Indicators Of Student Performance Research Articles

TEACHER PERFORMANCE AND ATTITUDE OF STUDENTS TOWARD PHYSICAL EDUCATION

Most research over the last three decades has shown that students' views toward physical education, whether good or negative, are essential variables in their engagement in physical activities. The study aimed to determine the significant influence of teacher performance and students' attitudes toward physical education. The study included 199 students from the Padada and Hagonoy II districts in the Philippines who participated in quantitative non-experimental research using a correlational technique and a random sample technique. All participants completed the questionnaire, which consisted of 68 questions. Instruction, evidence of student learning, management and organization, learning climate, and professionalism were the factors that affect teacher performance. Moreover, family physical education, cultural physical education, and personal physical education were student performance indicators. Mean, Pearson-r, and Regression were the statistical tools used for the data treatment. Results showed a high level of teacher performance regarding instruction, management, and organization and evidence of student learning and learning climate. Thus, only professionalism shows significant results (r=.326, p<0.05). The study also revealed that student attitudes towards physical education were very high regarding cultural, physical education, family physical education, and personal physical education. Furthermore, there was only a minimal significant relation between the indicators. However, this cannot affect the overall result of the study. Implications for future studies and practice are provided in this paper.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0716/a.php" alt="Hit counter" /></p>

Implementation of "Kurikulum Merdeka Belajar": What's the Problem, Difficulty, and Solution?

The Industrial Revolution 5.0 era presents challenges as well as opportunities for educational institutions. The demands of modern and developing educational institutions require innovation and the ability to collaborate. Without innovation and collaboration, teachers will be left behind. It is important to immediately recognize where the teacher's obstacles and difficulties lie. The purpose of this research is to determine the implementation, problems, and clarify teachers' difficulties in implementing the curriculum for Independent Learning in Mathematics. Success is closely related to teachers making lesson plans, teaching skills, assessing and changing behavior, as well as evaluation. Mixed method research method with the subjects being school principals, teachers and students. Observation, interviews and documentation, as well as instruments are the data collection techniques used. The analysis technique used is PRDV data. As a result, the school has implemented the Independent Learning Curriculum program with the application of project-based learning, diagnostic, formative and summative assessments, report cards, ATP and group teaching modules. The teacher's problem is that the learning plan is incomplete, and student performance indicators are not clear, the teacher does not organize the material. The difficulties faced by teachers when implementing them are in planning, implementing and evaluating learning outcomes, namely difficulties in analyzing CP, building TP, compiling ATP and teaching modules, determining learning methods and strategies, lack of ability to use technology, limited student books, lack of ability to use learning methods. and learning materials, teaching materials are too broad, identification of class VII projects, insufficient allocation of project-based learning time, form of learning has not been determined. Efforts made by teachers to overcome obstacles are regular meetings with KKG, support from PMO and especially training principals in using teaching materials, typing, creating spreadsheets and formats for their own projects, continuing projects at home, taking notes, and participating in program implementation training

Student perceptions of open educational resource textbooks and their impact on perceptions of the instructor, learning, and out-of-classroom communication

College textbook costs have risen dramatically since the late 1970s. Open educational resources (OERs) stand as a low- to no-cost alternative. This research examined the impact of OER book adoption on indicators of student performance and perceptions of the instructor, learning, and out-of-classroom communication. The first study compared student course grades and persistence before and after an OER book adoption. The second study focused on student perceptions related to the OER book, course instructor, cognitive and affective learning, and student out-of-classroom communication. Results indicated that OER book usage is beneficial to student learning. Implications impacting both instructors and students are discussed for OER adoption in college classrooms.

Newly Proposed Student Performance Indicators Based on Learning Analytics for Continuous Monitoring in Learning Management Systems

E-learning platforms have become increasingly popular across various industries, with higher education institutions being among the primary adopters. Learning management systems (LMSs) have emerged as valuable tools that facilitate the management of learning and training processes while providing support for learning administration. However, LMS platforms often offer limited functionality for monitoring students’ instructional progress, which is essential for understanding how learners interact with courses and materials. As a result, identifying at-risk students, tracking their progress, and intervening when necessary can be challenging. The substantial amount of data generated by LMS platforms can be transformed into meaningful indicators that allow for monitoring learners’ progress and enhancing their self-regulation. Our research project focuses on developing a set of pedagogical indicators using learning analytics to monitor students’ progress. We present a case study where we tracked and monitored the progress of students in the Web Technologies course on the e-campus platform at Cadi Ayyad University (Morocco), using a set of student performance indicators (SPIs). The findings of this study suggest that employing SPIs can help faculty members identify underperforming students, project their progress, and anticipate those at risk, ultimately enabling them to provide timely interventions to support learners’ progress.

An Examination of Student Preferences and Learning Outcomes in Flipped Classroom with Online Videos

Flipping classrooms is a popular teaching method in universities to increase active learning and retention as the popularity of traditional lectures decline. Although many studies discuss the process for flipping courses and the student reaction to such courses, much fewer studies examine the effect on student performance. This study conducts a within-case and between-case analysis of student perceptions and performance in an international relations theory course treating students in one course with a flipped classroom style versus the same course taught using traditional lecture style. A survey measures the student perceptions and reactions to the flipped class style compared to the traditional classroom, and a statistical analysis examines the effects of different teaching methods on student exam performance. The results show that students have high favorability ratings for the technique of flipped classrooms, while the statistical analysis shows no positive correlation to student performance indicators.

How Psychological Wellbeing and Digital Mental Health Services Intervene the Role of Self-Efficacy and Affective Commitment of University Students in Their Performance?

Student performance is a critical factor in academic achievement. Other factors like the students' self-efficacy, affective commitment, and psychological wellbeing play a significant role in shaping their performance. The present study aims to understand the role of self-efficacy, affective commitment, and psychological wellbeing in the students' performance. To carry out the study, the data were collected from the 308 students currently enrolled in the public sector universities of China. Smart-PLS is used to check the validation of the proposed hypotheses. Partial least square structural equation modeling is used for hypothesis testing. Results of the study show that self-efficacy does not play a role in the student performance in public sector universities; however, the affective commitment of the students plays a significant role in their performance. The psychological wellbeing of the students has a substantial influence on their performance. Furthermore, the results have also indicated that psychological wellbeing is an important indicator of student performance. It has also been revealed that psychological wellbeing significantly mediates the relationship between self-efficacy, affective commitment, and student performance. The students who availed of the digital mental health services were found to have a low relationship between their self-efficacy and performance.

Analysis of Problem Solving Skills in the Vocational High School Using Direct Current Electricity as A Case Study

This study examines problem-solving as one of fundamental cognitive processes required for the 21st century skills. In this context, physics learning is generally directed to focusing on how students in schools attain this ability, which includes analyzing, evaluating, and reflecting activities to find solutions to a problem based on student’s own knowledge and experience. The aim of the current study is to determine student’s profiles on problem-solving skills at the initial stage for a given subject of electric circuits in a classroom setting. Students of Muhammadiyah 3 Vocational High School, Gresik, Indonesia specialized in electrical engineering were sampled as targetted people. The method used was a descriptive approach, where instruments for data collection were developed using Polya's steps. Research findings were derived from student performance indicators, namely understanding a given problem which scored 55.9%, planning strategy for a solution to the problem which achieved 48.7%, implementing the strategy which obtained 7.7%, and checking the solution which marked 13.85%. In conclusion, the results showed that students’ skills on problem-solving was found to be at a very low level.

Can we use online technology to rejig the traditional laboratory experience to improve student engagement?

ABSTRACT This experimental-mixed methods investigates the impact of shifting from a traditional laboratory model to a hybrid laboratory model. The hybrid model consisted of (1) online instructions and pre-laboratory test, (2) compressed face-to-face laboratory time, and (3) post-laboratory data analysis. This study analyses whether student perceptions of a targeted intervention were correlated to a range of student performance indicators. Only a fractional improvement in student performance was observed, but evidence suggests that the use of online content led to more frequent student interaction with the learning material. The pre-laboratory tests encouraged a better preparation for the laboratory. Splitting the laboratory intervention into different phases was generally better perceived by students than the traditional style. The findings are expected to encourage course coordinators and developers to adopt concepts used in the delivery of hybrid solutions which is important due to the current emphasis on the use of online models of instruction.

Educational processes in Khmelnytsky region in the conditions of Nazi occupation (according to the materoals of the Proskuriv newspaper "Ukrainian Voice")

The article analyzes the course of educational processes in Khmelnytskyi region during the Nazi occupation. The main source for the preparation of the investigation was the materials of the newspaper "Ukrainian Voice", published in Proskuriv from 1941 to 1943. The content of the publications, contained in this magazine, is characterized, the attention is paid to the personalities involved in its publication. It is shown that many of the posts had a pronounced propaganda orientation. The education system in the region is characterized. Statistics on the number of schools in the Khmelnytskyi region, as well as student performance indicators are presented. It was found that in the field of schooling in the specified period there were a lot of problems: unsatisfactory condition of school premises, low attendance of students and lack of textbooks. It is proved that the authorities made significant efforts for the proper organization of the educational process - carried out repairs, imposed fines on parents who did not allow children to attend classes. Changes in school curricula after the establishment of the occupation administration in the region were observed. Emphasis is placed on the activities of the Medzhibizh Library. It is established that the school education system was used for the purpose of ideological influence on the local population. The activity of vocational education institutions in Khmelnytskyi region is analyzed. Features of their functioning are described. It is proved that the vast majority of them were represented by short-term courses and vocational schools. Based on newspaper materials, the features of the entrance campaigns in this period are analyzed. The level of material and technical support of educational institutions is characterized. Attention is paid to the activities of the Ukrainian Industrial Society in the field of education. The Kamianets-Podilskyi Teachers’ Institute was an important center for training teachers for schools in the Khmelnytskyi region during that period. Its role as an educational center in the region is highlighted. The number of students of this institution has been established. It is found out that obtaining a professional qualification at that time was usually paid. It is proved that in vocational education institutions specialists were trained in those sectors of the economy whose human resources were the most valuable in terms of their further exploitation in favor of the Third Reich.

A Novel Method for Performance Measurement of Public Educational Institutions Using Machine Learning Models

Lack of education is a major concern in underdeveloped countries because it leads to poor human and economic development. The level of education in public institutions varies across all regions around the globe. Current disparities in access to education worldwide are mostly due to systemic regional differences and the distribution of resources. Previous research focused on evaluating students’ academic performance, but less has been done to measure the performance of educational institutions. Key performance indicators for the evaluation of institutional performance differ from student performance indicators. There is a dire need to evaluate educational institutions’ performance based on their disparities and academic results on a large scale. This study proposes a model to measure institutional performance based on key performance indicators through data mining techniques. Various feature selection methods were used to extract the key performance indicators. Several machine learning models, namely, J48 decision tree, support vector machines, random forest, rotation forest, and artificial neural networks were employed to build an efficient model. The results of the study were based on different factors, i.e., the number of schools in a specific region, teachers, school locations, enrolment, and availability of necessary facilities that contribute to school performance. It was also observed that urban regions performed well compared to rural regions due to the improved availability of educational facilities and resources. The results showed that artificial neural networks outperformed other models and achieved an accuracy of 82.9% when the relief-F based feature selection method was used. This study will help support efforts in governance for performance monitoring, policy formulation, target-setting, evaluation, and reform to address the issues and challenges in education worldwide.

Impact of grading system on student academic performance during the COVID-19 pandemic

The grading systems used for assessment students' knowledge in traditional and distance learning differ and give different assessments of learning outcomes, which affects the indicators of student academic performance. The trends of modern education are aimed at the increasing involvement of distance forms in the educational process of universities, which requires a certain synchronization of grading systems at the level of learning outcomes. The research is aimed at identification and confirmation of the existence of differences between the results of assessment in traditional and distance learning forms, which are reflected in the indicators of student performance. The study used methods of nonparametric analysis using the STATISTICA 10.0 program. The Mann-Whitney U-test was used to compare independent populations in cases where there were no signs of normal data distribution, and Pearson's Chi-square test was used to compare nominal values. To compare related (paired) quantitative samples, the Wilcoxon test was used. The research results showed a statistically significant increase in student academic performance during the COVID-19 pandemic during distance learning. Therefore, when comparing the indicators of student performance in the spring semesters of 2018/2019 and 2019/2020 academic years, significant differences were found in the U-criterion and Chi-square with different levels (p <0.05, p <0.01, p <0.001) depending on the course of study and the performance indicator. The only exceptions are the senior students of Master's programmes who have shown a decline in academic performance. According to the results of the study, it can be concluded that the distance grading system makes lower requirements for learning outcomes in terms of student academic performance indicators, which overestimates them relative to the traditional form of education.

Why Graded Assessment for Undergraduates During the COVID-19 Lockdown? An Experience Introspection

This paper presents a retrospective evaluation of the Higher Colleges of Technology’s student assessments during the COVID-19 lockdown, reflecting the justified decision to deploy graded assessments during the lockdown for students to academically progress and/or graduate on time, while maintaining the quality and rigor of academic awards. The outcome-based evaluation of this paper is intended to provide lessons for any future situations of this significance and magnitude. While online education was the obvious response to the pandemic, the provision of assessments was not possible without risk. Taking a high-stakes decision that would affect the future of thousands of students, for years to come, involved complex steps of reasoning and justification. Addressing the role of graded assessment in supporting institutional accountability and transferability of students’ achievements, student efficacy and informed pedagogy alterations were the main objectives. To meet those objectives, the Higher Colleges of Technology was able to deploy an off-campus student assessment model that builds upon three pillars of adjustments (assessment development and deployment; technology infrastructure; and governance resilience) to support students’ learning, while mitigating vulnerabilities. The evaluation of student performance indicators and stakeholders’ satisfaction rates revealed a successful deployment of off-campus assessment while maintaining the traditional conventions pertaining to evaluation of assessments.

Preparing Accountants of the Future: Five Ways Business Schools Struggle to Meet the Needs of the Profession

ABSTRACTIn the past few years, the demand for accountants has decreased significantly. Much of the decrease can be explained by offshoring and use of robotic and automated cognitive processes. To prepare for changing needs of the financial community, several groups have identified professional competencies they believe will be needed by future accounting professionals. The intent of this commentary is to illustrate changes in the profession and emphasize how academic institutions might preemptively address those needs. I discuss five ways business schools have struggled to meet the needs of the accounting profession. These include obstacles related to (1) developing competency-based curricula, (2) formulating reliable indicators of student performance, (3) offering convenient delivery of educational services, (4) delivering economical tuition value, and (5) providing meaningful opportunities for lifelong learning. I conclude by suggesting ways academic institutions might improve their value to the accounting profession.

Partial Least Squares of Comfort Level and Social Interaction to Students’ Learning Motivation and Performance

Performance indicators are vital for any educational system because it provides a measure of the educational quality students receive. However, little attention has been given to viewing participation as a measure of performance since most studies only view test scores obtained in exams administered for their classes. This study examines the relationship of comfort level and social interaction to students’ learning motivation and performance to offer an alternative perspective in improving quality of education. Through a partial least squares modelling in SMART PLS, it was found that all path coefficients are supported, therefore significant. However, their ability to predict the endogenous variables are unequal. Social interaction is a strong predictor while participation level is a stronger indicator of student performance.

Can grants affect student performance? Evidence from five Italian universities

ABSTRACT This paper assesses the effect of need-based grants on the performance of university students in Italy. We performed a series of between-universities and within-universities propensity score matching analyses to evaluate the effect of grants on several student performance indicators, such as dropout rate, first year credits and efficiency of study. Our findings suggest that financial aid has a positive, substantial and statistically robust effect on university students’ performance and on if and when they complete their undergraduate degree courses. The positive impact is heterogeneous across universities, while few differences were detected for subgroups of students. Reinforcing financial aid policies can simultaneously help disadvantaged students and improve overall academic performance in Italian universities.

The influence of using parts of personal learning environment on student performance and learning motivation

The article discusses the possibilities of creating and developing a personal educational environment (PLE) as a tool that allows students to improve their academic performance in universities. The study aims are to identify the links between the use of PLE parts and student performance indicators. Methods of mathematical statistics were used to investigate the results of a survey of 348 students about the use of information resources in the educational process. The analysis of the use of individual elements of the PLE for training and communication of students with each other and with teachers was held. Students using a personal learning environment mostly have a higher average mark, pass intermediate grades more successfully, and less often resort to retakes. The positive impact of using social networks and personal accounts for communication with teachers on performance indicators was revealed. One of the results of the study is the confirmation of the possibility of using PLE in an educational institution as a unified system that helps students in learning and improves average performance, due to the fact that a balanced set of elements of PLE involves in the work both successful and lagging students.

Student Performance on an E-Learning Platform: Mixed Method Approach

E-learning is considered a leading application of digital technologies in educational systems. The aim of the paper is to explore the utilization and impact of digital technologies on an e-learning platform. For this purpose, research was conducted at the Moodle learning management system. Data from the e-learning platform were empirically evaluated in order to find key indicators of student performance in different courses. Student success with the e-learning system was evaluated using a mixed-method: Social Network Analysis, K-Means Clustering, and Multiple Linear Regression. The research was conducted at the University of Novi Sad, Faculty of Technical Sciences, Serbia. The results indicate a significant relationship between the performance of students and the use of digital educational resources from the e-learning platform.

Autistic and Attention Deficit/Hyperactivity Disorder Traits Are Associated with Suboptimal Performance among Japanese University Students.

Introduction: Recent estimates suggest that there is a substantial number of Japanese students with developmental disabilities. This study aimed to examine potential associations between autistic, autistic subcomponents, and attention deficit/hyperactivity disorder (ADHD) traits with student performance (as measured by presenteeism) and class attendance among Japanese university students. Methods: Participants comprised 721 students from different regions of Japan who completed a self-administered internet survey. Autistic and ADHD traits were measured using an abridged version of the autism spectrum quotient (AQ-Short) and adult ADHD self-report scale (ASRS). Presenteeism, which is an indicator of student performance, was assessed using the modified World Health Organization Health and Work Performance Questionnaire. Class attendance during the past year was self-reported by participants. Results: Students with high levels of autistic traits and high levels of ADHD traits were significantly more likely to report poor student performance (odds ratio [OR] = 3.07, 95% confidence interval [95% CI]: 1.90–4.96; and OR = 2.13, 95% CI: 1.32–3.42, respectively). Regarding autistic trait subcomponents, students with high levels of preference for routine (OR = 2.39, 95% CI: 1.38–4.13) and high levels of difficulties with social skills (OR = 1.81, 95% CI: 1.03–3.18) were also significantly more likely to report poor student performance. There were borderline significant associations between traits of attention-switching difficulties and poor student performance (OR = 1.78, 95% CI: 1.00–3.15). Regarding ADHD trait subcomponents, students with high levels of inattention (OR = 2.88, 95% CI: 1.32–6.26) were also significantly more likely to report poor student performance. Students with both high levels of autistic traits and high levels of ADHD traits were more likely to report poor student performance than those with high levels of only one trait type. There were, however, no statistically significant associations between these traits and low class attendance risk. Conclusions: Sickness presenteeism was significantly associated with high levels of both autistic traits and ADHD traits among Japanese university students.

What impact does the use of mean versus median statistics have on student grading?

The decision to calculate students' grades using a mean or a median statistic is an important consideration for educators. However, the choice of which statistic is used could have a significant impact on students' grades. Using real data from a preclinical course at a large pharmacy school in the United States, students' grades on five examinations were calculated using both mean and median statistics. With respect to grade performance, 84 (61.3%) students would have received a score increase if using the median statistic to calculate grades, whereas 53 (38.7%) students would have received a score decrease if using the median statistic. Letter grades for the course would also vary for some students depending on which statistic was used to calculate grades. The choice of using a mean or a median statistic can have a considerable effect on student grading. We encourage other educators to examine the influence of mean versus median statistics may have on grade calculations and select the statistic that will lead to the most valid indicator of student performance.

High school teacher ratings of academic, social, and behavioral difficulties: Factor structure and normative data for the School Functioning Scale.

Because academic, behavioral, and social difficulties are highly prevalent among U.S. high school students, teacher report is a critical component of comprehensive screening and assessment of adolescents. Currently available teacher questionnaires have limited utility in high school settings because of time demands and lesser opportunity to observe a wide variety of student behaviors relative to elementary school teachers. The School Functioning Scale (SFS) is a 9-item measure designed to efficiently obtain teacher perceptions of specific indicators of student performance across academic, behavior, and social functioning. Online SFS ratings were collected for 799 9th through 12th grade high school students (50% female) from 400 teachers (63.7% female). Teachers also reported each student's subject grades and percentage of assignments completed within the past month. Exploratory and confirmatory factor analyses indicated a general factor and three-factor structure for the SFS: academic, behavior, and social factors. The general factor demonstrated adequate levels of internal consistency and evidence of convergent validity. Findings regarding the group factors less robust. The factor structure was consistent across age, gender, and ethnicity groups. Normative data along with suggested cut-points for screening and assessment purposes are provided. Findings support the potential use of SFS teacher ratings for multimethod assessment and, possibly, screening and treatment evaluation. (PsycINFO Database Record (c) 2019 APA, all rights reserved).