Student Pass Rates Research Articles

Transforming assessment policy: improving student outcomes through an immersive block model

ABSTRACT This paper describes how one Australian university achieved deep assessment reform through transition to the Southern Cross Model: a 6-week, immersive block learning approach. There are few studies that explicitly discuss the governance, policy and people changes required to effect whole-of-institution shift. Addressing this gap, this case study draws on a mixed-method investigation of policy reform and student achievement data. It outlines the tenets underpinning the university’s new assessment approach, and how these were translated into practice. A principles-based approach was developed, providing the foundation for pedagogical change. Analysis of the quantitative data demonstrates a significant increase in student pass rates and, over time, student satisfaction with assessment, workload and skills development. The findings underscore how essential whole-of-institution assessment reform is in transitioning to an immersive block model. Implications and recommendations are offered for other institutions seeking to transform assessment and drive enhanced learning and teaching outcomes through institution-wide change.

Non linear correlated random effects models with endogeneity and unbalanced panels

We present simple procedures for estimating non linear panel data models in the presence of unobserved heterogeneity and possible endogeneity with respect to time-varying unobservables. We combine a correlated random effects approach with a control function approach while accounting for missing time periods for some units. We examine the performance of the approach in comparisons with standard estimators using Monte Carlo simulation. We apply the methods to estimate the effects of school spending on student pass rates on a standardized math exam. We find that a 10% increase in spending leads to an approximately 2 percentage point increase in math pass rates.

Pengembangan Media Pembelajaran Matematika Berbasis Aplikasi Android Menggunakan Power Point dan iSpring pada Materi Himpunan untuk Siswa Kelas VII SMP Swasta Swadaya Tarus

The number of smartphone users is increasing across various demographics, including students. With the presence of smartphones among students, it should be able to assist learners in enhancing their interest and understanding of mathematics effectively, anytime and anywhere. Therefore, this research aims to develop a mathematics learning media based on an Android application using PowerPoint and iSpring for set theory material for Grade VII students at Swadaya Tarus Private Junior High School that is valid, practical, and effective. The method employed in this research is research and development using the ADDIE development model: Analysis, Design, Development, Implementation, and Evaluation. Data for this research were obtained through interviews, questionnaires, and tests. The results of this research show that the set theory class application meets the criteria for valid, practical, and effective learning media for set theory material. The average total validity score from three validators is 4.34, indicating that the Android-based mathematics learning media falls into the valid category. The average practicality score from the large class teacher is 4.38, and the responses from the small-scale trial students were 4.6, while the responses from the large-scale trial students were 4.67, placing the Android-based mathematics learning media in the practical category. Additionally, the pass rate for small-scale trial students was 80%, and the pass rate for the large-scale trial students was 70%, indicating that the developed Android-based mathematics learning media falls into the effective category.

K-Nearest Neighbors (K-NN) Algorithm Model in Predicting the Graduation Rate of Teacher Professional Education Students in Indonesia

Predicting the graduation rate of the PPG program has an important significance in analyzing the factors that affect students' success in completing the PPG program. This study uses the K-Nearest Neighbor model in online learning to predict the pass rate of students in the Teacher Professional Education Program (PPG) at UIN Walisongo Semarang. The study analyzed data from 423 students, focusing on input quality variables, such as pedagogical competence and teaching innovation. Results showed the Wave 1 pass rate in 2023 was 86.7%, with 13.3% failure, a 1.7% decrease from Wave 3 in 2022. The confusion matrix showed significant improvement in True Positives (TP) and True Negatives (TN), with an accuracy of 0.916, precision of 0.3, and recall of 0.9725 students' academic achievement.

Prediksi Kelulusan Mata Kuliah Mahasiswa Teknologi Informasi Menggunakan Algoritma K-Nearest Neighbor

This research aims to develop a predictive model using the K-Nearest Neighbor (KNN) method to forecast the course completion of students in the Information Technology program. The issue at hand is the uncertainty in predicting student success based on historical data and specific attributes. This study focuses on the importance of understanding the factors that influence student success in the Database Management Systems course to provide accurate predictions and help improve student pass rates in this course. The objective of this research is to build a predictive model using the KNN algorithm and to implement this model using the PHP programming language. The study aims to offer valuable insights for educational institutions to enhance teaching and learning processes and to expand understanding of data mining concepts in specific case studies. The prediction aims to determine whether a student will pass or fail the Database Management Systems course based on predetermined training and testing data. By calculating the nearest distance between the training data and the test data. The results showed an accuracy rate of 90% for predicting course completion using k=5, with a dataset consisting of 40 training data points and 20 testing data points.

A Case Study of Taking AP Computer Science Principles (AP CSP): A Student’s Perspective

With the increased demand for computer science degrees in the work force, computer science is becoming more prominent in high schools. AP Computer Science Principles (AP CSP) is a course that serves as a bridge into computer science. Code.org provides a year long curriculum for this AP course to be led by teachers in the classroom. Beyond an analysis of the pass rates of students, and with the recency of the AP CSP course, a reflection of the AP CSP curriculum from the student’s perspective, is in order. This study breaks down the strengths and weaknesses of AP CSP from a student’s perspective. Results show there are many strengths in relation to the Code.org curriculum. However, AP CSP can be a little challenging in motivating and engaging students if not executed properly by the teacher.

A Cross-Sectional Analysis of EMT Certification Rates among Navy Hospital Corpsmen in the INDO-PACIFIC.

Until 2017, the United States Navy (USN) incorporated Emergency Medical Technician (EMT) curriculum into Basic Medical Technician Corpsman (BMTC) training program. At overseas USN and Marine Corps installations, USN hospitals and clinics must train and certify EMTs to support the Emergency Medical System (EMS) mission. The primary aim of this study is to identify the impact of removing NREMT curriculum from BMTC on NREMT exam pass rates of students stationed in the Indo-Pacific (INDOPAC) region. This study examines and analyzes 1 st and 3 rd attempt NREMT exam pass rates of four OCONUS installations in the INDOPAC region over 10.5 years. The researcher conducted a retrospective cross-sectional analysis of NREMT exam pass rates. Data were extracted from the NREMT database from four program sites in Japan. Five years of data before and after the curriculum change were included. Date ranges extracted were from January 1, 2012, to June 1, 2022. During the observed 10.5 years, 1093 students attempted the NREMT cognitive examination within the INDOPAC region and were included. Cumulative pass rates for 1 st and 3 rd attempts for all four locations for all years were 64.2% and 71.1%, respectively. Comparison of the overall INDOPAC 1 st attempt pass rate before and after BMTC curriculum change shows a 62% pass rate for 2012-2017 (before EMT curriculum removal) and a 66% pass rate for 2017-2022 (after removal). The two means do not show statistical significance as the p-value is determined to be 0.172 (P>0.05). No statistical correlation between students before and after the curriculum change was found. A correlation was identified between pass rates and delayed examination, indicating if the national exam is delayed, the rate of certification decreases.

LEVEL OF ACADEMIC PERFORMANCE OF STUDENTS IN SECONDARY SCHOOLS OF ALEBTONG DISTRICT. A CROSS-SECTIONAL STUDY.

Background In Uganda, there is an overall concern over the generally poor academic performance of students learning in government-aided schools. The study aims to assess the level of academic performance of students in secondary schools of Alebtong District. Methodology A descriptive cross-sectional study was conducted and quantitative data collected from 115 respondents was obtained. Results The level of academic performance of students in secondary schools of Alebtong District was relatively low. The mean response of 2.6 suggested that students' performance in standardized exams, particularly UCE and UACE, is not very high. A mean response of 2.2 indicated that the pass rate of students in Alebtong District was not very high and only 25% of students obtained a second-grade result. The mean response was 1.8 indicating that a high percentage of students in lower secondary do not obtain a first-grade result. A mean response of 2.8 indicated that there might be some challenges regarding dropout rates and student retention in secondary schools. The mean response was 3.2 indicating that students in Alebtong District generally experience a relatively smooth transition and progression through their secondary education. Conclusion Generally, schools in Alebtong District have not yet archived their desired potential with the majority of the students unable to score a minimum of second-grade result. There is still a need for greater improvement in the level of academic performance of students in secondary schools in Alebtong District Recommendation Strategies should be implemented to enhance students' performance in standardized exams, increase the pass rate, improve grade distribution, reduce dropout rates, and ensure the smooth transition and completion of secondary education. Encouraging students' active involvement in extra-curricular activities could also be explored as a potential avenue for supporting academic excellence.

A Review of the Effectiveness of Educational Digital Game-Based Learning on Students in Tertiary Institutions

The higher institution’s evolution to a more digital era is increasingly making the long-standing learning approaches redundant and ineffective in maintaining student engagement. The digitalization of the educational system sometimes results in a misalignment of the learning approaches with contemporary students’ skill sets and experiences. Many studies have attributed the increase in students’ dropout and poor academic performance to this misalignment in the teaching approaches. Hence, introducing improved teaching methods is essential in uplifting students' learning experiences and academic engagement, contributing to successful student pass rates. Adopting the desktop literary review, the study utilizes relevant literature and theoretical frameworks including The Connectivism Learning Theory by George Siemens and Stephan Downes, The Cognitive Load Theory by John Sweller as well as, a range of theories surrounding the cognitive function in its interrogation of digital game-based learning, and to better understand their effectiveness among our students. This research study aims at advancing traditional conversations in the field of teaching and learning to the role of technology in modern day education, and will benefit educators as, valuable insights on digital game-based learning can be used to promote positive changes in the learning environment, transitioning from conventional approaches such as lengthy lectures in which, according to research studies, was said to be less effective in holding student engagement. The study concludes with a deep engagement and discussion on the positive influence of digital game-based learning on students’ ability to focus and pay attention in learning environments in addition to, processing, comprehending and retaining valuable information, maintaining engagement and increasing memory capacity as well as, improving strategic and critical thinking and problem solving abilities within and beyond the academic institution.

Predictive Relationship between Achievement Goals, Perceived Teacher Support, Academic Disidentification and Mathematics Achievement

In the present fast-paced world, where technology is evolving at an unprecedented rate, the importance of Science, Technology, Engineering and Mathematics (STEM) disciplines cannot be overstated. Mathematics, one of the prominent components of STEM subjects, forms the bedrock of innovation and problem-solving skills primary in solving real world challenges. Despite the importance, the overall pass rate for many students is below par. The trend remains worrisome in the Kenyan schools and particularly Kisii County; Kenya. It is on this premise that this study explored the predictive relationship between achievement goals, students’ perceived teacher support, academic disidentification and mathematics achievement. The study embraced the revised achievement goal (3×2), self-determination, and expectancy value theories. A correlational design was adopted. The target population comprised of all the form three students in Kisii County in 2023. Stratified sampling was used to select the 37 schools that took part in this study. Alongside, simple random sampling was used to obtain the 418 participants. The study’s hypothesis was tested using multiple linear regression analysis. The study established that approach valence subscales of achievement goals and autonomy and competence subscales of perceived teacher support have a predictive (positive) value on mathematics achievement whilst avoidance valence, devaluing and discounting negatively predicts mathematics achievement. Across the three school categories, co-educational schools were associated with avoidance motivation. The differences were statistically significant (F (12, 822) = 4.977, p< .0005; Pillai’s V = .135; partial η2 =.068). This study advocates for mathematics teachers to inculcate approach motivation whilst teaching and learning mathematics particularly targeting co-educational schools since they comprise majority of the students across the Kisii County, Kenya as remedy to the worrisome trend of poor mathematics achievement.

Predictors of First-Time NCLEX-RN Pass Rate in Accelerated Bachelor of Science in Nursing Students.

An accelerated Bachelor of Science in Nursing (ABSN) program was introduced in an effort to reduce the nursing shortage in response to the growing health demands. Nursing educators strive to examine factors that promote students' success in passing the National Council Licensure Examination for Registered Nurses (NCLEX-RN) on their first attempt. However, little is known about which factors predict the NCLEX-RN first-time pass rate of ABSN students. This descriptive retrospective study examined academic and nonacademic indicators (e.g., age) that can predict ABSN students' NCLEX-RN first-time pass rates between 2008 and 2019. A total of 591 ABSN students were included in the study. Both GRE (Graduate Record Examination) verbal reasoning scores (p < .001) and cumulative grade point averages (p < .001) were significant predictors. The findings of this study can help inform ABSN programs in terms of admission criteria and curriculum consideration for including standardized tests to improve ABSN students' NCLEX-RN first-time pass rate. [J Nurs Educ. 2024;63(1):10-16.].

Impact of the Intranatal Edu Application on Skills for Assisting in Childbirth

It is necessary to change teaching strategies and media because of the persistently poor pass rate of students' laboratory abilities in intranatal procedures. One such strategy is the use of engaging, interactive, and entertaining learning materials, such as Android applications. The goal of developing the app Intranatal Edu was to help students become more proficient. This study aims to evaluate the impact of the Intranatal Edu Application on the birth control knowledge of nursing students. Quantitative experimental research with a single group pre- and post-testing is the kind of research being done here. With a sample size of 60 respondents, the population of this study consisted of enrolled students in the third semester of the undergraduate nursing study program. Because the p-value of 0.005 is less than the significance threshold of 0.05, the Wilcoxon H0 test findings can be disregarded. It can be inferred that there is a difference in the birth support skills scores in Stage II pre- and post-test. According to this study, using the Edu Intranatal Application can effectively improve students' skills

Penerapan K-Nearest Neighbor Untuk Klasifikasi Tingkat Kelulusan Pada Siswa Sma Negeri 11 Kota Bengkulu

Abstract-Bengkulu City 11 Public High School is one of the State Senior High Schools in Bengkulu City. The student's pass rate refers to the final score obtained for each subject, then calculates the average score to get the student's pass rating. So far, the school does not have an application that can help provide a predictive picture of student graduation. Where this needs to be done in order to evaluate the teaching and learning system so that students are able to face the final exam given The K-Nearest Neighbor application for classifying graduation rates for students at State Senior High School 11 Bengkulu City can help provide an informational description of the graduation rate for students at State High School 11 Bengkulu City and can provide information on the results of the classification results for high school graduation rates. State 11 City of Bengkulu. Based on the results of the tests that have been carried out, the functional application of the graduation rate classification of students at the Bengkulu City 11 State Senior High School is going well as expected.

Constructive alignment: Teaching introductory gross anatomy to sport science students.

The purpose of this descriptive article was to illustrate the process of using constructive alignment in redesigning an introductory gross anatomy unit that is taught specifically to sports science and physical education students at Victoria University. The unit was redesigned as an intensive learning unit in 2017 as part of a broader university-wide process. The teaching team decided that the first stage of the constructive alignment process should be necessarily focused on an understanding of the career destinations of graduates from the courses. With this understanding, it became easier to work through the redesign of intended learning objectives, the shift from systemic to regional anatomy changes in content and learning support mechanisms, and alterations to assessment practices. A comparison of student pass rates for the unit from 2018 to 2023 with pass rates in the previous semester-long version of the unit, suggests optimism about the changes that were made through the constructive alignment process. However, there were a number of other factors that may have contributed to this result, and more research is needed on the specific effectiveness of the changes made during the constructive alignment process before a confident conclusion about the success of the process can be made.

Assessing Selected Teaching Techniques and Their Impact on Student Success in the Classroom

Student success in college courses is important to students and faculty, though what variables predict student success are myriad and can be difficult to collect by faculty. Given the complex interaction of these variables, many of which are external to the classroom, a faculty member could be excused for thinking that the work of the faculty may not be impactful at all as to student success. However, this study considers several teaching techniques, including chunking course materials and assessments into smaller units, expanding practice homework assignments, and automating some course feedback to students through software, and identifies that increasing the number of exams that cover smaller portions of material appears to increase the average student pass rate of exams, but expanding homework and automating course/assignment feedback to students does not significantly impact student average exam grades. However, the use of intelligent agents did appear to negatively impact the rate at which students completed all exams in the course.

Post-Reform Placement and Writing Proficiency in Community College Transfer-Level Composition Courses

Objective: Extensive reform has been implemented in community colleges across the nation to help expedite the attainment of students’ academic goals of degree completion and transfer to 4-year institutions. Reform at the institution in this study resulted in replacement of the college writing placement exam and the precollegiate course sequence with an online assessment questionnaire by which students were provided with an automated recommendation based on their high school records to enroll into one of two versions of the transfer-level composition course, either with or without a support course. Examined are: (1) whether students who need the most writing support are effectively positioning themselves to receive it; and (2) whether the new placement policy improves students’ chances for college success while examining its impact on specific student subgroups. Method: An analytic writing assessment and survey were administered to students. Compared are students’ scores on the assessment, their self-reported high-school GPA, and their final course grades. Results: Findings show: (1) no significant differences in academic writing proficiency between students enrolled in the two course types; (2) students mostly followed the college’s recommendation for enrollment based on their high school GPA, which is found to be weakly related to their measured levels of writing proficiency; and (3) generally high course pass rates of students at all levels of proficiency. Contribution: This study generates data that can help inform policy and practice in community colleges and clarify ways to best support students in composition toward achieving their academic goals of degree attainment and transfer.

Shifting Gears in a Pandemic: The Impact of Online Academic Support for International and Domestic Students

During a global pandemic, many students in 2020-2021 turned to peer-facilitated academic support through supplemental instruction (SI) to succeed. In this study, proficient students were hired as SI Leaders and trained to facilitate study sessions in a collaborative virtual learning environment. The impact of online SI support is assessed upon subgroups of 4,831 students enrolled in difficult courses at a four-year public university. Mean course GPAs and pass rates of international students, students of color, and white students with varying levels of SI session attendance were examined. One-way ANOVA and chi-square test results reveal significant differences by level of attendance for students of color and white students, with higher mean course GPAs and pass rates associated with higher levels of attendance at SI sessions for all three subgroups. These results are consistent with feedback from SI attendees and convey the significance of programs like SI, especially in times of crisis.

PENGGUNAAN METODE SYNTHETIC STRUCTURAL ANALYTICAL (SAS) UNTUK MENINGKATKAN KAPASITAS MEMBACA AWAL PADA SISWA KELAS 1 SD

Through the use of Synthetic Analytical Structural (SAS) methods, this research seeks to enhance the implementation of the first reading learn and improve processes. the outcomes of using Synthetic Analytic Structure (SAS) Methods to enhance beginners' reading abilities SDN Cikalong Class I Students 2. Synthetic analytic structure (SAS) methods are used to improve the reading process and initial learning outcomes. This is done through classroom activities and qualitative research. Collaboration between teachers and students for classroom action research. The findings demonstrated that the use of Synthetic Analytical Structural Methods (SAS) to create wholesome, spotless, and lovely Ambient materials could enhance students' beginning reading abilities. It can be inferred from pre-cycle observations that the level of learning outcomes for reading in a tidy, healthy, and attractive environment is still below average or low, i.e. e. 65.7% of students who have not yet graduated from school at the designated KKM. The average score must be at least 70. In cycle II, the grade point average is 66 points higher than it was in cycle I, which was only 65 points, and the student pass rate is 65 points higher than it was in cycle I, which was not 65 points. This information can be gleaned from each student's grade results, which are completed in accordance with the established KKM, which is 70.

Improving Student Success in Introductory Chemistry using Early Alert and Intervention

Introductory Chemistry is a foundation course that provides students with the basic knowledge and skills to enable them to be successful in the subsequent General Chemistry courses. Despite being an introductory course, it is still challenging for many students, making it ideal for the implementation of various pedagogical initiatives. One such initiative is an Early alert and intervention (EAI) program. Early alert and intervention programs can be described as communication systems which are put in place to help with the timely identification and intervention of students who display attrition risk factors. Data has shown that identifying at risk students early in courses such as Introductory Chemistry and intervening accordingly makes positive impacts on student success. In the fall 2016 semester, pass rates in Introductory Chemistry at one of Miami Dade College’s (MDC) campuses saw a sharp decline from that of the collegewide average. An early alert and intervention program was implemented to reverse this decline. This initiative involved the use of a mathematics diagnostic assessment at the beginning of the semester to identify students at risk of failing the course, thus providing the necessary interventions early in the semester. More frequent assessments were also administered throughout the semester to consistently monitor students’ progress and provide interventions where necessary. This initiative was conducted over a two-year period and resulted in more than a twenty-percentage point increase in student pass rates for Introductory Chemistry.

Measuring risks associated with students of introductory statistics: Scale development and implementation

A lack of understanding of statistics, and being unable to apply its techniques, not only has a negative impact on the pass rates of students studying introductory statistics, but also affects the potential usefulness of these students when they enter the marketplace. I report here a novel scale developed to measure various factors that may be associated with the risk of failing an introductory statistics module at university. Various scales are available, but a single scale succinctly combining the factors was not available. The risks students face were explored by creating a 17-item instrument, named the Statistics Students’ Risk Questionnaire (SSRQ). The resulting SSRQ scale consists of four dimensions (motivation, attitude towards statistics, statistical anxiety and academic procrastination) that were identified through exploratory factor analysis. The model was confirmed using confirmatory factor analysis. The reliability of the scale was determined, and its usefulness was demonstrated to identify at-risk students. The scale can be applied to determine overall risk but can also be used to reveal which factors contribute to the risk. The scale can be supplemented by including the mathematical history of students of concern as an additional risk factor. This enables the statistics lecturer to select an appropriate support plan to assist atrisk students based on which factors are flagged as risks.