Increase In Student Performance Research Articles

Flipping a Programing Class to Improve Student Performance and Student Satisfaction

Flipped classrooms are an instructional strategy that is becoming popular in educational contexts, particularly higher education. The principle of Flipped Classroom is that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa. Various studies have reported increased student performance and satisfaction after switching to a flipped classroom. However, most of these studies are based on students' perceptions of their own learning, not based on teachers' assessment of students' achievements. This article presents the results of flipping a computer programming course. It first describes how this course was flipped, then it presents the results of comparing the average marks awarded to students between those that took the course offering in flipped mode and those that took the course in the traditional mode. The comparison showed an increase in student performance in a flipped mode. Furthermore, the increase in student performance was sustained for 3 years, which is the full duration of this study. The comparison of student satisfaction showed an increase in student satisfaction in one campus, while the student satisfaction remained steady in another campus.

Computer Laboratory Teaching Management System for Improving Teaching and Learning

Rapid advancements in technology in today’s world have been accompanied by the need for equipping classrooms with the best educational technology. The biggest challenge in incorporating technology into learning is allowing students to take advantage of learning technology while ensuring that the class is productive and well managed. The main objective of this paper is to study the effects of using a classroom management system in computer lab sessions for smooth technology integration and effective computer lab management. The practice was evaluated through comparative analysis of the student performance, survey results and feedback from teachers, students, and IT management staff. Generally, the responses of participants were positive, more than 90% of them agreed that the system enhances the learning environment. The results analysis showed that there is a noticeable increase in student performance

Flipping learning not just content: A 4‐year action research study investigating the appropriate level of flipped learning

AbstractThis action research study follows a between‐subject design strategy and attempts to identify whether a departure from a direct instructional teaching strategy towards a flipped learning pedagogy results in increases in student performance over time. In particular, the study considers the effects of integrating flipped learning pedagogic instruction into a Year 1, second‐semester undergraduate Computer Architecture module. The first year of the study represented a baseline year in which a traditional direct instructional teaching method was used. The three subsequent years of study involved the inclusion of increased proportions of flipped learning instruction. When removing the baseline year from the study and focusing on the years that included a flipped proportion of instruction only, the analysis showed statistically significant increases in learner performance for mature students as the module migrated towards a fully flipped delivery model. Positive increases associated with continuous assessment components of the modules were also observed across the population as the module migrated towards a flipped learning model. However, this apparent increase in learner performance showed no impact on the terminal examination scores across years, indicating that improved performance in continuous assessments was probably due to shallow learning.

Effective resource utilization in Arkansas public schools

PurposeTeacher pay in Arkansas public schools varies widely from district to district across the state. This pay discrepancy is driven by both the funds available to a district and by how these funds are allocated. A standard per student budget is given to districts across the state, but this budget can be supplemented by additional property taxes collected on property within a district. This leaves districts with more highly valued property at an advantage. Districts are free to allocate their budget for teacher pay as they see fit, with constraints on number of students per teacher and minimum teacher salary.Design/methodology/approachUsing public data available through the Arkansas Department of Education, this research investigates what variables affect student performance in Arkansas public schools using feature selection and predictive modelling and determine the cost-effectiveness associated with changing possible decision variables in terms of improving student performance.FindingsIt was found that the most cost-effective ways for districts to increase student performance are to (1) increase average teacher salary and (2) increase average years of teacher experience. This result is validated by education research, as both of these methods have been identified in literature as being effective ways to increase teacher quality and increase student performance. Furthermore, districts should consider increasing student–teacher ratio and applying the resulting savings toward teacher salaries.Originality/valueThis methodology gives a fresh perspective on the most cost-effective use of resources in publicly funded schools.

A Student‐Centered, Active Learning Approach to Teaching Spinal Cord Anatomy

PurposeThe purpose of this project was to employ and preliminarily evaluate the effectiveness of small group, active learning among second‐year medical students studying the anatomy of the spinal cord.MethodsWe presented spinal cord anatomy in our “Human Condition” course for two cohorts of second‐year medical students. In 2015, and years prior, the material was incorporated into large group sessions and presented using slides in a large lecture hall. In 2017, we reorganized this learning activity into a more student‐centered, small group laboratory session. The interactive learning approach emphasized group work and higher‐order thinking to apply knowledge gained from assigned readings. In addition, students were encouraged to correlate anatomical features of prosected human spinal cord specimens with histological sections. After working together to solve the prompts posed by the faculty member, the students applied the teach‐back method to explain their answers and rationales to their facilitator. Facilitators used Socratic questioning to guide the discussions and to promote higher‐order thinking. Course examinations from both years included one question about spinal cord anatomy relevant to the material covered in both sessions. We compared scores from both years to evaluate the effectiveness of these learning approaches.ResultsStudents who participated in the student‐centered laboratory approach demonstrated a modest increase (3%) in overall performance on the spinal cord examination question. The transition was faculty‐intensive, requiring both an increase in the number of trained facilitators and multiple iterations of the same station.ConclusionsThe student‐centered, active learning approach was associated with a modest increase in student performance on the course examination. From our preliminary evaluation, we observed no detrimental effects from shifting the large group session to small group lab stations; indeed, our evaluation suggests at least a modest benefit. The use of spinal cord specimens underscores the importance of donated anatomical material for medical education. These specimens were integral to the learning activity, as students applied their observations of gross features to their decision‐making in solving prompts relevant to spinal cord histology. Additionally, the small group laboratory approach was an efficient use of curricular time. We aim to continue to study the effectiveness of this learning approach, ideally migrating other large group sessions into the laboratory whenever possible.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Examining Student Perceptions of Their Experience in a TBL Formatted Capstone Course

While shown to be less effective than active learning strategies, traditional methods of content delivery in post-secondary classrooms are the most prominent. Flipped classrooms, an example of an active learning approach, have been shown to be effective in long-term student outcomes. TeamBased Learning (TBL), a specific application of the flipped approach, has been linked to an increase in student performance, engagement, and satisfaction. TBL emphasizes the application of content knowledge through structured problem solving and decision making activities. The capstone farm management course at Iowa State University was recently restructured to implement TBL. This course revision sought to emphasize the development of skills necessary for success in an evolving workforce. The purpose of this study was to examine student perceptions concerning their attitudes and beliefs about learning, their motivation to learn, and their professional development through critical thinking. Pretest and posttest measures were compared and showed statistically significant increases across all three areas. These results offer valuable insight for the adoption of student-centered teaching methods, specifically TBL. Further examination of this teaching method compared to traditional teaching methods is warranted and recommended.

Psychology course redesign: an interactive approach to learning in a micro-flipped classroom

A micro-flipped classroom combines the traditional lecture-based course and the flipped classroom for a blended mixture of the two pedagogical approaches. It allows the instructor time to lecture in class, while promoting more interactive discussions between the students. In this study, we compared the differences between a traditional lecture-based course and a micro-flipped course to see if there were differences in three exam grades and overall course grades. Exam specific analyses revealed that exams delivered in the early and mid-semester (Exams 1 and 2) resulted in slightly higher grades in the micro-flipped class group, and the statistically significant benefits of the micro-flipped course emerged during the third exam. We conclude that all increases in student performance are meaningful, and benefits of the micro-flipped classroom can be realized within the course of one semester.

A structural regression model for relationship between indoor air quality with dissatisfaction of occupants in education environment

This paper analysis the effects of indoor air elements on the dissatisfaction of occupants in education of environments. Tries to find the equation model for increasing the comprehension about these affects and optimizes satisfaction of occupants about indoor environment. Subsequently, increase performance of students, lecturers and staffs. As the method, a satisfaction questionnaire (SQ) and measuring environment elements (MEE) was conducted, 143 respondents at five classrooms, four staff rooms and five lectures rooms were considered. Temperature, air velocity and humidity (TVH) were used as independent variables and dissatisfaction as dependent variable. The hypothesis was tested for significant relationship between variables, and analysis was applied. Results found that indoor air quality presents direct effects on dissatisfaction of occupants and indirect effects on performance and the highest effects fallowed by temperature. These results may help to optimize the quality of efficiency and effectiveness in education environments.

Turking Statistics: Student-generated Surveys Increase Student Engagement and Performance

Thirty years ago, Hubert M. Blalock Jr. published an article in Teaching Sociology about the importance of teaching statistics. We honor Blalock’s legacy by assessing how using Amazon Mechanical Turk (MTurk) in statistics classes can enhance student learning and increase statistical literacy among social science gradaute students. In addition, we assess whether using MTurk has an impact on student ability to make professional progress. We find that, compared to traditional teaching methods, using MTurk increased student performance, perceptions, and outcomes. In addition, using MTurk resulted in a measurable increase in statistical literacy. We recommend that instructors teaching statistics consider how MTurk or similar technologies can be used in their classrooms.

Is This Technology Useless? How Seemingly Irrelevant Factors Affect Adoption and Efficacy

We conduct a field experiment to understand how the strategies organizations use to implement new technologies affect their adoption and efficacy. Specifically, we show that the standard strategy schools use to introduce a text message alert system for parents — online signup — induces negligible adoption. Simplifying the enrollment process by allowing parents to enroll via text messages modestly increases adoption — especially among parents of higher-performing students. Automatically enrolling parents dramatically increases adoption since very few parents opt out. The standard and simplified implementations generate no detectable increases in student performance. However, automatically enrolling parents meaningfully increases GPA and reduces student course failures. Simple changes to the implementation of new technologies can lead to radically different conclusions about whether new technologies are valuable and their ability to close achievement gaps.

Simulation-based trauma education for medical students: A review of literature

Background: Medical students often do not feel prepared to manage emergency situations after graduation. They experience a lack of practical skills and show significant deficits in cognitive performance to assess and stabilize trauma patients. Most reports in the literature about simulation-based education pertain to postgraduate training. Simulation-based trauma education (SBTE) in undergraduate medical education could improve confidence and performance of recently graduated doctors in trauma resuscitation. We reviewed the literature in search of SBTE effectiveness for medical students.Methods: A PubMed, Embase and CINAHL literature search was performed to identify all studies that reported on the effectiveness of SBTE for medical students, on student perception on SBTE or on the effectiveness of different simulation modalities.Results: Eight studies were included. Three out of four studies reporting on the effectiveness of SBTE demonstrated an increase in performance of students after SBTE. SBTE is generally highly appreciated by medical students. Only one study directly compared two modalities of SBTE and reported favorable results for the mechanical model rather than the standardized live patient model.Conclusion: SBTE appears to be an effective method to prepare medical students for trauma resuscitation. Furthermore, students enjoy SBTE and they perceive SBTE as a very useful learning method.

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsAPP: Findings from rural India

Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (nź=ź8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.

The Benefits of Peer Review and a Multisemester Capstone Writing Series on Inquiry and Analysis Skills in an Undergraduate Thesis

This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention). A Fisher-Freeman-Halton test and a two-sample Student's t test were used to evaluate individual rubric dimensions and composite rubric scores, respectively, and a randomized complete block design analysis of variance was carried out on composite scores to examine the impact of the intervention across ethnicity, legacy (e.g., first-generation status), and research laboratory. The results show an increase in student performance in rubric scoring categories most closely associated with science literacy and critical-thinking skills, in addition to gains in students' writing abilities.

Uso da plataforma Arduino e do software PLX-DAQ para construção de gráficos de movimento em tempo real

Descrevemos neste artigo a construção de um aparato experimental indicado para o ensino de gráficos da Cinemática. O aparato utiliza o software PLX-DAQ e um sensor sonar de ultrassom acoplado a uma plataforma microcontrolada Arduino para realizar leituras de posição e distância de objetos. O instrumento foi desenvolvido durante a realização de um mestrado profissional, com o objetivo de contribuir para a superação de dificuldades de aprendizagem enfrentadas por estudantes da Educação Básica na construção e interpretação de gráficos de posição versus tempo no sistema cartesiano de coordenadas. Na primeira parte do artigo, apresentamos uma descrição detalhada da construção do aparato experimental e, na sequência, um breve relato sobre alguns resultados do seu uso em duas turmas de 1° ano do Ensino Médio, de uma escola estadual do município de Candiota/RS. Durante sua aplicação, pudemos identificar uma evolução no desempenho dos alunos, os quais demonstraram, no início da atividade, alguma dificuldade na análise e interpretação de gráficos de movimento. No entanto, no decorrer das tarefas, eles foram capazes de interpretar e reproduzir gráficos de movimento, em tempo real, a partir do aparato experimental utilizado.

A comparison between flipped and lecture-based instruction in the calculus classroom

Purpose– The purpose of this paper is to enhance students’ mastery of course material in a second semester calculus course and assess the effectiveness of a traditional “lecture-based” instructional model compared to a modified “flipped classroom” model using a mixed method research design.Design/methodology/approach– Evaluation of effectiveness was measured by having students in all four courses take the same pre-post exams and participate in a survey to assess their opinion of each instructional model. Undergraduate students covered the same content using two different modes of instruction.Findings– Within a comparable group of students, participants in the flipped course had similar content knowledge gains as the lecture-based course. Based on responses obtained in blinded student surveys, the authors found that the use of an online homework system (WebAssign) and in-class quizzes were critical motivating factors that likely contributed to the increase in student performance. The flipped classroom instruction was more effective at increasing interest in the subject and promoting student discourse around problem solving. Taken together, the findings support the flipped classroom model as an equally effective means in which to disseminate key calculus concepts to undergraduate students.Research limitations/implications– Findings from this study are limited to content knowledge gains in calculus over a 14-week time period, and student attitudes toward the mode of instruction they received. More research is needed to study the depth of learning that occurs in small group problem solving and interactions between faculty-and-student and student-to-student.Originality/value– While many course redesigns focus on incorporating more project-based or laboratory-based learning opportunities, the redesign used in this study was focussed on different ways to deliver the same content. Results from this study suggest that a blended type of learning would be optimal for learning calculus concepts with a strategic use of video content concepts.

PENERAPAN PEMBELAJARAN MATEMATIKA DENGAN MODEL PEMBELAJARAN DIRECT INSTRUCTION (DI) PADA POKOK BAHASAN LOGIKA DI SMKN 1 LUMAJANG KELAS XI PMS 1 TAHUN PELAJARAN 2012/2013

The goal of research are: (1) To determine the effect of the use of the concept of the approach through the method of direct instruction to students' cognitive abilities and Mathematics (2) Looking for an alternative solution for effective learning. This research is using a class action research using three cycles. Each cycle consists of four phases: planing, action and observation, reflection, and revision. The subject of this research is a Class XI student of PMS 1 SMK Lumajang in 2012/2013. Data obtained in the form of a test results, observation sheet teaching and learning activities. Based on the analysis of the results of research and discussion can be drawn a conclusion that the Direct Instruction Lesson increase student performance that can be shown with the performance appraisal. Student achievement can be increased in Learning Direct Instruction. Increased learning achievement indicated by the results of student learning and the average value of the class.Keywords: Direct Instruction, academic achievement and student activity.

Teaching the Extraocular Muscles of the Eye: Construction and Evaluation of a Low‐Cost, High‐Fidelity Ophthalmotrope for Medical Trainees

Examining extraocular eye movements is important in assessing nerve health and possible injuries as they pertain to the anatomy of the eye. The anatomy of the orbit and the function of the six extraocular muscles of the eye is a challenging and frequently misunderstood concept amongst medical trainees. In gross anatomy, educators have employed simple teaching tools such as balloons and static models to represent the relevant anatomy and help explain these difficult concepts. Absent from this education, however, is a movable, interactive and accurate model of the eye that demonstrates activation of the muscles along with the resultant movement of the globe of the eye. The goal of this project is thus to create a functional and high‐fidelity model of the extraocular muscular movements of the human eye, or simply an “ophthalmotrope”, to assist medical students with their anatomical understanding of this concept. A further goal is to ensure that this ophthalmotrope is fabricated from low‐cost and accessible materials as to ensure its reproducibility and use at schools where costs of pre‐fabricated plastic models is prohibitive. The final goal of this project is to investigate learning outcomes and student perceptions of this new teaching tool compared with those that have been employed previously at Ross University. Such outcomes will be measured through surveys and by a comparison of grades between two student groups, one with the teaching resource and one without the resource. We hypothesize that the addition of this new eye model will result in an increase in student performance on orbit anatomy related questions in both practical and written tests along with a qualitatively reported increase in understanding and confidence with the relevant anatomy.

Flipped Classroom Activities in Introductory Chemistry and Biochemistry Courses for Nursing and Nutrition Majors

There is a growing trend in the university classroom to invert the common teaching pedagogy. Instead of lecturing during class time and assigning homework to be completed outside of the classroom, the flipped classroom is gaining popularity. Several such activities have been developed for the two USJ required nursing and nutrition chemistry courses. Flipped classroom activities on stoichiometry and on dehydration and oxidation reactions of alcohols have been employed in Principles of Inorganic and Organic Chemistry while an activity on enzyme classifications has been utilized in Biochemistry of the Human Body. These topics require students to be able to solve problems entailing numerical calculations, writing reaction products or deciphering enzyme reactions. The most effective means to reach these ends are for the students themselves to actively engage in sufficient practice of these skills rather than passively watching the professor solve these type of problems. Initial findings show measurable increases in student performance on assessments of the information taught by this method. Thus flipping the classroom for challenging assignments supports the learning very effectively.

The Mirror and the Canyon: Reflected Images, Echoed Voices How evidence of GW’s performing arts integration model is used to build support for arts education integration and to promote sustainability

The Global Writes (GW) model is a well-designed performing arts integrated literacy program that builds local and global support among students, teachers, and arts partners through the use of innovative technologies. Through local partnerships between schools and arts organizations forged by GW, classroom teachers and local teaching artists build collaborative relationships to impact teacher practice and effectiveness, school culture and environment, and student development and achievement in the arts and English language arts. Classroom-based interventions for students include residencies providing instruction in writing original poetry and the art of performance, and poetry performances for authentic audiences including local community-based and inter-city poetry slam sessions. Dissemination, growth, and sustainability have been the cornerstones of the GW mission, promoting the improvement of teaching and learning. Throughout this process the GW team has embraced the metaphor of “the mirror and the canyon” by formatively reflecting on the model of practice, continuously improving the program model by “looking in the mirror”, building on what works as evidenced through research, and tailoring the program to meet the needs of individual schools and arts organization partners in each location. The authors will provide a review of the GW program, tracing its history and development, and focusing on how specific aspects of the model and evidence of its academic, social-emotional, and professional successes have been used to expand, build local support, and sustain the program in several communities across the country. Evidence of increases in student performance on state ELA exams, long-term impact on teacher practice, and sustained use of technology to continue collaboration among participants are highlighted as hallmarks of demonstrated success of the GW model in cities throughout the country.

Utilizing Tutors in the Classroom: An Extension of Supplemental Instruction to Increase Student Performance and Retention

Supplemental Instruction (SI) has widely been used in university classrooms around the world. However, many obstacles face SI - including low student attendance, lack of faculty support, and recognition of today's online generation. This research helps to fill the gap in SI by posing to solve the problems mentioned above by extending SI into the classroom with the assistance of tutors. In response to the growing number of students and lack of space and instructors to accommodate the exploding enrollment, an initiative called Tutors in the Classroom (TIC) was started at a 4-year liberal arts college near Atlanta. TIC involved placing professional tutors, who were part-time and full-time employees of the on-campus tutoring labs and writing centers, into pre-college courses for matriculated students in English, Reading, English for Academic Purposes, and mathematics. Results of the now 2-year program show that not only are students' skills enhanced, but that retention levels and average GPA's have also increased. Grants have been awarded for the TIC program, and now attempts with adapting the program for students of English as a Foreign Language (EFL) in a university in Macau, China are underway. TIC has been recommended as an extension of Supplemental Instruction to develop students' higher-order thinking skills as well.