First-year Performance Research Articles

Comparative Study on Students’ Performance Using Gallery Walk and Poster Presentation Techniques

Abstract— In Outcome-Based Education (OBE) use of active learning (AL) techniques is the need of time to engage students and to ensure achievement of course outcomes. AL is a teaching technique in which the students' learning remains at its center and focuses on how students learn rather than what they learn. Several AL techniques like think-pair-share, flipped classroom, jigsaw, gallery walk, poster presentation etc. are being practiced for achieving effective learning and enhancing students’ performance. However, no much study has been reported in the literature on learning strategies that facilitate students learning effectively. In view of this, in the present paper an attempt is done to carry out a comparative study on using two different AL techniques viz. gallery walk (GW) and poster presentation (PP) to know their effectiveness with regard to the performance of First Year B.Tech. students in End Semester Examination (ESE) of the course ‘Basics of Civil Engineering’ (BCE). Specific topics that were difficult for understanding were taught by implementing GW and PP methods and the CO attainment results are compared with the traditional (TRAD) method. Results indicate that by implementing AL techniques (GW and PP), CO attainment gets increased by approximately more than 2.72 times the CO attainment achieved by TRAD method. However, implementing PP technique causes a little increase (~4.60%) in CO attainment over GW technique. Study concludes that GW and PP techniques contributes in improving students’ performance, encourages them for active engagement and also increases the retention levels in their learning. Keywords— active learning technique; course outcomes; gallery walk; outcome-based education; poster presentation; students’ performance.

The Impact of Using feedback on Students’ Performance

This study aimed to investigate the effectiveness of different feedback modalities (written, audio, and face-to-face) on the academic performance of undergraduate Common First Year (CFY) students at King Saud University, Saudi Arabia. The results demonstrated that both audio and face-to-face feedback significantly improved student assessment marks, suggesting that more detailed and understandable feedback can enhance student engagement and academic achievement. While all feedback modalities were found to be beneficial, the combination of audio and face-to-face feedback yielded the greatest positive impact on student performance, highlighting the importance of multi-modal approaches to providing constructive feedback

Social Information and Educational Investment—Nudging Remedial Math Course Participation

Abstract Using field experiments, I investigate if provision of (social) information can increase incoming university students' attendance in a voluntary remedial math course. In Intervention 1, treated students receive an invitation letter with or without information about a past sign-up rate for the course. In Intervention 2, among those who signed up for the course, treated students receive reminder letters including or excluding information on how helpful the course had been evaluated by previous students. On average, no treatment increases participation in the course, but further analyses reveal that the effects in Intervention 1 are heterogeneous along two dimensions: First, suggesting salience as a mechanism, both types of information raise attendance among students who enroll late in their study program, which in turn increases their first-year performance and closes the achievement gap to early enrollees. Second, the effect of the letter with information about the past sign-up rate depends on the predicted ex-ante sign-up probability. Students whose probability falls just short of the past sign-up rate increase sign-up and participation, while the opposite is true for students whose sign-up probability exceeds the social information. Along this dimension, however, the changes in attendance do not carry over to academic achievements.

An investigation into emergency medicine resident cricothyrotomy competency: Is three the magic number?

Cricothyrotomy is a high-stakes emergency procedure. Because the procedure is rare, simulation is often used to train residents. The Accreditation Council for Graduate Medical Education (ACGME) requires performance of three cricothyrotomies during residency, but the optimal number of training repetitions is unknown. Additional repetitions beyond three could increase proficiency, though it is unknown whether there is a threshold beyond which there is no benefit to additional repetition. The objective of this study was to establish a minimum number of simulated cricothyrotomy attempts beyond which additional attempts did not increase proficiency. This was a prospective, observational study conducted over 3 years at the simulation center of an academic emergency medicine residency program. Participants were residents participating in a cricothyrotomy training as part of a longitudinal airway curriculum course. The primary outcome was time to successful completion of the procedure as first-year residents. Secondary outcomes included time to completion as second- and third-year residents. Procedure times were plotted as a function of attempt number. Data were analyzed using descriptive statistics, repeated-measures analysis of variance, and correlation analysis. Preprocedure surveys collected further data regarding procedure experience, confidence, and comfort. Sixty-nine first-year residents participated in the study. Steady improvement in time to completion was seen through the first six attempts (from a mean of 75 to 41 sec), after which no further significant improvement was found. Second- and third-year residents initially demonstrated slower performance than first-year residents but rapidly improved to surpass their first-year performance. Resident mean times at five attempts were faster with each year of residency (first-year 48 sec, second-year 30 sec, third-year 24 sec). There was no statistically significant correlation between confidence and time to complete the procedure. Additional repetition beyond the ACGME-endorsed three cricothyrotomy attempts may help increase proficiency. Periodic retraining may be important to maintain skills.

First-Year Performance of the Pervious Oyster Shell Habitat (POSH) along Two Energetic Shorelines in Northeast Florida

Novel living shoreline methods are being developed to minimize negative environmental impact while maintaining strength and effectiveness in high-energy systems. The “Pervious Oyster Shell Habitat” (POSH) is a novel structure composed of oyster shells bound by a thin layer of Portland cement into the shape of a dome. The structure’s makeup greatly reduces its environmental impact while providing optimal substrate for the provision of oyster reef habitat. Previous laboratory testing has demonstrated that the structure is robust, and this follow-up study assesses the structure’s performance in the estuarine environment. Oyster and barnacle densities were compared between POSH modules and the industry standard “Oyster Ball” model Reef BallTM along two energetic shorelines in northeast Florida. Oyster densities on the POSH were high and significantly greater than on the Oyster Ball at both sites. Barnacle densities did not differ between structures and did not appear to affect oyster recruitment. The size distribution of oysters on POSH and Oyster Ball modules was measured to assess the demographics and growth of oysters over time. Overall, demographics were similar among the two structures. Differences in oyster densities and demographics were greater at our more energetic site. Results show that the POSH can be an optimal structure for early oyster recruitment and reef development in energetic systems and should be considered by restoration stakeholders.

Dental students’ Performance and Perceived Experience with Magnifying Dental Loupe

Introduction: Magnifying dental loupes have been reported to improve performance and ergonomics among different dental care practitioners. However, there is little evidence to support its use among novice dental students. In this study, we correlated the use of magnifying dental loupes and first-year dental student’s performance in preclinical competency assessments. In addition, we evaluated the students’ perceived experience with the use of magnifying dental loupes. Materials and methods: The students’ performance and the students’ perceived experience with the use of magnifying dental loupes were assessed. To assess the students’ performance, we compared the competency assessment scores of the students either using dental magnifying dental loupes or not. A linear mixed-effects model was used to test the effect of magnifying dental loupes on students’ performance in cavity preparation classes I, II, and III. To assess the perceived experience with the use of magnifying dental loupes, 109 first-year dental students were surveyed. Results: Magnifying dental loupes showed a positive and significant correlation with student’s increase in performance. Students who used magnifying dental loupes have shown a positive difference of 2.8 points (p= 0.029). However, as multiple competency assessments were evaluated, the overall students’ scores varied despite the fact of using or not magnifying dental loupes. In addition, first-year dental students positively perceived the use of magnifying dental loupes. Conclusion: Magnifying dental loupes increased first-year performance in classes I, II and III preparation competency assessments.

Investigating the Relationship between Multiple Mini-Interview Communication Skills Outcomes and First-Year Communication Skills Performance and Reflections in Students at the Ontario Veterinary College.

An important outcome for veterinary education is ensuring that graduates can provide an appropriate level of care to patients and clients by demonstrating core competencies such as communication skills. In addition, accreditation requirements dictate the need to assess learning outcomes and may drive the motivation to incorporate relevant and appropriate methods of entry assessments for incoming students. Predicting the success of Doctor of Veterinary Medicine (DVM) students based on entry assessment performance has been scantly investigated and can be challenging. Specifically, no research presently exists on predicting DVM students' first-year performance in relation to communication skills at the time of program entry. Objectives of this exploratory study were to investigate (a) the relationship between communication skills outcomes from multiple mini-interview (MMI) data and first-year academic performance related to communication and (b) the relationship between communication skills outcomes from MMI data and self-reported first-year communication reflections. A retrospective single-class study was conducted. Data were analyzed using descriptive statistics, correlation statistics, regression models, and paired t-tests to identify relationships among variables. Paired t-tests showed that students felt more prepared to meet second-year expectations over first-year expectations. Spearman's correlation revealed an association between MMI communication scores and one pre-year 1 survey question related to professionalism. Noo relationships were observed between MMI communication scores and marks from a self-reflection assignment in a communications course, or grades from a clinical medicine course that included clinical communication. The merit for further exploration of the relationship between communication competencies and student performance is discussed.

Performance of Inaugural Student Cohorts in 1-Year Special Master's Program.

SUNY Upstate Medical University (Upstate) recently revised two 1-year special master's programs (SMPs), designed to enhance academics in preparation for medical school through rigorous graduate science coursework. Upstate SMP program success was measured by graduate performance during the first year of medical school. First-year performance measures included academic deficiencies, exam performance, and participation grades in a longitudinal case-based course on ethics and public health. Upstate SMP students with MCAT scores below the 50th percentile or who self-report classified as underrepresented in medicine outperformed controls on several metrics. Upstate SMP students consistently bested controls in the longitudinal course. Overall, Upstate SMP graduates performed commensurately with classmates.

Data mining: will first-year results predict the likelihood of completing subsequent units in accounting programs?

ABSTRACT This study introduces data mining methods to accounting education scholarship to explore the relationship between accounting students’ current academic performance (grades), demographic information, pre-university entrance scores and predicted academic performance. It adopts a C4.5 classification algorithm based on decision-tree analysis to examine 640 accounting students enrolled in an undergraduate accounting program at an Australian university. A significant contribution of this study is improved prediction of academic performance and identification of characteristics of students deemed to be at risk. By partitioning students into sub-groups based on tertiary entrance scores and employing clustering of study units, this study facilitates a more nuanced understanding of predictor attributes. Key findings were the dominance of a cluster of second year units in predicting students’ later academic performance; that gender did not influence performance; and that performance in first year at university, rather than secondary school grades, was the most important predictor of subsequent academic performance.

The Reliability Analysis of Speaking Test in Computer-Assisted Language Learning (CALL) Environment

Speaking ability is regarded as among the essential aspects of language development. Oral examination appeared challenging to evaluate due to the presence of human evaluators. The speaking method depends on the test’s reliability, determined by the raters’ scores. The current study is aimed at evaluating the speaking test’s interrater reliability utilized to measure the speaking performance of Common First Year (CFY) students during remote learning. The data were obtained from 56 EFL learners using a scoring sheet and rubrics. Eight raters were responsible for rating the study. The speaking test’s reliability was estimated using quantitative data analysis. Correlation coefficients and the Bland-Altman test were employed to assess raters’ agreement. SPSS was utilized to analyze the data in this investigation. The study’s findings suggested that the speaking exam used in the CFY program during remote learning has shown some reliability on correlations and acceptable norms on the Bland-Altman test.

An analysis of Italian university students\u2019 performance through segmented regression models: gender differences in STEM courses

This paper investigates gender differences in university performances in Science, Technology, Engineering and Mathematics (STEM) courses in Italy, proposing a novel application through the segmented regression models. The analysis concerns freshmen students enrolled at a 3-year STEM degree in Italian universities in the last decade, with a focus on the relationship between the number of university credits earned during the first year (a good predictor of the regularity of the career) and the probability of getting the bachelor degree within 4 years. Data is provided by the Italian Ministry of University and Research (MIUR). Our analysis confirms that first-year performance is strongly correlated to obtaining a degree within 4 years. Furthermore, our findings show that gender differences vary among STEM courses, in accordance with the care-oriented and technical-oriented dichotomy. Males outperform females in mathematics, physics, chemistry and computer science, while females are slightly better than males in biology. In engineering, female performance seems to follow the male stream. Finally, accounting for other important covariates regarding students, we point out the importance of high school background and students’ demographic characteristics.

Biodegradable Material for Oyster Reef Restoration: First-Year Performance and Biogeochemical Considerations in a Coastal Lagoon

Oyster reef restoration efforts increasingly consider not only oyster recruitment, but also the recovery of ecological functions and the prevention of deploying harmful plastics. This study investigated the efficacy of a biodegradable plastic-alternative, BESE-elements®, in supporting oyster reef restoration in east-central Florida (USA) with consideration for how this material also influences biogeochemistry. Four experiments (two laboratory, two field-based) were conducted to evaluate the ability of BESE to serve as a microbial substrate, release nutrients, support oyster recruitment and the development of sediment biogeochemical properties on restored reefs, and degrade under field conditions. The results indicated BESE is as successful as traditional plastic in supporting initial reef development. In the lab, BESE accelerated short-term (10-day) sediment respiration rates 14-fold and released dissolved organic carbon, soluble reactive phosphorus, and nitrate to the surface water (71,156, 1980, and 87% increase, respectively) relative to without BESE, but these effects did not translate into measurable changes in reef sediment nutrient pools under field conditions. BESE lost 7–12% mass in the first year, resulting in a half-life of 4.4–6.7 years. Restoration practitioners should evaluate the biogeochemical properties of biodegradable materials prior to large-scale deployment and consider the fate of the restoration effort once the material degrades.

Association Between Internal Medicine Residency Applicant Characteristics and Performance on ACGME Milestones During Intern Year.

Residency programs apply varying criteria to the resident selection process. However, it is unclear which applicant characteristics reflect preparedness for residency. We determined the applicant characteristics associated with first-year performance in internal medicine residency as assessed by performance on Accreditation Council for Graduate Medical Education (ACGME) Milestones. We examined the association between applicant characteristics and performance on ACGME Milestones during intern year for individuals entering Northwestern University's internal medicine residency between 2013 and 2018. We used bivariate analysis and a multivariable linear regression model to determine the association between individual factors and Milestone performance. Of 203 eligible residents, 198 (98%) were included in the final sample. One hundred fourteen residents (58%) were female, and 116 residents (59%) were White. Mean Step 1 and Step 2 CK scores were 245.5 (SD 12.0) and 258 (SD 10.8) respectively. Step 1 scores, Alpha Omega Alpha membership, medicine clerkship grades, and interview scores were not associated with Milestone performance in the bivariate analysis and were not included in the multivariable model. In the multivariable model, overall clerkship grades, ranking of the medical school, and year entering residency were significantly associated with Milestone performance (P ≤ .04). Most traditional metrics used in residency selection were not associated with early performance on ACGME Milestones during internal medicine residency.

Predicting University Freshers' First-Year Performance from JME Score (A Case Study in ATBU, Bauchi)

Predicting University Freshers' First-Year Performance from JME Score (A Case Study in ATBU, Bauchi)

Ranking high schools using university student performance in Italy

The Eduscopio project is the first attempt to build school performance indicators based on the university performance of high school leavers in Italy. It provides stakeholders (students and their families) with publicly available school performance indicators, and school rankings. A potential weakness of Eduscopio is that it relies on first-year student performance only. In this study, we extend its methodology to include longer-term academic outcomes, such as cumulative third-year performance and the probability of on-time graduation. Our results demonstrate that differences in university students’ performance across high schools are not temporary and limited to the first-year, but persist in the following academic years, and that the ranking of high schools based on longer-term indicators remains rather stable. Moreover, our analysis highlights non-negligible differences of between-school track dispersion in the Eduscopio index across cities, which hints on geographical differences in student selection mechanisms into school tracks or in the level of dispersion of school value added within tracks.

Counselling: A supportive tool to enhance the academic performance of first year M.B.B.S. students

Introduction: The different types of issues affect academic performance of freshly admitted first year M.B.B.S. students negatively. The importance of academic guidance has been recognized and counselling sessions were implemented to help out first year M.B.B.S. students to cope up with the lengthy and tough academic syllabus. Aims and objectives: To study the relationship and the effect of counselling method on the academic performance of first year M.B.B.S. students through students’ perceptions. Materials and Methods: Hundred second year freshly passed out M.B.B.S. students who underwent face to face individual interviews (counselling) with skilled faculty members of Department of Anatomy during their first M.B.B.S., were given questionnaires and the analysis was based on their feedback responses to the questions. Results: 1. 98% students reported that counselling helped in their study planning; 2. 98% students agreed that counselling augmented their theory performance; 3. 95% students agreed that counselling enhanced their practical performance; 4. 94% students reported that counselling helped to improve their presentation skills in theory and Practicals; 5. 97% students opined that counselling helped to enhance their performance in university exam. Conclusions: The individual counselling has a positive effect/impact on the academic performance of first year M.B.B.S. students. Keywords: Academic syllabus, Counselling, Issues, Medical students, Questionnaire.

System-level performance and degradation of 21 GWDC of utility-scale PV plants in the United States

We assess the performance of a fleet of 411 utility-scale (i.e., >5 MWAC and ground-mounted) photovoltaic (PV) projects totaling 21.1 GWDC (16.3 GWAC) of capacity, which achieved commercial operations in the United States from 2007 to 2016. This fleet of projects contributed more than 50% of all solar electricity generated in the United States in 2017. Using detailed information on individual project characteristics, in conjunction with modeled irradiance data, we assess the extent to which actual first-year performance has lived up to both modeled and stated expectations. We then analyze system-level performance degradation in subsequent years by employing a “fixed effects” regression model to statistically isolate the impact of age on system performance. We find that this fleet of utility-scale PV projects has generally lived up to ex ante expectations for first-year performance but that subsequent system-level degradation—found to be −1.3%/year (±0.2%)—has, on average, been worse than both ex ante expectations (commonly −0.5%/year) and results from past studies (ranging from −0.8%/year to −1.0%/year). We emphasize that −1.3%/year is a system-level estimate that captures more than just module degradation (e.g., including soiling, balance of plant degradation, and downtime for maintenance and/or other events). A side analysis of a variety of project characteristics suggests that system-level degradation rates tend to be of lower magnitude among newer projects and larger projects and at sites with lower long-term average temperatures.

Success at Veterinary School: Evaluating the Influence of Intake Variables on Year-1 Examination Performance.

A major challenge in admissions to veterinary medical degrees is to select those students most suitable for clinical training programs and careers from a large pool of applicants with very high academic ability. Predicting the success of students in a veterinary course is challenging, and relatively few objective studies have been undertaken to identify factors that facilitate progression through this educational experience. Prior educational attainment is considered by some to be a good predictor of success at undergraduate level. The aims of this study were to analyze intake data such as educational history and demographic factors of students entering the University of Edinburgh and to investigate possible relationships between these data and academic performance in the first year at veterinary school. Data were collated for three veterinary intakes, including school qualification, subjects, grades, grade point average (GPA), degree classification, domicile, gender, and age. Performance was measured by marks achieved in first-year veterinary degree examinations. Relationships between marks and the influence of intake variables were statistically analyzed via ANOVA. For school-leaving entrants, the presence of straight A grades in school was linked to better exam performance. Students with an A grade in Chemistry or Biology performed better; A grades in Mathematics and Physics did not show such a consistent linkage with performance. Higher GPA was associated with better performance in first year for students in a graduate entry program. This study shows prior educational attainment does appear to be linked with subsequent performance in the first year at veterinary school.

First-Year Performance of a Nationwide Earthquake Early Warning System Using a Wavefield-Based Ground-Motion Prediction Algorithm in Japan

AbstractThe propagation of local undamped motion (PLUM) algorithm is a wavefield-based method that predicts ground motions using direct observations. In March 2018, the Japan Meteorological Agency (JMA) implemented PLUM into its nationwide earthquake early warning (EEW) system, in order to enhance system robustness for complex earthquake scenarios in which traditional source-based algorithms fail to provide accurate and timely ground-motion predictions. This was the first nationwide EEW system to implement a wavefield-based methodology. Here, we evaluate the performance of PLUM during its first year of implementation in the JMA EEW system, using earthquakes that occurred between March 2018 and March 2019; these include 13 earthquakes that satisfied the public warning issuance criteria. Our analysis shows that PLUM predicted ground motions without significant errors and reduced the number of missed warnings. These findings indicate that introducing the wavefield-based methodology benefits EEW users with high tolerance of false alarms, including the general public.

Variation in transition to university of life science students: exploring the role of academic and social self-efficacy

ABSTRACT A mixed-method study was undertaken to investigate factors affecting the transition to university of life sciences students at a research-intensive UK university. Questionnaire responses (N= 234) suggested that undergraduate students tended to agree that they had successfully transitioned to university level study in the first year. However, disproportionately more female students had a definite negative view of their success and this correlated with the lower first-year performance of female BSc Biological Sciences students. Focus groups with second-year female BSc Biological Sciences students revealed that they viewed transition as a period of great academic and social change. Through the lens of a transition model developed from Bean and Eaton’s model of student retention, it was seen that both academic and social self-efficacy were important in facilitating transition, and were greatly aided by academic and social relationships with peers and academics. The timing of self-reported successful transition varied between students, with some students not transitioning academically and/or socially until the second year. Recommendations are that student academic self-efficacy should be promoted through helping students gain the necessary academic toolkit. Tutorials, peer-led sessions together with more social events could increase social self-efficacy and warrants further research.