Track Students Research Articles

Educational Application for Institute

Abstract: Physical schoolroom learning today isn't longer applicable to the younger generations. Net and distance learning which is usually called online education plays a significant role in the country's education system. Simply, online education provides a sample of advantages to young learners.Institute Management Systems helps lecturers to complete grade books, track students’ group activities, take quizzes, input category notes, produce lesson plans and elaborated reports, and communicate with different workers members, students, and fogeys all via e-mail. It conjointly helps Students to access assignments and tests, and consider group action records, grades, report cards, and progress reports all online. They can also communicate through mail and forums with lecturers and different students online. The form contained queries of open sort associate degree queries within thestyle of an assessment scale. The obtained results have shown that students and lecturers square measure responsive to the advantages of project teaching andparticularly emphasize the contribution to the development of scholar’s skills.

Revolutionizing Quranic Education for 4th Grade Student Through Customized Open-Source Operating System

This study aims to develop an open-source and legal operating system for Quranic education that can be used for teaching the Quran to 4th-grade students using a computer. The operating system display is customized using code commands and Gnome Tweak Tool, and includes themes, shells, icons, fonts, OS logos, backgrounds, booting screens, and multimedia. The IQROS Linux distribution was designed to assist teachers in teaching Quranic lessons to elementary school students, and was evaluated using a questionnaire at a particular elementary school in Indonesia. The study found that the majority of respondents agreed that the color and background design were appropriate, and the use of IQROS Linux was suitable for facilitating religious learning. The software was found to help teachers with their work and increase student interest in learning the Quran, demonstrating the potential of IQROS Linux to enhance religious education in elementary schools. The relevant future resreach is to conduct a longitudinal study to assess the long-term impact of using IQROS Linux on students' Quranic learning outcomes. This could involve tracking students' progress over several years to measure their retention of Quranic knowledge and their ability to apply it in their daily lives.

Analyzing the Impacts of Code-switching on Foreign Language Classroom Anxiety and English Language Problems through Path Analysis

This study mainly intended to identify the mediating effect of code-switching on the relationship between foreign language classroom anxiety and English language problems. It also aimed to determine the level of the variables and to determine the relationships that naturally exist between them. It employed descriptive-correlational research design. The study was conducted in three private schools in Davao City, Philippines, between May 2022 and March 2023. This study included 300 senior high school academic track students from three private schools in Davao selected using stratified sampling technique. The data were gathered online using an adapted survey questionnaire which has been tested for content validity and checked for reliability using Cronbach Alpha. The data were analyzed using Mean, Pearson’s r, and path analysis. Results revealed that code-switching had no mediating effect on the relationship between foreign language classroom anxiety and English language problems (P=.509). Additionally, it was indicated that there was a high level of foreign language classroom anxiety (X̄=3.61) and code-switching (X̄=3.93) and a moderate level of English language problems (X̄=3.05). It was also revealed that there is a significant and positive relationship between foreign language classroom anxiety and English language problems (R=.624, P=.000), foreign language classroom anxiety and code-switching (R=.451, P=.000), and code-switching and English language problems (R=.257, P=.000). Thus, the findings of the study showed that the use of code-switching neither removed nor significantly reduced the relationship between foreign language classroom anxiety and English language problems. This study prominently offered clarification on the ongoing global debate on whether code switching has beneficial or detrimental effect on English language learners.

Curriculum and national identity: Evidence from the 1997 curriculum reform in Taiwan

This paper examines the causal effects of textbook content on individuals’ national identity, by exploiting a curriculum reform that introduced a new perspective on Taiwan’s history for students entering junior high school after September 1997. Using a repeated nationally representative survey and a regression discontinuity design, we show that students exposed to the new textbooks were more likely to hold exclusive Taiwanese identity rather than dual identity (i.e. Taiwanese and Chinese). The effect was greater for academic track students and those living in neighborhoods where fewer people identify as Taiwanese. In addition, our results suggest that the new curriculum had little impact on people’s political preferences related to Taiwan independence. Finally, we find that the probability of reporting as Taiwanese among old textbook readers converges with that of people reading new textbooks in the long run since the perspectives of old textbooks are in conflict with the recent social trends.

Tracking Student (Dis)Engagement Through the Pandemic: What Colleges & Universities Can Do to Foster an Engagement Reset

The conditions of the pandemic beginning in March 2020 and ensuing changes in mode of instruction and limitations on co-curricular and experiential learning opportunities presented a significant disruption for higher education. Now in the third year of the coronavirus pandemic, we have evidence of the enduring impact on students and learning the identification of a pandemic-induced strain of student disengagement. In this essay, I examine evidence for student engagement during the pandemic and discuss what these findings suggest for current claims about disengagement. Documenting student experiences and outcomes of this generation-defining experience is important to higher education history and to addressing current realities in colleges and universities such as the purported problem of disengagement. Student engagement results provide a window into what is contributing to students’ struggles and disengagement, illuminate strengths upon which to build, and afford insights for colleges and universities to reset student engagement.

The Impact of Transition Intervention in High School on Pathways Through College

Objective: In 2009, the Kentucky General Assembly found unacceptable and costly the ongoing high numbers of high school students requiring remediation once they enter higher education. The state passed legislation to better align secondary and college education, establishing a diagnostic cycle that would become its Targeted Interventions (TI) program. Using 11 years of panel data, this study tracked college progression of seven cohorts of students in order to estimate the impacts of this program. Method: Using student-level administrative data from the state of Kentucky that tracks students from high school through college, a difference-in-regression-discontinuity design was used to compare how students just below college readiness benchmarks fared relative to those just above once TI was implemented. Results: The TI program significantly increased the likelihood that students took at least 15 credits during their first term, a key predictive measure for college completion. However, these early effects did not translate into detectable impacts on the likelihood of earning enough credits to graduate from college or likelihood of transfers from a 2-year to a 4-year college. One possible explanation for this pattern is that TI appears to have crowded out other core courses in high school, especially in math, without increasing total instructional time. Findings suggest that the standards used by high schools to judge student progress toward college readiness may be consistent with the skills needed to place out of developmental courses, but not sufficient to better prepare students for college-level instruction. Contributions: To our knowledge, this is the first study to explore how TI shapes longer term college outcomes. The transition curriculum, while helping students avoid the need for college developmental courses, did not help a measurable share of students develop necessary skills to progress through college relative to what they would have otherwise taken. A possible explanation for these findings is that high school-to-college transition interventions that do not increase total instruction time do not sufficiently move the needle on the college preparedness among high school graduates. For states concerned with the number of students entering college deemed not college ready, it appears that high school-to-college transition interventions that supplant instead of supplement regular high school curriculum have a limited scope for impact on long-run college success.

Implementation of Law of the Republic of Indonesia Number 20 of 2001 Concerning Amendments to Law Number 31 of 1999 Concerning the Eradication of Corruption Crimes Against Selection Bribery Cases Independent Pathway Students

This study aims to find out and analyze the phenomenon of bribery cases for independent path student selection and find out and analyze about the factors causing and impacting corruption. This research belongs to the normative type of research. So it can be known that the act of bribery in the phenomenon of bribery cases of independent track students has a damaging impact that is as bad as the criminal act of bribery bribery that occurs in the public domain, so it is necessary to take concrete steps to criminalize the act of bribery. Bribery as stipulated in the UUTPK is very diverse, the threat of criminal penalties and fines regulated in it also varies, causing legal uncertainty in law enforcement and contrary to the principle of legality. In addition, corruption is caused by many factors, both political, legal, economic, organizational, and cultural. Economic factors, such as low salaries, losses suffered, poverty, and others are often considered the dominant factors.

Tracking Students’ Progress using Big Data Analytics to enhance student’s Employability: A Review

The amount of data made available is enormous. Hence having a way to track both learners' progress and enable the institutions to identify and track their success rate, status, achievements, and weakness in comparison to other benchmarked institutions would allow them to be more proactive and progressive. Benchmarking would help check the performance rate of their learners, faculty and curriculum performance against similar ones for better insights into potential future enhancements. The end result would be to enable decision makers to detect, analyse, understand and predict the following: education progress, learners’ behaviour, and course outcomes. This research paper will provide an insight on various aspects of Big Data Analytics (BDA), for the above purpose by reviewing various practices being followed. Finally, authors will provide recommendations for successful implementation of BDA to track students’ performance and take necessary actions. This will be helpful in tracking their academic progress and hence enhance their employability skills by identifying the areas of improvements.

"COVID-19 Was the Publicist for Homeschooling" and States Need to Finally Take Homeschooling Regulations Seriously Post-Pandemic

Homeschooling was rapidly growing in the U.S. even before COVID-19. The pandemic accelerated this growth by quickly exposing nearly every American family to homeschooling in some form. The pandemic has ushered in a new age of homeschooling characterized by flexibility, technology, collaboration, and alternative forms of schooling beyond the traditional parent-teaching-child framework. Although the Supreme Court has never recognized a fundamental right of parents to homeschool their children, it has repeatedly recognized that parents have the right to direct their children’s education and to choose to educate them in the way they deem fit. There is debate as to what level of scrutiny homeschooling statutes and regulations should be subjected to, but it is clear that the states must balance their own interest in ensuring children have access to education with the presumption that parents may direct their children’s education, and the strong historical basis for doing so in the home. States currently impose varying degrees of regulation with no uniformity and little enforcement. As homeschooling grows, the law must develop to support parents who choose to homeschool while imposing enough regulations to which the state can keep records of every student, track students’ progress, and increase the visibility of these students to protect them from abuse. This can be accomplished through annual notice requirements, certification of work by certified educators, minimum education requirements for homeschool educators, and wider homeschooler access to public extracurricular programs.

Inculcating Design Thinking Methodology in the Minds of First Year Engineering Students: A Step Towards Entrepreneurial Thinking

Every economy needs entrepreneurs to fill gaps and promote innovative products with the necessary expertise and hard work. An entrepreneurial culture hastens a nation's overall development because it promotes nurturing a greater number of venture capitalists which eventually boosts nation’s economy. Rajarambapu Institute of Technology (RIT) Rajaramnagar, an Autonomous Institute has adopted choice-based curriculum system (CBCS) in 2017-18 which included Entrepreneurship development (ED) as one of the four tracks with the objective to transform students into entrepreneurs. It was observed that, there is dire need to initiate entrepreneurial thinking course in first year engineering curriculum to acquaint students with problem solving and creative thinking skills, communication skills and teamwork which are very important for an entrepreneur. Hence, the course ‘Creativity, Design Thinking and Entrepreneurial Mindset’ was commenced as an open elective for first year engineering students from the academic year 2018-19. In this paper, course details are presented along with course outcomes and In-Semester evaluation (ISE) plan. Design thinking methodology is illustrated phase wise with help of students’ project case study. Innovative active learning tools and techniques were developed to map the required skills for an entrepreneur. Due to this strategically developed active learning tools, course CO attainment has improved from the year 2018-19 to 2021-22; CO1 has improved by 37.09 %, CO2 increased by 47.54%, CO3 by 40.30 % and CO4 improved by 28.98 %. Moreover, number of prototypes developed by the students were 4 in the year 2018-19, which elevated to 15 (increased by 275 %) in the year 2021-22. Furthermore, there was improvement in final year ED track students of 2021-22 as compared to 2020-21; 25 students entered ED track during the year 2020-21, out of which 6 students (24 % students) converted their ideas into startups, while during the year 2021-22, 28 students opted for ED track, from which 13 (46.4 % students) established their startups. Lastly, ED track mentors survey results are reported for the year 2020-21 and 2021-22, which clearly illustrate that ED track students’ entrepreneurial knowledge and abilities, students’ attitude towards entrepreneurship as a career option and students’ entrepreneurial self-efficacy has improved than the previous years. Keywords— Design Thinking; Entrepreneurial culture; Startup Ecosystem; Active learning

“Belonging Analytics”: A Proposal

It is well-established that a student’s sense of belonging is associated with successful transition into higher education, along with a raft of positive outcomes including enhanced learning, well-being, and attainment for all students. The importance of belonging was further heightened by the Covid-19 pandemic, as the increased shift to online learning highlighted the challenges of monitoring and supporting student belonging in online settings. A significant challenge lies in the contested nature of belonging, as well as its complexity – students’ experience of belonging is both dynamic and contextual. In creating a new agenda connecting the fields of belonging and learning analytics, we propose the idea of “belonging analytics” to address the challenge of tracking students’ belonging. We present the emerging landscape of belonging by discussing how the advancements in the learning analytics field indicate great potential for the field to explore how digital trace data, narratives, textual data, or a combination, could be harnessed to gain insights into the ongoing experience of belonging, and consequently, to support belonging. We conclude with a set of open questions to interested researchers, to advance the field of belonging analytics.

Mechanisms for Objectivity Ensuring and Fraud Prevention in the Online Academic Assessment

The recent online teaching experience we all were forced into during the pandemic period made us reflect on the existing teaching practices and their efficacy, while imposing on finding new ways, roles and functions for the classical teaching, learning and assessment activity. Academic assessment in particular proved to be a challenge in the sense that new and unexpected isses had to be managed. While the use of digital platforms offered support for new assessment and evaluation strategies, including improved feedback and ways of tracking students’ development, sensitive issues such as that of avoiding exam fraud risks, and the need for improving evaluation validity and authenticity appeared. The present paper offers an insight on university students’ and teachers’ perception on academic assessment, its added value and risks. It also provides some empirical proves for the need of integrating valuable lessons from the online evaluation experience and transfer them in hybrid and onsite academic education process.

Multimodal Data Fusion to Track Students’ Distress during Educational Gameplay

Using multimodal data fusion techniques, we built and tested prediction models to track middle-school student distress states during educational gameplay. We collected and analyzed 1,145 data instances, sampled from a total of 31 middle-school students’ audio- and video-recorded gameplay sessions. We conducted data wrangling with student gameplay data from multiple data sources, such as individual facial expression recordings and gameplay logs. Using supervised machine learning, we built and tested candidate classifiers that yielded an estimated probability of distress states. We then conducted confidence-based data fusion that averaged the estimated probability scores from the unimodal classifiers with a single data source. The results of this study suggest that the classifier with multimodal data fusion improves the performance of tracking distress states during educational gameplay, compared to the performance of unimodal classifiers. The study finding suggests the feasibility of multimodal data fusion in developing game-based learning analytics. Also, this study proposes the benefits of optimizing several methodological means for multimodal data fusion in educational game research.

The activity of evaluating training results for high school students

Evaluate the student's training results based on the requirements to meet the essential qualities and general competencies according to the levels appropriate to the subject, the educational level specified in the Education Program, and the requirements to be met. Specific competencies are identified in the Curriculum of the general education program. Subject teachers, based on the provisions of Point a, Clause 1, Article 8 of Circular 22/2021/TT-BGDĐT of the Ministry of Education and Training, to regulating the evaluation of training results of high school students to comment and evaluate training results, progress, outstanding advantages, significant limitations of students in the course of training and learning the subject, and track students' learning and training. Refer to comments and assessments of subject teachers, feedback of students' parents, agencies, organizations, and individuals involved in the student education process; guide students to make self-comments; based on that, to comment and evaluate the students' training results according to the prescribed levels.

Building an Open Sharing Platform for ELT Courses: The Example of MOOC Network

English language teaching (ELT) has become an essential and indispensable part of primary education in today’s increasingly frequent international exchanges, and MOOC, as a massive online teaching model integrating content and learning support services, is leading a pedagogical transformation, providing a historic opportunity to build an open sharing platform for ELT. However, developing an open sharing platform around MOOC networks is still challenging, especially for English courses, where various course designs significantly increase the difficulty of tracking students’ learning status. Therefore, we introduce RNN-based sequence-to-sequence knowledge tracing models as the software foundation of the shared platform. The transformer model is further chosen to simulate students’ historical learning trajectories to solve the problem of long-term dependency in traditional models. The research results have important theoretical and practical implications for building an open sharing platform for ELT courses.

Pilot Research into the Perceived Importance of Educational Elements and an Application for Detecting Progress through the Perspective of Practice

Data analysis and the development of learning skills based on monitoring students’ progress are aspects in demand by schools and students. Quite a lot of studies deal with Learning Analytics Dashboards. There is a limited number of studies that take into account the supply of such tools on the market. In this pilot study, the researchers present findings on the attitudes of 19 higher education institutions from the Czech Republic, Belgium, Germany, Greece, the Netherlands and Poland, along with 14 secondary schools from the Czech Republic, towards the proposed web-based application for supporting learning and providing automated feedback on student progress in accounting education. The aim of this section was to find out how schools perceive the importance of the proposed application and its specific parameters. The study also presents the current product offer on the Czech market and the interest among 112 companies in developing such an application. The findings revealed that there is no such tool offered on the Czech market, and the majority of the analyzed companies are interested in its development. The schools evaluated the learning tool as being most important in the area of distance learning, and most useful for the visualization of accounting methods based mainly on imagination. The value of such an application is seen in supporting self-study, providing information on attitudes and current abilities, and tracking students’ learning progress.

Investigating students' use of self‐assessments in higher education using learning analytics

AbstractBackgroundFormative assessments are vital for supporting learning and performance but are also considered to increase the workload of teachers. As self‐assessments in higher education are increasingly facilitated via digital learning environments allowing to offer direct feedback and tracking students' digital learning behaviour these constraints might be reduced. Yet, learning analytics do not make sufficient use of data on assessments.AimsThis exploratory case study uses learning analytics methods for investigating students' engagement with self‐assessments and how this relates to performance in the final exam and self‐reported self‐testing strategies.Materials & MethodsThe research study has been conducted at a European university in a twelve‐weeks course of a Bachelor's program in Economic and Business Education including nenroll = 159 participants. During the semester, students were offered nine self‐assessments each including three to eight tasks plus one mid‐term and one exam‐preparation self‐assessment including all prior self‐assessments tasks. The self‐assessment interaction data for each student included: the results of the last self‐assessment attempt, the number of processed self‐assessment tasks, and the time spent on the last self‐assessment attempt, the total self‐assessment attempts, and the first as well as last access of each self‐assessment. Data analytics included unsupervised machine learning and process mining approaches.ResultsFindings indicate that students use the self‐assessments predominantly before summative assessments. Two distinct clusters based on engagement with self‐assessments could be identified and engagement was positively related to performance in the final exam. The findings from learning analytics data were also indicated by students' self‐reported use of self‐testing strategies.DiscussionWith the help of multiple data from self‐reports, formal exams, and a learning analytics system, the findings provided multiple perspectives on the use of self‐assessments and their relationships with course performance. These findings call for applying assessment analytics and related frameworks in learning analytics as well as providing learners with related adaptive feedback.ConclusionFuture research might investigate different (self‐report) variables for clustering, other student cohorts or self‐assessment forms.

Tracking Student Outcomes Through Instructional Choices in Physical Education

This study used self-determination theory to provide a better understanding of learner motivation in a physical education program. Students participated in a sports unit with choice in activities, equipment, partners, and competition as opposed to a traditional teacher-led activity unit. The objective was to determine differences in motivation and perceptions of physical education in grade school children. An alternating treatment design was used in which students experienced both a teacher-led unit and a student choice–driven sports unit. Fifty fifth-grade students from a suburban school in the Western United States participated in this study. Students were assessed through a number of parameters: physical activity enjoyment, situational motivation, fourth- and fifth-grade student attitudes toward physical education, pedometer readings, and interviews. This study used t tests and repeated-measures analyses of variance to explore differences based on condition (i.e., choices and/or teacher led) and gender, as well as common comparisons (i.e., trustworthiness measures) for the interview data. Students displayed significantly higher enjoyment ratings when they had the choice condition second (from the alternating treatment design), immediately before posttests, and boys rated enjoyment of physical education significantly higher than did girls. In another measure, the group with choices of the hockey unit was predominantly more active in the sport than those participating in the teacher-led activity. The interview themes elicited the following responses: (a) students expressed a desire for instructional choices, but not in team selections; (b) students loved sports, but they also wanted more fitness; and (c) students identified and valued instructional choices. The findings suggest that competence plays a critical role in physical education, and when students can choose the level of competition and play in small group games, they feel more competent, play more, and have higher enjoyment ratings within the physical education program.

Saudi English for specific purpose students’ attitudes toward the learning of English language: An investigative study

Students’ attitudes are usually consulted before launching any learning/teaching program since they are the center of the learning process. This study is also motivated by such an aim as it gauges the attitudes of Saudi health track students on learning English for specific purpose (ESP). Furthermore, the students’ perceptions toward the culture of English are sought. It also explores the factors that impact the students in their endeavors. The study applies mixed methods by conducting a survey and follow-up interviews to gather information from 57 Saudi students enrolled at the preparatory year program (PYP), and interviews with 25 students. Findings show that the students have a moderately positive attitude toward learning English. Further, students’ responses aggregate toward moderate attitudes toward learning the target culture. In addition to that, the study reports some factors which shape the students’ positive attitudes toward learning English: (1) teaching quality, (2) classroom scenario, and (3) classroom environment. The study indicates the necessity of engaging students in a relaxed learning environment. As far as the English as a foreign language (EFL) teachers are concerned, they need to take into consideration their students’ interests while preparing and delivering the lectures.

DEVELOPMENT OF EVALUATION TOOLS USING QUIZIZZ APPLICATION IN MATHEMATICS

Internet technology is indispensable today for the distance learning process. In order for the material to be delivered even though it is distance learning, the teacher must be creative in this regard. Fourth grade teachers at SDN Jatirangga 3 Bekasi use an easy-to-use application to track students during the learning process. Besides being able to help teachers, students are also more enthusiastic when learning through the applications used. The purpose of this study is to develop an evaluation tool using the Quizizz application. research methods used to produce a particular product, and test the effectiveness of that product. The development of an evaluation tool in the form of an online test using the Quizizz application in the Mathematics subject arithmetic operations with integers gets a percentage of 80% in the appropriate category and media experts get a percentage of 85% in the very feasible category. Evaluation validation obtained 6 invalid questions and 14 valid questions, reliability obtained 0.801, Student assessment responses to the evaluation tool using the quizizz application get a very interesting percentage of information of 84.67%. The final product in this research and development is 14 questions to develop an evaluation tool in the form of an online test using the Quizizz application in Mathematics, integer arithmetic operations for grade IV elementary school.