Student Demographic Data Research Articles

Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning.

Team-based learning (TBL) is a highly intense active learning pedagogy that uses a cycle of preclass preparation, formative assessment for readiness, mini-lectures, and complex team exercises. Consistent with the literature on active learning, prior research on TBL consistently shows its benefits for student outcomes as compared with previous lecture. However, little work has examined student outcomes disaggregated by demographic variable. We analyzed assessment and student demographic data (i.e., binary gender, racial/ethnic group, generational status) in three semesters of TBL in an upper-division biochemistry course to understand the degree to which performance could be predicted by student demographics. We use theoretical and empirical research from social psychology to hypothesize that the intense interpersonal interactions of TBL could activate psychological threats, the effects of which would be measurable as differences in student performance that correlate with demographic variables. Our regression analysis did not support this hypothesis. This null result invites a deeper discussion on how we measure the potential effects of active learning on student outcomes, particularly given how important it is to account for intersectional and invisible identities.

A scoping review of undergraduate anatomy and physiology education: approaches to evaluating student outcomes in the United States.

Studies document difficulties undergraduate pre-nursing and allied health students face when learning human anatomy and physiology (A&P) course content. A comprehensive synthesis exploring the teaching practices within the course and how those practices are evaluated is warranted. This scoping literature review identified 78 journal articles investigating teaching practices, and we charted their research methods, student outcomes, and institutional contexts. Content analysis found the teaching practices described most frequently in A&P education research literature involved multiple aligned changes across the curriculum, including student activities, course delivery, and assessments. Critical appraisal of study methodologies revealed that most studies in undergraduate A&P were longitudinal, included comparison groups, and used simple inferential statistics. In contrast, few studies listed limitations of their research, collected data from multiple institutions, or reported student demographic data. We believe these factors pose notable limitations to the interpretation of A&P education studies across institutional contexts. The results of this review identify future lines of inquiry to enrich existing evidence about pedagogical interventions in A&P courses.

Predicting student success with and without library instruction using supervised machine learning methods

PurposeThe main purpose of this analysis was to demonstrate the value of predictive modeling of student success and identify the key groups of students for which library instruction could provide the most impact.Design/methodology/approachData regarding the attendance of library instruction associated with a first-year writing course were combined with student demographic and academic data over a four year period representing over 10,000 students. We applied supervised machine learning methods to determine the most accurate model for predicting student outcomes, including course outcome, persistence and graduation. We also assessed the impact of library instruction on these outcomes.FindingsThe gradient-boosted decision tree model provided the most accurate predictions. The impact of library instruction was modest but still was second only to the previous grade point average (GPA). The value of this metric, however, was greatest for students who were struggling, especially those who were first-generation students, regardless of ethnicity. More notably, the impact of library instruction was substantially greater for specific student demographics, including students with lower cumulative GPAs.Research limitations/implicationsFeatures of the models were limited to high-level academic metrics, some of which may not be very useful in predicting outcomes. Measures more closely related to learning styles, the course or course of study could provide for greater accuracy.Practical implicationsPrediction modeling could allow for a more selective approach to outreach and offers information that the librarian can use to customize instruction sessions and reference interactions.Social implicationsTargeting students who may be at risk of not succeeding in a course has ethical implications either way. If used to bias the subjective assessments, these predictions could produce self-fulfilling prophecies. Conversely, to ignore indicators of possible difficulties the student may have with the material is a disservice to the education of that student.Originality/valueThere are few studies that have incorporated library instruction into models of predicting student outcomes. Library resources and services can play a major role in the success of students, particularly those who have had less exposure to the resources and skills needed to use these resources.

Implementasi Proses Rekrutmen Peserta Didik Baru pada SMA Negeri 1 Kedamean Kota Gresik

The focus of this research is to uncover the implementation of online student registration management at SMA Negeri 1 Kedamean when applying the online PPDB system. This study adopts a qualitative method with the aim of gaining a comprehensive understanding of the data encountered or discovered by the researcher. The research findings reveal that in assessing the qualifications of potential new students at SMA Negeri 1 Kedamean, a student database is created and managed to facilitate the selection and admission process of students at SMA Negeri 1 Kedamean. The school's policy involves data analysis, using technology to analyze admission data such as student profiles, school preferences, and demographic data to improve the selection process. Based on technical guidance from the provincial government governing the implementation of online PPDB at SMA Negeri 1 Kedamean, it is decided that the implementation of online PPDB will take place in a meeting room selected as the venue for the online PPDB. The Online PPDB Body and Budget are sourced from the school's BOS fund, and in the New Student Admission System for the Online PPDB Academic Year 2023/2024, there are four pathways: Affirmation, Achievement, Special Selection, and Academic Path in the ongoing Online PPDB. Direct connections to the databases of the Social and Educational Services of the Ministry of Religion and KONI prevent fraud during the implementation of the Online PPDB. The process of admitting new students through online PPDB is now more transparent, making it easier for students and organizers to verify actual data and facilitating the accountability of the organizers because all data is created using this system.

THE STANDARDIZATION OF THE TEACHER’S EVALUATION OF STUDENT’S CONDUCT QUESTIONNAIRE IN HYDERABAD PAKISTAN

This research was conducted to examine the standardization of Urdu Version Teacher’s evaluation of the student’s conduct questionnaire. It was designed by Steward in 1985, and Rohner revised it in 2005 with the goal of examining students' behaviour in the classroom. The research sample composed of 360 students 8th to10th grades students and age range 11 to 17 M=14.29, SD = 1.174) was evaluated by 16 teachers. In this study, student and teacher demographic data were gathered using the Teacher's Evaluation of Student Conduct Questionnaire (TESCQ) and Personal Information Form, and validity and reliability analyses were completed. There are 18 items on the scale, each with 5 Likert alternatives. The finding of this study revealed Teacher evaluation of students (TESC) questionnaire had excellent internal consistency (α=.962). Moreover, the KMO value of .950 and Bartlett’s Test of sphericity =6183.124 which meets the criteria for running exploratory factor analysis EFA. Therefore, this study's findings showed that using the TESC in Urdu with children to assessing their behaviour and conduct as reported by their teachers is a highly reliable questionnaire of behaviour analysis. In conclusion, the standardization of TESCQ, Urdu version Rohmer, may enhance research on behaviour conduct concerns related to schools in Pakistan in line with the acceptance-rejection acceptance theory (2004, 2020). This scale provides a useful tool for education professionals to assess behaviour conduct in line with perceived teacher acceptance rejection.

Impact of diversity/life experience scores on the demographic makeup of pharmacy students

IntroductionThe University of Houston College of Pharmacy (UHCOP) implemented a diversity and lifestyle experience score for use in its admission process. The goal of this research was to evaluate changes in the demographic makeup of individuals that interviewed, matriculated, and progressed before and after implementation of this diversity scoring tool. MethodsThis was a retrospective study of student data from UHCOP in academic years 2016/2017 (pre-tool) and 2018/2019 (post-tool). Individuals ≥18 years who submitted UHCOP supplemental and Pharmacy College Application Service (PCAT) applications were eligible for inclusion. Exclusion criteria were individuals with incomplete applications, who did not meet minimum coursework requirements, or were missing component(s) of the PCAT, letters of reference, or volunteer service. Student demographic data and information collected from the life experience and diversity scores were compared across students invited to interview, interviewed, admitted, and that progressed after the first year at UHCOP. The chi-square test and analysis of variance followed by post hoc analyses was used to analyze results. ResultsFirst-generation and socioeconomically disadvantaged students significantly increased in those who applied, interviewed, received offers, and matriculated when comparing 2016 and 2017 admissions cycles with 2018 and 2019 cycles (P < .05). ConclusionsUse of a standardized holistic score that includes a life experiences and diversity scoring tool during the admissions process supports admission of a diverse student population.

Associations between illness-related absences and ventilation and indoor PM2.5 in elementary schools of the Midwestern United States

This study monitored indoor environmental data in 144 classrooms in 31 schools in the Midwestern United States for two consecutive days every fall, winter, and spring during a two-year period; 3,105 pupils attended classrooms where the measurements were conducted. All classrooms were ventilated with mechanical systems that had recirculation; there were no operable exterior windows or doors. The daily absence rate at the student level and demographic data at the classroom level were collected. The overall mean ventilation rate, using outdoor air, was 5.5 L/s per person (the corresponding mean carbon dioxide concentrations were < 2,000 ppm), and the mean indoor PM2.5 was 3.6 μg/m3. The annual illness-related absence rate at the classroom level was extracted from the student-level absence data and regressed on measured indoor environmental parameters. Significant associations were found. Every 1 L/s per person increase in ventilation rate was associated with a 5.59 decrease in days with absences per year. This corresponds to a 0.15% increase in the annual daily attendance rate. Every additional 1 μg/m3 of indoor PM2.5 was associated with a 7.37 increase in days with absences per year. This corresponds to a 0.19% decrease in the annual daily attendance rate. No other relationships were significant. Present results agree with the previously demonstrated benefits of reduced absence rates when classroom ventilation is improved and provide additional evidence on the potential benefits of reducing indoor inhalable particles. Overall, reduced absence rates are expected to provide socioeconomic benefits and benefits for academic achievements, while higher ventilation rates and reduced particle levels will also contribute to reduced health risks, including those related to airborne respiratory pathogens.

The Prevalence and Knowledge of Digital Eye Strain Among the Undergraduates in Riyadh, Saudi Arabia.

Aim/background Digital eye strain, also called computer vision syndrome (CVS), is a group of symptoms resulting from prolonged computer, tablet, e-reader, and cell phone use. The level of discomfort and the severity of these symptoms appear to increase with the amount of digital screen use.These symptoms include eyestrain, headaches, blurred vision, and dry eyes. This study aims to assess the changes in the prevalence of digital eye strain among college students in Riyadh, Saudi Arabia. Methods A cross-sectional study was conducted among university students at different college institutions in Riyadh, Saudi Arabia. Subjects were interviewed, and the data were collected using an online questionnaire. The questionnaire was composed of student demographic data, students' general knowledgeand risk perception of digital eye strain, and the assessment of CVS symptoms questionnaire. Results Of the 364 university students, 55.5% were females, and 96.2% were aged between 18 and 29 years. A significant proportion of university students (84.6%) were using digital devices for five hours or more. The proportion of university students who were aware of the 20-20-20 rule was 37.4%. The overall prevalence of positive for CVS symptoms was 76.1%. Independent risk factors for CVS symptoms were gender female, ocular disorders, and using digital devices at a shorter distance. Conclusion There was a high prevalence of CVS symptoms among university students in our region. Female students with an ocular disease were more likely to exhibit CVS symptoms than other university students, but using a digital device at a longer distance could alleviate the symptoms of CVS. A longitudinal study is needed to establish the effect of CVS symptoms among university students, especially during the post-pandemic era.

Teachers’ Views of the Mathematical Capabilities of Students With Disabilities: A Mixed Methods Study

Background/Context: Most students with disabilities receive the majority of their instruction in general education classrooms. Yet, general education teachers persistently describe feeling unprepared to academically support students with disabilities in those spaces. Because disabled students are typically excluded from mathematics education research, and because special education researchers typically describe mathematics teaching and learning in ways that are incongruent with ambitious mathematics instruction, there is arguably a lack of guidance for these teachers. In the absence of clear guidance, teachers may turn to the well-established mathematical ability hierarchy, which positions disabled students (among others) as less capable. Purpose/Objective/Research Question/Focus of Study: The purpose of this study was to uncover teachers’ talk about the mathematical capabilities of students with (and without) disabilities. Existing coding schemes (perhaps inadvertently) treat teachers’ views as uniform across students despite evidence that teachers hold different views of different students, in part because of the multiple and varied identities that students bring to the classroom. By using an adapted interview protocol, which yielded more (and more nuanced) analytic categories, I foregrounded students’ disability status as a factor that could relate to differences in teachers’ conceptions of who they view as mathematically capable. Research Design: I interviewed general education mathematics teachers ( N = 20) about their students ( n = 407) using an adapted version of Jackson et al.’s (2017) semi-structured protocol that focused on uncovering teachers’ usages of diagnostic and prognostic frames. I used open and concept coding to develop an expanded version of Jackson et al.’s coding scheme and then applied the new coding framework to the entire data set. I used student demographic data to compare within-group percentages, noticing to what degree students with disabilities were represented within particular qualitative categories in relation to their representation within the entire data set. I also used transformed data to estimate two multinomial logistic regressions: one that used diagnostic frames as the outcome variable, and one that used prognostic frames as the outcome variable. Both models used students’ disability status and teacher dummy codes as predictor variables. Conclusions/Recommendations: The majority of teachers in this sample explained mathematical struggle in unproductive terms and said they would aim instructional adjustment at unproductive outcomes for students with and without disabilities. However, students with disabilities were overrepresented in unproductive categories and underrepresented in productive categories in relation to both diagnostic and prognostic frames. Regression analyses indicated that a student was statistically less likely to get a productive diagnostic or prognostic frame if they had a disability label. Findings from this study highlight the necessity of including teachers’ views of their students’ mathematical capabilities in instructional improvement efforts. Second, they indicate that student-level factors, such as disability status, relate to qualitatively and quantitatively meaningful differences in teachers’ views of their students, suggesting the importance of attending to broader narratives around constructs that may be associated with teachers’ views, and the subsequent enactment of those views, in mathematics instruction.

THE RELATIONSHIP BETWEEN PARENTING PATTERN AND STUDENT LEARNING ACHIEVEMENT IN PERGETTENG GETTENG SENGKUT VOCATIONAL SCHOOL (PGGS)

Parenting is the way or attitude of parents in influencing and educating their children to behave in a healthy life. The forms of parenting applied by parents are democratic, authoritarian, and permissive parenting. Learning achievement is the average score of students' final semester exam results. The research objective was to identify the relationship between parenting parents and student achievement at SMK PGGS Salak This study uses a correlation descriptive research design. The population in this study were students of Pergetteng-getteng Sengkut Vocational School (PGGS) Salak, Pakpak Bharat Regency, class XI, namely 100 people. The number of samples obtained based on calculations was 50 students. The sampling technique used a simple random sampling approach. This research instrument consists of 3 types of student demographic data questionnaires, Parenting Patterns and Learning Achievement. To assess the strength of the relationship between parenting style and academic achievement, the Pearson correlation test was used. The results showed that 31 respondents (62%) were categorized as good parenting styles, and almost all respondents were in the moderate learning achievement category, namely 43 respondents (86%). Parenting style has a positive and adequate relationship with student achievement, with a significant value obtained of 0.000 (p=0.05), so that it can be concluded that there is a relationship between parenting styles and student achievement at Pergetteng-getteng Sengkut Vocational School (PGGS) Salak, Pakpak Bharat Regency. The research results obtained can be used as basic data and information for further research and it is recommended to pay more attention to data collection methods so that the data obtained is more accurate and representative

The Relationship of Parent Parenting Patterns with Learning Achievement Students at SMK GKPS I Pematang Raya, Simalungun Regency

Parenting is the way or attitude of parents in raising and educating their children to behave in a healthy life. Parenting styles applied by parents are democratic, authoritarian, and permissive parenting styles. Learning achievement is the average value of the students' final semester exam results. The aim of the study was to identify the relationship between parenting style and student achievement at GKPS I Pematang Raya Vocational School, Simalungun Regency. This study uses a correlation descriptive research design. The population in this study were students at SMK GKPS I Pematang Raya, Simalungun Regency, class XI, namely 100 people. The number of samples obtained based on the calculation is 50 students. The sampling technique uses a simple random sampling approach. The research instrument consisted of 3 types of questionnaires: student demographic data, parenting patterns and learning achievement. To assess the strength of the relationship between parenting style and academic achievement, the Pearson correlation test was used. The results showed that 31 respondents (62%) were categorized as good parenting parents, and almost all respondents were in the moderate learning achievement category, namely 43 respondents (86%). Parenting style has a positive and adequate relationship with student achievement at SMK GKPS I Pematang Raya, Simalungun Regency, with a significant value of 0.000 (p &lt;0.05), so it can be concluded that there is a relationship between parenting style parents with student achievement at SMK GKPS I Pematang Raya, Simalungun Regency. The research results obtained can be used as basic data and information for further research and it is recommended to pay more attention to data collection methods so that the data obtained is more accurate and representative.

Dual Identification? The Effects of English Learner (EL) Status on Subsequent Special Education (SPED) Placement in an Equity-Focused District

This study examines the effects of English Learner (EL) status on subsequent Special Education (SPED) placement. Through a research-practice partnership, we link student demographic data and initial English proficiency assessment data across seven cohorts of test takers and observe EL and SPED programmatic participation for these students over 7 years. Our regression discontinuity (RD) estimates at the English proficiency margin consistently differ substantively from positive associations generated through regression analyses. RD evidence indicates that EL status had no effect on SPED placement at the English proficiency threshold. Grade-by-grade and subgroup RD analyses at this margin suggest that ELs were modestly underidentified for SPED during Grade 5 and that ELs whose primary language was Spanish were underidentified for SPED.

The Relationship Between Special Education Placement and High School Outcomes

Propensity score matching was used to create intervention and comparison groups to compare academic outcomes of students with disabilities in the U.S. state of Indiana placed in more inclusive settings with those placed in less inclusive settings. Student and school demographic and outcome data were analyzed from the eighth grade in 2013 through graduation in 2018. Students with disabilities spending 80% more time in inclusive classrooms did better in reading and math than peers spending more time in special education classrooms. The study shows differences in diploma types of students in more inclusive settings than those in less inclusive settings, indicating that students in inclusive settings engage in more rigorous course of study and are more prepared for successful post-secondary educational and employment opportunities.

Toward "Inclusifying" the Underrepresented Minority in STEM Education Research.

ABSTRACTResearch in undergraduate STEM education often requires the collection of student demographic data to assess outcomes related to diversity, equity, and inclusion. Unfortunately, this collection of demographic data continues to be constrained by socially constructed categories of race and ethnicity, leading to problematic panethnic groupings such as “Asian” and “Latinx.” Furthermore, these all-encompassing categories of race and ethnicity exasperate the problematic “underrepresented minority” (URM) label when only specific races and ethnicities are categorized as URMs. We have long seen calls for improved outcomes related to URMs in undergraduate STEM education, but seldom have we seen our own understanding of what it means to be a URM go beyond socially constructed categories of race and ethnicity. If we aim to not only improve diversity outcomes but also make undergraduate STEM education more equitable and inclusive, we must reevaluate our use of the term “URM” and its implications for demographic data collection. The classifications of “underrepresented” and “minority” are more nuanced than simple racial categories. Though there has been development of alternative terms to URM, each with their own affordances, the main goal of this article is not to advocate for one term over another but rather to spark a much-needed dialogue on how we can “inclusify” our collection of racial and ethnic demographic data, particularly through data disaggregation and expanding our definition of what it means to be both “underrepresented” and a “minority” within STEM.

Application of Educational Data Mining Approach for Student Academic Performance Prediction Using Progressive Temporal Data

Educators in higher education institutes often use statistical results obtained from their online Learning Management System (LMS) dataset, which has limitations, to evaluate student academic performance. This study differs from the current body of literature by including an additional dataset that advances the knowledge about factors affecting student academic performance. The key aims of this study are fourfold. First, is to fill the educational literature gap by applying machine learning techniques in educational data mining, making use of the Internet usage behaviour log files and LMS data. Second, LMS data and Internet usage log files were analysed with machine learning techniques for predicting at-risk-of-failure students, with greater explanation added by combining student demographic data. Third, the demographic features help to explain the prediction in understandable terms for educators. Fourth, the study used a range of Internet usage data, which were categorized according to type of usage data and type of web browsing data to increase prediction accuracy.

Correlation between Weight and Body Image among Secondary School Students

Background: A negative evaluation of the appearance of one's body is associated with weight and eating disorders which affected secondary school students psychologically and physically. The study aimed to investigate the correlation between weight and body image among secondary school students. Design: A descriptive correlational research design was adopted for this study. Sample: - Multistage random sample included 640 secondary school students were selected randomly. Setting: The study was conducted at four secondary schools in Sohag and Beni-Suef Cities. Tools: Three tools were used to collect data; tool (I): A student demographic data, tool (II): Anthropometric measurement tool and tool (III): A self-reported weight and body image inventory, adapted from The University of Florida Counseling Services. Results: Mean BMI was 25.83 ± 3.33 and overweight and obesity was found among more than one third of secondary school students, more than half of them were normal weight, and less than five percent were underweight. Relations between sex and body image attitude: More than one third of them for both sexes were at risk. There was a significant correlation between the self-reported current weight of the secondary school students and dissatisfaction about their body image among males and females (p = 0.005). Conclusion: Both genders from secondary school students responded negatively in relation to weight and body image. There was an association between body image attitudes and weight secondary school students. Recommendations: Establishing health educational program for secondary school students about weight control and eating habits to improve their attitudes towards their bodies.

Student Performance Prediction via Attention-Based Multi-Layer Long-Short Term Memory

Online education has attracted a large number of students in recent years, because it breaks through the limitations of time and space and makes high-quality education at your fingertips. The method of predicting student performance is to analyze and predict the student’s final performance by collecting demographic data such as the student’s gender, age, and highest education level, and clickstream data generated when students interact with VLE in different types of specific courses, which are widely used in online education platforms. This article proposes a model to predict student performance via Attention-based Multi-layer LSTM (AML), which combines student demographic data and clickstream data for comprehensive analysis. We hope that we can obtain a higher prediction accuracy as soon as possible to provide timely intervention. The results show that the proposed model can improve the accuracy of 0.52% - 0.85% and the F1 score of 0.89% - 2.30% on the four-class classification task as well as the accuracy of 0.15% - 0.97% and the F1 score of 0.21% - 2.77% on the binary classification task from week 5 to week 25.

Update on workforce diversity in vascular surgery

ObjectiveCreating a diverse workforce is paramount to the success of the surgical field. A diverse workforce allows us to meet the health needs of an increasingly diverse population and to bring new ideas to spur technical innovation. The purpose of this study was to assess trends in workforce diversity within vascular surgery (VS) and general surgery (GS) as compared with orthopedic surgery (OS)—a specialty that instituted a formal diversity initiative over a decade ago. MethodsData on the trainee pool for VS (fellowships and integrated residencies), GS, and OS were obtained from the U.S. Graduate Medical Education reports for 1999 through 2017. Medical student demographic data were obtained from the Association of American Medical Colleges U.S. medical school enrollment reports. The representation of surgical trainee populations (female, Hispanic, and black) was normalized by their representation in medical school. We also performed the χ2 test to compare proportions of residents over dichotomized time periods (1999-2005 and 2013-2017) as well as a more sensitive trend of proportions test. ResultsThe proportion of female trainees increased significantly between the time periods for the three surgical disciplines examined (P < .001). Hispanic trainees also represented an increasing proportion of all three disciplines (P ≤ .001). The proportion of black trainees did not significantly change in any discipline between the two periods. Relative to their proportion in medical school, Hispanic trainees were well represented in all surgical specialties studied (normalized ratio [NR], 0.95-1.52: 0.95 OS, 1.00 GS, 1.53 VS fellowship, and 1.23 VS residency). Compared with their representation in medical school, women were under-represented as surgical trainees (NR: 0.32 OS, 0.82 GS, 0.56 VS fellowship, and 0.78 VS residency) as were black trainees (NR: 0.63 OS, 0.90 GS, 0.99 VS fellowship, and 0.81 VS residency). ConclusionsAlthough there were significant increases in the number of women and Hispanic trainees in these three surgical disciplines, only Hispanic trainees enter the surgical field at a rate higher than their proportion in medical school. The lack of an increase in black trainees across all specialties was particularly discouraging. Women and black trainees were under-represented in all specialties as compared with their representation in medical school. The data presented suggest potential problems with recruitment at multiple levels of the pipeline. Particular attention should be paid to increasing the pool of minority medical school graduates who are both interested in and competitive for surgical specialties.

Kajian Penggunaan Data Log Mahasiswa untuk Berbagai Permasalahan Analisis Pembelajaran

Pada saat ini, penyelenggaraan sistem pembelajaran daring menjadi hal yang penting di tengah pandemi untuk menekan persebaran virus COVID-19. Namun, sistem ini sangat sulit menjaga motivasi dan tingkat keterlibatan mahasiswa karena tidak ada interaksi langsung antara pengajar dengan mahasiswa. Makalah ini meninjau penggunaan data log mahasiswa untuk kebutuhan analisis pembelajaran guna memprediksi kinerja atau kecenderungan drop-out mahasiswa dari suatu mata kuliah dengan melihat pada data log interaksi mahasiswa dengan sistem dan data demografis mahasiswa menggunakan suatu data terbuka, yaitu Open University Learning Analytics Dataset (OULAD). Dari tinjauan beberapa artikel penelitian yang merujuk pada dataset tersebut, ada beberapa hal yang perlu ditinjau: 1) permasalahan yang sering diangkat, yaitu prediksi kecenderungan gagal dari mata kuliah tertentu, prediksi kinerja, dan prediksi keterlibatan mahasiswa; 2) fitur yang digunakan pada saat pemodelan, yaitu fitur demografis dan interaksi, baik yang diringkas secara harian atau mingguan dengan berbagai representasi fitur; 3) metode analisis pembelajaran yang secara khusus menggunakan metode pembelajaran mesin yang sering digunakan, yaitu Decision Tree (DT), Support Vector Machine (SVM), Multi-Layer Perceptron (MLP), dan Long Short-Term Memory (LSTM). Makalah ini juga mendiskusikan proses mitigasi dari mahasiswa yang berisiko, perancangan sistem data yang mendukung analisis pembelajaran, dan permasalahan yang sering ditemui pada saat proses pemodelan.

Association between School Refusal Behaviors and Anxiety Level among School-Age Children

Background: School refusal is considered a serious problem that may cause many stressors to the child and that also interferes with the child's social and educational achievement. Anxiety may not just associate with “school refusal”, but also including unexcused absences or truancy. The study aimed to investigate the association between school refusal behaviors and anxiety level among school-age children. Design: using a descriptive correlational research design was adopted for this study. Sample: - included 630 school-age children who selected randomly from five primary and preparatory schools at Sohag city in March 2019. Tools: A student demographic data and Child Anxiety-Related Emotional Disorders to assess a child's anxiety and The School Refusal Assessment Scale Revised (SRAS-R). Results: 13.42 ± 2.71 was the mean age of school-age children. Regarding the severity of school refusal was moderate among more than one third of school age children. There was a statistically significant association between School-age children's anxiety and their school refusal behaviors p < 0.05. Conclusion: school refusal behavior was significantly associated with anxiety level among school-age children. A high percentage of school-age children reported that primary reason for school refusal was the desire to stay with one or both parents at home Recommendations: School-age children should be provided with health information about behavioral strategies in the management of school refusal.