Student Performance Outcomes Research Articles

Quality Teaching in Ekiti State Secondary Schools: An Application of Ordinal Logistic Regression

This study investigates the quality of teaching in secondary schools in Ekiti State, Nigeria, using ordinal logistic regression to examine the impact of teacher demographics and teaching practices on student performance. The research focuses on teachers from six selected secondary schools within Ado-Ekiti, comprising a sample of 295 educators. Data were collected through a structured questionnaire administered via Google Forms and shared on WhatsApp platforms of the respondents. The study analyzes factors such as age, gender, educational background, teaching experience, lesson planning, technology integration, teaching methods, assessment practices, feedback provision, and professional development. Descriptive statistics and ordinal logistic regression were employed to assess the significance of these variables on student performance outcomes. Results indicate that older teachers and female educators positively influence student performance, while frequent integration of technology and rigid lesson planning negatively impact outcomes. The study also finds that regular feedback and active student participation significantly enhance performance. However, attending professional development workshops and the availability of teaching resources showed unexpected negative associations with student performance, suggesting potential issues with the applicability or effectiveness of these resources and training. The study highlights the importance of adaptive teaching methods, supportive administrative practices, and active student engagement in improving educational quality. These findings provide valuable insights for policy makers and educators aiming to enhance teaching effectiveness and student learning in secondary schools in Ekiti State.

Effect Program Educational Based on According to Raigloth Expansion Theory in Teaching Post-Modern Arts for Students of the Institute of Fine Arts

General Background: The evolving landscape of postmodern art necessitates innovative educational approaches to equip students with the skills and knowledge required to navigate this complex field. Specific Background: This research investigates the impact of an educational program grounded in Reigeluth's expansive theory on the teaching of postmodern art at the Institute of Fine Arts in Baghdad. Prior studies have highlighted the need for effective instructional designs that engage students and enhance their cognitive achievements. Knowledge Gap: Despite the proliferation of educational theories, there remains limited empirical evidence on the effectiveness of expansive instructional design in the context of postmodern arts education. Aims: This study aims to assess the effectiveness of an expansive educational program on students' cognitive achievement in postmodern art compared to traditional teaching methods. Results: Utilizing an experimental design with two equivalent groups, the findings reveal statistically significant differences (p < 0.05) in post-test scores favoring the experimental group that engaged with the educational program based on Reigeluth's theory. Novelty: This research contributes to the literature by demonstrating that an expansive instructional approach can significantly enhance students' understanding and appreciation of postmodern art. Implications: The results underscore the necessity for art education curricula to incorporate innovative instructional designs that foster deeper cognitive engagement and mastery of complex artistic concepts. By bridging the gap between theory and practice, this study offers valuable insights for educators seeking to improve instructional effectiveness in the rapidly evolving domain of postmodern art. Highlights: Impact of expansive design on cognitive achievement in postmodern art. Controlled study shows significant differences in student performance outcomes. Innovative teaching methods enhance student engagement and understanding. Keywords: postmodern art, educational program, Reigeluth's theory, cognitive achievement, instructional design

Comparative Analysis of Machine Learning Classifier Models for Predicting Student Cognitive Load and Performance Outcomes in Moodle Learning Environment

Comparative Analysis of Machine Learning Classifier Models for Predicting Student Cognitive Load and Performance Outcomes in Moodle Learning Environment

Exploring Students’ Perception of EFL on the Use of ChatGPT to Complete the English Writing Task

Like other AI technologies, ChatGPT is built to process questions with natural, human-like answers. Since its inception, ChatGPT has drawn a lot of pros and cons because it is widely used in the field of education and is considered to reduce the credibility of higher education. This study will describe and explore the perceptions of the use of ChatGPT by students in a descriptive quantitative manner. The participants in this study were students who attended English classes. They came from three different universities with a total of 150 respondents and a sample of 36 students. The instrument used was a questionnaire using a Likert scale. In addition, there are two additional questions to explore the reasons and suggestions of students on the use of ChatGPT. Questions are divided into three components. The first is whether ChatGPT increases students' learning motivation, the second is whether ChatGPT has features that are easy to access, and the last is whether ChatGPT can improve student performance and learning outcomes. The results of this study show that 62% of students agree that ChatGPT can increase student learning motivation because it provides insight into English Writing Skill classes. A total of 76% of students think that ChatGPT has features that are easy to use. Finally, 60% of students were able to improve student learning outcomes and performance in the English Writing Skill class.

Fairness, Bias, and Ethics in AI: Exploring the Factors Affecting Student Performance

The use of artificial intelligence (AI) as a data science tool for education has enormous potential for increasing student performance and course outcomes. However, the growing concern about fairness, bias, and ethics in AI systems requires a careful examination of these issues in an educational context. Using AI and predictive modelling tools, this paper explores the aspects influencing student performance and course success. The Open University Learning Analytics Dataset (OULAD) is analysed using several AI techniques (logistic regression and random forest) in this study to reveal insights about fairness, ethics, and potential biases. This dataset has been used by hundreds of studies to explore how educational data mining can provide information on students. However, potential bias or unfairness in that dataset could undermine the results and any conclusions made from them. To gain insights into the dataset's properties, this was analysed using a typical data science methodology, which included data collecting, cleaning, and exploratory data analysis using Python. By applying AI-based predictive models, this study aims to detect potential biases and their impact on student outcomes. Fairness and ethical considerations are central to the analysis as the representation of various demographic groups and any disparities are evaluated in course results. The goal is to provide useful insights on the proper use of AI in education, while also maintaining equitable and transparent decision-making procedures. The findings shed light on the complicated interplay between artificial intelligence, fairness, and ethics in the context of student performance and course success. As artificial intelligence continues to influence the educational landscape, this study will provide useful ideas for encouraging fairness and minimising biases, resulting in a more inclusive and equal learning environment.

Integrating nature into practice: Occupational therapists’ perspectives

ABSTRACT Nature-based settings are unique in that they enhance occupational performance and well-being. Subsequently, the use of nature has recently been adopted by schools as a supplemental environment to support student performance and educational outcomes. While previous studies have investigated the effects of nature on general education students and educator impressions, little research exists regarding the perceptions of school-based occupational therapists (OTs) who use outdoor environments and their impact on special education students. This qualitative pilot study will examine the perceptions of school-based OTs who provide interventions to special education students in nature-based settings. A phenomenological approach will capture the essence of OTs’ experiences to better understand why and how OTs use nature in school-based practice, perceived benefits and challenges, and the roles they assume as they implement nature-based interventions within their schools. Study results will inform and enhance occupational therapy practice by increasing the awareness and understanding of an alternative learning environment to support students who receive special education services.

Enhancing Mental Health Services in Schools: A Comprehensive Review and Recommendations

Mental health care in educational settings can be pivotal in shaping student academic performance and long-term outcomes. Global mental health policies are examined, exemplified by initiatives like the European Framework for Action on Mental Health. Despite positive steps, challenges such as insufficient data and knowledge hinder effective implementation. In the United States, federal initiatives like the Every Student Succeeds Act and Project AWARE aim to address mental health needs, yet state-level disparities persist. Mindfulness-Based Interventions (MBIs) emerge as promising approaches, demonstrating positive outcomes for individuals without preexisting mental health disorders. Careful intervention planning involving trained facilitators and consistent implementation is crucial. This study highlights research gaps and a knowledge void in mental health strategies, advocating for standardized parameters and shared terminology. It raises concerns about the increasing use of antidepressants, proposing mindfulness-based interventions as a financially feasible alternative. Best practices and frameworks are suggested, advocating for specific, universal terminology, financial sustainability through integration into existing programs, and a multi-modal approach involving the broader community. Collaborative efforts, standardized methods, and ongoing research are necessary to address the mental health epidemic in schools effectively.

SUFFICIENCY OF INSTRUCTIONAL RESOURCES AND PERFORMANCE OUTCOMES OF TECHNOLOGY AND LIVELIHOOD EDUCATION STUDENTS

In the landscape of secondary education, Technology and Livelihood Education (TLE) stands as a critical component, offering students a pathway to develop skills essential for personal and collective growth, particularly in scenarios where access to higher education is limited. The study was conducted in the Division of Panabo City, involving 200 TLE teachers explored the relationship between instructional resource sufficiency and student performance outcomes. Findings revealed a moderate extent of sufficiency in instructional resources, with certain dimensions consistently evident while others showed occasional presence. Similarly, student performance outcomes were deemed satisfactory, though with variations across different dimensions. The study underscored a significant correlation between the sufficiency of instructional resources and student performance outcomes, highlighting the critical role of resource availability in shaping student achievement. Notably, all domains of instructional resources, including textbooks, laboratory equipment, technology, physical facilities, and human resources, demonstrated a significant influence on student performance. This emphasizes the importance of targeted interventions to improve resource sufficiency and ensure a conducive learning environment for students. Recommendations were put forth to address identified areas of moderate sufficiency, advocate for resource allocation, foster collaboration among stakeholders, and enhance teacher professional development. KEYWORDS: Instructional resources; performance outcomes; Division of Panabo City

A comparison of the level of the ESP language learners' performance and engagement in a synchronous online course and the face-to-face course

Evidence is steadily mounting on the prominence of online and technology-enabled learning in higher education. The present study intended to investigate whether virtual, interactive, real-time, instructor-led (VIRI) online learning has the potential to yield comparable student performance and engagement results to that of a traditional face-to-face (F2F) course. This is of great significance since the study delves into the possibilities of synchronous online learning in environments where resources are scarce and provide valuable insights into how technology can contribute to improving medical education and accessibility to educational resources in Iran and other comparable educational contexts. The participants were 18–30-year-old male (n = 16) and female (n = 24) students of nursing (n = 20) and operating room (n = 20) who enrolled in synchronous online and face-to-face courses as the requisite for the fulfilment of a bachelor's degree. T-tests and descriptive statistics were the study employed T-tests and descriptive statistics to assess variations in both student performance and engagement results. The results revealed that a synchronous course conducted through VIRI classroom technology yields equivalent student performance outcomes to a traditional face-to-face (F2F) learning environment. The findings further showed that while the students did not appear to differ in terms of the levels of expected interest in the course and paying attention in class for the F2F and VIRI courses, they perceived themselves as displaying a different behaviour in the two courses in terms of attending class, participating in class, academic workload and instructor interactions. In fact, the post-semester findings showed that despite the students' earlier expectations, they displayed different behaviour on all six student engagement factors. The findings of this study could have direct implications for the creation, development, and delivery of synchronous online courses in higher education, including medical ones.

Application of Decision Tree Algorithm in Teaching and Learning Management in Colleges and Universities

In modern educational settings, effective decision-making plays a crucial role in ensuring student success and fostering academic excellence. The decision tree algorithm is a valuable tool in teaching and learning management in colleges and universities, offering insights that inform strategic decision-making processes. By analyzing student data, including academic performance, engagement metrics, and demographic information, decision tree algorithms can identify patterns and trends that help optimize educational practices. These algorithms aid in course planning, student advising, and resource allocation by predicting student outcomes, identifying at-risk students, and recommending personalized interventions. This paper explores the application and impact of the Decision Tree Wrapper Sampling Class Imbalance Knowledge Assimilation (DT-WSCIKA) method in enhancing educational decision-making processes. Through a comprehensive analysis of teaching and learning aspects, classification performance metrics, and student performance outcomes across various scenarios, we investigate the efficacy of DT-WSCIKA in addressing class imbalances, optimizing decision-making, and improving educational outcomes. The findings reveal significant improvements in key metrics following the implementation of DT-WSCIKA. For example, classification accuracy increased by an average of 8%, precision improved by 10%, recall by 6%, F1 Score by 7%, and ROC AUC by 9% over multiple epochs. Additionally, student performance outcomes showed an average increase of 7.5% in Scenario 1, 6.2% in Scenario 3, and 8.3% in Scenario 7 when DT-WSCIKA was employed.

National Achievement Test (NAT) Results and Academic Performance: A Comparative Analysis of Filipino Proficiency across Two Academic Years

This study thoroughly examines the academic performance and NAT outcomes of sixth-grade students across seven elementary schools in Baclayon, Bohol, during 2013-2014 and 2014-2015. It aims to identify correlations between academic performance and NAT results, specifically in the Filipino subject. Using documentary analysis, the research explores students' learning competencies and provides insights into school performance in Baclayon, a historically significant town with a diverse economic landscape and notable tourist attractions. The focus is on NAT results in the Filipino subject for Grade Six students in seven elementary schools, employing a collaborative approach for data collection and analysis. The findings unveiled intriguing insights, indicating that while School I consistently demonstrated high mean scores and mean performance scores across the two academic years, enrollment fluctuations were observed, notably in School V. Further analysis delineated proficiency levels in the Filipino subject, highlighting areas of strength and potential improvement. The correlation analysis between academic performance and NAT results in the Filipino subject yielded nuanced outcomes, elucidating the multifaceted dynamics at play in educational settings. These findings illuminate pathways for enhancing educational strategies and outcomes in Baclayon's elementary schools, contributing to broader discussions on educational reform and improvement. In 2013-2014 and 2014-2015, Schools I, II, and IV had high enrollment, while VII, VI, III, and VII had low enrollment. Despite good performance in Filipino, NAT results didn't align in Baclayon's elementary schools. This hints that the NAT might not reflect Filipino proficiency accurately. High-enrollment schools likely have effective strategies, while low-performing ones may need to boost enrollment and academics.

Efficacy of plastinated specimens in anatomy education: Asystematic review and meta-analysis.

Plastination, a permanent preservation method for human tissues and organs, is increasingly being used in anatomy education. However, there is a paucity of systematic reviews and meta-analyses summarizing the educational efficacy of plastinated specimens. This meta-analysis compared the assessment scores of students exposed to plastinated specimens against those exposed to other common instructional methods. A systematic search was conducted through four databases, from 2000 to July 2022. Titles and abstracts of the retrieved records were screened according to predetermined eligibility criteria. Of the 159 records screened, 18 were subjected to full-text review. Among the 18 studies, five articles reported post-intervention test scores for intervention (plastinated) and control (other modalities) groups. Studies were subjected to GRADE quality assessment, and four studies with moderate to high ratings were included for meta-analysis. Students' perceptions (n = 15 studies) were qualitatively analyzed using an inductive narrative analysis. No significant effect was detected between the intervention (n = 417) and control groups (n = 422) (standardized mean difference = 0.08; 95% CI [-0.36, 0.52]; p = 0.73). Four themes emerged from students' perceptions: ease of use, motivation to study, spatial understanding, and learning preference. Overall, student performance outcomes comparing the use of plastinated specimens versus other instructional modalities are very limited. This meta-analysis suggests that knowledge gained from plastinated specimens is comparable to learning achieved through other modalities; though this outcome should be interpreted with caution as there is currently insufficient evidence for definitive conclusions.

A four-cohort study testing the relative impact of take-home and in-class examination on students’ academic performance and wellbeing

The current study examines the relative impact of take home (open book) examinations (THE) and in class (closed book) examinations (ICE) on student academic performance and wellbeing outcomes. Specifically, this study contributes to our understanding about students’ long-term knowledge retention, measured four to six months after completing the course. A unique longitudinal dataset consisting of four cohorts of a social science bachelor and master course that implemented either a THE or ICE in successive years was used. Survey data included wellbeing and academic performance measures as well as a 10-item knowledge retention quiz. Within the master course, the ICE cohort had higher examination grades and higher knowledge retention scores than the cohorts that completed a THE. In the bachelor course, there were no differences in knowledge retention across cohorts. Examination score was associated with higher knowledge retention scores across both courses. One bachelor cohort reported lower wellbeing compared to others (cohort 2021–2022); however, we found no further differences in academic or wellbeing outcomes based on examination form. The findings suggest a slight advantage of ICEs over THEs with regard to academic performance.

Enhancing Continuous Assessment in Jigawa State Senior Secondary Schools: The Impact of Electronically Processed Data

This journal article explores the relationship between electronically processed data and continuous assessment in senior secondary schools in Jigawa State. The study investigates the potential benefits of using electronic data processing methods in continuous assessment and evaluates their impact on student performance and educational outcomes. Through a mixed-methods approach involving qualitative interviews with teachers and quantitative analysis of student data, the research provides valuable insights into the advantages of electronic data processing in improving the efficiency, accuracy, and effectiveness of continuous assessment practices. The findings demonstrate the transformative potential of electronic data processing in enhancing educational outcomes and informing instructional decisions. Based on the results, the article provides recommendations for successful implementation and future research directions.

Overcoming Teaching Challenges in Online Media Production Courses: A Case Study of an Asynchronous Online Media Production Course

Traditional media production courses have heavily relied on in-person technical workshops, demanding a hands-on learning experience. Yet, due to the COVID-19 pandemic and a steady rise in online teaching and learning, higher education courses have shifted into online formats. This paper examines how online course design features impact student expectations, course learning objectives, and student performance outcomes. Using thematic analysis, we explore perceptions of graduate students in an asynchronous Graduate Media Production course from a mid-size university in the United States. Key course design components such as interactive video materials, interactive assessments, the use of graphics, leveraging the Learning Management System (LMS), and student perceptions of the course are analyzed. Challenges are addressed throughout, and the paper concludes with findings around the following four themes: engaging video materials, peer review and video assessments, personalized learning, and the ease of navigation within the course.

Prevalence of Restless Leg Syndrome and Its Impact on the Quality of Life of Medical Students in Makkah, Saudi Arabia: A Cross-Sectional Study

Background and Aims: Restless leg syndrome (RLS), also known as Willis-Ekbom disease (WED), is a movement and sleep disorder characterised by an uncontrollable desire to move the legs and is associated with uncomfortable and occasionally painful sensations in the legs. Unfortunately, there are limited data on the prevalence of this condition among medical students in Makkah. Therefore, we assessed the prevalence of RLS among Saudi medical students in Makkah, Saudi Arabia. Methods: A cross-sectional study was conducted at Umm Al-Qura University College of Medicine in Makkah region between December 2022 till December 2023 utilising an online validated English language self-administered questionnaire targeting undergraduates medical student. Results: A total of 366 medical students from Umm Al-Qura University were enrolled in our study, with a nearly equal number of both genders. Respondents were second- to sixth-year students. More than half of the respondents (53%, n = 192) did not show symptoms of RLS. In contrast, up to 47% (n = 174) of respondents experienced variations in the severity of RLS symptoms. Conclusions: The current study found that nearly half of the medical students at Umm Al-Qura University reported symptoms related to or mimicking RLS. Moreover, the study showed personal history, family history, and marital status were significantly associated with RLS. However, GPA and academic year were not significantly associated with RLS. These findings suggest that more studies should be conducted to understand the effect of RLS on academic performance and health outcomes of medical students.

A quasi-experimental evaluation of student academic performances in single sex secondary classrooms

Teacher beliefs and environmental conditions influence student performance outcomes. In this non-equivalent comparison quasi-experimental design study, students enrolled in ten secondary Principles of Agriculture courses assigned to a control or treatment group based upon their sexual identity. Teachers were asked periodically about their expectations of student performances. Over the course of the academic semester, students within the treatment group maintained higher grade point averages and better attendance. Boys from the treatment group maintained a higher percent of non-discipline referrals than boys from the control group. In addition, correlations are made between the teachers’ expectations, and student performance and career aspirations. The researchers recommend that secondary schools consider single-sex classrooms for entry-level agricultural courses and for additional research to be considered to further strengthen the preliminary findings.

Leveraging Technology for Animal Physiology Practicals

In 2020, due to the COVID-19 pandemic, animal physiology practical classes at The University of Queensland, were conducted fully online using Lt, a cloud-based platform, ensuring that students were able to achieve the intended course outcomes. However, in 2021, practical classes had to be redesigned to cater for both on-campus and online deliveries and this project investigated the continued use of Lt in animal physiology practical classes focusing on student satisfaction and performance for both on-campus and online students. Student satisfaction with the redesigned practicals were high across all constructs - overall structure, pre-lab materials and incorporation of group work (on-campus students) while student performance outcomes showed an improved performance compared to before the use of Lt and showed no significant differences in the performance of the on-campus versus online cohorts. The findings gave confidence in using Lt as a foundation for delivering animal science practicals equitably for both cohorts.

Predicting Medical Student Performance With a Situational Judgment Test in Admissions.

To explore correlations between AAMC situational judgment test (SJT) scores, other admissions data, and learners' medical school performance. First- and second-year medical students from 8 U.S. MD-granting medical schools completed a prototype version of the AAMC SJT in 2017. Outcomes included research-only faculty ratings of student performance, final course grades, and faculty evaluations of student performance, 2017-2018 and 2018-2019 academic years. Bivariate correlations were used to investigate the relationship between SJT scores and student performance outcomes and hierarchical regressions to investigate whether SJT scores provided incremental validity over MCAT total scores and cumulative undergraduate grade point averages (UGPAs) for predicting student performance outcomes. In general, there were small positive correlations with research-only faculty ratings from the first year of medical school, with the highest for social skills/service orientation ( rcorrected = .33, P < .05). Correlations were higher, with the highest for social skills/service orientation and cultural competence ( rcorrected = .33 and .36, respectively, P < .05) in the second year in medical school. SJT scores improved prediction of research-only faculty ratings over MCAT total scores and UGPAs for reliability and dependability/capacity for improvement, cultural competence, social skills/service orientation, and the overall composite score in the first year and for resilience and adaptability, social skills/service orientation, cultural competence, and the overall composite score in the second year. SJT scores demonstrated small correlations with course grades ( rsample-weighted = .10, P = ns) and faculty evaluations related to professionalism skills ( rsample-weighted = .14, P < .05); however, MCAT total scores explained most of the variance associated with course outcomes. These studies provide initial evidence that SJT scores may add value to the medical school admissions process because scores were related to faculty ratings of professional behaviors and provided unique information relative to MCAT scores and UGPAs.

Student Performance Outcomes and Perceptions in Two Content Areas in Conventional Versus Integrated Pharmacy Curricula

Objective. To compare student performance measures and perceptions of learning in 2 content areas, conventional and integrated pharmacy curricula, at a single institution.Methods. Prospective cohort study of pharmacy students enrolled in either conventional (cohort C) or integrated (cohort I) curricula. Summative examination performance in the neuropsychiatric and infectious diseases courses, student self-rating of confidence and comfort in integrating and applying knowledge, and performance on a delayed knowledge assessment were compared between cohorts.Results. Cohort I students performed significantly lower on summative assessments compared to cohort C (78.4±9.1 vs 84.5±8.3, respectively). Prior to the integrated course, cohort I students rated themselves as significantly less confident and comfortable in knowledge integration, application, and communication compared to cohort C students; these differences were attenuated in a follow-up survey, although some remained significant. There was no difference between cohorts in performance on objective structured clinical examinations (OSCEs) or on a delayed knowledge assessment of neuropsychiatric and infectious diseases content.Conclusion. Pharmacy students in an integrated curriculum initially performed modestly worse in summative assessments and self-assessed their baseline knowledge as lower than did students in a conventional curriculum. However, differences in self-rated knowledge decreased at follow-up, and performance of the two cohorts on OSCEs and a delayed examination was similar. As pharmacy curricula shift towards integrated models, institutions should also consider evaluating experiential performance outcomes and student motivation to fully assess the impact of these transitions.