video instruction improves skills in local anesthesia training

Local anesthesia (LA) training is an essential clinical skill in dental education. However, the traditional teaching method of student-to-student injection has ethical concerns. This study investigated whether a flipped classroom (FC) teaching model with instructional videos improves students' skills in administering LA. Fourth-year dental students in 2017 (traditional teaching, n=70) and 2018 (FC model, n=79) were assessed for their ability to perform an inferior alveolar nerve block and lingual nerve block. The FC group watched pre-recorded videos prior to a hands-on training session. Skills were evaluated using a 24-item checklist converted to letter grades. Perceptions of the FC approach were also surveyed. The FC group showed statistically significantly higher final grades than the traditional teaching group (P<0.05). Most FC students agreed that the videos improved clarity and learning objectives. The FC teaching model with procedural video instruction improved skills and confidence in administering LA over traditional teaching methods. Videos can be a beneficial supplement in pre-clinical dental training.

Impact of Video Lectures on Students’ Performance and Analysis of Viewer Demographics in Online Courses

ABSTRACT The objectives of this study were to validate the effectiveness of using instructional videos in online introductory accounting courses and to examine how specific student characteristics relate to online video-viewing behavior. Data were collected from ten online course sections of introductory financial accounting taught by two different instructors in the fall 2021 and spring 2022 semesters (n = 240). Students were instructed, but not required, to watch faculty-recorded instructional videos before completing the homework assignments and assessments for each topic. Students’ percentage of course videos viewed and final course grades were analyzed. The relationships between students’ video-viewing behavior and the student characteristics of gender, program major, age, degree level, ethnicity, and GPA, were also analyzed. The findings clearly show that viewing faculty-recorded instructional videos significantly impacts actual student performance. Students’ age and the percentage of videos viewed are weakly but positively correlated, whereas students’ GPAs and the percentage of videos viewed are significantly correlated. The final contribution is a predictive multivariable model that can predict student outcomes based on the significant predictors of GPA and the percentage of videos viewed. This paper contributes empirical data about using faculty-recorded videos in asynchronous, online accounting courses.

Physical education and the teaching process: presenting principles and procedures

The aim of this study was to build procedures that meet the educational principles that provide innovation in the teaching of Physical Education and to apply them in a classroom situation. In order to do this, we carried out a study with ethnographic characteristics, taking advantage of the experience that took place in the classroom during the compulsory curricular internship, and which was carried out at two different times: in elementary school, in the final grades, and in secondary school. Since the 1980s, we have seen an increase in the number of scientific studies in which the authors propose improvements in initial training for teaching Physical Education and with indications of how this curricular component should be taught in school. Nine educational principles were constructed for this research; these were perceived during lessons, when the teacher reflected on her actions, focusing her attention on the procedures for teaching the content. At the same time, she was also concerned with situations concerning human formation. We understand that the adequacy of the structure of a sequence of lessons to meet educational principles lies in the teacher's procedures and mediations with the students.

The Comparison of the Initial TIMI Flow Grade in Acute ST-Elevation Myocardial Infarction Patients Receiving Ticagrelor vs. Clopidogrel before Undergoing Primary Percutaneous Coronary Intervention: A Prospective Cohort Study.

Primary percutaneous coronary intervention (PCI) is the best treatment for acute ST-elevation myocardial infarction (STEMI). Evidence is in favor of ticagrelor over clopidegrel in STEMI patients regarding the reduction of stent thrombosis risk during and after PCI. We compared initial thrombolysis in myocardial infarction (TIMI) flow in STEMI patients on ticagrelor vs. clopidogrel. This prospective cohort recruited 160 patients with acute STEMI, referred to the emergency department of Farshchian Heart Center, during March 2018-2019. Before angiography, the patients received clopidogrel (600 mg) or ticagrelor (180 mg) on top of aspirin. Initial TIMI flow was compared between the two groups as the primary outcome. A logistic regression was performed to calculate the predictors of initial TIMI flow. Analyses were performed using R, version 4.2.1. In ticagrelor and clopidogrel groups, the mean ± standard deviation age of the patients was 59.46 ± 13.11 and 61.34 ± 11.08 years (p value = 0.33), respectively. In the ticagrelor and clopidogrel groups, initial TIMI flow grades were as follows: 0 : 50% and 71.2%, I: 26.2% and 16.2%, II: 12.5% and 10%, and III: 12.9% and 2.5%, respectively (p value = 0.005). Final TIMI flow grades were as follows: I: 26.2% and 16.2%, II: 7.5% and 13.8%, and III: 66.3% and 70%, respectively (p value = 0.41). Ticagrelor was associated with significantly higher initial TIMI flow grade compared to the clopidogrel group (adjusted odds ratio: 2.90 (95% CI: 1.51-5.72)). In STEMI patients who were candidates for primary PCI, ticagrelor administration led to a better initial TIMI flow grade compared to clopidogrel.

Physical therapy for acute and sub-acute low back pain: A systematic review and expert consensus.

To review the effectiveness of different physical therapies for acute and sub-acute low back pain supported by evidence, and create clinical recommendations and expert consensus for physiotherapists on clinical prescriptions. A systematic search was conducted in PubMed and the Cochrane Library for studies published within the previous 15 years. Systematic review and meta-analysis, randomized controlled trials assessing patients with acute and sub-acute low back pain were included. Two reviewers independently screened relevant studies using the same inclusion criteria. The Physiotherapy Evidence Database and the Assessment of Multiple Systematic Reviews tool were used to grade the quality assessment of randomized controlled trials and systematic reviews, respectively. The final recommendation grades were based on the consensus discussion results of the Delphi of 22 international experts. Twenty-one systematic reviews and 21 randomized controlled trials were included. Spinal manipulative therapy and low-level laser therapy are recommended for acute low back pain. Core stability exercise/motor control, spinal manipulative therapy, and massage can be used to treat sub-acute low back pain. The consensus statements provided medical staff with appliable recommendations of physical therapy for acute and sub-acute low back pain. This consensus statement will require regular updates after 5-10 years.

Problem-Based Learning versus Traditional Learning in Physics Education for Engineering Program Students

Problem-based learning (PBL) is an educational method which involves learning by solving real problems. However, applying a PBL approach to engineering subjects in some cases became a challenging issue. Thus, it is important to determine the best ways in which engineering students can learn physics more effectively and solve problems relevant to their daily lives. The main aim of this study was to compare the final assessment grades in a physics course for students in the engineering program using PBL and traditional learning (TL) methods. The advantages and disadvantages of PBL and TL methods from the practical experience of lecturers are also presented. The study presented data of 460 first-year engineering students taking the physics course at Kaunas University of Technology. The information presented in this study is based on the insights, observations, and individual experiences of the authors as teaching staff. The results indicated that the application of the PBL method allows for enhancement in the teamwork, presentation, and critical thinking skills in physics. However, the TL method promotes the individual learning skills and wider theoretical knowledge in physics of students and is more suitable when the exam only includes closed-ended questions.

Abstract WP119: Magnetic Resonance Imaging versus Computed Tomography Before Mechanical Thrombectomy for Acute Ischemic Stroke

Introduction: Magnetic resonance imaging (MRI) and computed tomography (CT) is useful for the evaluation of the ischemic core and penumbra. The indication for mechanical thrombectomy (MT) for acute ischemic stroke is determined by either or both imaging modalities. The selection of initial imaging modality is differed by the institute, and it is uncertain which imaging modality is superior before MT. In this study, we compared the clinical outcomes after MT by imaging modality in the K-NET registry (Kanagawa intravenous and endovascular treatment of acute ischemic stroke registry). Methods: The K-NET registry is a Japanese multicenter prospective registry study of patients treated with Intravenous thrombolysis with recombinant tissue plasminogen activator, endovascular treatment, or both for acute ischemic stroke. The present study is based on patients' data in the K-NET registry between January 2018 and June 2021. The inclusion criteria for the current analysis were as follows: (1) pre-modified Rankin score (mRS) 0-2; (2) patients transferred directly to primary stroke centers; (3) treated with MT; and (4) performed only CT or MRI for diagnosis of acute ischemic stroke before MT. The patients who performed both CT and MRI at admission were excluded. Unbalanced cohorts with a nonrandom distribution of patients were accounted for by using propensity score matching. Results: 2348 patients were enrolled in the registry during the period, and 753 patients were eligible for inclusion criteria. 498 (249 matched pairs) were included after propensity score-matched analysis. The baseline characteristics were well-balanced between the two groups. There was no difference in the final mTICI grade between the two groups. The time from image to puncture in the MRI group was significantly shorter than the CT group (52min versus 38min), and the time from image to recanalization was also significantly shorter in the MRI group (108min versus 88.5min). The rate of functional independence (90 days mRS 0-2) was higher in the MRI group versus the CT group (54.4% versus 43.8%, p=0.017). Conclusions: The selection of MRI before MT was associated with a shorter time from image to puncture and recanalization and a favorable outcome compared with CT.

Exploring Teaching and Learning Physics in Engineering Institutions of Kathmandu District

Being a physics educator for the last two decades, the first author of this paper observed some disturbing scenarios in the educational landscape of diploma in engineering in physics theory portion. Students' academic achievements in the physics final examination conducted by Council for Technical Education and Vocational Training (CTEVT) indicated that many failed to fulfill the minimum requirements to pass the final exam or gain good grades. In addition, most students could not apply the physics principles in real-world contexts. The purpose of this study was to explore teaching and learning practices in physics theory classrooms of Kathmandu district-based diploma in engineering schools affiliated to CTEVT. The study employed a qualitative research design and was underpinned by the social constructivist learning theory. Ethnography as a research method was employed in which participant observation and unstructured interviews were used as the research tools. A purposeful sampling was carried out to conduct the research in which nine students from two engineering institutions were taken as the research participants. Data analysis was carried out by coding the raw data primarily employing N-vivo coding thus creating several categories and finally developing three major themes. The findings indicated that the classroom dialogue didn’t support the social constructivist epistemology. Thus, the findings lead to the conclusion that traditional teacher-centric practices were prevalent at those engineering institutions that might be responsible for the poor academic achievements of students.

Competition-based learning in medical school: A literature review

Introduction: The healthcare sector faces increasingly complex challenges, prompting curriculum reforms in medical education to enhance healthcare service. The prevalent curriculum, Integrative System-Based utilizes a Problem-Based Learning (PBL) variation for consistent and structured medical practice. Additionally, an alternative method, Competition-Based Learning, has been identified to boost student motivation, improve final grades, and foster collaboration and self-confidence. The aim of this study is to provide a brief summary about the role of competition-based learning in the learning process of medical students. Materials and Methods: Articles and studies were acquired from PubMed and ScienceDirect. Keywords used were: ‘competition’, ‘medical student’, ‘learning process’, ‘medical education’. Results: Several studies have shown that students’ participation in competitions can transform their perspective toward the competed field in a more positive manner, increase motivation to study specific fields, and serves as a evaluative instrument for refining competencies and addressing weakness. The implementation of competitions in the learning process has been proven to enhance students’ final grades. Conclusion: The implementation of Competition-Based Learning can be considered as a complement to the existing medical education curriculum.

THE URGENCY OF YELLOWISLAMIC BOOK LEARNING INNOVATION IN PESANTREN: A CASE STUDY OF THE MINIKOM DORMITORY AT PP MAMBAUL ULUM BATA-BATA

This study examines the effectiveness of educational management patterns in Minikom Pondok Pesantren Mambaul Ulum Bata-Bata in planning, program implementation, and supervision, the purpose of the study is to describe the implementation of educational management in the Minikom dormitory of Pondok Pesantren Mambaul Ulum Bata-Bata towards the effectiveness of student learning in the boarding school environment. The research method uses a qualitative approach by collecting primary data through interviews with the head of the management, the head of the dormitory, the teaching ustadz, and the students, as well as through direct observation. Secondary data includes documents such as dormitory profiles, organizational structures, and learning modules. Data analysis was carried out iteratively with data reduction techniques, data presentation in matrices or schemes, and conclusion drawing to understand more deeply about learning management in the final grade dormitory of the boarding school.The results showed that the pattern of education management at Pondok Pesantren Mambaul Ulum Bata-Bata involves a systematic planning process, comprehensive organization of activities, actuation to stimulate active participation of students, and careful supervision to ensure the achievement of goals according to plan. Management at the Minikom Dormitory involves planning that is prepared after the santri have graduated, intensive program implementation through various educational activities, and internal supervision by all administrators and teachers. This research emphasizes the importance of implementing effective education management to improve santri learning in boarding schools.

Health-related fitness in medical students: a curricular intervention in Bogota, Colombia

ObjectiveTo evaluate the impact of a curricular intervention to promote health-related fitness (HRF) among medical students in Bogota, Colombia.MethodThe study was conducted between May 2014 and December 2015 as part of the medical physiology course, in which 208 medical students were enrolled.The curricular intervention included two lectures on physical activity (PA) and student-led group presentations on the physiological effects of exercise on human physiology. An academic incentive (10% of final grade) was given to students who reported and documented regular PA practice during the semester. This study assessed students’ HRF variables, perceptions of the curriculum intervention, and PA practices using quantitative and qualitative approaches.Results55% of the students were female, with a mean age of 19.5 years. Body fat, estimated maximum oxygen consumption (VO2max), handgrip, and sit-up strength showed statistically significant improvements at the end of the intervention. Students reported that PA practice was positively influenced by the curriculum intervention, particularly the academic incentive and the HRF tests. Students reported a wide variety of PA practices, which were mainly done with friends, classmates, or family members. Lack of time was the main reported barrier to PA practice.ConclusionThe curricular intervention was effective in improving HRF and promoting PA. It remains to be investigated whether these gains are sustained over time.

THE CONSTRUCTION OF MATHEMATICAL KNOWLEDGE AND ENVIRONMENTAL KNOWLEDGE IN CHILDHOOD EDUCATION

Several studies and statistical data point to Mathematics as the subject that most fails Elementary School students. In addition, children reach the fi nal grades seeing this subject as the bogeyman of schools. Given this context, this study presents refl ections and analyzes about the construction of mathematical knowledge in Early Childhood Education, whose purpose is to understand the implications of teaching practice in teaching Mathematics, understanding that Early Childhood Education is the primordial stage of Basic Education, in which the The child is in a phase of development of natural curiosity experiencing the discovery of the environment that surrounds him. In this context, Mathematics is a discipline that, if well worked, can contribute to the development of signifi cant skills that will help the child to better understand this world. However, the teacher’s intervention in working on mathematical knowledge linked to environmental issues in classroom activities will enable the student to develop such skills. The work is a part of the theoretical contribution that underlies the Doctoral Thesis that investigates the teaching practice in the construction of mathematical knowledge in preschool children. The study shows the importance of teaching Mathematics in Early Childhood Education, relating the construction of knowledge to children’s knowledge for meaningful learning in Preschool.

Association between inpatient team continuity and clerkship student academic performance.

To determine the association between inpatient team continuity, defined as the maximum number of days the same student, resident, and attending worked together on the inpatient wards, and the academic performance of students in a pediatric block clerkship. We retrospectively identified students who rotated in the pediatric clerkship at a single institution from 2020 to 2022. We used multiple linear regression models to adjust for multiple confounders and used a one-way analysis of variance to compare adjusted outcomes across quartiles of inpatient team continuity. A total of 227 students were included in the analysis. Students' preceptor ratings increased by 0.04 on a scale of 0-4 (95% confidence interval [CI] 0.01-0.06; p = .001), and their final pediatric grade increased by 0.02 on a scale of 0-4 (95% CI 0.01-0.02; p < .001) with each 1-day increase in inpatient team continuity. There was no statistically significant association between team continuity and shelf exam scores or observed structured clinical examination scores. Preceptor ratings and final clerkship grades increased across quartiles of team continuity, with the greatest increase being between the second, 6-7 days of continuity, and third, 8-10 days of continuity, quartiles. Increased inpatient team continuity is associated with students receiving higher preceptor ratings and achieving a higher final pediatric clerkship grade. While the mechanisms driving these associations remain unknown, the results add to the literature base supporting the importance of preceptor continuity in undergraduate medical education.

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among the benefits of peer assessment are the enhancement of students’ capacity for analysis and synthesis, improvement in organizational and professional communication skills, and the development of critical judgement. However, a consequence of its application is that there may be variation in students’ final grades, with no consensus in the literature on this matter. This paper explores the extent to which the application of peer ratings among students can modify student grades in the field of GIS education. This was achieved by conducting an experiment in which undergraduate engineering students assessed two problem-based learning activities carried out by their peers in two different basic GIS courses. The ratings obtained after the peer assessment were compared with the grades given by the instructors. The results allowed us to debate whether the teaching benefits of this strategy compensate for the differences between the students’ grades and those given by instructors. Although no clear pattern was found in the mean ratings awarded by the two groups of evaluators, the results show that student engagement in peer assessment was high. This experience has demonstrated that the assessments of the two groups complement each other and allow students to gain a better understanding of their ratings and how to improve their skills.

Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study

Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teachers and students. The research goal is to investigate whether the minimal and strong guidance provided by the LA learning approach has the same impact on student outcomes. The research questions are as follows “Does the LA-based minimal and strong guidance learning approach have the same impact on student performance and SRL skills? What are the students’ learning perceptions and satisfaction under LA-based guidance?” A mixed methods study was conducted at a university in which LA-based strong guidance was applied to the experimental group and minimal guidance was given to the control group. When strong guidance was applied, the results indicated increased final grades and SRL skills (metacognitive activities, time management, persistence, and help seeking). Furthermore, student satisfaction was high with LA-based guidance. Future research could adapt our study to nonformal education to provide nuanced insights into student outcomes and teachers’ perceptions.