Monitoring Student Performance Research Articles

Enhancing Secondary Education: A Mobile Application for Student Performance Monitoring and Curriculum Management

In the realm of modern education, the challenge of managing student information in schools, especially with a growing population, has been a longstanding issue. With the prevalence of mobile devices, particularly among students under the age of 17, leveraging technology to streamline data management has become critical. This study introduces the Monitoring Student Performance in Learning and Curriculum App, a mobile application designed for both students and teachers in secondary schools. The major goal is to improve student performance and facilitate more effective learning management. Utilizing the waterfall methodology, the development of this system progresses through five fundamental phases: requirement, design, implementation, testing, and deployment. This application intends to proactively solve the issues associated with paper-based data storage by empowering teachers to monitor student performance and involvement in lessons and curriculum, thereby fostering a more efficient educational environment.

Designing a Student Performance Monitoring Dashboard Application Using the MVC Method and the Spring Boot Framework at Media Nusantara Citra University

The student academic performance monitoring dashboard is an application used by lecturers at the Faculty of Business and Education, Media Nusantara Citra University to digitally monitor student performance. The monitoring process currently carried out is still manual, which involves both data searching and manual file searching. Apart from that, this data can only be accessed by the academic department and lecturers must make a request first. On the other hand, the large amount of work and busyness of lecturers means that lecturers do not have much time in the process of collecting data for monitoring, while the monitoring process is very important for lecturers to know the progress and results of the learning process of the lecturers' students. Model, View, Controller (MVC) is an application development architecture that emphasizes 3 important components. These three components each have a focus of attention, responsibility and logic so as to speed up performance. For this reason, to solve the problem of monitoring student academic performance, a dashboard application was built using the MVC method. This monitoring dashboard application was built using the Java programming language with the Spring boot framework and is web-based. Spring boot is a framework for the Java programming language which is equipped with a Tomcat server, Annotation technology, and Maven as a Build Manager. With this application, it is hoped that it will make it easier for lecturers to carry out the monitoring process so that the monitoring process can be carried out anytime and anywhere. The output targeted in this research is a Student Academic Performance Monitoring Dashboard application. This research has a Technology Readiness Level (TKT) at level 2 which is expected to be useful for lecturers at Media Nusantara Citra University. This research also targets additional output, namely publication in a national journal indexed at least SINTA 4 with a target publication in November 2023.

An Evaluation Framework for The Adoption of Big Data Technologies in Higher Educational Institutions

The aim of this study is to develop a framework for the use of Big Data Technology in Higher Educational Institutions (HEIs). The research which employed a mixed method approach, is primarily based on relevant critical analysis and literature review of studies conducted within the Big Data Technology area in higher education institutions. It investigated the processes of monitoring student performance by Namibian HEIs. The challenges faced by Namibian HEIs on the use of BDT. The various methods of data collection by Namibian HEIs and determined the level of readiness to adopt BDT.in Namibian HEIs. The study further undertook quantitative surveys and qualitative interviews with staff of the three (3) higher institutions in Namibia. A sample of 345 participants from International University of Management (IUM), Namibia University of Science and Technology (NUST), and The University of Namibia comprising the study's population (UNAM) were selected for this study using the simple random sampling technique. The Unified Theory of Acceptance and Use of Technology (UTAUT) constructs model was used to analyse to collect and analyse the quantitative data collected in this study. Finally, the study developed a sustainable framework that will guide the use of Big Data Technology in Namibian Higher Educational Institutions (HEIs). The validity of the framework was ascertained by expert reviews to ensure that the framework developed is effective and appropriate in fulfilling the purpose of the study and its objectives.

Curriculum restructuring at Texas Tech Health Science Center Medical School: Evaluation and lessons learned

Texas Tech Health Sciences Center Medical School (TTUHSC, SOM) recently changed from a 2 years pre‐clerkship curriculum to a 1.6 year organ system‐based curriculum. This change was implemented to develop an integrated curriculum specifically comprising of horizontal integration across disciplines. In order to provide students with a “cutting‐edge” curricula, TTUHSC medical educators involved in pre‐clerkship curriculum thoroughly reviewed the “traditional” curriculum content and strategically aligned the content to avoid redundancies and enhance student learning. As a result of the restructuring, a block entitled General Principles was created. This is a foundational block that covers basic principles of biochemistry, cell biology, medical genetics, pharmacology, and microbiology. Historically, pharmacology and medical genetics are two content areas that occurred later in our “traditional” pre‐clerkship curriculum. Previously, principles of pharmacology (pharmacokinetics/dynamics) were introduced in the Infectious Diseases block, prior to lectures over antibiotics, and medical genetics was part of the second year Multi‐System Disorders block. Now, both of these content areas are incorporated into the second unit of the General Principles block and follow biochemistry, cell biology, and cellular transport lectures. The objective of this study was to evaluate the performance of this block, specifically the student performance on pharmacology and medical genetics topics. We hypothesized that incorporating pharmacology and medical genetics in a block that covers basic biochemistry and cell biology will enhance student performance. To achieve this goal and as part of our efforts to ascertain the potential effects of curricular restructuring on topic mastery, we compared the past and present performance of pharmacology (n=11) and medical genetics (n=7) based questions. For questions related to medical genetics, the overall performance was not significantly affected, 88% (“traditional” curriculum) versus 89% (p=0.54). In contrast, overall performance on pharmacology based questions saw a significant drop, 85% former curriculum and 80% new curriculum (p=0.02). Interestingly, performance on questions related to pKa values and drug excretion improved within the new curriculum, a potential benefit to presenting pharmacology topics following basic principles of biochemistry. In conclusion, the student performance on medical genetics questions, topic that was traditionally taught in year 2 of medical school, was not negatively impacted even though this topic is introduced earlier. At the moment, it is unclear if the overall drop in pharmacology performance is due to the content being placed earlier within the pre‐clerkship curriculum or simply content overload. As a new program is implemented, a period of decline in performance often occurs. Thus, we will continue monitoring student performance and lessons learned from this block will help us in making fine adjustments to this newly implemented curriculum.

Implementation Plans for Course Redesigns: An Exploration of Identified Strategies

Institutions are redesigning gateway courses—lower-division courses known to create student success bottlenecks—to influence persistence and completion goals. These initiatives, student success course redesigns (SSCR), are specialized versions of course design institutes (CDIs). This investigation into SSCRs uses content analysis to examine the implementation plans created during a SSCR. Results demonstrated that the majority of the strategies planned focused on the Learning key performance indicator (KPI), and the minority of the planned-for strategies focused on the Monitoring Student Performance KPI. A more granular analysis of the Learning strategies revealed five themes: Content, Assessment, Pedagogy, Syllabus, and Student Success. Additional results indicated the majority of planned strategies would occur out of class, and disciplinary differences between science, technology, engineering, and mathematics (STEM) and non-STEM faculty for pedagogical and content design changes. Results also demonstrated a need for more faculty to utilize actionable language for course redesign strategies. Moreover, the implementation plans provided useful assessment feedback of the CDI itself.

Monitoring Student Performance Through an Agile Project-Based Assessment Strategy for Distance Higher Education

This article presents an observational qualitative study regarding the use of agile methodologies in implementing project-based student assessment procedures in higher education courses. The study comprised 32 students enrolled in an online biology class in a public university in Rio de Janeiro, Brazil. Students underwent two types of activities: first using traditional project-based learning, second using an agile approach based on the EduScum methodology. Results demonstrated that the agile methodology enforced student engagement, especially collaboration aspects. Interactions between students and teachers became more acute and straightforward. Moreover, it became easier for teachers to monitor students' performance throughout the course. This study provides highlights to enable schools to improve students' assessment procedures in distance education courses.

Using Simulation-Based Active Learning Strategies for Teaching Biofluids Concepts.

Biofluids comprises a core topical domain for modern biomedical engineering education. Like other biomedical topic areas, biofluids education must address highly interdisciplinary and applied topics. Concept/problem-based active learning approaches can provide effective avenues to teach such diverse and applied topics. However, with the heterogeneity within biofluids topics across cellular, physiological, and/or extra-organismal scales, it is important to develop active learning content that enables students to explore concepts with appropriate context. This challenge is further complicated by the need to administer such content remotely (due to the Covid-19 pandemic). Here, we outline our design process and implementation experience for simulation-based active learning modules for a newly developed physiological biofluids course. We share the overall design approach, with two example cases of simulation-based concept exploration: (a) arterial Windkessel effects and lumped parameter hemodynamic analysis; and (b) curvature-induced helical flow in human aorta illustrated using four-dimensional (4D) flow magnetic resonance imaging (MRI). Evidence from student survey ratings, student comments and feedback, and monitoring student performance for course deliverables indicate positive student response toward these modules, and efficacy of the modules in enabling student learning. Based on our design and implementation experience, we argue that simulation-based approaches can enable active learning of biofluids through remote and online learning modalities.

OPPORTUNITIES OF DISTANCE LEARNING AT THE MEDICAL UNIVERSITY

COVID-19 pandemic has led to changes in all areas of human activity, and they have not escaped the education system. One of the new and most highly effective and, especially relevant, areas of improvement in the educational process of higher education is the use of distance learning.
 The aim of the research: to analyze the opportunities, advantages and disadvantages of using distance learning at a medical university.
 Distance learning is a form of learning with the use of computer and telecommunication technologies, which provide interaction of teachers and students at different stages of learning and independent work with materials from the information network. There are a number of platforms and applications as tools for effective, interesting and interactive learning: Moodle, Google Classroom, Zoom, Skype, Google Hangouts, WebEx, MyOwnConference, Microsoft Teams.
 Distance learning includes a set of the following components: providing educational material to the student; means of monitoring student performance; student consultations by the program-teacher; means of interactive cooperation between teacher and student; the ability to quickly add new information to the course, error correction.
 Ivano-Frankivsk National Medical University uses Microsoft Teams as a tool for distance learning. Microsoft Teams is a state-of-the-art real-time video conferencing tool that integrates all Office 365 tools, gathers up to 300 participants, and holds meetings lasting up to 24 hours. Also, this service includes communication in general chat and personal messages, shared access to educational materials in various formats, access to the cloud environment, control of the level of knowledge can be carried out in the form of an oral interview and with the use of test tasks, sending files, it is possible to record video conferences, screen demonstrations, presentations, web pages, use the board.
 Distance learning has a number of advantages such as: flexibility, relevance, convenience, modularity, cost-effectiveness and the ability to simultaneously use a large amount of educational information for any number of students, interactivity, removing psychological barriers to communication, blurring borders, no direct contact between people, which allows to actively learn even during illness or self-isolation. However, despite these advantages, we should not forget about the disadvantages. Distance education requires a certain level of hardware and software. No matter how accessible computer distance education may seem, it requires the learner to have a computer and Internet access, which not everyone has. These also include: the need for a certain level of hardware and software, depersonalization of communication, negative impact on students' health, problems with mastering practical skills, lack of direct communication with patients, inability to participate in professors wardrounds, supervise patients. As for carrying out diagnostic procedures using special devices and tools, it is an indisputable fact: you can watch videos about a certain manipulation many times, you may perfect know the algorithm of its performance, but without ever trying to do it yourself, it is impossible to master this manipulation.
 Studying at a medical university has its own specifics, so distance learning cannot completely replace the traditional educational process and prepare future doctors for further practice.

A Piece of the (Ed)Puzzle: Using the Edpuzzle Interactive Video Platform to Facilitate Explicit Instruction

Whether to embrace “flipped” pedagogy or to problem solve during a pandemic, many teachers utilize video to deliver instruction to students. Watching a video can be a passive activity without a person or a tool to facilitate active engagement. As a result, many teachers find the need to look for tools, methods, and platforms to engage learners, add elements of interactivity, and incorporate effective instructional practices into their video lessons. In this manuscript, we describe how a specific technology, Edpuzzle, can help facilitate video lessons that include explicit instruction elements such as eliciting frequent responses, offering supported practice, providing immediate affirmative and corrective feedback, and monitoring student performance. When paired with well-designed videos, teachers can use this tool to deliver effective instruction in an asynchronous environment.

Тестирование учебных достижений: от проверки знаний к проверке понимания

The article presents the results of author’s research in the field of assessing the formation of competencies of students in educational institutions of higher education using test technologies. The analysis carried out in the context of pedagogical qualimetry allows us to draw conclusions about the high didactic potential of individual test tasks with the ordering of answers. The study of the features of the application of test technologies in the formation of funds for assessment tools for ongoing educational programs of higher education revealed the advantage of this tool, expressed in the form of the ability to differentiate grades de-pending on the didactic goals of the test and the depth of control of educational achievements. In the article, it is scientifically grounded that the use of single test tasks with ordering of answers, unlike other types of tests (for example, with a single choice, multiple choice, establishing compliance, establishing a sequence), provides the developer with significantly more possibilities in forming grading scale and at the same time provides it with more interesting for analysis results of monitoring student performance. The authors of the article obtained initial analytical data, with the help of which quantitative characteristics can be calculated, which, together with the relevant criteria, can evaluate the success of the test solution. The method of questioning students who were trained according to the advanced training program of the faculty “Innovative Educational Technologies” received estimates of various types of test items, it was confirmed that the development of tests based on single test items with ordering of answers requires not only deep knowledge in his subject, but also creative abilities and general outlook. Recommendations on the introduction of test technologies in the educational environment are given.

Testing as a form of quality control of students’ knowledge in German language classes

The issue of modern pedagogical diagnostics of the results of students’ educational activity is becoming more and more relevant in terms of further improvement of the educational process in higher school. The article aims to substantiate the theoretical foundations of the effectiveness of testing and to demonstrate specific examples of various types of tests for quality control of students’ knowledge acquisition in German language classes.The article emphasizes that control in various forms allows identifying a level of mastering a material according to the curriculum and mastering the relevant practical skills and abilities of students and to determine shortcomings and complexities of the learning process. It has been found that tests are the most modern and the most common form of testing the acquisition of educational material in the teaching of a foreign language. The paper also analyzes the advantages and disadvantages of using test control. The use of different types of testing in the process of the German language acquisition allows the teacher to find out the degree of understanding and assimilation of educational material in students, to determine the effectiveness of teaching methods and adjust them. It is revealed that through tests it is possible to carry out all types of control: input, current, boundary, control of residual knowledge, final. The paper outlines different types of tests and formulates the purpose of their application, i.e. feasibility of using a task in determining a level of formation of different linguistic competences in accordance with the German language curriculum. The article presents specific examples, which are posted on the site of distance learning of the National Aerospace University “Kharkiv Aviation Institute”, including various types of questions: multiple-choice tests, tests to establish compliance, tests to determine the truth or falsity of statements, as well as open-ended tasks. The author emphasizes that tests will be the most effective in combination with other types of control.In conclusion, the use of testing as a form of control allows the teacher organize the process of monitoring student performance effectively, provides maximum objectivity of assessment, reduces processing time, allows statistical processing of material and, thus, improves the quality of control and assimilation of educational material for the German language acquisition.

Student academic performance system: quantitative approaches to evaluating and monitoring student progress

Monitoring student performance throughout the course of an academic semester can have a positive impact for students and educators alike in terms of motivating invaluable course redesign, effective student intervention, and practical methodologies for classroom enrichment. Student academic performance systems (SAPS), analytical tools to track student progress, can enhance both learning and academic development. However, these monitoring systems need to be effective, easy to implement, clear to interpret, and based on a framework flexible enough to easily adjust and suit any educational level or course style. We propose a SAPS system designed to monitor student performance, demonstrate that the SAPS system is an efficient and complementary tool for educators, and argue that some form of a SAPS system should be incorporated into every classroom at all instructional levels.

Student academic performance system: quantitative approaches to evaluating and monitoring student progress

Monitoring student performance throughout the course of an academic semester can have a positive impact for students and educators alike in terms of motivating invaluable course redesign, effective student intervention, and practical methodologies for classroom enrichment. Student academic performance systems (SAPS), analytical tools to track student progress, can enhance both learning and academic development. However, these monitoring systems need to be effective, easy to implement, clear to interpret, and based on a framework flexible enough to easily adjust and suit any educational level or course style. We propose a SAPS system designed to monitor student performance, demonstrate that the SAPS system is an efficient and complementary tool for educators, and argue that some form of a SAPS system should be incorporated into every classroom at all instructional levels.

Risk-based educational accountability in Dutch primary education

A recent development in educational accountability is a risk-based approach, in which intensity and frequency of school inspections vary across schools to make educational accountability more efficient and effective by enabling inspectorates to focus on organizations at risk. Characteristics relevant in predicting which schools are “at risk on adverse effects” and robustness of results of risk-based analyses over multiple cohorts were assessed by an empirical analysis of Dutch primary schools. Adverse effects were defined as below average final achievement and/or below average value added. School composition, previous underperformance, insufficient judgments on having a systematic evaluation approach, evaluation of support, and monitoring student performance appeared as factors related to subsequent underperformance of schools. Although a rich set of possible risk factors was available, further investigation of a large number of schools is required in order to find nearly all underperforming schools. However, a group of about 40 % of the schools showed very small risk on underperformance, which represents the efficiency gain when risk-based school accountability would be applied. Furthermore, whether schools are (in)accurately classified in the risk analysis as “at-risk” schools depends heavily on the chosen caesura.

Undermining inclusion? A critical reading of response to intervention (RTI)

In this paper, I critically examine the discourse surrounding response to intervention (RTI), a US-based education reform that has garnered a considerable amount of attention (as well as controversy) in a very short amount of time. A multi-pronged reform effort, RTI is a tiered approach to delivering instructional intervention to students at risk, an on-going and systematic model of monitoring student performance, as well as an alternative to the ability/achievement discrepancy model for identifying learning disabilities. In this paper, I argue, however, that RTI is not so much a reform but a tactic, aimed at returning to the status quo of segregated special education and reinvigorating many of the foundational assumptions of traditional special education practice.

Utility and Utilization of Aircrew Training Device Advanced Instructional Features

The utility and utilization of the Advanced Instructional Features (AIFs) capabilities of USAF Aircrew Training Devices (ATDs) was explored by means of a survey of 534 Simulator Instructors from Air Training Command, Military Airlift Command, Strategic Air Command, and Tactical Air Command training sites. The primary purpose of the survey was to provide a database that could be used in defining the requirements for ATD procurements and in developing future ATD training programs. In general, the features that were rated highest in utility and utilization were those used for training management, variation of task difficulty/fidelity, and monitoring student performance. The level of AIF use was affected somewhat by hardware and/or software deficiencies; however, the presumed training value of an AIF was the most important determiner of its use.

Getting started with microcomputers in undergraduate education: Hints and guidelines

Microcomputers can serve many functions in undergraduate education, including control of laboratory experiments, presentation of classroom demonstrations, generation of handouts, and monitoring student performance. Panel members of a symposium presented several general guidelines for the use of microcomputers, and specific guidelines for selecting and purchasing equipment and for daily operation of a microcomputer facility.

A Charting System for Monitoring Student Performance on Instructional Programs

A Charting System for Monitoring Student Performance on Instructional Programs