Levels Of Student Performance Research Articles

Addressing musculoskeletal curricular inadequacies within undergraduate medical education

BackgroundMusculoskeletal (MSK) injuries and diseases place a significant burden on the health care system. Despite this, research indicates that physician training in the area of MSK medicine has historically been inadequate, with a majority of medical students feeling that their training in MSK medicine is lacking. The goal of this investigation was to evaluate the efficacy of a new preclinical MSK curriculum that was implemented within a nationally accredited allopathic medical program.MethodsRetrospective analysis was completed on five consecutive years (2017–2021) of preclinical MSK curricular data for 549 medical students, including mid and end-of-course examinations and end-of-course student satisfaction surveys. Both parametric and non-parametric methods of analysis were used to examine within and between class differences (P < 0.05).ResultsThe new MSK curriculum covered 15 of 16 “core or must know” topics in MSK medicine, and academic performance was consistently high over the 5-year period of analysis (final course marks ranged from 76.6 ± 7.1 to 81.4 ± 8.1; failures/year: range from 0 to 4), being equal or above levels of student performance observed for other courses delivered during preclinical studies. Likert data from end-of-course surveys demonstrated that feedback was overwhelmingly positive (overall course satisfaction ranged from a low of 3.07/4.00 to a high of 3.56/4.00) and indicated that students felt that the new preclinical MSK curriculum did effectively support medical student learning and knowledge retention.ConclusionResults are expected to help advance the current body of knowledge that is dedicated to improving physician learning and knowledge retention in the area of MSK medicine and provides a curricular model that could be used by other nationally accredited medical programs to help enhance MSK learning at the preclinical levels of physician training.

Analysis of Remote Learning Challenges During COVID-19 Pandemic on Pakistan’s Education Sector

The COVID-19 pandemic spread across the world in several days. This disease has badly affected corporations, industries, and educational institutions worldwide. The education sector suffered several crises, around 77 million students were affected and absent from class during the pandemic. Using remote learning during the pandemic was beneficial, but it was difficult to find comfort and dependability. The present study examines the challenges faced by Pakistani students and teachers in remote learning, academic performance, and satisfaction levels of students and teachers who have participated in remote learning during the COVID-19 pandemic. Based on the respondents’ comments, analyzed the demographic data and remote learning data using statistical calculations in the R language, and displayed the results in graphs. It used machine-learning models to calculate sentiment analysis results using the R language. According to the calculation results, the proposed study performs well using a support vector machine (SVM) and neural network (NNET), which give an accuracy of 83.5, while the accuracy of the k-nearest neighbor (KNN) is 69.9. The proposed study formulates suggestions for future work that are useful for improving the outcomes of remote learning.

Non-technical skills of Norwegian medical students at different training sites: a comparative, observational cohort study

PurposeMastering non-technical skills (NTS) is a fundamental part of the training of new physicians to perform effectively and safely in the medical practice environment. Ideally, they learn these skills during medical school. Decentralized medical education is being implemented increasingly worldwide. Two of the three training sites studied, Bodø (a regional hospital) and Finnmark (a rural local hospital), implemented decentralized medical education. The third training site was the main campus in Tromsø, located at an urban university hospital. The training in Finnmark emphasised training in non-technical skills using simulation to a larger extent than the two other university campuses. This study aimed to compare the NTS performance of medical students in their last year of education at three different training sites of the same university.MethodsThis blinded cohort study included students from the three training sites who participated in identical multi-professional simulations over a six-year period. Eight raters evaluated the video recordings of eight students from each training site using the Norwegian Medical Students Non-Technical Skills (NorMS-NTS) tool. The NorMS-NTS tool, which comprises four categories and 13 elements, assesses the NTS of Norwegian medical students and assigns an overall global score. Pairwise significant differences in the NTS performance levels between the training sites studied were assessed using Tukey’s test.ResultsThe overall NTS performance levels of the medical students from Finnmark (mean 4.5) were significantly higher than those of the students from Tromsø (mean 3.8) and Bodø (mean 3.5). Similarly, the NTS performance levels at category-level of the students in Finnmark were significantly higher than those of the students from Bodø and Tromsø. Except for one category, no significant differences were observed between the students from Bodø and Tromsø in terms of the overall or category-level NTS performance.ConclusionThe NTS performance levels of the medical students from Finnmark, which implements rural, decentralized medical education, were significantly higher than those of the students from Tromsø and Bodø.

Impact of active learning instruction in blended learning on students' anxiety levels and performance

IntroductionContemporary educational research has extensively explored the link between anxiety and student performance, yet there's a gap in understanding this relationship in classrooms with varying levels of active learning. This study aims to establish connections between instructional design, anxiety levels, and student performance, ultimately creating a comprehensive theoretical framework.MethodsThis study was conducted during the pandemic. Data from 186 respondents at Northeast Forestry University were collected through an online survey, and 25 students were randomly selected for interviews to gather feedback. In the practical application of the introductory course “Basics Product Design,” the Rain Class software was used to facilitate an active learning environment. Data from the online survey were organized in SPSS, then imported into the structural model framework in AMOS to calculate fit indices and other values to test hypotheses, applying structural equation modeling. Additionally, the relationship between anxiety levels and student performance was analyzed based on data from five classes using different instructional designs.ResultsThe results indicated that cold calling was significantly positively correlated with anxiety levels (SE = 0.632, P &amp;lt; 0.001), group work was significantly positively correlated with anxiety (SE = 0.166, P &amp;lt; 0.05), clickers were not significantly positively correlated with anxiety (SE = 0.188, P &amp;gt; 0.05), and anxiety levels were not significantly negatively correlated with student performance (SE = −0.306, P &amp;gt; 0.05). Mediation effect tests revealed that anxiety levels fully mediated the relationship between the use of clickers and student performance. Comparing student performance and anxiety levels across the five classes, the relationship between anxiety levels and student performance did not show a simple positive or negative correlation but followed a fluctuating curve, with an interval of anxiety levels that promotes student performance.DiscussionIn a blended learning environment, different designs and frequencies of active learning activities can lead to varying levels of anxiety, which in turn affect student performance. One prominent factor in increasing student anxiety is cold calling. The findings can serve as a basis for teachers to design educational plans, helping to create classroom environments that foster active participation and maintain a positive state among students. Furthermore, in this instructional environment, it is worth further investigating the factors influencing student anxiety and the impact of anxiety on student academic performance.

Analyzing the efficacy of comprehensive testing: a comprehensive evaluation

This study aimed to examine the variations in comprehensive exam results in the English department at Qassim University in Saudi Arabia across six semesters, focusing on average score, range, and standard deviation, as well as overall student achievements. Additionally, it sought to assess the performance levels of male and female students in comprehensive tests and determine how they differ over the past six semesters. The research design utilized both analytical and descriptive approaches, with quantitative analysis of the data using frequency statistics such as mean, standard deviation, and range. The data consisted of scores from six consecutive exit exams. The findings reveal that male students scored slightly higher on average than female students, with minimal difference (p = 0.07). Moreover, male scores exhibited more variability and spread, indicating varying performance levels. These results suggest the need for further investigation into the factors that contribute to gender-based differences in test performance. Furthermore, longitudinal studies tracking individual student performance over multiple semesters could offer a more in-depth understanding of academic progress and the efficacy of comprehensive exam practices.

The Impact of Infographic Technology on Knowledge Acquisition and Performance Level of Second-Year Female Students in Field Competitions

The Impact of Infographic Technology on Knowledge Acquisition and Performance Level of Second-Year Female Students in Field Competitions

The Impact of the Learning Mobile Application on Student Performance Using the Technology Acceptance Model

Technology is being increasingly used in education to develop various forms of media that effectively support instruction and learning. The purpose of this study is to determine the extent to which students majoring in electronics engineering education at Higher Education benefit from the use of different learning applications and how much influence they have on the overall level of student performance, by exploring the area of the correlation between the independent variable of Learning Strategy and student performance, with the consideration of the Technology Acceptance Model (TAM) as a possible mediator in this correlation. The current study utilized purposive sampling to collect a representative sample of 229 participants. The data was then analyzed using the Structural Equation Model (SEM), utilizing the Partial Least Square (PLS) method as the initial approach. The software used for this analysis was SmartPLS 4.0 and Network Analysis was conducted to determine the relationship between items in this study. Based on the results of this study, effective learning strategies and a high level of student acceptance of technology will have a positive impact on student performance or lead to improved student performance. Educational applications provide the potential to be streamlined and utilized by students through a pedagogical approach, as their user-friendly nature facilitates effective deployment.

Research &amp; practice of digital technology to boost the reform of English teaching in secondary vocational schools in key counties

There are many researches on the education reform of primary and secondary schools and universities in China, but there is almost no research on the reform of English teaching in secondary vocational education of key national minority counties in Guangxi. This paper discusses the introduction of innovative English classroom teaching models and teaching methods in developed areas, promoting the application of digital technology in secondary vocational English teaching, focusing on the reform of student-centered classroom teaching model, and improves the English learning performance and English level of secondary vocational students in key counties supported by the Nation. This article has mainly used data literature summarization, empirical research method, comparative analysis methods. It can get the result that basing on the requirements of secondary vocational talents under the background of digital age, this thesis extracts the core elements of improving the quality and level of English teaching in secondary vocational schools and carries out effective classroom teaching reform. There is practical significance for the new measures to improve the level of minority secondary vocational education and promote educational equity.

Relationship between functional motor performance and physical health level of college students in Henan Polytechnic University

Relationship between functional motor performance and physical health level of college students in Henan Polytechnic University

중학생의 민주적 의사소통 수행 수준별 특성 분석

This study aims to investigate how different levels of student performance are distinctively characterized in a scenario-based democratic communication assessment, applying a series of text-mining analyses. Responses written by 543 middle school students were categorized into higher, middle, and lower levels according to their scores, and the performance characteristics of the groups were compared. The main findings are as follows. First, the keyword frequency analyses showed that words describing the problem situation in the scenario were frequent at the lower level, while words describing methods and procedures for solving the problem were frequent at the upper level. Second, as a result of keyword network analysis, words describing the situation were loosely connected at the lower level, while words describing the principles of problem solving showed higher centrality. Third, the topic modeling analysis showed that at the lower level, the presented problem situation emerged as a latent topic, while at the upper level, mutual respect and problem solving methods emerged as latent topics. Finally, we discuss the usefulness and future challenges of using text mining techniques to scrutinize qualitative differences in student performance in constructed response questions.

Comparative Analysis of Commnicative Skills and AQS (Average Quality Score) of Students in Various Conditions of Learning Activities’ Organization

Key words: effectiveness of educational activities, academic progress, student, learning motivation, communication skills This article addresses topics pertaining to students’ academic performance and communicative skills. Educational activity is a purposeful activity, the maintenance of which leads to mastery of action strategies in the area of scientific concepts. The content of educational activities consists of ways to solve relevant epistemological problems. The requirement of educational activity is the desire of students to master theoretical knowledge in a particular subject area. According to D.B. Elkonin, the result of educational activity is a change in the student’s personality, as well as his development. Any educational activity is the conditions for scientific knowledge: it, first of all, presupposes the acquisition of new skills and ways of working with scientific concepts. As a result of the study, we presented the comparability indicators of students’ communicative abilities and their academic performance. The aim of the article is to analyze indicators of the level of communication skills and student performance in various educational conditions. The practical significance of the study is the data obtained and practical analysis that will help specialists using practical work.

A Study on how Relaxed Technical Approaches affect Perceived Tension and Performance in Pianists

The pianoforte is one of the most popular musical instruments that has attracted by any individuals at any age in any part of the world. Much of the music that had been composed for various keyboard instruments in different periods of history is often performed in the present-day acoustic piano. As a result, many music students who enroll in piano study are regularly at risk of acquiring poor technical approaches at the keyboard, which often leads to physical tension, continuous pain, injuries and a slower rate of progress. Therefore, this pilot study explored relaxed technical concepts which may help pianists to be more efficient technically in their performances. The purpose of this research study was to examine how the application of an appropriate technical concept to a technically challenging extract of a piece of music affects the perceived physical tension of piano students. It also sought to determine whether the implementation of physically relaxed approaches aids in diminishing physical tension and increasing the performance level of piano students. 26 undergraduates studying piano at the University of Visual and Performing Arts, Colombo, Sri Lanka participated in this research study. The technical approach termed ‘the underwave and overwave motion’, a relaxed technical approach of Ortmann and Taubman was applied to minimize physical tension. Participants of this research study were required to perform and record their playing for two days and the music tracks were adjudicated by five judges. The collected data were statistically analyzed by the Shapiro-Wilk test to verify the relationship between the use of piano technique, performance, and perceived tension. The perceived tension difference was computed based on the collected data as ‘performance difference = day one performance minus day two performance; and perceived tension difference = day two perceived tension minus day one perceived tension’. Based on the results, the application of appropriate technical approaches to technically challenging extracts of music minimized the perceived physical tension and also improved the tone quality of the performance.

Enhancing concrete structures education: Impact of virtual reality on motivation, performance and usability for undergraduate engineering students

AbstractBackground StudyThe research discusses the need for a paradigm shift in engineering education current practices to accommodate the digital native students. The paper emphasizes the importance of integrating disruptive technologies, namely Virtual Reality (VR) through Head Mounted Displays VR (HMD VR) and Desktop Based VR (DB VR) and comparing it with the traditional teaching methods. The research focuses on second‐year undergraduate students enrolled in a concrete structures course.ObjectivesThe objective of the study is to analyse the impact of DB VR and HMD VR on students' motivation, performance and workload in comparison with traditional 2D drawings. The study also aims to investigate how simulation sickness and system usability could impact students' motivation and performance when interpreting concrete structures.MethodsThe study divided second‐year civil engineering students into three groups, 2D, DB VR and HMD VR. The performance and motivation levels of students were assessed based on the number of mistakes identified and an intrinsic motivation survey. Furthermore, data on system usability and simulation sickness were collected. Spearman rank correlation was conducted to analyse the relationships between the variables tested.ResultsThe results have shown that students' motivation and performance were much higher when using VR in general and HMD VR specifically, students' efficiency and accuracy were also observed. On the other hand, usability was found to be moderately correlated with motivation, with students rating HMD VR as the most usable approach. A moderate inverse correlation was observed between simulation sickness and motivation, indicating that higher simulation sickness led to lower motivation levels.ConclusionThe study concludes that integrating VR in general, DB VR, or HMD VR into a concrete structures course for undergraduate students can significantly improve students' performance and motivation. Furthermore, enhancing usability of any of the methods used can also improve the performance and motivation. On the other hand, simulation sickness inversely affects motivation and performance, therefore, VR developers and educators should not neglect it.

Teaching Mathematics in Kindergarten: How Does Instruction Differ by Classroom Ability?

Background/Context: Kindergarten mathematics instruction is critical for students’ future academic success. The nature and quality of this instruction may vary depending on classroom characteristics. However, little empirical work has examined how mathematics instruction in kindergarten might differ based on classroom performance levels. Purpose, Objective, Research Question, or Focus of Study: This study focuses on whether kindergarten teachers’ mathematics instructional practices differ based on reported performance levels of students in the classroom. In particular, we focused on whether mathematics instructional time, as well as the extent to which teachers use traditional versus ambitious mathematics practices, differed based on teaching a higher proportion of children performing below grade level. Research Design: This study used a nationally representative dataset of approximately 2,900 kindergarten teachers from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11. With these data, the study utilized a model that compared teachers to each other within the same school (i.e., school fixed effects). Conclusions or Recommendations: This study found that mathematics instructional time did not differ based on the proportion of children reported to be below grade level in the classroom. However, how teachers taught mathematics differed: teachers who reported having a greater percentage of students performing below grade level used ambitious practices less frequently. These findings were not moderated by measures of teacher background or teachers’ reported expectations of their students.

Vietnamese High School Students’ Perspectives on the Practicability of Reading Comprehension Standards

Purpose: to amplify students' voices and contribute to the ongoing dialogue on improving reading comprehension standards in Vietnamese high schools. Methods: the experiment was conducted with 10th grade students, in Hanoi city, in which one school is in the suburbs and one is in the inner-city. The total number of students participating in the experiment is 165, of which 75 students are in the city and 90 in the suburbs. Results: the results of this study provide valuable insights into the academic performance and achievement levels of students in both multiple-choice and essay-based assessments. The findings reveal several key patterns and variations among the students. Conclusion: the development of reading comprehension standards should ensure that the steps in the process range from determining competence, determining elements, indicators, and quality criteria, to testing and adjusting the designed standard. The above assessment standards for reading comprehension are the basis for teachers and schools to have a basis for teaching and assessment to ensure the required requirements of the program.&#x0D; &#x0D; Received: 9 July 2023 / Accepted: 24 August 2023 / Published: 5 September 2023

The Role of Mobile Technologies in Blended Learning Environments

Mobile technologies exist in a wide spectrum and have a great impact on today’s world. One of the reasons of mobile technologies’ becoming a vital part of everyday life may be various features they possess such as easy access to content with no time and limit boundaries. This has brought up the question whether they may assist language learning. Considering Web 2.0 tools in the context of mobile technologies, for this study a well-known Web 2.0 tool has been chosen to investigate its effects, Duolingo, on students’ academic performance when used in blended learning settings to support formal language education. The academic performance levels of students are determined before and after the intervention in a high school in accordance with an instructional design prepared to support students in and out of school hours. Data were analyzed by using descriptive analyses techniques. The results of the study are discussed considering the significant difference in students’ academic performance after the intervention. It can be concluded that there are possible advantages of integrating a Web 2.0 tool in blended learning contexts.

Factors Affecting the Reading Performance of the Junior High School Learners

The study was conducted at Sil-ipon Integrated School (SIS) and aimed to assess the factors that affected the reading performance level of junior high students. The researcher evaluated the demographic profile of the learners, their reading proficiency levels, differences in reading performance based on their profiles, and a proposed reading intervention plan. Demographic profiles were assessed using frequency and percentage, which revealed that the majority of the respondents were 8th grade students, mostly female, and ranged in age from 14 to 16 years old. They frequently had 1 to 3 siblings, and their parents were both high-school level with a monthly family income of below 5,000 pesos. Reading proficiency levels were evaluated through Phil-IRI 2018 assessment tool which measures the reading speed, word reading, and reading comprehension scores. The findings showed that junior high school students of SIS had a low/frustration proficiency level, indicating that they experienced difficulties in reading. To determine differences in reading proficiency scores based on learners group profile, T-tests and ANOVA were used. The results showed that grade level, age, and number of siblings significantly influenced the learners reading proficiency level. Finally, a comprehensive reading intervention plan was proposed that involved providing targeted interventions, increasing access to non-print reading materials, and collaborating with families and the community. The study was conducted to help educators and school administrators improve the reading skills of the learners.

NONLINGUISTIC REPRESENTATION IN TEACHING SOCIAL SCIENCE: ITS OUTCOME TO TEACHING AND LEARNING PROCESS

This thesis, entitled Nonlinguistic Representation in Teaching Social Science: Its Outcome to Teaching and Learning Process, is intended to find answers to the following questions: 1.) What is the level of using nonlinguistic representation in terms of graphic organizers, physical models, mental images, illustrations/pictures, and kinesthetic activities? 2.) What is the level of student performance in pre-test and post-test in terms of comprehension, application, analysis, synthesis, and evaluation? 3.) Is there a significant difference between the pre-test and post-test? and 4.) Does the use of nonlinguistic representation have a significant effect on student performance in teaching Social Science? A descriptive method was used in the study to determine the effect of using nonlinguistic representations on the performance of students in teaching Social Science. The primary respondents to this study were the Senior High School students at San Pedro Relocation Center National High School. One hundred fifty (150) out of the total number of students in grade 12 were used as respondents for this study. The finding shows that the pre-test and post-test were observed to have a significant difference in the performance of the students in social science. This means that the use of nonlinguistic representation in social science teaching has been effective, and students have gained knowledge and skills. On the other hand, the finding shows that the graphic organizer, physical models, mental images, picture/illustrations and kinesthetic activities of the nonlinguistic representation were observed to have a significant effect on the students performance on their post-test. This shows that the use of nonlinguistic representations in the teaching and learning process improved student learning results, based on the findings. Students get a deeper and more profound knowledge of the material, which may result in enhanced academic performance. The study concludes that the pre-test and post-test were observed to have a significant difference in the performance of the students in social science. It can be inferred that at the 0.05 level of significance, the null hypothesis there is no significant difference in the pre-test and post-test of the students performance was rejected. The nonlinguistic representation was observed to have a significant effect on the students performance, as measured by their post-test. It can be inferred that at the 0.05 level of significance, the null hypothesis There is no significant effect of using nonlinguistic representations on the performance of the students in teaching social science was rejected. This recommends that teachers continue to incorporate these tools into their classroom instruction. It is important to recognize that students have diverse learning styles, and nonlinguistic representations can help to accommodate these differences by providing students with a range of ways to engage with and comprehend the subject matter.

Dark personality traits and psychological need frustration explain future levels of student satisfaction, engagement, and performance

Grounded in Self-Determination Theory (SDT), we integrate personality traits and basic psychological need frustration to explore relationships between students' ‘dark’ personality traits and the core student outcomes of satisfaction, engagement, and performance. Using time-separated, multi-source data (N = 330), we examined whether students' perceived need frustration mediated the effects of dark triad traits (i.e., Psychopathy, Machiavellianism, Narcissism) and the dark core (i.e., the common variance among the dark triad) upon student outcomes. Correlations and structural equation models showed that need frustration is related to reduced student satisfaction and engagement (though not grades), and partially mediated the effects of the dark traits. The dark traits also had a significant indirect effect on grades via student engagement. The dark core was positively associated with a heightened sense of need frustration and lower engagement, suggesting that common antagonistic features of dark traits lead students to see university environments as obstructive. However, the constituent dark traits showed differential associations: Psychopathy correlated positively with need frustration, whereas Narcissism correlated negatively. The results demonstrate the theoretical and explanatory utility of integrating personality traits and SDT-based constructs for understanding how individuals experience their environments.

Contextualized Teaching on Student’s Performance in Mathematics during Post-pandemic (COVID-19)

The study aimed to determine the effects of contextualized teaching using learning activity sheets in modular distance learning in Mathematics. There were eight contextualized learning activity sheets with three (3) activities each learning activity sheets. The contextualized learning activity sheets were given to the students as a tool in learning the lessons. It utilized the single-group pre-test and post-test experimental design. The study's specific objectives are: 1. To find out how the contextualized learning activity sheets were developed. 2. To determine the level of student's performance on contextualized teaching using learning activity sheets in modular distance learning in Mathematics on its formative test, pre-test, and post-test. 3. To test if there is a significant difference in students' performance based on the pre-test and post-test results. The study was conducted for two months and used the total population of one hundred eighty-nine (189) Grade 10 students from Sapa Anding National High School – Ramon Magsaysay Extension during the school year 2022-2023. The researcher-teacher formulated the 30-item achievement test to determine the student's academic level. Cronbach's alpha of at least 0.714 was used to determine internal consistency reliability and that the instrument items were adequate. The data were obtained from the student's performance level on the pre-test, formative test, and post-test. Quantitatively, the Wilcoxon Signed Rank Test revealed a significant increase from the pre-test to the post-test on the topic Sequences in Mathematics with a p-value of less than 0.05 level of significance. Therefore, the researchers recommend teachers use contextualized learning activity sheets in their teaching-learning process in modular distance learning.