Location Of Students Research Articles

Geospatial Attendance Tracking: Leveraging Location Based Technology

The increasing popularity of expert system applications is undeniable. Computer technology evolution has significantly impacted various domains, including environmental security.Onenotable advancement is the elimination of manual attendance procedures, which were not only time-consuming but also prone to providing inaccurate results. The introduction of automated time and attendance monitoring systems has brought numerous benefits to organizations. These systems reduce reliance on pen-and-paper-based manual attendance tracking. In alignment with this shift, we have introduced an attendance system based on location, utilizing global positioning (GPS) technology. This system operates through a mobile application on smartphones, leveraging the GPS capability to determine the device's location. The location data serves as a key component in the time and attendance tracking process, eliminating the need for traditional manual methods. To achieve this, we employ the Geospatial technique, determining whether the student's location falls within the designated Geospatial locality. Our innovative project extends beyond attendance tracking and introduces a Child Tracking System within a dedicated application. This feature empowers parents to monitor their child's cell phone activities comprehensively. Parents can oversee incoming and outgoing calls, text messages, and multimedia messages. Additionally, they can track their children's whereabouts in real-time using GPS functionality and access a historical record of their locations. To enhance parental control, the system allows setting alerts for instances when children venture outside approved geographical ones

Implementation of Convolutional Neural Network and Vincenty Formula on Face Attendance System Web-Based for Managing the Attendance

The level of student attendance at tertiary institutions has a crucial role in determining the quality of education. The Information Technology Department at Padang State Polytechnic realizes the urgent need to increase the efficiency of managing student attendance, which currently still relies on a manual attendance system. As an innovative solution, this research proposes designing a face-based attendance system that utilizes facial recognition technology to verify student attendance automatically. One of the challenges in developing a face-based attendance system is the accuracy of calculating the distance between the student's location and the institutional location. To overcome this problem, the research used the Vincenty Formula method which was proven to have a high level of accuracy in calculating the distance between two points on the earth. The integration of this method is expected to increase the accuracy of calculating the distance between the student's location and the institution. Apart from that, this attendance system adopts the Convolutional Neural Network (CNN) algorithm, an algorithm specifically designed to process two-dimensional data. CNN is used to learn and detect features in images so that facial recognition can be done with a high level of accuracy. This approach is expected to improve system performance in recognizing and verifying student attendance.

Contract Cheating and Student Stress: Insights from a Canadian Community College.

This article presents results from a self-report survey of misconduct behaviours and the stress students (n = 916) experienced at one Canadian community college. Results showed that students engaged in a variety of contract cheating behaviours, and experienced a myriad of stressors both in and outside the college context, including traumatic life events. Those who engaged in commercial contract cheating and inappropriate sharing behaviours experienced significantly higher levels of stress. This result differed by type of stress suggesting that not all stress may lead to violation behaviour. Results also suggest that some students are exposed to more stress than others, which could put them at higher risk for engaging in contract cheating. Understanding contract cheating using the stress process framework draws our attention to how a student's location in the social institutions of work, family, and school, how their positions of advantage or disadvantage, and their involvement in social relationships may produce stress which we have found to be associated with contract cheating. Seeing stress in this way allows post-secondary institutions to address the structural conditions which lead to stress through the development of policy, procedure, and supports for students as they navigate academic integrity throughout their programs.

Penjaminan mutu pendidikan dalam perspektif zonasi mutu

The background of this research is the problem caused by the policy of the zoning radius system that regulates the admission of new students. The policy of this system cannot be denied that students who have achieved things are undervalued because they do not have the opportunity to study at the school of their choice. This results in a reduced student interest in learning. Based on this phenomenon, this study aims to: 1) determine the policy of implementing the zoning radius system; 2) determine the improvement of the quality of education with the policy of implementing the zoning radius system. This qualitative research uses interview, observation, and documentation data collection techniques. The collected data was then analyzed using only qualitative data analysis techniques. The location of this research is Madarasah Aliyah Negeri Rejang Lebong. The sources of data and informants selected were the principal, parents of students represented by the head of the school committee, and the teacher council. The results showed that the perspective of education with a zoning radius system was not very relevant to the location of Madrasah Aliyah Negeri Rejang Lebong in particular, because many students had difficulty accessing the best educational services. Education must be accessible to all people, regardless of the student's location of origin and be non-discriminatory in providing services.

Implementation of Haversine Formula to Determine the Shortest Path Using Web Based Application for a Case Study of High School Zoning in Depok

The zoning system that regulates regional zones for new students is basically carried out to bring the student’s domicile closer to school, the application of the zoning system is carried out at every level by the Regional Government in accordance with its authority. In the application of zoning system, it is necessary to pay attention on the availability of the school capacity which is adjusted to the availability of the number of school-age children at each level in the area. Depok only has 13 Public Senior High School spread across 11 sub-district which can accommodates 3,858 Junior High School graduates. This becomes disproportionate to the number of junior high school graduates which are more than the school available capacity. The condition that occurs is that there is no form of calculating the distance from student's location to the school based on a straight line so that an accurate distance is obtained. In this study, a mapping of the distribution of high school in Depok was carried out, then the distance was calculated using the Haversine formula. Implementation of distance measurement in this study in the form of a website. The results of the study can provide distance information to get school recommendations that are in accordance with the zone criteria, and this study has a good accuracy value of 97.22%.

THE ANALYSIS AND FEATURES OF IMPLEMENTATION OF BLENDED LEARNING MODELS INTO EDUCATIONAL PROCESS AT A HIGHER EDUCATIONAL INSTITUTION

The article presents the analysis of the basic models of blended learning, their features and advantages in the educational process. The author analyzes the following common models: rotation model and its modifications (station rotation model, lab rotation model, flipped model, individual rotation model); flex model; self-blend model; enriched virtual model. It is determined that each model has its own characteristics and needs both insignificant and fundamental changes in the organization of the educational process. Rotation models are aimed at changing the learning environment: the station rotation model changes the modes of work in a classroom; the lab rotation model changes the modes at an educational institution; the flipped model changes the modes in a classroom, at home and does the “flipping”; the individual rotation model provides individually selected mode. Flexible model provides studying the material online independently on individual schedule. The self-blend model allows a student to independently choose courses, which can be studied as an addition to the main courses. The enriched virtual model is not fully individualized, but it involves studying one or more online courses regardless of student's location, whether it ist home, university, or any other place. Based on the analysis of the most common models of blended learning, its general features as educational technology are highlighted. In particular, organizational, technical, informational and methodical features are defined. The organizational feature is the restructuring of the training space: the distribution of working areas (rotation models of blended learning); flipping the rigid organization of training within the classroom and independent work at home (flipped model); and orientation to the student's personal needs (self-blend model, flex model, individual rotation model). The technical features include the provision of educational institutions with computer facilities and the availability of specially equipped classrooms for conducting classes. Informational features include the availability of digital educational resources for learning the content of the discipline and their upload in the educational environment of an educational institution. Methodical features include an increase in the number of different methodological approaches to the organization of training. In this case, the methods of teaching aimed at the development of thinking, life skills, professional skills, problem-solving skills, working skills in cooperation, self-education skills and mutual learning are relevant.

The mutual impact of personality traits on seating preference and educational achievement

Several studies have investigated the association between students' seating positions and their classroom performance. However, the role of personality traits on seating preference in the classroom has not been well investigated. The aim of the study was to understand how students choose their seats according to their personality traits in a classroom context and the influence of personality characteristics and seat selection on educational achievement. The seating positions of the medical students were recorded on an architectural plan during each class session, and the means and standard deviations of the students' locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. The NEO Five-Factor Inventory was used to evaluate the five main personality characteristics of the students. Midterm and final exam scores were used to measure the students' educational achievement. Analysis of variance showed a statistical significance correlation between the interactional zones and both agreeableness and conscientiousness. Mantel–Haenszel analysis showed a statistical significance association between sex and agreeableness and openness to experiences, which was mainly caused by zone II. Among the tested characteristics, a statistically significant relationship was observed between agreeableness and final exam scores. There was a statistical significance difference in openness and extraversion between the students with a high number of absences and their classmates. A relationship between the student's locations in the class, their educational achievements, and some of their personality characteristics are addressed.

Beaming teching application: recording techniques for spatial xylophone sound rendering

BEAMING is a telepresence research project aiming at providing a multimodal interaction between two or more participants located at distant locations. One of the BEAMING applications allows a distant teacher to give a xylophone playing lecture to the students. Therefore, rendering of the xylophone played at student's location is required at teacher's site. This paper presents a comparison of different recording techniques for a spatial xylophone sound rendering. Directivity pattern of the xylophone was measured and spatial properties of the sound field created by a xylophone as a distributed sound source were analyzed. Xylophone recordings were performed using different microphone configurations: one and two-channel recording setups are implemented. Recordings were carried out in standard listening room and in an anechoic chamber. Differences between anechoic and reverberant xylophone sound for binaural synthesis are examined. One-channel recording approach with binaural synthesis for spatial xylophone so...

The effect of seating preferences of the medical students on educational achievement

BackgroundThe seat selection and classroom dynamics may have mutual influence on the student performance and participation in both assigned and random seating arrangement.PurposeThe aim of the study was to understand the influence of seat selection on educational achievement.MethodsThe seating positions of the medical students were recorded on an architectural plan during each class session and the means and standard deviations of the students’ locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. Final exam scores were used to measure the students’ educational achievement.ResultsOur results demonstrate that there is a statistically significant relationship between the student's locations in the class and their attendance and educational achievements.ConclusionTwo factors may effect on educational achievement: student seating in the high interactional zone and minimal changes in seating location. Seating in the high interaction zone was directly associated with higher performance and inversely correlated with the percentage of absences. This observation is consistent with the view that students in the front of the classroom are likely more motivated and interact with the lecturer more than their classmates.

RFID based learning assessment system

Learning Assessment or traditional testing is typically performed with the participation of a proctor, who must be physically present in the classroom at all times. Protecting the integrity of learning assessments, in any form, often involves complicated procedures and adjustments to the assessment process and environment. The Radio Frequency Identification (RFID) based Learning Assessment System (RLAS) is aimed at removing the need for a human proctor and reducing the complexity involved in the assessment. This is particularly important when assessment is more complex than a traditional pencil and paper variety. RLAS integrates RFID tags, Pocket PC (PDA's) and a server to create a complete learning assessment system. RFID tags are used to track students' movements and PDAs are used as communication devices. Students are then monitored by a virtual proctor on a server. In this paper the development of the RLAS system is described and its use as a tool to develop and execute individualized learning environments for students in K-12 is considered. The system integrates audio, video and common textual learning tools depending on the student's location and learning style needs. The system further assesses the effectiveness of the chosen tools in the student's learning process.

Maximizing the Power of Formative Assessments

Formative assessment, done well, represents one of the most powerful instructional tools available to a teacher or a school for promoting student achievement. Teachers and schools can use formative assessment to identify student understanding, clarify what comes next in their learning, trigger and become part of an effective system of intervention for struggling students, inform and improve the instructional practice of individual teachers or teams, help students track their own progress toward attainment of standards, motivate students by building confidence in themselves as learners, fuel continuous improvement processes across faculties, and, thus, drive a school's transformation. Common assessments--those created collaboratively by teams of teachers who teach the same course or grade level--also represent a powerful tool in effective assessment in professional learning communities. Put the two together and the result can redefine the role of assessment in school improvement. But this synergy can be achieved only if certain conditions are satisfied. Three specific questions: How can common formative assessments contribute to productive instructional decision making? How can we make sure those assessments are of high quality? How can we ensure they are used in ways that benefit student learning? Our driving purpose is to maximize the positive impact of common assessments used to promote both student and teacher success. ASSESSMENT AND INSTRUCTIONAL DECISION MAKING If assessment is, at least in part, the process of gathering information to inform instructional decisions, then the starting place for the creation of any particular assessment is seeking clear answers to some key questions (Stiggins 2008): * What is (are) the instructional decision(s) to be made? * Who will be making the decision(s)? * What information will help them make good decisions? Answers will differ depending on the assessment's purpose. To be truly productive, a local district assessment system must provide different kinds of information to various decision makers in different forms and at different times. THREE LEVELS OF ASSESSMENTS Consider how assessments provide information for three different levels--the classroom level, the program level, and the institutional or accountability levels. Classroom assessments. At the classroom level, students, teachers, and sometimes parents need information about what comes next in the learning process and continuous evidence about a student's location in that learning progression. Teachers should have arrayed clearly focused and appropriate achievement standards into learning progressions to unfold within and across grade levels over time. These curriculum maps chart the learner's route to ultimate academic success. A balanced classroom assessment environment uses some assessments in a formative manner to support learning and some in a summative way to verify it, as at grading time. To know what comes next in the learning, one must know where the students are now in their learning. Formative classroom assessments must provide an answer about where a student is located in his or her learning, not once a year or every few weeks, but continuously while the learning is happening. Effective classroom assessments clarify each student's journey up the scaffolding leading to each standard. It is never the case that, first, a student cannot meet a standard and then, all at once, he or she can. Over time, the student masters progressive levels of prerequisite learning that accumulate to mastery of the standard. Ongoing classroom assessment must track that progress in order to know, at any point in time, what comes next in the learning. Such continuous, ongoing assessment is essential to a balanced classroom assessment system. This attention to each student does not require that every assessment be unique to each student or classroom. …

Information-gathering patterns associated with higher rates of diagnostic error

Diagnostic errors are an important source of medical errors. Problematic information-gathering is a common cause of diagnostic errors among physicians and medical students. The objectives of this study were to (1) determine if medical students' information-gathering patterns formed clusters of similar strategies, and if so (2) to calculate the percentage of incorrect diagnoses in each cluster. A total of 141 2nd year medical students completed a computer case simulation. Each student's information-gathering pattern included the sequence of history, physical examination, and ancillary testing items chosen from a predefined list. We analyzed the patterns using an artificial neural network and compared percentages of incorrect diagnoses among clusters of information-gathering patterns. We input patterns into a 35 x 35 self organizing map. The network trained for 10,000 epochs. The number of students at each neuron formed a surface that was statistically smoothed into clusters. Each student was assigned to one cluster, the cluster that contributed the largest value to the smoothed function at the student's location in the grid. Seven clusters were identified. Percentage of incorrect diagnoses differed significantly among clusters (Range 0-42%, Chi (2) = 13.62, P = .034). Distance of each cluster from the worst performing cluster was used to rank clusters. This rank was compared to rank determined by percentage incorrect. We found a high positive correlation (Spearman Correlation = .893, P = .007). Clusters closest to the worst performing cluster had the highest percentages of incorrect diagnoses. Patterns of information-gathering were distinct and had different rates of diagnostic error.

Does “Connectedness” Matter? Evidence from a Social Network Analysis within a Small-School Reform

Background/Context Though cast in many styles and given different labels, the notion that one can improve schools by improving or changing the social context of learning is a common thread that runs through the arguments of many education reformers and scholars. Indeed, a common assertion in education reform is that one needs to create school environments with stronger community, where people are “better connected.” At the heart of such claims—and the topic of investigation for this article—is the notion that the nature of social interactions in schools is a crucial part of schooling. Purpose/Objective In this article, we use social network analysis—a powerful yet underused method in educational research—to gain insight into how social relations give rise to relative advantage within a group of students at a large public high school engaged in small-school reform. More specifically, we ask three questions of this sample of students: First, to what extent is academic performance “contagious” among peers? Second, after accounting for individual characteristics, is a student's location in a social network, as indicated by network density, associated with academic performance? If so, is a norm-enforcing or horizon expansion mechanism primarily responsible for this association? Third, is there a joint effect of peer achievement and network density on academic performance? Setting A large urban public high school implementing a school-within-a-school reform. Population/Participants/Subjects Grade 10 students within one of the schools-within-a-school. Research Design We connect variations in network composition and network structure to hypotheses about the interpersonal mechanisms at work between students. We combine detailed network data on the social relations between students with individual-level data from school records and then attempt to exploit variation in network characteristics across students to make inferences about the role of social relations with respect to academic performance. Data Collection and Analysis The specific data come from two sources: (1) school administrative records that contained information on student grade point averages, absences, standardized test scores, and demographics, and (2) the administration of a Web-based social network survey asking students to cite those with whom they interact in several academic and social contexts. Conclusions We find that network composition (as measured by lagged peer achievement) and network structure (as measured the density of ties between a student's peers) have no average association with student performance after accounting for individual-level characteristics. However, when interacting network composition and network structure, we find a significant joint effect. This implies that the advantages and disadvantages arising from a student's social relations are context dependent and, moreover, suggests that in order to diagnose the impact of building stronger community in schools, it is necessary to consider the network structure of students’ relationships when examining the influence of peers.

Geometric perception in the classroom

Does a student's location in the classroom affect his/her ability to learn the material presented in class? Many researchers have approached this question from a student participation/communication point of view. This paper explores the same question using a different approach: by considering how a student's actual visual perception of material presented during a class depends upon the student's location in the room.