Student Academic Background Research Articles

Student Self-Awareness: How well do Students Recall Recent Performance in a Course

Student Self-Awareness: How well do Students Recall Recent Performance in a Course

The Pernicious Predictability of State-Mandated Tests of Academic Achievement in the United States

The purpose of this study was to determine the predictiveness of community and family demographic variables related to the development of student academic background knowledge on the percentage of students who pass a state-mandated, commercially prepared, standardized Algebra 1 test in the state of New Jersey, USA. This explanatory, cross-sectional study utilized quantitative methods through hierarchical regression analysis. The results suggest that family demographic variables found in the United States Census data related to the development of student academic background knowledge predicted 75 percent of schools in which students achieved a passing score on a state standardized high school assessment of Algebra 1. We can conclude that construct-irrelevant variance, influenced in part by student background knowledge, can be used to predict standardized test results. The results call into question the use of standardized tests as tools for policy makers and educational leaders to accurately judge student learning or school quality.

The “4+4” Medical Doctor (MD) Pilot Program at PUMC: Implementation, Performance, and Prospects

Peking Union Medical College (PUMC) launched the “4+4” Medical Doctor (MD) pilot program in 2018, admitting students with non-medical backgrounds from top universities, aligning with national medical talent training policies to foster diverse and eager learners in medicine. On the occasion of the graduation of the first class of the “4+4” MD pilot class at PUMC in 2023, we reviewed the teaching reform in the pilot program and carried out a systematic survey and interviews with students, faculties, and management staff of the pilot class. This article reports on the measures taken by the pilot class at PUMC in enrollment and curriculum setting, and demonstrates the achievements of the pilot class in terms of student academic background structure, knowledge acquisition and skill learning, scientific research ability, and course evaluation. The results indicated that the pilot class had met the national demand for the “Medicine + X” talent training model. More specifically, with a diverse academic backgrounds, the pilot class graduates had academic levels comparable to the eight-year medical education graduates, and their scientific research abilities were satisfactory. The pilot program at PUMC will optimize the curriculum setting, strengthen the construction of faculty, learning resources, and teaching facilities, and reform the academic evaluation methods, thus deepening the reform of medical education and improving the “4+4” MD program as a novel medical education model.

MISE EN PLACE D'UN SYSTEME DISTRIBUE DE PUBLICATION DES CURSUS ACADEMIQUES DES ETUDIANTS

The implementation of a distributed system for publishing students' academic courses aims to facilitate and standardize the dissemination of information on students' academic paths.
 The main objective of this system is to provide a secure and reliable platform where students can view their academic history. Relevant information includes degrees earned, grades, research projects, internships completed, publications, and skills acquired.
 To set up such a system, it is essential to take into account several aspects. First of all, the confidentiality and security of student data must be guaranteed. It is necessary to implement strict access control and data encryption mechanisms to protect sensitive information.
 Then, it is important to define a standardized publication framework that allows students to present their courses in a coherent and understandable way for third parties. This may include information presentation models, metadata tags and data interchange standards.
 In addition, collaboration between the various players in the system is essential. Universities should cooperate to share student academic data securely. Employers and other organizations should also be actively involved in using this system to verify and validate student academic background information.
 Finally, it is crucial to put in place data verification and validation processes to ensure the accuracy and credibility of the information published. Academic authorities can play a key role in verifying the validity of degrees and certifications.

Exploring the effect of graphic design and student academic background on interactive multimedia learning in higher education

Exploring the effect of graphic design and student academic background on interactive multimedia learning in higher education

Exploring the Effect of Graphic Design and student Academic Background on Interactive Multimedia Learning in Higher Education

Exploring the Effect of Graphic Design and student Academic Background on Interactive Multimedia Learning in Higher Education

The Effect of Math Ability and English Ability on Graduate Academic Performance Using Database of the International Private University

The purposes of this study are to examine the relationship between student demographics and Math ability and English ability; to examine the relationship between student academic background and Math ability and English ability; to examine the relationship between Math ability and English ability and graduate academic performance using database of the international private university. This study collected data of graduates from the database of the international private university to test hypotheses with three sets of data; the first set was combined from four graduate batches (batches 44-47), the second set was one latest batch (batch 47), and the third set was sample taking 10% from total four batches. Data were analyzed with multiple regression analysis, independent sample t-test, and one-way ANOVA. The results found that student demographics (gender, age, and nationality), and their academic background (types of school, math skills in high school, and majors) determined their Math ability and English ability, except types of high school on Math ability. In addition, both Math and English abilities also influenced graduate performance.

Factors Affecting Academic Performance of First-Year Business Education Students in Ekiti State College of Education

The study examined factors affecting the academic performance of first-year Business Education students in the College of Education Ikere Ekiti. The study adopted the descriptive research design of a survey type. The population of the study consists of 374 Business Education students. Sample of 150 students was selected using a simple random sampling technique. Questionnaire was the instrument used for the study. The validity and reliability of the instrument were ensured. The reliability coefficient of 0.90 was obtained using the Cronbach alpha coefficient which indicated that the instrument was reliable to collect the necessary data for the study. Data were analyzed using descriptive statistics of mean and standard deviation. The study concluded that various factors are causing poor academic performance of first-year Business Education students in the College of Education, Ikere Ekiti. These include course structure, poor students academic background, inadequate teaching and learning resources, lack of reading habit and reading plan of students, a bridge between theory and practical, lecturers' pedagogical knowledge and skills, lecturers' professional knowledge, quality of available lecturers, boring lectures presentations method among others. Therefore, t o reduce poor students’ academic performance, the study recommends that all the measures revealed in the study should be implemented in order to ensure better students' academic performance. Also, the Business Education syllabus should be re-designed and implemented to meet today’s needs. Finally, lecturers should be given proper guide and encouragement to students to make them happy for them not to lose hope towards the study of Business Education in Tertiary institutions Keywords: Tertiary Institutions, Business Education, Students, Academic Performance DOI: 10.7176/JEP/11-35-07 Publication date: December 31 st 2020

Assessment of computer-mediated module intervention in a pharmacy calculations course

Computer module intervention is the process of exposing students to a series of discrete exercises for the purpose of strengthening students’ familiarity with conceptual material. The method has been suggested as a remedy to student under-preparedness. This study was conducted to determine the effectiveness of module intervention in improving and equalizing students’ module assessment and comprehensive final exam grade outcomes in a pharmacy calculations course. Pharmacy students encountered computer module exercises in a self-directed manner. Computer module and grade data were analyzed with respect to academic preparation and class cohort. Computer module scoring performance did not differ among students with respect to academic preparation. A difference in course final exam outcome was observed with respect to class cohort despite the use of module intervention. Despite similar performance on computer module exercises regardless of student academic background, computer module intervention did not result in an equalization of comprehensive final examination outcomes in pharmacy calculations. Consideration of instructional organization and potential constraints to self-directed learning are important to maximizing performance outcomes when using technology enhanced active learning methods.

Advance to and Persistence in Graduate School: Identifying the Influential Factors and Major-Based Differences

Structured within an expanded econometric theoretical framework, this study uses national data sources to identify the critical factors that influence college graduates' advance to and persistence in graduate education and to compare the systematic differences between students in the STEM and non-STEM majors. The findings indicate that there is a high attrition rate from graduate education in both STEM and non-STEM majors. Male, Caucasian, and students who received their bachelor degree at a traditional (younger) age are more likely to attend and complete graduate education, regardless of academic major. Major-based differences are apparent in the impact from variables including parents' education, total undergraduate debt, institution selectivity, and student's academic background measured by SAT/ACT scores and cumulative GPA in undergraduate major.

Environmental education for the masses: lessons from a large, general enrollment environmental studies course

One critical tool for creating an environmentally literate citizenry is to reach students other than those in environmental-related majors in the form of the university-level large introductory environmental studies course. In this study, we relate student academic background to initial and final environmental awareness results. We found that students from a wide range of backgrounds begin with similar motivation for taking the class and uniformly low environmental knowledge. Our results indicate that a low-credit, engaging introductory environmental studies class can strongly impact student awareness independent of diverse learner academic backgrounds. For example, results suggest that students taking the course primarily to meet science breadth requirements and students with a strong previous science background had equivalent initial awareness and course outcomes. The lack of a correlation with background suggests that students are not learning about environmental studies in other classes and reinforces the importance of investing in nonmajors-focused environmental education. Additionally, our findings support the importance of affective learning gains, such as attitude changes, which we term “learning to care”.

What Factors Influence a Teacher’s Commitment to Student Learning?

While the literature abounds with factors that contribute to organizational commitment and professional commitment, it is still unclear what factors influence teacher commitment to student learning. This study aimed to answer four specific questions about this type of commitment: What factors most influence teacher commitment to student learning? Why are these factors important? Do organizational variables have an influence on teacher commitment to student learning? Does the student's academic background make a difference to teacher commitment? The result is a comprehensive list of 22 factors that influence a teacher’s commitment to student learning that can be categorized into personal and organizational factors.

Effects of Environment on the Learning Process: Geology S119, A Case Study

Presentation of a field and laboratory course in marine geology and paleoecology in a sparsely populated section of the Pacific Coast of California has provided an opportunity for determination of those factors critical to the creation of a successful learning situation. Despite a very heterogeneous student academic background resulting from little prerequisite knowledge of geology, paleontology, or oceanography, occasional disorganization accompanying an initial presentation, and the trial nature of the offering, an enthusiastic student response and an accompanying high level of achievement characterized the course. Determination of factors contributing to this favorable learning situation was considered an important objective. Analysis was performed through student interviews by a research assistant employed by the junior author, who is interested in environments that foster learning, as well as through observation by course instructors. Four environmental factors were isolated: 1. “Immersion” of the st...