Student Grade Level Research Articles

Understanding the Factors Influencing Curriculum and Instructional Strategies

In educational institutions of all levels, curriculum and instructional strategies are important factors that needs to be taken into account. These are the strategies, which have the primary aim of formulating the course content in accordance to the grade levels of students. In accordance to curriculum, the instructional strategies are implemented by educators. The educators are required to be well informed in terms of different factors, which are facilitating in leading to up gradation of curriculum and instructional strategies. The grade levels of students are an important area that needs to be taken into account, when putting into practice different types of curriculum and instructional strategies. The educators need to take into account the standards and ensure, these are facilitating in promoting student learning. In order to achieve educational goals and lead to up-gradation of overall system of education, the curriculum and instructional strategies need to be enhanced. Hence, when conducting research on curriculum and instructional strategies, it is necessary to augment information in terms of factors. Furthermore, inculcation of traits of morality, ethics, diligence and conscientiousness are regarded as vital in order to do well in one’s job duties and generate desired outcomes. As a consequence, educators and co ordinators of curriculum and instruction will contribute efficiently in generating desired outcomes. Therefore, it is well understood, up gradation of curriculum and instructional strategies is approving in carrying out all types of tasks and activities in a satisfactory manner. The main concepts that are taken into account in this research paper are, factors influencing curriculum and instructional strategies and measures to be put into practice in leading to up-gradation of curriculum and instructional strategies.

Understanding Maritime Subjects in Vocational High Schools through Online Learning

This study explores the effectiveness of online learning for maritime subjects in Indonesian vocational high schools, focusing on how the rapid advancement of information technology has reshaped education in this unique field. Using a quantitative approach with 275 respondents, the research analyzes key factors that influence students' understanding of maritime subjects, such as digital literacy, motivation, and their perceptions of the effectiveness of online learning. The findings indicate moderate levels of both digital literacy and motivation for online learning, with flexibility being the most appreciated benefit. However, challenges related to social isolation were also noted. A predictive model developed during the research accounts for 43% of the variance in comprehension of the subject matter, identifying digital literacy and perceived online learning effectiveness as the strongest predictors. Additionally, the grade level of students significantly influenced their comprehension scores. This study emphasizes the need to integrate digital skills training and to employ engaging instructional strategies to enhance learning outcomes. Future research could investigate the use of immersive technologies, such as virtual reality or simulations, to better support practical skills development in maritime education, ensuring that students are well-prepared for real-world challenges in the maritime industry

STEM Outside of School: a Meta-Analysis of the Effects of Informal Science Education on Students' Interests and Attitudes for STEM

AbstractThis meta-analysis explores the impact of informal science education experiences (such as after-school programs, enrichment activities, etc.) on students' attitudes towards, and interest in, STEM disciplines (Science, Technology, Engineering, and Mathematics). The research addresses two primary questions: (1) What is the overall effect size of informal science learning experiences on students' attitudes towards and interest in STEM? (2) How do various moderating factors (e.g., types of informal learning experience, student grade level, academic subjects, etc.) impact student attitudes and interests in STEM? The studies included in this analysis were conducted within the United States in K-12 educational settings, over a span of thirty years (1992–2022). The findings indicate a positive association between informal science education programs and student interest in STEM. Moreover, the variability in these effects is contingent upon several moderating factors, including the nature of the informal science program, student grade level, STEM subjects, publication type, and publication year. Summarized effects of informal science education on STEM interest are delineated, and the implications for research, pedagogy, and practice are discussed.

A refined and concise model of indices for quantitatively measuring lexical richness of Chinese university students’ EFL writing

In the existing literature, scholars have proposed various indices to measure the lexical richness (LR) of English as a foreign language (EFL) writing. However, there are currently issues of redundant indices and inconsistent usage. Attempting to address the research question of which indices are the most sensitive and effective ones to distinguish between different grade levels of Chinese university students’ EFL writing, this study aims to put forward a refined and concise model of indices that can truthfully reflect LR in EFL writing. A total of 180 compositions were selected from a Chinese EFL learner corpus: <i>Spoken and written English corpus of Chinese learners</i>. Scores of 28 LR indices of these compositions were computed using the software <i>Lexical Complexity Analyzer</i>,<i> MATTR</i>,<i> </i>and<i> Coh-Metrix</i>. One-way ANOVA or Welch’s ANOVA, depending on the variable’s homogeneity of variances, was conducted for each index. Two criteria were applied to determine which index of a measure should be included in the refined model: whether the difference of an index is significant among different grade levels and the effect size of ANOVA. Based on the quantitative results of ANOVAs and qualitative human judgment based on literature, six indices of the six LR measures were included in the refined model: lexical density, lexical sophistication-I, verb sophistication-II, number of different words-expected sequence 50, corrected TTR, and squared verb variation-I. This refined model addresses the issues of redundancy and inconsistency in previous studies, providing a more accurate and efficient tool for assessing LR in EFL writing.

Unveiling The Impact of “Nearpod” Application in Elevating Tenth-Grade Reading Narrative Text Comprehension Mastery

This study is a Quantitative study to examine the efficacy of Nearpod application in elevating the 38 tenth-grade students' reading comprehension mastery under the topic of narrative text at SMAN 1 Bitar. Pre-experimental research using a one-group pretest and post-test design was implemented. To obtain the data, the researchers utilized the test. Before being given to the participants, the validity and reliability of the test were examined. T-tests on paired samples were used to assess the data that was gathered by applying SPSS 25. The findings showed that students' comprehension of narrative texts was much improved by using the Nearpod application. The students' post-test score of 83.05. rose from their pre-test score of 74.13 in narrative text The student's learning results throughout the pre-and post-tests differed notably, according to the matched samples t-test, with a p-value of 0.000, which was less than 0.05, indicating statistical significance. In light of these results, it is advised that English teachers incorporate Nearpod into their teaching, particularly for reading instruction. the findings suggest that Nearpod positively impacts reading instruction. Implications include the potential of Nearpod for enhancing literacy skills and promoting student engagement. Future research could explore its effectiveness across diverse student populations and grade levels, as well as comparative studies to identify best practices in literacy instruction. By addressing these areas, future research can contribute to the advancement of technology-enhanced pedagogy.

The effects of question previewing on response accuracy and text processing: An eye-movement study

The present study investigated the impact of manipulating reading strategies (i.e., reading the questions first [QF] or reading the passage first [PF]) during a reading comprehension test where we explored how reading strategy was related to student characteristics (i.e., reading achievement and working memory capacity). Participants' eye movements were monitored as they read 12 passages and answered multiple-choice questions. We examined differences in (a) response accuracy, (b) average total time on words in the text, (c) total task reading time, and (d) time reading text relevant to questions as a function of PF and QF strategies. Analyses were conducted to examine whether findings varied as a function of student characteristics (i.e., reading achievement and working memory capacity) and grade level (Grades 3, 5, and 8). Several interesting findings emerged from our study, including a limited effect of reading strategy use on response accuracy, with only eighth graders demonstrating better accuracy in the QF condition, and several demonstrations of PF leading to more efficient test-taking processes, including (a) longer average total reading times on words in the passage in the PF condition that could be associated with creating a better mental model of the text, (b) often being associated with less total-task time, and (c) being associated with more successful search strategies. Implications for providing teachers and students with strategies are discussed.

Analyzing students’ statistical literacy skills based on gender, grade, and educational field

<span lang="EN-US">Statistical literacy is fundamental competence to think critically and to conclude information based on data. This study aims to describe students’ statistical literacy according to gender, grade, and educational field. This research was a quantitative method with a cross-sectional design by explaining and analyzing the results using Rasch modeling, and students’ statistical literacy was categorized and described according to statistical literacy topics, gender, student grade level, and educational field. The respondent of this study was 271 students obtained through the stratified random sampling in Yogyakarta’s senior high school. The result of this study confirmed that the statistical literacy skills of students are still at a low level. The lowest aspect is the scope of conclusions, while the highest aspect is data production (medium level). There are no significant differences in statistical literacy skills based on gender and class. However, there are significant differences in statistical literacy based on field education. It indicates that policymakers or teachers should improve students’ statistical literacy skills by training or applying a learning model that focuses explicitly on statistical literacy skills.</span>

Assessing implicit computational thinking in game‐based learning: A logical puzzle game study

AbstractTo date, extensive work has been devoted to incorporating computational thinking in K‐12 education. Recognizing students' computational thinking stages in game‐based learning environments is essential to capture unproductive learning and provide appropriate scaffolding. However, few reliable and valid computational thinking measures have been developed, especially in games, where computational knowledge acquisition and computational skill construction are implicit. This study introduced an innovative approach to explore students' implicit computational thinking through various explicit factors in game‐based learning, with a specific focus on Zoombinis, a logical puzzle‐based game designed to enhance students' computational thinking skills. Our results showed that factors such as duration, accuracy, number of actions and puzzle difficulty were significantly related to students' computational thinking stages, while gender and grade level were not. Besides, findings indicated gameplay performance has the potential to reveal students' computational thinking stages and skills. Effective performance (shorter duration, fewer actions and higher accuracy) indicated practical problem‐solving strategies and systematic computational thinking stages (eg, Algorithm Design). This work helps simplify the process of implicit computational thinking assessment in games by observing the explicit factors and gameplay performance. These insights will serve to enhance the application of gamification in K‐12 computational thinking education, offering a more efficient method to understanding and fostering students' computational thinking skills. Practitioner notesWhat is already known about this topic Game‐based learning is a pedagogical framework for developing computational thinking in K‐12 education. Computational thinking assessment in games faces difficulties because students' knowledge acquisition and skill construction are implicit. Qualitative methods have widely been used to measure students' computational thinking skills in game‐based learning environments. What this paper adds Categorize students' computational thinking experiences into distinct stages and analyse recurrent patterns employed at each stage through sequential analysis. This approach serves as inspiration for advancing the assessment of stage‐based implicit learning with machine learning methods. Gameplay performance and puzzle difficulty significantly relate to students' computational thinking skills. Researchers and instructors can assess students' implicit computational thinking by observing their real‐time gameplay actions. High‐performing students can develop practical problem‐solving strategies and exhibit systematic computational thinking stages, while low‐performing students may need appropriate interventions to enhance their computational thinking practices. Implications for practice and/or policy Introduce a practical method with the potential for generalization across various game‐based learning to better understand learning processes by analysing significant correlations between certain gameplay variables and implicit learning stages. Allow unproductive learning detection and timely intervention by modelling the reflection of gameplay variables in students' implicit learning processes, helping improve knowledge mastery and skill construction in games. Further investigations on the causal relationship between gameplay performance and implicit learning skills, with careful consideration of more performance factors, are expected.

An Investigation of University Students' Sustainable Earthquake Awareness Levels in Terms of Different Variables

Earthquakes have a significant impact on social, economic, and educational aspects of life. The negative effects of earthquakes on education and training are well documented. It is crucial to be adequately prepared to minimize these effects. This study aims to investigate the earthquake awareness of university students from a sustainable perspective. The survey model, a quantitative research method, was employed in this study. The research study comprised of 200 male (36.10%) and 354 female (63.90%) students who voluntarily participated from a university in the Western Black Sea Region during the 2022-2023 academic year. The Sustainable Earthquake Awareness Scale results show an average of 3.23 (Undecided) for the first factor, Earthquake Structure Relationship, 2.32 (Disagree) for the second factor, Earthquake Preparation Application, and 2.27 (Disagree) for the third factor, Earthquake Preparedness. The overall mean of the scale was 2.61 (Undecided). The results indicate that university students are not adequately prepared for possible earthquakes. There is no significant difference in Sustainable Earthquake Awareness Levels between male and female university students in all sub-factors and the total scale. Furthermore, as the grade level of university students increases, their sustainable earthquake awareness also increases. Furthermore, there is a notable contrast in the earthquake awareness levels of students from the faculties of engineering, health, and theology, with engineering students exhibiting a higher level of awareness. The study found no statistically significant difference between the sustainable earthquake awareness levels of university students and the number of floors in the building where they reside, both in terms of sub-factors and the overall scale.

Stereotypes and Views of Science among Elementary Students: Gender and Grade Differences

Several empirical studies reveal that students are poorly informed, and often hold stereotyped views of science and scientists. The present study aimed to investigate the Portuguese elementary school students' images of scientists and their work and the influence of gender and grade level on the development of these images. Two hundred and eighty-nine elementary school students enrolled in grades 1-5 in urban public schools participated in the study. Students were asked to draw a scientist and to answer questions about the drawing. The data collected were analyzed, considering three different features: stereotypical indicators, specialized research fields, and scientists' activity. Several descriptive and bivariate analyses were performed. Portuguese students tended to report the same stereotyped image of scientists described in other countries, and students' knowledge seems to be limited to a few fields of specialization and influenced by the pandemic context experienced during the DAST application. Moreover, the results showed differences according to the student's gender and grade level that may result, among other factors, from the influence of the atypical organization of the Portuguese education system in the first years of schooling.

The digital competence of Chinese higher education students and the linkage with their career adaptability

PurposeRecently, digital competence has become one of the most important work competencies of employees. This study investigated students' digital competence in the context of Chinese higher education and examined digital competence's relationship with students' career adaptability.Design/methodology/approachThe participants were 298 Chinese higher education students from both universities and colleges. MANOVA (Multivariate Analysis of Variance) was carried out through SPSS (Statistical Package for the Social Sciences) 26.0 to examine whether digital competence varied with the students' personal characteristics, i.e. gender, grade level and school type. In addition, the structural equation model was employed with Mplus 8.3 to analyse the relationship between digital competence and career adaptability as well as the mediation role of digital informal learning and academic performance.FindingsThe descriptive statistics revealed that students performed best in the safety construct, whilst worst in the digital content creation construct. The result of MANOVA showed that the digital competence of the participants significantly varied with participants' gender, school type and grade level. Furthermore, the structural equation model results demonstrated that higher education students' digital competence was positively associated with the students' career adaptability. And the mediation role of digital informal learning and academic performance was also confirmed.Originality/valueTo the authors' knowledge, this is the first study focussing on the relationship between digital competence and career adaptability. In particular, both working and learning perspectives were considered to explore this relationship. Besides, the authors also displayed Chinese higher education students' digital competence with consideration of different districts and school types.

School Feeding and Nutritional Status of Students in Dubti District, Afar, Northeast Ethiopia: Comparative Cross-Sectional Study.

Providing food to the school children is an important means of compacting malnutrition especially in high food insecure areas. Our study was conducted to evaluate the association between school feeding and nutritional status among students in primary schools of Dubti district in Afar region. A comparative cross-sectional study was employed on 936 primary school students from March 15-31/2021. For data collection, structured questionnaire was administered by the interviewer. Descriptive statistics as well as logistic regression was conducted. WHO Anthro-plus software was used to compute anthropometric data. Adjusted odds ratio with 95% CI was calculated to identify the level of association. Variables with p-value <0.05 were taken as statistical level of significance. A total of 936 primary school students, with 100% response rate, were included in the current study. The prevalence of stunting in school fed and non-school fed students was 13.7% 95% CI (11, 17) and 21.6% 95% CI (18, 25), respectively. The prevalence of thinness in school fed and non-school fed students was 4.9% 95% CI (3, 7) and 13.9% 95% CI (11, 17), respectively. Even though no record of overweight and obesity were found in non-school fed students, 5.4% 95% CI (3, 7) among school fed students was overweight/obese. Grade level, diet information source, media source availability, maternal age, the critical time for hand washing, and nutrition education were found to be predictors of malnutrition in both groups of students. The magnitude of stunting and thinness in school fed students is found to be lower, but overnutrition is higher than non-school fed. Grade level of students and diet selection information were determinants that affected the nutritional status of students. Coordinated education regarding good feeding practice, and personal as well as environmental hygiene should be given to the students and their families.

Characterizing the challenges as correlates of senior high students’ profile in the new normal setting

In the time of the COVID-19 pandemic, a direct shift from face-to-face classes to online learning causes various challenges for students. This article aimed to assess the different challenges of students that they are experiencing during the pandemic and correlates them with their profile. Cross-sectional and primary data from 190 random samples of senior high students were gathered at Visayas State University-Senior High School, Leyte, Philippines. The data concerning students' profiles and challenges were analyzed using mean, standard deviation, coefficient of variation, percentages, and graphs, and Chi-square tests were employed to determine a uniform distribution and association among variables. The results showed that students are "rarely" challenged with a lack of usable gadgets and technology illiteracy. Students are “sometimes” challenged with poor internet connectivity, lack of a conducive place, and poor cognitive thinking. And “often” challenged with extraneous distractions, social expectations, and poor health. The Chi-square revealed that poor health is associated with the student's grade level, gender, and household size. Moreover, the family monthly income of students is correlated to poor internet connectivity, lack of a conducive place, technology illiteracy, and poor health. Plus, gender is significantly related to social expectations. Conclusively, students' poor mental and physical health must be addressed by the teachers by giving them lively, doable, and interesting activities. Teachers also must provide printed modules and tasks so that students may not spend more on gadgets and the internet. Furthermore, teachers must undergo some training in online learning to remedy the challenges, poor health, and well-being of students while learning online.

Measuring Students’ Sense of School Catholic Identity

As a ministry of the Catholic Church, Catholic schools are charged with educating stu­dents’ hearts and minds. Multiple standardized academic tests and other student assessments are available for monitoring both student and teacher outcomes in Catholic schools, but fewer measures exist for considering the school’s faith-related mission. Although tests of student religious knowledge and benchmarks related to specific Catholic elements of the school are available, we do not yet have a robust set of instruments that provide teachers and leaders an understanding of their progress in providing a school environment permeated by Catholic culture and faith. To consider how students in Catholic schools perceive the Catholicity of their school and how these perceptions vary among different student groups, we developed, piloted, and validated the Sense of School Catholic Iden­tity Survey (SSCI). This 20-­item survey measures Grade 5 through 8 students’ perceptions of their Catholic school as personal and invitational, sacramental, unitive, and eucharistic. Findings from the pilot study suggest that responses differ by student grade level, religious tradition, and gender. Future testing of the scale will examine school­-level differences in Catholic identity.

Pedagogical Practices Among Teachers of Different Demographics and Dispositions Toward Change: Results of a Multi-Region Survey of U.S. Physical Educators

Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement “best practices” with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America’s 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level.

Critical Thinking Skills Development: An Analysis of Mathematics Curriculum 2006 (Grade-wise)

The current qualitative study was conducted to analyze the mathematics curriculum across grade levels for students’ critical thinking skills development. Qualitative content analysis was used to analyze the document with the facilitation of NVivo software. As per the analysis, Grades I-III cover core math concepts at an introductory level using real-life examples presented concretely. Then grades IV-VIII revisit these same ideas with more depth and add logical reasoning. Finally (IX-X) and higher secondary (XI-XII) levels aim to build a rigorous conceptual understanding of complex mathematical topics like calculus, vectors, and complex numbers as well as non-routine problem-solving capacity utilizing proof techniques and technology tools like MAPLE software. The research results show that the curriculum is indeed effective for 21st-century skills development such as critical thinking, problem-solving, and technological literacy. Students who complete this systematic program will be prepared for advanced studies or careers that require mathematical proficiency.

The Examination of High School Students' Opinions on Difficulties in English Language Learning in terms of Some Variables

This study aimed at determining the opinions of high school students on difficulties they faced as they were learning English and examining these opinions within the framework of some variables. It is a fact that some factors can affect the level and type of difficulty that are experienced. Thus, it was searched that if the factors of gender, grade and parents’ education level was related to the difficulties that English learners encountered. A descriptive survey study was conducted. The participants of the study were 305 high school students who enrolled in different high schools in Turkey. In order to collect data, English Language Learning Difficulties Scale (ELLDS), which was developed by Mehdiyev, Uğurlu and Usta (2017 was used. Data analysis was performed on an R program. The total score of ELLDS and its sub-factors of Interest-Willingness (IW), Practice (P), Setting-Material (SM) and Social Opportunities (SO) were dependent variables, while gender, grade level, mother's education and father's education were independent variables. The findings showed that the difficulties did not show significant differences according to gender and fathers’ education level. On the other hand, grade level of students and mothers’ education level were found to be related with the difficulties that the high school students encountered in English language learning.

Usability of 4to24: A Transition Application for Parents of Students With Visual Impairments

Introduction: This article covers the technical development and usability testing of 4to24, a mobile application (app) for students with visual impairments and their parents. The app includes information and resources on numerous topics to support and encourage preparation for employment from an early age. Methods: We partnered with technical developers from the blindness field to design and develop the app using an iterative approach that included usability testing at two key points in the development process. Technical developers incorporated accessibility into the app's design as it was built. Researchers conducted two rounds of usability testing with a total of 9 parents and 10 students. Participants completed specific tasks in the app and completed the System Usability Scale (SUS) to assess the app's usability. Results: Mean SUS scores were 80.83 for Round 1 and 83.75 for Round 2, indicating above-average usability at both time points. In each round, participants provided feedback on the app interface and identified issues impacting the app's ease of use. Discussion: We devised a system that automatically sends relevant informational modules to users based on the student's age, grade level, experience, and progress. The iterative design process allowed us to seek user feedback through usability testing and correct identified issues as development progressed, resulting in an intuitive and easy-to-use app. We also assessed and corrected accessibility issues as they arose, ensuring that the app met users’ accessibility needs. Implications for Practitioners: 4to24 is a usable and accessible mobile app that provides parents and students with relevant, timely information and resources to help students prepare for employment as they grow.

Hemşirelik ve Ebelik Öğrencilerinin Sınıf ve Klinik Ortamlarda Hasta Güvenliği Bilgi ve Yeterlilikleri ile Yordayıcıları: Kesitsel Bir Çalışma

Objective: To investigate nursing and midwifery students' patient safety knowledge and competencies in the classroom and clinical settings and its predictors. Material and Methods: The data of this cross-sectional study were collected from 318 nursing and midwifery students studying at the health sciences faculty of a state university between November and December 2021, using a descriptive information form and the Health Professional Education in Patient Safety Survey. Number, percentage, mean, standard deviation, minimum and maximum values were calculated in the data analysis, and independent-samples t test, one-way ANOVA, and regression analysis were used. Results: Nursing students' mean scores of the Health Professional Education in Patient Safety Survey were 3.88±0.50 in the classroom, 3.78±0.52 in the clinic and 4.05±0.48, 3.98±0.49 in midwifery students, respectively. Midwifery students' classroom and clinic mean scores were statistically higher than nursing students' mean scores (p=0.002; p=0.001). Moreover, there were statistically significant differences between nursing and midwifery students' mean scores in the 2 dimensions and all sub-dimensions except for the 'Culture of safety' sub-dimension (p≤0.05). Finally, it was determined that the variables of students' age, grade, department and patient safety competency level affected students' patient safety knowledge and competencies. Conclusion: Nursing and midwifery students' perception of patient safety knowledge and competencies were found to be above average. In addition, nursing and midwifery students' perceptions of patient safety knowledge were higher than their perceptions of patient safety competencies.

Tukey Regressive Hoover Indexed Deep Shift-Invariant Neural Network for Student Behavior Prediction

Prediction of student performance in the academic field creates significant challenges in developing reliable and accurate diagnosis models. Through the use of online learning behavior data, this paper may assist teachers in identifying students with learning challenges in advance and providing timely assistance. A novel technique called Tukey Regressive Hoover indexed Deep Shift Invariant Structure Neural Network (TRHIDSISNN) Model is introduced for student behaviour analysis with lesser time consumption. Initially, the student data and features are collected and transmitted to the input layer. After that, the features of collected student data are analyzed in hidden layer 1 with help of the Tukey Regression. The correlation between one or more independent features is identified to find the dependent feature. The relevant features are sent to the hidden layer 2. In that layer, the Hoover index is applied for analyzing the training and testing features. Finally, the hidden layer result is sent to the output layer where the hyperbolic tangent activation function is used to classify the data that belongs to that particular class. Based on the classification, the student grade level is predicted as high, medium and low based on their behavior gets displayed. Experimental assessment is carried out using different parameters such as prediction accuracy, false-positive rate, prediction time, and space complexity with respect to the number of student data. The discussed results show that when compared to state-of-the-art approaches, the suggested TRHIDSISNN model achieves higher accuracy with shorter prediction times.