Student Examination Performance Research Articles

Rapid detection of non-normal teeth on dental X-ray images using improved Mask R-CNN with attention mechanism.

Dental health has been getting increased attention. Timely detection of non-normal teeth (caries, residual root, retainer, teeth filling, etc.) is of great importance for people's health, well-being, and quality of life. This work proposes a rapid detection of non-normal teeth based on improved Mask R-CNN, aiming to achieve comprehensive screening of non-normal teeth on dental X-ray images. An improved Mask R-CNN based on attention mechanism was used to develop a non-normal teeth detection method trained on a high-quality annotated dataset, which can segment the whole mask of each non-normal tooth on the dental X-ray image immediately. The average precision (AP) of the proposed non-normal teeth detection was 0.795 with an intersection-over-union of 0.5 and max detections (maxDets) of 32, which was higher than that of the typical Mask R-CNN method (AP = 0.750). In addition, validation experiments showed that the evaluation metrics (AP, recall, precision-recall (P-R) curve) of the proposed method were superior to those of the Mask R-CNN method. Furthermore, the experimental results indicated that proposed method exhibited a high sensitivity (95.65%) in detecting secondary caries. The proposed method took about 0.12s to segment non-normal teeth on one dental X-ray image using the laptop (8G memory, NVIDIA RTX 3060 graphics processing unit), which was much faster than conventional manual methods. The proposed method enhances the accuracy and efficiency of abnormal tooth diagnosis for practitioners, while also facilitating early detection and treatment of dental caries to substantially lower patient costs. Additionally, it can enable rapid and objective evaluation of student performance in dental examinations.

Online medical student OSCE examinations during the first three years of the COVID-19 pandemic compared to three years pre-pandemic: An Australian experience in psychiatry and addiction medicine

Purpose We have evaluated the final-year Psychiatry and Addiction Medicine (PAM) summative Objective Structured Clinical Examination (OSCE) examinations in a four-year graduate medical degree program, for the previous three years as a baseline comparator, and during three years of the COVID-19 pandemic (2020–2022). Methods A de-identified analysis of medical student summative OSCE examination performance, and comparative review for the 3 years before, and for each year of the pandemic. Results Internal reliability in test scores as measured by R-squared remained the same or increased following the start of the pandemic. There was a significant increase in mean test scores after the start of the pandemic compared to pre-pandemic for combined OSCE scores for all final-year disciplines, as well as for the PAM role-play OSCEs, but not for the PAM mental state examination OSCEs. Conclusions Changing to online OSCEs during the pandemic was related to an increase in scores for some but not all domains of the tests. This is in line with a nascent body of literature on medical teaching and examination following the start of the pandemic. Further research is needed to optimise teaching and examination in a post-pandemic medical school environment.

Effectiveness of a Modified Phantom-based Mannequin in Improving Vaginal Toucher Examination Skills of Midwifery Students

Introduction: The goal of clinical practice is to provide students with practical training experience and the ability to work as a team. Objective: This study aims to analyze the effectiveness of a phantom-based mannequin in improving midwifery students’ performance in vaginal toucher (VT) examinations Materials and Methods: This is a quasi-experimental study with a pre-test/post-test design. Participants were 70 final-year midwifery students in two groups of factory mannequin (n=35) and modified mannequin (n=35). The instrument used for assessing performance was a validated 10-item scale. Data analysis was done using paired t-test, Kolmogorov-Smirnov test, and ANCOVA. Results: Participants had a mean age of 21.6±2.2 years in the modified mannequin group and 21.3±2.4 years in the factory mannequin group. There was no significant improvement in students’ performance after using the factory mannequin, but the modified mannequin improved their skills, since there was a significant difference in VT examination performance before and after using the modified mannequin (mean difference=3.97, P=0.001). The ANCOVA results showed a significant difference in the mean post-test scores between the factory and modified mannequin groups (mean difference=1.59,η2=0.299, P<0.05). Conclusion: The modified mannequin is more effective than the common factory mannequins in improving the VT examination performance of midwifery students. For this reason, these devices are highly recommended for practical learning of VT examinations.

Asynchronous student-generated flip videos facilitate student learning and assessment in a large-enrollment introductory human physiology course.

Oral demonstration of knowledge is an effective learning and assessment strategy. It has been shown that generating explanations to oneself, or self-explaining, can improve student understanding of information. This can be achieved via student-generated videos. The quantitative effects of student-generated videos on learning and assessment in postsecondary education are unknown. To our knowledge, this is the first study to analyze the effects asynchronous student-generated videos have on student learning and assessment in a large-enrollment (∼400 students), undergraduate physiology course. Students were charged with making self-generated videos discussing major physiological concepts and uploading these videos to Flip for assessment. Flip is an online, social education platform for asynchronous video-based discussion. In the present study, we combined four semesters (n = 1,100 students) of Flip data and analyzed the effects it had on student examination performance. Specifically, we first analyzed how students performed on exam questions corresponding to their Flip prompts in comparison to students not assigned those prompts [25/44 (57%) were statistically significantly different]. Second, we analyzed the association between Flip prompt score and performance on corresponding exam questions [39/44 (89%) were statistically significantly different]. Third, we analyzed the association between cumulative Flip score and performance on all corresponding, and noncorresponding exam questions. Finally, we analyzed the association between cumulative Flip score and averaged exam performance. There was a positive association (r = 0.54). Taken together, our data suggest that asynchronous student-generated Flip videos can facilitate student learning and assessment in a large-enrollment, undergraduate physiology course.NEW & NOTEWORTHY Oral demonstration of knowledge is an effective learning and assessment strategy. Student-generated videos have been shown to improve learning and assessment in secondary education. To our knowledge, this is the first study to analyze the effects asynchronous student-generated Flip videos have on student learning and assessment in postsecondary education. The results of the present study suggest that asynchronous student-generated Flip videos can facilitate student learning and assessment in a large-enrollment (∼400 students), undergraduate physiology course.

Prediction of medical sciences students’ performance on high-stakes examinations using machine learning models: a protocol for a systematic review

IntroductionPredicting medical science students’ performance on high-stakes examinations has received considerable attention. Machine learning (ML) models are well-known approaches to enhance the accuracy of determining the students’ performance. Accordingly, we...

Flipped Classroom Case Learning vs Traditional Lecture-Based Learning in Medical School Ophthalmology Education: A Randomized Trial.

To address the problem of teaching noncore specialties, for which there is often limited teaching time and low student engagement, a flipped classroom case learning (FCCL) module was designed and implemented in a compulsory 5-day ophthalmology rotation for undergraduate medical students. The module consisted of a flipped classroom, online gamified clinical cases, and case-based learning. Final-year medical students in a 5-day ophthalmology rotation were randomized to the FCCL or a traditional lecture-based (TLB) module. The outcomes of subjective assessments (student-rated anonymous Likert scale questionnaire, scale 1 to 5, and course and teaching evaluation, scale 1 to 6) and objective assessments (end-of-rotation and post-MBChB multiple-choice questions, scale 0 to 60) were compared between the 2 groups. Between May 2021 and June 2022, 216 students (108 in each group) completed the study. Compared with the TLB students, the students in the FCCL group rated various aspects of the course statistically significantly higher, including feeling more enthusiastic and engaged by the course and more encouraged to ask questions and participate in discussions (all P < .001). They also gave higher ratings for the instructional methods, course assignments, course outcomes, and course workload ( P < .001). They gave higher course and teaching evaluation scores to the tutors (5.7 ± 0.6 vs 5.0 ± 1.0, P < .001). The FCCL group scored higher than the TLB group on the end-of-rotation multiple-choice questions (53.6 ± 3.1 vs 51.8 ± 2.8, P < .001). When 32 FCCL students and 36 TLB students were reassessed approximately 20 weeks after the rotation, the FCCL group scored higher (40.3 ± 9.1) than the TLB group (34.3 ± 10.9, P = .018). Applying the FCCL module in ophthalmology teaching enhanced medical students' satisfaction, examination performance, and knowledge retention. A similar model may be suitable for other specialties.

Online Exam Proctoring System

Plagiarism has been more common in recent years, which is a cause for concern. In a course taught utilizing Personalized Instruction methods, the impacts of using advanced undergraduate students (external), currently enrolled students (internal), constant, variable, and no proctor systems were compared. The results showed that there were no variations in student examination performance independent of proctor system, using both between and within group designs. Student performance and progress were also substantially connected with ability in the no-proctor scenario; however, ability level was not a significant factor in determining student performance and advancement when any type of proctor system was used. Students favored the proctor system to which they were exposed, though those who were exposed to more than one system preferred either an internal or an external proctor. The use in behavioral instruction research, the use of intra-group and multiple baseline designs is examined. Internal proctoring is explored in terms of teacher and student benefits.

Panel Data Models for School Evaluation: The Case of High Schools’ Results in University Entrance Examinations

To what extent do high school students’ course grades align with their scores on standardized college admission tests? People sometimes make the argument that grades are “inflated”, but many school districts only use outcome-based descriptive methods for school evaluation. In order to answer that question, this paper proposes econometric models for panel data, which are less well-known in educational evaluation. In particular, fixed-effects and random-effects models are proposed for assessing student performance in university entrance examinations. School-level panel data analysis allows one knowing if results in college admission tests vary more between high schools than within a high school in different academic years. Another advantage of using panel data includes the ability to control for school-specific unobserved heterogeneity. For empirical implementation, official transcript data and university entrance test scores of Spanish secondary schools are used.

Toward improving student motivation and performance in introductory programming learning by Scratch: The role of achievement emotions.

This study investigated the differences in programming novices' intrinsic motivation and performance within a Scratch-based programming learning environment using a pretest-posttest intervention design. Specifically, this study aimed to examine what and how achievement emotions were aroused to impact learners' academic success during Scratch implementation processes by employing regression analyses. One hundred and seventy-two undergraduates (Mage = 20.44, SDage = 1.09, 55.8% female) were voluntarily recruited to participate in a Scratch-based instruction workshop during a 6-week period. The workshop was structured with regard to preparation, Scratch-based programming learning and projects, and assessment activities and questionnaire implemented both before the instructional period and after the workshop. The results suggested that the Scratch-based intervention significantly increased students' overall motivation and examination performance. Concerning achievement emotions, the outcome emotion of hopelessness first negatively predicted students' motivation and performance. Anxiety then replaced hopelessness as a negative predictor, while enjoyment was the strongest predictor of motives and performance. Taking eight emotions together, the arousal of activity and outcome emotions within visual programming environments facilitated students' emotion dynamics that impacted motivation and performance. The discussion and contributions concerning the mechanism behind the effectiveness of visualization and the emotion-performance relationship are presented herein.

Seal of Approval or Ticket to Triumph? The Impact of Accreditation on Medical Student Performance in Foreign Medical Council Examinations

Abstract Accreditation of medical schools refers to a systematic process of external quality assurance, wherein the school is evaluated depending on the prespecified set of standards. Accreditation becomes quite essential to monitor the quality standard adopted by medical schools and also to give an indication to the foreign medical council about the quality of training imparted to the students. The research findings obtained from different studies have shown that medical graduates passing from accredited medical schools perform much better than their counterparts who complete their education from unaccredited schools. A number of factors and strategies adopted by accredited medical schools eventually determine the performance of students in examinations after the completion of their training. In conclusion, the process of accrediting a medical school tends to have multiple benefits for medical students, as it ensures the delivery of quality medical education. Moreover, owing to the multiple quality measures adopted by these accredited medical schools, medical graduates are well-equipped and better prepared to Excel in entrance examinations and deliver quality assured health-care services to patients.

Exploring the Difference in Academic Performance Determinants between Public and Private Junior High Schools

Despite improvements in basic education accessibility in public schools throughout time, there are worries regarding the lower Basic Education Certificate Examination (BECE) performance of students in public schools when compared with the performances of private schools. The current study sought to establish if there is, the differences in academic performance indicators between private and public junior high schools (JHS). The study focused on the Effutu Municipality following the establishment of the lower performance of public JHS students in literature. The study employed a quantitative approach with a cross-sectional survey design to sample JHS teachers in the Municipality. The study used a questionnaire to collect data from a sample of 385 teachers who were chosen by quota sampling. Teacher professional practice (TP), schools’ resource endowment (SR), instructional supervision (IS), school time usage (ST), teacher motivation (TM), and parental support (PS) were considered as the determinants of academic performance in the study. It was revealed that private schools scored higher in terms of the indicators of academic performance, except for ST where equal variances were established for either school type. Statistically significant differences between established with the Mann-Whitney U test were found for all indicators except as well for ST. the study recommends that there should be efforts to boost-motivate public Junior High Schools teachers, and also consider subsidization over free public schools to generate funding for school resourcing.

A Mixed-Methods Exploration of the Effect of Disabling Backward Navigation on Calculations-Focused Computerized Examinations

Objective. The aim of this mixed-methods study was to examine the effect of disabled backward navigation on computerized calculation examinations in multiple courses.Methods. Student performance on comprehensive pharmacy calculation examinations before and after implementation of disabled backward navigation were compared. Deidentified data from ExamSoft were used to determine median examination scores, passing rates, and time to completion for all three attempts given on comprehensive calculation exams held in a pharmacy calculations course (PharDSci 504) and in three applied patient care laboratory courses (Pharm 531, 541, and 551). An anonymous, voluntary student survey gathered student perceptions of disabled backward navigation. Qualitative data were evaluated for thematic findings.Results. The impact of disabled backward navigation on test scores and passing rates varied by course and test attempt. Students in Pharm 541 and 551 performed significantly worse on the initial test attempt after backward navigation was disabled compared to the previous year, with no significant differences in student performance seen on the retakes. Performance in PharDSci 504 and Pharm 531 followed the opposite pattern, with no significant difference in performance for the initial tests but significantly increased performance on the retakes. The amount of time spent on examinations either significantly decreased or remained the same. Student perceptions were generally consistent across all cohorts, with at least 74% agreeing that disabling backward navigation increased examination difficulty.Conclusion. Disabling backward navigation had a mixed effect on student examination performance. This may highlight how student behaviors change as backward navigation is disabled.

Extended reality veterinary medicine case studies for diagnostic veterinary imaging instruction: Assessing student perceptions and examination performance.

Educational technologies in veterinary medicine aim to train veterinarians faster and improve clinical outcomes. COVID-19 pandemic, shifted face-to-face teaching to online, thus, the need to provide effective education remotely was exacerbated. Among recent technology advances for veterinary medical education, extended reality (XR) is a promising teaching tool. This study aimed to develop a case resolution approach for radiographic anatomy studies using XR technology and assess students' achievement of differential diagnostic skills. Learning objectives based on Bloom's taxonomy keywords were used to develop four clinical cases (3 dogs/1 cat) of spinal injuries utilizing CT scans and XR models and presented to 22 third-year veterinary medicine students. Quantitative assessment (ASMT) of 7 questions probing 'memorization', 'understanding and application', 'analysis' and 'evaluation' was given before and after contact with XR technology as well as qualitative feedback via a survey. Mean ASMT scores increased during case resolution (pre 51.6% (±37%)/post 60.1% (± 34%); p < 0.01), but without significant difference between cases (Kruskal-Wallis H=2.18, NS). Learning objectives were examined for six questions (Q1-Q6) across cases (C1-4): Memorization improved sequentially (Q1, 2 8/8), while Understanding and Application (Q3,4) showed the greatest improvement (26.7%-76.9%). Evaluation and Analysis (Q5,6) was somewhat mixed, improving (5/8), no change (3/8) and declining (1/8).Positive student perceptions suggest that case studies' online delivery was well received stimulating learning in diagnostic imaging and anatomy while developing visual-spatial skills that aid understanding cross-sectional images. Therefore, XR technology could be a useful approach to complement radiological instruction in veterinary medicine.

Online Unproctored Clinical Examinations: The Perceptions and Performance of Final Year Dental Students.

Take home, or open-book, examinations (OBE) are designed to be completed at a location of student choice, whilst providing comprehensive assessment of learning outcomes. Supporters of OBE refer to their authenticity, in that they reflect real-world practice where use of external resources is routine and encouraged. A contrasting view is that efficient practice requires a solid base of knowledge upon which to draw. The aim of this evaluation was to elicit learners' perceptions of the open-book, unproctored examination approach; we sought student views on authenticity, assessment preparation, use of resources, and anxiety. Quantitative and qualitative data were gathered using an online, self-administered survey. We sought to determine the correlation between student views and examination performance via consideration of final examination marks. Heightened anxiety levels tended to increase assessment preparations and were found to be inversely related to learners' perceptions that the OBE was an authentic test. An inverse relationship was seen between learners' OBE examination performance and consulting resources during the examination. Examination marks were not significantly related to endorsement of continued online delivery of learning, time spent preparing for OBE in comparison to other types of assessment, greater anxiety than usual, perceptions of test authenticity, or experiencing a supportive test environment. The results of this study may inform curriculum and assessment development, learning and teaching practices, and support student voice and experience.

FREE TUTORIAL PROGRAM AND ITS EFFECTS TO MATHEMATICS PERFORMANCE OF COLLEGE STUDENTS AT PAMPANGA STATE AGRICULTURAL UNIVERSITY PHILIPINES

The free tutorial program of the Mathematics Society members and Department of Mathematics faculty members is an extension activity implemented semesterly in preparation for both midterm and final examinations on selected Mathematics subjects at Pampanga State Agricultural University. Pre-test and post-test were administered to students who voluntarily participated before and after the free tutorial program. Using the inferential method of research, the results showed that the pre-test performance of students is significantly different to the post-test across all the free tutorial programs conducted from 2014 to 2018. Moreover, the tutorial performance and the major examination performance of students were significantly related. Thus, the free tutorial program is effective for students who participated in the tutorial program. The findings of the study suggest the continuation of the tutorial program with wider dissemination for the increase of participants.

Influence of School Physical Facilities on Academic Performance of Community Secondary Schools’ Students in Form Four National Examinations in Longido District, Tanzania

The study investigated the influence of physical facilities on academic performance of community secondary schools students’ in the form four national examinations in Longido District, Tanzania. The study was guided by one research question aimed at finding out how physical facilities influence academic performance of community secondary school students in form four national examinations. Social Learning Theory developed by Psychologist Albert Bandura in 1977 guided the study. Convergent design under mixed research method was adopted whereby probability and non-probability sampling were used in selecting respondents. The target population for this study included 9 community secondary schools,9 heads of community secondary schools, 283 teachers and 1545 form four students in Longido District, Tanzania. Stratified and simple random sampling techniques were used to obtain 4 schools, 32 teachers and 160 form four students where by 4 heads of community secondary schools were directly included from the study which make total of 196 respondents. Questionnaires, interview guides and document analysis guide were used to collect data from respondents. Cronbach Alpha was used to obtain reliability of quantitative data (r=0.78 for teachers’ questionnaire and r=0.62 for students’ questionnaire) While member checking and triangulation were used to obtain reliability of qualitative data. Quantitative data was analyzed and presented by using frequencies, percentages, means and tables while qualitative data were analyzed into words and developing themes from the research questions and presented in summaries and direct quotations. The study found out that shortage of school physical facilities like classrooms, dormitories, libraries, laboratories, dining halls and teaching and learning materials like books, chalks, manilas, laboratory apparatus and others influence poor academic performance of students. The study concluded that insufficient or sometimes absent of school physical facilities, had negative influence on students academic performance of form four students in national examinations in Longido District. The study recommends that government and all stakeholders to work together and collaborate in order to construct and provide school physical facilities in order to solve the problem of poor academic performance of students in examinations.

Examination performance of dentistry students during the COVID-19 pandemic

Objective The global COVID-19 pandemic has led to an increase in remote teaching and online assessment in higher education. The examination performance of undergraduate students of dentistry was evaluated to assess any possible association between the altered learning environment and learners’ performance. Materials and methods Using administrative data from the University of Helsinki, the examination performance during the years 2018 and 2019 was compared with that of 2020. Results In 16 out of 22 courses (73%) taught remotely during the pandemic, a statistically significant difference (p < .05) between the awarded grades was observed, as compared to the two previous years. Annual variation in examination grades was common even before the onset of remote teaching, but more so after it. The grade variation during the pandemic was nearly as prevalent towards falling grades (26%) as towards rising grades (36%), implying a multifactorial cause possibly unrelated to remote teaching. Conclusions Our results imply that online teaching did not systematically improve or worsen the examination performance of undergraduate students of dentistry. Our findings have important policy implications for educational practices in the future. The observed annual grade variation might reflect the effectiveness of remote teaching, changes in students’ performance, or non-systematic grading.

Implementation of team-based learning (TBL) in a second year medical school course: does prior experience with TBL improve the impact of this pedagogy?

BackgroundWe have shown that use of Team-based learning (TBL) in a first-year Infectious Diseases (ID) course improved final examination and course performance. Therefore, we implemented TBL in the second-year Women’s Health (WH) course to improve acquisition of course content. We hypothesized that prior experience with TBL in the first-year of medical school would lead to a strong correlation between TBL performance in the first and second years.MethodsOur study is a retrospective review of student TBL and final examination performance in the ID and WH courses. The ID course has weekly TBL exercises that cover all course material, while the WH course has one TBL that covers a small portion of the course material. Final examination and TBL individual readiness assurance test (iRAT) scores in the ID and WH courses from three classes (n = 226) were obtained with institutional review board approval. Statistical analyses were performed including comparisons of means and correlation studies.ResultsAverage WH iRAT scores were significantly higher than ID iRAT scores (9.19 vs. 7.40,p < 0.01), and iRAT scores in both courses were highly correlated (r = 0.35,p < 0.01). When stratifying students based on WH course performance, in struggling students, iRAT but not final examination scores were higher in the WH course than the ID course (8.73 vs. 7.00,p < 0.01 and 82.45 vs. 80.51,p > 0.05, respectively).ConclusionsOur results suggest that prior experience with TBL improves TBL iRAT scores, especially in struggling students. Prior TBL experience is also associated with consistent iRAT performance between first- and second-year courses in high performing students.

Predicting Revalidation Examination Performance of Radiologic Technology Students: A Structural Equation Modelling Approach

One of today’s major problems in higher education system is the academic failure of medical science students with apparent yearly reports of experiencing probation, insufficient medical knowledge, increase educational semester, and drop out incidences. This study aims to predict the revalidation examination score of the Radiologic Technology interns of a higher education institution in Iligan City. An exploratory research with descriptive correlation design was used to investigate the interrelationship between the predicting variables in this study. The researchers adopted the Grit-S Scale structured questionnaire that was developed by Duckworth and Quinn (2009), which was designed to measure the grit level of respondents. This tool was used to elicit the needed primary data on the currently enrolled 26 radiologic technology interns at a higher institution in Iligan City. The survey was administered online via Google form. The secondary data, which constitutes of monthly examination score, case study scores, and revalidation examination was solicited in the CRT Program Head. Census sampling was employed in this research to obtain a more satisfactory response. The study showed that the indicators in monthly examination obtained a total mean of 31.64 with an SD of 14.35. These low scores were manifested in their performance in revalidation examination, which revealed a total mean score of 52.73 with a ± 16.02 SD. On the contrary, the respondents obtained high scores in case study with overall mean score of 95.42 and an SD of ± 2.83. The overall grit level of the respondents demonstrated a moderate description. Furthermore, the findings of this study also revealed that there is a significant relationship between monthly examination and revalidation examination. The strength of correlation is direct and strong as revealed by the coefficient of 0.904. Meanwhile, there is no significant relationship between revalidation examination score and case study score (p=0.537); between revalidation examination score and grit level (p=0.833); between grit level and monthly examination score (p=0.831) and between grit level and case study score (p=0.071). The positive influence of monthly examination implies that respondents who scored high in the monthly examination would be predicted to score high also in the revalidation examination. These findings can help the faculty and program head in drafting policies and the improvement of academic and clinical performance of students in revalidation exam.

Detecting students at risk using machine learning: applications to business education

Detecting students at risk continues to challenge the management education community. Traditionally, student examination performance and attendance have been two of the primary metrics used for identifying students at risk. However, waiting until midterm exam results to intervene can often prove problematic. With the advent of cloud-based learning platforms, these traditional factors can now be complemented by a variety of quantitative and qualitative metrics. The results from the current study indicate that machine learning-based classification models can detect struggling students and identify appropriate intervention initiatives. Specifically, student performance on practice quizzes was found to be an effective early warning indicator, which, in conjunction with related student attributes, can be used to identify customised amelioration strategies. The primary purpose of this article is to highlight how machine learning can reduce student dropout rates and improve overall learning outcomes throughout the business education universe.