scholarly journals The Effects of Interactive Whiteboard on the Academic Performance of Deaf Students in Federal College of Education (SP), Oyo, Nigeria

10.29007/q8fm ◽  
2020 ◽  
Author(s):  
Sunday Taiwo ◽  
Ogunpeju Taiwo
Keyword(s):  
Educational Technology ◽  
Academic Performance ◽  
Teacher Educators ◽  
College Of Education ◽  
Interactive Whiteboard ◽  
Theory And Practice ◽  
Class Versus ◽  
Deaf Students ◽  
First Semester ◽  
Significant Difference

As interactive whiteboard (IWB) becomes more popular, teacher educators and students are expected to teach and learn using interactive whiteboard: This study was conducted at the Federal College of Education (Special), Oyo during first semester of 2017/2018 academic session in order to determine the effects of IWB on the academic performance of the deaf and hard of learning students who attended “Educational Technology: Theory and Practice” course. The finding gained in this research showed that a significant difference in favour of the IWB class versus the conventional class in the posttest. In the IWB class, IWB system was used. Therefore, it was seen that the use of IWB system increased the student achievement effectively.

scholarly journals Gender and Entry Background Differences in Postgraduate Distance Learners’ Achievement in the Field of Educational Technology

2020 ◽  
Vol 8 (3) ◽  
pp. 98
Author(s):  
Adeyemi Adedapo
Keyword(s):  
Educational Technology ◽  
Learning Activities ◽  
Distance Learners ◽  
First Semester ◽  
Ex Post ◽  
Significant Difference ◽  
Ex Post Facto ◽  
The Mean ◽  
Level Of Significance ◽  
Master Of Education

Several factors have been attributed to learners’ underachievement in postgraduate programmes. Two of such factors are gender and entry background of postgraduate distance learners which previous studies have identified in isolation of one another. No previous studies have been reported to have investigated a combination of gender and entry background differences in educational technology. The present study, therefore, investigated the influence of gender and entry background of postgraduate distance learners’ achievement in educational technology. The ex-post facto research design was adopted. Three hundred and twenty-three postgraduate distance learners who registered and sat for examinations of Master of Education in Educational Technology of National Open University of Nigeria, during the first semester of 2019_1 of 2018/2019 academic session were purposively selected from 74 study centres. The participants were made up of 215 males and 108 females. Three null hypotheses were formulated to guide the study and tested at .05 level of significance. The results of participants in 2019_1 first semester were analysed using t-test and analysis of variance (ANOVA). There was a significant difference in the mean achievement scores of male and female postgraduate distance learners in educational technology in favour of male distance learners while no significant difference was established in respect of postgraduate distance learners’ entry background. The implications of this study are that gender difference is a factor of prediction to academic achievement in educational technology but entry background does not influence postgraduate distance learners’ achievement in courses. Recommendations were made among others that there is need to create co-operative learning activities sensitive to preferences of female distance learners.

Personality traits, teamwork competencies and academic performance among first-year engineering students

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kuok Ho Daniel Tang
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Engineering Students ◽  
First Year ◽  
Academic Excellence ◽  
Content Type ◽  
First Semester ◽  
Significant Difference ◽  
The Individual ◽  
The University

PurposeIt is commonly believed that personality traits determine a person's ability to work in a team and academic performance. However, studies have shown inconsistent results with some personality traits better than the other in predicting students' performance in different academic majors. The purpose of this study is to examine the interrelation between personality traits, teamwork competencies and academic performance among first-year first semester engineering students in an Australian university located in the Sarawak state of Malaysia.Design/methodology/approachThe Individual and Team Performance (ITP) metrics were administered among 189 students to gauge their personality traits as well as self-rated and peer-rated teamwork competencies. The correlations between personality traits and teamwork competencies as well as correlations of both the variables to academic performance were subsequently analyzed.FindingsThis study shows no significant difference between the self-rated and peer-rated teamwork competencies. Adventurous trait appears to negatively correlate with teamwork competencies. This study also reveals teamwork competencies as better predictors of academic performance than personality traits. Commitment and focus show relatively larger effect on academic performance. It can be concluded that commitment is the most significant factor to excel in first-year engineering in the university. Therefore, interventions that promote commitment is crucial to academic performance of the first-year first semester engineering students.Practical implicationsThis study promulgates the development of team competencies which are more crucial to academic excellence than personalities. It is useful for the design of team learning activities which lead to the development of teamwork competencies while improving academic performance. It shows that team activities which reinforce commitment especially and focus secondarily, will have significant positive effect on academic performance of the first-year engineering students generally.Originality/valueWhile most studies in this area examine the correlation between personality traits and academic performance, this study is among the very few that looks into the aspect of teamwork competencies. This study also finds its value in its regional significance as such correlational studies are not prevalent in Malaysia.

scholarly journals Peer Instruction in Electromagnetism: The Gender Academic Performance Difference Among Pre-Service Teachers

2017 ◽  
Vol 8 (1) ◽  
pp. 80
Author(s):  
Aina, Jacob Kola
Keyword(s):  
Academic Performance ◽  
Teaching And Learning ◽  
College Of Education ◽  
Descriptive Statistics ◽  
Peer Instruction ◽  
Performance Difference ◽  
Design Data ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Research Questions

<p>Fifty-two students of a college of education were sampled for this study. The sample comprises of thirty male and twenty-two female pre-service teachers. The quasi-experimental method was employed with the pretest-posttest design. Data were collected using Electromagnetism Physics Assessment (EPA). The data gathered were analyzed using Analysis of Variance (ANOVA), descriptive statistics and the independent T-test. The study provided an answer to three research questions. Finding reveals that based on the gender there was no significant difference in academic performance of the pre-service teachers who did not participate in the PI. However, there was a significant difference between male and female pre-service students who took part in the PI. The study has implications for the students teaching and learning of Physics.</p>

scholarly journals Effect of Low and High Advisor Involvement on the Academic Performances of Probation Students

2001 ◽  
Vol 21 (1-2) ◽  
pp. 40-45 ◽  
Author(s):  
Michael Kirk-Kuwaye ◽  
Dawn Nishida
Keyword(s):  
Academic Performance ◽  
Theory And Practice ◽  
High Involvement ◽  
Significant Difference ◽  
Experimental Trials

While advisors can find support in theory and practice for assisting students who are performing poorly in academics, the optimal involvement level for improving academic performance is undetermined. We conducted three experimental trials to compare low- and high-involvement of advisors assisting probation students. The involvement levels for the low-involvement groups were identical, while involvement varied among those groups receiving the high-involvement treatment. We found a significant difference in academic performance only between the group that experienced the greatest advisor involvement and the simultaneously assessed low-involvement group. The results suggest that full institutional intervention is needed to effectively help probation students.

EFFECT OF FIXED FACILITATOR MODEL ON NCE TECHNOLOGY EDUCATION STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN NIGER STATE

2020 ◽  
Vol 6 (2) ◽  
pp. 155-158
Author(s):  
CHARLES SAIDU TUKURA ◽  
Ibrahim Ismail Kuta
Keyword(s):  
Academic Performance ◽  
Technology Education ◽  
Total Population ◽  
College Of Education ◽  
Education Student ◽  
Colleges Of Education ◽  
Attitude Questionnaire ◽  
Education Students ◽  
Lecture Method ◽  
Student’S Performance

This study title Effect of fixed facilitator model on NCE Technology Education Students’Attitude and Academic Performance in Niger State, Nigeria. The study used quasiexperimental design. The total population was 942, while the sample size was 216educational technology from two colleges of Education in Niger State. The test instrumentdeveloped by the researcher for the study was the Student‘s Performance AssessmentInstrument (SPAI) and Technology Education Student Attitude Questionnaire (TESAQ)which contained 50 questions. The statistic used were t-test independent sample cumulativemean and the finding of the study standard deviation. The findings of the study revealed thatNCE students performed better when taught with fixed facilitator model compared to theircounter parts taught with lecture method. Based on the results obtained the researcherrecommended that: the instructors of Technology Education should endeavor to use fixedfacilitator model in teaching Technology Education in college of education.

2. Using Creativity and Collaboration to Develop Innovative Programs That Embrace Diversity in Higher Education

2012 ◽  
Vol 5 ◽  
pp. 6 ◽  
Author(s):  
A. Helene Robinson
Keyword(s):  
Teacher Educators ◽  
Arts Integration ◽  
College Of Education ◽  
Interdisciplinary Education ◽  
Diversity In Higher Education ◽  
Diverse Student ◽  
Innovative Solution ◽  
Program Content ◽  
Diverse Student Population ◽  
Geographical Locations

This paper provides an example of an innovative solution to program development that addresses the diverse needs of teacher educators throughout various geographical locations in Florida, through a collaborative multi-university, muti-agency teacher training program funded by one collaborative grant.   Innovation is driven out of need, and I will discuss how I identified the needs at my university and then utilized creativity and collaboration to network and obtain the grant, which then facilitated, developed, and taught in a new M.Ed. program in Arts and Academic Interdisciplinary Education.  Program content and delivery were both planned around the diverse student population within the multi-university collaboration, with each university designing diverse programs to address the specific needs of their population but with the same concept of arts integration.  Collaboration also occurred within each university: the College of Arts and Science and the College of Education.  In addition, teachers were required to collaborate as coaches in their schools to train and support others in increasing arts integration in their schools.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

scholarly journals Web-based formative assessment through clinical cases: role in pathophysiology teaching

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nerea Fernández Ros ◽  
Felipe Lucena ◽  
Mercedes Iñarrairaegui ◽  
Manuel F. Landecho ◽  
Patricia Sunsundegui ◽  
...  
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Learning Strategies ◽  
Web Based ◽  
First Semester ◽  
Intermediate Group ◽  
Active Learning Strategies ◽  
Online Formative Assessment ◽  
Intermediate Performance ◽  
Clinical Cases

Abstract Background Active learning strategies such as formative assessment through clinical cases may help to get a deeper learning. We have studied the effect of this kind of online formative assessment in pathophysiology teaching. Methods Seven brief clinical cases were used to give formative assessment in the first semester of a pathophysiology course. To evaluate its effect on learning, we analyzed the proportion of students that passed the end of semester exam with a score above 60 over 100. We also analyzed the effect of the intervention according to the students’ previous academic performance. Results Ninety-six students participated in the study and sat the exam. Sixty-five of them passed it. Students that passed the exam had a higher previous academic performance and had done a higher number of exercises of formative assessment, both in univariate and multivariate analysis. The participants were divided in three groups, according to their previous academic performance. In the intermediate group, the number of cases done by the students who passed the exam was significantly higher than in those who did not pass it (median: 4 versus 0; P = 0.009). Conclusion Formative assessment through web-based clinical cases was followed by an improvement of the academic results in pathophysiology, mainly in students with intermediate performance.

Sign in / Sign up

Export Citation Format

Share Document