scholarly journals Local socioeconomic status and paramedic students’ academic performance

2019 ◽  
Author(s):  
Lydia Hamel ◽  
Ashley Procum ◽  
Justin Hunter ◽  
Donna Gridley ◽  
Kathleen O’Connor ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Food Insecurity ◽  
Student Performance ◽  
Graduation Rate ◽  
The United States ◽  
Individual Student ◽  
Income Poverty ◽  
Linear Regression Models ◽  
Student Academic Performance

AbstractResearch indicates students of lower socioeconomic status (SES) are educationally disadvantaged. We sought to examine differences in paramedic student academic performance from counties with varying SES in the United States. Student performance data and SES data were combined for counties within the states of California, Mississippi, Louisiana, Texas and Virginia. Linear multiple regression modelling was performed to determine the relationship between income, high school graduation rate, poverty and food insecurity with first-attempt scores on the Fisdap Paramedic Readiness Exam (PRE) versions 3 and 4. Linear regression models indicated that there was a significant relationship between county-level income, poverty, graduation rate, food insecurity, and paramedic student academic performance. It remains unclear what type of relationship exists between individual SES and individual academic performance of paramedic students. These findings support the future collection of individual student level SES data in order to identify issues and mitigate impact on academic performance.

scholarly journals Local socioeconomic status and paramedic students' academic performance

2020 ◽  
Vol 10 (2) ◽  
pp. 25-32
Author(s):  
Lydia Hamel ◽  
Ashley Procum ◽  
Justin Hunter ◽  
Donna Gridley ◽  
Kathleen O'Connor ◽  
...  
Keyword(s):  
Socioeconomic Status ◽  
Academic Performance ◽  
Food Insecurity ◽  
Student Performance ◽  
Graduation Rate ◽  
The United States ◽  
Individual Student ◽  
Income Poverty ◽  
Linear Regression Models ◽  
Educationally Disadvantaged

Research indicates that students of lower socioeconomic status are educationally disadvantaged. This study sought to examine differences in paramedic students' academic performance from counties with varied socioeconomic status in the United States of America. Student performance data and socioeconomic status data were combined for counties within the states of California, Mississippi, Louisiana, Texas and Virginia. Linear multiple regression modelling was performed to determine the relationship between income, high school graduation rate, poverty and food insecurity, with first-attempt scores on the Fisdap Paramedic Readiness Exam versions 3 and 4. Linear regression models indicated that there was a significant relationship between county-level income, poverty, graduation rate, food insecurity, and paramedic student academic performance. It remains unclear what type of relationship exists between individual socioeconomic status and individual academic performance of paramedic students. These findings support the future collection of individual student socioeconomic data to identify issues and mitigate impact on academic performance.

scholarly journals Class Size, Funding and Academic Performance

2021 ◽  
pp. 66-78
Author(s):  
James D. Williams
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Student Performance ◽  
Class Size ◽  
The United States ◽  
Department Of Education ◽  
Improve Performance ◽  
Large Class Size ◽  
The Us

Available data indicate that academic performance among students in the United States has in many cases remained unchanged or has been declining over several decades despite concerted efforts at the state and federal levels in improve performance. With regard to public schools, the decline is commonly attributed to large class size and insufficient funding. Although numerous studies have examined funding and class size and their influence on student performance, many of these investigations did not consider the available longitudinal data. Consequently, they fail to provide a clear examination of both funding and class size effects. Close examination of these data from the US Department of Education, however, shows no significant funding or class-size effect. The present study involved data mining the vast store of education research produced at the US Department of Education to examine the role of class size and funding on public education.

scholarly journals A new proposal Classification method based on Fuzzy Association Rule Mining for Student Academic Performance Prediction

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Giap Cu
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Association Rule ◽  
Tree Structure ◽  
Rule Mining ◽  
Fuzzy Association Rules ◽  
Student Academic Performance ◽  
Fixed Set ◽  
Fuzzy Association Rule ◽  
Fuzzy Association Rule Mining

Predicting student academic performance (SAPP) is an important task in moderneducation system. Proper prediction of student performance improves construction of educationprinciples in universities and helps students select and pursue suitable occupations. Theprediction approaching fuzzy association rules (FAR) give advantages in this circumstancebecause it gives the clear data-driven rules for prediction outcome. Applying fuzzy conceptbrings the linguistic terms that are close to people thought over a quantitative dataset, howeveran efficient mining mechanism of FAR requires a high computing effort normally. The existingFAR-based algorithms for SAPP often use Apriori-based method for extracting fuzzy associationrules, consequently they generate a huge number of candidates of fuzzy frequent itemsets andvarious redundant rules. This paper presents a new proposal model of predictor using FAR toelevating prediction performance and avoids extraction of the fixed set of FAR beforepredictions progress. Indeed, a modification tree structure of a FP-growth tree is used in fuzzyfrequent itemset mining, when a new requirement rises, the proposed algorithm mines directly inthe tree structure for the best prediction results. The proposal model does not require to predeterminethe antecedents of prediction problem before the training phrase. It avoids searchingfor non-relative rules and prunes the conflict rules easily by using a new rule relatednessestimation.

scholarly journals Impact of grading system on student academic performance during the COVID-19 pandemic

2021 ◽  
Vol 52 (4) ◽  
pp. 80-93
Author(s):  
Alexander K. Pogrebnikov ◽  
◽  
Vyacheslav N. Shestakov ◽  
Yuri Yu. Yakunin ◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Distance Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Educational Process ◽  
Wilcoxon Test ◽  
Grading System ◽  
Chi Square ◽  
Student Academic Performance ◽  
Grading Systems

The grading systems used for assessment students' knowledge in traditional and distance learning differ and give different assessments of learning outcomes, which affects the indicators of student academic performance. The trends of modern education are aimed at the increasing involvement of distance forms in the educational process of universities, which requires a certain synchronization of grading systems at the level of learning outcomes. The research is aimed at identification and confirmation of the existence of differences between the results of assessment in traditional and distance learning forms, which are reflected in the indicators of student performance. The study used methods of nonparametric analysis using the STATISTICA 10.0 program. The Mann-Whitney U-test was used to compare independent populations in cases where there were no signs of normal data distribution, and Pearson's Chi-square test was used to compare nominal values. To compare related (paired) quantitative samples, the Wilcoxon test was used. The research results showed a statistically significant increase in student academic performance during the COVID-19 pandemic during distance learning. Therefore, when comparing the indicators of student performance in the spring semesters of 2018/2019 and 2019/2020 academic years, significant differences were found in the U-criterion and Chi-square with different levels (p <0.05, p <0.01, p <0.001) depending on the course of study and the performance indicator. The only exceptions are the senior students of Master's programmes who have shown a decline in academic performance. According to the results of the study, it can be concluded that the distance grading system makes lower requirements for learning outcomes in terms of student academic performance indicators, which overestimates them relative to the traditional form of education.

Learning Theory and Online Learning in K-12 Education

2015 ◽  
pp. 126-146 ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Learning ◽  
Learning Theory ◽  
The United States ◽  
Learning Theories ◽  
Instructional Models ◽  
Student Academic Performance ◽  
Integration Of Learning ◽  
K 12

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

Does Teacher Empowerment Affect the Classroom? The Implications of Teacher Empowerment for Instructional Practice and Student Academic Performance

1997 ◽  
Vol 19 (3) ◽  
pp. 245-275 ◽  
Author(s):  
Helen M. Marks ◽  
Karen Seashore Louis
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Hierarchical Linear Modeling ◽  
Classroom Practice ◽  
School Organization ◽  
Teacher Empowerment ◽  
Linear Modeling ◽  
Pedagogical Quality ◽  
Student Academic Performance ◽  
Quality Assessments

Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom practices or student academic performance, are mixed. This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. Based on the assumption that participation in school decisionmaking can enhance teachers’ commitment, expertise, and, ultimately, student achievement, we hypothesize a positive relationship between empowerment and student performance through the linkages of school organization for instruction and pedagogical quality. The data we use to examine empowerment are drawn from a sample of 24 restructuring elementary, middle, and high schools—8 schools at each grade level. Most of the schools are urban, representing 16 states and 22 school districts. Data sources include teacher surveys, ratings of pedagogical quality, assessments of student academic performance, and case studies based on interviews and observations; the primary method of analysis is hierarchical linear modeling (HLM). The results suggest: (1) Overall, empowerment appears to be an important but not sufficient condition of obtaining real changes in teachers’ ways of working and their instructional practices; (2) The effects of empowerment on classroom practice vary depending on the domain in which teacher influence is focused; (3) Teacher empowerment affects pedagogical quality and student academic performance indirectly through school organization for instruction.

Learning Theory and Online Learning in K-12 Education

2015 ◽  
pp. 167-187
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Academic Performance ◽  
Student Learning ◽  
Learning Theory ◽  
The United States ◽  
Learning Theories ◽  
Instructional Models ◽  
Student Academic Performance ◽  
Integration Of Learning ◽  
K 12

Several questions need to be asked about how the applications of learning theories in online learning and how it impacts student learning. Online learning has the ability to promote rapid growth of student academic performance using instructional strategies such as differentiated instructions to meet the specific needs of students. However, less is known about the integration of learning theory and online learning in K-12 schools and its impact on student learning. This chapter seeks to demonstrate the integration of learning theories, online learning and its effects on student academic performance. In this chapter, researchers trace the trend of online learning in K-12 schools, discuss how instructional models are used to promote online learning in K-12 education, and provide discussion on the prospects and challenges facing online learning in the United States. Recommendation for future studies and conclusion are discussed.

scholarly journals Factors Impacting Students Academic Performance Using R Code Programming Language for Analysing the Data

2020 ◽  
pp. 404-409
Author(s):  
Adesina Fatimat. O ◽  
Akande Ademola ◽  
Ajala Abiodun. L ◽  
Kolawole Tolulope ◽  
Ogundeji Tajudeen. O
Keyword(s):  
High School ◽  
Academic Performance ◽  
Student Performance ◽  
Programming Language ◽  
Policy Makers ◽  
Student Academic Performance ◽  
Ex Post ◽  
Ex Post Facto ◽  
Instrument Measuring ◽  
Management Students

<p>This work intends to investigate and propose a model that can be used by students, parents, teachers and education policy makers to understand and predict high school student academic performance based on pre-defined factors identified as capable of impacting students’ academic performance. This study uses ex post facto research design. An instrument measuring students’ academic performance has been used to collect data from the management students and R-Code programming language was used to analyse the data collected and there was a positive and statistically significant impact of learning facilities, age, romance and proper guidance from parent on student performance.</p>

Changing Diversity in U.S. Schools

2010 ◽  
Vol 43 (6) ◽  
pp. 671-695 ◽  
Author(s):  
Jennifer K. Clayton
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Teacher Quality ◽  
White Students ◽  
The United States ◽  
School Level ◽  
Racial Groups ◽  
Pass Rates ◽  
Black And White ◽  
The Impact

Schools in the United States have experienced changes in their demographic profile during the last half century. During this changing time, schools have experienced court-involved desegregation and have experienced fluctuations in their populations with regard to both race and socioeconomic status. Existing studies on segregation have focused primarily on Black and White students, neglecting the increasing Hispanic population of U.S. schools. This study provides more data to the expanding research on the impact of diversity on student performance. The study examines whether diversity and teacher quality of a school can predict academic performance on state-mandated tests, while controlling for school level poverty. In this quantitative study, the researcher also analyzes whether a difference exists between the predictability of pass rates and advanced pass rates for African American, Hispanic, and White students in Virginia’s elementary schools. The data reveal that the impact of poverty is difficult to disentangle from the issues of diversity and teacher quality but that differences exist among student racial groups in their academic performance response based on school-level poverty, diversity, and teacher quality.

scholarly journals Analysis of Student Academic Performance Using Human-in-the-Loop Cyber-Physical Systems

Telecom ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 18-31
Author(s):  
Soraya Sinche ◽  
Pablo Hidalgo ◽  
José Fernandes ◽  
Duarte Raposo ◽  
Jorge Silva ◽  
...  
Keyword(s):  
Academic Performance ◽  
Student Performance ◽  
Student Behavior ◽  
Data Gathering ◽  
Cyber Physical Systems ◽  
University Campus ◽  
Physical Systems ◽  
Human In The Loop ◽  
Student Academic Performance ◽  
The University

Is it possible to analyze student academic performance using Human-in-the-Loop Cyber-Physical Systems (HiLCPS) and offering personalized learning methodologies? Taking advantage of the Internet of Things (IoT) and mobile phone sensors, this article presents a system that can be used to adapt pedagogical methodologies and to improve academic performance. Thus, in this domain, the present work shows a system capable of analyzing student behavior and the correlation with their academic performance. Our system is composed of an IoT application named ISABELA and a set of open-source technologies provided by the FIWARE Project. The analysis of student performance was done through the collection of data, during 30 days, from a group of Ecuadorian university students at “Escuela Politécnica Nacional” in Quito, Ecuador. Data gathering was carried out during the first period of classes using the students’ smartphones. In this analysis, we found a significant correlation between the students’ lifestyle and their academic performance according to certain parameters, such as the time spent on the university campus, the students’ sociability, and physical activity, etc.

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