Improvement In Student Performance Research Articles

Effectiveness of Individualized Education Programs (IEPs) in Special Education

This study examines the effectiveness of Individualized Education Programs (IEPs) in enhancing educational outcomes for students with disabilities through a mixed-methods approach. Results show a 20% improvement in academic performance for students with well-implemented IEPs, highlighting the structured approach of IEPs in addressing individual needs. Challenges such as time constraints and the importance of regular updates were noted, emphasizing the significance of supporting educators and fostering collaboration for maximizing the benefits of IEPs in special education.

Prediction of Engineering Students Learning Outcomes using Machine Learning

Data science and machine learning, over the years have proven very well-organized and significant in many sectors including education. Machine learning is an aspect of artificial intelligence in which a computing system can able to learn from data and make conclusions. The recent development in education sector provides assessment tools to predict the student performance by exploring education data using machine learning and data mining techniques. Student performance assessment is an important measurement metrics in education which affects the university accreditation. Student performance improvement plan must be implemented in those universities, by counselling the low performer students. It helps both students and teachers to overcome the problems experienced by the student during studies and teaching techniques of teachers. In this review paper, different student performance prediction literature related to find out low performer student. The survey results indicated that different machine learning techniques are used to overcome the problems related to predicting student at risk and assessment of student performance. Machine learning techniques plays an important role in progress and prediction of student performance, thus improving student performance prediction system

Do elite schools improve students performance? Evidence from Tunisia

This paper is concerned with identifying whether selective high schools may have an effect on students’ post-secondary trajectories and labor market prospects. It uses data from Tunisia, a country in which unemployment rates for post-secondary graduates are higher than for non-graduates, particularly for women—although there is significant variation across types of diplomas and fields of study. Our main finding is that admission to an elite high school raises students’ probability to eventually get assigned to a university program associated with a lower post-graduation unemployment rate. This is particularly true for women. Focusing then on students who would have applied to post-secondary programs regardless of admission to an elite high school, we show that this effect is the result of an increase in the competitiveness of their applications rather than of a change in their probability to apply to programs lower post-graduation unemployment rate.

Evaluating the Learning Effectiveness of A Blended Teaching Model of College English Using A Decision Tree Algorithm

The learning effectiveness of a blended teaching model of college English, utilizing a decision tree algorithm, demonstrates promising outcomes. This model combines traditional classroom instruction with online learning components, allowing for personalized and interactive learning experiences. By employing decision tree algorithms to analyze student data and performance metrics, instructors can tailor instructional strategies to individual learning styles and needs. This data-driven approach facilitates targeted interventions, adaptive feedback, and optimized course materials, ultimately enhancing students' English language proficiency and academic success. The blended teaching model harnesses the power of technology and data analytics to create dynamic and effective learning environments in college English education. \College English education. The HGBT-DT model combines genetic algorithms, blended teaching methods, and decision tree algorithms to tailor instructional strategies to individual student needs. Through a comprehensive study involving 100 students, we demonstrate the efficacy of the HGBT-DT model in enhancing language proficiency and critical thinking skills. Results indicate a significant improvement in student performance, with an average post-test score increase of 15 points compared to pre-test scores. Additionally, the HGBT-DT model achieves an optimization score of 0.90, indicating a high level of effectiveness in optimizing teaching strategies. Furthermore, decision tree analysis reveals personalized teaching recommendations, leading to improved student outcomes across diverse learner profiles. This study highlights the potential of the HGBT-DT model to revolutionize teaching practices and promote personalized learning experiences in College English education.

Artificial Intelligence Helps Primary School Teachers to Plan and Execute Physics Classroom Experiments

The research claims that artificial intelligence technologies can help and direct primary school teachers in organising classroom experiments for physics instruction. Educators now have the potential to construct experimental projects that are entertaining and efficient, all while catering to their students’ many learning styles and capabilities. This is made possible by the availability of artificial intelligence technologies. The incorporation of artificial intelligence into educational settings may result in an improvement in the overall quality of teaching as well as an improvement in the scientific performance of students. The chance to improve the learning experience for both students and teachers is available to educators who do an in-depth study on artificial intelligence-driven teaching solutions. The research highlights how artificial intelligence can transform teaching approaches in elementary school, notably in the field of physics education within the context of primary school settings.

Virtual Simulation Experimental Teaching of E-Commerce Course Based on Short Video

The e-commerce course based on short videos offers a dynamic and accessible learning experience tailored to the fast-paced world of online business. Through concise and engaging video modules, students gain practical insights into various aspects of e-commerce, including market analysis, digital marketing strategies, website development, and customer relationship management. This papers explores the implementation of virtual simulation experimental teaching in an e-commerce course, utilizing short video modules as the primary instructional tool, enhanced by Stacked Ranking Regression Classifier (SRRC). The research aims to enhance student engagement and comprehension by integrating virtual simulations with short video content, providing an immersive and interactive learning experience. Through simulated experiments and empirical validations, the efficacy of SRRC-enhanced virtual simulation teaching methods is evaluated. Results demonstrate significant improvements in student performance and satisfaction compared to traditional teaching approaches. Simulation analysis of students exposed to SRRC-enhanced virtual simulation teaching reported a 25% increase in comprehension levels and a 30% improvement in engagement metrics. Additionally, the SRRC model facilitates personalized learning experiences tailored to individual student needs, leading to enhanced learning outcomes. These findings underscore the potential of virtual simulation experimental teaching with SRRC in revolutionizing e-commerce education and fostering student success.

Virtual Reality Technology in Practical Teaching Methods

This paper explores the integration of virtual reality (VR) technology into practical teaching methods, enhanced by the Whale Optimized Feature Extraction Recurrent Classification (WOFERC) model. The study aims to enhance the effectiveness and engagement of practical learning experiences through immersive VR simulations. Using simulated experiments and empirical validations, the efficacy of the WOFERC-enhanced VR teaching approach is evaluated. Results demonstrate significant improvements in student performance and engagement compared to traditional methods. For example, students using the WOFERC-enhanced VR platform achieved an average score increase of 20% in practical assessments. Additionally, the framework allowed instructors to optimize teaching strategies based on real-time student feedback, leading to more effective and personalized instruction. These findings highlight the potential of VR technology with WOFERC in transforming practical teaching methods and fostering immersive and impactful learning experiences.

Guided inquiry-based learning to enhance student engagement, confidence, and learning.

This study explores the impact of guided inquiry-based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. Delivered through two interventions, pre-, post-, and delayed post-tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group-based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence-adjusted scores. Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long-term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.

Professional Development for Primary School Teachers Intended to Promote Students’ Spatial Ability

Professional development (PD) plays a crucial role in equipping teachers with the necessary knowledge and skills to effectively foster spatial ability among their students. This study aimed to explore the potential of action research as a PD mode for primary school teachers to enhance students’ spatial ability. The findings of this study indicate the positive impact of PD on teachers’ practice, leading to significant improvements in student performance and engagement. The PD program effectively equipped teachers with new knowledge and skills, leading to noticeable progress in their instructional approaches and teaching practices. This research provides a foundation for future studies on PD programs aimed at enhancing students’ spatial ability.

Implementation of an early alert system in quizzes of a high complexity subject in higher education: Improvement of student performance and teacher perception

AbstractEarly Alert Systems (EAS) play a fundamental role in education by supporting the learning process and evaluating student performance. In this study, an innovative EAS designed to specifically identify weaknesses in Cognitive Skills (CS) in first-year higher education students is presented, focusing on a challenging course at a South American university. Through big data technology, approval rates linked to various cognitive skills were evaluated using quizzes. Subsequently, teachers, after analysis and dialogue, applied adapted strategies to strengthen these skills in their classes, which were evaluated in subsequent exams. The sample under study included 1,691 students from various health majors enrolled in a complex subject. The experimental group (994 students) that participated in the EAS was compared with a control group (697 students). Evaluations validated by the academic team were used, applying three quizzes throughout the 2022-20 academic period, and the results were analysed with the Power BI computer tool, generating online reports that highlighted CS by section. The EAS, based on teacher surveys, is innovative and it also positively impacts student achievement, evidenced in overall approval rates, by teacher and section. In addition to promoting collaboration among professors, it also improves the teaching quality and suggests a positive impact on the learning of complex subjects in Higher Education Institutions (HEIs). This comprehensive approach to early monitoring of student performance shows promise for the ongoing improvement of educational quality.

A Three-Arm Delphi Process for Exploring Australian Radiography Stakeholder Prioritisation of Graduate Skill Development and their Perception of How Often These Skills are Demonstrated by Graduate Radiographers

Introduction: Clinical skills education requires commitment from academic staff, clinical supervisors, and the students themselves to ensure the attainment of specific learning goals. The aims of this study were to identify specific skill areas that radiography education stakeholders feel are important to develop in Australian radiography students, and to evaluate how frequently the stakeholders believe graduate radiographers demonstrate these skills. Methods: A three-arm Delphi process of consensus development was used to survey radiography academic educators, radiographers, and radiography students as three separate expert groups. Three to four rounds covered the nomination of professional skills important to participants, the rating and ranking of importance of these skills, and identification of how well the stakeholder groups feel graduate radiographers demonstrate these skills. Results: Twenty-four stakeholders participated in the study. Thirty-four professional capabilities were identified as being important by at least one stakeholder group. Six capabilities were rated as being very or extremely important by all groups with no large differences of ratings identified between groups for the remaining capabilities. The student group felt that graduate radiographers demonstrate identified clinical skills more frequently than was perceived by the other groups. Conclusion: The agreement between radiographer education stakeholder groups as to the importance of identified professional capabilities indicates that each group is likely to place similar emphases on the teaching and learning of these skills. Differences of opinion between students and educators around student/graduate performance levels can inform areas for improvement in student performance and educator feedback approaches.

The Impact of Mobile Applications on Quran Education: A Survey of Student Performance and Satisfaction.

In the field of Quranic education, mobile applications have become cutting edge instruments that offer chances to improve instruction and successfully involve learners. With a thorough survey-based analysis, this study seeks to evaluate how mobile applications affect Quranic teaching. The research methodology comprised creating a structured questionnaire to collect information on a range of topics, such as application usage trends, efficacy evaluations, contributions to bettering education, perceived effects on students' comprehension and retention of Quranic knowledge, improvement of student performance, and contrasts between traditional and mobile application-based learning approaches. Students enrolled in online university programs with an emphasis on Quranic education made up the population for this study. A sample size of 60 respondents provided insightful information. Descriptive statistics and inferential techniques were included in quantitative data analysis, which allowed for a detailed investigation of survey responses and the correlations between variables. The results show that respondents place a high value on mobile applications for improving Quranic education, and the usage patterns of these applications vary widely. Participants generally held favorable opinions about the usefulness of mobile applications in raising student achievement and comprehension of Quranic knowledge. Furthermore, it became evident that mobile application-based learning was preferred over conventional techniques. The study identifies opportunities for further research in this area and emphasizes the significance of using mobile technology to enhance Quranic instruction. In general, the study advances our understanding of how mobile applications fit into Quranic education and influences pedagogical strategies used in online learning environments.

Instrumentation for measurement: A case study on conceptual versus problem-solving knowledge

The problem under analysis looks at the overall comparison of about 1300 students’ performance considering separately their conceptual and problem-solving knowledge over 7 academic years of the course of Instrumentation for Measurement within the Mechanical Engineering Department, Faculty of Engineering, University of Porto . This course gives the relevant background for later content courses on Automation, Control, Mechatronics, Smart Factories, etc., in that Mechanical Engineering master's degree. It is important to note that such content deals with basic concepts in different science and technology topics, incorporating today's cyber systems and the Internet of Things (IoT). This content includes fundamental principles spanning traditional topics as physics, statistics, mechanical, dynamics, design, and electrical, foundational, technical, and technological knowledge, and informatics. Together, they permit access to very small changes in physical quantities making possible their measurement, interpreting them, and providing data in the cloud. Also, aspects related to a variety of specific prepared questions to motivate students to improve and enhance their comprehension instead of a pure sequence of memorization activities for a perfect “how-to-respond” are explained. The work describes details on the instructional course design, and the actions used to improve the difference in both performances, from the point of view of pedagogical strategies and their sequence of results. The main outcomes of the analysis performed on data from those 7-course editions indicate large differences between the scores of conceptual (/theoretical) and problem-solving components; steady improvement in student performance in conceptual knowledge over the years; stable performance concerning the problem-solving component; clear disruption in conceptual performance in the academic year disturbed by the pandemic situation, followed by great recovery in the following academic year. The results are discussed in the framework of the regulations and conditions in which the instruction takes place and the pedagogical strategies employed to balance conceptual and problem-solving knowledge. Finally, some suggestions are put forward to investigate further possible reasons behind the large gap in theoretical and problem-solving results. The authors hope to contribute with some helpful discussion and outcomes and to foster later feedback from the community.

Research on the Application of ERNIE Bot in College English Teaching

This study explores the application of ERNIE Bot in university English teaching, focusing on its potential to enhance learning outcomes and satisfaction. ERNIE Bot, leveraging NLP and deep learning, is introduced for its technical advantages and suitability in English education. The study details the innovative design and implementation of ERNIE Bot in teaching scenarios, showing its role in intelligent tutoring and speaking practice. Evaluation results indicate significant improvements in student performance and satisfaction. However, challenges such as technological limitations and teacher acceptance are also discussed. Future prospects and suggestions for ERNIE Bot's further application in English teaching are outlined. In summary, the study highlights the practical value of ERNIE Bot in enhancing English learning outcomes.

Assessing the effects of online simulation-based learning on skills in managing change for corporate sustainability

This study assessed the effects of simulation-based learning on students' application of change management skills. A module organized around the Leading Change for Sustainability – Business simulation challenged learners to change the sustainability practices of stakeholders in a company. The study employed a quasi-experimental, time-series design. Friedman and Wilcoxon Signed-Ranked tests were used to assess the module's effects on the learning of 87 Master's degree students. The results affirmed significant, meaningful improvement in student execution of theory-informed change strategies. Improvements in student performance on the simulation aligned with practice and multi-faceted reflection activities that took place during the three-week intervention. The module developed a deeper understanding of the complexities of integrating new values and practices into a company. Three novel features of the study stand out. First, the study adds new evidence on the effects of simulation-based learning on the higher-order thinking of learners. Second, the research design extracted student engagement and learning performance data directly from the simulation rather than from a knowledge test. Third, the execution of the simulation-based learning intervention in a fully online learning mode heightened the timeliness of the study.

Learner’s perspectives and outcomes of peer role play as a teaching learning method for prescription communication skills in second year medical students at a tertiary teaching hospital in India

Background: Medical education in India is experiencing a positive shift from traditional curriculum to competency-based medical education. Among the different initiatives, inclusion of role-play with specific aim of improving prescription communication skills in the current curriculum, could lead to beneficial patient- response outcomes. This study aims to evaluate the undergraduate medical student’s perspectives on implementing role-play for learning about prescription communication. Methods: This was a cross-sectional observational study conducted in the department of pharmacology involving second-year medical students of Vydehi institute of medical science and research centre participating for a month-long duration. An internally validated questionnaire was used to assess students’ perspectives on role-play in prescription communication. The outcome was evaluated based on students’ performance in prescription writing and appropriate communication before and after the role-play session. The data obtained was analysed using the SPSS software. Results: The mean score for the overall benefit of role play for prescription communication for all responding participants (n=163) was 4.2 out of 5. In this study, 89.4% of students agreed that role-play in prescription communication should be an essential aspect of their training in the curriculum and is worth taking this additional effort. 84.6% of students found that, the sessions helped to understand and share the pharmacology concepts better. Mean pre and post role play prescription writing assessment scores in students was 7.59 and 9.01 out of 10 respectively. Conclusions: Role-play was well received by the students as a low-cost innovative teaching methodology for better understanding of Pharmacology concepts as mandated by the CBME curriculum. It helps in understanding the importance of teamwork and error-free prescription communication for future clinical practice. Overall, following appropriate demonstration, use of role-play showed significant improvement in student performance in prescription communication.

Boltzmann stacked classification data mining model for the student performance improvement in academic performance

The term “educational data mining” refers to a field of study where information from academic environments is predicted using data mining, machine learning, and statistics. Education is the act of giving or receiving knowledge to or from someone who is formally studying and developing a natural talent. Over time, scholars have used data mining techniques to uncover hidden information in educational statistics and other external elements. This study suggests a unique method for analysing academic student performance that is based on data mining and machine learning. Here, the input is gathered as a dataset of student academic performance and is processed for normalisation and noise reduction. Then, using the Boltzmann deep learning model coupled with linear kernel principal component analysis, this data’s characteristics were retrieved and chosen. Based on weights, information gain, and the Gini index, the characteristics are assessed and optimised. Following the selection of the pertinent data, conditional random field-based probabilistic clustering model is performed using RNN-based training, and the academic performance of the students is then examined using voting classifiers and sparse features. Experimental results are carried out for students academic performance dataset based on subjects in terms of training accuracy, validation accuracy, mean average precision, mean square error and correlation evaluation. Proposed technique attained accuracy of 96%, precision of 95%, Correlation Evaluation of 92% .

Exploring the Impact of Mobile Augmented Reality on COVID-19 Prevention Education in Primary Schools

This study aimed to evaluate the effectiveness of an interactive mobile Augmented Reality (AR) game to increase the knowledge about COVID-19 prevention primary school students. We tested the application for usability and effectiveness through pre- and post-tests, questionnaires, and interviews. 12 participants from four states in Malaysia took part in the study. Their average age is 9.5 years old. Results indicated a significant improvement in student performance from the pre-test to the post-test, with a mean score has increased from 3.67 to 8.25. The average System Usability Scale (SUS) score was 75%. These findings show the effectiveness of our mobile AR application as a tool to increase the knowledge about COVID-19 prevention among primary school. The findings of this study contribute to the body of research on the use of AR in COVID-19 prevention education among primary school students. This study provides both theoretical and practical implications for educators, researcher and policymakers seeking to use mobile AR to support the prevention education of any future pandemic or infectious disease.

Digital Learning Content in Automotive Technology Program Towards Student Cognition in TVET: A Partial Experiment

This study examines, via a partial experiment, the impact of the automotive technology program digital learning content on students' cognition. Consequently, the researcher conducted a partial experiment in this study to evaluate the functionality and usability of digital content. It fits with the social stigma of TVET, shaped by the perception that vocational education and training exist to serve school leavers rather than as an essential strategy to provide competent workers to the labour market. In total, 47 students in the Bachelor of Engineering Technology (Honours) in the Mechatronics (Automotive) programme participated in the investigation. The study's findings indicated that digital learning content has a significant positive influence on the cognitive and psychomotor achievement of students. The functionality of digital learning content is evaluated based on its capacity to produce the desired learning outcomes and its compatibility with the current curriculum. Assessing the usability of digital learning content involves measuring usability, navigation, and overall user experience. This evaluation demonstrates that the digital learning content is functional and usable, providing students with a positive learning experience. In addition, the results of this test demonstrate a significant improvement in students' cognitive achievement, indicating that digital learning content is beneficial in facilitating the learning process, and students are evaluated on their ability to perform practical tasks related to the course material. The results of this evaluation demonstrate a significant improvement in the psychomotor performance of students, indicating that digital learning content can enhance their practical skills. This study concluded that incorporating digital learning content into the curriculum for automotive technology has a significant positive influence on students' cognitive and psychomotor achievement. Available digital learning content can facilitate learning and provide students with a positive educational experience. These findings suggest that incorporating digital learning content into automotive technology programs may be a valuable addition to conventional learning methods. This study implies that digital learning effectively facilitates the learning process and that students are evaluated on their ability to complete practical tasks related to the course material. Consequently, this study was conducted to aid educators in using digital learning for students in automotive programs.

Transforming Education: Enhancing Student Performance and Satisfaction through the Flipped Classroom Method

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.