The Influence Of Study Motivation, Learning Activeness And Lecturer Performance On Learning Student Achievement Of The Faculty Of Economics, State University Of Jakarta

The general public has become increasingly concerned about the accomplishments of education. Accrediting bodies are holding institutions of higher education accountable for educational services and are demanding a variety of assessment activities. This article presents the plan for assessment of student achievement at the Kent State University College of Podiatric Medicine. (J Am Podiatr Med Assoc 102(6): 529–534, 2012)

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Effect of Varying Amount of Realistic Detail in Visual Illustrations Designed to Complement Programmed Instruction

Perceptual and Motor Skills ◽

10.2466/pms.1968.27.2.351 ◽

1968 ◽

Vol 27 (2) ◽

pp. 351-354 ◽

Cited By ~ 19

Author(s):

Francis M. Dwyer

Keyword(s):

Student Achievement ◽

Programmed Instruction ◽

State University ◽

Pennsylvania State University ◽

Educational Objectives ◽

Treatment Groups ◽

Improve Student Achievement ◽

Freshman Students ◽

Instructional Variable ◽

Visual Illustrations

This experiment was designed to evaluate the effectiveness of 8 types of visual illustrations used to complement programmed instruction. The various types of visual illustrations were evaluated in terms of their ability to improve student achievement of five criterial measures. Freshman students at The Pennsylvania State University were randomly assigned to one of 9 treatment groups. Each student received a pretest, participated in his respective programmed presentation, and received 4 individual criterial measures. Results indicated that some types of visuals are more effective than others in facilitating student achievement of specific educational objectives. Analyses also indicated that the addition of color in specific types of illustrations is an important instructional variable.

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Student achievement in biology 101 at Iowa State University

10.31274/rtd-180814-4293 ◽

1970 ◽

Author(s):

Roy Marshall Bennett

Keyword(s):

Student Achievement ◽

State University ◽

Iowa State University

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Relationship Between the Use of Online Courseware and Achievement in a Developmental Writing Course

International Journal of Mobile and Blended Learning ◽

10.4018/ijmbl.2020040102 ◽

2020 ◽

Vol 12 (2) ◽

pp. 16-32

Author(s):

Christine Leow ◽

Yun Jin Rho ◽

Ross Metusalem ◽

Sara Kasper

Keyword(s):

Student Achievement ◽

Blended Learning ◽

Preliminary Evidence ◽

California State University ◽

Developmental Writing ◽

Confounding Factors ◽

State University ◽

Class Time ◽

Writing Course ◽

Multi Level

A consistent challenge of implementing blended learning is the support that students should receive when using online courseware outside of class time. For blended learning to be successful in terms of student learning, the online courseware would need to be able to support the learning of students outside of class time. An interactive, digital courseware was used for a developmental writing course at California State University - Bakersfield. The main goal of this study was to gather evidence to determine if the use of this online courseware was associated with higher student achievement within a blended learning environment. After controlling for confounding factors, a multi-level regression was used to determine the contribution of courseware usage to student achievement, which was measured by a final writing exam. The number of writing topics completed by students in the courseware was found to be positively related to their exam scores. This provides preliminary evidence that the online courseware with certain interactive features can be supportive of learning outside of class.

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