Performance Of Students In Group Research Articles

The impact of TikTok as an educational tool on students’ performance: a multi-group comparison of international business classes in Peru and Colombia

TikTok has lately been discussed as a potential educational tool, as students are used to the content model, which can allow, among other things, microlearning strategies and the development of communication skills. As a social media platform, TikTok enables access to current trends, therefore becoming a source for business intelligence and marketing professionals and can also be associated with theoretical and pedagogical tools to teach the subject. This study analyzes the impact of the use of TikTok as a learning tool to develop business intelligence skills by comparing student groups exposed to a more traditional approach to the subject with those who used the platform to understand, test and process market data. The sample was formed by international business students from Peru and Colombia. Results showed that TikTok significantly impacted the performance of students in groups with high experience and familiarity with the platform. However, low experience led to a negative perception and a nom significant result on students’ performance.

Group-based trajectory model to analyze the growth of students’ academic performance: a longitudinal investigation at one Taiwanese high school

This study investigated the growth trajectory of academic achievement in Math and English among 519 students in a vocational senior high school in Taiwan. Covering the complete individual learning profile, our dataset included pre-enrollment variables, periodic test scores, and college entrance examination scores. We employed a group-based trajectory model that identified three homogenous subgroups with distinct trajectories of academic achievement in Math and English and demonstrated baseline predictive factors associated with these trajectories as well as relationships between different trajectories and students’ college entrance examination scores. Our analysis contributes to the literature in two ways. First, this study demonstrates that when school practices focus on improving or remediating the performance of students in the low-achievement group, the obvious decrease in performance of those in the middle is ignored. Such finding indicates the need for inclusive or specialized practices that enhance the performance of students in all groups. Second, our analysis reveals that pre-enrollment academic preparation appears to be a strong predictor of later academic performance as noted through the reproduction of pre-enrollment academic performance in students’ college entrance examination scores. Therefore, upon enrollment, schools should start interventions that reflect the needs of different groups of students.

Effectiveness of virtual simulation and jaw model for undergraduate periodontal teaching

BackgroundThe current study explored the effect of virtual simulation and jaw model on development of preclinical periodontal skills in undergraduate students. The study also sought to explore effectiveness of VR in periodontal preclinical training and determine adequate performance mode in basic periodontal education to improve future preclinical training strategies.MethodsSixty volunteer sophomores and juniors from the stomatology department in Lanzhou university were enrolled to the current study. Participants were randomly assigned into four groups (each group, n = 15) including the traditional jaw model group (Group J) which was the control group, virtual reality group (Group V), virtual-jaw group (Group V-J), and jaw-virtual group (Group J-V). Participants received training on uniform basic periodontal knowledge before completing the first theoretical assessment. Participants further underwent a total 8 h of operation training and completed a second theoretical assessment. Performance of participants was evaluated using the supragingival scaling processes, and clinical operation scores were graded by a blinded professional using an established standard scoring system.ResultsThe findings showed no significant difference in the first theoretical outcomes between the four groups (P > 0.05). The scores of the second theoretical assessment were significantly improved for the V-J and J-V groups (60.00 ± 4.47, 58.33 ± 4.35) compared with the scores of the first theoretical exam (49.67 ± 4.81, 48.00 ± 4.93, P < 0.05). The operation process scores of students in Group V-J and J-V (72.00 ± 5.92; 70.00 ± 3.05) were significantly higher compared with the scores in the other two groups (V: 61.67 ± 7.85; J: 60.67 ± 2.58). The scaling process performance of students in Group V-J and J-V (53.00 ± 3.05; 63.40 ± 4.39) was improved compared with that of students in the other two groups (V: 41.90 ± 5.23; J: 47.40 ± 4.31).ConclusionThe findings show that combination of virtual reality and jaw model during periodontal preclinical training increases students’ grades and improves acquiring of professional skills. Findings from the current study indicate that the jaw model should be applied prior to virtual reality to ensure high efficacy.

The Use of a Working Model for Teaching Functional and Applied Surgical Anatomy of the Subtalar Joint

Some aspects of functional and applied anatomy may be difficult to conceptualize if taught by conventional methods. In such situations, alternative methods of teaching may need to be adopted. This study was undertaken to evaluate whether a working model can facilitate understanding of the functional and applied surgical anatomy of the subtalar joint. A working model of the articulated talus and calcaneus was constructed and used to explain the mechanics of motion of the subtalar joint, the rationale of release of structures to correct hindfoot deformity in clubfoot, principles of tendon transfers, and the rationale of extra-articular subtalar joint arthrodesis. Twenty-four orthopedic residents were divided into two groups (A and B). Group A was taught these specific concepts of functional and applied anatomy with the help of the model, while Group B was taught the same concepts with a written text and diagrams. The level of knowledge of both groups was evaluated by a test with multiple-choice questions. A week later, Group A was given the text while Group B was shown the model. Both groups then answered a questionnaire assessing the value of the model in enhancing their understanding of the subject. In the test, the performance of students in Group A was better than those in Group B. Students of both groups felt that the model gave them a much clearer understanding of the functional anatomy of the subtalar joint. We conclude that this simple, inexpensive model is a valuable teaching aid that helps students to understand the surgical anatomy of the subtalar joint. Surgeons can use this model to effectively teach trainees in this field about the mechanics and anatomy of the subtalar joint and other relevant applications.

Predictors of performance at business school and beyond

Reports on a study of MBA students (N = 362) at a major international business school which looked at the predictors of performance in management education. Considers not only GMAT but also age, gender, language proficiency, marital status and work experience as predictors of performance. Questions the use of individual grades in assessing performance since much work in both business schools and the business community is done in groups. Therefore, an analysis of the performance of students in groups was also carried out. Results support the relationship between GMAT and age, and individual performance, and more importantly show a predictive ability for language proficiency and marital status. Significantly, no predictors of group performance were found. Overall, the performance of groups was better than the performance of individuals. Discusses the implications of these results.