Relevant bibliographies by topics / Pre-Calculus; Concepts; Assessing Students / Journal articles
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Journal articles on the topic 'Pre-Calculus; Concepts; Assessing Students'

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Published: 3 June 2025
Last updated: 31 July 2025

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1

Dr., Jyoti Sharma. "ASSESSING STUDENTS' UNDERSTANDING OF PRE-CALCULUS CONCEPTS." International Journal of Research - Granthaalayah 5, no. 11 (2017): 217–21. https://doi.org/10.5281/zenodo.1095439.

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Calculus is one of the most momentous achievements of the human intellect (Boyer, 1949). It has given a new direction to the work of mathematicians and scientists. Calculus has exponentially expanded the scope and use of mathematics in other fields. Learning calculus is important to pursue career in applied mathematics.
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Sharma, Jyoti. "ASSESSING STUDENTS’ UNDERSTANDING OF PRE-CALCULUS CONCEPTS." International Journal of Research -GRANTHAALAYAH 5, no. 11 (2017): 217–21. http://dx.doi.org/10.29121/granthaalayah.v5.i11.2017.2350.

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Calculus is one of the most momentous achievements of the human intellect (Boyer, 1949). It has given a new direction to the work of mathematicians and scientists. Calculus has exponentially expanded the scope and use of mathematics in other fields. Learning calculus is important to pursue career in applied mathematics.
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Ozdes Koca, Nazife. "Assessing the concepts of electricity and magnetism of science and engineering students." Physics Education 57, no. 4 (2022): 045026. http://dx.doi.org/10.1088/1361-6552/ac57bd.

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Abstract This work is aimed to assess the performance of two groups of students from colleges of Science, Education and Engineering on the understanding of electricity and magnetism concepts. To conduct this assessment, the Electricity and Magnetism Conceptual Assessment (EMCA) test was implemented twice as a pre-test and a post-test for two calculus-based physics-2 courses offered at the Sultan Qaboos University in Oman in the Spring & Fall 2019 semesters. These courses cover the topics of electricity, magnetism and partly thermal physics. The normalized gains for both groups of students
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Boas, Valquíria Villas, Bruna Cavagnoli Boff, and Laurete Zanol Sauer. "Conceptual Maps: A Tool for Assessing the Meaningful Learning of Engineering Students in a Pre-Calculus Course." Acta Scientiae 24, no. 7 (2023): 78–115. http://dx.doi.org/10.17648/acta.scientiae.7178.

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Context: The difficulty that students of Differential and Integral Calculus, in Engineering programs, show when dealing with the concept of function, one of the fundamental concepts of higher Mathematics, with countless applications in courses of the aforementioned programs. Objectives: To evaluate the contribution of a potentially meaningful teaching unit to promote learning of first-degree polynomial, exponential and logarithmic functions, and to evaluate Engineering students’ learning, through conceptual maps. Design: A potentially meaningful teaching unit of concepts related to first-degre
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Blanco-Fernández, Ángela, Patricia Díaz-Díaz, Itziar García-Honrado, Ana Belén Ramos-Guajardo, and Luis José Rodríguez-Muñiz. "A Proposal for Assessing Imprecise Concepts in Spanish Primary and Secondary Schools." International Journal of Uncertainty, Fuzziness and Knowledge-Based Systems 24, Suppl. 2 (2016): 71–91. http://dx.doi.org/10.1142/s0218488516400110.

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Spanish primary and secondary school curricula comprise several contents, learning outcomes and assessment criteria directly related with probability and approximate calculus. Some of them refer to situations modeled by the students, which entail not only uncertainty but also imprecision. For this reason, different techniques including fuzzy logic and fuzzy sets theory could be applied when dealing with this kind of situations in the classroom. Several teaching situations handling imprecise concepts in primary and secondary schools are suggested from a theoretical point of view. These more exi
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Díaz-Chang, Tamara, and Elizabeth-Hernández Arredondo. "Assessing Difficulty Levels of Mathematical Tasks through Subjective and Behavioral Criteria." International Journal of Engineering Pedagogy (iJEP) 14, no. 7 (2024): 159–75. http://dx.doi.org/10.3991/ijep.v14i7.46175.

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This paper aims to assess the difficulty levels of mathematical tasks in relation to the appearance of unconscious patterns of thinking in students’ cognitive processes that play a role in learning. The data analyzed using a mixed-methods approach was collected from a population of undergraduate engineering and science students enrolled in Calculus courses at the university while answering three questionnaires as part of their online class activities. Two criteria were used to find categories of difficulty levels: one subjective, given by an evaluation carried out by the subjects, and another
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Moosavi, Hojjat, Abolfazl Tehranian, Hossein Doostie, and Ahmad Shahvarani. "A New Tool for Assessing the Understanding of Calculus by Relying on Relational and Instrumental Understanding." Educatio Siglo XXI 40, no. 1 (2022): 55–78. http://dx.doi.org/10.6018/educatio.432431.

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The changes in high school mathematics books in recent years have led to some changes in the concept of calculus, and majority of learners used to work hard on memorizing rather than understanding. In the early years after entering university, they will be challenged by the same concepts and their application in other sciences. Review of the previous studies have shown that no research instrument has been developed to address such challenges till now. Then, the researchers of the study developed and standardized an instrument. The population consisted of all first-year undergraduate students o
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Jackson, Pamela A. "Plagiarism Instruction Online: Assessing Undergraduate Students’ Ability to Avoid Plagiarism." College & Research Libraries 67, no. 5 (2006): 418–28. http://dx.doi.org/10.5860/crl.67.5.418.

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This study assesses undergraduate students’ understanding of plagiarism through the use of an interactive, Web-based tutorial, Plagiarism: The Crime of Intellectual Kidnapping. The author details the instructional design process used to create this information literacy resource and integrate it into the curriculum. Data from 2,829 student quiz scores are analyzed to assess student learning. The results of this study indicate that students have difficulty grasping concepts related to paraphrasing. A comparative analysis of pre- and posttest results shows that student scores improved an average
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Azmi, Fatima M., and Heba Bakr Khoshaim. "The COVID-19 Pandemic and the Challenges of E-Assessment of Calculus Courses in Higher Education: A Case Study in Saudi Arabia." International Journal of Learning, Teaching and Educational Research 20, no. 3 (2021): 265–81. http://dx.doi.org/10.26803/ijlter.20.3.16.

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The COVID-19 pandemic has affected many aspects of our lives, including education. Due to this unexpected catastrophe, education has shifted to virtual-learning and auto-grading models in most parts of the world. This study explores the validity and appropriateness of auto-grading-assessment for online exams by comparing students’ online exam scores where they are first auto-graded and then manually graded. Furthermore, it investigates whether the mean differences in their scores are statistically significant. The study included two calculus courses taught by the authors, during the spring sem
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Nasrullah, Ayu Afiqah, Sitty Nur Syafa Bakri, Mohd Azrul Abdul Rajak, and Suriana Lasaraiya. "ALTERNATIVE PRE-LAB ASSESSMENT FOR PRACTICAL CHEMISTRY COURSES IN PRE-UNIVERSITY: IMPLEMENTATION OF JOTTER BOOK." Journal of Information System and Technology Management 7, no. 29 (2022): 109–17. http://dx.doi.org/10.35631/jistm.729009.

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The jotter book concept is not a novel method in scientific research. This practice is common not only among undergraduate students but also among postgraduate students, scientists, and researchers who use it to understand theories, concepts, and newly learned experimental procedures since it is important and significant pre-laboratory (pre-lab) preparation before an experiment is conducted. However, using a jotter book as one component of alternative pre-laboratory (pre-lab) assessment in assessing student achievement at pre-University level is something that has never been done before. In th
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Marshall, J. A., A. J. Castillo, and M. B. Cardenas. "Assessing student understanding of physical hydrology." Hydrology and Earth System Sciences 17, no. 2 (2013): 829–36. http://dx.doi.org/10.5194/hess-17-829-2013.

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Abstract. Our objective is to devise a mechanism to characterize and assess upper division and graduate student thinking in hydrology. We accomplish this through development and testing of an assessment tool for a physical hydrology class. The instrument was piloted in two sections of a physical hydrology course. Students were asked to respond to two questions that probed understanding and one question that assessed their ability to apply their knowledge, both prior to and after the course. Student and expert responses to the questions were classified into broad categories to develop a rubric
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Swoger, Bonnie J. M., and Kimberly Davies Hoffman. "Taking notes at the reference desk: assessing and improving student learning." Reference Services Review 43, no. 2 (2015): 199–214. http://dx.doi.org/10.1108/rsr-11-2014-0054.

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Purpose – The purpose of this paper is to assess student perceptions of their learning during reference transactions and to evaluate a note-taking strategy developed to improve the quality of learning during reference encounters. Design/methodology/approach – Students were surveyed following a reference interaction and were asked, “What did you learn today?”. Based on the authors results, librarians developed a Reference Notes form encouraging librarians and students to take notes during reference transactions, highlighting terms, concepts and strategies. The forms were assessed with a modifie
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Khilmi, Nala, Siswanto Siswanto, and Purwanto Purwanto. "ASSESSING THE IMPACT OF FLIPPED CLASSROOM ON MATH COMPREHENSION IN PRIMARY SCHOOL STUDENTS." Jurnal Cakrawala Pendas 10, no. 2 (2024): 336–45. http://dx.doi.org/10.31949/jcp.v10i2.8841.

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This study aims to evaluate the effectiveness of the Flipped Classroom learning model in improving the understanding of mathematical concepts in elementary school students. Using a quasi-experimental design with a pre-test and post-test nonequivalent control group design, data were collected from 50 sixth graders of an elementary school. The Flipped Classroom model is compared to conventional teaching methods, with students' understanding of mathematical concepts as dependent variables. Results showed significant improvements in both groups, signaling the positive impact of both teaching metho
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Faruk, Umar Ramatu, Faruku Aliyu, and Lawal Zahriya Hassan. "Assessing Effectiveness of Animated Instructional Media on Academic Performance and Retention of Genetics Concepts." Journal of Natural Science and Integration 5, no. 1 (2022): 117. http://dx.doi.org/10.24014/jnsi.v5i1.16949.

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The present study was carried out to assess the effectiveness of animated instructional media on academic performance and retention of genetic concepts among senior secondary school on biology students in Sokoto State. Adopted through Quasi Experimental design involving pre-test, post-test and post-posttest on two equivalent groups as experimental and control, the population on the study was 10148 SS III Biology students. In this regard, four intact classes were chosen with sample size of 238 SSIII students. Genetic Concept Performance and Retention Test (GCPRT) was the instrument used for dat
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Faruk, R.U., Faruku Aliyu, and L.Z. Hassan. "Assessing Effectiveness of Animated Instructional Media on Academic Performance and Retention of Genetic Concepts." Madorawa Journal of Arts and Social Sciences (MAJASS), ISSN: 2736-1675 5, no. 1 (2022): 46–61. https://doi.org/10.5281/zenodo.7058031.

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The study assessed effectiveness of animated instructional media on academic performance and retention of genetic concepts among senior secondary school biology students in Sokoto State. The research study adopted a Quasi Experimental research design involving pre-test, post-test and post-posttest on two equivalent groups designated as experimental and control. The population for the study was 10148 SS III Biology students. Four intact classes were used with sample size of 238 SSIII students. Genetic Concept Performance and Retention Test (GCPRT) was the instrument used for data collection. An
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De Castilho, Alex Sandro, André Luis Trevisan, and Diego Marczal. "Conception of Learning Objects with Feedback for Self-Regulation of Learning Mathematical Concepts Necessary for Differential and Integral Calculus." Acta Scientiae 24, no. 7 (2023): 176–201. http://dx.doi.org/10.17648/acta.scientiae.7073.

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Background: Due to the high failure rates in engineering courses, it is of fundamental importance to seek alternatives that minimise the difficulties that students entering Brazilian universities have in the disciplines of the area of mathematics. An alternative is to use learning objects (LO) that allow students to be aware of their errors and encourage them to formulate hypotheses and solve problem situations, aspects that are fundamental for the self-regulation of learning. Objectives: To present the conception and evaluation of an LO with feedback that allows the student to self-regulate t
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Boateng, Sakyiwaa. "Assessing conceptual difficulties experienced by pre-service chemistry teachers in organic chemistry." Eurasia Journal of Mathematics, Science and Technology Education 20, no. 2 (2024): em2398. http://dx.doi.org/10.29333/ejmste/14156.

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Organic chemistry is a mandatory component of chemistry II and chemistry III within the curriculum for pre-service chemistry teachers (PSCTs) pursuing a degree in chemistry teaching. The organic chemistry course sequence is well recognized as challenging and unapproachable for students, despite its significant relevance and impact across several sectors. While efforts have been made to recognize and deal with challenges faced by students in the cognitive and psychomotor aspects, there has been less attention given to identifying PSCTs’ conceptual difficulties and misconceptions of organic chem
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Volkova, Elena Sergeevna, and Vladimir Borisovich Gisin. "On the assessment of formation of the system of main concepts of mathematical analysis." Современное образование, no. 2 (February 2020): 12–27. http://dx.doi.org/10.25136/2409-8736.2020.2.32942.

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The object of this research is the results of experimental use of the test for inventory of the concepts of mathematical analysis (Calculus Concept Inventory, CCI), which is aimed at assessment of the key concepts of mathematical analysis, such as function, limit and derivative. The test was conducted in the period from 2016 to 2020 and involved Bachelor’s degree students of Financial University under the Government of the Russian Federation on the discipline “Applied Mathematics and Informatics”. “Mathematical Analysis” is one of the key disci
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Grigg, Karen Stanley, and Jenny Dale. "Assessing and meeting the information literacy needs of incoming transfer students." Reference Services Review 45, no. 3 (2017): 527–39. http://dx.doi.org/10.1108/rsr-10-2016-0076.

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Purpose The purpose of this paper is to determine the information literacy skills and needs of incoming and current transfer students. Design/methodology/approach Three studies are discussed, two of which were generated from ACRL’s Assessment in Action program. In the first, incoming transfer students were asked basic demographic questions and were tested on several basic information literacy skills. A combination of quantitative analysis and rubrics was used to assess results. A pre-test, post-test method was used in a basic introduction to campus life course for transfer students. Finally, t
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Connolly, Cornelia, Raquel Hijón Neira, and Miguel Garcia-Iruela. "Developing and Assessing Computational Thinking in Secondary Education using a TPACK Guided Scratch Visual Execution Environment." International Journal of Computer Science Education in Schools 4, no. 4 (2021): 3–23. http://dx.doi.org/10.21585/ijcses.v4i4.98.

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Effective and reliable assessment approaches to computational thinking in secondary education are in demand. This paper uses a guided technological pedagogical content knowledge (TPACK) framework, incorporating a visual execution environment (VEE) and Scratch project for secondary school students as a method to teach and assess computational thinking. The objective is to investigate if computational thinking and programming concepts can be improved upon following this method, and if the K-12 children are able to improve their computational thinking skills. The research study was conducted over
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Poonyawatpornkul, Jiraporn, Supranee Pitsamai, Onuma Methakesorn, and Kotchakorn Mangmee. "Effectiveness of Online Experiments for Conceptual Understanding of Simple Pendulum by Physics Student-Teachers." Journal of Learning for Development 12, no. 1 (2025): 205–19. https://doi.org/10.56059/jl4d.v12i1.1142.

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This case study investigated the conceptual understanding of the Simple Pendulum topic amongst physics student-teachers using online experiments. A pre-experimental design was utilised, employing a one-group pretest-posttest approach with 20 student-teachers. The research instruments included a high-speed video activity conducted within Online Experiments (OEs) and a conceptual understanding test assessing various aspects of the Simple Pendulum topic. Average gain and normalised gain were employed to assess student learning progress. The findings revealed that OEs had a significant positive im
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Sherwood, Heather, Katherine McMillan Culp, Camille Ferguson, Alice Kaiser, Meagan Henry, and Anthony Negron. "Teacher Practices for Formatively Assessing Computational Thinking with Early Elementary Learners." Education Sciences 14, no. 11 (2024): 1250. http://dx.doi.org/10.3390/educsci14111250.

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Few studies of computational thinking (CT) integration in elementary curricula have yet focused on supporting early elementary educators with implementing and assessing their young students’ application of these practices to content area work. This paper summarizes a collaborative research project that engaged researchers, K-second grade teachers, and professional development (PD) providers in implementing a hybrid PD model to answer the following research questions: (1) What kind of PD and guidance do teachers need to identify and support emergent computational thinking development in young s
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Twahirwa, Jean Nepomuscene, and Celestin Ntivuguruzwa. "Assessing the Efficacy of Remediation-Based Learning and Teaching Strategy for Enhancing Secondary School Students Learning of Difficult Physics Concepts." Journal of Classroom Practices 2, no. 2 (2023): 1–30. http://dx.doi.org/10.58197/prbl/phuh1201.

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This study investigates the effectiveness of a remediation learning strategy in improving the performance of Ordinary level secondary school students in physics. A total of sixty-seven students from G.S Mushongi in Kirehe District participated in the research. The study used a Physics Achievement Test to collect data, with students undergoing pre-tests and post-tests. The collected data underwent comprehensive analysis, employing descriptive and inferential statistics, presented using Microsoft Excel and SPSS version 21.0 software. The results revealed a highly statistically significant improv
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Morais, C., J. L. Araújo, and I. Saúde. "Awakening to chemistry through storytelling and practical activities: middle school students interacting with pre-school children." Chemistry Education Research and Practice 20, no. 1 (2019): 302–15. http://dx.doi.org/10.1039/c8rp00096d.

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A storytelling approach has been seen as a powerful way to teach science and arouse interest and promote positive attitudes toward learning science in the early years. The purpose of our study was to determine how middle school students – Key Stage 3 (KS3) aged 12–14 in Portuguese schools – experienced learning chemistry through storytelling and how they, in turn, experienced creating stories using a storytelling approach with pre-school children. We aimed to perceive the appropriation of concepts of chemistry by the pre-school children through their drawings, the results collected during the
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Rusli, Nurul Hanani, Sariah Ali, Corrienna Abdul Talib, et al. "Equibrilliant Gameboard Assessment to Increase Students’ Conceptual on Chemical Equilibrium." Dinamika Jurnal Ilmiah Pendidikan Dasar 15, no. 2 (2023): 131. http://dx.doi.org/10.30595/dinamika.v15i2.19372.

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Equibrilliant is a game-board assessment to improve students' conceptual understanding of Chemical equilibrium. This game-based learning teaching material aims to overcome pro-long misunderstandings by teacher's quick feedback and enhance students' motivation through the enjoyment of play-learning. This approach applies the formative assessment to replace conventional assessment which limits the evaluation of students’ progress, contributes to prolonged misconceptions, and creates a stressful situation and low motivation. Analysis of findings through pre-posttest reveals that Equibrilliant gam
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Shi, Jia, William B. Wood, Jennifer M. Martin, Nancy A. Guild, Quentin Vicens, and Jennifer K. Knight. "A Diagnostic Assessment for Introductory Molecular and Cell Biology." CBE—Life Sciences Education 9, no. 4 (2010): 453–61. http://dx.doi.org/10.1187/cbe.10-04-0055.

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We have developed and validated a tool for assessing understanding of a selection of fundamental concepts and basic knowledge in undergraduate introductory molecular and cell biology, focusing on areas in which students often have misconceptions. This multiple-choice Introductory Molecular and Cell Biology Assessment (IMCA) instrument is designed for use as a pre- and posttest to measure student learning gains. To develop the assessment, we first worked with faculty to create a set of learning goals that targeted important concepts in the field and seemed likely to be emphasized by most instru
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Chimarauche, Amanze, Peace. "AI-powered Agro-science Simulations: Enhancing Comprehension and Application among University Students in the Niger Delta Region of Nigeria." Asian Journal of Education and Social Studies 51, no. 6 (2025): 200–213. https://doi.org/10.9734/ajess/2025/v51i61987.

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This study investigated the role of AI-powered agro-science simulations in improving the comprehension and application of agricultural concepts among university students in the Niger Delta region of Nigeria. With the increasing need for practical and interactive learning methods in agricultural education, the integration of Artificial Intelligence (AI) offers an innovative approach to enhancing student engagement and understanding of complex agro-science concepts. The research employs aquasi-experimental design with a pre-test and post-test control group structure, aimed at assessing the impac
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D., Jansirani, and Manickavasagan T. "Construction and Validation of Symbolic Retention Ability Test." RESEARCH REVIEW International Journal of Multidisciplinary 8, no. 7 (2023): 181–87. http://dx.doi.org/10.31305/rrijm.2023.v08.n07.025.

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Education is a method or process of transmitting or learning universal mental processes, developing the abilities of thought and assessment, and, in general, intellectually modifying oneself or others for mature life. The ability to compare number and symbols, such as digits, efficiently is linked to mathematical competence across the life span. The teacher's use of symbolic representations becomes second nature, as they are deeply integrated with conceptual understanding and subject knowledge. Such representations, however, may place significant additional demands on learners who are already
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Harun, Nurul Ain, Kyrille Grace Cuevas, Olivia Asakil, Jayson Alviar, and Leo Jay Solon. "Assessing Students’ Mastery and Misconceptions in the Fundamental Operations on Integers." International Journal of Science, Technology, Engineering and Mathematics 3, no. 3 (2023): 36–55. http://dx.doi.org/10.53378/353000.

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One of the common misconceptions affecting mathematics performance of high school students involves operating integers. Evidently, students who were exposed to modular learning demonstrate poor mastery of the pre-requisite skills. This study aimed to assess the mastery level and misconceptions of the Grade 7 students involving operations on integers. A descriptive research design was used with a total of sixty-two (62) conveniently chosen Grade 7 students were twenty-nine (29) were males and thirty-three (33) were females. The Mean Percentage Scores (MPS) per operation on integers were calcula
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Broughton, Mike P. V. "Alternative frameworks amongst University of Plymouth Astronomy Students." International Astronomical Union Colloquium 162 (1998): 111–17. http://dx.doi.org/10.1017/s0252921100114915.

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In recent years much research into conceptual understanding of science has been carried out. Oddly, Astronomy (one of the smallest sciences in terms of pupil numbers) is possibly one of the most widely studied subjects, with numerous papers being produced revealing the intuitive ideas of (usually) young school children. Within these papers it is generally recognised that if students cannot assimilate the fundamental concepts of a subject, then their own initial frameworks are altered accordingly, producing mis-conceptions.Much of this research into pre/mis-conceptions, alternative frameworks e
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Christensen, Warren, James K. Johnson, Grace R. Van Ness, et al. "Developing and Assessing Curriculum on the Physics of Medical Instruments." CBE—Life Sciences Education 12, no. 2 (2013): 250–61. http://dx.doi.org/10.1187/cbe.12-09-0142.

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Undergraduate educational settings often struggle to provide students with authentic biologically or medically relevant situations and problems that simultaneously improve their understanding of physics. Through exercises and laboratory activities developed in an elective Physics in Biomedicine course for upper-level biology or pre–health majors at Portland State University, we aim to teach fundamental physical concepts, such as light absorption and emission and atomic energy levels, through analysis of biological systems and medical devices. The activities address the properties of electromag
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Umma, K., and T. Gatemunee. "Assessing conceptual understanding of learning in energy and momentum by using Socrative online polling in physics classes." Journal of Physics: Conference Series 2653, no. 1 (2023): 012006. http://dx.doi.org/10.1088/1742-6596/2653/1/012006.

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Abstract This research investigates the understanding and learning gains of students learning between online and onsite classes on topics of Energy and Momentum. In this study, twenty-five questions relating to Energy and Momentum, including Energy Concepts, Work Done by Gravitational Forces, Work Done by Nonconservative Forces, Conservation of Mechanical Energy, Momentum Concepts, Momentum Conservation, Completely Inelastic Collisions, and Applications of the Impulse-Momentum Theorem, were used. One hundred and ninety-five students from the Faculty of Engineering at Rajamangala University of
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Chambers, Ginny, Kamryn York, and Mark Marnich. "Transforming integrative maker education for STEM: Empowering pre-service teachers." Open Access Government 40, no. 1 (2023): 310–11. http://dx.doi.org/10.56367/oag-040-11096.

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Transforming integrative maker education for STEM: Empowering pre-service teachers Dr Ginny Chambers and Dr Kamryn York from Point Park University tell us about a project aimed at enhancing integrative maker education through the training of pre-service teachers, focusing on elementary education. In recent years, maker education has gained traction as a transformative approach to teaching STEM subjects. This innovative pedagogy engages students in hands-on, collaborative learning experiences, fostering creativity, problem-solving skills, and a deeper understanding of STEM concepts. “Transformi
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Conejo, Lovely A., Gerry B. Estrada, and Roey C. Sumaoy. "Technology Integration through Computer-Aided Instruction (CAI) in Teaching TLE 11 Garments Concepts." International Journal of Research and Innovation in Social Science IX, IIIS (2025): 3832–41. https://doi.org/10.47772/ijriss.2025.903sedu0275.

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This study explored the integration of video tutorial-based Computer-Aided Instruction (CAI) in teaching garment concepts, specifically “Draft and Cut Pattern for Ladies’ Trousers,” to Grade 11 Technology and Livelihood Education (TLE) students. The research employed a developmental, descriptive design based on the ADDIE instructional design model. The study was conducted at Parang National High School in Surigao del Sur, involving purposively selected Grade 11 students. The students utilized the developed CAI material, and the data were gathered through pretests and posttests, as well as a va
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HARYANI, Sri, Siti Herlina DEWI, and HARJITO A. "THE EFFECTIVENESS OF THE REFUTATION TEXT TO IMPROVE UNDERSTANDING OF THE ACID-BASE CONCEPTS FOR HIGH SCHOOL STUDENTS." Periódico Tchê Química 17, no. 36 (2020): 766–83. http://dx.doi.org/10.52571/ptq.v17.n36.2020.781_periodico36_pgs_766_783.pdf.

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Acid-base is a difficult subject to learn. It includes conceptually tricky words for the students. The theme is also considered difficult by teachers and prospective teachers in teaching and assessing student mastery. A misconception in chemistry topics is one of the biggest challenges for the teacher. This means that many students do not reach the learning objective. The acid-base question is considered one of the most challenging subjects, and there are many misunderstood concepts on this topic. Lack of understanding can be reduced by providing a simple and natural source of learning, such a
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McDonald, Kelly, and Joseph Gomes. "Evaluating Student Preparedness and Conceptual Change in Introductory Biology Students Studying Gene Expression." Journal of Transformative Leadership & Policy Studies 3, no. 1 (2010): 21–34. http://dx.doi.org/10.36851/jtlps.v3i1.460.

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Conceptual difficulties experienced by introductory college biology students studying gene expression are explored in this empirical study. We used an open-ended assessment instrument and a pre-test/post-test design to measure prior knowledge and conceptual change over the course of one semester. Our findings suggest that introductory biology students struggle with the basic terminology necessary to understand complex biological systems at the molecular and genetic level. While conceptual growth from the beginning to the end of the semester was less than expected, learning gains were significa
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Pérez-Suay, Adrián, Ismael García-Bayona, Steven Van Vaerenbergh, and Ana B. Pascual-Venteo. "Assessing a Didactic Sequence for Computational Thinking Development in Early Education Using Educational Robots." Education Sciences 13, no. 7 (2023): 669. http://dx.doi.org/10.3390/educsci13070669.

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Computational thinking (CT) is increasingly incorporated into curricular planning across various educational levels in numerous countries. Presently, CT is being integrated into preschool and primary education. To effectively implement CT at the classroom level, the design and study of techniques and tasks are crucial. This research empirically evaluates a didactic sequence using programmable educational robots for problem-solving challenges rooted in mathematical concepts. The study consists of two sets of activities: computational localisation of elements on a regular grid, where students pr
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Shubert, Tiffany, and Cristine Henage. "Want to Engage More Physical Therapy Students in Geriatrics? Teach the 4Ms." Innovation in Aging 4, Supplement_1 (2020): 14–15. http://dx.doi.org/10.1093/geroni/igaa057.048.

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Abstract In 2019, 1.2% of the 209,000 licensed physical therapists in the United States had completed sufficient training to be Geriatric Certified Specialists. The dramatic demographic shift in the population will require all physical therapists to have foundational knowledge of evidence-based management of older adults. Our purpose was to pilot the impact of an 8-week curriculum for physical therapy students that integrated key concepts of rehabilitation for older adults with the Age-Friendly Health System’s 4Ms (Mentation, Mobility, Medications, What Matters). The curriculum included guest
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Alcocer, Marco, Leonardo Falabella, Alexandra Lange, Nicholas Smith, and Maureen Feeley. "Supplemental online resources improve data literacy education: Evidence from a social science methods course." PLOS ONE 19, no. 12 (2024): e0315318. https://doi.org/10.1371/journal.pone.0315318.

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Despite the importance of data literacy skills for academic and professional careers, learning these skills is a source of stress and difficulty for undergraduate students. This study first introduces an online supplemental instruction resource to support student learning in an introductory data analysis course at a large public university. To evaluate its impact, we conduct a pre-registered double-blind within-subject experiment. Each student is randomly assigned to a subset of the online supplemental instruction modules and takes an exam assessing concepts covered by the course material and
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Sultan, Sultan, Agung Budi Muljono, I. Made Ari Nrartha, et al. "Program Edukasi Energi Terbarukan Sebagai Alternatif Teknologi Ramah Lingkungan di MTS Negeri 1 Mataram." Jurnal Gema Ngabdi 6, no. 1 (2024): 28–32. http://dx.doi.org/10.29303/jgn.v6i1.392.

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Global warming and the environmental impacts of fossil fuels are very important to understand, especially for the younger generation, including students. Geographically, MTs Negeri 1 Mataram is located in the Mataram city area with a distance of approximately 1 kilometer from the Mataram University campus, which is the place of duty for the team carrying out this service. The method for implementing this service is through socialization and education about the basic concepts of solar power plants, how they work, and their environmental and social benefits through various stages including prese
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Martin, Christie S., Drew Polly, Chuang Wang, Richard G. Lambert, and David K. Pugalee. "Perspectives and Practices of Elementary Teachers Using an Internet-Based Formative Assessment Tool: The Case of Assessing Mathematics Concepts." International Journal for Technology in Mathematics Education 23, no. 1 (2016): 3–11. http://dx.doi.org/10.1564/tme_v23.1.01.

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This study examined the influence of professional development on elementary school teachers’ perceptions of and use of an internet-based formative assessment tool focused on students’ number sense skills. Data sources include teacher-participants’ pre and post survey, open ended response on post survey, use of the assessment tool and their written responses completed during online professional development modules. Through an inductive analysis of teachers’ written reflections and open ended survey response, participants reported that the use of the formative assessment tool supported their ins
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Nugroho, Anggi Septia, and Ulil Albab. "The Impact of Economics Education on The Frugal Lifestyle Attitude of 12th-Grade Students." Ideguru: Jurnal Karya Ilmiah Guru 9, no. 1 (2023): 141–46. http://dx.doi.org/10.51169/ideguru.v9i1.716.

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Students' frugal attitude is influenced in part by their understanding of economics education delivered by teachers. Economics education is a dynamic learning process closely linked to students' everyday lives, encompassing concepts like needs, priority scales, and economic principles. This research aims to investigate the impact of economics education on students' frugal lifestyles. It employs a qualitative descriptive approach, specifically a case study research design. The findings reveal that 1) The economics education process at MAN 1 Terbanggi Besar consists of several stages: (a) The pr
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Yuoni, Anthony Babategrimine, Uthman Amadu, and Issahaku Sontaa Jakalia. "Examining the Impact of Knowledge of Mathematics on Academic Achievement in Physics, Among Students at Mawuli Senior High School, Ghana." Journal of Education and Practice 8, no. 7 (2024): 1–13. http://dx.doi.org/10.47941/jep.2236.

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Purpose: The aim of this action research is to evaluate the impact of mathematical knowledge on students' academic performance in physics at Mawuli School, Ho. Methodology: A teacher-made test was the instrument used for data collection in this study. The test consisted of questions in both mathematics and physics. The mathematics questions were strategically selected to align with concepts relevant to the physics curriculum. Pre-test and post-test were administered using similar sets of questions. Data analysis employed descriptive statistics, paired t-tests, correlation analysis, and regress
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McCabe, Jennifer, and Steven Wise. "It’s All Fun and Games until Someone Learns Something: Assessing the Learning Outcomes of Two Educational Games." Evidence Based Library and Information Practice 4, no. 4 (2009): 6. http://dx.doi.org/10.18438/b8fc8m.

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Objective – To determine whether educational games can be designed that are both fun and effective in improving information seeking skills.
 
 Methods – Two skills that are known to be particularly difficult for students taking a required information literacy test were identified. These skills are the ability to identify citations and the ability to search databases with keywords. Educational games were designed to address these two skills. The first game, Citation Tic Tac Toe, placed commonly used bibliographic citations into a tick tac toe style grid. Students were required to play
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Ruaaz, Rafia, Muhammad Bilal Bashir, Maryam Basim, Zohra Allana, Hussain Askary, and Gulrukh Askary. "Technical Quality Assessment of Root Canal Treatment on ETP by Pre-Clinical Students at Fatima Jinnah Dental College." Pakistan Journal of Medical and Health Sciences 15, no. 12 (2021): 3281–84. http://dx.doi.org/10.53350/pjmhs2115123281.

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Background: Students at pre clinical level at Fatima Jinnah Dental College are taught root canal treatment on endodontic typodonts. Technical quality of the root canal treatments performed by these students was assessed to determine success of teaching methodology and reinforcement of tooth morphology concepts. Methodology: In this cross-sectional study, obturation quality of 20 anterior and 30 posterior endodontic typodonts were evaluated on the parameters of length, density and taper. The collected data was evaluated using SPSS software, version 20.0. Chi square analysis was applied to compa
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Appiah-Twumasi, Eric, Issah Iddrisu, and Darko Kenneth Ateko. "Assessing the efficacy of locally constructed model kits in teaching and learning of writing and naming binary compounds." Interdisciplinary Journal of Education Research 6 (February 15, 2024): 1–23. http://dx.doi.org/10.38140/ijer-2024.vol6.03.

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The study constructed Valency Arm and Y-shaped Model Kits using local materials from the school community, serving as interventions for Sekyere Central District junior high students in Ghana. Effectiveness was tested using a quasi-experimental pre-test post-test control group design in teaching binary compounds writing and naming. We randomly selected four intact classes, two as the experimental group (n = 69) and the other two as the control group (n = 67). After constructing and using the model kits in the teaching and learning process of writing and naming binary compounds, it was found tha
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Ullah, Hafeez, Anam Zahra, and Allah Wasaya Babbar. "The Role of Neuro-Linguistic Programming (NLP) to enhance speaking comprehension among EFL Students with Special Reference to Ghazi University Dera Ghazi Khan." International Research Journal of Education and Innovation 2, no. 2 (2021): 149–59. http://dx.doi.org/10.53575/irjei.16-v2.2(21)149-159.

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The study is applied in the Ghazi University Dera Ghazi Khan Punjab, Pakistan. The research included 42 learners. Quantitative analysis was being used to perform the study of randomly selected groups. The learners were separated into experimental groups and control groups. The researcher used NLP concepts and techniques to detect the achievement of the learners in the experimental group after a few weeks of assessing the course, all classes were given pre-test and post-test. The data was compiled using a questionnaire. The result of the study indicated that learners who were instructed by the
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Pirah Abbasi, Fawad Hussain, and Dr. Shahid Mughal. "Effect of Group Work on Students’ Performance in Mathematics at Elementary Level in District Larkana." Critical Review of Social Sciences Studies 3, no. 1 (2025): 631–41. https://doi.org/10.59075/gxk5rz13.

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This research investigates the effect of group work on students’ learning in mathematics at the elementary level in District Larkana. Given the concern over declining performance in mathematics, the study aims to enhance academic outcomes through cooperative learning strategies. A pre-test and post-test experimental design was implemented with fifty randomly selected sixth-grade students at a government girls' high school. Data were collected through structured questionnaires assessing knowledge, understanding, and application in alignment with Bloom's taxonomy. The findings revealed a signifi
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Syarifah, Jauhar, Indah Aminatuz zuhriyah, Reti Suryani, and Tri Retno Khalista Sari. "Assessment Analysis of AKM (Assessment Competency Minimum) and Character Surve in School." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 2498–507. http://dx.doi.org/10.33487/edumaspul.v7i2.5956.

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Indonesian Minister of Education and Culture Nadiem Makarim conveyed his perspective on #MerdekaBelajar. Replacing the National Standard School Examination (USBN) with a Minimum Competency Assessment and Character Survey is one of the goals. Literacy, numeracy, and character are the three elements that are evaluated. In order to be able to assess the concept and its application, this concept must be explored by linking it to pre-existing educational concepts. Through qualitative research, the literature study shows the concept of AKM assessment. The procedure for assessing AKM is to evaluate s
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Directo, Maria Luisa Amor, Janryl Louis Okit, Janice Olmilla, and Margie Causing. "Enhancing Grade 11 Students' Academic Performance and Motivation in Physical Science Using Contextualized Learning Worksheet Emphasizing ENSCIEMA Skills." Psychology and Education: A Multidisciplinary Journal 29, no. 8 (2024): 1273–82. https://doi.org/10.5281/zenodo.14568706.

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This action research examined the effectiveness of utilizing the contextualized learning worksheet emphasizing the ENSCIEMA skills in improving their academic performance and motivation level in learning science concepts. The participants of the study were the grade 11 senior high school students who were officially enrolled in the School Year 2023-2024 at Silae National High School. The students were heterogeneous in composition. Pre-experimental research design was used in the study using non-probability sampling specifically total population sampling. The instruments used in the study were
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