Student Evaluation Research Articles

Impact of reflection writing on the learning ability of Indian medical students.

Reflective writing develops meta-cognition among students. Therefore, it is of interest to compare effectiveness of post lecture reflective writing to didactic lecture between individual and group reflective writing. Hence, we included 124 first-year students from AIIMS Bhopal, India and divided them in two groups of 62 students. Both groups took a pre-test using a reflection questionnaire. Students were taught reflective writing. Both groups attended physiology lectures on two different topics. First lecture on body fluids where Group A wrote reflections individually and Group B did so in sub-groups (B1 to B6). After another lecture on Pathophysiology of oedema, Group A wrote reflections in groups and Group B wrote individually (A1 to A6). Both groups took a test in the form of MCQ about reflective writing on lectures. After intervention both groups took a post-test using a reflection questionnaire. Mean and standard deviation of Pre-test is 3.86 ± 0.86 and Post-test is 7.58 ± 1.01, respectively. The Mean and standard deviation of reflection who wrote individually is 38.05 ± 4.41 and in group is 27.45 ± 3.93, respectively with p-value < 0.05. Evaluation of students who wrote reflection in groups after second lecture the mean and standard deviation of reflection who wrote individually is 38.22 ± 4.64 and in group is 27.03 ± 2.87 respectively with p-value < 0.05. The performance of students who wrote reflection in groups is not satisfactory as compared to students who wrote their reflection individually.

Development of measures, system of assessment of learning process parameters in the secondary education system

Relevance. In the assessment process, correctness, logic and reasonableness of answers are the main aspects in determining a student�s level of achievement. The issue of creating a unified assessment system is relevant in connection with the new challenges faced by education: COVID-19 and numerous wars, which created the need for distance learning, and this leads to difficulties in adequate assessment. Purpose. The purpose of the study was to identify new methods of student assessment that can replace testing, and ways in which it is possible to create control over the assessment of all parameters of education. Methodology. The study used such methods as analysis, synthesis, generalisation, and comparison. Results. The findings showed that the main flaw in the use of testing was the incomplete determination of students� knowledge through inaccuracy and unreliability of verification. Verbal answers such as �yes� and �no� fit well into the test scoring methodology, but do not reflect the analytical abilities of the test takers. With the test method, the correct answer can be chosen at random from the five choices given and the student gains the ability to memorise the correct answer from the five choices. Conclusions. The results of the study allow identifying and evaluating the parameters of the educational process, including the ability to improve the assessment criteria. This, in turn, will enable the creation of criterion-based education in schools, i.e., the assessment of students� knowledge according to the parameters, and the quality and skills of teachers and the educational institution itself. Keywords: student rating; criteria results; teachers; formative indicators; summative scores

Analyzing the Relationships between State School Policies and Absenteeism Rates for 9-12th Grade Students in Texas-Mexico Border Districts

Analyzing the Relationships between State School Policies and Absenteeism Rates for 9-12th Grade Students in Texas-Mexico Border Districts

포디프레임을 활용한 오르골 제작과 창의적 활동을 포함한 융합교육프로그램의 교육적 효과

Objectives In this study, we investigated the educational effectiveness of a convergence education program in which students make music boxes and participate in creative activities using 4Dframes. Methods For the purpose, we developed a convergence education program that includes music box production and creative activities using 4Dframes. And this research was conducted with a total of 12 students, including 4 students of middle school, and 8 students of elementary school. Students were divided into four teams and took classes, and a survey consisting of 6 items on a Likert scale was conducted to determine the effectiveness of the program. Additionally, for qualitative research, three researchers independently analyzed video recordings and transcriptions, including students' activities, in-depth interviews, observation records, and evaluation meetings. Results The convergence education program consisting of a total of 10 sessions was developed and administered to students to confirm its educational effectiveness. Through the convergence education program that links music education, engineering, science, and technology activities developed in this study, changes in perception regard-ing students' enjoyment of music box making, self-evaluation of scientific inquiry ability, awareness of creative ability, preference for music concerto, heip with studying sheet music and playing musical insturments, and desire for music creation were confirmed. In particular, unlike traditional music classes where students play the piano while reading sheet music, they were able to gain a specific and intuitive understanding of playing music through creative activities such as making a music box with a 4Dframe and modifying it in various ways, and had a positive experience with music related activities. Conclusions Teachers can contribute to educational success by actively listening to students' ideas to stimulate their thinking processes, acknowledging the work students produce, and working collaboratively with students to explore the significance of these activities. Additionally, as digital technology makes it possible for students to take on the roles of composer, performer, and listener simultaneously. As future changes may occur in the way stu-dents engage with music in education, teachers must be equipped to design teaching methods that take advant-age of the opportunities offered by new technologies.

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

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

SHIKSHA-CHAKRA: Ideate &amp; Implement a System to Enhance Quality of Education in Rural Areas

Abstract: Access to quality education is a fundamental right, yet many rural areas face significant challenges in providing effective learning experiences to their students. To bridge this educational divide, this project introduces an innovative Androidbased system, known as the Rural Education Enhancement System (REES), designed to transform the landscape of education in rural regions. REES comprises a multifaceted approach, with key features including an interactive learning app offering subject-specific content, localized curriculum, and an array of interactive modules. The system facilitates teacher-student communication and provides tools for personalized progress tracking. Moreover, it prioritizes local languages and offers community forums for collaboration. Assessments, both online and offline, support student evaluation, while offline resource centers and parental involvement portals enrich the learning ecosystem. To ensure the system's longevity, sustainability planning is at the forefront, emphasizing funding, maintenance, and ongoing improvements. The project implementation involves thorough needs assessments, pilot programs, and community engagement. By addressing the unique needs of rural communities and leveraging the power of mobile technology, REES aspires to enhance the quality of education in rural areas, empower students, and strengthen the connections between teachers, parents, and the community, ultimately contributing to a brighter and more equitable educational future for all.

Urgensi Manajemen Persuratan Dalam Meningkatkan Kinerja Guru Di Sekolah Mis Cendikia Insani Al-Washliyah

The urgency of correspondence management in improving teacher performance at the Mis Cendikia Insani Al Washliyah School is an important aspect that must be considered by school management. Effective mail management includes managing incoming and outgoing mail, as well as systematic well-organized document storage. With good correspondence management, important information can be conveyed in a timely and accurate manner, which ultimately supports improved teacher performance. In this context, efficient correspondence management allows teachers to focus on their main tasks, such as lesson planning, teaching implementation, and student evaluation, without being distracted by administrative problems. The use of information technology in correspondence management can also speed up the communication process and reduce the risk of errors or loss of important documents. This research highlights the importance of training and developing correspondence management skills for administrative staff and teachers at the Mis Cendikia Insani Al Washliyah School. With proper training, teachers and staff can better understand and implement an effective correspondence management system. Apart from that, this research also emphasizes the need for support from school management in providing adequate resources and infrastructure to support this system. Thus, improving correspondence management is expected to create a more organized and conducive work environment, which in turn will have a positive impact on teacher performance. Teachers who have easy and fast access to the necessary information and documents can focus more on professional development and improving the quality of teaching. Therefore, good correspondence management is not only an administrative necessity, but also a key factor in achieving higher educational goals at the Mis Cendikia Insani Al Washliyah School.

경제교육프로그램이 중학생의 친사회적 행동과 진로의식 형성에 미치는 영향

This study was conducted on 56 middle school students located in C City to determine the impact of the economic education program in the school curriculum on cultivating pro-social behavior and forming career awareness. Descriptive statistical analysis, univariate analysis of covariance (ANCOVA), and multivariate analysis of covariance (MANCOVA) were conducted on the pre- and post-test results regarding behavior and career awareness formation, and the following results were obtained. The satisfaction evaluation of middle school students' economic programs for acquiring basic economic concepts, improving pro-social behavior, and forming career awareness was overall positive. The economic education program aimed at forming middle school students' pro-social behavior and career awareness had a positive impact on the formation of basic economic concepts, pro-social behavior, and career awareness. Lastly, since this study was conducted with a limited number of subjects, there are limitations in generalizing it, so follow-up research is needed to develop and disseminate economic education programs.

Evaluation of Preclinical Dentistry Students' Perspectives Towards Disabled Individuals Before Clinical Internship Training

Objective: This study aims to evaluate the perspectives of preclinical dentistry students (1st, 2nd and 3rd year) towards disabled individuals before starting their clinical internship training. Methods: Our study was planned on 217 preclinical dentistry students studying at a dentistry faculty in Turkey. Survey form: It consists of 46 questions in total, including 6 questions that introduce students and 40 questions that constitute the Attitude Scale towards People Affected by Disabilities. The questions were directed to students in the Fall semester of the 2023-2024 academic year. For the analysis of the study; Power analysis, Frequency analysis, Normality test (Shapiro-Wilk), Independent T test, One-Way Analysis of Variance (ANOVA) and Tukey test were used. The significance level was accepted as α=0.05. Results: 179 students; 111 females and 68 males participated in the study. The participation rate was found to be 82.49%. With the perspectives of preclinical dentistry students towards disabled individuals; there wasn’t significant difference in terms of their gender (p&gt;0.05), education level (p&gt;0.05), attendance at any training/seminar on disabled individuals (p&gt;0.05), presence of a disabled individual among their acquaintances (p&gt;0.05) and living in the same house with a disabled individual (p&gt;0.05). However, a statistical difference was detected in terms of the frequency of meeting with disabled individuals (p

Flipped classroom strategy in promoting critical thinking in social science

The research study aimed to assess the effectiveness of a flipped classroom strategy in enhancing the critical thinking skills of grade 12 humanities and social sciences students. Two approaches, pre-class and in-class activities were implemented with 80 students from Recto Memorial National High School. Overall, students had a positive perception of the flipped classroom strategy, and their performance in critical thinking tests was generally good. However, there were areas for improvement, particularly in inference and evaluation skills. The study found no significant difference in recognition and inferencing skills between the pre-class and in-class activities, but there was a significant difference in interpretation and evaluation skills. Recommendations were made for curriculum developers, supervisors, and administrators to enhance teaching methods through training and workshops, focusing on improving students' inference and evaluation skills. The adoption of the flipped classroom approach was encouraged, especially in social sciences, to make class discussions more engaging. Further research with a larger sample size or exploring different critical thinking subskills was suggested to provide more insight into the effectiveness of the flipped classroom approach.

Student preferences for treatment in college counseling centers: examining evidence-based models of care

Objective: This study surveyed undergraduates to understand current experiences of on-campus mental healthcare. The study assessed student ratings of specific interventions for addressing mental health issues in college counseling centers. Participants: 160 undergraduate students. Methods: A mixed-methods approach was used. Quantitative data included acceptability ratings of therapeutic approaches and treatment strategies, and preferences for therapeutic options for two hypothetical scenarios. Qualitative data included narrative responses about treatment models. Results: Individual therapy was the preferred approach for treating typical concerns based on acceptability ratings and qualitative data. Male participants were more likely to rate self-help and non-therapist-assisted treatments as acceptable than females. Students of color were less likely to find therapist-assisted interventions acceptable. Conclusions: Undergraduate students prefer individualized therapy methods, although preferences are associated with gender and racial identity. Further research should focus on clarifying the preferences of males and students of color and incorporating preferences into decisions about treatment delivery.

Investigation of the lifestyle of medical students based on gender characteristics

Relevance. The issue of a healthy lifestyle of medical university students is relevant throughout the educational process, since the well-being and objective state of health (both mental and physical) has a direct impact on the academic performance and professional development of young specialists in the field of healthcare. Purpose. The purpose of this study is to investigate the main factors of students� lifestyle and highlight gender characteristics. Methodology. A survey of 400 students of West Kazakhstan Marat Ospanov Medical University was conducted on several key issues related to nutrition, sleep, rest, physical activity, morbidity, and financial needs. Results. The majority of the 5th year students rate their health as �good� (on average 54.9%), and the 1st year students (58.5%) consider their health to be �satisfactory�. Almost all students were satisfied with their living conditions, but at the same time up to 40% of the survey participants felt a lack of finances for food and clothing, and 38% of the 5th year boys noted a lack of money for entertainment. Most students consider their level of physical activity insufficient, while boys are engaged with more intensity than girls, but also spend less time outdoors. The issue of lack of sleep and proper nutrition is also acute and requires further research. Conclusions. This study showed that the majority of medical students try to lead a healthy lifestyle, and this health-promoting behaviour differed depending on gender, especially with regard to physical activity and diet. The results of the survey are valuable material for the development of principles for the prevention of acute and chronic diseases, and the introduction of strategies for maintaining the health of students from higher educational institutions. Keywords: prevention; gender differences; rational nutrition; physical activity; educational institutions

Use of Integrated Metabolic Maps as a Framework for Teaching Biochemical Pathways in the Pre-clinical Medical Curriculum

IntroductionThe Larner College of Medicine has steadily transitioned to primarily active learning-based instruction. Although evaluations praise session formats, students often highlight difficulties in synthesizing preparatory materials to integrate biochemical pathways. A student/faculty collaboration led to the development of interactive metabolic maps that illustrate pathways and link to a broader framework of metabolism.MethodsA review of the session materials identified relevant biochemical pathways, and for each pathway, we created a fillable visual diagram to highlight the interactions between all substrates, enzymes, and cofactors. Implementation of the metabolic maps began for first-year medical students in fall 2022. Evaluation data included standard student session evaluations (Likert scale and qualitative comments) and a survey specific to the metabolic maps.ResultsAfter implementing the maps, student ratings of biochemistry/metabolism session materials significantly improved (3.2 ± 1.04 to 4.3 ± 0.87, p < 0.001), and students made positive comments about their effectiveness. Most students (77.8%) used the metabolic maps to aid in studying biochemistry content for exams and found the metabolic maps important for integrating information about metabolic pathways. The median performance on metabolism-specific questions was higher, although not statistically significant (69.23 to 77.28, ns).DiscussionThe implementation of integrated metabolic maps improved student satisfaction of biochemistry/metabolism session materials. Limitations include confounding factors related to student population differences and other simultaneous curriculum changes. Implementing interactive visual aids to integrate metabolism pathways and concepts is applicable to any medical curriculum, and other longitudinal topics may benefit from this type of curricular framework.

The development of a serious game for laser applications in dentistry and the evaluation of dental students' satisfaction

BackgroundThis study aimed to design and implement a gamified application about the theoretical aspects of laser applications in dentistry and investigate students' satisfaction with their learning experience.MethodsAn engaging educational program named Essential Skills and Knowledge in Learning Laser (ESKILLD) was developed to teach laser applications in dentistry. The program comprises two primary components: a “Tutorial and Quiz” section and a “Games” section. Final-year dental students were tasked with installing and using this application. A 29-item validated questionnaire (Cronbach's alpha = 0.97, ICC = 0.94) was used to evaluate students' perceptions of the applications' design and functionality. The influence of participants' gender and Grade Point Average (GPA) on their satisfaction levels was examined via the student t-test and Pearson's correlation, with a significance level of 0.05.ResultsThe study had 56 participants, of which 37 were female (66.07%), and 19 were male (33.92%). The students' average GPA was 15.16 out of 20. The mean rating for ESKILLD's design and functionality was 1.39 ± 0.47 and 1.37 ± 0.46, respectively, signifying a high satisfaction level. Female students rated the application's coherence and learning perception significantly higher than their male counterparts (p < 0.05). However, gender did not significantly influence scores on other perception aspects or overall scores. Students' GPAs and their perception scores did not have a significant correlation.ConclusionsThe results indicate that the participants were generally satisfied with the game's features and attitudes towards it, which underscores the potential effectiveness of gamification in dental courses focused on laser applications.

Comparative Study of Online and Face to Face Instructions

The study highlights several key findings regarding the differences in students' perceptions between face-to-face (F2F) and online learning methods, using course experience questionnaires (CEQ) and online course experience questionnaires (OCEQ). Here's a breakdown of the findings and implications: The study found significant differences in several factors between F2F and online learning methods. These include the total score of the questionnaire, the factor of good teaching (GT), the factor of clear goals (CG), and the factor of appropriate assessment (AA). These differences indicate that students perceive distinct qualities and effectiveness in these aspects depending on the learning method. The lack of social interaction in online learning compared to F2F settings is suggested as a potential reason for these differences. According to constructionist theory, social interaction plays a crucial role in learning, potentially explaining why students rate factors like good teaching, clear goals, and appropriate assessment differently in online contexts. Interestingly, the study found that the factor of emphasis on independence did not show significant differences between F2F and online learning methods. This contrasts with previous research findings, which might be due to the increasing flexibility and adaptability of blended learning approaches where both F2F and online components are integrated. In summary, while online learning has become a prominent alternative due to the pandemic, this study underscores the importance of understanding and addressing the differences in students' perceptions and experiences between online and face-to-face learning environments.

Investigating changes in student mental health and help-seeking behaviour after the introduction of new well-being support services at a UK university.

Growing numbers of students now seek mental health support from their higher education providers. In response, a number of universities have invested in non-clinical well-being services, but there have been few evaluations of these. This research addresses a critical gap in the existing literature. This study examined the impact of introducing non-clinical well-being advisers on student mental health and help-seeking behaviour at a large UK university. Survey data collected pre-post service introduction in 2018 (n = 5562) and 2019 (n = 2637) measured prevalence of depression (Patient Health Questionnaire-9), anxiety (Generalised Anxiety Disorder-7), and low mental well-being (Warwick-Edinburgh Mental Wellbeing Scale), alongside student support-seeking behaviour. Logistic regression models investigated changes in outcome measures. Administrative data (2014-2020) were used to investigate corresponding trends in antidepressant prescribing at the onsite health service, student counselling referrals and course withdrawal rates. Adjusted models suggested reductions in students' levels of anxiety (odds ratio 0.86, 95% CI 0.77-0.96) and low well-being (odds ratio 0.84, 95% CI 0.75-0.94) in 2019, but not depression symptoms (odds ratio 1.05, 95% CI 0.93-1.17). Statistical evidence showed reduced student counselling referrals, with antidepressant prescribing and course withdrawal rates levelling off. Student perception of the availability and accessibility of university support improved. Our findings suggest a non-clinical well-being service model may improve student perception of support, influence overall levels of anxiety and low well-being, and reduce clinical need. The current study was only able to examine changes over the short term, and a longer follow-up is needed.

PATTERNS OF STUDENT MENTORING FROM THE CAMPUS TEACHING PROGRAM IN IMPROVING STUDENT LITERACY AT SDN 43 CAKRANEGARA

This research aims to find out, identify, and analyze students' literacy abilities and patterns of mentoring students from campus teaching programs to improve student literacy at SDN 43 Cakranegara. The approach used in this research is a qualitative approach with a case study method. The data collection techniques used were observation, interviews, and documentation. The data analysis technique in this research uses qualitative data analysis techniques with a data reduction process, data presentation, and conclusion. The results of this research found that students' literacy skills were at the performative level. The pattern of mentoring campus teaching program students in this research was carried out by (1) providing learning facilities through the School Literacy Movement program such as the use of reading corners, the use of word cards, letter cards, digital literacy, and traditional games; (2) supervise children's learning activities by differentiating innovation programs according to learning styles and according to reading and writing skills in low-grade students and high-grade students; and (3) supervise the use of children's learning time in a program called the School Literacy Movement by scheduling structured activities for high and low-grade students. After mentoring students who have difficulty in reading, based on the results of observations and interviews, the average low-grade students who previously did not know letters became familiar with letters and moved up the level reading level 2, namely the group of students with the level of ability to read words and sentences, while in high grades, the average was able to read fluently from those who were previously at the stage of spelling letters. Apart from observations and interviews, based on the results of the AKM post-test, the literacy rate of students increased by around 5-10%.

Small programs, big challenges: Reimagining the evaluation of clinical teaching in genetic counseling.

Within the health professions education system, a significant proportion of teaching and learning occurs in the clinical setting. As such, the need to measure effective teaching for accreditation standards, faculty development, merit pay, academic promotion, and for monitoring the safety of the learning environment has led to numerous universities developing instruments to evaluate teaching effectiveness in this context. To date; however, these instruments typically focus on the student perspective, despite evidence demonstrating that student evaluations of teaching (SETs) lack correlation with learning outcomes and are not a true measure of teaching effectiveness. This issue is further exacerbated in small health professional training programs, such as genetic counseling, where clinical teachers may only supervise 1-3 students per year. As a result, not only are SETs more confounded due to small sample sizes, but a direct conflict exists between respecting learner anonymity and providing timely and relevant feedback to faculty. In such contexts, even using SETs to evaluate the nature of the learning environment may be unreliable due to student concerns about identifiability and fear of retaliation for unfavorable evaluation. This paper will review the literature regarding SETs, barriers to this process within the clinical setting, and the unintended downstream consequences. Options for addressing issues related to the use of SETs will be considered, with particular focus on the process of reflection and the use of teaching consultations or peer support groups as a means to improve teaching effectiveness in this learning environment.

Strengthening the writing component in upper level economics electives

Writing-intensive economics courses are courses that use writing as a central feature of instruction and evaluation of students’ work. This study presents and evaluates teaching improvements on these basic structures. Using teaching evaluations data from eight public finance sections taught between Fall of 2012 and Spring of 2019, an ordered probit model estimates the value, as rated by students, of the following improvements to enhance the writing quality of student papers: (1) explicit grading rubrics; (2) funding a dedicated course specialist consultant (CSC) from the writing center; (3) engaging librarians in creating a literature review guide; (4) instructor blogging. The empirical model estimates the contribution of the improvements to the overall instructor and course evaluation ratings as well as to the writing component student ratings. Empirical results show that grading rubrics had a statistically significant positive effect on student assessments of writing component design and writing skills development. Engaging a dedicated CSC improves writing skills ratings. Instructor blogging had a statistically significant positive effect on instructor ratings while literature review guide improved course ratings. Only an expected grade had a significant positive effect on all student rated course outcomes. The goal of this paper is to provide ideas for enhancing economics content through writing.

Impact of a philosophical intervention on the reduction of depression in high school students.

Adolescence is a critical and challenging period in development; therefore, it is of utmost importance to address and prevent disorders such as depression or anxiety. The present study aimed to evaluate the effect of a philosophical intervention on depression rates in high school students. The method consisted of the evaluation of depression before and after the intervention with the BDI-Y test. Of the cases of the young people attended in the intervention workshops, on average, their depressive classification decreased by 67%. The implementation of the workshops with content in ethical values can be a model of early mental health intervention to reduce the levels of depression in high school students, which created a multiplier effect in the class groups, as well as in the increase of coexistence and teamwork.