Student Performance Scores Research Articles

The Relationship Between Soft Skills And Daily Performance Values Of Problem Based Learning Of Students Of The Faculty Of Medicine, Swadaya University Gunung Jati

Soft skills are an important attribute in medical practice. PBL is one of the learning methods used by the UGJ Faculty of Medicine, where the assessment process and rubric have adapted soft skills. It is important to know whether there is a relationship between soft skills and the daily PBL performance scores of FK UGJ students. Knowing the relationship between soft skills and the daily PBL performance value of FK UGJ students. This study uses descriptive studies, including analytical observational research, primary data in the form of questionnaires, and secondary data in the form of an archive of PBL performance values. 95.4% (228) of the 239 respondents had sufficient problem-solving soft skills, 97.9% (234) of the 239 respondents had sufficient initiative soft skills, 94.6% (226) of the 239 respondents had sufficient soft skills of integrity, 92.1% (220) of the 239 respondents had sufficient communication soft skills, 88.3% (211) of the 239 respondents had sufficient teamwork soft skills. PBL performance values show quite wide variations. Most students score between 35.0 - 40.0. The results of the research show that there is a significant relationship between the five aspects of soft skills and the daily PBL performance scores of FK UGJ students. There is a significant relationship between the five aspects of soft skills and the daily PBL performance scores of FK UGJ students

Beyond the Chalkboard: Digital Innovations in Islamic Learning through Interactive PowerPoint

In the Gen Z era, innovative and creative methods are essential for effective Islamic education. During that period, students are granted internet connectivity and portable digital devices, which facilitate the acquisition of knowledge about Islam. This study developed a novel interactive learning medium using PowerPoint Office 2010, focusing on Aqidah Akhlak’s curriculum implementation. Employing the ADDIE model as the research and development (R&D) strategy, the study involved validation by experts and practical assessments by teachers and students. The selected research instruments comprised expert validation sheets and media practicality assessments. The impact was computed with descriptive statistics. The results indicated high validity, with scores of 85% from material experts, 82.4% from media experts, and 87% from design experts. The practicality tests revealed 98% and 89.17% approval ratings from teachers and students, respectively. The effectiveness of the medium was demonstrated by a significant improvement in student performance, with pre-test and post-test scores of 69.70 and 85.29, respectively. These findings affirmed the impact of the developed interactive media on enhancing student learning outcomes in Islamic education.

Is There Any Possibility of Improving Upper Basic Students’ Self-Confidence and Academic Performance in Social Studies Using PEDDA and IEPT Instructional Strategies? — A Field Report

This research investigated the possibility of improving upper basic students’ attention and academic performance in social studies in Benue State, Nigeria using Prior-Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) and Invitation, Exploration, Proposing-Explanation and Taking action (IEPT). The study adopted a pretest, posttest, control group, quasi-experimental research design. The instruments used for data collection were Social Studies Self-Confidence Scale (SSSCS) and Social Studies Performance Test (SSPT). Cronbach Alpha was used to ascertain the reliability index of SSSCS which gave reliability values of 0.86. Kuder-Richardson (KR-21) formula was used to test internal consistency of SSPT which yielded a reliability value of 0.92. The population was 11,656 Upper Basic Two students offering social studies in Benue State, Nigeria. A sample of 288 students (Male=158 and female=130) drawn from 9 schools within the 9 Local Government Areas (LGA) out of 23 LGA in the Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean self-confidence ratings of students taught social studies using PEDDA, IEPT strategy and discussion method [F2, 287=2146.076, P<0.05]. The study revealed that there was significant difference in the mean academic performance scores of students taught social studies using PEDDA strategy, IEPT strategy and discussion method [F2, 287=374.360, P<0.05]. It was recommended among others that to maximize self-confidence in social studies class, teachers’ trainee should be train on the application of PEDDA strategy and IEPT strategy and serving teachers should employ the use of PEDDA and IEPT strategies in teaching social studies. Social studies teachers are also encouraged to use PEDDA strategy in teaching to enhance students’ self-confidence and academic performance in social studies.

Processing Regional Typical Food with a STEM Approach for Craft and Entrepreneurship Subjects: The Education for Sustainable Development Project in School

Graduate Competency Standards (SKL) in educational units at the general high school level, basedon Permendikbud Ristek Number 5 of 2022, one of which is focused on knowledge to develop students'competence so that they may live independently and seek further education. According to graduation statisticsfrom SMAN 2 Padalarang in 2022, 45% of education participants continued their studies to the tertiary level,25% employed, and the balance were married, jobless, or other. This implies that students at SMAN 2Padalarang show an intense need to work, even if they are expected to carry out their study at the universitylevel. There are strategies for tackling these challenges, including: (1) selecting regional food processingmaterials that are close to students' daily lives and to achieve sustainable development goals. (2) Applying PjBLSTEM learning to engage in active and meaningful learning. The findings are as follows: (1) The STEMapproach can be applied as an alternative to PKWU learning to get students inspired and involved in cookingdishes from their region. (2) The average student performance score is 80.3, indicating that students are able tocreate and promote locally sourced distinctive foods to rapidly and creatively solve food supply concerns andpromote sustainable development.

Effect of the COVID-19 Pandemic on Medical Student Performance and Evaluation Scores.

In March 2020, the University of Hawaii John A. Burns School of Medicine suspended in person clinical teaching due to the SARS-CoV-2 (COVID) pandemic. During this period, virtual cases, telehealth participation, and online cases were incorporated into medical education. We have examined the effects of educational outcomes of third and fourth year students throughout clerkship performance, national standardized test scores, and our local fourth year OSCE examination. We found that USMLE step 2 scores were higher in the COVID-affected group. Patient logs in the COVID-affected group were lower for internal medicine, family medicine, OBGYN, and psychiatry clerkships. Clerkship performance grades in the COVID-affected group were lower for OBGYN and higher for surgery and psychiatry, but not different in other clerkships. USNBME subject specific examination scores in the COVID-affected group were higher for internal medicine, surgery, family medicine and psychiatry, but not different in all other specialties. For the fourth year OSCE, students in the COVID-affected group performed better on note taking and worse on physical examination. Future investigations will be needed to explore how our COVID-affected medical students perform in residency and beyond.

Effect of Community of Inquiry on Polytechnic Undergraduates’ Performance in English Language: A Case Study of Delta State Polytechnic, Nigeria

The study investigated effect of Community of Inquiry (CoI) on polytechnic undergraduates’ performance and interest in English Language: A case study of Delta State Polytechnic. Three objectives of the study, three research questions and three hypotheses guided the study. The population of the study consisted of all the National Diploma II students who are offering the course Use of English 2 (GNS 102.1) for the 2022/2023 academic session in School of Engineering which is one hundred and eighty (180) students. The sample size of this study consisted of one hundred and eighty (180) students using census sampling technique. The instrument for the study was English Language Performance Test (EPT). Mean, standard deviation and z-test were the statistical tools used for the study. The findings revealed that there is a significant difference in the effect on the students’ pre-test and post-test mean performance in English Language. There is a significant difference in the performance of students taught English Language using Community of Inquiry (CoI) and those taught with conventional method of teaching. Furthermore, there is a significant difference in the mean performance scores of male and female students when taught English Language using Community of Inquiry (CoI) instructional strategy. Based on these findings it was recommended that lecturers should adopt the use of Community of Inquiry instructional strategy in teaching English Language in the polytechnics for improved academic performance by students. Polytechnic lecturers should be trained on how to use the current and innovative teaching strategies in the field of education for self-efficiency in the profession. Also, that students’ gender should also be considered by lecturers since the study has revealed it as a factor that can predict performance among learners before adopting any teaching strategy for maximum academic productivity.

Guided inquiry-based learning to enhance student engagement, confidence, and learning.

This study explores the impact of guided inquiry-based learning (IBL) on student engagement and performance in a dental hygiene program. The research was conducted with 36 dental hygiene students, focusing on enhancing student engagement using a guided IBL methodology that could ultimately lead to improved student performance and confidence. Delivered through two interventions, pre-, post-, and delayed post-tests evaluated student performance and confidence, while the ASPECT survey assessed student engagement. The interventions included a lecture (intervention #1) and a group-based IBL worksheet activity (intervention #2). Statistical analyses using analysis of variance (ANOVA) tested the impact of these interventions on student performance and confidence-adjusted scores. Results showed significant improvements in student performance and confidence following both interventions, with notably higher gains after the IBL activity. Analysis of ASPECT survey data revealed positive perceptions of engagement, emphasizing the importance of group dynamics, instructor roles, and the activity's value. Students reported enhanced understanding and engagement through group interactions and individual study. The study also highlighted the critical role of the instructor in facilitating and guiding the IBL activity. In conclusion, the study demonstrates that guided IBL strategies can significantly enhance student confidence and performance, suggesting a sustainable impact on learning outcomes. These findings underscore the importance of active, engaged learning methodologies in healthcare education, particularly in enhancing long-term retention and understanding of complex topics. The study advocates for integrating such strategies into academic curricula to foster deeper student engagement and improved educational experiences.

Possibility of Enhancing Students’ Academic Performance in Electrolysis Using Collaborative-Predict-Observe-Explain-Write (CPOEW) and 3E’s Learning Models

This research investigated the possibility of enhancing senior secondary school students’ academic performance in electrolysis using Collaborative-Predict-Observe-Explain-Write (CPOEW) and Exploration, Explanation and Evaluation (3E’s) learning models. The study adopted a quasi-experimental research design. Electrolysis Performance Test (EPT) was the instrument used for data collection. Kuder-Richardson (KR-21) formula was used to test the internal consistency of EPT which yielded a reliability value of 0.91. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 143 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean academic performance of students taught Electrolysis using CPOEW, 3E’s model and discussion method [F2, 140=1943.116, P<0.05]. The study revealed that there was no significant interaction effect of treatments and gender on the mean academic performance scores of students in electrolysis [F2, 140=114.340, P<0.05]. It was recommended among others that to enhance students’ academic performance in electrolysis, serving teachers should be encouraged to use CPOEW and 3E’s learning models in teaching electrolysis.

The Relationship between Competency in Interpreting Data and Evidence Scientifically and The Academic Performance of Students in Biological and Physical Science Streams

Despite the fact that appropriate decision-making is an essential ability in dealing with almost every circumstance in life, most people lack the competency in interpreting data and evidence scientifically, which is an important step in decision-making, resulting in negative consequences for individuals and society as a whole. Even though this is one of PISA’s three scientific literacy competencies, it is unclear if advanced-level science streams’ students in Sri Lanka have an adequate level of this competency. Therefore, this research investigated the relationship between the competency in interpreting data and evidence scientifically and the academic performance of students in the biological and physical science streams. The study was based on three specific objectives: identifying the importance of the competency in interpreting data and evidence scientifically for students in GCE (A/L), measuring the competency in interpreting data and evidence scientifically of students in biological and physical sciences, and investigating the relationship between their academic achievement and the competency in interpreting data and evidence scientifically. A descriptive one-shot cross-sectional survey was conducted using a quantitative research approach on 121, 13th grade students pursuing biological and physical science streams in six schools in Kandy Zone in Sinhala-medium. The sample was selected by a non-randomized convenience sampling method, and data was collected using a self-constructed test of competency in interpreting data and evidence scientifically, with a reliability coefficient of 0.672. Students’ first and second term marks were used to assess their academic performance. Data was analyzed using MS Excel and SPSS software, and correlation and regression analyses were performed. Both students of biological sciences (r = 0.719, n = 62, p = 0.000) and physical sciences (r = 0.783, n = 59, p = 0.000) exhibited a positive correlation between the competency of interpreting data and evidence scientifically and academic performance. Furthermore, for every point improvement in the competency in interpreting data and evidence scientifically, the academic performance score of biological and physical science students increased by 0.567 and 0.6609, respectively. Since the competency of interpreting data and evidence scientifically is necessary for student achievement, A/L science section teachers should adopt student centered instructional strategies and encourage active student engagement to enhance the competency of interpreting data and evidence scientifically.

Geogebra Software: Synergy That Improves Performance in Geometry Learning in Ogbomoso Education Zone of Oyo State

Purpose: This study investigated the effect of GeoGebra software on Mathematics performance of senior secondary school students in Ogbomoso Education Zone 1, Oyo State, Nigeria.
 Methodology: The research purposes, research questions, and research hypotheses categories each contained three research items.Two (2) public co-education senior secondary schools were chosen using random sampling technique. The experimental group consisted of fifty-three (53) students, consisting of 26 and 27 male and female students, respectively, while the control group consisted of fifty-four (54) students, consisting of 27 male and 27 female students. GeoGebra Learning Approach (GLA) was used to teach the experimental group, whereas the control group received instruction using the conventional learning strategy (CLS). The research instrument utilized for the study was the Mathematics Performance Test in Geometry (MPTG) which was validated by specialists in Mathematics education and Pearson’s Product Moment Correlation formula was used to get the index of reliability of 0.78. The data was analyzed using the t-test, mean, and standard deviation.
 Findings: The study's findings showed that, prior to using Geogebra Software, there was no discernible difference in the students’ means performance scores between the two groups. The study also showed a substantial difference between the mean performance scores of students using the Geogebra Learning Approach (GLA) and the Conventional Learning Strategy (CLS) in geometry. The study's final finding showed that there was no statistically significant difference in the mean performance scores of male and female students using the Geogebra Learning Approach (GLA) in geometry.
 Unique Contribution to Theory, Practice and Policy: Piaget cognitive theory was in conformity with the use of Geogragra Software in teaching mathematics. The study recommends that mathematics teachers should be encouraged to use Geogebra Software and other Information and Communication Technology (ICT) facilities such as power point and projector in teaching their students in order to ease problems of teaching Mathematics.

Gamifying Assessments in Medical Education: A Novel Approach to Tackling Test Anxiety in Medical Students

Introduction: Test anxiety is a specific type of anxiety that typically occurs during assessments and may compromise students’ academic performance. The use of gamification in assessment has the potential to reduce test anxiety. Aims &Objectives: This study aims to provide an understanding of the potential benefits of gamification as an intervention in formative assessments to reduce test anxiety in medical students. The objective of this study was to investigate the effect of gamification on the academic performance and test anxiety scores of medical students during formative assessments. Place and Duration of Study:The study was conducted at Shifa Tameer-e-Millat University and Bahria University Medical and Dental College from July to December 2022 Material &Methods: The present mixed-method study used Nist& Diehl Patrick-Henry-Community-College (PHCC) questionnaire to measure test anxiety in 251 medical students of Year 1&2 MBBS after formative MCQ assessments based on the Biochemistry course related to the structure and Metabolism of carbohydrates delivered during their respective modules using gamified and non-gamified online applications in the quantitative phase. Qualitative data was collected through interviews with students based on their test anxiety scores. Sciences (SPSS) version 26.0 was used to analyze the quantitative data, a p-value of ?0.05 was considered significant. Results: Mean anxiety scores of male students in all groups were significantly lower than female students. There was no significant difference in the test anxiety score of students taking assessments through gamified and non-gamified assessment tools. Conclusion: Female students reported significantly higher anxiety scores both in gamified and non-gamified formative assessments. There was no significant difference in the test anxiety scores of students taking assessments through gamified and non-gamified assessment tools. Qualitative analysis revealed a positive effect on the motivation of the learners using gamified assessment tools.

Class Size and Academic Performance of Senior Secondary School Students in Mensuration in Ogbomoso Education Zone, Nigeria

This study investigated the influence of class size on the students’ performance in mensuration in Ogbomoso Education Zone, Oyo State, Nigeria. The design of the study was ex-post-facto design. The target population in the geographical scope of this study is thirty- one thousand seven hundred and six (31,706) SS II students out of which a sample of two hundred and seventy four (274) students were selected using purposive sampling technique that form sample size for the study. Two research questions were asked to guide the study while two hypotheses were formulated and tested at 0.05 level of significance. Only one research instrument; Mathematics Performance Test on Mensuration (MPTM) was developed, validated by two experts in Mathematics Education and used to collect data for the study. The instrument yielded reliability coefficient of 0.85 using test retest method to ensure internal consistency of the instrument. Data collected were analysed using mean, standard deviation and t-test. Findings from the study revealed that there was a significant difference in the mean performance scores of students taught in large class size and in small class size. There is no significant difference in the mean performance scores of SS II students taught Mensuration in the rural and urban areas based on class size. Based on the findings, it was recommended, among others, that school principals and other stakeholders who are in charge of admission of students need to take into cognizance the resources available in the schools and the number of students to be given admission

The Role of Teachers in Improving Students’ Cognitive Competency in Islamic Education Subjects Through Recitation Method

This study discusses the role of teachers in improving students' cognitive competency in Islamic education lessons through the recitation method. This study uses qualitative methods, and the data was gathered through field observation, in-depth interviews, and written document analysis. Direct observation was conducted during the teaching and learning process, while in-depth interviews were carried out with teachers and students. Document analysis was conducted to see teaching material preparation and student learning performance scores. The results of this study show that the teacher's role in improving students' cognitive abilities in Islamic religious education subjects through the recitation method has been well implemented in every meeting. The teacher's role includes the use of the recitation method in every meeting of Islamic religious lessons. The impact of using the recitation method can improve students' cognitive abilities in mastering Islamic religious subject matter. Besides that, students' motivation and interest in studying Islam are also improving because the recitation method gives them the freedom to master Islamic religious education material. In conclusion, the recitation method is very suitable for learning Islamic religion because it is related to mastering the verses of the Koran and hadith. For this reason, teachers and Islamic education institutions need to think about applying the recitation method in Islamic religious learning when the material is mostly related to the Al-Quran and hadith.

EFFECTS OF PAIR-WORK COMMUNICATIVE TEACHING STRATEGIES ON WRITTEN ENGLISH ACADEMIC PERFORMANCE OF JSS 2 STUDENTS IN KADUNA SOUTH LGA OF KADUNA STATE

This study investigated effect of pair-work communicative teaching strategy among JSS students’ written English performance in Kaduna South LGA Kaduna State, Nigeria. It was guided by one research question and one hypothesis. One group pre-test post-test experimental design was adopted for the study. The population of the study consists of JS two students from government secondary schools in Kaduna South LGA of Kaduna State. A sample of twenty-five students from Kaduna south secondary school (Government Junior Secondary school Kakuri was selected through purposive sampling technique. The instrument tagged “English Language Performance Test (ELPT) was conducted. Data collected were analyzed using mean and standard deviation to answer research questions while (pair sample t-test) was used to test the hypothesis. Findings from the study revealed that there was statistically significant difference in the mean performance scores of students taught written English using pair-work communicative teaching strategy before and after treatment in junior secondary school in Kaduna South LGA of Kaduna State. Based on the findings, it was recommended that English language teachers should utilize a pair-work communication teaching strategy to enhance students’ writing achievement.

Meningkatkan Aktifitas dan Keterampilan Interaksi Transaksional Lisan (Speaking) Melalui Penerapan Model Role Play pada Materi Nama Hari, Bulan, dan Waktu bagi Siswa Kelas VII

This research was conducted because the value of English was far from the specified Madrasah Maximum Completeness Criteria (KKM). Against the background of the low value of the English language, this research was conducted with the aim of increasing the activity of English speaking transactional interaction skills on the material names of days, months and times by using the role play model. This research was conducted from September to November 2017, taking place in class VII-8 MTs. Negeri 1 Mataram, Mataram City. This type of research is Classroom Action Research (CAR) with two cycles consisting of two meetings in one cycle, each cycle consisting of planning, implementing, observing and reflecting. Data collection techniques and tools in this study used descriptive analysis techniques for data in the form of student performance scores and observation sheets. The results showed that with the activity role play model and students' oral transactional interaction skills increased, that is, from the results of cycle I to Cycle II there was an increase where in cycle I the number of students who received a complete score was 23 students or 67.65%, the score was incomplete on cycle I was 11 students or 32.35%, while in cycle II there was an increase in the pass score, namely, to 23 students or 85.29% there was an increase of 17.64%. It was concluded that the role play model can improve English spoken transactional interaction skills.

Examining the effects of student-centered flipped classroom in physiology education

BackgroundThe flipped classroom approach has gained increasing popularity in medical education. Physiology is a basic medical course that studies the phenomena and laws of human life activities, and is a crucial link course connecting preclinical courses and clinical courses. However, there is a paucity of data showing the effectiveness of the flipped classroom model for the entirety of physiology course in medical undergraduate students.Method131 sophomore students with clinical medicine major at Harbin Medical University were recruited and they were randomly allocated into two groups: the control group which was subjected to traditional lecture teaching (n = 69), and the experimental group which was subjected to flipped classroom teaching (n = 62). To assess the effect of flipped teaching, the usual performance and final exam scores were used to evaluate the physiology learning effectiveness of students. The correlation between the usual performance and final exam scores by Pearson method was also conducted in the two teaching groups. After course completion, an anonymous questionnaire survey was conducted among the subjects of flipped classroom group to assess students’ opinion regarding the flipped classroom teaching.ResultsOur results showed that the usual performance and final exam scores of students in the flipped classroom were both significantly higher than that in the traditional teaching class (P < 0.05). Moreover, our results also showed that the usual performance of students was significantly correlated with the final exam scores in the flipped classroom (r = 0.3945, P < 0.01), but not in the traditional teaching group (r = 0.1522, P = 0.2119). The results of questionnaire survey showed that 77.58% of the students believed flipped classroom teaching improved their knowledge acquisition. 70%~86% of students perceived that flipped classroom enhanced their learning abilities, including self-study ability, collaborative learning and problem-solving skills, and clinical thinking ability. In addition, about 60% of students acknowledged the teaching design and teaching environment, more students’ engagement and presentation of group learning in the flipped classroom.ConclusionThe flipped classroom teaching significantly improved students’ learning effectiveness in physiology course, as indicated by final exam score and usual performance. It also promoted higher-order ability-set acquisition and allowed a rationalized formative evaluation system.

Effect of Animation Package on Academic Performance of Secondary School Biology Students towards Ecological Concepts in Kaduna South, Nigeria

This study entitled, Effect of Animation Package on Academic Performance of Secondary School Biology Students towards Ecological Concepts in Kaduna South, Nigeria was guided by four research questions and four corresponding research hypotheses. The study employed a quasi-experimental research design, specifically utilizing a pre-test post-test non-equivalent control group experimental design, given the use of intact classes. The study population comprised 699 SS II Biology students from Government Secondary Schools in Kaduna South LGA, with a sample size of 212 students randomly selected from two schools and an additional 150 students purposively selected from two other schools. Assessment of students' performance was conducted after they received instruction using both an animation package and conventional teaching methods. The assessment instrument used was the Ecology Performance and Retention Test (EPRT), comprising 30 items with response options A, B, C, and D, each item allocated 2 marks, resulting in a total score of 60. Validation of the EPRT was performed by two senior lecturers from the Federal College of Education, Zaria, experienced in educational tests and measurement. The reliability of the EPRT was assessed using the test-retest technique, yielding a reliability coefficient of 0.79 using Kuder-Richardson Formula 20. Data analysis was carried out using mean and t-test at a significance level of 0.05. The findings revealed differences in the mean performance scores of students taught ecology concepts using an animation package and those taught without, as well as differences in the mean retention scores of students taught Biology concepts using an animation package and those taught without it. Additionally, there were differences in the mean performance scores of male and female students taught ecology concepts using animation packages, while no significant difference was observed in the mean retention scores of male and female students taught biology concepts with the use of animation packages. Based on these findings, the study recommends that educational institutions prioritize the integration of animation packages into biology curricula to enhance student learning outcomes, among other suggestions.

EFFECT OF COLLABORATIVE INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE AND RETENTION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN DUTSINMA EDUCATION ZONAL QUALITY ASSURANCE, KATSINA STATE, NIGERIA

This study investigated the effect of Collaborative Teaching Strategy on Academic performance and Retention among Senior Secondary school students in Dutsinma Education Zonal Quality Assurance, Katsina State, Nigeria. The study was guided by four objectives among which is, ‘to Determine the difference between academic performance of Biology students taught using Collaborative teaching strategy and those taught using chalk/talk method’, from which four research questions were generated, among which is, ‘What is the difference between the mean academic performance scores of biology students taught using Collaborative Teaching and those taught using Chalk/Talk method’? And four null Hypotheses were generated and analyzed, of the hypothesis is, ‘there is no significant difference between the mean academic performance scores of biology students taught using Collaborative Teaching and those taught using chalk/talk method’. A quasi-experimental research design using the pre-test, post-test, and post-post-test control group was adopted. The population of the study comprised 3,761 SS II students. Two intact classes containing 158 students (Experimental group = 81 and Control group = 77) were used in this study. A 30-item multiplechoice Biology Performance Test with reliability (Pearson Product Moment Correlation r= 0.720) was used to collect data. The treatment and data collection process lasted for eight weeks. The data collected were analyzed using mean, standard deviation, and independent ttests. The result of the findings shows that there is a significant difference in the academic performance of the experimental and control groups (p=0.000.05) and retention scores (p=0.32&gt;0.05) of male and female students in the experimental group. It was therefore concluded that collaborative teaching strategies have a more significant effect on students’ performance in biology than the traditional chalk/talk method. On the basis of findings from the study, it was recommended among others that, teachers of biology should adopt the use of collaborative teaching strategy to improve academic performance and retention ability among students regardless of gender.

HOW DO MEDICAL STUDENTS' CHRONOBIOLOGICAL TENDENCIES AND STUDY APPROACHES AFFECT ACADEMIC PERFORMANCE?

Academic performance scores of medical students have been associated with many variables. Students' sociodemographic characteristics, study times and approaches may affect academic performance separately. Examining academic performance by considering all these variables together can improve medical education. The aim of this study is to determine whether there is a significant difference between the academic performance of medical faculty students in terms of study approaches, chronobiological patterns and socio-demographic features. In this cross-sectional study, data were collected from medical students. As data collection tools, Sociodemographic Data Form, The Revised Two Factor Study Process Questionnaire (R-SPQ2F) and Morning-Evening Questionnaire (MEQ) were used. A total of 163 sixth-year students (n=90) male and (n=73) female were included in the study. There was no significant difference between the gender of the students and their academic performance scores (p=0.880). Academic performance scores of morning type students were significantly higher than those of evening type students (p&lt;0.05). There is a correlation of 0.521 in the same direction between the deep approach and the academic performance score, and this relationship is statistically significant (p&lt;0.001). There is a negative correlation of 0.608 between the superficial approach and the academic performance score, and this relationship is statistically significant. While developing the program and curriculum in medical education, students’ sociodemographic characteristics study approaches and chronobiological patterns should be taken into consideration.

Step-by-Step Method Combined with Simulation-Enhanced Learner Outcomes in Minimally Invasive Breast Surgery Education.

PurposeTraditional standardized training in ultrasound-guided minimally invasive breast surgery (UMIBS) focused on lecture-based learning (LBL) resulted in students’ insufficient analysis, limited spatial visual conversion ability, and poor practical application. This study examined the effects of the step-by-step (SBS) method combined with a simulation model in UMIBS education.Subjects and MethodsA total of 84 residents participated in this study. The residents were divided into the SBS group (experience group, n=42) and the LBL group (control group, n=42), and the same teacher taught the two groups to ensure a comparable result. Based on the pork simulation model, two experts evaluated student performance scores, and the total time taken by each student was also counted. The participants were surveyed with 7 questions after the training, and each answer was assigned a score of 1, 2 or 3 to compare the participants’ satisfaction.ResultsThe average value of the surgical skills for SBS group were significantly higher than LBS group, which was 82.8±4.4 and 72.7±4.0 (t=4.27, P<0.001), the time spend of neoplasm localization by the experience group was significantly less than the control group, which was 17.9±1.6 and 20.9±1.2 secs, (t=1.58, P<0.001), and there were significant differences in puncture accuracy and excision integrity between the two groups (P<0.05). In addition, the results of the questionnaire survey showed that learning interest, surgical ability and satisfaction were better in the SBS group than in the LBS group (P<0.05), and there were no significant differences in clinical thinking and learning pressure between the two groups.ConclusionThe SBS teaching method may help to improve the surgical skills and learning interest, as well as reduce adverse reactions and cultivate clinical thinking of the students in UMIBS training. Future studies could consider multicenter clinical research to further confirm the practicality of this teaching method and reduce the risk of deviation.