scholarly journals Factor Analysis of Inertia, Capacities, and Educational Performance of At-Risk Students' Training Centres According to Their Academic Failure in Mathematics

2017 ◽  
Vol 6 (3) ◽  
Keyword(s):  
At Risk ◽  
Factor Analysis ◽  
At Risk Students ◽  
Academic Failure ◽  
Educational Performance

scholarly journals Effectiveness of Tutoring to Improve Academic Performance in Nursing Students at the University of Seville

2017 ◽  
Vol 6 (2) ◽  
pp. 93-102 ◽  
Author(s):  
María Dolores Guerra-Martín ◽  
Marta Lima-Serrano ◽  
Joaquín Salvador Lima-Rodríguez
Keyword(s):  
At Risk ◽  
Academic Performance ◽  
Nursing Students ◽  
At Risk Students ◽  
Intervention Group ◽  
Academic Failure ◽  
Program Satisfaction ◽  
Tutoring Program ◽  
Information Comprehension ◽  
Education Support

In response to the increase of Higher Education support provided to tutoring programs, this paper presents the design, implementation and evaluation of a tutoring program to improve the academic performance of at-risk students enrolled in the last year of a nursing degree characterized by academic failure (failed courses). A controlled experimental study was carried out to evaluate a tutoring program that included a minimum of nine meetings performed by an expert professor as tutor. A questionnaire for assessing the academic needs was designed and interventions were performed when responses were: nothing, a little or something. Medium to large effects were found in the progress of failed course to passed course (p =.000, rφ = .30), improving the information about courses (p < .001, d = 2.01), the information comprehension (p < .001, d = 0.85) and the strategies to improve academic performance (p < .001, d = 1.37). The intervention group students’ response highlighted program satisfaction and effectiveness. The significance of the study lies in reinforcing the formal tutoring as a tool to improve academic performance in at-risk students.

Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion

2017 ◽  
pp. 242-257 ◽  
Author(s):  
Silvia Panzavolta
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Participatory Design ◽  
At Risk Students ◽  
Academic Failure ◽  
School Failure ◽  
Drop Out ◽  
3D Virtual Worlds

The contribution aims at exploring previous and current practices of use of virtual environments, 3d Virtual Worlds also, for inclusion in education. There are many experiences of developing and using virtual environments for the inclusion of disabled and problematic students (autistic student, Asperger Syndrome students, dyslexic students, etc.). The majority of the experimentations gave important beneficial results. In particular, the essential technological characteristics of VR that are beneficial for inclusion are: immersion, presence, interaction, transduction and conceptual change. The design of those environments is sometimes conceived together with the final users, applying participatory design techniques. Virtual environments and Virtual Worlds are being used also in the management of drop-out rates and school failure, by using it for curricular diversification classroom with students in a situation of educational exclusion or academic failure. The contribution will discuss 7 cases of successful use of Virtual Reality at school, ranging from primary to secondary education.

scholarly journals Incorporating Human–Animal Interaction Into Academic Stress Management Programs: Effects on Typical and At-Risk College Students’ Executive Function

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110116
Author(s):  
Patricia Pendry ◽  
Alexa M. Carr ◽  
Jaymie L. Vandagriff ◽  
Nancy R. Gee
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students ◽  
Academic Failure ◽  
Evidence Based ◽  
Stress Prevention ◽  
Human Animal ◽  
Human Animal Interaction ◽  
Animal Interaction ◽  
Intent To Treat

Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students’ academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human–animal interaction (HAI) and evidence-based content presentations on students’ executive functioning (EF). Effects were examined while considering the moderating role of students’ risk status (N = 121), based on history of academic failure, suicidal ideation, mental health, and learning issues. Intent-to-treat analyses showed that at-risk students showed the highest levels of EF (Β = 4.74, p = .018) and metacognition (Β = 4.88, p = .013) at posttest in the condition featuring 100% HAI, effects that remained 6 weeks later (ΒGlobal EF = 4.48, p = .028; ΒMetacognition = 5.31,p = .009). Since evidence-based content presentations did not confer benefits for at-risk students’ EF, even when offered in combination with HAI, universities should consider providing at-risk students with targeted programs emphasizing exposure to HAI.

Virtual Reality as a Tool for Enhancing Learning in At-Risk Students and Increasing School Inclusion

2018 ◽  
pp. 566-581
Author(s):  
Silvia Panzavolta
Keyword(s):  
At Risk ◽  
Virtual Reality ◽  
Virtual Environments ◽  
Virtual Worlds ◽  
Participatory Design ◽  
At Risk Students ◽  
Academic Failure ◽  
School Failure ◽  
Drop Out ◽  
3D Virtual Worlds

The contribution aims at exploring previous and current practices of use of virtual environments, 3d Virtual Worlds also, for inclusion in education. There are many experiences of developing and using virtual environments for the inclusion of disabled and problematic students (autistic student, Asperger Syndrome students, dyslexic students, etc.). The majority of the experimentations gave important beneficial results. In particular, the essential technological characteristics of VR that are beneficial for inclusion are: immersion, presence, interaction, transduction and conceptual change. The design of those environments is sometimes conceived together with the final users, applying participatory design techniques. Virtual environments and Virtual Worlds are being used also in the management of drop-out rates and school failure, by using it for curricular diversification classroom with students in a situation of educational exclusion or academic failure. The contribution will discuss 7 cases of successful use of Virtual Reality at school, ranging from primary to secondary education.

Predicting Student Study Failure Risk Using Artificial Neural Network Method

2019 ◽  
Vol 13 (4) ◽  
pp. 382-386
Author(s):  
Mi Chunqiao ◽  
Deng Qingyou ◽  
Peng Xiaoning ◽  
Lin Jing
Keyword(s):  
Neural Network ◽  
At Risk ◽  
Artificial Neural Network ◽  
At Risk Students ◽  
Early Time ◽  
Academic Failure ◽  
Practical Significance ◽  
Failure Risk ◽  
Student Failure ◽  
Artificial Neural

Background: Study failure in a course is very complicated which is always affected by many different factors and is characterized by uncertainties. We reviewed previous literatures and patents relating to student failure prediction, while there seems to be no ideal method or tool which can easily learn the relationship between failure results and reasons. Methods: In this study a method of artificial neural network was provided to predict student failure risk in course study. A three-layered network topology was used including input layer with nine neural nodes, hidden layer with ten optimized neural nodes, and output layer with one neural node, which is advantageous for dealing with this complicated and uncertain issue. The whole modeling process includes four stages: output inference, loss evaluation, weights and biases training, and model testing. Results: In our sample data there are 577 students in total, including 433 train cases and 144 test cases, and for each sample, there are nine input dependent variables and one output target variable. All calculation and optimization results were implemented based on the TensorFlow and Python. The model accuracy measurements of relative root mean square error on the total, test and train data sets were 0.1637, 0.1596, and 0.1607 respectively, and consistency was shown by testing the predicted results with our observed data, which indicated that the method was promising for predicting student failure risk in course study. Conclusion: It can be used to identify at-risk students with study difficulty and is of practical significance for educators to provide pedagogical supports and interventions in early time to the at-risk students to help them avoid academic failure, and it is also of theoretic significance to improve the whole efficiency of early warning education management.

Chemistry topics posing incommensurate difficulty to students with low math aptitude scores

2018 ◽  
Vol 19 (3) ◽  
pp. 867-884 ◽  
Author(s):  
Vanessa R. Ralph ◽  
Scott E. Lewis
Keyword(s):  
At Risk ◽  
Standardized Test ◽  
At Risk Students ◽  
Academic Failure ◽  
College Entrance ◽  
First Semester ◽  
College Board ◽  
Bottom Quartile ◽  
Math Aptitude ◽  
Not At Risk

The identification of students at risk for academic failure in undergraduate chemistry courses has been heavily addressed in the literature. Arguably one of the strongest and most well-supported predictors of undergraduate success in chemistry is the mathematics portion of the SAT (SAT-M), a college-entrance, standardized test administered by the College Board. While students scoring in the bottom quartile of the SAT-M (herein referred to as at-risk) perform significantly worse on first-semester chemistry assessments, little is known of the topics on which these students differentially struggle. The purpose of this study is to provide insight as to which first-semester chemistry topics present an incommensurate challenge to at-risk students. Students were identified as either at-risk or not at-riskviaSAT-M scores. Students’ assessment responses were collected across four semesters of first-semester chemistry courses at a large, public university (N= 5636). At-risk students struggled consistently across all topics but disproportionately with mole concept and stoichiometry. Analyzing the trend in topics suggests that the struggles of at-risk students are not entirely attributable to topics that rely heavily on algorithms or algebraic math. Moreso, at-risk students found to have performed well on mole concept and stoichiometry went on to perform similarly as their not at-risk peers. The results support an instructional emphasis on these topics with reviewed literature offering promising, practical options to better serve at-risk students and broaden representation in the sciences.

scholarly journals The Development of the French Version of the Psychological Sense of School Membership (PSSM) Questionnaire: An Analysis of its Structure, Properties and Potential for Research with at-risk Students

2020 ◽  
Vol 2 (3) ◽  
Author(s):  
Jerome St-Amand ◽  
Robert Boily ◽  
Francois Bowen ◽  
Jonathan Smith ◽  
Michel Janosz ◽  
...  
Keyword(s):  
At Risk ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
At Risk Students ◽  
School Belonging ◽  
School Membership ◽  
French Version ◽  
Confirmatory Factor ◽  
Psychological Sense

Introduction. As it plays an important role in students' adjustment, and positively impacts their motivation and academic success, school belonging seems to be a pivotal determinant of the overall quality of a school experience. However, measuring such a belonging and estimating its contribution to the overall quality of school adjustment remain a challenge for the scientific community. Method. Thus, the French version of the Psychological Sense of School Membership (PSSM) questionnaire was tested to determine its latent structure, validity, and capacity to predict dropout among at-risk students. In Study 1, the French version of the PSSM scale was thoroughly analyzed for validity while performing exploratory factor analysis, confirmatory factor analysis, and multigroup confirmatory factor analysis on self-reported data provided by a sample of high school students. In study 2, answers of a particular sample of at-risk students were carefully analyzed with ANOVAS to determine the potential of the PSSM to predict high school dropout. Results. The exploratory factor analysis and the confirmatory factor analysis revealed four predominant dimensions: (1) teacher-student relationships; (2) peers' relationships; (3) sense of acceptance; and (4) sense of attachment, while the multigroup confirmatory factor analysis revealed the PSSM to be partially invariant with regards to the gender of the participants. In Study 2, we found that the PSSM can be used as a tool to help identify students who are at risk of dropping out of school. Conclusion. Strategies to develop students' school belonging are discussed.

Phonological Awareness Screening to Identify At-Risk Readers

1998 ◽  
Vol 29 (2) ◽  
pp. 109-116 ◽  
Author(s):  
Margie Gilbertson ◽  
Ronald K. Bramlett
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Reading Ability ◽  
At Risk Students ◽  
First Grade ◽  
Receptive Vocabulary ◽  
Standardized Assessments ◽  
Cutoff Score ◽  
Invented Spelling ◽  
Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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