Significant Differences In Student Performance Research Articles

The Impact of Blocked Practice versus Mixed Practice and the Strategy of Overlearning on Student Performance in Calculus

ABSTRACT In most mathematics textbooks, each lesson is followed by a set of homework problems in one of two ways – blocked practice and mixed practice. Additionally, most mathematics textbooks rely on a common learning strategy called overlearning, that is, mastering a skill and continuing to practice this same skill. This study investigated the effects of blocked practice versus mixed practice and the overlearning strategy on student performance in a university-level Calculus I classroom using an online homework system. Data collection took place throughout the semester and included student scores on homework and exams. An ANCOVA was used to analyze the data and the results indicated that there were no statistically significant differences on final exam scores between the participants in the blocked and mixed practice groups. Additionally, the 50% increase in the number of homework problems per set (i.e. overlearning) did not show statistically significant differences in student performance as measured on final exam scores.

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

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

Innovative Assessment Methods for the French Horn: Increasing the Effectiveness of Education

The introduction of innovative assessment techniques for the French horn can improve the process of education. The objective is to examine the effectiveness of the proposed assessment methods for improving accuracy on the French horn. The research is based on the experimental design to evaluate the effectiveness of assessment methods using statistical data analysis and paired t-test. The research took place from January to June during the 2020-2021 academic year. The sample involved 183 students from three educational institutions in the People's Republic of China. A preliminary assessment found that the academic performance of students was low. Before the implementation of the proposed assessment methods, an average score was 20.63 points interpreted by the scholars as Do not Meet Academic Expectations. After the introduction of the assessment methods, the post-implementation scores of the academic performance increased by 41.3%. The findings were interpreted as a Satisfactory level of academic performance. The paired t-test revealed significant differences in student performance learning the French horn before and after the introduction of the new assessment methods. The average difference was 3.57 points. Thus, the proposed assessment methods for the French horn playing include (1) playing by ear, (2) Instrumental Scheme Processing, (3) a range practice, and (4) an introductory exam. The research demonstrates that the proposed assessment methods can be used as a part of the standard assessment developed for teachers that include different elements of effective teaching tools and methods.

Teaching Professional Skills During the Pandemic: Does Delivery Mode Matter?

The current study explores how the transition to online course delivery during the pandemic impacted a professional skills course which incorporates a variety of in-class and out of class experiential learning activities. In this paper, we compare student performance on a resume writing assignment, a LinkedIn profile creation assignment, a mock interview with members of local businesses and overall class scores during Fall 2019 when the professional skills course was delivered face-to-face with student performance during Fall 2020 when the course was delivered online. We explore whether the effect of delivery mode varied as a function of student sex, race and first-generation college status. Our results indicate that there were some significant differences in student performance across the two semesters. Students performed better on the resume and LinkedIn assignments when the course was delivered online. There was no difference in mock interview performance across the two class delivery modes. Students taking the online version of the course in Fall 2020 did significantly worse in the course overall than students taking the face-to-face version of the course in Fall 2019. Despite concerns that women, racial minorities and first-generation students could suffer disproportionately in the online version of the course, the relationship between class delivery mode and student performance did not vary as a function of these student characteristics. This underscores the importance of future research which can help to identify changes that can be made to online courses to assist students.

Design of a Situational Judgment Test for Preclinical Interprofessional Collaboration.

There is an unmet need for economically feasible, valid, reliable, and contextually relevant assessments of interprofessional collaborative knowledge and skills, particularly at the early stages of health professions education. This study sought to develop and gather content and internal structure validity for an Interprofessional Situational Judgement Test (IPSJT), a tool for the measurement of students' interprofessional collaborative intentions during the early stages of their professional development. After engaging in an item development and refinement process (January-June 2018), an 18-question IPSJT was administered to 953 first-year students enrolled in 10 health professions degree programs at the University of Florida Health Science Center in October 2018. The IPSJT's performance was evaluated using item-level analyses, item difficulty, test-retest reliability, and exploratory factor analysis. Seven hundred thirty-seven (77.3%) students consented to the use of their data. Student IPSJT scores ranged from 0 to 69, averaging 42.68 (standard deviation = 12.28), with some statistically significant differences in student performance by health professions degree program. IPSJT item difficulties ranged from 0.13 to 0.92. Once one item with poor properties was excluded from analysis, the IPSJT demonstrated an overall reliability of 0.62. Students were more successful at identifying the least effective than the most effective responses. Test-retest reliability provided evidence of consistency (r = 0.50, P < .001) and similar item difficulty across administrations. An exploratory factor analysis indicated a 3-factor model with multiple cross-factor loadings. This work represents the first step toward the development of a valid, reliable IPSJT for early learners. The emergent 3-factor model provides evidence that multiple competencies can be assessed in early learners via this tool. Additional research is necessary to build a more robust question bank, explore different scoring and response methods, and gather additional sources of validity evidence, including relations to other variables.

Relaciones entre contexto de procedencia y logro académico al terminar la primaria

Este estudio fue realizado con la finalidad de explicar el efecto del contexto de procedencia sobre tres indicadores del logro académico: 76 estudiantes de escuelas privadas, 103 estudiantes de escuelas públicas de zona urbana, y 123 estudiantes de escuelas indígenas y pública rural. El logro fue medido con tres indicadores: Desempeño en una evaluación ad hoc en comprensión lectora, producción de textos y matemáticas, Puntajes en la prueba ENLACE y Promedio de calificación del profesor de aula al concluir el año escolar. Los resultados indican que: 1. Existen diferencias significativas de acuerdo al contexto de procedencia, en los desempeños de los estudiantes en los tres indicadores de logro, 2. Las diferencias de acuerdo al contexto de procedencia varían en función de las dificultades y características de cada tipo de aprendizaje esperado, y 3. El contexto de procedencia explica el efecto del desempeño en comprensión lectora, producción de textos y matemáticas, sobre el logro en la prueba ENLACE

Impact of Using iPad Tablets in a Construction Communication Graphics Class: Evaluation Based on System Usability Scale

As the construction industry advances technologically, it becomes imperative to introduce the respective information technology tools to present-day curriculum. This research study was conducted to identify any significant differences in student performance contributed by using an information technology tool, specifically the Apple® iPad® tablet. IPad tablets were used to electronically present construction drawings to a treatment group, and a control group was given traditional paper drawings. Following an instructional lecture, students were given a test based on the provided construction drawings. The test results indicate that there was no significant difference in performance between students who used the information technology tool to complete the test and those who used traditional paper drawings to complete the same test. The treatment group also answered a usability survey, which helped to comprehend how students perceive the tablet’s usability. Students indicated that they would like to use the tool in the future.

Estilos y estrategias de aprendizaje:estudiantes de cursos superiores de Ingeniería Estadística, Universidad de Concepción

This research describes the Learning Styles and Strategies of upper-level students from the Statistical Engineering Career of the University of Concepcion, through the CHAEA questionnaire and the ACRA-Abbreviated scale. It was found that the Reflective style predominates, and that very few students present Active style. When comparing the average scores for the first year students and upper-level students, no significant differences were found in the average scores of the Learning Styles, inferring that these styles are not modified by the stay in the Career. The only one sociodemographic variable related to learning strategies is sex; in effect, women significantly outperform men in the average scores of Dimensions: Cognitive and Learning-Control Strategies, and Learning Support Strategies of the ACRA-Abbreviated Scale. Learning styles do not generate significant differences in student performance.

Testing the effectiveness of classroom formative assessment in Dutch primary mathematics education

ABSTRACTClassroom formative assessment (CFA) is considered to be a fundamental part of effective teaching, as it is presumed to enhance student performance. However, there is only limited empirical evidence to support this notion. In this effect study, a quasi-experiment was conducted to compare 2 conditions. In the treatment condition, 17 teachers implemented a CFA model containing both daily and weekly goal-directed instruction, assessment, and immediate instructional feedback for students who needed additional support. In the control condition, 17 teachers implemented a modification to their usual practice. They assessed their students’ mastery of learning goals on the basis of half-yearly mathematics tests, and prepared weekly pre-teaching sessions for groups of low-achieving students. The posttests showed no significant differences in student performance between the 2 conditions after controlling for student and teacher characteristics. The degree of implementation of the CFA model, however, appeared to be positively related to the 5th-grade students’ performance.

Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise

This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks. They were given a pretest and posttest comprised of questions measuring knowledge relevant to the lesson in terms of geography, math, science, and spatial skills. Paired-samples t-tests were conducted to determine significant differences in student performance. These t-tests indicate statistically significant improvements in all but one instance across all subjects, at all schools for both boys and girls. No statistically significant results were observed for a control group of an additional twenty-seven fifth graders. These results demonstrate the value of combining geography with math and science to improve student performance in STEM knowledge.

Comparing student performance in blended and traditional courses: Does prior academic achievement matter?

The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course.

The Impact of Different Teaching Approaches and Languages on Student Learning of Introductory Programming Concepts

Learning to program, especially in the object-oriented paradigm, is a difficult undertaking for many students. As a result, computing educators have tried a variety of instructional methods to assist beginning programmers. These include developing approaches geared specifically toward novices and experimenting with different introductory programming languages. However, determining the effectiveness of these interventions poses a problem. The research presented here developed an instrument to assess student learning of fundamental and object-oriented programming concepts, then used that instrument to investigate the impact of different teaching approaches and languages on university students’ ability to learn those concepts. Extensive data analysis showed that the instrument performed well overall. Reliability of the assessment tool was statistically satisfactory and content validity was supported by intrinsic characteristics, question response analysis, and expert review. Preliminary support for construct validity was provided through exploratory factor analysis. Three components that at least partly represented the construct “understanding of fundamental programming concepts” were identified: methods and functions, mathematical and logical expressions, and control structures. Analysis revealed significant differences in student performance based on instructional language and approach. The analyses showed differences on the overall score and questions involving assignment, mathematical and logical expressions, and code completion. Instructional language and approach did not appear to affect student performance on questions addressing object-oriented concepts.

Student Learning of Cervical Psychomotor Skills Via Online Video Instruction Versus Traditional Face-to-Face Instruction

Background and Purpose. Currently, there is very limited evidence in the literature regarding the use of video-based instruction for psychomotor skills in physical therapist education. The purpose of this study was to compare student learning of psychomotor examination and treatment skills of the cervical region via online video instruction versus traditional face to face instruction. An additional purpose was to examine the effect of the addition of online video instruction before or after traditional face-to-face instruction of these skills. Subjects. Fifty-three professional (entrylevel) physical therapist students from 4 consecutive cohorts. Methods. This was a single blind, 2-group, posttest-only, crossover, experimental study. Group A received online video instruction of Skill Set 1 (examination skills) and face-to-face instruction using faculty demonstration of Skill Set 2 (interventions skills). Group B received face-toface instruction of Skill Set 1 and online video of Skill Set 2. Student performance of all skills was evaluated by 1 evaluator, with content expertise blinded to group membership, using a grading rubric. A second laboratory session was held where the groups received instruction of these skills in reverse order, followed by another performance evaluation. Nonparametric and parametric analyses were performed to determine differences in student performance after the 2 instructional sessions Results. Parametric analysis found a statistically significant difference for 1 of the 4 skills (f = .77, P < .05), with the face-toface group performing better. There were no statistically significant differences in group performance after the second instructional session, and student performance was significantly better after this second session compared to after the first instructional session. Additionally, no statistically significant differences in student performance were observed when the order in which students received the 2 methods of instruction was compared. Discussion/Conclusions. The use of online video may serve as an effective method of instruction of advanced clinical psychomotor skills. Benefits of the cumulative effect of using both modes of instruction are apparent in student learning of these advanced psychomotor skills. Online video can be a relatively time-efficient instructional method to enhance traditional classroom experiences and could be especially beneficial in situations where traditional instruction is not possible due to geographic or economic reasons.

A Comparison of Learning Outcomes in Culinary Education: Recorded Video vs. Live Demonstration

This study examined learning outcomes for students who were enrolled in an introductory cooking course that used online taped videos. The study sample was composed of 206 students enrolled in online taped video classes and 184 enrolled in traditional live classes. The students in both groups received the same teaching instructions except for the demonstration delivery methods. A 2-way mixed design was used to test for significant differences in student performance between 2 instructional delivery methods (i.e., online taped video and live class demonstration) for both individual and team tasks. The results indicated that both delivery methods produced similar student performance levels when individual and team tasks were considered together. However, students taught by the online delivery method had better group performance than students taught by the traditional method. The findings suggest that the online delivery method should be utilized in culinary arts education; however, efforts to enhance group synergy could enhance group performance in educational environments that use this delivery method.

Jovens e adultos construindo e interpretando gráficos

O objetivo deste estudo foi analisar 30 estudantes da EJA, em diferentes níveis de escolarização, resolvendo atividades de construção e interpretação de gráficos. Os resultados não mostraram diferenças significativas no desempenho dos estudantes nas atividades de interpretação em função da escolaridade. Na construção dos gráficos várias dificuldades foram observadas. A maioria dos gráficos construídos não apresentou informações necessárias para a compreensão do mesmo (título, nomeação dos eixos, descrição das variáveis). Dificuldade com a escala foi um dos aspectos mais evidentes. Observamos que os desempenhos dos alunos que conseguiram realizar com sucesso as atividades de interpretação não garantiram a construção adequada de um gráfico. Este dado sugere que há pouca relação entre tais atividades e que interpretar parece ter sido mais fácil que construir. Os dados sugerem que há necessidade de maior estímulo à construção de gráficos e que o professor articule as atividades de interpretação com as de construção.

Introduction—Comparing learner performance in southern Africa: A natural experiment

Over the past two decades, the education policy discussion worldwide has shifted, from increasing educational attainment to improving ‘‘educational quality’’—that is, toward increasing student learning at each level of schooling (Hanushek and Woessman 2008; UNESCO 2005). An accelerated pace of international and national testing around the world has contributed to this shift. Despite widespread acceptance of the notion that improving student performance may have a high economic and social payoff, policy analysts in all countries have surprisingly little hard data on which to base educational strategies for raising achievement (UNESCO 2005). A major problem in drawing policy conclusions from analyses within one country or one state or region is that many key macro-educational policy variables, such as teacher recruitment, teacher training, and school supervision, are fairly uniform within such political units. One way to overcome the limits of single-country educational policy research is to undertake comparative studies of neighboring countries (or regions) with apparently similar socio-economic conditions, but significant differences in student performance and, possibly, educational policies. Examples include the United States and Canada, Finland and Norway, and Costa Rica and Panama; on the latter, see (Carnoy, Gove, and Marshall 2007). Some have used the term ‘‘natural experiment’’ for a situation where national social conditions are similar but policies and outcomes differ (Knight and Sabot 1990). In southern Africa, we have such a ready-made comparative case: South Africa and Botswana. The peoples inhabiting the region near the border are of the same language and culture, but students’ school performance, and, for historical reasons, the educational conditions and policies in the two countries, differ substantially. A second problem inherent in such research is the difficulty to identify the effects of school resources on student achievement. For one, much of the variation in student achievement across and even within schools is explained by the socio-economic background differences of students (Rothstein 2005). Further, the distribution of school resources is highly correlated with the family resources students bring to those schools (Barbarin and Richter 2001); students are not randomly assigned to schools, and neither are

Teaching Principles to the Masses: Assessing Student Performance in Lecture Capture vs. Face-to-Face Course Delivery

Public universities are facing fiscal constraints due to declining state tax revenues and a resulting funding decrease. Improvements in technology have made possible the use of on-line lecture capture (LC) instruction. The question arises as to how LC delivery affects the effectiveness of instruction. The research literature on distance learning over the years has typically found no significant differences in student performance for the various instructional delivery modalities. With recent computer and video advances, high quality courses, streamed over the Internet, are now becoming common. However, little research to date has been published that specifically examines student performance or perceptions of courses that employ lecture capture. In this case, lecture capture refers to storing videos of actual course lectures on our college’s computer server, and making them available to students via their course websites, during the semester in which the course is offered. Students may view these videos at their convenience, as often as they wish, and without the need to download the videos onto their own computers. This study examined student performance and student perceptions in two large sections (N>300) of an introductory Economics course. One section employed traditional face-to-face instruction, and the other employed LC over the Internet. This study took place over two consecutive semesters. Students selected their course section (delivery format) during course registration. The instructional methods, exams, and instructor were the same for each section over both semesters. Students who agreed to participate allowed the authors to use their exam and homework scores, final grade, and some demographic data to compare student performance across the two delivery approaches. At the end of each semester, participating students also were asked to complete an online survey about their perceptions of their course section. The results indicated that there were no significant differences in student performance across the two delivery formats. Our results did show a higher withdrawal rate in the LC sections compared to the face-to-face sections (5.1% to 1.9%). LC courses require more discipline because students must complete coursework on their own, and it is likely that freshman and sophomores, in particular, may find this medium more difficult. Finally, student perceptions of LC were quite positive. Seventy-two percent perceived that they had more control over their learning than in a traditional face-to-face class. Forty-three percent also responded that they felt LC enhanced their performance in the course, while only 28% thought that it did not. Eighty percent indicated that LC was as good as or better than the traditional large lecture class experience, and 73% reported that they would choose to take another LC course. The flexibility and convenience of LC were what students liked the most about taking the course this way. Thus, it does appear that, indeed, we are “doing no harm” with LC course delivery, and that many students prefer this medium.

Using Item Response Theory To Assess Changes in Student Performance Based on Changes in Question Wording

Five years of longitudinal data for general chemistry student assessments at the University of Georgia have been analyzed using item response theory (IRT). Our analysis indicates that minor changes in question wording on exams can make significant differences in student performance on assessment questions. This analysis encompasses data from over 6100 students, giving an extremely small statistical uncertainty. IRT provided us with a new insight into student performance on our assessments that is also important to the chemical education community. In this paper, IRT, in conjunction with computerized testing, indicates how nuances in question wording impact student performance on assessments.

Effectiveness of Human Anatomy Education for Pharmacy Students via the Internet

To evaluate the overall effectiveness of a human anatomy course taught to distance-based and campus-based pharmacy students. A retrospective analysis of students' grades and course evaluations from 2003 through 2006 was conducted. No significant differences in student performance by pathway were found for the 2003-2005 academic years (p > 0.05). However, distance-based students' percentage and letter grades were significantly higher in 2006 (p = 0.013 and p = 0.004 respectively). Comparison of course and instructor evaluations showed that students in the distance course held similar or more positive perceptions of the course than their campus peers. Similar performance by campus and distance students enrolled in a human anatomy suggests that a distance-based course can be used successfully to teach human anatomy to pharmacy students.

Impact of Distance Learning Using Videoconferencing Technology on Student Performance

Objectives. To compare outcomes of distance education using interactive videoconferencing vs on-site education in pharmacotherapy courses. Methods. Four third-year required pharmacotherapy courses (Integumentary, Bone and Joint Disorders, Neurology, and Psychiatry) were offered locally (Amarillo, Tex) and at a distance (Lubbock, Tex, and Dallas, Tex) by interactive videoconferencing. To assess if students at distant sites are at a disadvantage, grade point averages (GPAs) before course enrollment and final grades attained were compared among all sites using one-way ANOVA. Results. Seventy-eight students were enrolled; 32 local (Amarillo) and 46 distant (Lubbock, n = 19; Dallas, n = 27). There were no significant differences in mean GPA before fall semester (precourse) enrollment (Amarillo = 83.5, Lubbock = 83.0, Dallas = 83.0; p = 0.91). There were no significant differences in student performance in the pharmacotherapy courses between local and distant sites (p>0.05 for all comparisons). Student performa...