Student Evaluation Research Articles

A Review of the ECO415 Course Learning Outcome (CLO) Based on the UiTM Melaka Exit Entrance Survey (EES)

The evaluation of program learning outcomes for continuous quality improvement and assessment has garnered global interest in higher academic institution. This is because, student evaluations have the potential to improve the quality of education and the results of learning in a particular course. This article examines the Course Learning Outcomes (CLO) of the Economics course for degree students in UiTM Melaka. This research utilizes data from 328 students who registered ECO415 course for Semester March - August 2023. To evaluate the achievement, Exit Entrance Survey used to compare student responses towards similar questions in the beginning and end of the semester. The question was form in a Likert scale to gauge achievement gaps. Findings demonstrated strong achievement in all three CLOs, with over 70% of students performing at the "excellent" or "very good".

Why don't Chinese college students seek help from the National Health Service (NHS)? Chinese college students' use of medical services in the UK

BackgroundInternational students have a lower utilization rate of the local medical service system for studying abroad, and it has been found that there may be multiple reasons behind this phenomenon. This study explores the usage of medical service systems by international students and the underlying logical factors through a study of the usage of National Health Service (NHS) of Chinese students in the UK. MethodsTo address the research questions, this study employed an online survey methodology that ran between 1st May and August 20, 2019 facing the Chinese students in the UK. A total of 1,050 questionnaires were distributed and 1,001 questionnaires were recovered, of which 977 contained valid responses (questionnaire response rate was 95.3 % and validity rate was 97.6 %). Before the questionnaire was designed and after it was issued, two focus group interviews were conducted to provide reliable and detailed information to inform the questionnaire design and to supplement the questionnaire survey data with more profound psychological qualitative data. The two focus groups consisted of 10 and 12 Chinese students studying in the UK and each lasted more than 3 h. ResultsThe survey data showed that the medical services utilization rate of Chinese students in the UK is relatively low compared to UK residents and domestic Chinese students. Their decisions and behaviours around medical services usage in the UK are not significantly related to age, gender, and monthly income, but are instead related to their current education status, types of disease suffered, and information acquisition about the UK medical services before coming to the UK. When getting sick, in addition to seeking help from official medical services, Chinese students studying in the UK tend to self-diagnose and self-medicate; seeking help from social networks based on friendship and domestic relatives are also alternatives to accessing medical services. ConclusionCombining the theories of ‘sick role’ and ‘illness experience’, the decisions and behaviours related to medical services usage by Chinese students in the UK are significantly influenced by their understanding of medical services, which is socially and culturally learned in China. Understanding the perspective of the ‘sick role’ and the ‘illness experience’ of Chinese students may help to better think about how improvements can be made to their utilization rate of medical services and their health status during their studies in the UK. This study not only provides us with specific information and understanding on the usage of medical services for Chinese students in the UK, but the research results may also provide a reference for other similar research on the health and medical service use of other international students studying in the cross-cultural contexts.

Effect of Gender on Students’ Attention and Academic Performance in Analytical Chemistry Using Collaborative-Predict-Explain-Observe-Explain (CPEOE)

This research investigated the possibility of enhancing senior secondary school students’ academic performance irrespective of gender in analytical chemistry concept using Collaborative-Predict-Explain-Observe-Explain (CPEOE). The study adopted a quasi-experimental research design. Analytical Chemistry Attention Inventory (ACAI) and Analytical Chemistry Performance Test (ACPT) were the instruments used for data collection. Cronbach Alpha was used to ascertain the reliability index of ACAI which gave reliability value of 0.87. The internal consistency of ACPT was tested using Kuder-Richardson (KR-21) formula which yielded a reliability value of 0.96. The population was 7,152 SS2 students offering chemistry in Makurdi, Benue State, Nigeria. A sample of 157 students drawn from 3 schools in Makurdi Local Government Area of Benue State, Nigeria was selected using multi-stage sampling techniques. Four research questions and four null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed among others, that there was no significant difference between the mean attention rating of male and female students taught analytical chemistry {F1, 78 = 1.020, P>0.05}. It was also revealed that that there is no significant difference between the mean academic performance of male and female students taught analytical chemistry using CPEOE {F1, 78 = 4.890, P>0.05}. It was recommended among others that since CPEOE is not gender sensitive. Hence, both male and female students should be involved in CPEOE classroom to enhance their attention and academic performance in analytical chemistry. Serving teachers should be encouraged to use CPEOE in teaching analytical chemistry concepts.

Utilizing the eXtreme Gradient Boosting Algorithm for Artificial Intelligence-supported Learning Analytics Application

Recent technological advancements, including internet-based distance education and artificial intelligence-supported learning analytics, have significantly impacted the field of education. These advancements not only enhance the efficiency of education but also broaden access to learning while mitigating barriers to implementation. AI-supported learning analytics emerges as a pivotal tool for interpreting data gleaned from educational processes and stakeholders, thereby enhancing educational processes and outcomes. This tool streamlines the measurement, analysis, and evaluation of learning processes, encompassing a wide array of factors and parameters. Moreover, it contributes to the development of personalized and adaptive learning environments. In this study, a predictive model utilizing the XGBoost algorithm has been developed to analyze students' academic achievements. The model forecasts final exam grades based on various student characteristics, including age, participation rate, and exam scores. Evaluating the performance of the AI model involves metrics such as Mean Squared Error, Mean Absolute Error, and R² score. In findings indicate a strong prediction performance, with an R² score of 0.819. As a result of underscore the potential of AI-supported learning analytics as an effective tool for predicting and enhancing student academic performance.

Reform of Photography Education in Chinese Applied Universities in the Self-Media Era: Evidence from Responsible Persons in the Photography Major

Live streaming and short videos have become the most favored means of communication, and the prevalence of self-media has had a profound impact on traditional media industries, indirectly promoting reforms in Chinese photography education. This study delves into the current state of photography education in Chinese applied universities and the transformations undertaken in response to the challenges posed by self-media. The research covers the development status of university photography programs, the impact of live streaming and short videos on photography education, changes in teaching models, and the issues encountered during these reforms. Through in-depth interviews with heads and instructors of photography programs at five applied universities in China, and using NVIVO software for thematic analysis, the study examines the professional divisions, curriculum design, teaching methods, student employment rates, reform policies, and the challenges faced. The research finds that the prevalence of live streaming and short videos has had a positive impact on the dynamic imaging specialties within photography education, but has been detrimental to the static imaging specialties. Universities have actively reformed their teaching methods in response to market demands, yet still face challenges in integrating live streaming-related courses. This study provides the latest insights for practitioners in the Chinese self-media industry and offers valuable references for university policymakers and researchers.

Is There Any Possibility of Improving Upper Basic Students’ Self-Confidence and Academic Performance in Social Studies Using PEDDA and IEPT Instructional Strategies? — A Field Report

This research investigated the possibility of improving upper basic students’ attention and academic performance in social studies in Benue State, Nigeria using Prior-Conception, Exploration, Discussion, Dissatisfaction and Application (PEDDA) and Invitation, Exploration, Proposing-Explanation and Taking action (IEPT). The study adopted a pretest, posttest, control group, quasi-experimental research design. The instruments used for data collection were Social Studies Self-Confidence Scale (SSSCS) and Social Studies Performance Test (SSPT). Cronbach Alpha was used to ascertain the reliability index of SSSCS which gave reliability values of 0.86. Kuder-Richardson (KR-21) formula was used to test internal consistency of SSPT which yielded a reliability value of 0.92. The population was 11,656 Upper Basic Two students offering social studies in Benue State, Nigeria. A sample of 288 students (Male=158 and female=130) drawn from 9 schools within the 9 Local Government Areas (LGA) out of 23 LGA in the Benue State, Nigeria was selected using multi-stage sampling techniques. Two research questions and two null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there was significant difference in the mean self-confidence ratings of students taught social studies using PEDDA, IEPT strategy and discussion method [F2, 287=2146.076, P<0.05]. The study revealed that there was significant difference in the mean academic performance scores of students taught social studies using PEDDA strategy, IEPT strategy and discussion method [F2, 287=374.360, P<0.05]. It was recommended among others that to maximize self-confidence in social studies class, teachers’ trainee should be train on the application of PEDDA strategy and IEPT strategy and serving teachers should employ the use of PEDDA and IEPT strategies in teaching social studies. Social studies teachers are also encouraged to use PEDDA strategy in teaching to enhance students’ self-confidence and academic performance in social studies.

Enhancement of academic programs and student guidance based on Generative AI (GenAI) and Student Evaluations of Teaching (SETs)

Enhancement of academic programs and student guidance based on Generative AI (GenAI) and Student Evaluations of Teaching (SETs)

An analysis of high school students perceptions of school culture under the new general education program with emphasis on academic achievement, extracurricular participation, and career guidance: A case in Ho Chi Minh City, Vietnam

This study examines the viewpoints of public high school students in Ho Chi Minh City regarding the culture of their school under the implementation of the new General Education Program (the 2018 General Education Program) with a specific focus on several aspects of their educational surroundings. The participants consist of students from diverse backgrounds, including different schools and exhibiting varying degrees of academic and extracurricular engagement. The study revealed that 59.8% of pupils obtained remarkable academic outcomes, whereas 33.5% received exemplary achievements. Just 6.5% were considered to be qualified, while a slight 0.1% were considered to be unqualified. The training results revealed that 75.7% of pupils were categorized as distinguished, 20.4% as good, and 3.9% as qualified. With regards to extracurricular involvement, 13.7% of students assumed the role of class officials, 20.5% were club members, 8.3% held the post of youth union secretary, and 8.1% held numerous roles. Nevertheless, 49.4% of individuals were not involved in any official roles. The evaluation of students' learning culture indicated favourable perceptions, namely in regard to the esteem of educators and classmates, as well as the mindset towards independent study and continuous learning. Several aspects, such as the process of selecting a suitable profession and making decisions regarding elective topics, received a lower score of 2.23, suggesting that there is a need for enhancing career advising. The results emphasize both the positive and negative aspects of the school culture in public high schools in Ho Chi Minh City, Vietnam. They stress the importance of constantly improving educational strategies, career guidance, and the fair allocation of resources in order to enhance the learning environment and promote student development, specifically in the 2018 General Education Program.

Building a Ranking System for Lecturers Based on Student Evaluations in Teaching a Specific Course: A Case Study at a University in Vietnam

In the current landscape of higher education, the quality of teaching plays a crucial role in supporting the comprehensive development of students. To ensure the effectiveness of the learning process, evaluating lecturers based on student opinions is an essential means of providing feedback and optimizing the learning experience. This paper focuses on constructing a lecturer ranking system, particularly in the context of a specific course through the evaluation process from students. Four different methods were employed to assess lecturers, including the PSI method, SRP method, RAM method, and PIV method. The evaluation results using these four methods were compared with each other and also with the traditional evaluation approach currently utilized in the educational institution. The achieved results demonstrate that the approach outlined in this paper is highly suitable for determining the rankings of lecturers when teaching individual courses.

A Review of The Current Situation of Career Planning Courses in Chinese Higher Vocational Colleges

As China pays more and more attention to vocational education, the urgency of high-quality employment for vocational college students is also increasing. Career planning courses, as a key comprehensive education for high-quality employment in vocational colleges, play a crucial role. However, according to the data, the resignation rate of vocational college students within six months has remained high in recent years, which shows that the teaching of career planning courses for vocational college students is still not adequate. This paper aims to study the teaching situation of career planning courses in vocational colleges in China and identify the problems and causes of such courses. Using the method of document research, the paper takes the career planning course teaching situation in Ningxia Vocational and Technical College as a sample for study. Through the research, it was found that vocational colleges generally have problems with outdated teaching methods, weak faculty teams, and insufficient course settings, mainly due to the lack of attention from the government, schools, and students themselves on career planning courses. This paper analyzes the problems and causes of the teaching of career planning courses and proposes relevant reform and innovation strategies to enhance the level of attention to career planning courses.

The relationship between smartphone usage and eating behavior for elementary school students in Gangneung, South Korea: cross-sectional study

Objectives: This study investigates the relationship between smartphone usage and eating behavior among elementary school students. Methods: This survey was conducted on 4th- to 6th-grade students at elementary schools in Gangneung from September 6th to September 15th, 2023. Of the 129 copies of the questionnaire that were distributed to 5 schools, 66 copies (51.2%) were returned. Results: Compared to the nationwide statistics, the smartphone ownership rate of elementary school students in Gangneung was lower, but the rate of smartphone overdependence was higher. Smartphone dependence was 21.12 points for study subjects and 26.00 points for the overdependence risk group (Org). Compared to national statistics, the self-control failure factor was higher, so study participants in Gangneung City are thought to have great difficulty with self-control. The Org’s weekend smartphone use time of 7.54 hours was significantly more than the general user group (Gug)’s 4.06 hours. The number of days in which the Org consumed late-night snacks per week was 2.92 days, and the Gug had 2.15 days, but the difference was not significant. Eating fast food showed a positive correlation with eating sweet food, eating fatty food, and eating heavily seasoned food. It was found that frequent consumption of fast food is closely correlated with unhealthy eating behavior. Weekend smartphone use time showed a significant positive correlation with smartphone dependence and the number of days late-night snacks consumed per week. Conclusions: Study participants in Gangneung are more dependent on smartphones than national statistics. Smartphone dependence had a negative correlation with healthy eating behavior and a correlation with average unhealthy eating behavior.

K-Nearest Neighbors (K-NN) Algorithm Model in Predicting the Graduation Rate of Teacher Professional Education Students in Indonesia

Predicting the graduation rate of the PPG program has an important significance in analyzing the factors that affect students' success in completing the PPG program. This study uses the K-Nearest Neighbor model in online learning to predict the pass rate of students in the Teacher Professional Education Program (PPG) at UIN Walisongo Semarang. The study analyzed data from 423 students, focusing on input quality variables, such as pedagogical competence and teaching innovation. Results showed the Wave 1 pass rate in 2023 was 86.7%, with 13.3% failure, a 1.7% decrease from Wave 3 in 2022. The confusion matrix showed significant improvement in True Positives (TP) and True Negatives (TN), with an accuracy of 0.916, precision of 0.3, and recall of 0.9725 students' academic achievement.

Analysis of the issue of capital / resources management for higher institutions in the light of the problem of high enrolment and low retention rates: A case study of private higher institutions in the UK

Higher education institutions, particularly private higher education institutions in the UK, are facing significant challenges related to capital and resource management, exacerbated by high enrolment rates coupled with low student retention rates. The effective management of financial and physical resources is crucial for sustaining institutional operations and achieving educational objectives. High enrolment places pressure on existing resources, while low retention impacts long-term financial stability and resource allocation. Understanding these issues is essential for developing strategies to balance enrolment and retention while optimizing resource use. This study aims to analyze how private higher institutions in the UK manage their capital and resources in the context of high enrolment and low retention rates. It explores the impact of these challenges on resource management practices and identifies strategies that institutions use to address these issues. The research provides insights into the effectiveness of current resource management approaches and their implications for institutional sustainability and student success. The research employs a mixed-methods approach, combining quantitative and qualitative data. A comprehensive review of institutional financial reports and resource allocation documents provides quantitative data on capital management. Qualitative data is gathered through interviews with key stakeholders, including administrative staff and financial officers from selected private higher institutions. The study also includes surveys of students to understand their experiences and perceptions related to enrolment and retention. Data analysis involves statistical techniques to assess the relationship between resource management practices and enrolment/retention rates, as well as thematic analysis to identify key issues and strategies from qualitative data. The study reveals that private higher institutions in the UK face considerable challenges in managing their capital and resources effectively due to high enrolment and low retention rates. Key findings include that institutions with higher enrolment rates experience increased pressure on financial and physical resources, leading to difficulties in maintaining service quality and infrastructure. Resource allocation strategies focusing on short-term enrolment gains may negatively impact long-term retention efforts. Effective resource management practices, such as targeted financial planning and enhanced support services, are associated with better retention outcomes. Institutions adopting innovative resource management approaches, including technology integration and strategic partnerships, show improved ability to balance enrolment and retention challenges. The findings highlight the need for private higher institutions in the UK to develop more robust capital and resource management strategies to address the dual challenges of high enrolment and low retention rates. Institutions should consider adopting comprehensive financial planning, investing in retention-focused initiatives, and leveraging technology to optimize resource use. Policy recommendations include enhancing funding models to better support resource allocation and encouraging collaboration between institutions to share best practices. By addressing these issues, institutions can improve their financial sustainability and enhance the overall student experience, leading to better educational outcomes and institutional success.

Evaluation of students’ performance in elective mathematics: The effect of high school students’ perceived difficulty of the subject

Perception has been attributed as a major cause of students' weakness in mathematics. Hence, this study evaluates its effect on student’s performance in the area of mathematics as an elective subject in some selected Senior High School (SHS) in Ghana. Mixed method research design that employed questionnaire with closed-ended and open-ended items were used in the collection of the data. Stratified sampling technique was used in selecting 300 students as sample for the study. Descriptive statistics and Multiple regression were used to analyse the quantitative data. Again, thematic analysis was used for the qualitative data. The findings showed that, SHS students perceived elective mathematics as a difficult subject. Nonetheless, they perceived the teacher-learner activities employed by their teachers in elective mathematics classroom as motivating. Further, they perceived as constructive, the teaching methods used by their elective mathematics teachers. In addition, the study revealed that students’ performance in elective mathematics was not significantly influenced by their perceived difficulty of elective mathematics, teacher motivation and teaching methods although the students expressed favourable dispositions towards these attributes. Thus, the need for Heads of High Schools, to do background check of students’ prior performance, interest and motivation in mathematics as a prerequisite condition for students to pursue elective mathematics is implied in this study. This could stem the tide in the students’ abysmal performance in elective mathematics. Implications for policy, practice and further research are discussed.

Innovative Approaches to Teaching English as a Second Language: Integrating Technology for Enhanced Learning Outcomes

This study explores innovative approaches to teaching English as a Second Language (ESL) by integrating technology to enhance learning outcomes. The rapid advancement of digital tools and platforms has revolutionized the educational landscape, offering new opportunities for language acquisition. This research examines the effectiveness of various technological tools, such as language learning apps, virtual classrooms, interactive multimedia, and artificial intelligence-based tutoring systems, in improving ESL instruction. Through a comprehensive literature review and analysis of case studies, the study identifies the benefits and challenges associated with the use of technology in ESL education. It highlights how technology can foster a more engaging, interactive, and personalized learning experience, thereby improving student motivation and retention rates. Moreover, the research discusses the role of technology in providing immediate feedback, facilitating collaboration, and enabling access to authentic language resources. However, the study also acknowledges potential drawbacks, such as digital literacy gaps, accessibility issues, and the risk of over-reliance on technology. The findings suggest that while technology can significantly enhance ESL learning outcomes, it is crucial to integrate it thoughtfully and complementarily with traditional teaching methods. This study provides valuable insights for educators, policymakers, and researchers aiming to leverage technology to optimize ESL instruction and foster more effective language learning environments.

Assistance for the Furudul Ainiyah Program to Improve the Quality of Madrasah Graduates

This study explores the implementation of the Furudul Ainiyah mentoring program in an effort to improve the quality of graduates at Madrasah Aliyah. The Furudul Ainiyah program, which is designed to strengthen students' understanding and basic skills, has significant potential in improving the quality of education. However, madrassas often face challenges related to program implementation, including a lack of resources, varied teaching methodologies, and infrastructure support. The research method uses a qualitative approach with case studies as the main framework. Data was collected through in-depth interviews, classroom observations, and analysis of curriculum documents and student evaluation results. The results of the study show that the assistance of the Furudul Ainiyah program has succeeded in improving students' understanding of the subject matter and their academic skills. The program also helps improve the learning process by strengthening academic support and increasing student engagement. However, the challenges faced include the need for further training for teachers and the improvement of support facilities.

Bias intervention messaging in student evaluations of teaching: The role of gendered perceptions of bias

Many studies have documented discrepancies in student evaluation of teaching ratings between male and female instructors and between ethnic majority and minority instructors. Given the importance of such ratings to academic careers and the likelihood of potential intergroup bias, it is crucial that institutions consider approaches to mitigate such biases. Several recent studies have found that simple bias mitigation messaging can be effective in reducing gender and other biases. In the present research, students enrolled in several large Faculty of Science undergraduate courses at an Australian university were recruited on a volunteer basis via the course learning management system. Half of the participants were randomly assigned an intervention message highlighting potential biases relating to gender and language background. Data from 185 respondents were analysed using Bayesian ordinal regression models assessing the impact of message exposure on evaluation scores. Reading a bias intervention message caused students to significantly adjust their scores, with the nature of that change dependent on student and instructor characteristics. Among male students, the bias intervention message significantly increased scores for all except male instructors with English speaking backgrounds, for whom there was no significant impact of the message. In contrast, among female students, the bias intervention message significantly decreased scores for male instructors with English speaking backgrounds only. The sample showed an overall decrease in scores in the intervention group relative to the control group. This is the first study to detect a negative impact of bias intervention messaging on SET scores. Our results suggest students may not acknowledge their own potential bias towards instructors with whom they share similar demographic backgrounds. In conclusion, bias intervention messaging may be a simple method of mitigating bias, but it may lead to consequences in which one or more groups receive lower ratings as a result of the correction.

Why Student Ratings of Faculty Are Unethical

Why Student Ratings of Faculty Are Unethical

Predicting Student Dropout Rates Using Supervised Machine Learning: Insights from the 2022 National Education Accessibility Survey in Somaliland

High student dropout rates are a critical issue in Somaliland, significantly impeding educational progress and socioeconomic development. This study leveraged data from the 2022 National Education Accessibility Survey (NEAS) to predict student dropout rates using supervised machine learning techniques. Various algorithms, including logistic regression (LR), probit regression (PR), naïve Bayes (NB), decision tree (DT), random forest (RF), support vector machine (SVM), and K-nearest neighbors (KNN), were employed to analyze the survey data. The analysis revealed school dropout rate of 12.67%. Key predictors of dropout included student’s grade, age, school type, household income, and type of housing. Logistic regression and probit regression models highlighted age and student’s grade as critical predictors, while naïve Bayes and random forest models underscored the significance of household income and housing type. Among the models, random forest demonstrated the highest accuracy at 95.00%, indicating its effectiveness in predicting dropout rates. The findings from this study provide valuable insights for educational policymakers and stakeholders in Somaliland. By identifying and understanding the key factors influencing dropout rates, targeted interventions can be designed to enhance student retention and improve educational outcomes. The dominant role of demographic and educational factors, particularly age and student’s grade, underscores the necessity for focused strategies to reduce dropout rates and promote inclusive education in Somaliland.

GROUP-WORK ACTIVITIES FOR NON-ENGLISH MAJORED STUDENTS TO PROMOTE SPEAKING SKILLS IN EFL CLASSROOMS AT DONG NAI TECHNOLOGY UNIVERSITY

English language proficiency is crucial for academic and professional success, with effective communication skills playing a pivotal role. Collaborative teaching methods, particularly group work, can significantly enhance students' creativity, evaluation, synthesis, analysis, and comparison, as well as problem-solving, essential for developing collaborative abilities. Furthermore, non-English major students often struggle to develop their speaking skills due to limited practice opportunities. This study addresses this challenge by implementing group-work activities in an English as a Foreign Language (EFL) classroom. A mixed-methods approach was used to gather data including quantitative data collected through a questionnaire administered to 71 non-major students at Dong Nai Technology University and qualitative data came from semi-structured interviews. The results showed that group work significantly improved students' fluency, coherence, and confidence. Students reported increased motivation and engagement in speaking activities. These findings suggest that group-work activities effectively enhance speaking skills for non-English major students.