scholarly journals A comparative analysis of Techniques for Predicting Academic Performance

2013 ◽  
Vol 7 (1) ◽  
pp. 1-21
Keyword(s):  
Academic Performance ◽  
Comparative Analysis

scholarly journals The Comparative Analysis of the Influence of Traditional Education and Distance Learning by the Results of the Discipline “Internal Medicine” in Graduate Students

2020 ◽  
Vol 5 (6) ◽  
pp. 323-328
Author(s):  
H. Taktashov ◽  
◽  
N. Hrona ◽  
Ya. Voloshyn ◽  
O. Homozova ◽  
...  
Keyword(s):  
Internal Medicine ◽  
Academic Performance ◽  
Distance Learning ◽  
Comparative Analysis ◽  
Graduate Students ◽  
Traditional Education ◽  
Group 2 ◽  
Academic Year ◽  
Group 1

The introduction of distance learning was the feature of teaching students during the last third of 2019-2020 academic year in the conditions of quarantine measures for SARS-COV-2. Partly traditional and partly distance learning fragmentariness of this academic year of different students’ groups allows substantiating the possibility and necessity of the comparative assessment and comparison of the results of these teaching approaches. The purpose of the study was to assess the features of the influence of traditional education and distance learning on the graduate students’ performance in “Internal Medicine” based on the results of the state exam. Materials and methods. The study of the results of the final exam of the 6th year students of the Medical University of the IV level of accreditation was carried out. The examination for distance students was held using “Standardized patient” model which was in the form of the situational task based on a real clinical case with laboratory instrumental data in the subdisciplines of Internal Medicine (“cardiology”, “pulmonology”, “gastroenterology”, “endocrinology”, “nephrology”, “rheumatology”, “hematology”). We identified 2 main groups for the comparative analysis. Group I consisted of 110 students who studied during the autumn and early spring terms in the context of traditional education with practical training of full value. Group II included 55 students who were taught in the form of distance learning using such educational platform and resources as Google Classroom, Google Meet during the spring term. Statistical processing of obtained results was carried out using the Statistica-Stat-Soft, USA and Microsoft Excel software package. Results and discussion. The analysis revealed the small differences in the levels of current academic performance in the subject of Internal Medicine in the context of distance learning in relation to the traditional one. When comparing the results of the two training forms we noted prevailing results of qualitative progress with the most pronounced differences in the subdisciplines “cardiology”, “gastroenterology”, in Group 1 and they reliably depended on the academic ranking in the discipline. The nature of the decline in the levels of general and high-quality academic performance based on the exam results with the most pronounced differences in the subdisciplines “rheumatology” and “gastroenterology” did not correlate with the academic ranking indicators of the current training in Group 2. When analyzing the structure of standardized exam questions, the highest efficiency of the answers was demonstrated basing on the skills of “Diagnosis of the leading syndrome”, and “Determination of a preliminary clinical diagnosis”, “Determination of the plan of examination, prognosis and prevention” in the general discipline and, especially, in such subdisciplines as “cardiology”, “gastroenterology”, “nephrology” in both groups, and, with Group 1 predominating. The lowest rates of the answers of Group 2 were recorded for the skills “Treatment, management tactics”, “Evaluation of laboratory and instrumental methods of examination” in the discipline in general and to a greater extent in the subdisciplines “gastroenterology”, “endocrinology”, “rheumatology”. Conclusion. The study showed a negative tendency of the peculiarities of the influence of the distance learning form on the current and final academic performance in the absence of the possibility of mastering theoretical material during direct work with the patient. The use of distance learning is possible as an addition to the traditional one in the blended learning and is promising in the implementation of high-tech informative methods to improve the quality of self-preparation of students for classroom studies

scholarly journals Comparative Analysis of Cranial Capacity with Body Mass Index and Academic Performance of First Year Medical Students

2018 ◽  
Author(s):  
Mariappan Senthiappan Arathi ◽  
Ganesan Durga Devi ◽  
Dorairaj Sreelekha ◽  
Rajasundaram Archana ◽  
Mariappan Senthiappan Anandi ◽  
...  
Keyword(s):  
Body Mass Index ◽  
Academic Performance ◽  
Comparative Analysis ◽  
Medical Students ◽  
Body Mass ◽  
First Year ◽  
Cranial Capacity ◽  
First Year Medical Students

scholarly journals Comparación de la educación a distancia con la educación presencial: modelos de educación, diseños instruccionales y rendimiento académico de los alumnos

2017 ◽  
Vol 7 (14) ◽  
Author(s):  
Francisco Javier Jardines Garza
Keyword(s):  
Information Technology ◽  
Distance Education ◽  
Academic Performance ◽  
Instructional Design ◽  
Comparative Analysis ◽  
Traditional Education ◽  
Technology In Education ◽  
Teaching Models ◽  
Educación A Distancia ◽  
Significant Difference

Abstract. In this paper we present a comparative analysis between distance education vs. traditional education trough three issues: teaching models, instructional design, and academic performance. In each issue we highlight the follow topics: a) teaching models: distance education is growing, however we do not expect the elimination of the traditional education, b)Instructional design: this issue is different between distance education vs. traditionaleducation, and c) academic performance: there is no significant difference in academicresults for students who develop a distance learning courses and students taking the samecourses in a classroom.Key words: Academic performance, instructional designs, distance education, information technology in education, teaching models.Resumen. En este documento se revisan tres aspectos comparativos de la educación a distancia y la educación presencial como son: los modelos de educación, el diseño instruccional y el rendimiento académico de los alumnos. En cada uno de los aspectos considerados, se destaca lo siguiente: Modelos de educación; el modelo de educación a distancia tiende a ampliarse, sin embargo no se prevé la eliminación del modelo presencial. Diseño instruccional; el diseño instruccional del modelo de educación a distancia es diferente al diseño de educación presencial. Rendimiento académico; se observa que no hay diferencia significativa en los resultados académicos obtenidos por los alumnos quedesarrollan un curso a distancia y los alumnos que desarrollan el mismo curso de manera presencial.Palabras clave: Diseños instruccionales, educación a distancia, modelos de educación, rendimiento académico de los alumnos, tecnologías de información en la educación.

scholarly journals Comparative Analysis of Rote Learning on High and Low Achievers in Graduate and Undergraduate Programs

2017 ◽  
Vol 4 (1) ◽  
pp. 111 ◽  
Author(s):  
Ambreen Ahmed ◽  
Nawaz Ahmad
Keyword(s):  
Academic Performance ◽  
Deep Learning ◽  
Comparative Analysis ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Low Achievers ◽  
High Achievers ◽  
Rote Learning ◽  
Snowball Sampling ◽  
The Impact

<p>A survey was conducted to study the preferred learning strategies; that is, surface learning or deep learning of undergraduate and graduate male and female students and the impact of the preferred strategy on their academic performance. Both learning strategies help university students to get good scores in their examinations to meet the demands of industry in workforce. Quantitative research method was used to determine the impact of learning strategy on academic achievements. The R-SPQ2F questionnaire was sent to 103 students through Google forms and hard copies through snowball sampling technique. The results show that rote learning and academic performance are inversely related to each other. In high achievers, deep learning is significant as compared to low achievers. Furthermore, comparative analysis of learning styles<br />on males and females showed that both preferred deep learning strategy equally. Learning strategy is not related to education level of students because there is no difference among preferred learning strategies of graduate and undergraduate students.</p>

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