Significant Improvement In Student Performance Research Articles

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.

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.

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.

Blended learning in medical physiology improves nursing students' study efficiency.

The rapid development of mobile phones and communication networks is profoundly changing the lives of people in China. With the gradual growth of Wi-Fi on college and university campuses, Chinese schools are setting off a wave of teaching reform combining online material with traditional classroom instruction. We adapted a Chinese University massive open online course physiology course into a private university online course, specifically designed for second-semester bachelor's level nursing students at Taishan Medical University. This online course blended with classroom teaching was offered to 108 freshmen from two parallel reform classes. A third class of 55 students was offered the traditional classroom lecture-based course as a control. Impressive teaching effects were achieved in reform classes, as indicated by significant improvement in student performance on the final examination and positive student feedback. The student surveys showed that 68% of students preferred the blended course over traditional classroom courses. The most highly rated advantages of the blended course were flexible learning time (84%) and improvement of independent study skills (75%). As higher education enters the internet era, exploiting the high-quality cyber resources may be the fastest and most economical way to improve teaching efficiency and enhance students' study experience.

Computer model for the cardiovascular system: development of an e-learning tool for teaching of medical students

BackgroundThis study combined themes in cardiovascular modelling, clinical cardiology and e-learning to create an on-line environment that would assist undergraduate medical students in understanding key physiological and pathophysiological processes in the cardiovascular system.MethodsAn interactive on-line environment was developed incorporating a lumped-parameter mathematical model of the human cardiovascular system. The model outputs were used to characterise the progression of key disease processes and allowed students to classify disease severity with the aim of improving their understanding of abnormal physiology in a clinical context. Access to the on-line environment was offered to students at all stages of undergraduate training as an adjunct to routine lectures and tutorials in cardiac pathophysiology. Student feedback was collected on this novel on-line material in the course of routine audits of teaching delivery.ResultsMedical students, irrespective of their stage of undergraduate training, reported that they found the models and the environment interesting and a positive experience. After exposure to the environment, there was a statistically significant improvement in student performance on a series of 6 questions based on cardiovascular medicine, with a 33% and 22% increase in the number of questions answered correctly, p < 0.0001 and p < 0.001 respectively.ConclusionsConsiderable improvement was found in students’ knowledge and understanding during assessment after exposure to the e-learning environment. Opportunities exist for development of similar environments in other fields of medicine, refinement of the existing environment and further engagement with student cohorts. This work combines some exciting and developing fields in medical education, but routine adoption of these types of tool will be possible only with the engagement of all stake-holders, from educationalists, clinicians, modellers to, most importantly, medical students.

Evaluation of Efficacy of Tutorials in Pharmacology for 2ndyear undergraduate Medical Students in India

Background: Tutorial is a group discussion among the students moderated by a teaching faculty followed by a short test. Objectives: This study was done to assess the efficacy of tutorial in comparison with self-study in terms of immediate performance, in 2nd year undergraduate medical students in Pharmacology at Christian Medical College, Vellore and to assess student’s satisfaction and perspective using feedback questionnaire. Materials and methods: Students were randomized into 2 groups: Group A (48 students) underwent tutorials and Group B (50 students) did self-study for the same topic in pharmacology. At the end of intervention, both groups underwent theory exam with same question paper. On a cross-over basis, this process was done for a total of 4 times. Analysis was done with the marks using ‘R’ program to find difference in performances. Unpaired comparison was done for every session and paired comparison was done for average scores at the end of the study and p<0.05 was considered significant. Results: 3 out of 4 sessions conducted showed significant improvement with tutorials. Also in paired comparison, there was significant improvement in student performance (self-study vs. tutorials, mean 51.49 vs. 58.46, p=0.001). Interestingly the low-performers (on the basis of past marks) benefitted lot from tutorials (p=0.002) rather than high-performers, 90.41% students agreed for the usefulness of tutorials and 76.71% were willing to make it compulsory in the curriculum. Conclusion: Tutorials have proved to be extremely effective in improving short-term outcome especially for the low performers in Pharmacology in 2nd year undergraduate medical curriculum.

The Impacts of an “Organic First” Chemistry Curriculum at a Liberal Arts College

The chemistry department at Washington & Jefferson College implemented an “organic first” curriculum in the fall semester of 2005. Assessment data suggest that the net impact of this change for the department and associated constituencies has been positive: (i) Student outcomes have generally not been impacted by the curricular change, though a significant improvement in student performance on a standardized analytical exam has been observed. (ii) The department has attracted more majors, and can use faculty resources differently as a two-semester general chemistry sequence is no longer offered. (iii) The biology program reports greater student success in introductory biology, in part because of the organic chemistry background students now acquire earlier.

Cost Flow Diagrams as an Alternative Method of External Problem Representation - A Diagrammatic Approach to Teaching Cost Accounting and Evidence of Its Effectiveness

Undergraduate accounting students can have a difficult time conceptualizing manufacturing processes, the associated physical inventory flows, and the accompanying accounting cost flows. Traditional methods of teaching this material within managerial and cost accounting classes heavily stress the transactional and reporting requirements. Such approaches can leave students unclear as to the underlying nature and inter-relatedness of the issues and processes involved. This paper introduces and provides statistical evidence regarding a new visually-based diagrammatic approach that utilizes cost flow diagrams as an alternative method of external problem representation. As concrete examples of the technique, the paper includes diagrammatic solutions to three different traditional cost accounting problems. We hypothesize that the use of diagrams aids students in developing an innate understanding of inventory and cost flows across multiple cost accounting topics. Our approach is consistent with previous findings in the cognitive science literature that the use of diagrams allows students to process relationships and complex data in chunks, thereby processing more effectively. To study the effectiveness of a diagrammatic approach in teaching cost accounting, historical student final exam assessment data, segmented by course learning objectives, was collected and analyzed. The paper presents statistical and graphical evidence that indicates a significant improvement in student performance when a diagrammatic approach is utilized. Possibilities for generalization of visually-based diagrammatic techniques to other areas of accounting pedagogy are discussed and presented for consideration.

Improving Problem-solving Skills of Undergraduates Through Computerized Dynamic Assessment

A computer-based dynamic assessment (DA) system developed for use in an undergraduate fluid mechanics course is presented. Data collected before and after implementation of this DA indicate significant improvement in student performance after implementation. Student performance is quantified by the % of questions correctly answered in the nationally normed Fundamentals of Engineering (FE) Exam relative to the National average. Since implementation of the DA system, this measure for our students has increased from below National level (mean = 0.942; standard deviation, sd = 0.068) to above National level (mean = 1.04; sd = 0.06). For the same population, performance in fluid mechanics has been higher than that in the other subjects where DA was not used (mean = 1.068; sd = 0.028 vs. mean = 0.837; sd = 0.04). Performance of our students in fluid mechanics has exceeded that of their peers in the top tier programs in the U.S. (mean = 1.068; sd = 0.028 vs. mean = 1.031; sd = 0.03).

Beyond Reading Comprehension: The Effect of Adding a Dynamic Assessment Component on EFL Reading Comprehension

Dynamic assessment (DA) stresses the need for unifying assessment and instruction. This paper presents an interactionist model of DA to assessment in reading comprehension of 30 Iranian male students who were selected based on available sampling procedure. Data collection procedures before and after implementation of DA were done through administration of multiple-choice reading comprehension test. The results of students’ performance before and after implementation of DA were calculated through t-test. The results indicate significant improvement in student performance after implementation. Finally, the null hypothesis is rejected and it is concluded that incorporation of DA as a supplement procedure to standard testing has positive effective on both test performance and learning of students.