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1.
Nuri Balta Víctor-Hugo Perera-Rodríguez Carlos Hervás-Gómez 《Education and Information Technologies》2018,23(2):837-850
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool. 相似文献
2.
旨在考察英语学习者在学习英语时对于成功和失败的归因与他们在英语学习方面所取得的成绩的关系。为了调查英语学习者的归因和英语成绩之间是否有着显著的关系,通过SPSS软件对这些数据做了皮尔逊相关检验和多元线性回归等数据分析。研究结果表明归因和英语成绩之间有着密切的相关性。通过回归分析,并借助于语言成绩归因量表(LAAS),发现努力程度归因是成绩的最佳预示变量,那些能在平时考试中把考试成绩归因于个人努力的学生最有可能在期末考试中取得高分,并且稳定性归因和自我控制归因也有助于学生在英语学习上取得好的成绩。在本文的最后,对数据结果进行了讨论,并对英语教学提出了建议。 相似文献
3.
Şebnem Kandil İngeç 《International Journal of Science Education》2013,35(14):1897-1915
Concept mapping is a technique that paves the way to represent knowledge schematically. In this research, concept mapping was used as an assessment method on the impulse–momentum topic. The purpose of this study was to determine teacher candidates’ knowledge about understanding of the concepts of impulse and momentum by comparing and contrasting two different methods; namely, students’ concept maps and an achievement test. The mean of teacher candidates’ concept map scores are extremely low when compared with the scores of the achievement test. In addition, it was seen that although a great number of concepts were written down, not many relationships were established between these concepts. There is a weak correlation between the achievement test and the concept map scores since concept maps assess the students’ knowledge from a conceptual perspective while the achievement tests measure the level of students’ knowledge on the topic and his/her ability to apply this knowledge on different occasions. 相似文献
4.
Nowadays, universities tend to promote more learner-centred learning, creating a more interactive and motivational environment for students and teachers. This paper describes an expanded framework to help chemical educators to construct a quiz for solution of chemical exercises in their courses. The novelty of this contribution is that the proposed tool combines a flashcards-based method with knowledge pills. The framework has three levels: definition of problem for a teacher; the quiz; use of the quiz for the student. The tool could provide predefined or automatically generated exercises of chemicals. Students could practise where and whenever they like via the Internet. Theirs answers would be registered automatically by the tool and if the students have doubts about any of the questions, they can see a knowledge pill with a teacher explanation about the solution of the exercise. Moreover, they would be able to check their scores from the tests. Once the flashcards were designed and produced, the opinions of other lecturers and students about them were considered. Both groups considered that the tool could be useful to improve the students’ learning process. For future work, this design will be used with the students and its effectiveness will be analysed. 相似文献
5.
Sister Maura S.S.N.D. 《College Teaching》2013,61(3):188-189
AbstractMindfulness meditation involves focusing one's attention on the present moment in a non-judgmental way. Several recently published investigations have demonstrated that a brief session of mindfulness meditation, practiced before a higher-education course lecture, can improve performance on a quiz over lecture content given immediately following the lecture. It is less clear how mindfulness meditation, practiced before multiple course lectures, impacts performance on quizzes over time as well as on a cumulative exam over all lecture contents. The present experiment compared a mindfulness meditation group to an active control group; each practiced 6 min of mindfulness or relaxation prior to seven course lectures. Following each lecture, a quiz was given over lecture contents to measure short-term academic achievement. A cumulative exam was later given over all lecture content to measure long-term academic achievement. In contrast to prior published investigations, there were no effects of mindfulness meditation on academic achievement. Given these promising yet inconsistent effects, future work should explore the moderators (i.e., individual differences; duration, frequency, and style of meditation practice) of mindfulness meditation's salutary benefits. 相似文献
6.
Lai Chin-Feng Zhong Hua-Xu Chang Jui-Hung Chiu Po-Sheng 《Educational technology research and development : ETR & D》2022,70(3):823-847
A web design course has complex and diverse skills, which may attract students with an interest in technology and art fields to learn to program. It makes a need to have a flexible learning framework to develop all students to learn in a programming course. This study was designed to develop students’ learning achievement and computational thinking (CT) abilities by using a Design Thinking (DT)—Conceive-Design-Implement-Operate (CDIO) engineering design framework in a flipped web programming course. The participants were 41 students (males?=?17, females?=?24) coming from a Taiwan University. All of the students (20–21 years old) had e-learning-related backgrounds in a teacher’s college. The experiment was conducted for 14 weeks. The flipped learning and flipped DT-CDIO course each had a total teaching time of 6 weeks, and the midterm exam and final exam each took one week. We used a questionnaire and formative assessment to examine the students’ computational thinking ability and learning achievement before and after the course was applied. The results showed the students significantly improved their learning achievement and computational thinking ability. There were no significant gender differences in learning achievement. Some gender differences could be seen in some dimensions of CT ability. This study shows that the DT-CDIO framework brings many benefits to promote interdisciplinary learning by attracting STEAM talent and providing evidence to support the importance of flipped web programming courses.
相似文献7.
Emma Howard Maria Meehan Andrew Parnell 《Assessment & Evaluation in Higher Education》2019,44(1):97-110
In Maths for Business, a large first-year mathematics module, the continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz with an explanation of their error(s) for one additional mark. We refer to this process as ‘remediation’. Of the students who had the opportunity to remediate, ～70% did. Through examining learning management system data, we show that the remediation process encouraged students to access module resources. Furthermore, by using a Bayesian hierarchical model to account for students’ level of participation, achievement and prior knowledge, we show that participation in the remediation process positively impacted the final examination marks of moderate to high-achieving students (based on initial continuous assessment marks). However, participation in the remediation process provided limited benefit to low-achieving students. We conjecture this is because these students had not achieved a level of understanding whereby participation in the remediation process could progress their knowledge. 相似文献
8.
Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course 
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下载免费PDF全文 P. Gizem Gezer-Templeton Emily J. Mayhew Debra S. Korte Shelly J. Schmidt 《Journal of Food Science Education》2017,16(1):28-36
Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits. 相似文献
9.
We carry out a randomized experiment involving undergraduate students enrolled at an Italian University attending two introductory economics classes to evaluate the impact on achievement of examination frequency and interim feedback provision. Students in the treated group were allowed to undertake an intermediate exam and were informed about the results obtained, while students in the control group could only take the final exam. The results show that students undertaking the intermediate exam perform better both in terms of the probability of passing the exams and of grades obtained. High ability students appear to benefit more from the treatment. The experiment design allows us to disentangle “workload division or commitment” effects from “feedback provision” effects. We find that the estimated treatment impact is due exclusively to the first effect, while the feedback provision has no positive effect on performance. Finally, the better performance of treated students in targeted examinations seems not to be obtained at the expenses of results earned in other examinations. 相似文献
10.
目的:探究中职内科护理教学中多元评价的实践意义和价值。方法:选取我校2017级护理专业2个班共87名学生为研究对象,采取抽签法分为对照组和观察组,其中对照组学生在内科护理教学过程中按照常规评价进行,而观察组学生则采用多元评价。对两组学生内科护理期末考试成绩及实践操作考核进行比较,并对教学方法满意度进行评估。结果:观察组学生的内科护理期末考试成绩及实践操作考核均明显高于对照组,上述差异均具有统计学意义(P<0.05);观察组学生对教学方法的满意度达到100%,也显著高于对照组的86.05%,差异具有统计学意义(P<0.05)。结论:中职内科护理教学中多元评价的实施不仅能显著提高学生的理论考试成绩,还能对学生的临床实践操作起到积极的促进作用,同时也能提高学生对教学评价的满意程度。 相似文献
11.
以探讨“对分课堂(the Presentation-Assimilation-Discussion,PAD)”与“翻转课堂(Flipped Classroom,FC)”整合教学模式在中药化学实验教学中的应用效果为目的,将学生分为PAD-FC教学试验组和传统教学对照组,中药化学实验课程结束后,对两组学生的实验期末考试成绩、实验总评成绩、理论课程期末考试成绩进行统计分析;同时绘制两组学生的各项考试成绩的直方分布图和正态分布图,比较差异。结果显示,PAD-FC教学试验组的中药化学实验期末考试成绩、实验总评成绩和理论课程成绩均优于传统教学对照组(p<0.05),同时试验组学生的各项成绩的高分学生数目明显较对照组增多,不及格人数大大减少,试验组学生各成绩的正态分布曲线较对照组明显偏向高分段。说明在中药化学实验中应用PAD-FC教学模式,能极大增强学生的学习效果,提高学生的自主学习能力,并能促进理论课程的学习。 相似文献
12.
Indira N. Z. Day F. M. van Blankenstein P. Michiel Westenberg W. F. Admiraal 《Educational studies》2018,44(4):449-467
Universities introduce intermediate assessment because it is understood to have positive effects on student behaviour and achievement. Yet, how intermediate assessment is perceived might be conditional for its success. The current study investigates both teachers’ and students’ perceptions of intermediate assessment. Teachers and students were interviewed and Student Evaluations of Teaching were examined. Results indicate that both teachers and students had generally positive perceptions of intermediate assessment. However, the two groups provided different reasons for their positive perceptions. Teachers and students agreed that intermediate assessment helps students to keep up with their study work. Moreover, teachers mentioned that they could assess various knowledge and skills with intermediate assessment, whereas students preferred intermediate assessments to test the same knowledge and skills as the final exam. This finding suggests that teachers and students in our study had different goals for intermediate assessment. 相似文献
13.
Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their course-relevant material. Furthermore, research is lacking concerning the role of individual differences in learning from retrieval. The current study explored the effects of retrieval in a large undergraduate introductory biology course as a function of individual differences in student achievement. Students completed in-class exercises that required them to retrieve course information (e.g., recalling definitions for terms and labeling diagrams) followed by feedback or to simply copy the information without retrieving it. A later quiz over the information showed that high-performing students benefited more from retrieving than copying, whereas middle- and low-performing students benefited more from copying than retrieving. When asked to predict their quiz scores following the in-class exercises, high-performers demonstrated better overall metacognitive calibration compared to middle- or low-performers. These results highlight the importance of individual differences in learning from retrieval and encourage future research using course-relevant material to consider the role of student achievement in classroom-based interventions. 相似文献
14.
What factor(s) influence the likelihood a student will succeed in college biology? Some researchers have found the primary determinant to be the student's prior knowledge of biology, while others have found it to be reasoning ability. Perhaps the ability of these factors to predict achievement depends on the instructional method employed. Expository instruction focuses primarily on facts and concepts. Therefore, perhaps the best predictor of achievement in expository classes is domain-specific prior knowledge. Inquiry instruction focuses more on how science is done, i.e., on scientific processes; therefore, perhaps the best predictor in inquiry classes is reasoning ability. This study was designed to test these hypotheses. Students enrolled in a nonmajors community college biology course were pretested to determine reasoning ability and prior knowledge. The number of previous biology courses was also recorded as an indicator of prior knowledge. After a semester of either expository or inquiry (learning-cycle) instruction, students took a comprehensive final examination. Reasoning ability but not prior knowledge or number of previous biology courses accounted for a significant amount of variance in final examination score in both instructional methods and with semester examination and quiz scores in inquiry classes. This suggests that reasoning ability limits achievement more than prior knowledge among these biology students, whether they are enrolled in expository or inquiry classes. Reasoning ability explained more of the variance in final examination scores for students enrolled in expository classes (18.8%) than in inquiry classes (7.2%). The reason for this is not clear, but significant improvements in reasoning were found in the inquiry but not in the expository classes. These improvements were accompanied by significant differences in achievement in the inquiry classes. Perhaps the reasoning improvement facilitated the better and more equal achievement for students in the inquiry classes, thus reducing the correlation between initial reasoning ability and final achievement. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 89-103, 1998. 相似文献
15.
Recent work in cognitive psychology has shown that repeatedly testing one's knowledge is a powerful learning aid and provides substantial benefits for retention of the material. To apply this in a human anatomy course for medical students, 39 fill-in-the-blank quizzes of about 50 questions each, one for each region of the body, and four about the nervous system, were developed. The quizzes were optional, and no credit was awarded. They were posted online using Blackboard, which provided feedback, and they were very popular. To determine whether the quizzes had any effect on retention, they were given in a controlled setting to 21 future medical and dental students. The weekly quizzes included questions on regional anatomy and an expanded set of questions on the nervous system. Each question about the nervous system was given three times, in a slightly different form each time. The second quiz was given approximately half an hour after the first one, and the third was given one week after the second to assess retention. The quizzes were unpopular, but students showed robust improvement on the questions about the nervous system. The scores increased by almost 9% on the second quiz, with no intervention except viewing the correct answers. The scores were 29% higher on the third quiz than on the first, and there was also a positive correlation between the grades on the quizzes and the final examination. Thus, repeated testing is an effective strategy for learning and retaining information about human anatomy. 相似文献
16.
《The Journal of educational research》2012,105(6):308-313
AbstractThis study demonstrated a procedural model that can be applied by any school to assess, guide, and account for the progress of its students as well as to analyze its own effectiveness. The model uses equivalent achievement tests to monitor student achievement in subject areas at grade levels, between grade levels, and across subgroups of students. Multiple regression analyses of test scores between grades identify factors associated with achievement Using sixth and eighth grade Comprehensive Tests of Basic Skills scores in a matched longitudinal sample of 208 students, the study found small differences in average achievement between boys and girls. Differences between corresponding sixth and eighth grade test means were higher in mathematics than in language. From the sixth grade to the eighth, there was a widening gap in average achievement between high and low I.Q. groups. In multiple regressions of eighth grade test scores on sixth grade measures, I.Q., study skills, and reading were prevalent in the regression equations, but clusters of measures associated with achievement differed between high and low’ LQ. groups. The results of the study have implications for developing and evaluating the achievement of students with varying mental abilities. 相似文献
17.
This paper reports an investigation of cognitive style, gender, attitude toward using computer‐assisted learning (CAL) and academic achievement among university students. A Group Embedded Figures Test was used to assess students’ cognitive style and a questionnaire was used for the evaluation of students’ attitude toward CAL. The results revealed that students have positive attitudes toward CAL but they were not prepared to rely entirely on CAL. A 2 x 2 ANOVA was used to investigate the effect of cognitive style and gender on the attitude toward CAL. The results revealed that male students preferred using CAL significantly more than females and field dependent students were more prepared to rely entirely on CAL than field independent students. On the other hand, there was a significant difference between males and females in their achievement scores in favour of the male group. But there was no difference between field dependence and field independence groups in their achievement. The results also revealed no significant relationship between students’ attitudes toward CAL and their achievement in these courses. 相似文献
18.
Camellia Hemyari Kamiar Zomorodian Iman Ahrari Samar Tavana Mohammad Parva Keyvan Pakshir Peyman Jafari Ali Sahraian 《European Journal of Psychology of Education - EJPE》2013,28(3):863-877
Several studies have investigated the association between students' seating positions and their classroom performance. However, the role of personality traits on seating preference in the classroom has not been well investigated. The aim of the study was to understand how students choose their seats according to their personality traits in a classroom context and the influence of personality characteristics and seat selection on educational achievement. The seating positions of the medical students were recorded on an architectural plan during each class session, and the means and standard deviations of the students' locations were calculated in X and Y orientations. The locations of the students in the class were analyzed based on three architectural classifications: interactional zone, distance from the board, and access to the aisles. The NEO Five-Factor Inventory was used to evaluate the five main personality characteristics of the students. Midterm and final exam scores were used to measure the students' educational achievement. Analysis of variance showed a statistical significance correlation between the interactional zones and both agreeableness and conscientiousness. Mantel–Haenszel analysis showed a statistical significance association between sex and agreeableness and openness to experiences, which was mainly caused by zone II. Among the tested characteristics, a statistically significant relationship was observed between agreeableness and final exam scores. There was a statistical significance difference in openness and extraversion between the students with a high number of absences and their classmates. A relationship between the student's locations in the class, their educational achievements, and some of their personality characteristics are addressed. 相似文献
19.
Learning Microbiology with Computer Simulations: students’ academic achievement by method and gender
Tenth grade students studied the topic of ‘The growth curve of microorganisms’, which included a computer‐assisted learning (CAL) simulation episode. The CAL episode enabled students to simulate experiments which investigated the simultaneous impact of three independent variables upon the growth curve of microorganisms (temperature, nutrient concentration and the initial number of individuals from which to start a population growth). Two classes (n = 82 students) formed the experimental group and were instructed in a combination of classroom‐laboratory work with CAL. The control group included three classes (n = 99 students) who were taught the topic in the classroom‐laboratory work setting only. Five teachers taught the five classes, three periods weekly and the study lasted 4 weeks. The students’ previous knowledge in the topic to be learned and their academic achievement were assessed with pre‐ and post‐tests, respectively. The data for each lest were treated with a two‐way analysis of variance. The results showed that the two study groups did not differ in their previous knowledge and no significant differences were found by gender within and between the groups. The post‐test results on academic achievement indicated that students in the experimental group achieved significantly higher means scores than the control group. No significant gender differences on academic achievement were found within each group. The results affirm that: (a) computer simulations, in which three variables are manipulated simultaneously in one experiment, can be integrated as short episodes in the existing biology curricula; (b) high school students can perform computer simulations which require the skills of simultaneous manipulations of three variables in one experiment, problem solving and decision making; (c) girls and boys in the experimental group exhibited these skills at a similar academic level of achievement. 相似文献
20.
Steven Stack 《Journal of Criminal Justice Education》2015,26(3):273-282
While enrollment in online courses has tripled in ten years, little is known about the impact of different exam-taking environments on learning. A recent study of economics students found that online students taking un-proctored exams scored one letter grade higher than online students taking proctored exams. However, there were no apparent systematic safeguards against cheating in the un-proctored section. This study adds to the literature by comparing student’s performance in online classes with proctored exams to the performance of online students in a carefully controlled online testing environment (Respondus Lockdown Browser [RLB]). Methods: Data refer to 287 students enrolled in a criminology course at a Carnegie research-extensive university. The experimental group consisted of students in online sections who were called back to campus to take exams in a proctored environment. The control group took exams off campus using RLB. All sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. The central independent variable is the type of exam environment: proctored vs. the RLB environment. Results: Controlling for other constructs, there was no significant difference between student exam scores in the proctored sections and the sections employing RLB. Conclusion: The results suggest that the judicious use of RLB can level the playing field between exam scores in proctored vs. nonproctored online sections. Technology such as RLB, which minimizes opportunities for cheating online, may provide tools for fairness in grading. Future work is needed for other courses, other fields, and other types of academic institutions. 相似文献