Track Students Research Articles

Evaluation of an intervention package developed to reduce pre-registration nursing student attrition rates: A mixed method study

BackgroundHigher educational institutions strive to recruit and retain student nurses into pre-registration programmes to support a sustainable nursing workforce. Attrition rates for student nurses are high and escalating, with around one in three nursing students in the United Kingdom failing to complete their degree programmes. Risk factors for student attrition include the attributes students bring to their study environment, as well as their behaviours and academic outputs. Modern learning analytics engagement tool can monitor attrition risk through tracking students as they engage with learning resources and other institutional opportunities. AimTo evaluate the effectiveness of an intervention package aimed at reducing pre-registration nursing student attrition rates at a Higher Education Institute in South East England. Design and methodsOur mixed methods study design had three phases. Phase 1: design of an intervention package and its planned implementation. Phase 2: piloted the intervention with 1198 student nurses. Phase 3: semi-structured interviews with five student nurses. ResultsThe learning analytics engagement tool was able to identify 144 students who were struggling and/or disengaging with their academic studies. 17 % (n = 24) students responding to the initial email contact. Of these 24 students, 67 % (n = 16) did not want a meeting with the Intervention Officer, who they were unfamiliar with, and only one attended a meeting. ConclusionOur evaluation of the effectiveness of an intervention package in reducing pre-registration nursing student attrition rates revealed valuable insights. Findings revealed that a lack of trusting relationships with intervention facilitators is likely to diminish engagement with such interventions.

Data Mining Methods in Educational Process Management

The paper addresses the challenge of effectively managing the educational process by leveraging intelligent data analysis of student performance during learning activities. It introduces an approach centered around data clustering, specifically applied to the study of programming disciplines and languages. By utilizing clustering techniques, the paper aims to identify the most challenging topics within a given academic subject, track students’ learning paths, evaluate and enhance teaching methodologies, and create personalized learning plans tailored to individual students’ needs. This approach enables educators to better understand and address the diverse learning requirements of students, ultimately enhancing the overall educational experience.

Interplay among Language and Home Variables in Lebanese Students’ Science TIMSS Performance: A Linguistic and Economic Capital Perspective

AbstractIn Lebanon, science is taught in an international language (French or English) based on a language-in-education policy rooted in Lebanon’s colonial history. Given the intersection among social/socioeconomic class, educational equity, and science performance, learning science in a language other than one’s own raises concerns around economically-marginalized students’ opportunities for quality science education and their development of science understandings and discourse. Bourdieu’s lens of cultural and linguistic capital was utilized to better understand the interplay among socioeconomic status and science performance. Specifically, we examined how different home context variables (including language) influence Lebanese learners’ science performance in the Trends in International Mathematics and Science Study (TIMSS) assessment. Using hierarchical linear modeling (HLM), we looked at how students performed in science based on how often they spoke the language of the test at home and other home variables such as parents’ education level. The findings indicate that language and various economic and home variables were significantly associated with science performance. Language had a differing effect for English and French tracks, whereby parents’ education level and other home variables emerged more significantly for French track students. Our study underscores the importance of preparing and supporting science teachers for equitable, asset-oriented, and linguistically responsive teaching that enhances diverse learners’ equitable participation and opportunities in the science classroom.

Strengthening Of Students’ Class Attendance Using Biometric Authentication System To Enhance Delivery Of Competence-Based Quality Education

Delivery of competence-based quality education for students' academic achievements strongly correlates with effective student class attendance. In Tanzania, no student registered by the NACTVET is eligible for examination unless he/she has earned 75% of class attendance. In this regard, most education institutions use paper-based class attendance to manage students' class attendance. The system requires students to sign to his/her name as the class session is in progress. Despite this effort made by educational institutions still, the manual process of monitoring and tracking students’ class attendance remains challenging for module facilitators. This study examined the problem associated with the paper-based methods of monitoring and tracking students’ class attendance by collecting primary data using questionnaires from students of higher learning institutions in the Arusha Region. After the data analysis findings revealed that paper-based students’ class attendance has many drawbacks which include time-consuming and students’ signature impersonation. The paper-based class attendance facilitates dishonest students to forge the signatures of the absent students. To address these challenges, the study recommends education institutions implement cost-effective biometric class attendance such as fingerprints or facial recognition scanners, which can automatically monitor and keep students' attendance records on the database without interfering with the class session.

Outcome-Based Use of Simulation in Agricultural Sciences: A Systematic Literature Review

Technology is increasingly being integrated into classrooms worldwide to enhance learning outcomes, and simulation technologies are becoming more popular to create realistic scenarios in controlled academic settings. However, simulation studies in agricultural education have been limited, making it difficult to assess the impact of simulation technologies on student learning. To address this literature gap, a systematic literature review of 17 articles was conducted to examine the use of simulation technology in agricultural education. The analysis revealed that simulation technologies were most used in agricultural science sub-disciplines that involve experimentation and practical application. Most studies focused on undergraduates and utilized quantitative research methods, with virtual and augmented reality being the most commonly employed types of simulation. Positive effects of simulation on learning outcomes were reported in most studies, including improved academic achievement, psychological factors such as anxiety, and tracking students’ progress. However, the technology's time-consuming nature and potential for uncomfortable physical conditions like cybersickness were identified as demerits. More rigorous standards were recommended to improve reporting procedures in agricultural education studies with simulation technologies.

Examining Self-Compassion, Social Support, And Mental Well-Being Among Fast Track Students at UIN Malang

This study explores the relationship between self-compassion, perceived social support, academic stress, and mental well-being among Fast Track students at UIN Malang. Adopting a quantitative approach, the research employs a correlational design to examine the interactions of these variables in a high-pressure academic environment. Data were collected from a 61% sample of Fast Track students using a structured questionnaire, incorporating validated scales for self-compassion, social support, academic stress, and mental well-being. The findings reveal that Fast Track students generally exhibit high self-compassion, significantly correlated with their mental well-being. High levels of self-kindness, mindfulness, and an awareness of shared humanity were prominent among the students, suggesting a solid psychological resilience. Perceived social support from family and friends significantly impacted overall well-being, though its direct influence on academic stress was more complex. The research did not find a significant direct relationship between self-compassion and academic stress, indicating that self-compassion aids in managing emotional responses to stress rather than reducing it.The study underscores the need for a holistic approach to supporting students in accelerated academic programs. The findings suggest that enhancing self-compassion and strengthening social support networks can improve students' academic performance and mental well-being. This research contributes to understanding students' psychological dynamics in high-pressure academic settings. It provides insights for developing targeted interventions and support systems to foster a balanced and supportive educational environment.

The development of exhaustion, cynicism, and inadequacy in general upper secondary education: perceived and received support, student engagement, and gender as predictors

ABSTRACT This study contributes to understanding the long-term development of burnout dimensions across students in general upper secondary education and of support, engagement, and gender as factors that contribute to this development. The study followed Finnish academic track students (N = 210) over three years to examine the development of three burnout dimensions (exhaustion, cynicism, inadequacy) and the predictors of these dimensions using latent growth modeling. The findings revealed that cynicism and inadequacy increased, while exhaustion remained stable; moreover, the three dimensions were strongly interrelated. Perceived support negatively predicted initial burnout levels, affective engagement negatively affected exhaustion and inadequacy, and cognitive engagement negatively affected cynicism. Further, girls reported higher exhaustion and inadequacy than boys. The findings yielded new insight on the importance of perceived support as an antecedent of burnout – sufficient and continuous support can help to reduce and prevent burnout among these students.

Empowering Student Transition and Engaging Students Using Actionbound: A Gamified Collaborative Community Learning Platform

Transition to University is a significant milestone for students who are embracing new experiences and challenges. It is particularly vital for international students who have to adapt to a new and different learning environment in the UK. Successful transition and sense of belonging in a new institution lay foundation for students’ academic success. However, transition is a process rather than an event. Accordingly, fostering a collaborative community learning environment and facilitate peer networks and community support becomes critical. It enables social interactions and active learning by engaging students in collaborative group activities, which would in turn support students’ transition to and belonging in a new learning environment. With the advancement of technology, computer-assisted and computer-supported collaborative learning flourished in 21st century. The emergence of mobile digital technology leads to the design of gamification in learning, known as game-based learning or gamified collaborative community learning in order to engage students in fun and interactive activities. ‘Actionbound’ is one of the versatile gamification platforms and mobile apps which can engage students in collaborative community learning with gamified activities. It enables users to create, share and participate in interactive scavenger hunts, tours, games and quizzes. It allows users to design custom challenges, incorporate multimedia content and track players’ progress in real-time. It engages participants to work collaboratively to solve challenges and complete tasks. At UHBS, we have used Actionbound to support the student transition into the University’ learning journey at the start of term. We used scavenger hunt game and quiz functions within Actionbound to direct students to collaborate in teams to solve the challenges and tasks. In this action research, students found Actionbound fun and loved the competitive nature with points and leaderboards. It helped them build network and form friendship. Together, they solved puzzles and tackled challenges which supported their transition and got them prepared for learning in a new environment. Moving forward, as an ongoing action research, we would like to extend the use of Actionbound to term time and in module delivery so to track students’ engagement with the collaborative learning platform and investigate the impact on their academic performance.

One way or another: An optimal matching analysis of students' educational pathways and the impact of socioeconomic background and engagement

AbstractUnderstanding social disparities in educational attainment requires understanding of students' decision‐making throughout their educational career. We focused on students' pathways throughout upper secondary and higher education (HE), identified common types of pathways and studied the role of SES as a determinant of students' pathways. Additionally, we researched the role of engagement for overcoming socioeconomic disadvantages in students' educational decision‐making. Using data from 965 Flemish students, optimal matching analyses identified seven distinct pathways throughout upper secondary and HE. While pathways largely mirrored the tracked structure of the Flemish educational system, there was considerable within‐track heterogeneity. Multinomial regression analyses demonstrated that even among the academic track students, socioeconomic background affected programme choice and long‐term academic success. Less engaged students were less likely to follow university pathways. Moreover, higher cognitive engagement decreased disadvantaged students' chances of ending up in typical vocational pathways.

Research on Education and Teaching of Artificial Intelligence Enabling Intelligent Construction

This study is committed to in-depth analysis of the practical application of artificial intelligence in intelligent construction teaching and its empowerment effect. An efficient and intelligent teaching platform is built, which can intelligently recommend relevant learning resources according to students’ learning progress and feedback, and track students’ learning situation in real time. This personalized learning style not only improves the learning efficiency of students, but also enables them to better adapt and master the knowledge and skills in the field of intelligent construction. The introduction of artificial intelligence technology has innovated the method of intelligent construction teaching. Based on the learning analysis technology of big data, we can conduct in-depth analysis of students’ learning behaviors and achievements, so as to grasp students’ learning status and needs more accurately. These achievements not only show the great potential of artificial intelligence technology in the field of education, but also provide new ideas and methods for the reform and innovation of intelligent construction teaching.

Control knowledge tracing: Modeling students' learning dynamics from a control-theory perspective

A student's learning system is a system that guides the student's knowledge acquisition process using available learning resources to produce certain learning outcomes that can be evaluated based on the scores of questions in an assessment. Such a learning system is analogous to a control system, which regulates the process of a plant through a controller in order to generate a desired response that can be inferred from sensor measurements. Inspired by this analogy, this study proposes to model the monitoring of students' knowledge acquisition process from a control-theory viewpoint, which is referred to as control knowledge tracing (CtrKT). The proposed CtrKT comprises a dynamic equation that characterizes the temporal variation of students' knowledge states in response to the effects of learning resources and an observation equation that maps their knowledge states to question scores. With this formulation, CtrKT enables tracking students' knowledge states, predicting their assessment performance, and teaching planning. The insights and accuracy of CtrKT in postulating the knowledge acquisition process are analyzed and validated using experimental data from psychology literature and two naturalistic datasets collected from a civil engineering undergraduate course. Results verify the feasibility of using CtrKT to estimate the overall assessment performance of the participants in the psychology experiments and the students in the naturalistic datasets. Lastly, this study explores the use of CtrKT for teaching scheduling and optimization, discusses its modeling issues, and compares it with other knowledge-tracing approaches.

ACCELERATING STUDENT COMPETENCY IN ENGLISH THROUGH EFFECTIVE LEARNING MANAGEMENT: INSIGHTS FROM MAN 2 MATARAM

This study examines the implementation of an English learning management system aimed at accelerating student competency at MAN 2 Mataram. This study analyzes aspects of planning, organizing, implementing, and controlling in the English learning process in an accelerated program tailored for language track students. Using a qualitative approach, data were collected through observation, interviews, and document analysis at MAN 2 Mataram, a leading Islamic high school in Mataram. The findings indicate that effective planning and organizing are essential to adapting the curriculum to the needs of diverse students, especially those with high cognitive abilities. The English curriculum is tailored to emphasize essential materials, allowing students to learn in an accelerated manner without being distracted by less relevant content. The implementation is supported by motivated and well-trained teachers, who use a variety of teaching methods to encourage active learning. However, this study identified several challenges, including limited resources and varying levels of student readiness, which were addressed through targeted interventions and continuous teacher supervision. This study concludes that a well-managed learning system, supported by a strong curriculum and effective teaching strategies, can significantly improve students' competency in English, especially in an accelerated learning environment. These findings provide valuable insights for educators and policy makers aiming to improve educational outcomes in similar contexts.

Tracey’s small stories in the figured world of regular track high school

This study investigates how Tracey, a Black 9th grade female student, constructed her academic identities and capacities for agency within the figured world of her regular track English class. Drawing on Holland and colleagues’ theory on identity and concept of figured worlds, the study uses Tracey’s small stories to demonstrate how she challenged the prevailing sociohistorical model of schooling through her multiple literacies. Through analysis of her stories, the study reveals how Tracey contested the ascribed role of a regular track student and asserted her own agency as a learner.

Using Self-assessment Tools to Enhance English Language Skills in an Online Learning Environment

Self-assessment is considered one of the formative assessment tools, and it is helpful for teachers and students. The instructors use self-assessment to track students’ progress in lessons, while the students use it to identify their strengths and weaknesses and learn how to overcome the points of weakness in their learning. This study examines the impact of using self-assessment strategies to enhance English language skills in the online learning environment. Therefore, this study is significant as it investigates the advantages and efficacy of self-assessment tools for improving English language proficiency in an online learning setting. This research paper is trying to answer the main question which is to what extent using self-assessment tools could improve learners’ English language skills in the online learning environment. The current study has followed a qualitative research method to explore the instructors’ perspectives towards the self-assessment tools used to evaluate learners’ performance. The research instrument comprises semi-structured interviews conducted with six university instructors from three universities in the United Arab Emirates. The findings revealed the positive outcomes of the self-assessment tools by indicating progress in students’ performance in English language skills. These findings will be used to provide recommendations that may inspire teachers to adopt practical self-assessment tools in lectures

Do employability programmes in higher education improve skills and labour market outcomes? A systematic review of academic literature

ABSTRACT We conduct a systematic literature review of the academic literature on activities organised by Higher Education Institutions (HEIs) with the aim of improving skills associated with employability and facilitating labour market outcomes. The search resulted in 87 papers followed by an iterative evaluation of their relevance. Papers in the corpus were analysed using an evaluation research framework and classified in terms of the activities, outputs, and outcomes. The reviewed literature is centred on one of three stakeholders: HEIs, students or employers. It suggests all stakeholders value employability activities for similar reasons. Generally, they are seen as a vital part of HEI education programmes, facilitating the development of diverse skills that are desirable in the labour market as well as de-risking labour market entry for students and appointments for employers by alleviating information asymmetries. The evidence base is dominated by small-scale case studies and evaluations that are not sufficiently robust to infer about causal impacts of employability activities on students’ development and labour market outcomes. Moreover, the corpus is skewed towards studies of Work-Related Learning. We set out avenues for future research and argue for a comprehensive evidence base encompassing diverse forms of employability activities, such as larger scale ‘embedded employability’ activities; a more contextual understanding of employability as an interplay between individual and a particular labour market and education system; and a more robust evidence base tracking students from education into the labour market, allowing for selection effects and identifying heterogeneity of impacts across different activities and demographics.

An Evaluation of Students’ Performance, Implemented Students Immersion and Faculty Qualification of Northwestern University (Nwu): Inputs for Proposed Pre-Baccalaureate Maritime Track Curriculum Enhancement

This descriptive study purposed to provide recommendations for curriculum enhancement by evaluating and correlating the academic performances of pre baccalaureate maritime track students and their undergoing of work immersion. Moreover, this study determined the status of qualifications of the faculty members of Northwestern University who are teaching maritime specialized courses and the 80-hour work immersion to their compliance to the prescribed Department of Education (DepEd) and Maritime Industry Authority (MARINA) standards. It was found out that about 80 to 85 percent of the 67 students enrolled in Pre baccalaureate Maritime Strand (PBMS) are satisfactory in their academic performances with regards to the specialized maritime courses including their work immersion. It was evaluated as well that their performance to two of the specialized maritime courses do not significantly correlate with their work immersion except for the subject Maritime Safety. This high percentage of satisfactory performance can be influenced by having faculty members who are highly qualified on the basis of standards set by DepEd and MARINA. It was then recommended that NWU should provide adequate enhancement programs both to the students and faculty to maintain or improve this high satisfactory rate and high quality faculty members.

Difficulties and recommendations faced by school mental health education in the information age

Students' mental health deserves serious attention. Research shows that school mental health education helps a lot in solving the problem. But with the rise of the information age, education is facing some difficulties that didn’t appear in previous ages. The purpose of this paper is to explore the difficulties faced by school mental health education and the possibility of getting out of the difficulties. This passage raises four problems including the difficulty of tracking students’ mental condition, lack of online treatments and data security, Imprecise information and online dangers, and the relic of old problems. Targeting problems above, three kinds of recommendations which cores specify, digital treatments, and tradition are given. This paper mainly studies the Difficulties faced by school mental health education in the information age and gives some recommendations, including building a progressive system, adding some digital treatments, and mixing the tradition with the new age.

Great expectations: The effect of unmet labor market expectations after higher education on ideology

AbstractHigher education has massively expanded around the world, yet we know little about the political consequences of this expansion. Students generally have overly optimistic expectations about the returns to educational investment, and the effects of unmet expectations on graduates’ political behavior have been overlooked. I study this phenomenon in Chile with observational and experimental methods, using unique panel survey data collected from new graduates covering 72% of higher education enrollment. The survey tracks students before and after they enter the labor market and includes an experiment that induces variation in their expectations. The panel data reveals that 65% of students have unmet expectations, and both methods indicate that this induces a shift toward progovernment/proequality ideology. Overall, this study shows that the gap between aspirations and reality upon graduation can be an important driver of political attitudes.

Using ACGME milestones as a formative assessment for the internal medicine clerkship: a consecutive two-year outcome and follow-up after graduation

BackgroundThis study evaluated the utility of using Accreditation Council for Graduate Medical Education (ACGME) Milestones as a formative assessment tool for the fifth- and sixth-grade medical students’ performance in their internal medicine (IM) clerkship and the same students’ performance in their post-graduate year (PGY) IM training.MethodsRetrospective data were collected from 65 medical students completing the two-year IM clerkship in the academic years 2019 and 2020 and 26 of the above students completing their PGY-1 training at the same university hospital in the academic year 2021. Data included the assessment results of 7 of the ACGME IM Milestones, information on admitted patients assigned to the students, and surveys of the students’ satisfaction.ResultsThe analysis included 390 assessment results during the IM clerkship and 78 assessment results during the PGY-1 training. Clinical teachers commonly rated level 3 to medical students in the IM clerkship, with PC-2 subcompetency receiving the lowest rating among seven subcompetencies. The levels of most subcompetencies showed stationary in the two-year IM clerkship. Significant improvement was observed in all subcompetencies during the PGY-1 training. The medical students in the second-year IM clerkship expressed higher satisfaction with implementing Milestones than in their first-year IM clerkship and perceived Milestones assessments’ usefulness as learning feedback.ConclusionsUsing ACGME Milestones as a formative assessment tool in the IM clerkship yielded promising outcomes. Longitudinal follow-up of subcompetencies facilitated tracking students’ development and providing constructive feedback.

A Study on the Impact of Teaching Models Guided by the Zone of Proximal Development on the Chinese Learning Effectiveness of Junior High School Students

The zone of proximal development, as an important theory in the concept of educational development, has always been valued by scholars in the past. However, most studies focus on exploring teaching models such as scaffolding teaching while neglecting the role of peer cooperation etc in teaching, especially in Chinese teaching. Against this background, the study used the semi-structured interview method to conduct interviews with three Chinese teachers from different junior high schools and teaching levels, aiming to organize and summarize the commonalities and differences in the interview content, to explore the application and importance of related teaching models in Chinese teaching of junior high school and attempt to study the impact of these teaching modes on Chinese classroom and students' learning efficiency. Research found that related teaching modes have received high application and attention in Chinese teaching in junior high school, especially the structured teaching mode. However, some controversial teaching models have not reached a certain level of recognition and importance, without wide application to Chinese teaching. Overall, the application of teaching modes related to the topic still has a very positive impact on the junior high school Chinese classroom, student learning effectiveness, teacher reflection on teaching, significantly improving the atmosphere of Chinese learning and mutual assistance in the class. Students have received good feedback in homework and exams and teachers adjust teaching progress based on tracking students' learning situations.