Student Evaluation Questionnaires Research Articles

Enhancing Learning Engagement in Madrasah Ibtidaiyah Students Through AR-Based Monopoly Media in History Education

Communication activities that occur between teachers and students in a class should provide positive feedback. However, sometimes a problem arises that makes communication activities ineffective. The lack of learning media innovation from teachers causes students to have a low interest in learning. This research aims to develop augmented reality-based monopoly game learning media as a breakthrough in increasing student learning interest. The research and development method used in this research is the ADDIE development model. The learning media used has been validated by media experts with a score of 85% and is on the criteria of being very feasible. In addition, the results of evaluation questionnaires from teachers who showed 96% lift and assessment results from students who showed scores of 38 out of a total of 40 scores on student evaluation questionnaires proved that learning media increased students' interest in learning. Through the development of learning media in this study, researchers hope that educators can be more innovative and creative in creating fun learning so that students also become more enthusiastic about teaching and learning activities in the classroom.

A flipped classroom approach for dental undergraduate pre-clinical skills training in fixed prosthodontics

Proficiency in practical areas of pre-clinical dentistry must be demonstrated by students in a simulated environment before commencing treatments on patients. Time within simulation teaching laboratories is a finite resource, and this time pressure can lead to behaviours that are detrimental to fine motor skill development. The objective of this case study was to apply a flipped classroom approach for dental undergraduates during pre-clinical skills training to increase time for simulation. A flipped classroom method was implemented during the fixed prosthodontic (dental crown or ‘caps’) component, with lectures and instructional videos delivered in advance of practical sessions. A student evaluation questionnaire was completed by 64 of the 71 participating students (90.14%) and this was compared to the previous cohort who received the traditional didactic face-to-face demonstrations. Statistically significant improvements were identified by students in several areas. Simulation is a widespread teaching modality in healthcare education; adopting a flipped classroom approach can help educators deliver this training in a manner that enhances student development and the current case study is one such positive example in the field of undergraduate dental education. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Field and Student Evaluation of Green Spaces (Gardens) for Al-Mustaqbal University College \\ Hilla – Babylon Province

Al-Mustaqbal University’s gardens were assessed in 2022. The study had two phases: the field evaluation phase, which surveyed and analyzed green areas’ natural and material components. Student evaluation (questionnaire) is the second part. Green and their development goals. Field evaluation findings: 1-The absence of a clear design for the gardens, as it is a green area surrounded by trees and shrubs 2-The absence of a well-thought-out botanical design, where trees are planted at close distances without taking into account their future size. 3-Not allocating places for various activities such as isolated places for reading and relaxation, gathering gardens, and various student sports, recreational and social activities. 4-Dividing the large area into small gardens with spaces that are not suitable for any activity conducted by students, except for the garden of the College of Pharmacy and the College of Physical Education. 5-Walkways are designed with a width outside the design standards for pedestrians, and it may reach (8) m, which is the width of a street. 6-The lack of points of interest and interest such as statues, fountains, water bodies...etc. According to the student evaluation (questionnaire), (50.3%) thought the gardens were medium, (46.6%) preferred green spaces for their preferred plants, (68.4%) preferred wide gardens with all activities, and (49.2%) thought maintenance was moderate. Gardens and maintaining them, and (63.7%) desire to expand green areas and gardens since the present ones were insufficient. (62.1%) of students like natural aspects, (83.7%) like modern garden designs, and (45.3%) are near the department building’s garden. Medical, one of the university’s most important gardens, and (76.3%) wish to engage and express their opinion if any gardens are rebuilt.

Examining gender bias in student evaluations of music teacher educators

ABSTRACT Through a randomised controlled experimental design, the purpose of this study was to determine whether the gender of a music teacher educator influenced student perceptions of professional and interpersonal teaching skills. Participants (N = 146) completed a student evaluation questionnaire after viewing five-minute teaching videos of a professor leading a lecture and mentoring a student teacher. The teaching videos were scripted and directed by the researchers. The female professor in this experiment scored significantly higher than the male professor on interpersonal measures (p < .001), however there was no significant difference between the male and female professor on professional quantitative measures. The male professor received a greater proportion of positive comments in the open response section of the questionnaire (p < .05) and significantly more positive comments related to professional traits (p < .05) than the female professor. These results suggest students may perceive professional and interpersonal teaching qualities differently in male and female music teacher educators.

Design pedagogy in a time of change: Applying virtual flipped classroom in design higher education

This project reviewed the application of an innovative pedagogical approach, the virtual flipped classroom (VFC), in postgraduate design education. The VFC is an integration of the flipped classroom (FC) and virtual canvas. It enables teachers to proactively engage students in design thinking processes and activities to achieve active learning and better learning outcomes. To investigate the effect of VFC, the core research team implemented it to postgraduate programmes across three Australian universities, including a Master of Design Strategies course in the School of Design and the Built Environment at the Faculty of Arts and Design, University of Canberra (UC), a Master of Design course in the School of Arts and Humanities, Edith Cowan University (ECU) and a Master of Design course in the Creative Unit, University of South Australia (UniSA). The core research team observed and reflected on students’ learning achievements and motivation during their design thinking process across three Australian universities in two states (South Australia and West Australia) and the Australian Capital Territory (ACT), between 2020 and 2022. This study also explored postgraduate design students’ perceptions towards the idea of studying design online via the Interface Student Experience Questionnaire (ISEQ) and student evaluation questionnaire. It helped to identify and verify whether VFC could provide a transitional middle ground to a fully online design course. This study provides insights into student and staff reservations about online delivery and identifies the barriers and opportunities to study design within an entirely virtual environment.

Gaining Student Engagement Through Project-Based Learning: A Competitive 2D Game Construction Case Study

In this work we consider an open artificial intelligence game as a matter of study within the lectures of artificial intelligence to combat lack of motivation and increase engagement within the classroom. During formation, students in computer science can deal with moderately complex projects, nevertheless, dealing with such problems is relegated to the Degree Final Project. In this investigation we show the procedural steps of how project-based learning combined with game construction can effectively be used to promote engagement in informatic lectures at university. For the task, we build a 2D game engine and propose students to enroll in factitious research teams with the aim of programming intelligent agents that play the game employing artificial intelligence techniques. The intended principal outcome is to show evidence of the application of project-based learning in artificial intelligence within the lectures, and how it can be combined with game construction to increase motivation in the classroom. Project-based learning has the students learn, organize, and solve challenges while students themselves remain their own responsible for the investigation and process of work. We propose to follow a series of sequential phases that conform a set of milestones that incorporate a project-based learning approach to the lectures. Through this work we show that the use of project-based learning combined with game construction provides reliable evidence that a much deeper understanding about artificial intelligence is attained by students participating in the challenge. Student evaluation questionnaires and final grade results attained by students indicate that students remained more engaged during the semester in comparison to previous semesters in which lack of motivation was reported.

Using Student Feedback to Reflect on Authentic PBL (aPBL) in Undergraduate Engineering Education

Purpose The purpose of this study was to analyse student feedback and reflect on the experiences of convening a core module for Engineering undergraduates based on authentic PBL (aPBL), such that others may benefit. Methods We analyse student evaluation questionnaires (n = 110) from eight project cycles over four years. This includes responses to seven closed and two open questions. We use this feedback to stimulate reflections and suggestions for ways in which university educators can embrace these learning methods. Results Our results show the importance of organisation and its role on student satisfaction as well as the polar effect of industry partners in supporting students’ pedagogy. Whilst students achieve numerous benefits, there is a need for formal reflection to better equip students to deal with unknown futures. Students appear to be not making explicit links with aPBL and employability. Conclusions The proximity of student experiences to the “real world” can be advantageous as it helps students prepare for uncertainty through responding to adversity. We make recommendations that include the need for formal reflection and to make external partners aware of their pedagogic responsibilities in an accessible way.

The effectiveness of some practices of the academic supervision program in achieving satisfaction among college of education students at Sultan Qaboos university

The current research aimed at detecting the effect of some methods and practices used in the academic supervision program at the College of Education; on achieving students’ satisfaction and helping them avoid the risk of falling under academic probation. To achieve this goal, two tools were used: The first one was student evaluation Questionnaire of the academic supervisor, and the second was student interview form with the academic supervisor. The research tools were both applied, after finishing the spring semester 2018, on 61 mixed gender students who received the academic supervision program at the College of Education of Sultan Qaboos University in the Sultanate of Oman. The results of the qualitative analysis of students' responses to both tools have indicated a high level of students’ satisfaction with the academic supervision practices of the current program. The researcher recommends developing research tools and applying them more extensively and adding other criteria to further ensure that the academic supervision program achieves its full objectives.

USING ACTIVE LEARNING IN HYBRID LEARNING ENVIRONMENTS

In this paper, an innovative pedagogical approach relying on flipped classroom and offered in a hybrid learning environment combining on-site and off-site attendees is proposed. The set-up is furthermore tested on two short courses offered at Chalmers University of Technology and analyzed using student course evaluation questionnaires. Several elements constitute the backbone of the courses. Such elements are either offered in an asynchronous fashion or in a synchronous fashion. The asynchronous elements are made of textbooks specifically written for the respective courses, pre-recorded short webcasts explaining the key concepts of the textbooks and on-line quizzes giving formative feedback to the students. Such elements should thus be studied by the students before attending the synchronous sessions. Because of the preparatory work made by the students, the synchronous sessions can focus on much more active forms of learning under the teacher’s supervision. The success of the pedagogical approach entirely depends on the contents of the synchronous sessions, which need to be carefully planned and designed so that they promote student learning. Although the hybrid learning environment gives rise to some additional challenges from a teacher’s perspective, it also gives much more flexibility in attracting students from remote locations, without compromising the learning experience.

BAHAN AJAR STATISTIKA BERBASIS GENERATIVE LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN MATEMATIS

This study aims to produce teaching materials and statistical exercises based on generative learning methods; find out the effects of teaching materials on students' mathematical understanding skills in statistical subjects. The subjects of this study were 49 students of the mathematics education program. The study uses design research with stages of development research, namely analysis, design, development, implementation, and evaluation. Data collection techniques with questionnaire validity of material experts, media experts, education experts, interview instruments, student evaluations, and tests. Based on the results of the study, teaching materials and statistical exercises based on generative learning are at a good level. The results of the student evaluation questionnaire regarding the effect of teaching materials are at a good level. The results of the mathematical comprehension ability test on statistical subjects are at a very good level. This can be seen from the value of practicality, namely that the final grade of students in the statistics course is in good and very good grades.

Is there a role for GPs in teaching neurology to medical students? A qualitative evaluation

ABSTRACTIntroduction: The purpose of this study was to evaluate whether GPs can support medical students in learning basic neurology in the context of a traditional hospital neurology attachment.Method: This was a qualitative evaluation using routinely collected data from stakeholders, consisting of qualitative data in the form of student evaluation questionnaires, course documentation and correspondence from faculty staff.Results: The addition of GP teaching to the programme increased availability of patients with neurological problems accessible to students and provided a safe, supportive environment for students to learn their fundamental clinical skills. Students gained valuable insights into the impact of neurological disease from the perspective of patients, their families and carers. GP teaching of neurology was well regarded by students. Some GP tutors felt they lacked adequate experience to teach more technical aspects of neurology, and some students shared this concern. Concepts of professional boundaries between generalists and specialists were not observed, but GP teaching was perceived to be ‘other’ or outside normal medical school activity.Conclusions: General practitioners can successfully facilitate students’ access to patients with neurological disease and employ their generalist to enhance neurological learning. Some GPs were initially uncomfortable with teaching skills such as detailed neurological physical examination.

Use of Data Quality Index in Student Feedback for Quality Assurance of Engineering Programmes at the Military Technological College, Muscat, Oman

This case study was undertaken to assess the effectiveness of the modifications into the engineering programmes adopted by the Military Technological College (MTC) to satisfy the needs of Omani armed forces. It discusses the role of Quality Assurance (QA) in engineering education and accreditation process in the context of four engineering programmes offered by the MTC. The study outlines the steps undertaken by the QA department at the MTC which are practiced by western institutes and universities. This study also included the student feedback as the most important parameter in measuring the effectiveness of modified engineering programmes. Due to low participation rate, the data quality index (DQI) approach was used for assessing the quality of the programme in a military learning environment. The MTC applied its anonymous over sighting the engineering programmes offered by the four engineering departments (Aeronautical, Civil, Marine, and Systems). The Student Evaluation Questionnaire (SEQ) used in the academic years 2014-15 and 2015-16 was modified and the improved version was used in academic year 2016-17. In year 2016-17 a total of 561 students participated online in the SEQ survey. The student’s satisfaction about the module and lecturer with low participation rate was above 50% in most modules which could be misleading. However, after transformation of the data to DQI the student feedback became more representative. On a scale of 0 – 100, a lower DQI value indicated higher student satisfaction. The DQI can be used as an institutional approach for maximum information and assessment of module performance. Out of 43 modules, the students were more satisfied in module MTCA5030 owned and managed by Aeronautical Engineering Dept.; in module MTCC3009 (section 2) owned and managed by Civil Engineering Dept.; in module MTCM5004 owned and managed by Marine Engineering Dept.; and in module MTCS5011 owned and managed by Systems Engineering Dept.

Investigating teaching and learning methods in Italian universities and beyond. The quest to improve and share practices and strategies in the international higher education context

The present paper aims to describe the first phase (12 months) of an Italian research unit, which is part of a more extensive three year project that endeavored to: design innovative programs for higher education, to promote personalized learning, to build on job competencies, to value talents, to create new work opportunities, and to provide positive strategies in higher education to support young adults during their employment emergency as a response to the socio-economic crisis and as a citizenship action. In response, a consortium of universities and researchers, called Emp&Co (Employability and Competences) was created. The project involves six Italian Universities (Padova, Firenze, Siena, Napoli, Molise, Roma Sapienza), and Dr. Monica Fedeli from the University of Padova is the Principal Investigator. Dr. Fedeli’s research group is focusing on the innovation of teaching and learning methods and promotion of personalized programs in order to modernize university didactics, to encourage the university-business dialogue, and to promote employability. In the first phase of the project, a literature review was conducted and an analysis of student evaluation questionnaires on didactics, from 8 Italian, 3 American, 5 European, 1 Canadian, and 1 African University was completed to compare and learn from the different ways in which courses are evaluated by students in the different academic contexts. The goal at the end of the first year is the creation of a questionnaire template focused on teaching and learning methods, in order to gain a better understanding of student perspectives in our country. Additionally, we hope to implement strategies that will improve university didactics as requested by all European Union declarations. This paper introduces the overall study and the foregrounding work done with Dr. Joellen Coryell from Texas State University in the United States, who is a consultant to the University of Padova in the areas of adult and higher education teaching and learning.

Performance and perception in the flipped classroom

Changes in the conceptualisation of higher education have led to instructional methods that embrace technology as a teaching medium. These changes have led to the flipped classroom phenomenon - where content is delivered outside class, through media such as video and podcast, and engagement with the content, through problem-solving and/or group work, occurs in class. Studies investigating the impact of the flipped classroom have mainly looked at the student experience with little focus on whether exam outcomes are enhanced by flipping. An undergraduate Material Technology course at The University of the West Indies was taught in two formats over two successive years. The course was taught during the 2012/13 academic year in a `traditional' format but, after reflecting on student feedback and personal pedagogy, the lecturer restructured the class and taught it in a flipped format during the 2013/14 academic year. This research examines whether the flipped format improved the learning experience in relation to exam performance and student perception. Data was gathered through analysis of course grades and student evaluation questionnaires. The lecturer's reflective comments were also reviewed before and after the study. Analysis of the qualitative data shows that the flipped format led to a slight improvement in how students perceived the course and the lecturer's reflection shows that they are keen to continue with the flipped format as it allowed more time for them to work with students at an individual level. While no significant change in relation to average cohort exam performance was found, fewer students in the flipped classroom achieved marks at the highest level. It is therefore recommended that practitioners who intend to flip their classroom pay as much attention to student performance as they do to student perception.

Engaging Students in an MIS Course through the Creation of E-Business: A Self-Determination Theory Analysis

We describe an entrepreneurial approach for teaching a Management Information Systems (MIS) course. The course builds on the psychological needs for autonomy, competence and relatedness to encourage student motivation and engagement. Students are required to create new electronic businesses and to build prototypes of their electronic web fronts. Students are also required to use the concepts taught in the course and to analyze the ventures’ strategies, related network externalities, as well as business processes and data analytics. The course was taught since 2009 to five classes with more than two hundred students. Using student evaluation questionnaires and four detailed interviews, we find that more than half of the students are enthusiastic about the new approach, feeling satisfied and even proud of their projects. However, a minority of students found the course over-complicated and even boring. We found also that students who expressed autonomy orientation engaged with the course, while students who expressed impersonal or controlled orientation did not. We believe that this analysis should help instructors in aligning new teaching opportunities created by IT to fit students’ orientations and needs.

Student evaluation questionnaires and the developing world: An examination of the move from a hard copy to online modality

Universities typically use student evaluation questionnaires (SEQs) as tools for gathering data for course improvement. Since 2002 SEQs have predominantly been used in online modalities in the developed world. However, the developing world has historically had issues with the reliability of information communication technology (ICT), such that this is the first generation to experience ICT as a dependable commodity. This research is located in a university in Trinidad and Tobago where further historical and contextual matters are at play. Results from a pilot online student evaluation system found that students were just as likely to use online SEQs as they were their hard copy equivalents, and that future students are more likely to favour the online format.

Understanding academics’ resistance towards (online) student evaluation

Many higher educational institutions and academic staff are still sceptical about the validity and reliability of student evaluation questionnaires, in particular when these evaluations are completed online. One month after a university-wide implementation from paper to online evaluation across 629 modules, (perceived) resistance and ambivalence amongst academic staff were unpacked. A mixed-method study was conducted amongst 104 academics using survey methods and follow-up semi-structured interviews. Despite a successful ‘technical’ transition (i.e. response rate of 60%, similar scores to previous evaluations), more than half of respondents reported a negative experience with this transition. The results indicate that the multidimensional nature of ambivalence towards change and the dual nature of student evaluations can influence the effectiveness of organisational transition processes.

Using the student voice to enhance the teaching of undergraduate courses with high failure rates

Whilst it is likely that some students will fail a course, it is important for universities to determine whether such failure is a personal outcome or whether there are aspects of the course that could be more conducive to student learning. In adopting a student-centred approach, this research analysed data drawn from student evaluation questionnaires (SEQs) in order to establish how students thought the teaching of undergraduate courses with high failure rates could be improved. Many higher education institutions use SEQs as tools for gathering data on the teaching and learning experience, but the emphasis here is on how such data can be used. Content analysis was used to map the SEQs of students enrolled on 19 courses with high failure rates against a baseline developed from the SEQs of students enrolled on 19 courses with low failure rates. This paper examines these responses and makes five recommendations specifically aimed at improving undergraduate courses with high failure rates.

Impact of a Practical Skills Assessment on the Individual Engagement of Undergraduate Pharmacy Students within Laboratory Coursework Sessions

This study reports on the learner impact, practicability and cost effectiveness of an individual practical skills test designed to assess the interpretative and manipulative skills of undergraduate pharmacy in a laboratory setting. The reliability of the assessment tool across a 5 year period was examined and refinements introduced in response to constructive feedback from colleagues and learner feedback recorded via end of year Student Evaluation Questionnaires. A blended learning strategy supported the needs of multiple learning styles and inclusion of a formative assessment increased student confidence and improved cohort performance in the summative assessment. Future directions include the introduction of a peer learning activity as a means of reducing group sizes and providing an opportunity for the learners to develop skills in constructive critique and reflective learning.

Complex Model of e-Learning Evaluation Focusing on Adaptive Instruction

E-learning evaluation as one of the phases of an e-learning project is rather often the one of the least importance to the developers of e-learning courses. In many cases we can find it performed through the simple means of a student evaluation questionnaire, despite the fact that such a complex matter can hardly be evaluated from just one point of view. This paper deals with a design of a complex model of evaluation with a special attention to adaptive e-learning courses which provide students with personalized/tailored instruction and the importance of which has nowadays indisputable growing tendency. As there are many elements interacting in the process of e-learning instruction, there are also numerous points of view and aspects to be considered within its evaluation. When designing the model of evaluation, we have chosen a systematic approach, defining first all of the interacting elements and determining evaluation aspects and methods of their analysis. Our conclusions presented in this paper are based on the recommendations of experts in pedagogy and didactics, as well as the best practices of e-learning courses design and development.