Significant Improvement In Student Performance Research Articles

Peningkatan Hasil Belajar Pendidikan Agama Katolik dengan Model PBL Berbantuan Wordwall Game Kelas V SDN 26 Simanindo Sangkal

This classroom action research aims to improve the learning outcomes of Catholic Religious Education among fifth-grade students at SDN 26 Simanindo Sangkal using the Problem-Based Learning (PBL) model supported by the Wordwall Game as an interactive media. The research was conducted in two cycles, with each cycle involving stages of planning, action, observation, and reflection. The primary focus was on assessing students' cognitive learning outcomes and critical thinking skills, aligned with the Pancasila Student Profile. The results of the research demonstrated a significant improvement in student performance. In the first cycle, the average cognitive score was 80.71, which increased to 91.43 in the second cycle. Additionally, students showed increased engagement in asking relevant questions, identifying key information from various sources, and formulating conclusions, which are critical elements of critical thinking. The use of the Wordwall Game successfully enhanced the learning process by making it more interactive and motivating for students. In conclusion, the implementation of the PBL model with the assistance of the Wordwall Game proved to be effective in enhancing both the cognitive learning outcomes and the critical thinking skills of students in Catholic Religious Education.

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

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

Analysis of Kinematics Graph Interpretation Skills Using RapidMiner

This study explores the application of data mining techniques in physics education research, focusing on the analysis of kinematics graph interpretation skills. The research had two main objectives: to demonstrate the utility of RapidMiner, a data mining tool, in analyzing educational data, and to compare its effectiveness with traditional item analysis methods. Fifty-nine Grade-10 students at Chiang Mai University Demonstration School completed the Test of Understanding Graphs in Kinematics (TUG-K) before and after participating in a problem-based learning module integrating high-speed video analysis. Traditional statistical analysis revealed significant improvement in student performance (p<0.001, effect size 0.76). Association rule mining, conducted using RapidMiner, uncovered key relationships between test items that were not apparent through traditional analysis. These relationships provided insights into common student misconceptions and areas requiring targeted instruction. The study demonstrates the potential of advanced data mining techniques to reveal deeper patterns in educational data compared to conventional item analysis methods. This novel application of RapidMiner in physics education research offers a promising approach for more detailed analysis of student understanding, potentially informing more effective teaching strategies and curriculum design in physics education.

Learning Web for Brickwork Course at the Vocational College / Web Pembelajaran bagi Kursus Kerja Bata di Kolej Vokasional

The increasing demand for skilled workers in the construction industry underscores the importance of effective and modern education. Traditional approaches employed in teaching brickwork courses often face several challenges that impact the learning process. However, the use of academic modules resembling textbooks in the teaching and learning process (T&L) is seen as less suitable in meeting the challenges of the 21st-century curriculum changes. Moreover, the use of static and non-interactive modules leads to reduced student interest and attention because the T&L experienced is less engaging and makes it difficult for students to understand topics due to minimal sensory use. Therefore, this study was conducted to identify the elements required in the development of a web-based learning platform for brickwork and the level of student understanding before and after learning using the web-based platform. The study design utilized was a quasi-experimental quantitative approach using pre and post-tests involving control and treatment groups. The instruments used were checklist forms and pre and post-tests. Respondents involved in this study consisted of experts in Educational Technology and first-year (semester 2) Malaysian Vocational Certificate (SVM) students from the Construction Technology course at a Vocational College. Data analysis in this study was descriptive and inferential statistics, including mean scores, frequency, Mann-Whitney U Test, and Wilcoxon T Test. The results showed a significant improvement in student performance after using the web-based learning platform for brickwork. Findings indicate that the development of the web-based learning platform in terms of interface display and interaction, content and instructional structure, and facilitation received high marks from experts. Essentially, the use of web-based learning for brickwork courses not only modernizes the educational approach but also optimizes accessibility, interactivity, and better prepares students for success in the construction industry.

Can Interactive PowerPoint Media Revolutionize Simple Sentence Learning in Elementary Schools?

Improving student outcomes in constructing simple English sentences is essential, particularly in elementary education, where foundational language skills are developed. In Indonesian elementary school, low performance in this area was linked to the lack of interactive learning media. This study aimed to address this gap by developing, assessing the feasibility of, and evaluating the effectiveness of interactive PowerPoint-based learning media for fourth-grade students. Using the ADDIE development model—comprising Analysis, Design, Development, Implementation, and Evaluation—the study involved 26 students from SDN 02 Kendengsidialit Jepara, with data collected through observations, interviews, questionnaires, and documentation. The findings revealed a significant improvement in student performance, with the maximum score increasing from 71 in the pretest to 88.89 in the post-test. This improvement was confirmed by a paired t-test validating the media's effectiveness in enhancing learning outcomes. The analysis of pretest and post-test data further indicated moderate overall improvement underscoring the positive impact of the interactive PowerPoint-based learning approach. The study demonstrated that the interactive PowerPoint media is practical and feasible for improving students' mastery of simple English sentences. It is a valuable tool for enhancing language instruction in primary education.

Evaluating the Learning Effectiveness of A Blended Teaching Model of College English Using A Decision Tree Algorithm

The learning effectiveness of a blended teaching model of college English, utilizing a decision tree algorithm, demonstrates promising outcomes. This model combines traditional classroom instruction with online learning components, allowing for personalized and interactive learning experiences. By employing decision tree algorithms to analyze student data and performance metrics, instructors can tailor instructional strategies to individual learning styles and needs. This data-driven approach facilitates targeted interventions, adaptive feedback, and optimized course materials, ultimately enhancing students' English language proficiency and academic success. The blended teaching model harnesses the power of technology and data analytics to create dynamic and effective learning environments in college English education. \College English education. The HGBT-DT model combines genetic algorithms, blended teaching methods, and decision tree algorithms to tailor instructional strategies to individual student needs. Through a comprehensive study involving 100 students, we demonstrate the efficacy of the HGBT-DT model in enhancing language proficiency and critical thinking skills. Results indicate a significant improvement in student performance, with an average post-test score increase of 15 points compared to pre-test scores. Additionally, the HGBT-DT model achieves an optimization score of 0.90, indicating a high level of effectiveness in optimizing teaching strategies. Furthermore, decision tree analysis reveals personalized teaching recommendations, leading to improved student outcomes across diverse learner profiles. This study highlights the potential of the HGBT-DT model to revolutionize teaching practices and promote personalized learning experiences in College English education.

Upaya Meningkatkan Hasil Belajar IPA Siswa Kelas V SD Negeri Dawuan Tengah 1 Melalui Model Pembelajaran Kooperatif Tipe Teams Games Tournament (TGT) pada Pokok Bahasan Ekosistem

This study aims to explore the implementation of Lesson Study with the Realistic Mathematics This Classroom Action Research (CAR) focuses on enhancing Science learning outcomes among fifth-grade students at SD Negeri Dawuan Tengah 1, particularly in the topic of Ecosystem. The study employs the Teams Games Tournament (TGT) teaching method across multiple cycles. Pre-cycle assessment revealed low achievement rates, prompting a shift from conventional teaching methods to TGT. Results indicate a significant improvement in student performance over successive cycles, with 80% meeting the Minimum Mastery Criteria (KKM) by the second cycle. Analysis suggests that TGT fosters a more engaging and participatory learning environment, addressing student disinterest and fear towards Science. The findings underscore the importance of innovative teaching approaches in enhancing student learning outcomes, with implications for curriculum design and pedagogical practices.

Learner’s perspectives and outcomes of peer role play as a teaching learning method for prescription communication skills in second year medical students at a tertiary teaching hospital in India

Background: Medical education in India is experiencing a positive shift from traditional curriculum to competency-based medical education. Among the different initiatives, inclusion of role-play with specific aim of improving prescription communication skills in the current curriculum, could lead to beneficial patient- response outcomes. This study aims to evaluate the undergraduate medical student’s perspectives on implementing role-play for learning about prescription communication. Methods: This was a cross-sectional observational study conducted in the department of pharmacology involving second-year medical students of Vydehi institute of medical science and research centre participating for a month-long duration. An internally validated questionnaire was used to assess students’ perspectives on role-play in prescription communication. The outcome was evaluated based on students’ performance in prescription writing and appropriate communication before and after the role-play session. The data obtained was analysed using the SPSS software. Results: The mean score for the overall benefit of role play for prescription communication for all responding participants (n=163) was 4.2 out of 5. In this study, 89.4% of students agreed that role-play in prescription communication should be an essential aspect of their training in the curriculum and is worth taking this additional effort. 84.6% of students found that, the sessions helped to understand and share the pharmacology concepts better. Mean pre and post role play prescription writing assessment scores in students was 7.59 and 9.01 out of 10 respectively. Conclusions: Role-play was well received by the students as a low-cost innovative teaching methodology for better understanding of Pharmacology concepts as mandated by the CBME curriculum. It helps in understanding the importance of teamwork and error-free prescription communication for future clinical practice. Overall, following appropriate demonstration, use of role-play showed significant improvement in student performance in prescription communication.

Exploring the Impact of Mobile Augmented Reality on COVID-19 Prevention Education in Primary Schools

This study aimed to evaluate the effectiveness of an interactive mobile Augmented Reality (AR) game to increase the knowledge about COVID-19 prevention primary school students. We tested the application for usability and effectiveness through pre- and post-tests, questionnaires, and interviews. 12 participants from four states in Malaysia took part in the study. Their average age is 9.5 years old. Results indicated a significant improvement in student performance from the pre-test to the post-test, with a mean score has increased from 3.67 to 8.25. The average System Usability Scale (SUS) score was 75%. These findings show the effectiveness of our mobile AR application as a tool to increase the knowledge about COVID-19 prevention among primary school. The findings of this study contribute to the body of research on the use of AR in COVID-19 prevention education among primary school students. This study provides both theoretical and practical implications for educators, researcher and policymakers seeking to use mobile AR to support the prevention education of any future pandemic or infectious disease.

Transforming Education: Enhancing Student Performance and Satisfaction through the Flipped Classroom Method

The flipped classroom, a form of blended learning, has gained popularity in higher education due to its potential to improve student engagement and performance. This approach addresses limitations in traditional teaching methods, such as didactic lectures and passive learning methods, by moving content delivery outside class and utilizing in-person sessions for active learning activities. This study aimed to assess the effectiveness of the flipped classroom as a teaching-learning strategy and to gather students’ opinions of the idea. A second-year undergraduate nursing class (n = 96) was split into two groups, one of which used the flipped classroom technique and the other the conventional approach in a quasi-experimental design. Questionnaires on a Likert scale were utilized to assess students’ opinions of the flipped classroom, and pre-and post-test results were evaluated. A variety of statistical analyses were used to compare mean scores and evaluate the efficacy of the flipped classroom, including paired and independent t-tests. A quasi-experimental study involving a second-year undergraduate nursing class showed a statistically significant improvement in student performance and a positive perception of the flipped classroom approach with P<0.001. The flipped classroom in nursing education allows students to learn at their own pace through pre-class work, with an instructor as a facilitator. This personalized approach uses technology like online platforms and collaborative tools to deliver lectures and facilitate in-class activities, potentially improving student engagement, critical thinking, and clinical reasoning abilities.

Effectiveness of Strategic Intervention Material (Ang Pananalapi Ni Peni) in Elevating the Performance Level of Araling Panlipunan 9th Grade

This action research evaluates the effectiveness of the Strategic Intervention Material (SIM) titled “Ang Pananalapi ni Peni” in improving Grade 9 students’ understanding of monetary policy in Araling Panlipunan. Conducted at Lupigue Integrated School in January 2023, the study included all Grade 9 Artemis learners using universal sampling. A one-group pre-test-post-test design was employed to rigorously assess the impact of the SIM on student learning outcomes. The data collection instrument comprised a competency-based test administered before the intervention and repeated after the implementation of the SIM. To enhance the reliability of the findings, the researcher cross-referenced the test results with class records. This approach ensured a comprehensive evaluation of the students’ progress and provided additional validation for the test scores. Data analysis involved a detailed comparison of pre-test and post-test scores, which revealed a significant improvement in student performance following the use of the SIM. The results suggest that the SIM effectively enhances learners’ comprehension of monetary policy, demonstrating its potential as a valuable educational tool. Based on these findings, the study recommends integrating the SIM into the regular Araling Panlipunan curriculum. Further research is suggested to evaluate the effectiveness of the SIM across different subjects and diverse student groups. Additionally, the research highlights the importance of employing targeted intervention materials to address specific learning gaps. This approach ensures that students gain a deeper understanding of complex topics, such as monetary policy, thereby improving their overall academic performance.

Enhancing Middle School Learning about Geography and Topographic Maps Using Hands-on Play and Geospatial Technologies

The objective of this research was to determine if and to what extent students’ learning of geographic concepts can be improved through incorporation of hands-on play with Play-Doh® and LEGO® and geospatial technologies, specifically drones. The project team conducted six months of biweekly, collaborative instruction at Comstock Middle School in Michigan incorporating in-class activities such as drawing mental maps, creating contour lines of model landscapes in water boxes, constructing 3D landscapes from 2D topographic maps, building and operating small drones, and more. Compared pre- and post-tests reveal a 14% increase in overall scores, a statistically significant improvement in student performance.

Use of Design Sprint in PBL Modules– A Longitudinal Case Study Approach

Project Based Learning (PBL) modules have become an inevitable part in SE curriculums. Industry relevance of PBL mechanisms have further strengthened this crucial need. Design Sprint is well known as a PBL approach which enhances transferable skills in students. Design Sprint is also a widely used mechanism in software industry projects. Therefore, Design Sprint could be used to enhance the outcomes of SE undergraduate PBL projects. This study makes use of a longitudinal case study approach to investigate the effectiveness of using Design Sprint approach in a SE undergraduate module which used PBL. The study focusses a group of students (111) and academics (12) in SE degree program in a private higher education institute in Sri Lanka. Qualitative data gathered from the target audience in two distinctive occasions to investigate the effectiveness of Design Sprint in PBL projects. The results showcased that Design Sprint has a positive impact in improving performance criteria such as problem solving, teamwork, analytical skills, communication skills and acquiring new knowledge. The results indicated that majority of the students (more than 80%) had positive opinions about the Design Sprint. The academics further strengthened this finding as they also agree that there was a significant improvement in student performance in PBL projects after introducing Design Sprint mechanism.

Implementation and analysis of a LGBTQ cultural competency module on pharmacy student knowledge

IntroductionThis study describes the implementation and assessment of a cultural competency module on caring for patients who identify as lesbian, gay, bisexual, transgender, and/or queer (LGBTQ). The module was delivered to first professional year pharmacy students, and focused on student knowledge and application of LGBTQ-specific definitions, inclusive language, and health disparities. MethodsA mixed-methods design captured data to assess the effect of a LGBTQ module on student knowledge and confidence. For the pre- and post-assessment, descriptive statistics were calculated and mean differences were compared using the paired sample t-test. The number of correct choices for multiple-select questions were compared using the Pearson chi-square test. Post-laboratory (lab) reflections were analyzed via percentages of agreement for Likert-scale questions and thematic analysis of free-response questions. ResultsAverage pre- and post-assessment scores (n = 74 students) were 47.84% and 53.51% (P = .02). Sub-analysis of the multiple-select questions indicated statistically significant improvement in student performance on health disparities and culturally-competent communication (P values < .05). Likert-scale questions from 71 student's post-lab reflections indicated agreement of improved knowledge of health disparities (95.77%) and LGBTQ terminology (92.96%). Agreement in student's confidence using inclusive language and competent communication improved from 64.79% pre- to 95.67% post-module. Reflection themes included respect, inclusivity, awareness, and avoiding assumptions. ConclusionsThe module slightly improved student knowledge via assessment performance; however, student-reported knowledge and confidence regarding LGBTQ competency significantly improved. This module can be utilized by schools of pharmacy as a model educational activity on LGBTQ cultural competency with lab-based application.

The Design and Evaluation of Occupational Therapy Introductory Anatomy E‐Modules

Introduction Occupational therapy is a graduate level program attracting students from diverse backgrounds, including those from non-science fields. It is necessary for these students to understand anatomical structure-function relationships and their impacts on occupational performance to effectively manage patients with complicated physical needs. However, anatomy is not a prerequisite for entry into the program at Western University and previously, many students struggled with basic anatomical concepts due to the diverse educational background. Therefore, this study aims to develop introductory learning modules that will prepare students for the more applied anatomical concepts discussed in the program. Methods Using Mayer's (2010) cognitive theory of multimedia learning as a guideline, four introductory anatomy e-modules were developed to introduce novice students to basic anatomical terminology and systemic anatomy. A knowledge test was developed and distributed to first year students within the Master of Occupational Therapy program prior to the release of these e-modules, and again a month after the completion of the modules. Subsequently, scores were compared to assess the effectiveness of the e-modules at improving participant understanding of anatomy. In addition, an evaluation survey was distributed to examine learner's perceptions of beneficial multimedia design components within the e-modules. Results Test results indicated significant improvement in student performance following the implementation of the introductory e-modules (pre-test: x̅ = 57.8%, post-test: x̅ = 88.2%, p < 0.05). Furthermore, cluster analysis identified participants within the low performer group benefited the most from the e-modules (Mean Difference = 43%, p < 0.05). Overall, relevant case studies and practice questions were identified by participants as components essential for enhancing the learning experience. Conclusion This study builds upon Mayer's theory of multimedia learning to develop e-modules design features and subsequently identifies corresponding components that students perceive as useful for learning. Introductory modules were effective at improving student's understanding of basic anatomical concepts. Despite minimal prior anatomy experience, completion of the modules brings novice students to baseline knowledge level similar to those with more experience. Further research will examine the impact of module completion on student's performance in their anatomy course, with specific attention to those with no prior anatomy experience upon entry into the program.

Gamification and SQL

Gamification, defined as the integration of game elements into non-gaming environments, is a promising approach to increase student engagement, motivation, and performance in Computer Science and Software Engineering education. This viewpoint encouraged the creation of QueryCompetition, a web system that allows students to practice SQL in a competitive environment. Our goal was to obtain empirical evidence on how gamifying elements, such as challenges, points, and leaderboards, integrated into QueryCompetition, affect student performance, motivation, and user experience. We carried out a quasi-experimental study with two groups in a Database course. One group used a gamified version of QueryCompetition having access to points and leaderboards, while the other used a non-gamified version with no access to the above mentioned elements. Quantitative and qualitative data were collected through tests and a survey. The results showed that there was a statistically significant improvement in student performance in the gamified group as compared to the non-gamified group. In addition, a higher motivation was observed in the gamified group. The empirical evidence presented in this article supports the claim that inclusion of challenges, points, and leaderboards, together with the competitive nature of QueryCompetition, impacts positively on student performance and motivation to practice SQL.

Using virtual reality in electrostatics instruction: The impact of training

Recent years have seen a resurgence of interest in using Virtual Reality (VR) technology to benefit instruction, especially in physics and related subjects. As VR devices improve and become more widely available, there remains a number of unanswered questions regarding the impact of VR on student learning and how best to use this technology in the classroom. On the topic of electrostatics, for example, a large, controlled, randomized study performed by Smith et al. 2017\cite{smith17}, found that VR-based instruction had an overall negligible impact on student learning compared to videos or images. However, they did find a strong trend for students who reported frequent video game play to learn better from VR than other media. One possible interpretation of this result is that extended videogame play provides a kind of "training" that enables a student to learn more comfortably in the virtual environment. In the present work we consider if a VR training activity that is unrelated to electrostatics can help prepare students to learn electrostatics from subsequent VR instruction. We find that preliminary VR training leads to a small but statistically significant improvement in student performance on our electrostatics assessment. We also find that student reported game play is still correlated with higher scores on this metric.

High-fidelity simulation and student performance in the Capstone Field Internship

Despite the increased use of high-fidelity simulation in the education of paramedics, little research has been done into its impact on paramedic student performance. The objective of this quasi-experimental quantitative analysis was to investigate differences in the performance of students in the paramedic field internship between those trained using low-fidelity and those trained using high-fidelity simulation practices. Data were derived from the student field internship records from a community college-based paramedic programme in the United States, with students in two groups: a low-fidelity simulation group (2010–2013) and a high-fidelity simulation group (2014–2017). The students in the high-fidelity simulation group required fewer patient contacts to complete the internship than the students in the low-fidelity simulation group, demonstrating a significant improvement in student performance. While further studies are required to more fully investigate the use of high-fidelity simulation in paramedic education, this study provides necessary insight into the impact of high-fidelity simulation in the training of paramedics.

Pharmacy students' medication history taking competency: Simulation and feedback learning intervention

IntroductionObtaining accurate patient medication histories and performing medication reconciliation are core pharmacy practice skills that optimize patient safety at transitions of care. Competency-based learning and assessment of medication reconciliation skills are essential methods in undergraduate pharmacy education. The aim of this study was to investigate the impact of an in-classroom simulation- and feedback-driven training activity on pharmacy students' medication reconciliation skills, self-perceived confidence, and overall student satisfaction. MethodsOver a three-day learning activity in 2016, pharmacy students from a private university in Jordan were assessed by roleplay on their ability to conduct a simulated patient medication interview, obtain the Best Possible Medication History, reconcile the history against a hospital medication chart, identify discrepancies, and document findings. Students received immediate feedback and observed peers undergo the assessment process. Pre- and post-simulation questionnaires and supplementary focus groups enabled collection of quantitative and qualitative data pertaining to student self-perceived confidence, perceptions, experiences, and usefulness of the course. ResultsAssessment-based competency scores demonstrated significant improvement in student performance during the activity. Self-perceived confidence scores significantly improved after the medication reconciliation training intervention. Focus group content analysis yielded positive responses such as students valuing receiving feedback on performance and recommendations for future training. ConclusionsSimulation with feedback was a useful tool to teach pharmacy students medication reconciliation in Jordan. Subsequent to the study, medication reconciliation and interactive teaching methods were added to curriculum to supplement traditional teaching modalities.

Evaluating Student Performance on Computer-Based versus Handwritten Exams: Evidence from a Field Experiment in the Classroom

ABSTRACTThe use of course-management software such as Blackboard, Moodle, and Canvas has become ubiquitous at all levels of education in the United States. A potentially useful feature of these products is the ability for instructors to administer assessments including quizzes and tests that are flexible, easy to customize, and quick and efficient to grade. Although computer-based assessments offer clear advantages, instructors might be concerned about their effect on student performance. This article evaluates whether student performance differs between handwritten and computer-based exams through a randomized field experiment conducted in a research methods course. Overall, our findings suggest a significant improvement in student performance on computer-based exams that is driven primarily by the relative ease of producing thorough responses on the computer versus by hand.