Track Students Research Articles

Transport Safety Mechanism of School Children Using IOT based Smart System

Most of the Students in Sultanate of Oman are using bus to reach their schools. Bus considered as one of the convenient way of traveling. As most of Students are traveling from home to school or vice versa by bus. Safety is the biggest concern and issue. Bus driver and parents are responsible for providing safety and security to the schoolchildren’s. Many of children went to school and never returned home afterwards. This is because the child feels tired and then sleeps after a hard school day. The bus driver did not pay attention to the presence of a sleeping child in the school bus and the bus driver closes the windows and the door, causing suffocation and death. There are also a lot of accidents that might happen on school buses, so researcher are working to find the way of tracking school bus which is very important for the monitoring of location and track students throughout journey from and to school. This research paper presents IOT smart transportation system for a children school. The system consists of IR sensors to calculate the number of students, RFID card and RFID reader to read student data and attendance recording as well as MQ3 sensor for alcohol sensing and to ensure the safety of the driver. It also contains a mobile application to get notifications and messages and shows other information such as the time of riding the student on the school bus and coming off the bus you can also take the latest coordinates and thus follow the bus via Google Map.

Application of a Three-Segment E-learning Mode in Diagnostics Course Based on Rain Classroom

Changes in the educational situation and characteristics of students are posing challenges to modern education. Exploring teaching modes suitable for today’s college students become an important topic. In this study, a new teaching mode of three-segment (pre-, in- and post-class) based on the Rain Classroom e-learning platform was introduced into the processes of teaching Diagnostics Course for students in grade 2015 majoring in clinical medicine. The research were conducted by three-segment including that the teacher shared the pre-class learning materials with students before class, while real-time communication and timely feedback on teaching efficiency in class, and at last homework assignments were shared and still tracked the students, learning after class. The results of the new teaching mode were assessed mainly through the whole teaching and learning performance, final examinations and questionnaires as well. Compared with students in grade 2014 clinical medicine major who were adopted the traditional teaching mode, students in grade 2015 had a significantly higher pass-rate, and the percentage of high-score on the final exam was also higher. In questionnaires, students in grade 2015 generally recognized that the new teaching mode was conducive to improving learning outcomes. In conclusion, the investigation and application of the Rain Classroom platform-based new teaching mode of Diagnostics was a successful trial. This new teaching mode can significantly improve teacher-student interaction; help teachers track students’ learning outcomes throughout the teaching process and effectively regulate the teaching strategies. Fundamentally, it can improve students, learning interest, promote active learning and enhance academic performance among students.

System for creation, support and tracking of interactive learning activities

The paper presents a study in the field of m-learning with interactive learning content. The approach used is to integrate a system (plug-in), which converts learning activities into EPUB learning content, suitable for usage and tracking on any mobile device, with an existing e-learning environment, full with learning courses. Therefore, a plug-in for exporting learning content from the Learning Management System Moodle into an EPUB interactive book is developed. The plug-in can export the following Moodle resources and activities: labels, files, folders, URLs, pages, books, lessons and tests. The data about students’ learning activities is collected through xAPI statements, stored in a Learning Record Store. On the basis of the stored data, various types of reports are generated, which help teachers track students’ progress. The software is tested with real users and short statistics are derived from their opinions in six areas (practical applicability; design; accessibility; interactivity, support and feedback; communication and collaboration; understanding).

A Study on Transformation of Education Sector through Digitalization

Digitalization is the latest wave of innovation that is connecting people all over the world. Digitalization is a converging of Information technology, telecommunication, internet and other related technologies. Transformation and telecommunication have been supreme in education sector with extensive change was made in this era. Technology has made everything much uncomplicated and rapid, in this scenario of digitalization; it is an essential for the education sector to adapt new technologies for learning. Digitalization brings in a more practical perspective of tracking students’ performance. In this scenario, a digitalization is a big time saver; a digital path can take place a major role for fulfilling students’ enhancement. Digitalization affords a safe mode of education which is clear and responsible. Through digitalization students can improve in their progress. Educators from different categories of all level to understand the importance of digitization. In this current scenario, digitization are making more attractive in education sector which are directly influencing student education.

Bridging Disciplines with a New and Interactive Online Course: Drug & Nutrient Interactions

Abstract Objectives The purpose of this project was to design, develop and implement an online two-credit course, Drug & Nutrient Interactions, as an elective for a new online Graduate Certificate in Applied Nutrition and Culinary Medicine at the University of Kentucky. Methods Drug & Nutrient Interactions was designed to meet the needs of select student cohorts: undergraduate Pharmacology minors, graduate students enrolled in the Masters in Nutritional Sciences program, and online graduate certificate students. Faculty within the Dept. of Pharmacology and Nutritional Sciences and the Division of Clinical Nutrition were consulted to identify curricular gaps and to avoid redundancy across programs. Instructional designers were consulted to identify evidence-based best practices in online course design and teaching. Results Content of the Drug and Nutrient Interactions course is structured within four thematic modules: 1. Introduction to Pharmacology and Food & Drug Interactions, 2. Exploring Drug-Nutrient Interactions, 3. Genes, Bugs & Time, and 4. Current and Future Directions in Nutrition & Pharmacology. Each module is three to four weeks in duration, to span a 14-week semester. Each week, students’ tasks include reading, watching, writing, and reviewing content related to the student learning objectives. Methods to promote student engagement with the content recur week-to-week, to ensure consistency for students’ experience. An eBook was written by the instructors to provide a current and interdisciplinary review of the intersections of nutritional sciences and pharmacology in the course. In lieu of proctored online exams, module-level assignments assess students’ achievement of learning outcomes. Drug & Nutrient Interactions launched in fall 2019 with nine students enrolling and completing the course. Course analytics track student engagement by logging page views and participation. Increasing students’ page views and participation align with due dates for module assignments. Therefore - in spring 2020, deadlines were shifted to a weekly timeline to foster consistent engagement. Conclusions Instructors should explore various methods to foster student-content, student-student and student-instructor engagement in an online learning environment. Funding Sources This course project was funded by a UK Online award & an Alternative Textbook grant.

Strategies to Track Student Progress in SHAPE America Standards 3 and 5

Standards 3 and 5 for the SHAPE America National Standards for K-12 Physical Education address the importance of maintaining a health-enhancing level of physical activity and valuing physical activity. A number of helpful tools, including Godin-Shephard Leisure-Time Physical Activity Questionnaire and The Physical Activity Enjoyment Scale (PACES) allow physical educators to assess student progress both in terms of their daily physical activity levels and their attitudes towards physical activity. By systematically tracking student daily physical activity levels and attitude towards physical activity, physical education teachers will be able to more accurately determine to what degree students in their classes are meeting SHAPE Standards 3 and 5.

ASSESSMENT OF AN INNOVATIVE GROUP-BASED LEARNING TECHNOLOGY TO IMPROVE STUDENTS’ PERFORMANCE

Group-Based Learning (GBL) is a well-established and widely-used collaborative student-centric pedagogy in education. It provides improved learning, better classroom participation and enjoyable learning experience for students. Through GBL, students interact and learn from each other under the supervision of a teacher. Students are usually given a task to work on whilst the teacher goes around supporting and assessing them. Unfortunately, there exist several drawbacks of GBL: tracking individual student learning progress is extremely difficult; student grouping is usually done in an arbitrary manner; typically, group assessment marks are noted manually by the instructor; this results untimely and delayed feedback to students about their performance. Currently, all software applications are unable to solve these issues. Here we report on an innovative technology-based app (Group Based Learning or GBL) that greatly improves student learning and reduces teachers’ workload by eliminating hours of work on analyzing student data, reporting and providing timely feedback to students. The GBL app is based on a recently introduced ROFSET (Real-time Objective Feedback System for Effective Teaching) Framework. This App allows both the teacher and students to capture key data on all important 21st century skills within group learning. The analysis of the data is done automatically in real-time and is available for students and teachers. Our results show that using the GBL app, the students became much more responsive to learning. Also it allows the teacher to identify and support students who need more help (differentiated learning). In this work we present our findings on tracking students’ skills in the following areas: Social, Communication, Analytics, Leadership and Effort (SCALE) for an introductory Physics class.

Automatic Student Attendance System using Face Recognition

The most common difficulty that every teacher faces in class room is to take the attendance of the students one by one in each and every class. For the time being many automated systems has been proposed for taking student attendance. In this paper, I introduced an automated student attendance system based on the use of unique techniques for face detection and recognition. This system automatically detects the student when he or she enters the classroom and recognizes that specific student and marks the student's attendance. This method also focuses on the specific features of different attributes such as the face, eye and nose of humans. In order to evaluate the performance of different face recognition system, different real-time situations are considered. This paper also suggests the technique for handling the technique such as spoofing and avoiding student proxy. This system helps track students compared to traditional or current systems and thereby saves time.

Different counselors, many options: Career guidance and career plans in secondary schools

AbstractCareer guidance assists students with the school-to-work transition. Based on a survey conducted in secondary schools in Germany, we analyze career guidance activities and how these affect career plans. The take-up of career guidance depends upon the school track attended, and the school and the class setting, while personal characteristics are barely relevant. The effects of counseling depend upon the type of counseling provider. Counseling by the employment agency reduces plans for educational upgrading and increases the probability of applying for an apprenticeship, while the effects of counseling by school counselors works in the opposite direction for lower track students.

Does Participation in Obstetrics and Gynecology Subspecialties Improve Clerkship Outcomes?

The primary objective is to determine if participation in subspecialty rotations during Ob/Gyn core clerkships improves student performance as measured by National Board of Medical Examiners (NBME) Ob/Gyn clinical science subject exam scores, clinical evaluations, and final clerkship summative grades when compared to students without focused subspecialty time. This is a retrospective study of third-year Alpert Medical School of Brown University (AMS) Ob/Gyn core clerkship students at a single institution (Women and Infants Hospital in Providence, RI) from 2012 to 2017. Participation in Maternal Fetal Medicine (MFM) and/or Gynecologic oncology (Gyn Onc) subspecialty track (a one-week focused experience), NBME Ob/Gyn clinical science subject exam raw score, clinical evaluation score, final clerkship summative grade, and decision to pursue Ob/Gyn as a career were analyzed. There was no significant difference in NBME scores or final clerkship summative grade when comparing general track students to the subspecialty track. There was a significant difference in the clinical evaluation scores between general track and sub-specialty track students (p < 0.002). Of the students who pursued an Ob/Gyn residency, 75% participated in a subspecialty track. Exposure to subspecialty fields is not uniform during core clerkships. Our study indicates that using core clerkship time for early subspecialty exposure does not negatively impact student outcomes, and potentially improves clinical evaluations.

Implementation of Computer Bases Assessment on Students’ Aptitude Using Online and Multimedia Test for Talent Mapping

Each individual has different aptitudes and personalities. As a very important role, schools can map students’ interests according to students’ talents and interests. This is very important because proper placement of interest can support students’ academic ability. This study aims to create a standard measurement that can be used for mapping and tracking students’ talent in high school becomes easier and measurable. There are 5 aspects related to aptitudes in this research such as visual reasoning test, numerical reasoning test, verbal analysis test, spatial recognition test and vocabulary test. The Rasch model was used to analyze the difficulty level of the item, and from the results of the study showed that the difficulty level of the item was in the normal distribution at the interval - 4.5735 to 6.4989. By using the Google Form tool, students’ aptitudes tests are developed and presented in varied form and can provide test result information automatically. The use of Google Form has several advantages, such as (1) the test does not have to be done simultaneously at the same time and place, (2) the item can be made more interesting because it can use images and audio visual facilities and (3) there is no need to duplicate the test paper since it is computer-based tests to minimize test administration.

A Structural Equation Model of Academic Performance in Research of Senior High School Academic Track Students

The study's foremost objective is to generate a good fit model for academic performance in research of senior high school students considering academic performance in English language, academic performance in ICT, and core values as exogenous variables. This study utilized the descriptive correlational design and structural equation modeling. This study's respondents were the 366 graduates of Santo Tomas National High School, senior high school academic track for the school year 2019 - 2020. The data were taken from the advisers of senior high school students. The results revealed that the academic performance of senior high school students for the subjects English language and research, as well as the core values, were high, while the academic performance in ICT was very high. It was also revealed that all the exogenous variables are positively and significantly correlated with the endogenous variable. Besides, all the exogenous variables were found to be significantly influencing the endogenous variable. Moreover, the four models were tested through structural equation modeling, and the generated model four was found to be a good fit model for academic performance in research. The model demonstrates that academic performance in English and its association with core values are significantly predicting the students' outcomes in research.

Is academic tracking related to gains in learning competence? Using propensity score matching and differential item change functioning analysis for better understanding of tracking implications

This study analyzes gains in cognitive components of learning competence with respect to cohorts based on ability tracking in a Czech longitudinal study. Propensity score matching is used to form parallelized samples of academic and non-academic track students and to eliminate the effect of selective school intake. We applied regression models on the total scores to test for the overall track effect. Furthermore, we analyze scores and gains on the subscores and check for differential item functioning in Grade 6 and in change to Grade 9. While after 3 years, no significant difference between the two tracks was apparent in the total learning competence score, we did, however, find significant differences in some subscores and in the functioning of some items. We argue that item-level analysis is important for deeper understanding of the tracking implications and may provide the basis for more precise evidence-based decisions regarding the tracking policy.

The Development of Students’ Aptitude Test in Online and Multimedia Based Interests Group Selection

Each individual has different aptitudes and personalities. Schools have a very important rules to map students’ interests according to students’ talents and interests. This is very important because proper placement of interest can support students’ academic ability. This study aims to create a standard measurement that can be used for mapping and tracking students’ talent in high school becomes easier and measurable. There are 5 aspects related to aptitudes in this research such as visual reasoning test, numerical reasoning test, verbal analysis test, spatial recognition test and vocabulary test. The Rasch model was used to analyze the difficulty level of the item, and from the results of the study showed that the difficulty level of the item was in the normal distribution at the interval -3.57 to 4.5. By using the Google Form tool, students’ aptitudes tests are developed and presented in varied form and can provide test result information automatically. The use of Google Form has several advantages, such as (1) the test does not have to be done simultaneously at the same time and place, (2) the item can be made more interesting because it can use images and audio visual facilities and (3) there is no need to duplicate the test paper since it is computer-based tests to minimize test administration.

Pre-Service EFL Teachers’ Motivation and L2 Competency: Comparing Teaching and Non-Teaching Track Learners

This study compared teaching and non-teaching track pre-service EFL teachers’ motivation and self-competency in learning English as an L2. The purpose of this investigation was to examine the effect of prospective status on teaching profession in mediating differences in the criterion measures (motivational intention, L2 self-competency, and attained proficiency). A total of 80 students enrolled in a pre-service teacher education program were measured on motivational intention, ideal and ought-to L2 selves, instrumentality (promotion and prevention) and integrativeness along with L2 self-competency using a questionnaire. The participants also reported on reasons for their selection and non-selection of teaching profession along with perceived difficulties in pursuing a L2 teaching career in a semi-structured interview. The study shows that teaching track students were much stronger in motivational intention and integrativeness, while the non-teaching group was noticeably higher in instrumentality (prevention) and ought-to L2 self. Instrumentality in each group revealed a differing level of functioning where the preventive side served as the strongest predictor of attained proficiency yet only in the nonteaching group. Profession status had a significant main effect on levels of motivational intention, but not on L2 self-competency nor on attained proficiency. Implications of the findings are discussed.

Integrating biochemistry into a program serving multiple tracks in medical laboratory science

This Education Case Study addresses two issues: the program-identified need for more biochemistry content in the pre-requisite course, Organic Chemistry I, and its availability to the Medical Laboratory Science Online Career Ladder track students. The underlying principles for resolving the issues are the constraints of the program curriculum and the unavailability of an online organic chemistry course at Georgia Southern University. The first step in addressing the issues involved collaboration between the Medical Laboratory Science and Chemistry faculty members to identify the specific biochemistry topics on which program courses build. Since the Biochemistry I course has the pre-requisites of two semesters of Organic Chemistry and the medical laboratory program of study only had room for one course in this area, a new course was designed to address the program-identified content need. The new course was offered in a face-to-face format but one of the program tracks utilizes entirely online instruction. To allow those students access to the new course, the course instructor obtained e-Faculty status and undertook designing an online version. The process included the expertise of an instructional designer and the resulting online course was rich in content and teaching strategies to provide the social presence necessary for student engagement in that venue. The online course immediately earned Quality Matters Certification and has been offered three times to date. Forty-one students have taken the new course. Of those eligible to apply, 71% entered the Medical Laboratory Science program and 78% of the entrants have graduated or are on track to do so. The average course GPA data for the 5 cohorts reveals that the strong level of student success in the face-to-face course has not been observed in the online course (3.55 and 2.53, respectively) requiring continued efforts to deliver content, engage students, and assess learning in alternative ways.

Centralized Education Management Information System for Tracking Student’s Academic Progress in Tanzanian Secondary Schools

This research article published by the International Journal of Modern Education and Computer Science (IJMECS), 2019

Tracking students’ performance in higher education: The transition from national benchmark tests to quantitative literacy intervention course

This study, situated in the context of higher education, seeks to track the performance of students whose National Benchmark Tests performance is known in a Quantitative Literacy intervention course. The study used the repeated measures Analysis of Variance and t-tests in tracking the performance of students. Furthermore, student-test answer sheets were used to understand the challenges they were facing in the intervention course. The results show that the trajectory of the students’ performances from the NBT Quantitative Literacy test to the end of semester Quantitative Literacy course examination scores had an upward trend. These findings provide a starting point for understanding students’ experiences as they transit from NBT Quantitative Literacy to the final examination of Quantitative Literacy intervention course.

Development of Subjective Well-Being in Adolescence.

Despite the importance of subjective well-being (SWB) for students’ mental and physical health, there is a lack of longitudinal studies investigating the development of SWB in adolescents and what factors are associated with it over time. The present study seeks to shed further light on this question by investigating adolescents longitudinally. A sample of German academic tracks students (N = 476) from five schools were followed longitudinally over a time period of 30 months with four measurement points from Grade 11 to Grade 13. Alongside the longitudinal assessment of SWB (mood and life satisfaction), a range of other factors were also assessed at t1 including; demographic factors (sex, age, socio-economic status (HISEI)), intelligence, grades (report cards provided by the schools), personality (neuroticism, extraversion) and perceived parental expectations and support. Latent growth curve models were conducted to investigate the development of SWB and its correlates. On average, mood and life satisfaction improved at the end of mandatory schooling. However, students significantly differed in this pattern of change. Students’ life satisfaction developed more positively if students had good grades at t1. Furthermore, even though introverted students started with lower life satisfaction at t1, extraverts’ life showed greater increases over time. Changes in mood were associated with socio-economic background; the higher the HISEI the more positive the change. As social comparisons in school performance are almost inevitable, schools should intervene to buffer the influence of school grades on students’ SWB.

Assessing lower track students\u2019 learning in science inference skills in Singapore

It is a generally held view amongst educators today that the development of students’ inference skills is an important aspect in their education as 21st Century learners as it requires higher order cognitive competences. Oftentimes, students in the lower tracks are considered slower learners and may have difficulties with the development of such skills. There is, however, limited empirical evidence to support such claims. As a result, there is a lack of understanding how such skills are taught, and how lower track students acquire them. The purpose of this study is to investigate lower track students’ science inference skills over one academic year, to better understand their learning and development. To determine this, three multiple-choice science inference skills tests were developed based on science syllabus and administered over a 9-month period. In total, 1397 Grade 7 lower track (i.e., Normal Academic) students from 38 Singapore secondary schools participated in the study. The students’ performances were determined through three equated tests using Rasch common-item procedures. The results showed that students experienced greater difficulty with tests over time. They particularly had difficulties with questions pertinent to graphs, tables, diagrams, or charts, or required them to extend their thinking beyond the given information. They also had difficulty in deducing answers using the elimination technique, and items that involved experiments and variables. Items that involved pattern recognition, concluding using range, application of a given concept, and limited information were easier for them. The findings also have implications for science teacher education in terms of assessment literacy, and the science teaching of lower track students.