Student Performance Scores Research Articles

A Study on Learning Styles, Gender and Academic Performance of Post Graduate Management Students in India

The management courses in higher education has experienced a rapid increase in the number of female students in the past decade. A number of factors were found attributing to the cause including some major social and educational factors. These factors are well studied by the scholars in the past. However, there is still considerable gap in the literature pertaining to the relationship between learning styles and gender differences in the context of management education. This paper focuses on management education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of undergraduate students in three successive academic years. Results of the study indicate that the distribution of learning style type preference of the chosen sample of students was more concentrated towards assimilating and converging styles. Further results also indicate non-significant difference of learning style and gender in all groups. The performance scores of males were found higher in Finance and Marketing disciplines, whereas scores of females were higher in Human Resource and International Business disciplines irrespective of non consistency in all the groups. The study concludes that instructors should use a learning strategy matching with the style of each learner in different majors of management opted by the students.

Value-Added Modeling in Physical Education

The educational reform movement in the United States has resulted in a variety of states moving toward a system of value-added modeling (VAM) to measure a teacher's contribution to student achievement. Recently, many states have begun using VAM scores as part of a larger system to evaluate teacher performance. In the past decade, only “core subjects” such as mathematics and reading were required to provide student growth data through student assessments and annual progress. However, recent trends suggest that “non-test subjects,” such as physical education, will soon be held accountable for providing evidence of student growth. It is increasingly likely that student-performance score data will be used in VAM to prove teacher performance in physical education. This article discusses current educational trends as they relate to physical education and VAM, and presents ways in which the subject of physical education could meet the requirements of an increasingly VAM-driven educational world.

The Economic Benefits of New York City's Public School Reforms, 2002-2013

This study examines some of the economic consequences associated with the public school reforms introduced in New York City (NYC) by Mayor Michael Bloomberg, including their impact on housing values. The reforms focused primarily on increasing the autonomy and accountability of a school’s principal and teachers, and expanding school choice and charter schools. We found that those reforms have been followed by substantial improvements in a number of key measures of student performance, including Math and English test scores, high school graduation rates, and college enrollment rates. From 2006 to 2009, for example, the four-year graduation rate of NYC high school students increased from 49.1 percent to 60.4 percent, improvements driven mainly by the progress of African-American and Hispanic students. We estimate that from 2008 to 2012, 41,000 more NYC public high school students earned diplomas than would have occurred assuming the graduation rates for NYC students in 2006; and the net present value of the additional income that these additional high school graduates should earn over their lifetimes is $8.9 billion. Similarly, from 2008 to 2012, 30,900 more NYC public high school students enrolled in institutions of higher learning than would have occurred assuming the college enrollment rates of NYC students in 2006; and the net present value of the additional income that these additional NYC college attendees should earn over their lifetimes is $6.4 billion. Our analysis further found that rising high school graduation rates increase housing demand in the neighborhoods where those graduation rates rose, which in turn has led to increased residential property values. We estimate that increasing NYC graduation rates by 1 percentage point in a zip code leads to an increase in residential property prices of 0.54 percent in that zip code. On this basis, we estimate that NYC’s rising graduation rates added as much as $37.1 billion to NYC residential housing prices or values. Finally, the number of NYC charter schools climbed from 14 in 2001 to 183 in 2013, an average increase of 0.96 charter schools per zip code. We found that adding one new NYC charter school in a zip code increased residential property prices there by an estimated 3.69 percent. On this basis, the expansion of charter schools in NYC may have added as much as $22.45 billion to NYC residential property prices or values.

New Methods of Mobile Computing: From Smartphones to Smart Education

Every aspect of our daily lives has been touched by the ubiquitous nature of mobile devices. We have experienced an exponential growth of mobile computing—a trend that seems to have no limit. This paper provides a report on the findings of a recent offering of an iPhone Application Development course at Sheridan College, Ontario, Canada. It includes a report on the effectiveness of the course by assessing students’ opinions of the course, and by analyzing student performance scores in relation to traditional programming courses. It also provides an overview of the development environment, an assessment of this new course including qualitative surveys, informal observations and quantitative analysis including student performance score results. Overall, it was found that students enjoyed the iPhone course and performed very well. The iPhone Group exceeded the performance of a Comparison Group: F(1,81) = 4.145, p < .05.

Effectiveness of computer animation and geometrical instructional model on mathematics achievement and retention among junior secondary school students

This study investigated the effectiveness of computer animation and geometry instructional model on mathematics achievement and retention on Junior Secondary School Students in Minna, Nigeria. It also examined the influence of gender on students’ achievement and retention. The research was a pre-test post-test experimental and control group design. 40 junior secondary school students were drawn from two secondary schools within Minna metropolis. Stratified random sampling technique was used to select 40 students (20 males and 20 females). The Geometry Achievement Test (GAT) was used for data collection. The reliability coefficient of 0.87 was obtained using Kuder-Richardson (KR-20). GAT was administered to students as pre-test and post-test. The students’ pre-test and post-test scores were analyzed using t-test statistics. The results indicated that the students taught geometry using computer animation performed significantly better in posttest and retention test than their counterparts taught geometry using instructional model and conventional method respectively. However, there was no significant difference reported in the post-test performance scores of male and female students taught geometry using computer animation and instructional model respectively. These findings indicated that geometry concept in mathematics could be taught and learnt meaningfully through the use of computer animation.

Measuring Teacher Effectiveness in Physical Education

This article summarizes the research base on teacher effectiveness in physical education from a historical perspective and explores the implications of the recent emphasis on student performance and teacher observation systems to evaluate teachers for physical education. The problems and the potential positive effects of using student performance scores as well as establishing a comprehensive evaluation program are explored with supportive evidence that some level of accountability is necessary in our field to make significant change.

Use of virtual clinical simulation to improve communication skills of baccalaureate nursing students: A pilot study

According to The Joint Commission (2012), the leading cause of sentinel events in the United States was miscommunication. Lack of thorough and accurate communication remains a serious challenge in healthcare and an educational priority in schools of nursing. Virtual clinical simulation is an online educational approach where students use avatars to practice various skills. The purpose of this pilot study was to evaluate the educational innovation of using virtual clinical simulation to improve communication skills of BSN students. The objectives of the simulations were to 1) recognize significant patient data and 2) accurately perform the ISBAR communication technique. The study used a within-group, time-series design with eight students. Students participated in two synchronous virtual simulations in an online virtual clinical environment called CliniSpace. Students performed in groups of four to five students. Students performed in two virtual simulations in groups of four to five students. Student performances were scored by two raters using the CliniSpace ISBAR Rating Sheet. Field notes from debriefing sessions were analyzed for content. Mean group student performance scores more than doubled from performance one to performance two. This change was found to be statistically significant, p<.001. Field notes revealed that students listened to how their peers communicated and learned from them. Students expressed having less anxiety, knowing what to expect, and having "better flow" with communication. Students verbalized learning to assess the patient prior to calling the physician and to give a recommendation to the physician.

Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: A prospective randomized study from China

Background: The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear.Aim: To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions.Methods: A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions.Results: Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students’ self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases.Conclusion: Both real patient and digital triggers are helpful in improving students’ clinical problem-handling skills. However, real patients provide greater benefits to students.

Using capstones to develop research skills and graduate capabilities: A case study from physiology

In 2011, the Department of Human Biosciences introduced two physiology capstone subjects as part of the Design for Learning Project at La Trobe University. Consistent with the project, the aims of these subjects were to provide an effective culmination point for the Bachelor of Health Science course and to offer students orientation to opportunities for further study, employment and career development. The aim of this paper is to provide an overview of the skills-related assessment tasks of the newly introduced capstone program and an evaluation of the capstone program based on student performance and feedback scores in conjunction with staff perceptions. The skills-related assessment tasks were designed to facilitate the development of research skills and graduate capabilities such as writing, speaking, creative problem-solving, inquiry/research and team work. Student performance determined by mean scores on the skills-based assessment tasks ranged from A to C. Final grades were significantly higher (p &lt; 0.01) in 2011 when compared with final grades in 2010 and 2009. Students reported that the skills-based assessments contributed to their learning and skill development and satisfaction level was high. Staff noted a higher degree of student-centred learning, a vastly increased workload and a greater need for infrastructure services and support staff. Universities and departments should therefore consider staff and resource requirements when implementing curriculum that has a student-centred approach. In conclusion, the revised curriculum successfully promoted the development of research skills and graduate capabilities, thereby leading to work-readiness and/or entry to graduate studies in the Health and Biological Sciences.

Using capstones to develop research skills and graduate capabilities: A case study from physiology

In 2011, the Department of Human Biosciences introduced two physiology capstone subjects as part of the Design for Learning Project at La Trobe University. Consistent with the project, the aims of these subjects were to provide an effective culmination point for the Bachelor of Health Science course and to offer students orientation to opportunities for further study, employment and career development. The aim of this paper is to provide an overview of the skills-related assessment tasks of the newly introduced capstone program and an evaluation of the capstone program based on student performance and feedback scores in conjunction with staff perceptions. The skills-related assessment tasks were designed to facilitate the development of research skills and graduate capabilities such as writing, speaking, creative problem-solving, inquiry/research and team work. Student performance determined by mean scores on the skills-based assessment tasks ranged from A to C. Final grades were significantly higher (p < 0.01) in 2011 when compared with final grades in 2010 and 2009. Students reported that the skills-based assessments contributed to their learning and skill development and satisfaction level was high. Staff noted a higher degree of student-centred learning, a vastly increased workload and a greater need for infrastructure services and support staff. Universities and departments should therefore consider staff and resource requirements when implementing curriculum that has a student-centred approach. In conclusion, the revised curriculum successfully promoted the development of research skills and graduate capabilities, thereby leading to work-readiness and/or entry to graduate studies in the Health and Biological Sciences.

Distance, online and campus higher education: reflections on learning outcomes

PurposeThe purpose of this paper is to discuss performance in postgraduate education in Sweden and Scotland. Drawing on two cases, the paper considers three themes: differences in students’ performance by study mode, differences in students’ performance by length of study, and finally comparing performance by study mode between modules in Scotland with an entire programme in Sweden.Design/methodology/approachThe empirical setting from Scotland builds on an evaluation of online and on‐campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on‐campus study groups with exactly the same module syllabus. The data compiled in both countries arise from student performance scores and grades.FindingsThe results indicate that students in both countries foremost use the virtual learning environment (VLE) as a forum for accessing information, to access asynchronous postings in the forums and access streaming‐synchronous online lectures which are also accessed asynchronously in the VLE. The results show that there are no differences between the grades or test scores between campus students with face‐to‐face education and distance students with electronically (VLE) mediated education. These differences and similarities will form the basis of these reflections in this paper.Research limitations/implicationsThe study is limited because the examples given are only a few cases and small samples and there is a need to more rigorously investigate different educational programs in different academic disciplines.Originality/valueThe paper contributes to quality issues in distance, online and campus education by taking into account, in the first case, different student performance in the same course over a longer period and in the second case, changes over time within the same educational program.

Capturing Implicit Policy from NCLB Test Type Assignments of Students with Disabilities

This study examined the learner characteristics and performance scores of students in the 2009 alternate assessment-modified achievement standard for one Midwestern state. Comparing performance differences by disability category for each content area from the students' 2008 test type assignments and performance scores facilitated examining the appropriateness of the 2009 test type assignment. The results raise concerns because some students with disabilities seemed to have been inappropriately assigned to test type. Students with intellectual disabilities had the lowest performances across grade level and subject area. Limitations and implications of this study are discussed and suggestions for future research are offered.

The Effectiveness of a Cognitive Task Analysis Informed Curriculum to Increase Self-Efficacy and Improve Performance for an Open Cricothyrotomy

This study explored the effects of a cognitive task analysis (CTA)-informed curriculum to increase surgical skills performance and self-efficacy beliefs for medical students and postgraduate surgical residents learning how to perform an open cricothyrotomy. Third-year medical students and postgraduate year 2 and 3 surgery residents were assigned randomly to either the CTA group (n = 12) or the control group (n = 14). The CTA group learned the open cricothyrotomy procedure using the CTA curriculum. The control group received the traditional curriculum. The CTA group outperformed the control group significantly based on a 19-point checklist score (CTA mean score: 17.75, standard deviation [SD] = 2.34; control mean score: 15.14, SD = 2.48; p = 0.006). The CTA group also reported significantly higher self-efficacy scores based on a 140-point self-appraisal inventory (CTA mean score: 126.10, SD = 16.90; control: 110.67, SD = 16.8; p = 0.029). The CTA curriculum was effective in increasing the performance and self-efficacy scores for postgraduate surgical residents and medical students performing an open cricothyrotomy.

Computer-based Simulation Training to Improve Learning Outcomes in Mannequin-based Simulation Exercises

To assess the impact of computer-based simulation on the achievement of student learning outcomes during mannequin-based simulation. Participants were randomly assigned to rapid response teams of 5-6 students and then teams were randomly assigned to either a group that completed either computer-based or mannequin-based simulation cases first. In both simulations, students used their critical thinking skills and selected interventions independent of facilitator input. A predetermined rubric was used to record and assess students' performance in the mannequin-based simulations. Feedback and student performance scores were generated by the software in the computer-based simulations. More of the teams in the group that completed the computer-based simulation before completing the mannequin-based simulation achieved the primary outcome for the exercise, which was survival of the simulated patient (41.2% vs. 5.6%). The majority of students (>90%) recommended the continuation of simulation exercises in the course. Students in both groups felt the computer-based simulation should be completed prior to the mannequin-based simulation. The use of computer-based simulation prior to mannequin-based simulation improved the achievement of learning goals and outcomes. In addition to improving participants' skills, completing the computer-based simulation first may improve participants' confidence during the more real-life setting achieved in the mannequin-based simulation.

A Peer-Assisted Learning Program and its Effect on Student Skill Demonstration

Objective: To explore the effect of an intentional Peer-Assisted Learning (PAL) program on peer-tutors and peer-tutees for performance on specific psychomotor skills. Design and Setting: Randomized, pretest-posttest experimental design. Participants: Undergraduate students (N = 69, 42 females and 27 males, all participants were 18 to 22 years old, 19.5±1.2) enrolled in the professional phase of an accredited Athletic Training Education Program. Measurements: Pretest and posttest performance for the peer-tutors and post-peer interaction for the peer-tutees on identified therapeutic modality and orthopedic assessment psychomotor skill sets. Peer-tutors were randomly assigned to one of four groups; PAL only (PAL), PAL and the focused review session (PAL+), focused review session only (REV), and a control group (CON). Peer-tutees were randomly assigned to interact with the peer-tutors from the PAL and PAL+ or no interaction as a control group. Pretest-posttest percentage correct average changes for the peer tutors were analyzed with an ANOVA. Results: The pretest-posttest skill scores were found to be significantly different for the peer-tutors (F3,102 = 4.703; P = .004). Post-hoc means comparison revealed significant differences between the peer-tutor groups PAL versus CON, PAL+ versus CON, and REV versus CON. Analysis of the peer-tutee means revealed no significant differences (PAL; .906 ± .087, PAL+; .918 ± .077, and Control; .881 ± .061). Conclusion: These data suggest that peer interaction can increase student skill performance scores for the peer-tutors. A visual review of the means indicates a trend of increased skill level for the peer-tutees that received peer-tutoring from the PAL+ peer tutors. No significant difference was found with the REV group. It would appear from the peer-tutor perspective that a focused review session has more of an effect on student learning than peer interaction.

The Importance of Introductory Subjects in Advanced Economics Studies

Academic performance in the introductory year of tertiary education is one of the major predictors of performance in advanced level subjects. This paper investigates the relative importance of introductory economics and quantitative units in higher level economics study. The multi-year data set provide detailed performance scores of students enrolled in a major multi-campus Australian university. Using Ordinary Least Square and Quantile Regression, our results suggest that the performance in introductory macroeconomics and quantitative units significantly influences the students’ performance in advanced level economics study. This suggests that students coming to tertiary education are required to be equipped with adequate skills and attain a certain level of competency to progress well in higher level economics studies. This strategy may assist in achieving greater social inclusion and increased retention rates in university studies.

The effects of learning styles and gender on the academic performance of interior architecture students

The study focuses on design education using ‘Index of Learning Style’ (ILS) and explores the effects of learning styles and gender on the performance scores of design students. The ILS is designed to assess preferences on four scales of a learning style model formulated by Felder and Silverman (1988). The findings indicated that the usual methods of interior architecture education address a well-balanced class position in active/reflective and sensing/intuitive scales, a moderate to strong preference in visual scale and a weak preference in global scale. Furthermore, in the two-way analysis significant effects were obtained between the individual interactions of active/reflective scale with the other three scales when the academic performance score was the dependent variable.

General physicians graduated from a PBL undergraduate medical curriculum: How well do they perform as PBL tutors?

Background: A study was conducted on the effectiveness of general physicians recently graduated from a medical school with Problem-Based Learning (PBL) curriculum as PBL tutors to expand the school's tutor pool.Aims: This study aims to investigate these non-staff tutors’ effectiveness in terms of student satisfaction and learning outcomes.Method: An experimental study was conducted of 12 PBL groups of second-year medical students (n = 40). Four PBL groups were led by non-staff tutors; the other eight groups were led by staff tutors during the two PBL units. Tutor evaluation and student satisfaction questionnaires were administered and student performance scores were analysed to compare between groups led by staff tutors and non-staff tutors.Results: The students’ overall satisfaction with the non-staff tutors on a five-point Likert-scale was high (M = 4.5 ±.638). Additionally, the student scores on written tests were comparable between groups. Yet, in one unit, the groups led by staff tutors received significantly higher scores on the group evaluation than those led by non-staff tutors.Conclusions: The results of this study show that the non-staff tutors performed as effectively as the staff tutors did with regard to student achievement in written exams. Still, the findings of this study suggest that different tutor backgrounds and experiences might affect student performance beyond the written exam scores.

Reliability and Validity of OSCE in Evaluating Clinical Skills of Nursing Students

Background: Objective structured clinical examination (OSCE) is one of the most preferable means of evaluating cognitive, emotional and psychomotor aspects of nursing students. The present study was designed to determine the reliability and validity of OSCE in evaluating clinical skills of nursing students. Materials and methods: For this descriptive evaluative study, 10 different skills of nursing students were selected. Then, 37 students performed these skills at 10 different OSCE stations, during which two experienced inspectors evaluated their performance. Finally, the correlation between OSCE scores and the mean theoretical and clinical performance scores of students was calculated. Meanwhile, the correlation between the total OSCE scores whit OSCE score of each station was determined. Inspector’s reliability (correlation between scores reported by inspectors at each station) was also calculated. Results: The correlation coefficient of OSCE scores and mean theoretical and clinical performance scores were 0.38 (p=0.031) and 0.52 (p=0.005), respectively. Correlation coefficient of inspectors' reliability was in a range of 0.38-0.95. Conclusion: OSCE in strongly suggested as a reliable and valid means of evaluating nursing students’ clinical skills. Key words: CLINICAL EVALUATION, OSCE, RELIABILITY, VALIDITY

Initial Reliability of The Standardized Orthopedic Assessment Tool (SOAT)

Orthopaedic assessment skills are critical to the success of athletic therapists and trainers. The Standardized Orthopedic Assessment Tool (SOAT) has been content validated. To establish interrater reliability of the SOAT. Thirty-two college students, 10 raters, and 2 standardized patients (SPs) from Calgary, Alberta, Canada. Randomized observational study. Students were allowed 30 minutes to complete a mock orthopaedic assessment of an SP with an injury specific to a region of the body (shoulder, knee, or ankle). Using the region-specific SOAT, raters and SPs evaluated students' orthopaedic assessment skills. The sum totals of the SOAT for 2 raters and 1 SP were used to calculate each student's performance scores for respective scenarios. Scale reliability analysis (Cronbach alpha) was completed on the SOAT for each of the 3 body-region examinations. The mean overall reliability of 3 SOATs (ie, ankle, knee, and shoulder) was positive: alpha = .85 with the SP scores factored into the equation and alpha = .86 without the SP scores factored into the equation. Reliability for the ankle region was highest (alpha = .91), followed by the knee (alpha = .83) and the shoulder (alpha = .82). The study sample size was small, but the results will enable further study with generalization to a broader audience of athletic therapists and athletic trainers. Because a baseline measure of reliability was established using a robust statistical analysis, future researchers can employ more stringent statistical analysis and focus on the effects of various pedagogical techniques to teach and learn the underlying construct of clinical competence in orthopaedic assessment.