Computer Literacy: The Effects Of Teaching Method On Student Performance By Gender

2005 ◽  
Author(s):  
H. Berghel ◽  
C. Daly ◽  
D. Lavelle
Keyword(s):  
Student Performance ◽  
Computer Literacy ◽  
Teaching Method

The Researching on Evaluation Analysis Model about Student's Study Quality Based on Web

2012 ◽  
Vol 220-223 ◽  
pp. 2423-2427
Author(s):  
Yuan Qiang Wang ◽  
Shang Fu Hao ◽  
Zhi Hui Wang ◽  
Bai Li Sun
Keyword(s):  
Student Performance ◽  
Teaching Method ◽  
Teaching Quality ◽  
Quality Monitoring ◽  
Study Quality ◽  
Analysis Model ◽  
Digital Campus ◽  
Core Technology ◽  
Monitoring Process ◽  
Level Student

With the development and formation of networked and digital campus, the characteristic of diversification and complicated have been founded in student’s learning behavior. At the same time, for more broad application of web technology, promoted the ascension of teaching effect and reformation on education teaching method. In this paper a new evaluation analysis model about student's study quality based on web was proposed, and in this model, and in this model the correlation analysis algorithm has been used to verified the danamic relationship between analysis model and student performance, with the description of core technology in this model the validity and practicability of teaching quality monitoring process in the level student was proved.

Effects of Student Interests on Engagement and Performance in Biomechanics

2020 ◽  
Vol 36 (5) ◽  
pp. 360-367
Author(s):  
Erika M. Pliner ◽  
April A. Dukes ◽  
Kurt E. Beschorner ◽  
Arash Mahboobin
Keyword(s):  
Student Engagement ◽  
Student Performance ◽  
Student Teaching ◽  
Teaching Method ◽  
Underrepresented Students ◽  
Summer Program ◽  
Pedagogical Techniques ◽  
Student Interests ◽  
And Performance ◽  
And Mathematics

There is a need for pedagogical techniques that increase student engagement among underrepresented groups in engineering. Relating engineering content to student interests, particularly through biomechanics applications, shows promise toward engaging a diverse group of students. This study investigates the effects of student interests on engagement and performance in 10th grade students enrolled in a summer program for students underrepresented in the science, technology, engineering, and mathematics fields. The authors assessed the effects of interest-tailored lectures on student engagement and performance in a 5-week program with bioengineering workshops, focusing on the delivery of biomechanics content. A total of 31 students received interest-tailored lectures (intervention) and 23 students received only generic lectures (control) in biomechanics. In addition, the authors assessed the effects of teaching method (lecture, classroom activities, and laboratory tours) on student engagement. The authors found interest-tailored lectures to significantly increase student engagement in lecture compared with generic lectures. Students that received interest-tailored lectures had an insignificant, but meaningful 5% increase in student performance. Students rated laboratory tours higher in engagement than other teaching methods. This study provides detailed examples that can directly assist student teaching and outreach in biomechanics. Furthermore, the pedagogical techniques in this study can be used to increase engagement of underrepresented students in engineering.

Comparison of OSCE Scores of Surgical Clinical Education after Face-to-face vs. Blended Learning Methods among undergraduate medical students

2021 ◽  
pp. 1-13
Author(s):  
Masood Jawaid ◽  
Lubna Baig ◽  
Syed Moyn Aly ◽  
Admin
Keyword(s):  
Medical Students ◽  
Blended Learning ◽  
Student Performance ◽  
Clinical Education ◽  
Teaching Method ◽  
P Value ◽  
Undergraduate Medical Students ◽  
Learning Program ◽  
Face To Face ◽  
Significant Difference

Abstract Objective: Clinical education is an important component of undergraduate medical education. This study compares the efficacy of blended learning (BL) with contemporary face to face (F2F) teaching among medical students by assessing their OSCE scores at end of clinical posting. Methods: This experimental study was conducted in Dow University of Health Sciences from March to August 2014. Third-year medical students posted in the surgical units were divided into two groups. In the first month, one group in the unit was taught by BL while the second group posted in another unit was taught by F2F teaching. Both groups were assessed by same OSCE. In the second month, teaching method was flipped for both the groups with new learning contents. assessment was by the same OSCE for both groups. Data was analyzed by SPSS version 23 with inferential statistics with independent sample t test. Results: A total of 28 students were assessed at the end of posting OSCE in F2F group and 31 students in blended group. There was significant difference in OSCE score [p value = 0.049] after F2F teaching method (78.01 ± 13.29) as compared to BL (85.12 ± 13.77). The domain of “log book” and “clinical examination” scored higher in F2F as compared to BL group. Conclusion: This study showed that student performance can be improved with a blended surgical learning program. BL has proven to be more effective in comparison to face-to-face teaching alone, even in the setting of skill based curriculum like surgery.

The relevance of teacher factors in understanding tertiary students’ performances

2018 ◽  
Vol 26 (4) ◽  
pp. 476-488
Author(s):  
Maame Afua Nkrumah
Keyword(s):  
Student Performance ◽  
Computer Literacy ◽  
Value Added ◽  
Teaching Experience ◽  
Important Variable ◽  
Internal Quality ◽  
Content Type ◽  
First Semester ◽  
Teacher Survey ◽  
Starting Point

PurposeThis study aims to find out the relevance of observable teacher characteristics – age, gender, teaching experience and qualification in understanding the performance of tertiary students.Design/methodology/approachA quantitative approach was taken. The input-process–output-context framework by Schereens (2004) was used in selecting appropriate variables for the study. Students’ examination results and other administrative records as well as data collected via teacher survey were analyzed using multilevel statistical techniques. Overall, 40 teachers and over 1,800 students were involved in the study.FindingsThe effect of the selected teacher variables was mixed. For example, while female teachers impacted negatively on first semester Communication Skills (CS1), their effect on the same course during the second semester was positive. Also, teachers with teaching experiences between five and eight years impacted negatively on CS1 but positively on first semester Computer Literacy (CL1).Research limitations/implicationsEven at the tertiary level, the teacher factor is an important variable influencing student performance. However, a contextualized interpretation of the findings is emphasized considering the fact that only one Ghanaian Polytechnic was studied.Practical implicationsThe study provides a starting point for building a body of evidence that would inform policymakers, quality assurance practitioners and Polytechnic staff alike of possible approaches, methodologies and variables to focus on in ensuring internal quality.Social implicationsThe study would help the studied Polytechnic to direct its resources to areas that can practically improve educational quality and society in general.Originality/valueThe study contributes to the debate about quality in African higher education given that studies that use the value-added approach in examining institutional effectiveness in the African context are almost non-existent.

scholarly journals Application of Computational Tools to Support Cooperative Learning in Bioreactor Design Course

2021 ◽  
Vol 16 (15) ◽  
pp. 46
Author(s):  
Muhd Nazrul Hisham Zainal Alam ◽  
Zaki Yamani Zakaria
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Student Performance ◽  
Cognitive Skills ◽  
Teaching Method ◽  
Bioprocess Engineering ◽  
Computational Tools ◽  
Bioreactor Design ◽  
Analysis And Design ◽  
The Subject

Conventional method of teaching Bioreactor Design course are mostly conducted in a teacher-centred manner. This method is inefficient solution for education as compared to more active learning styles which is proven to be more effective in ensuring students to fully comprehend a particular subject. The work presents the use of various computational tools to support the implementation of coopera-tive learning (CL) methods in Analysis and Design of Bioreactor course. This subject is offered to 3rd year students of Chemical-Bioprocess Engineering pro-gram in Universiti Teknologi Malaysia. The CL method was implemented to im-prove student cognitive skills attainment in each of the course learning outcomes. Achievements of student cognitive skills were assessed quantitatively where else effectiveness of the CL method applied were evaluated qualitatively. Results showed that the student performance and attainment of their cognitive skills at thinking level of ‘application’ has improved at least by 30-40%. Reflection analy-sis from students indicated that the proposed student-centred teaching method managed to not only increase students understanding on the subject but also nurtured students creativity and enhances their computational skills.

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